Written by Stephanie Hines
Sponsored by:
Budburst & Green-Up
6th Grade Science
Standards addressed:
6.1.2 – Give examples of different ways scientists investigate natural phenomena and
identify processes all scientists use, such as collection of relevant evidence, the use of
logical reasoning, and the application of imagination in devising hypotheses and
explanations, in order to make sense of the evidence.
6.2.2 – Use technology, such as calculators or computer spreadsheets, in analysis of data.
6.2.5 – Organize information in simple tables & graphs and identify relationships they
reveal. Use tables & graphs as examples of evidence for explanations when writing
essays or writing about lab work, fieldwork, etc.
6.2.6 – Read simple tables & graphs produced by others and describe in words what they
show.
6.4.8 – Explain that in all environments, organisms with similar needs may compete with
one another for resources, including food, space, water, air & shelter. Note that in any
environment, the growth & survival of organisms depend on the physical conditions.
6.5.2 – Evaluate the precision and usefulness of data based on measurements taken.
6.5.4 – Demonstrate how graphs may help to show patterns – such as trends, varying
rates of change, gaps or clusters - which can be used to make prediction.
Objectives:
Students will be able to:
 Identify some native plant species
 Create tables & graphs from data
 Analyze graphs and explain what the graphs communicate
 Monitor changes and record observations over a period of time
 Design & conduct a scientific investigation
 Recognize that budburst occurs in the spring
 Recognize that plant growth is dependent upon the weather & solar energy
Materials needed:
 Rulers
 Nontoxic permanent marker or sewing thread
 Outdoor thermometer
 Rain gauge (if possible)
 An outdoor area with native plants (trees and/or shrubs are best; grasses will also
work) – See Extensions for alternatives
 Attached worksheets
Lesson Introduction:
Phenology is the study of organisms’ response to seasonal and climatic changes. This
activity will focus on plant phenology. The most familiar part of this cycle to people is
the dropping of leaves in the autumn when plants go into dormancy. In the spring, this
cycle is witnessed in budburst, when plants begin re-cycling food and water. Budburst
occurs when temperatures and precipitation increase – plants require a minimum number
of days above certain temperatures and a minimum amount of rainfall before budburst,
and in some species, longer hours of sunlight. These minimum requirements vary with
species and latitude.
Buds are small, hard protective structures that cover the new, very small leaves. When
the climate is right for the plant, the buds open and new leaves emerge. These leaves
typically grow very quickly and soon begin photosynthesis.
Scientists are now diligently studying budburst around the world. The questions they are
trying to answer involve annual variations of budburst, regional & global variations, and
budburst’s relation to climate change.
Plants that we monitor need to be native species because non-native species will burst at
different times – either too late or too early, providing skewed data and creating a false
picture to students (and scientists). Plants also need to be deciduous (shed their leaves
at the end of the growing season) because these are the dominant native species in
Indiana.
Procedures:
Take students outside to an area with trees or shrubs. Begin taking the students outside 12 weeks prior to budburst. (Call a local extension agent, botanist or nursery to get this
date.) Students may work in small groups (2-3) or individually. Each student/group will
choose two plants to monitor continuously. Try to get as great of a selection of plants as
possible, making the data richer.
During the first visit:
 Fill out the top portion of the Data Sheet
 Locate the terminal bud on one branch of the plant and mark a dot next to it with
the marker or tie a piece of thread around it on the branch

Locate the three closest buds to the terminal bud, marking them with two, three,
and four dots
 Do this for two different plants for each group
 Record hypotheses on the record log about when plants will burst, which will
burst first and how long the leaves will grow
Visit the plants at least 2 times/week. Record temperature, weather and precipitation (if
available). During budburst, record observations of bud:
 “Dormant” if bud is unchanged
 “Swelling” if the bud is growing
 “Budburst” on the first day of seeing the green leaves
When leaves begin to shoot out of the bud, students will record the length and change of
growth of leaves. Make sure that students measure only the leaf, not the stem or petiole
(the stem that joins the leaf to the main stem). Record measurements until the leaf stops
growing. Record temperature, weather and precipitation (if available).
Once the students have gathered all of their data, they will compile it. Each student or
group will create a graph that contains data from all of the students’ observations and
measurements. This can be a simple bar graph done by hand or in Excel if they have
access to computers.
Create two graphs:
1. Data of budburst of all plants. On X-axis put plant species; on Y-axis put dates.
In one color, graph the hypothesized date of budburst; in another color, graph the
actual date. If this is too much information for one graph, just use the terminal
budburst for each plant, not the other three.
2. Data of leaf lengths. On X-axis put plant species; on Y-axis put length. In one
color, graph the hypothesized length; in another color, graph the actual length. If
this is too much information for one graph, just use the terminal bud for each
plant.
Closure:
After students finish gathering & compiling their data, discuss what they found. How do
their hypotheses differ from their observations? Why are there differences? What do
these differences mean? What do their graphs tell them about their data?
Students will then write a short report analyzing their data, addressing why their
hypotheses were different from what they observed, why there are differences in plants
(especially if different students are monitoring the same species), why being accurate in
their measurements & observations is important, connections between weather and
activity, and any other observations or thoughts they had during the activity. How could
they predict budburst for next year based on their experiment?
Extensions:
1. If no outside space is available, bring in cut branches placed in water for
observation.
2. Use cut branches inside to compare with plants outdoors. Do they bud & grow
differently? At different times?
3. Have students monitor insect activity as leaves grow; what are the connections
between wildlife activity and plant growth?
Assessment – 100 Points total
Points can be awarded for Data Sheet:
5 max. – The introductory information included from the top portion
10 max. – The hypotheses stated clearly
30 max. – All information recorded for each visit
Points for Graphs
20 max. - Each graph
Points for Report
35 max. – Look for analysis of data, thoughts about hypothesis versus what they
observed, thoughts about precision of data, connection between weather and growth
Data Sheet
Student name___________________
Species 1______________________
Partner___________________
Species 2_____________________
Describe the area surrounding your plants:
Species1
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Species 2
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Record Log – Species 1
Hypothesis
Budburst/Green-up
Weather & Other
Observations
Record Log – Species 2
Hypothesis
Budburst/Green-up
Weather & Other
Observations