Through the Seasons
Category: Life Science Submitted by: Catherine Auten Topics Covered: Appropriate for grades: 2-3 Estimated duration: months What will happen: Students will ... carry out accurate, long-term observations of a plant, recording seasonal changes. collect and preserve seeds, leaves and flowers. What you need: Before beginning this project it is important for the teacher to locate suitable trees or bushes for the students to record observations. Students will work individually on this project, but 4 or 5 students may make observations on the same plant. The following are examples of sample plants: lilac, rose, apple, maple, peony, chokecherry, etc. What to do: PART ONE (Sept.): In the classroom, discuss/review plant part names and observation techniques. Take students outdoors. Students individually select a plant (bush or tree), draw the whole plant, colour and label drawings. Collect leaves, fruit/seed from a chosen plant. Return to classroom. Examine fruit, seeds, leaves with magnifiers. Draw, label sample in science journal (entry #1). Save seeds. Press leaves. PART TWO (Oct.): Teacher can select poem on seasons as motivational set. Students brainstorm "seasons". Discuss seasons and plants during those seasons. Students return to selected plant. Draw, label, note changes, e.g. leaves gone, seeds gone, colour changes (science journal entry #2). In class discussion on changes observed, teacher summary. Students make one entry on "season pinwheel". To make a "season pinwheel": divide a white card circle into quadrants - each entry on pinwheel represents a single season, PART THREE (Dec./Jan.): Visit plant once - draw, record changes (entry #3). Draw winter scene in 2nd quadrant, including plant, on seasonal pinwheel. PART FOUR (Feb./Mar.): Visit plant - draw, record changes. Observe buds, colour changes in bark (repeat in April, entry #4 and #5 in student journal). PART FIVE (May): Visit plant once. Record changes (entry #6) Draw spring scene on 3rd quadrant of seasonal pinwheel. PART SIX (June): Final visit to plant. Draw, record changes (final journal entry). Collect leaves and flowers from plant for pressing. Draw summer scene for seasonal pinwheel. To complete pinwheel: cut out same size circle, remove one quadrant. Fasten on top of first circle with a "brassy" fastener. PART SEVEN (June): Students individually construct botanical cards using: drawing of whole plant, pressed leaves, flowers, seeds. Add name of plant, location, date. Laminate and display on wall. In the classroom hints:
What to do next (extension activity): Study of plants in native habitat leads to study of adaptations and development of habitats of animals. Plant life cycles (grow seedlings in the classroom) Create poetry (seasons, plants, lifecycles, etc.) Creating "Photograms" with the leaves, seeds and fruit of selected plants. Photograms are photographic prints made without a camera or negative. You don't need a proper darkroom; any room that can be adequately blacked out will do. You must have a working surface and a power outlet. The objects are placed on a sheet of unexposed photographic paper in the dark and a light source is directed briefly at the paper, which is then processed. Solid objects will produce a clear black and white print while translucent objects will produce a range of tones from black through greys to white. An alternative to this more technical processing is a product called "Sunshots". They are developed in ordinary tap water. Cross curricular connections: |