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Data Collection |
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This project not only focuses on most areas of the science standards, but also provides students with real life experience working on mathematics and language arts, social studies, and life skills. Students learn about ratio, percent, data collection, data analysis, how to input, read data, and form conclusions from data on spreadsheets and how to convert it to graphical form. Students express their conclusions by keeping a daily journal that will include observations, photos, narrations, and communication with e-pals. By communicating with students across the country, they become more familiar with these areas of the country and make comparisons with their own area.
This project can be modified to identify the rebirth of leaves in the spring. Data can be collected to determine the factors which begin the process of regrowth of leaves. This would complete the cyclical process of trees. Please look for further information on this project in the future.
Many useful links are included throughout this site. To see them listed in one place click above.
Day One | Day Four | Day Seven |
Day Two | Day Five | Day Eight |
Day Three | Day Six | Day Nine |
Objective: To decide what characteristics define a tree.
Activity One: Introduce vocabulary terms:
botany | plant | shrub |
flower | deciduous tree | coniferous tree |
Activity two:
Homework: Based on their observations, have students answer in their journals the question, "What makes a tree? How is it different from a flower or a shrub?"
Objective: To define the structure and function of a tree.
Activity one: Discuss homework question.
Activity two: Identify parts of a tree and their functions:
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Activity three: Scavenger Hunt (See Activity Page). Record all answers in journals.
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Objective: To identify that different trees have different characteristics.
Activity one:
Activity two: Students will brainstorm about how different trees have different characteristics. Guide thediscussion to include how trees can be identified by investigating the characteristics.
Homework: Each student collect leaves and bring them to class.
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Objective: To understand the different characteristics of leaves.
Activity one: Journal Writing
Homework: Have students collect five different types of leaves and bring to class.
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Objective: To understand how leaf arrangement and structure can be used for tree identification
Activity one:
See sites :
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Objective: To understand how leaf arrangement and structure can be used for tree identification.
Activity one: Take the class on a walk around the school building or local area and identify trees by using the leaf structures and arrangements observed and discussed in class. Have students collect a variety of leaves for other classroom activities.Have students sort leaves accorting to their characteristics and decide what kind of tree they come from.
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Objective: To make prediction
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Objective: Students will know what to look for when observing the change of colors of leaves
Journal writing: Students write what they will observe in leaf changes.
Discuss things to observe:
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Objective: Describe causes for green color in leaves.
Activity: Journal Writing: Using the various given sites, students will answer the question, "Why are leaves green?"
Now that we know the basics, we are ready to begin the project!! Go to __ to get started.Students are divided into 5 groups. Each group choses one of the following hypotheses (or form their own) as to the major cause of change in leaf color. They will then follow the changes keeping their hypothesis in mind. At the end of the 12 weeks, students will compare charts for % of change with charts for other variables at each location. Data analysis will show which variable is probably the most important.
Hypotheses for each group:
Hypothesis 1 - Group 1:
Latitude affects when leaves change color.
Hypothesis 2 - Group 2: High temperatureaffects
the percentage of change.
Hypothesis 3 - Group 3: Low temperature
affects the percentage of change.
Hypothesis 4 - Group 4: The difference
between the high and low
temperatures affects the
percent of change.
Hypothesis 5 - Group 5: The amount of daylight
hours affects the percentage
of change.
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