Class Garden!

Classroom Garden!

Introduction

        This year, we are going to explore how plants and animals survive in the various types of ecosystems on Earth. We will be making a classroom garden filled with plants for us to study throughout the school year.  As we dive into the material, we will reference to our garden in order to better our understanding of ecosystems.

California Common Core 4th Grade Standards

Reading Standards

       - Reading Standards for Informational Text Standard 9: "Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably"

  

Science Standards 

        - Standard 2a: "Students know plants are the primary source of matter and energy entering most food chains"

        - Standard 3a: " Students know ecosystems can be characterized by their living and nonliving components." 

        - Standard 3b: "Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all" 

         - Standard 6b: "Measure and estimate the weight, length, or volume of objects" 

                                                                                (Cactus and Succulents)

  

Picking and Researching A Plant

1.  Students will be divided into different categories including: (1) cactus, (2) succulents, (3) flowers, and (4) vegetables.  Students can pick any plant they want as long as it is related to your given category.  Please add your name to the category you want to research.

2.  Find your plant anywhere you can, but you MUST be able to identify it.  I suggest going to a local plant nursery and asking someone for help.  Farmers markets are also a great place to find people knowledgeable in the realm of plants.  Please let me know if you need assistance locating a plant. 

3.  Play the following simulator on how plants grow. Keep in mind the conditions plants need to survive  If you are having trouble growing the simulated plant, take notes why for a discussion in class.

Plant Growing Simulator

2.  Once a plant has been found, you will research basic facts about your plant.  Information should include the following:

        - Scientific name

        - Habitat

        - Plant grow rates (include a measurement of your plant with a date)

        - Watering rate

Use the Resources section for links to help you conduct your plant research.  You should be able to find information on your plant from any of those two websites.

3.   Draw a picture of your plant on unlined paper and label its parts.  The name of your plant should be at the top of the paper. Include the information you found from your research neatly organized, below the picture of your plant.  Watch the YouTube video below to understand the functions of the different parts of plants.

4.  All the pictures will be combined into a class plant index for other students to study your drawing and examine your plant.  A class quiz will be given on ALL of the plants.  Study the index well and understand what plants are in our class garden.  The link below is an online game where you must identify the parts of a plant.

 Resources

USDA Plants Database 

National Geographic Plant Finder 

Rubric 

CATEGORY	Weight for Each Category	4	3	2	1
Labels	X2 (up to 8 points available)	Every item that needs to be identified has a label. It is clear which label goes with which structure.	Almost all items (90%) that need to be identified have labels. It is clear which label goes with which structure.	Most items (75-89%) that need to be identified have labels. It is clear which label goes with which structure.	Less than 75% of the items that need to be identified have labels OR it is not clear which label goes with with item.
General Formatting	X2 (up to 8 points available)	Unlined paper is used. The drawing is large enough to be clear (about 1/2 of a page of typing paper). Student name, class, and date are in the lower left corner. There is a figure caption that describes the drawing. The caption includes information about magnification, when appropriate.	Unlined paper is used. The drawing is large enough to be clear (about 1/2 of a page of typing paper). Student name, class, and date are in the lower left corner.	Unlined paper is used. The drawing is a little too large or a little too small. Student name, class, and date are in the lower left corner.	Lined paper is used AND/OR the drawing is much too small or much too large.
Drawing - details	X1 (up to 4 points available)	All assigned details have been added. The details are clear and easy to identify.	Almost all assigned details (at least 85%) have been added. The details are clear and easy to identify.	Almost all assigned details (at least 85%) have been added. A few details are difficult to identify.	Fewer than 85% of the assigned details are present OR most details are difficult to identify.
Title	X1 (up to 4 pts available)	Title is informative, centered, and larger than other text.	Title is informative and larger than other text.	Title is informative and centered.	The title is incomplete and does not clearly indicate what organism is pictured.

Conclusion

        As we explore the various types of ecosystems, we will use this garden as reference to identify habitats and climates.  We will discover if our plants would survive if they were planted in different parts of the world.  It is important that we understand how to keep the plants on Earth alive and healthy.  Without plants, the world may be left without food or clean air. I look forward to seeing our plants, and student minds, grow throughout the year.

 Further Education

The California Native Plant Society is a current blog with information regarding the preservation of plants in California.  They also hold conferences and events to attend and meet with others who are knowledgeable about the plants struggling to survive in California. Check out the link and see what you can do to help keep our native plants alive!

California Native Plant Society