Monday, November 25 – Day 14
Today in science: After turning in their weekend homework (a completed, front side of the “Get to Know a Seedling” handout), students were asked to make a “Day 14” entry for their plants in their Lab Notebook. This entry needed to include labelled drawings of a plant (or plants), height measurements (in cm) recorded in the Plant Growth Chart, written observations, and all emerging questions resulting from the observations. At the end of the lesson, students were issued their new Power Plant Packet and asked to complete the questions found in Chapter 1 before their next science lesson (see below).
Homework: Students have been asked to read the text and complete the questions found in Chapter 1 (pages 1-6) of the Power Plant Packet. Students do NOT have to use any resources beyond the text of Chapter 1 in their attempts to answer the questions. Many of the questions are simply asked what students currently think about plants–therefore, it’s OK to be wrong.
Tuesday, November 26 – Day 15
Today in science: After turning in their Power Plant Packets (Chapter 1), students were asked to check, and correct, their diagram on the front side of the stamped “Get to Know a Seedling” handout. Much like their “What is a seed?” and “What is a sprout?” paragraphs, students were asked to write a “What is a seedling?” paragraph on the back of the handout. After placing this paper into their Classroom Science Binder–along with the 2 graded quizzes from their mailboxes–students then had the remaining class time to begin working on tonight’s homework, which is Chapter 2 of the Power Plant Packet (see below).
Homework: Students have been asked to read the text and complete the questions found in Chapter 2 (pages 7-13) of the Power Plant Packet. Students do NOT have to use any resources beyond the text of Chapters 1 & 2 in their attempts to answer the questions. Answers to questions should follow standard capitalization and punctuation rules. Whenever possible, students should use most of the space provided for their written answers.
Wednesday-Thursday, November 27-28 – Day 16/17
Today in science: Students were asked to measure the height of their plants and then make thorough written observations for Day 16/17 that included the use of some of their plant vocabulary terms (along with the functions!). They were also asked to make ‘zoomed in’ (i.e., magnified) drawings of the individual parts of the plant (e.g., a flower bud, a true leaf, a cotyledon, a region of the stem, and/or an open flower). After then learning a bit about flowers and pollination, students were asked to pollinate their open flowers by using the white pipe cleaning instruments. This act was an attempt to transfer the sperm cell-containing pollen grains produced by the stamens (the male part of the flower) to the pistil (the female part of the flower), which is filled with egg cells. After pollinating, students were asked to begin defining the new collection of flower vocabulary words–petal, sepal, nectary, receptacle, stamen, pistil, flower buds, and flowers.–with the SCIENCEsEDiment Glossary pages.
Homework: There is no science homework during the long weekend.
Friday, November 29 – No school (Thanksgiving Break)
Today in science: —