Science
Download Temperature Effects pdf
Lesson Ideas: Science, Temperature Effects
Activity Type: Science
Activity Size: Large
Objective:
The students will observe effects of temperature on plants and will
read temperature from a Celsius or Fahrenheit thermometer.
Rationale: Some plants grow in warmer places and some plants grow in cooler climates. This experiment will help children see one reason for this: temperature. This experiment is a fun and interesting way for students to experience first-hand the effects of temperature on plants.
Materials:
3 potted plants (if class activity), or 3 plants per group
Refrigerator and freezer
Thermometers
"Temperature and Plants" data sheets
Introduction:
- Many seed packages recommend that the seeds be planted after danger of frost. Why? Talk with students about the importance of appropriate temperatures for plants. Tell them that some plants grow well in cooler temperatures, while many will die if it is too cold. Introduce or review with students how to read a thermometer.
Class/Group Activity:
- Give each group three plants of the same kind, or use three plants for the entire class. Impatiens are good for this activity, because they are sensitive to temperature changes. With masking tape, label the plants as A, B, and C.
- Have the students place Plant A in the classroom, Plant B in the refrigerator, and Plant C in the freezer.
- The temperature of the classroom, refrigerator, and freezer should be recorded on the data sheet.
Individual/Group Activity:
- Have each student predict what each plant will look like on the following day. The predictions should be recorded on their data sheets.
- On the following day, have students study and compare the plants. Results should be recorded on the data sheet, and the discussion questions should be answered.
Related Activities:
- This same experiment may be done using various kinds of sprouts, mini rosebush plants, or small hibiscuses. Unlike the impatiens, each of these plants should do well in the refrigerator for a day.
- Students can test the effects of varying the soil type, amount of water, and amount of light on plants. Observations for these experiments should be done over a week's time.
Temperature and Plants
Temperatures:
Temperature of class room: degrees F or C (circle one)
Temperature of refrigerator: degrees F or C (circle one)
Temperature of freezer: degrees F or C (circle one)
Predictions:
Prediction for Plant A (classroom):
Prediction for Plant B (refrigerator):
Prediction for Plant C (freezer):
Results:
Describe the plants after one day.
Plant A:
Plant B:
Plant C:
- Which plant looked the healthiest after 1 day? Why?
- Which plant looked least healthy after 1 day? Why?
- Do you think you would get these same results with all types of plants? Why or why not?
- If you bought this kind of plant at a garden centre and were going to give it to someone for a present the next day, where would you keep the plant?
Students' Reactions:
Lesson Ideas: Science, Plants
Activity Type: Science
Activity Size: Large
Objective:The students will determine the types of
plants by which particular fruits and vegetables grow.
Rationale: This activity demonstrates the many kinds
of plants that produce the fruits and vegetables we eat. This is
especially true for students who live in climates different from the
ones where the food they eat grows. If students have not seen the
plants that produce fruits and vegetables, they may not know whether
the plant is a tree, bush, etc.
Materials:
'What Kind of Plant?' sheets
Introduction:
- Begin a discussion by asking students about the different types of plants on which various fruits and vegetables grow. Ask them if they have ever eaten the root of a plant!
- Students have a chance to demonstrate what they already know about this topic by filling in their guesses on the 'What Kind of Plant?' sheet. This should be done before any answers are looked up.
Group/Individual Activity:
After the students have guessed each plant type, they should match the
fruits and vegetables on the 'What Kind of Plant?' sheet to the
corresponding plant.
Answers: apples - trees; carrots - underground; pears - trees;
grapes - vines; radishes -underground; raspberries - bushes;
kiwifruit - vines; potatoes - underground; melons - vines;
tangerines – trees
Related Activities:
- Have students make collages with pictures of various fruit and
vegetable plants and display these on the classroom wall. What Kind of
Plant?
Do the fruits and vegetables we eat grow on trees, bushes, vines, or do we find them underground? - Write down your guesses.
Apples ____________
Carrots ____________
Pears ____________
Grapes ____________
Radishes ____________
Raspberries ____________
Kiwifruit ____________
Potatoes ____________
Melons ____________
Tangerines ____________
Students' Reactions :
Lesson Ideas: Science, Edible Plant
Print the Activity Sheet
Activity Type: Science
Activity Size: Large
Objective: Students will determine what part of a
plant they are eating when they eat different fruits and vegetables.
Materials:
"What Part of the Plant Are We Eating, Anyway?" activity sheets
Introduction:
Begin a discussion by asking students about the part of the plant they
eat when they eat a beet (root), a capsicum (fruit), broccoli (flower)
or avocado (fruit).
Let students demonstrate what they already know about this topic by
filling in their guesses on the 'What Part of a Plant Do We Eat,
Anyway?' activity sheet. This should be done before any answers are
looked up.
Option Group/Individual Follow Up Activity:
Have students make collages of fruit and vegetable pictures that are
flowers, fruits, leaves, roots, seeds, seed pods, stems and tubers.
Answer Key:
- Artichokes = FLOWERS
- Asparagus = STEMS
- Bananas = FRUIT
- Broccoli = FLOWERS
- Carrots = ROOTS
- Celery = STEMS
- Green beans = SEED PODS
- Lettuce = LEAVES
- Peas = SEEDS
- Potatoes = TUBERS
- Radishes = ROOTS
- Snow Peas = SEED PODS
- Spinach = LEAVES
- Tomatoes = FRUITS
- Yams = TUBERS (Note that yams and sweet potatoes are not the same thing. They come from different plant families. Sweet potatoes, like kumera are roots and are rich in vitamin A. Yams are tubers and contain no vitamin A.)
LEAVES that we eat:
Basil
Brussels sprouts
Cabbages, all types
Coriander
Leeks
Lettuces, all kinds
Onions
Parsley
Silverbeet
Spinach
Spring onions
Watercress
PODS that we eat:
Chili peppers
Green beans
Sugar snap and snow peas
FLOWERS that we eat:
Artichokes
Broccoli
ROOTS that we eat:
Beetroot
Carrots
Jerusalem artichokes
Kumera
Parsnips
Radishes
Swede
Turnips
SEEDS that we eat:
Beans (How many kinds can you name?)
Peas
Pumpkin seeds
Sunflower seeds
TUBERS that we eat:
Potatoes (NOT sweet potatoes)
Yams
"FRUITS" that we eat:
Apples
Apricots
Avocados
Bananas
Blackberries
Blueberries
Capsicum
Cherries
Cranberries
Cucumbers
Dates
Eggplant
Figs
Grapefruit
Honeydew melon
Kiwifruit
Lemons
Mangoes
Melons
Oranges
Paw paw
Peaches
Pears
Persimmons
Pineapple
Plums
Pomegranates
Pumpkin
Raspberries
Strawberries
Tangelos
Tangerines
Tomatoes
Watermelon
Lesson Ideas: Science, Dried Fruit
Activity Type: Science
Activity Size: Large
Objective: The students will observe the effects of water loss on various fruits.
Rationale:
This activity will give students an idea of the time it takes to
sun-dry raisins and other fruit, and of the changes the fruits go
through in the process. The time to dry fruits will vary depending on
the region of the country. You would expect drying to be much quicker
in a hot, dry climate, than in a hot, humid climate. NOTE: This is a
great activity to do with kids; however, don't eat mouldy fruit;
instead buy fruit from the store for your tasting party.
Materials:
Grapes, raisins, various fruit
Large paper bags (one bag per group)
Notebook for observations
Introduction:
- Give students several grapes and raisins. Explain that raisins are dried grapes. Ask students to point out differences between the two.
- Ask why the raisins are smaller in size than the grapes. Discuss the fact that living things are made up of cells and that water is in each cell.
- Tell students that 2 kg of fresh grapes makes 0.5 kg of raisins. 1.5kg of fresh plums makes 0.5kg of prunes. This is due mainly to water loss.
- Ask why people would want to remove most of the water from the cells of grapes. (Raisins are easy to eat, sweet, are used in baking, and they stay fresh for a long time).
- Let the students eat the grapes and raisins and compare the tastes! Class/Group Activity: (Instructions for students)
- Cut open a brown paper bag so that it lays flat.
- Spread pieces of fruit (grapes, apricots, apples, pineapples etc.) on the paper bag.
- Place the bag in the sunlight where it will not be disturbed. Carefully trace around each piece of fruit with a pen or pencil.
- Record in your notebook the date and any observations about the fruits (size, shape, color, texture etc).
- Check the fruit every two days for changes. Record in your notebook the date and any changes in the fruit's size. Be careful not to disturb the fruit!
- Observe the fruit for two weeks.
Related Activities:
- Have students find out how the food companies dry fruits like grapes and plums.
- Compare plants that have been deprived of water to plants that have been watered.
Students' Reactions:
