Activity #1: Germination of Seeds

Goal:

Students will observe the process of seed germination.

Objective:

Upon completion of this activity, the students will have several seedlings with which to work.

Grouping:

Students will work cooperatively within groups of three or four.

Materials per Group:

• Six sunflower seeds (presoak seeds one day prior to this activity)*
• Plastic sandwich bag
• Moist paper towel
• Ruler

*Radish and lettuce seeds (do not presoak; these germinate very quickly) work very well, however, they are much smaller and may cause difficulty for students at the lower elementary levels or for those with fine motor difficulty. These types of seeds may be offered as an option for individual students who may wish to try working with them.

Teacher Preparation:

1. Make one copy of Germination Log sheet per child.
   
   
2. Soak seeds in warm water one day prior to this activity.
   
   
3. Prepare vocabulary sheet.

Germination Log  (PDF, 13K)

Procedure:

1. Fold, dampen, and place the paper towel in the plastic bag. Be sure to remove excess water from the towel.
   
   
2. Place the sunflower seeds on top of the towel.
   
   
3. Smooth and close the bag. Place in a sunny spot.
   
   
4. Make observations and record daily for seven days.

Optional activity:

Remove a seedling in order to examine the individual parts of the seedling.

Activity #2: Teacher Preparation of Nutrient Solutions
(May be done as a teacher demo)

Materials:

• Calcium nitrate
• Potassium phosphate
• Ferric Chloride
• Magnesium sulphate heptahydrate
• Scale to measure chemicals
• Wax paper
• Small scoop
• Jars with screwtop lids
• Water (Distilled, if possible). Tap water contains trace amounts of magnesium and calcium. If using tap water, consider filtering it using a piece of cheesecloth or an unbleached filter. Another option is to let the tap water sit out for three days, allowing the chlorine to evaporate.

Teacher Preparation:

Prepare solutions according to the chart. All solutions should equal 200 grams.

Procedure:

• Measure each chemical.
  
  
• Place the amount of water needed into the jar.
  
  
• Pour the chemical into the water.
  
  
• Screw the lid on tightly and shake.
  
  
• Label the jar.

Activity #3: Preparation of the Growth Vessels
(To be completed the day before planting; approximate time-30 minutes.)

Materials per Group:

• Styrofoam meat trays (unused and obtainable from the local butcher). Styrofoam paper plates are a good alternative.
• Hole punch
• Scissors
• Seven jars or clear plastic drinking cups

Procedure:

Have each of the seven cooperative groups prepare one vessel:

1. Trace the top of the jar or cup on the meat tray.
   
   
2. Cut out the circle.
   
   
3. Punch two holes on opposite sides of the circle. Be sure to make each hole as far as possible from the edge the edge of the circle.
   
   
4. Cut one slit from the edge of the circle to the hole.

Activity #4: Preparation of Plant Solutions and Their Addition to Vessels

Goal:

Students will prepare growth vessels for fertilizer experiment

Objectives:

Students will practice measuring liquids

Materials per group:

• One prepared growth vessel
• Germinated seed packet
• One of the seven solutions
• Water (Distilled, if possible).
  Tap water contains trace amounts of magnesium and calcium. If using tap water, consider filtering it using a piece of cheesecloth or an unbleached filter. Another option is to let the tap water sit out for three days, allowing the chlorine to evaporate.
• Commercial liquid plant fertilizer
• Measuring cups and spoons
• Labels for jars

Teacher Preparation:

Teacher will need to prepare liquid concentrations of chemicals for student use. Preparation may be done as a teacher demonstration. See Activity Two.

Procedure:

1. Assign one preparation per group.
   
   
2. Label jar appropriately
   
   
3. Mix solutions for experiment according to the following chart:

Optional Nutrient Solutions:

1. "Poor Teacher Solution":
   
   • 1 tablespoon 5-10-5 standard plant fertilizer
   • 1 teaspoon Epsom salts (substitute for magnesium sulfate)
   • 1 teaspoon washing ammonia
   
   
   
2. "Local Market Solution":
   
   • 1 teaspoon baking soda
   • 1 teaspoon Epsom salts
   • 1 tablespoon saltpeter
   • 1 tablespoon washing ammonia

Mix either one of these solutions with one gallon of water

Adapted from Botany: Forty-Nine Science Fair Projects

Solutions should be stored in jars with screw tops and clearly labeled.

Activity #5: Measuring Seedlings and "Plant"

Goal:

Students will observe the growth process of seedlings with different concentrations of fertilizer solutions.

Objectives:

Students will:

• measure and record plant growth over a two-week time period
  
  
• organize plant growth data in a useful manner.
  
  
• explain the influence of fertilizer ingredients on plant growth.
  
  
• interpret data on plant growth charts

Groupings:

Same as Activity One

Materials per Group:

• Three sunflower seedlings (See Activity One)
• One hydroponic growth vessel (See Activity Three)
• Liquid fertilizer
• Water
• Permanent Marker
• Chemical Solutions (See Activity Four)
• Plant support system-see step #5
• aluminum foil

Teacher Preparation:

1. Make one copy of Growth Graph per child and one large graph chart for classroom recording.
   
   
2. Assign one of the seven growth vehicles to each group for growth and study.

Growth Graph  (PDF, 31K)

Procedure:

1. Fill growth vessel to 3/4 full with assigned solution. Use a permanent marker to mark the liquid line.
   
   
2. Use masking tape to label the vessel with the name of the solution, group #, and date.
   
   
3. Remove each seedling very carefully from the plastic bag, being careful not to destroy the roots. Measure each seedling from the point where growth begins to the tip of the root. Record this information on the growth chart and graph.
   
   
4. Before "planting" the seedlings, decide on a method of support for them. Support the plant in one of several ways:
   
   
   • Gently wrap a small piece of plain paper towel (about 1"x 3") around the plant, keeping the towel in place by inserting it in the same hole as the plant.
     
     
   • Snip a straw into very small pieces, insert a piece of straw into the hole in the styrofoam, and then place the plant in the straw.
     
     
   • Place a small amount of clay around the plant where it meets the hole in the styrofoam.
     
     
   Be careful that whatever material you use for support does not absorb water and/or any of the nutrient solution.
   
   
5. Place plants into hydroponic vessel, making sure that most of the root system of each plant is sitting in the fertilizer solution. This allows the plant to breathe "Plant" the seedlings by carefully separating the slit in the styrofoam and insert the plant into the circle cut out of the styrofoam. Insert the plant so the paper towel (see step 4) fills the hole and keeps the plant from touching the styrofoam.
   
   Wrap the vessels with aluminum foil in order to prevent the plants from acquiring mold and algae, and place the growth vessels in a warm, sunny spot.
   
   
6. Have students predict what will happen to their seedlings in their growing solution and record their predictions on their growth observation chart.
   
   
7. Have students record/draw their observations at least twice a week.
   
   
8. Every few days have students check the water level. Add more solution if necessary. As the plants grow, the styrofoam tops may become top heavy and will need to be taped to the jar.
   
   
9. Use the plant heights recorded to construct a bar graph showing the effects the various fertilizer components have on plant growth.
   
   
10. After class discussion and recording of all information, each student should complete a compare/contrast illustration using their group's plant and the control. A narrative explanation should be included.
    
    
11. Assemble these illustrations and narratives into "Plant Investigator's Notebooks." Take one illustration and narrative from every group to make the books so that each book has a page representing all seven growth vessels. Individual groups would then have the opportunity to design a cover for one of the books.
    
    

*If some students have chosen to work with radish or lettuce seeds, insert a very small section of a straw into the holes of the styrofoam tops. This will enable the radish or lettuce seedling to support itself in the growth vessel.

General Results:

These are the results after a one week period.

Record Keeping Suggestions:

In addition to the charts provided, try some of these other recording devices.

1. Observation Journal — To be used for documenting investigations. Structure the entries by having students divide each page, using one half for observations drawings, and measurement, and the other half for thoughts and questions prompted by their observations.
   
   
2. Data Table — This is a titled chart that includes control and the manipulated variables (in this case, the minerals added.) in the left hand column and the responding variable (the height of the plant) in the next column. This information can then be transferred to either a bar or line graph enabling students to see growth patterns. The graphs can be used to show how minerals influence plant height.
   
   
3. Sunflower Class Diary — Have students create either individual sunflowers or a large class bulletin board sunflower.
   
   
   • Use a small paper plate as the center of the sunflower and fill it with sunflower seeds or color appropriately.
     
     
   • Cut out a flower stem and several leaves. Attach these to the flower center and fasten the flower to a sheet of background paper.
     
     
   • Using yellow paper, make a supply of sunflower petals.
     
     
   • Each day or every other day, have students date a petal and record the measurement and observation data for that day, i.e. (Sept. 30, our plant measured 3 3/4 inches and has two leaves that are light green).
     
     
   • Display the sunflowers in a place where all students will be able to observe them in order to compare/contrast the growth of the various nutrient mixes.
     
     

Discussion Questions:

During and after the two-week period, stimulate discussion using some of the following questions:

• Discuss the experiment's control (the water). How did its growth compare with that of the fertilizer and fertilizer components?
  
  
• Did your group's plant grow the same amount between measurements?
  
  
• When did you see the largest amount of growth? the smallest?
  
  
• If your plant grew in spurts, can you explain why?
  
  
• What does the graph tell us?
  
  
• Which group's plant grew the most in one week? two weeks?
  
  
• What happened to each individual plant?
  
  
• In each individual case, why do you think the plant demonstrated the type of growth that it did?
  
  
• What can we conclude from these observations?

Extension Activities

Activity #1: Tracking Liquid in Leaves

Purpose:

To see the path water takes as it travels through a leaf.

Materials:

• Two plastic cups or jars
• Tap water
• Food coloring
• Scissors
• Two fresh leaves

Procedure:

1. Fill two cups 1/4 full of water.
   
   
2. Add enough food coloring to the water in one cup to make the water a deep color.
   
   
3. Cut off the ends of the leaves' stems and stand one leaf, stem down, in each glass of water.
   
   
4. Observe the leaves for three days. As the colored water moves slowly through the first leaf's veins, the color should expand out to the rest of the leaf, thus changing the color of the leaf.

Activity #2: How Do Plants Eat Nutrients?

Purpose:

To explore how and why water travels through plants

Materials:

• two plastic cups or jars
• water
• food coloring
• two celery stalks with leaves
• magnifying lens

Procedure:

1. Fill glasses 1/4 full of water.
   
   
2. Add enough food coloring to one cup to make the water a deep color.
   
   
3. Cut off the ends of the celery stalks and stand one stem in each glass.
   
   
4. On the fourth day remove the stalks from the glasses and dry them with a paper towel.
   
   
5. Study the leaves of the stalks. The stalk from the colored water should have colored leaves. The leaves of the other stalk should still be green.
   
   
6. Use a plastic knife to chop the stalks into one-inch pieces.
   
   
7. Using the magnifying lens, study the outer surface of each celery piece, including the freshly cut surfaces. Colored stripes and dots should be visible on the cut surfaces.

*This procedure can also be completed using a white carnation.

Activity #3: Using Root Vegetables

• Rather than using seeds, place potatoes or onions in jars and allow them to root in a dark place.
  
  
• After rooting, add nutrients and observe growth pattern. Be sure to keep a set of potatoes or onions in water only.

You may wish to plant some of the vegetables in various types of soil in order to compare/contrast the effect of hydroponically grown vegetables. Add nutrients to these plants as well.

This activity was adapted from, "Hydroponics-Space Technology: Benefiting Mankind."

Activity #4: Environmental Factors

Purpose:

To understand the role environmental factors, such as climate (heat, cold, dry, wet) and types of soil and its nutrients have on plants.

Procedure:

1. Alter growing conditions of plants.
   
   
2. Grow three plants in soil:
   
   
   • Give one on plant food
     
     
   • Give another commercial food
     
     
   • Use compost material for the third
     
     
   Observe and compare the plants' growth.
   
   
3. Grow three plants in soil:
   
   
   • Place one in a dark spot removed from sunlight for several days
     
     
   • Skip regular watering for another plant
     
     
   • Give the third one proper plant care.
     
     
   Have students observe, and when a plant begins to fail, resume proper treatment to attempt to revive its growth.

Glossary

• adaptation — an activity that assists a living thing to survive.
  
  
• balance — a measuring tool
  
  
• chlorophyll — the green photosynthetic matter of plants
  
  
• crust — an outer layer of rock that covers the whole earth
  
  
• fertilizer — all purpose fertilizers are balanced blends of nitrogen, phosphorous and potassium, which are necessary plant nutrients
  
  
• foliage — the leaves or the green part of the plant
  
  
• growth medium — the material that holds the nutrient solutions and supports the roots of the plant
  
  
• hydroponics — a system for growing plants without using soil
  
  
• leaf/leaves — green plant structures that grow from the stem, and the parts of a plant that are used to gather the sun's energy
  
  
• leggy — unusually tall, with sparse foliage
  
  
• nutrients — food or chemical substances necessary for growth
  
  
• photosynthesis — the process by which plants build chemical compounds from light, energy, water, and carbon dioxide
  
  
• producer — a name give to green plants because they are able to make their own food
  
  
• root — the part of the plant that absorbs moisture and nutrients. Roots stabilize the plant and keep it from being blown or washed away
  
  
• seed — something that grows into a plant
  
  
• seedling/sprout — a young plant grown from a seed
  
  
• stem — the part of the plant that grows out of the seed. Leaves grow out of the stem
  
  

Student Resources

Benny Broccoli and His Buddies
    American Crop Protection Association
    Suite 400
    1156 Fifteenth St., NW
    Washington, D. C. 20005
    �1994
This is a pamphlet that promotes interest in agriculture.

Carle, Eric. The Tiny Seed. Simon & Schuster, 1987.

Cole, Johanna. The Magic School Bus Plants Seeds. Scholastic, Inc., 1995.

______. The Magic School Bus Gets Planted. Scholastic, Inc., 1997.

King, Elizabeth. Backyard Sunflower. New York: Dutton, 1993.
Photos and text tell the story of a sunflower garden.

Stewart, Sarah. The Gardener. Trumpet, 1997.

Teacher Resources

Bleifeld, Maurice. Botany Projects for Young Scientists. Franklin Watts, 1992.

Hixson, B. K. Science Without Answers. Wild Goose Company, 1989.

______. Desktop Science. Wild Goose Company, 1994.

Molleson, Diane & Swooge, Sarah. Easy Science Experiments. Scholastic, 1993.

Suzuki, David. Looking at Plants. John Wiley & Sons, Inc., 1991.

Hydroponic Society of America:
    P. O. Box 3075
    2819 Crow Canyon Road
    Suite 218
    San Ramon, CA 994583
    510-743-9605
    510-743-9302 (fax)

Homegrown Hydroponics:
http://www.hydroponics.com

"The Land-Hydroponic Grow Tank."
Walt Disney World Company
P. O. Box 10000
Lake Buena Vista, Florida 32830-1000

Stewart, Martha. Living: Sunflowers, September, 1995.

References

Ardley, Neil. The Science Book of Things That Grow. 1991.

Bonet, Robert L. & G. Daniel Keen. Botany: Forty-Nine Science Fair Projects. Tab Books, 1989.

Greentree Hydroponics
http://www.hydroponics.net/learn/hydroponic_gardening_for_beginners.asp

Hands on Science: Seeds to Plant. Aladdin Books, 1990.

Machlis, Leonard & John G. Terry. Plants in Action: A Laboratory Manual of Plant Physiology. W. H. Freeman and Company, 1956.

National Academy Press/National Academy of Sciences:
http://www.nap.edu

Schaffer, Frank. Schooldays, April/May, 1993.

Silver Burdett & Ginn Science Level 4, pgs. 24-45, 1989.

"Space Technology: Benefiting Mankind." Young Astronaut Council, October-December, 1993.

Wonder Science, Vol. 13, #3, Fall, 1998. "Let's Graph It." American Chemical Society, Washington, D. C.