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Click photo to see

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Day 10:
Date: march 28th
Time: 6:03pm
How much water: 1/3
How much sunlight: 6:03pm-sunset
What do you see: grass is starting to fall over. This is because I went a few days without watering them.
Difference in cups: most of cup A grass are dead compared to cup B

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Day 9:
Date: march 23rd
Time: 10:31am
How much water: 1/3
How much sunlight: 10:31am-sunset
What do you see:  plants are grew another inch or 2 and the roots are starting to show through the cup.
Difference in cups: cup A has less roots then cup B. Cup B is taller than cup A

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Day 8:
Date: march 22nd
Time: 8:30 am
How much water: 1/3
How much sunlight: 8:30am-sunset
What do you see: The grass is the same height as the 2nd but, needs more water.
Difference in cups: cup A looks more healthy.

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Day 7:
Date: march 21st
Time: 8:00am
How much water: Did not water. The plant was very moist.
How much sunlight: 8:00am-sunset
What do you see: minion changes. The plant is start to grow slowly.
Difference in cups: Cup B is more full

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Day 6:
Date: march 20th
Time: 1:02pm
How much water: 1/3
How much sunlight: 1:02pm-sunset
What do you see: grass grew another inch
Difference in cups: cup B is taller and more full then cup A

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Day 5:
Date: march 19th
Time: 7:15 am
How much water: 1/3
How much sunlight: 7:15am -sunset
What do you see: grass in above the cup rim and there are roots on the side of the cup.
Difference in cups: cup B is more full then cup A.

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Day 4:
Date: march 18th
Time: 4:00pm
How much water: 1/3
How much sunlight: 4:00pm -sunset
What do you see: grass through the soil is showing but it’s still hard to see.
Difference in cups:  cup B has more grass sticking up.

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Day 3 :
Date: march 17th
Time: 2:00pm
How much water: 1/3
How much sunlight: 2:00pm -sunset
What do you see: nothing
Difference in cups: nothing

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Day 2:
Date: march 16th
Time: 4:00pm
How much water: 1/3
How much sunlight: 4:00pm -sunset
What do you see: nothing
Difference in cups: nothing

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Day 1:
Date: march 15th
Time: 8:30am
How much water: 1/3
How much sunlight: 8:30am-sunset
What do you see: nothing
Difference in cups: nothing

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A list of safety considerations for this investigation;

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A list of safety considerations for this investigation;

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Safety considerations :
When creating your cups do not put hands on your mouth or eyes
Wash hands
Be careful not to knock over plants when washing
One person water at a time

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A summary of how you grew as an early childhood science educator during this investigation

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A summary of how you grew as an early childhood science educator during this investigation

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When I first started this project I had no idea how to take care of a plant. My first set of plants never grew. With that being said, I learned the importance of doing a science project on your own first. This would be a assignment I would do a few weeks in advance to guide my students in the best way possible. This helped  me grow as a early education teacher because, I was learning through the experience. I wasn’t only learning how to grow a plant but, how to come up with questions day to day I could ask my students. This investigation gave me many Ideas of different ways I can go about this investigation for different grades

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A list of technology connections and at least one of which has been summarized as an example;

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A list of technology connections and at least one of which has been summarized as an example;

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I feel you only need one source of technology. Students will only need a camera. This camera can be from a phone, iPad, digital camera and so on. The use of this technology is so students could have a easier way to remember what their plants looked like and, keep a record of their plants. This would benefit them in a final project as well. If I wanted my students to show me the growth of their plant over time, they would have photos they could use.

You can use plants apps.
You can do podcast .
You can listen to a reading of a book.

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A list of connections for Language Arts, Math, and Social Studies with applicable standard alignments;

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A list of connections for Language Arts, Math, and Social Studies with applicable standard alignments;

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Language arts: L.1.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
Math: 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Social studies : G.1.9.  Collaboration requires group members to respect the rights and
opinions of others

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Alignment of the learning outcomes with the standards for Science

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Alignment of the learning outcomes with the standards for Science

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LIFE SCIENCE (LS) Topic: Basic Needs of Living Things
This topic focuses on the physical needs of living things in Ohio. Energy from the sun or food, nutrients, water, shelter and air are some of the physical needs of living things.

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 A list of no less than 10 applicable learning targets for students based on this investigation;

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 A list of no less than 10 applicable learning targets for students based on this investigation;

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I can water my plant.
I can give my plant enough sunlight.
I can measure the amount of water I put in.
I can explain my reasoning for watering or not watering my plants.
I can describe/show how much sunlight my plant average a day.
I can draw a picture or describe what the plant look like as it grows day by day
I can measure how long it took my plants to start growing
I can make a observation to see if one plant is growing faster than the other
I can summarize my investigation

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 A summary of the appropriate grade level for this investigation with justification from applicable theorists

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 A summary of the appropriate grade level for this investigation with justification from applicable theorists

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There are many approaches you can take to this investigation. The one I chose to take is the 1st grade level. This is appropriate for students because, they will be learning about what plants need to grow and how the environment can take away from their needs to live. Piaget’s has 8 stages of development. In 1st grade students are between the ages of 6-7. This means students are moving away from the preoperational stage and into the concrete stage. In the preoperational stage “a child learns to use language. During this stage, children do not yet understand concrete logic, cannot mentally manipulate information and are unable to take the point of view of other people.” Students will be at the end of this stage and will know how to talk, understanding some concrete logic. This is now the concrete operational stage “period between ages 7 and 11 during which children gain a better understanding of mental operations. Children begin thinking logically about concrete events but have difficulty understanding abstract or hypothetical concepts”.

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Summary of the prior knowledge required of students before engaging in this investigation

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Summary of the prior knowledge required of students before engaging in this investigation

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Students need to be able to understand that in certain season you don’t see the same plants and trees change color/ lose leaves. This is important for them to know because, it is the foundation to understanding why you don’t see the same plants and changes of tree colors. If a student don’t have prior observation of this change, it will be harder to understand seasonal changes and their  affect on the environment/ plants. Students will need to be able to brainstorm Ideas of what they need as humans to survive. This is important so we can connect some similarities to what plants need to survive.

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Summary of the content knowledge you, as the teacher, need to know to guide these investigations in order to teach this unit;

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Summary of the content knowledge you, as the teacher, need to know to guide these investigations in order to teach this unit;

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As the teacher I need to know to the needs of plants including room to grow, temperature range, light, water, air, nutrients and time (growing season). I need to have previous observation of seasonal changes and its affect it will have on the plants. This is so I can prepare my students to know why we are growing the plants inside of the classroom. I need to know the needs of the plant we will be Growing. This is because the standard mentions how Living things interact with their physical environments as they meet those needs. Lastly, knowing  the Effects of seasonal changes within the local environment directly impact the availability of resources

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An ongoing and cumulative list of questions applicable for student investigations of your project

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An ongoing and cumulative list of questions applicable for student investigations of your project

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How much water did you give the plants each day?
Did you have to give the plants water everyday?
How much sunlight was the plants exposed to?
Draw a picture or describe what do you see day by day?
How long did the grass take to start growing?
Is one cup growing faster than the other?
Did you notice anything other than what I asked?

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 A summary of what you chose to observe and why it is applicable for your students

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 A summary of what you chose to observe and why it is applicable for your students

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For my observation I chose to have cup A filled with a few grass seeds and cup B filled with a lot more grass seeds than cup A. I wanted to know “would cup B need more water and sunlight than cup A?” I gave both cups the same amount of water and sunlight. This was the best way to see if cup B would grow different due to the lack of water/sunlight. This is applicable for my students because, they are learning what plants need to survive in the right environment. Not only is this in their standards but, this is a very easy observation to make.

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 A concepts/skills web of the unit you envision

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 A concepts/skills web of the unit you envision