This lesson takes place over the course of a few months, beginning in October and ending in March or April, when the Bluebonnet flowers have bloomed. Students will begin by learning about the different types of Bluebonnets, what conditions they need in order to grow, and how to best care for them. Then, the students will plant Bluebonnet seeds, using their new knowledge of the flower to help their plants grow and thrive.
Created by Julie Kilcullen, September 2006
The student is expected to demonstrate safe practices during field and laboratory investigations. TEKS §112.6. Science, Grade 4/5. (b)(1)(A)
The student is expected to:
plan and implement descriptive investigations, including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology collect information by observing and measuring analyze and interpret information to construct reasonable explanations from direct and indirect evidence communicate valid conclusions construct simple graphs, tables, maps, and charts to organize, examine, and evaluate information TEKS §112.6. Science, Grade 4/5. (b)(2)(A,B,C,D,E)
The student is expected to analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses, using scientific evidence and information. TEKS §112.6. Science, Grade 4/5. (b)(3)(A)
The student is expected to collect and analyze information using tools; including calculators, rulers, thermometers, and meter sticks. TEKS §112.6. Science, Grade 4/5. (b)(4)(A)
The student is expected to identify and observe effects of events that require time for changes to be noticeable, including growth. TEKS §112.6. Science, Grade 4/5. (b)(6)(A)
The student is expected to:
test properties of soils, including texture, capacity to retain water, and ability to support life identify the Sun as the major source of energy for the Earth and understand its role in the growth of plants, in the creation of winds, and in the water cycle TEKS §112.6. Science, Grade 4/5. (b)(11)(A,C)
TEKS §113. Social Studies, Grade 4/5.
TEKS §111. Math, Grade 4/5.
This lesson will take place throughout the school year, beginning in October, and be completed in March or April when the Bluebonnets have bloomed. At the end of the lesson:
The teacher will affix a United States Map to the blackboard at the front of the room, then divide the class into five teams. Each team will consist of no more than 5 members. Each member will select two pictures from a stack the teacher has placed on the desk next to the map. The pictures will be of each state’s official state flower, but there will be no way for students to identify which flower goes with which state. The teacher will ask students to think about what they know about each state in the Union in terms of climate, weather, soils, elevations etc., and then try to decide which state might possibly grow which flower in the pictures, with that information in mind.
The teacher will begin with Team 1 and continue through Team 5. One team at a time, the teacher will allot 30 seconds for the team to place their pictures on the map in the state in which they believe their flower belongs. After all the flowers are affixed to the map the teacher will hold up a live sample of a “Texas Bluebonnet” and ask, “Does anyone know where this state flower belongs?” After taking a few guesses, the teacher will affix the flower on the state of Texas and re-arrange the pictures to go with the correct states. The teacher will then explain to the class, “It’s time for you to discover the Texas State Bluebonnet.”
The students will be given a list of resource books and websites. Then, working in teacher assigned groups, they are to obtain information about Texas Bluebonnets. The students should collect information regarding the different types of Bluebonnets, the best soil and weather conditions that they will grow in, and general gardening information on how best to care for plants and flowers, with particular attention to Bluebonnets. Each group will keep a Bluebonnet notebook that will store all the research information they discovered. All students will record both daily and weekly observances in their individual science journals throughout this project.
The students will be shown a PowerPoint presentation with the following vocabulary words left without definitions. The teacher will initiate a class discussion on the meanings of these words. The teacher will take suggestions from the students until all the words have workable definitions. At this time the teacher will respond to any word that needs clarification.
Vocabulary:
The teacher will then discuss the different possible jobs within the group, as the groups get ready to plant their Bluebonnet seeds. The teacher will hand out a sheet with the following jobs and descriptions, and ask each member to sign up for one job.
Gardner: This person will be responsible for the supervising the planting of the bluebonnet seeds, making sure that the seeds are planted in the correct location and in the correct manner. The on-going responsibility of this job is to ensure that the plants receive all necessary nourishment to ensure growth (water, sunshine, coverage during cold weather, plant food if required). The gardener will record all their activities in their science journal and share the information with the group.
Observer/Recorder: This person will record the growth and development of the flowers on a weekly basis. This person will measure plant length and width, and record the various cycles the flower passes through. This person will record all the information in their science journal to share with the group. The observer/recorder will make observations on a weekly basis.
Data Analyzers: This position should be held by two members of the group. They will take the information provided by the gardener and the observer and place it into an informational graph or chart to be turned in at the completion of the project. These students will record their own observations on the data in their journals to share with the group.
Project Writer: This student will write a brief project summary of the “growing bluebonnets” lab. The summary need not be longer than one page typed, or two pages handwritten. This person will conduct interviews with each group member for the summary. This person will also record the weekly operations and activities performed by the group and keep them in their individual science journal.
After the students have selected their job, they may meet with their group and decide how they wish to proceed with planting. They will have the options of using growth enhancers or not using them, but the decision must be made by the group. All groups will plant their seeds in the class garden outside the classroom, under the supervision of both the instructor and the group’s gardener, who will be available to troubleshoot any problems that may arise with planting.
All students will meet at least once weekly for an update report on all phases of the project, to discuss any concerns, and to obtain feedback from the instructor.
At the end of the project, all the groups will present their bluebonnets to the class and discuss the growth cycle and process involved in caring for the plants. Students will present their charts at this time and written and oral materials to the class.
Students will select a state flower from the United States Map used at the beginning of this lesson. They are to research the flower of their choice and then plant the flower in an individual planter and care for it and record its growth and development in their science journals.
Students will do both a written and oral and visual presentation on a Tri-Board, comparing and contrasting the flower they grew individually with the Texas Bluebonnets grown in group. Students should include in the report an understanding of basic growth concepts of plants and flowers and how plants and flowers impact on the environment of man, and the importance of these plants at State Symbols. Students will also turn in their individual journals as part of their grade.
Students and the Instructor will view each project that will be displayed around the room and briefly discuss the concepts learned by participating in this project. Students will also be asked to give one example of the relationship between what they learned in class and how they can apply it in everyday life.
Lesson Materials:
Bluebonnet Power Point (Right Click to save as a Power Point) Texas Bluebonnet--Texas Pride Bluebonnet in The Handbook of Texas Bluebonnets:Treasured Flowers of Texas SFA Arboretum The Texas Bluebonnet, Andrews, Jean, University of Texas Press Revised ed. Austin TX. March 1993. Vea esta lección en Español aquí
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