Effects of Air Temperature on Seed Germination
Initial Publication Date: September 10, 2008
Summary
Students will investigate the effects of air temperature on seed germination. Students will prepare seeds for germination and place them in locations of varying temperatures. Students will monitor and record data concerning the temperatures and length of the germination process. Students will develop a chart using the data to show the results.
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Learning Goals
This activity is designed so students will...
1. Determine how air temperatures affect the germination process.
2. Develop questioning and investigative skills.
3. Collect data in their journals.
4.Organize and analyze data.
5. Review the terms temperature and germination.
1. Determine how air temperatures affect the germination process.
2. Develop questioning and investigative skills.
3. Collect data in their journals.
4.Organize and analyze data.
5. Review the terms temperature and germination.
Context for Use
This lesson is designed for the intermediate grades. The investigation is completed individually or in groups of two or three students. The lesson begins in the classroom, but may expand to other areas inside and outside the school. The activity will take approximately a week to complete. Students should already understand the process of germination before the activity is begun.
Description and Teaching Materials
Materials:
-Lima beans
-Paper towels
-Quart size Ziploc bags
-Water
-Thermometers.
Each student prepares at least four bags by placing eight seeds on a wet paper towel arranged evenly in the bag. The students develop investigable methods to determine how air temperature affects the germination of lima bean seeds. Students may go to other areas of the school building/property to investigate their questions. The project takes approximately a week to complete. Students collect data in their journals throughout the week. Students then display and analyze the data in some type of chart or graph. As the students present their findings to the class, germination and temperature will be further discussed.
Teaching Notes and Tips
The teacher will need to determine what, if any, parameters are given for the activity. Students will need to be supervised in all areas in which they are working. It may be possible to ask parent volunteers to help with this activity if students are spread out too far as far as location.
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Assessment
The students will be assessed throughout the investigation by observation. I will also glance at their journals during the week to be sure data is being recorded. The charts/graphs will be viewed during the student presentations at the conclusion of the investigations.
Standards
3.I.A.1 - Use science as a tool to investigate and answer questions about the environment.
3.I.B.1 - Ask questions about the natural world that can be investigated scientifically.
3.I.B.2 - Participate in a scientific investigation using appropriate tools.
3.1.B.3 - Know that scientists use different kinds of investigations depending on the questions they are trying to answer.
3.I.B.1 - Ask questions about the natural world that can be investigated scientifically.
3.I.B.2 - Participate in a scientific investigation using appropriate tools.
3.1.B.3 - Know that scientists use different kinds of investigations depending on the questions they are trying to answer.