Identifying plant family characteristics

This activity is designed for students to discover how making observations of the environment is the key to making sound predictions. Students will also learn how both positive and negative outcomes of these predictions can affect and shape future decisions. This is a beginning of the year activity when the garden is in full harvest, and two additional concepts will be to practice good stewardship while observing and to show respectful sharing of the space with others. Vocabulary focus of this lesson: characteristic, stewardship, respect, observe

This is the initial activity of an ongoing study in a multi-aged environment where the students each work at his/her own pace and set their own achievement goals. The students are expected to keep an observation journal throughout the year and make decisions about how to plant again in the spring to produce the best harvest with the most efficient use of our garden space. This activity can be done with any age group, as the observation requirements can easily be adjusted. The individual participation expectations can also easily be adjusted according to the needs of the group. Some students will choose to do an independent project or study, while others will work in small groups to research and record.

This lesson begins with 20 minutes inside to review garden etiquette and stewardship practices as well as expected outcome of journal entries. Fill out the beginning of a K-W-H-L chart together. What do we know already about the three plants in our garden? (belong to the same family) What do we want to know about them? (why they are grouped together) Outside, each student is responsible for visiting one of each of the three types of plants in 5-10 minute rotations. At the end, allow extra time for students to revisit plants as needed to add description to journals. Back inside, share observations as a group using a three way Venn diagram. Identify any discrepancies or items needing clarification. Now return to the group chart and ask: How do we clear these questions up? (more observations, seek resources) More observations are made as time allows as well as time for individual or small group research. The group gathers to share out their findings and conclusions can be made about what we learned on the chart (one observation is not enough to understand something fully).

Management in the field is vital. Clear expectations of student journal use must be laid out. Individual and small group research requires focused inquiry topics and adult oversight. This class performs many such projects, but this one is different because it is the first time we are beginning observations of our classroom garden over time and will use our findings to make it better in the future.

Student journals will be assessed throughout to ensure quality work that meets the requirement of recorded observations, both drawn and written, as well as thoughts, predictions, and questions that arise in the student's mind. Each student is expected to record an individual K-W-H-L chart and Venn diagram as it is generated by the group. Independent research or small group findings will be shared through oral presentations. The final product will be a poster or other graphic representation of this family of plants that highlights specific characteristics. Reflective journal entries will also be collected on each student's part in garden stewardship and respectful use of shared space.

5.1.1.1.3 differences in observations lead to more observation