How Does Your Garden Grow?
by Sharla Whitaker, sharla.whitaker@cpsb.org

Content Area(s)
English/Language Arts
Math
Science

Grade Level(s)
7, 

Overview
In this on-going project, J.I. Watson and S.J. Welsh will serve as partner schools. Students will investigate microclimates, measure variables such as temperature, and determine which area is best suitable for a tulip garden.

Software
Inspiration
Microsoft Word
Microsoft Excel
Sketchy

Technology
computer stations
temperature probes

Objectives
1. The learner will develop a definition for microclimate.
2. The learner will investigate school grounds to determine the various microclimates.
3. The learner will measure the outside temperature of various microclimates.
4. The learner will compare temperatures.
5. The learner will determine the best microclimate for planting tulips.

Procedures
1. In small groups students will create a definition and description for microclimate using Inspiration. Each group will share their definitions and descriptions. The class will agree upon a standard definition and compare it to the dictionary or local resource.

2. Small groups will investigate various microclimates of the school grounds. Groups will take at least five pictures of different microclimates.

3. Each group will create a map of the school grounds using Sketchy and will label the location of the five microclimates selected. Each group will use the temperature probe to measure the temperature at each location. Students will record temperature in Excel. Students will answer the following questions based on their observations and data collection:
a. What is the warmest place? Why do you think it is so warm?
b. What is the coolest place you can find? What do you think makes it so cool?
c. Do you think these temperature differences will change over the course of the day?
d. Where did temperatures differ the most from what you predicted?

4. Hand out Tulip Project sheet and have students discuss the characteristics required to have a successful garden. As a class, determine the best location on the school grounds for a successful tulip garden.

5. During each class period, a weather watcher will record the temperature of the garden on the data table. At the end of each day, the last weather watcher will determine the high and low temperature of the day and post it on the class website. The first hour weather watcher will collect the data from the partner school's website and share comparisons with the class. Compare high and low temperatures to the local newspaper and the Weather Channel Internet site.

6. After collecting and comparing data for the week, groups will respond to the following questions in their Palm journal:
a. Are temperatures in your garden generally warmer or cooler than the temperatures reported in the newspaper, Internet site, and partner school?
b. If different by how many degrees did they vary? Why do you think this is true?
c. Using the data you have collected, determine which school garden will have the first tulip bloom.
Explain.

7. Students will plant tulips in school garden and continue to exchange growth and temperature data with partner schools.

Classes will participate in online project at Journey North website.

Other Supporting Material

Submitted on: 8/4/2004 3:53:45 PM