How Does Your Garden Grow?
by Mitzi Fontenot, mitzi.fontenot@cpsb.org

Content Area(s)
English/Language Arts
Math
Science

Grade Level(s)
7, 

Overview
This lesson will include the online Tulip Project from Journey North and a partnership with two or more schools. Students will investigate microclimates, measure variables such as temperatures, and determine which school area is best suited for a tulip garden.

Software
Microsoft Word, Sketchy, Inspiration

Technology
Computer stations with Internet access, Palm Zire 72 and/or digital cameras

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
Activities will be conducted during a week of 50 minute classes.

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 definiton 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 label the location of the five microclimates selected. Each group will use a temperature probe or thermometer 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? 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 lows 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 word on their Palm:
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.

3.

Other Supporting Material

Submitted on: 8/4/2004 8:47:45 PM