The Life Cycle of Plants: By: April E. Fegley Introduction / Tasks / Process / Evaluation / Conclusion / Standards, Credits & References / Note to Parents

Introduction: A note from Mrs. Fegley to get you started… Dear Students, Put on your thinking caps because it’s time for another online adventure to test your knowledge of The Life Cycle of Plants. We talked about this together in class. This will be a review of what we learned. By the time you are finished this WebQuest, you will all be experts. On Monday wear clothes that you are allowed to get dirty because we will be doing some gardening! Have a good weekend and enjoy your WebQuest everyone. Sincerely, Mrs. Fegley

Tasks: Here is what this WebQuest will review with you 1.) The ways that seeds are scattered. 2.) Parts of the plant. 3.) Parts of the flower. 4.) The animals that help pollinate of flowers. 5.) What happens once flowers are pollinated.

Process: Strap on your thinking caps Step #1: First let’s do some “Brain Warm-up Exercises”: 1.) Why are plants so important to people? 2.) What are some the different “jobs” that plants have? 3.) Why is it important for us to take good care of our environment? These are the most “essential questions” of this unit, because it makes what we have learned meaningful and purposeful. So let’s see if the WebQuest supports the answers you came up with...

Step #2: -Now “click” on this link: - Watch this short video about the importance of plants:

Step #3: -Now you will explore all the ways that seeds are scattered. Watch very closely, because some of them are pretty funny. “Click” on the link below when you are ready to explore: science/plants_pt2/dispersal.htm

Step #4: -Now “click” on this link to watch a real tomato plant sprout from tiny seed under the soil into a plant: time-lapse-spring-plant-growth

Step #5: -Look at the diagram of this tomato plant. -Can you label each part using the word bank? WORD BANK: A.)Stem B.) Roots C.) Leaves D.) Fruit E.) Flower F.) Seeds

Step #6: -This next link will show the different parts of a flower. But it will be your job to drag them into the correct spot. “Click” on the link below when you are ready to give it a try: science/plants_pt2/parts.htm

Step #7: Here come the pollinators…. -Now “click” on this link to watch a bee help pollinate some tomato plants. Now you’ll be VERY close, so be careful not to get stung!

Step #8: -Can you remember some other ways that plants are pollinated? We saw a couple ways in the video we just watched. -Try to come up with (3) others ways this happens -There are some hints below but watch out there could be tricks! 1.)________________ 2.)________________ 3.)________________

Step #9: What comes after Pollination? -If you don’t already know, then you are just one “click” away from seeing what comes next.

Now that everyone is an EXPERT on Plants… Here are your (3) choices for your Final Project on this unit. Choose (1) to start over the weekend and bring it in on Monday. We will continue working on them in class as anchoring activities as you have time through the day: 1.) Design your own Flowering Plant and the fruit it makes once it has been pollinated. Be sure to use color and label all the parts we learned. 2.) Make a 3-Dimensional Plant Life Cycle Diagram or Poster (like we did for our Butterfly Unit) that shows each stage and has all the parts labeled. 3.) Make a Pollination Collage showing all the different ways that flowers can be pollinated AND what happens to those flowers after pollination. Make sure to have at least (5) good examples of each. Now it’s time for Evaluation:

Conclusion: Are you ready for the “BIG Brain Buster” Question? So we have all heard the riddle, “What comes first? The Chicken? Or the Egg?”, but what we need to know is… -Which step goes First? Second? Third? Your choices are below: 1.)________________ 2.)________________ 3.)________________

Standards & Credits: NJCCCS Standards Cumulative Progress Indicator (CPI) addressed: D.1 - Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring D.2 - Determine the characteristic changes that occur during the life cycle of plants and animals by explaining a variety of species, and distinguish between growth and development A.5 - Demonstrate the ability to navigate in virtual environments that are developmentally appropriate G – Demonstrate abilitiy to recall facts and details of text. References for Websites Utilized for this WebQuest: April E. Fegley Contemporary Issues of Elementary Education Prof. O’Neal Due: April 14, 20011

Dear Parents, This WebQuest has been designed to reinforce your child’s learning and support his/her content mastery regarding Parts of the Flower, which was covered in class earlier in the week. There are several online interactive games and activities that have been included in this WebQuest that your child should be able to easily navigate, but as always please be “on-call” just in case he/she requires just a little of your help. Thank you for all of your continued support at home; it is so crucial to each student’s overall success. As always, please feel free to contact me with any questions or concerns you have regarding your child. Sincerely, Mrs. Fegley Note to Parents: We are through another unit and the class is doing great!