A change in our inquiry project - The growing process of a bean

After four days of measuring the length and watering the lollipops and the plants the children noticed a CHANGE.

The lollipops are the same length, so they didn’t grow yet, but the beans changed. The bean was 1.5cm when we planted it and right now it reached 2cm in length and a root is coming out.

The children were excited to observe and write down their observations. Then, two days later, the bean grew even more.

 It went from 2cm to 6cm and now has more roots.

How did this happen? We just watered it every day!

What a great way of exploring this inquiry! 

As a second assessment, the children received a brainstorm chart where they had some plants in the middle and arrows pointing out. They drew all their ideas about how to take care of a plant (RESPONSIBILITY)

The growing process of a lollipop and a bean

For the past few days we continued our inquiry and explored if Lollipops are living or non-living things. First we compared it to a plant that we dug out from the forest. We created a Venn Diagram to compare the similarities and differences.  The children said “a lollipop has a stick and a lollipop circle.” A plant has roots, leaves, flowers and petals, stem and soil. The only similarities that we found were that they both have scents and are both edible.

Afterwards, we made a chart with some of the important steps we need to follow to take care of a plant:

     ·      it needs soil

     ·      it needs water

     ·      it needs sun

     ·      it needs shade

     ·      it needs love and music

     ·      it needs pruning

     ·      it needs a place – garden, pot

After making this list of ways to CARE and be RESPONSIBLE for a plant, we started our exploration. We decorated the pots, we added 

soil, planted the lollipop, watered it and measured the length of it.  In a different pot we followed the same steps and planted a bean. In the next few days, we will record the changes on our chart. We will keep measuring the length, watering and singing to our plants.

Let’s see what will happen. Is a lollipop a living thing? The fire group will come up with the answer to their inquiry in the following few days.

Our project is displayed on the art shelves, by the IB profile word pots.

To assess their knowledge, the children received a piece of paper with the features of a plant and they had to match each word with the part that it belongs to (FORM).

 

Plants in our Midst - Formative week

The children were gathered as a group to assess their prior knowledge of living and non-living things in order to help us know more about the form of plants.  This is one of the key concepts 
(Form is the understanding that everything has a form with recognizable features that can be observed, identified, described and categorized). The group cooperated to create a Venn Diagram comparing a rock and a plant. After discussing the difference between living and non-living things, the children gathered into their small groups. This allows for more individual attention and sharing of ideas.
The group I was working with (the fire group) had a tray with different things on it. Their task was to discuss and decide what belongs to the living things category and what belongs to the non-living things category.

After we discussed as a group whether the things on the tray are living or non-living things, the children received a piece of paper on which they drew a picture of a living or non-living thing.
Emilie drew a lollipop and said that it is a living thing.  Before gathering, the children listened to “The Lollipop Tree Song” about a person who planted a lollipop stick in their backyard and it grew into a lollipop tree. From that song, Emilie got the impression that a lollipop is a living thing. Since the children showed an interest in this topic, we will start an inquiry. We will plant our own lollipop sticks, water and care for them, and measure them to see if they grow in order to determine whether they are living or non-living things.