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Pennsbury School District Early in October 2000, we visited Toni Newman's third grade class at the Edgewood Elementary School in the Pennsbury School District. In synch with Kay Buffaloe's class, Toni and her students had already been working with STC's Plant Growth and Development kit for a couple of weeks. As in many inquiries involving living things, timing of plant development "events" is hard to predict but Toni's experience with Wisconsin Fast Plants last year paid off. She called us just in time to participate in a significant day of investigation: students were about to discover a new stage in their plants' growth. (Unlike most of the other school visit journals, this one shows student faces, as Toni received written parental permission prior to our visit.)
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From the moment we entered, it was obvious that this
is a classroom where it is fun to learn. Bright
colorful walls are covered with student work, maps
and current events (the Olympics), and Toni keeps
things lively, facilitating from spots all over the
room. Wearing her Keystone magnifier around her neck
is not just making a fashion statement, but offering
an unspoken reminder of the importance of looking
closely.
Previously, students had investigated seeds, planted
them, observed growth and change, noted plant parts,
and discussed the role of bees. This day's lesson
began with a review, Toni encouraging her charges to
recall and share what they'd already learned about
the parts of a flower, the roles they play in a
plant's life, and the process of pollination. (The
subject of honey came up often too, as students eyed
a honey-laden honeycomb and looked forward to closer
investigation.)
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After this brief re-focussing of her students'
attention and listening for ideas that might need
further reinforcement, the class is ready to begin
their hands-on work. Toni already has rules in place
that are followed carefully as students retrieve
their plants from the light table and take them back
to their desks.
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It's time for the students to pollinate their newly opened flowers, using the special bee sticks that they've crafted. (See Toni's journal entry for her suggested improvement to the design.) Substituting for live bees, the bee sticks serve the function of transferring pollen from one flower to the next.
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Throughout the growing process, students have been
making careful observations and keeping detailed
records concerning their plants' growth. Today the
students are challenged to look for changes from
yesterday.Using centimeter measuring cubes, the students measure the height of their plants. |
 They record the day's measurement on a graph, creating an effective tool to help see patterns of rapid or slowed growth.
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While everyone is observing the changes in their
plants, Toni keeps the class focused and holds up one
of the student's growth charts for demonstration.
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 The students examine the plants closely, counting the numbers of flowers, locating newly opened ones, and noticing that some of the flowers are barely attached any more.
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 These and other observations are carefully recorded in plant journals.
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Little distracts the students from the exploration at
hand as they observe, record, and share ideas with
others.
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 The students' discovery of the day is that where the flowers have already fallen from the plant, something new is sticking out. And on different plants they appear to be different sizes! Is it a new branch, another bud, the pistil left behind when the rest fell off… or possibly a seed pod? Investigations in the following days will doubtlessly provide further insight.
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