Task 4a

Materials and tools for a working group:

• cultivated plant from the previous task (e.g. tomato), ruler, crayons, magnifier

Once pupils have found out what conditions need to be ensured for germination and plant growth, in the next activity they focus on growth – what changes can be observed on the plant as it grows on its above-ground parts (stem, leaves) at different time periods (flower and fruit formation).

The task of pupils will be to monitor the height of plants and a number of other features listed in the worksheets. This is a longer-term observation during which pupils collect, analyze and draw conclusions. Before starting the observation, the teacher discusses with the pupils what changes they predict will occur on the plant during its growth.

Pupils write down their predictions, or they can help themselves by drawing a sketch. The teacher also discusses with them the function of particular organs of the plant (root, stem, leaf, flower).

In the following period of time, pupils will observe how the plant grows, recording their findings on a daily observation sheet (each pupil has his/her own sheet). Each group should have its own plant for observation, which they will take care of (suitable conditions for plant growth have been examined in the previous role).

On the agreed day of the week, the group records in the observation sheets the number of leaves and sprouts on the plant, and measuring plant height (stems). In addition, the teacher draws their attention to the change on the leaves – their size, shape change, distance from each other, etc. If necessary, the teacher adds the number of rows in the observation sheet.

In order to record changes observed on the plant, it is appropriate if pupils draw (sketch) the plant at the beginning of the observation. The observed changes can then be further added directly into this sketch and thus pupils can better record the growth of the plant.

At the end of the observation, students should answer the following questions: Does the plant still produce new leaves? How do the leaves change during plant growth? How does the plant stem change? Does the plant produce flowers? Which part of the plant has changed most during its growth?

In this way, pupils learn how to read information from the data they have acquired and noted into the table. The teacher can continue this activity by comparing different plants and their parts – do all plants have the same stems? What shape can they have? What leaves do plants have? Do they consist of several parts? What is the edge of the leaves – smooth or serrated? Etc. In this way, they can explore the diversity of plant body building.