Wisconsin Fast Plants Network

To know a plant, grow a plant!

This video is designed to accompany Lesson 1 of the middle/high school Immersion Unit in which students are introduced to both Fast Plants and inquiry. The PDF file containing the lessons is located at a http://fastplants.org/pdf/activities/Step_1_Complete-Variation_SCALE.pdf

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Comment by Teresa Strong on February 23, 2009 at 10:26pm
This is an excellent video. After watching it, I have a much greater understanding of the work you have been doing. It's extremely interesting. Thank you.
Comment by Wisconsin Fast Plants Program on May 29, 2008 at 8:55am
Great question about the bees! Watch closely in the time lapse video for the hand and bee stick to enter the video during flowering--you'll catch a glimpse!
Comment by Jim Backus on May 28, 2008 at 8:45pm
I saw this video today for the first time. Since we are presently in my classroom growing the plants I showed it to my students. They had some interesting questions about what they saw. One was in the time lapse video.. where are the bees...
Nice job on a short video . For the information presented the length was perfect.
Comment by Wisconsin Fast Plants Program on May 27, 2008 at 2:32pm
Lesson 3 in this Step involves students in looking for patterns in the way scientists record their observations in a science notebook. Examples taken from pages in Dr. Jane Goodall's and Dr. Paul Williams' notebooks are included as well as a field notebook from an entomologist. This approach offers a different learning opportunity about the nature of science than students would get if they were given science notebook guidelines to follow.
Comment by Wisconsin Fast Plants Program on May 27, 2008 at 11:19am
This video is integrated into Lesson 1 of this set of 5 lessons from a unit on variation and natural selection. In this step, students practice the skills they will need to work like scientists later in the unit when they design and conduct their own investigations on
variation in a population of Fast Plants. The opening question, “How Fast are Fast Plants?” provides an opportunity for students to gain experience asking a scientific question, making methodical observations, making and organizing notebook entries, and analyzing data as well as building and communicating evidence-based explanations.
From the opening of lesson one, students are introduced to Paul Williams,
a creative scientist whose work with Fast Plants provides the students with
background information on the development of the plant. Throughout the
unit, students are able to use examples set by Paul Williams as a model to
help them conduct their own investigations.
The students and teacher set up the experiment to test “How Fast are Fast
Plants?” during one class period and start the investigation over the next
day. Then students make observations and complete the first investigation
in approximately one week.

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