Projects: UDL : Technology Specs (Grades 3-4)
This page last changed on Dec 09, 2007 by pburney.
Grade 3/4 Flash Animation Details
a. Goal - Structure/Function Focus
Questions - what happen to the plant? it grew
ii. Part 2 Build your own plant
New notes 8-10-07:
iii. Pre-set several biomes.
It is important that there is text to explain the function and also see the function happen in the picture.
New notes 9-3-07
Technology Specs: Science and Rules
Computer component - Build a Plant
http://www.ucmp.berkeley.edu/exhibits/biomes/index.php [info on all the biomes]
All deserts are dry. A desert biome is defined as having annual precipitation of less then 25 cm. Deserts undergo extreme temperature changes during the course of a day, alternating between hot and cold. The organisms in this biome an tolerate the extreme conditions.
Low precipitation, variable temperatures, soils rich in minerals but poor in organic matter.
Cacti and other succulents, creosote bush and other plants with short growth cycles.
[Carolyn - we have a picture of a succulent in the clip art you found]
- tolerate a variety of extreme conditions: strong winds, daytime heat, sandy soil, and infrequent rains.
- Rainwater sinks rapidly through desert soils instead of staying near the surface. The hot, dry air quickly removes moisture from any wet surface, making life difficult for plants. Plant adaptations to a desert climate include extensive roots, reduced leaves and thick stems that can store water.
http://www.cactusconservation.org/CCI/t2c_1.html [cool cacti pic with root system]
b. Temperate Grassland
Characterized by a rich mix of grasses and underlaid by some of the world's most fertile soils, temperate grasslands - such as plains and prairies. Periodic fires and heavy grazing by large herbivoires maintain the characteristic plant community.
Warm to hot summers, cold winters, moderate , seasonal precipitation, fertile soils and occasional fires.
Lush, perennial grasses and herbs; most are resistant to drought, fire and cold
The various species of grasses include purple needlegrass, blue grama, buffalo grass, and galleta. Flowers include asters, blazing stars, coneflowers, goldenrods, sunflowers, clovers, psoraleas, and wild indigos.
c. Temperate Forest
Temperate forests contain a mixture of deciduous and coniferous trees. These forests have cold winters that halt plant growth for several months. In autumn, the deciduous trees shed their leaves. In the spring, small plants burst out of the ground and flower.
Cold to moderate winters, warm summers, year round precipitation
Broad leaf deciduous trees, some conifers, flowering shrubs, herbs, a ground layer of mosses and ferns.
II. Possible Rules
a. Set up: In general the students will be clicking and dragging various kinds of different plant parts into a standard box. The box has a sky and the ground. See hand drawn image.
1. students select a root structure (either tap root or fiborous root)
2. they click and drag it onto the picture/or they could check it off and then it just shows up in the picture box.
3. They do the same for a stem choice and a leaf choice.
Each time a root, stem or leaf is dragged over to the picture box, so is its information on precipitation and temperature conditions.
4. After they have completed their plant, they are asked to select one of the three biomes. (option 2). When they select a biome, then the back ground of the top 2/3rds of the picture box has filled in with that biome background. Also the model has been given the set conditions for the biome (temperature = x and precipitation = y).
Option 1 is that the biomes are already there.
5. Students press start and see the animation go of all the functions of the structures (leaves, stem and roots) happening. If the wrong parts are put together then students will see the problems in that.
6. The model checks to see if the conditions in the biome meet the conditions for each of the features. If all conditions are not met, the plant dies and no food produced. If the conditions are met, the plant survives and food is being produced.
7. After the plant is assembled, the students should be able to scroll over it and see the functions of each of the structures.
a. Scroll over roots - see water getting absorbed and sent through the root structure and get a pop up window with information.
b. Scroll over stem - see water and nutrients flowing through the stem between roots and leaves and get a pop up window with information.
c. Scroll over leaves - see sun getting absorbed and intake of carbon dioxide and get a pop up window with information.
a. Goal - Making Sugar Focus
new notes 9-3-07
Activity 4: Do plants eat?
Computer component - Food - O- Meter
- too much water = ??? possibly root rot
- no/little water = plant wilts and then dies, leaves start to get brittle and break.
- no sun = leaves start turning pale green
- too much sun = ???
- too much sun with no water = brittle leaves and brown spots on leaves!Food o meter page 1.jpg!
UDL Plant Unit_techspecs_sci_rules.doc (application/msword)
Food o meter page 1.jpg (image/pjpeg)
Food o meter page 2.jpg (image/pjpeg)
Food o meter page 3.jpg (image/pjpeg)
Food o meter page 4.jpg (image/pjpeg)
build plant opt1.jpg (image/pjpeg)
build plant opt2.jpg (image/pjpeg)
Food o meter page 2.jpg (image/jpeg)
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