Terrariums

During our study of plants, we built a terrarium using a 2L Coke bottle. I cut the bottle in half and then the students added rocks and soil. The students then poked holes in the soil and added seeds. They then covered the seeds with soil and added water. I then added the top. As we built the terrarium, we discussed what plants need. We also discussed what would happen when the water heated up; it evaporates. We connected this back to our lesson on precipitation and how clouds hold water. We placed our terrarium in the science lab so it can get sunlight. After building the terrarium, the students created a foldable to write about and illustrate the steps that they took. We have been visiting to watch the changes in the plant and to see the water droplets forming at the top.

Terrariums

All of the first grade teachers taught a combined lesson on how to build a terrarium. The lesson was a part of our study on the interdependence of plants and animals. Each class built a terrarium out of a 2 liter coke bottle. Student volunteers filled the container with soil, followed by the flower plant, followed by more soil, and then water. Last the teachers assisted the students in placing the top on the terrariums. The terrariums are being kept in the sunshine of our science lab. The students created foldables to draw and write about the steps they took to create the terrariums.

Terrariums

My teammate, Mrs. Timms, who plans science for our team, taught all of first grade how to make a terrarium. Using soda bottles cut in half, the students first added soil to the bottom half of the container. As they took turns, we discussed what is in soil and how soil is used. They then added a plant to the soil followed by more soil. Next they added water. We discussed that plants need soil, water, and air. The teachers then placed the top of the soda bottle on top of the bottom piece. Once back in class, the students created a four flap foldable to indicate the steps taken to create the terrarium. On the top, they drew the pictures with labels and under the flaps they wrote sentences using transition words. By the end of the day the students were already able to see how the water was evaporating to the top of the container which lead into a discussion of the water cycle.