- cardboard box lid
- magnifying lenses
- markers
- nonstandard measuring tools (connecting cubes, string, etc.)
- trowels
- dirt
- environment
- plant
- root
- soil
- worm
MA Standards
English Language Arts/Language/L.PK.MA.6: Use words and phrases acquired through conversations, listening to books read aloud, activities, and play.
Mathematics/Measurement and Data/PK.MD.MA.1: Recognize the attributes of length, area, weight, and capacity of everyday objects using appropriate vocabulary (e.g., long, short, tall heavy, lights, big, small, wide, narrow).
MA Draft STE Standards:
Life Sciences/From Molecules to Organisms: Inheritance and Variation of Traits/LS1/3.A: Describe/draw and compare the body parts of animals (including themselves) and plants they are investigating [System] and explain functions of some of the observable body parts. [Structure and Function]
Life Sciences/From Molecules to Organisms: Inheritance and Variation of Traits/LS1/3.D: Recognize stages of the life cycle of plants and animals they have observed and discuss ideas about what happens at each stage. [Patterns, Change]
Life Sciences/Ecosystems; Biological Evolution/LS2/4.B: Using their experiences in the local environment and other evidence, raise and discuss questions about the basic needs of familiar organisms and how they might meet their needs. (Clarification statement: basic needs include water, food, air, shelter, and light for most plants)
Head Start Outcomes
Logic and Reasoning/Reasoning and Problem Solving: Classifies, compares, and contrasts objects, events, and experiences.
Science Knowledge/Scientific Skills and Method: Uses senses and tools, including technology, to gather information, investigate materials, and observe processes and relationships.
Science Knowledge/Scientific Skills and Method: Collects, describes, and records information through discussions, drawings, maps, and charts.
PreK Learning Guidelines:
English Language Arts/Language 2: Participate actively in discussions, listen to the ideas of others, and ask and answer relevant questions.
Mathematics/Measurement 14: Use nonstandard units to measure length, weight, and amount of content in familiar objects.
Science and Technology/Inquiry Skills 3: Identify and use simple tools appropriately to extend observations.
Science and Technology/Earth and Space Sciences 5: Compare and contrast natural materials such as water, rocks, soil, and living organisms using descriptive language.
Science and Technology/Life Sciences 12: Observe and describe plants, insects, and animals as they go through predictable life cycles.
Explore Together (indoors): Plant and Soil Changes
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
STEM Key Concepts: Plants get their needs met from the environment (their habitat); Some plant parts are below the ground and some above; Earthworms are animals that live in the soil, underground
ELA Focus Skills: Listening and Speaking, Vocabulary
Safety Tips:
- Remind children to wash their hands before and after the activity.
- Remind children not to eat ANY plants or touch any plants without asking an adult.
Determine two groups. Tell children they will explore one area today—the worm habitat, where they will do an animal investigation with measuring, or the plant area, where they will do a plant investigation with measuring. Explain that tomorrow they will explore the area they did not get to today.
Tell children they are going to use some of the same ideas they used for exploring outdoors during the week. Review entries that have to do with plants and animals from the list for children:
- describe the roots, seeds, worms, etc.
- describe the size of the worms
- measure the roots and worms
- measure the plants and worms
Distribute magnifying lenses and measuring tools and have children work together to explore the worm habitat or their plants. Encourage children to use their science notebooks to record changes, either by adding changes to any of the drawings they have already made or by creating new drawings. You may need to help children find the pages in their notebooks with their earlier drawings.
Circulate and listen as children explore and engage with them when you see something has caught their interest. Ask questions such as,
- What do you notice about the length of the bean roots and the size of the bean plant?
- What has happened to the bean plant roots now that you have planted them in the bigger pot?
- What happens when you take the blanket off the worm habitat?
- What do you think will happen to the worm if you spray water on the soil?
- What does the worm do when you take it out of the dirt and put it on the box lid in the sun? What does it do when you put it back in the dirt?
- Do you think the worm looks longer? Has the worm grown? How can you find out if it has grown?
Reflect and Share
Encourage children to share their findings and their drawings. Help them reflect on their observations and any similarities they may have noticed between plants and worms and how they survive. Ask questions such as,
- How do plants grow that is similar to how worms grow?
- What about what plants and worms need to live?
Educator Tip: Be aware of children who show a dislike for worms. Do not force them to touch the worms, but encourage them to take part in other parts of the activity.
Adaptation: For children with tactile sensitivities, you may want to have large spoons on hand so those children can join in the activity comfortably.