Tulip Test Gardens
National Science Education Standards
Journey
North's Tulip project helps bring a wide range of National Science
Education Standards to life. Browse this chart by content area and
then link directly to information and activities that reflect your
teaching goals. As you review the activities, consider how you can
adapt them to your unique context and students' abilities.
A. Science as Inquiry
B. Physical Science
C. Life Science
D. Earth and Space Science
E. Science and Technology
F. Science in Personal and Social Perspectives
G. History and Nature of Science
| Journey North Tulip Activity or Lesson | |
|
A.
SCIENCE AS INQUIRY |
|
| Ask a question about objects, organisms, events. (K-4) | Deciding
Where to Plant the Garden Predicting the Arrival of Spring Tulips as Tools to Gauge Spring's Arrival Going to Extremes: The Annual Microclimate Challenge Take-Home Tulip Garden Old Bulbs, New Tricks What If . . .? Time to Experiment Data Recorders for Your Research Questions Temperature Experiments: Starting with a Good Question Seasons and Cycles: Indoor Bulb Experiments Hurrying Spring: How to Force Paperwhites in Your Classroom What's Happening Underground? Taking the Soil’s Temperature Celery Microclimate Experiment Sun Power: Graphing the Effects of the Sun's Heat on Plants The Days They Are A'Changing: Learning to Be Observers What Does Blooming Mean to a Tulip? |
| Plan and conduct a simple investigation. (K-4) | Deciding
Where to Plant the Garden Going to Extremes: The Annual Microclimate Challenge What If . . .? Time to Experiment Data Recorders for Your Research Questions Seasons and Cycles: Indoor Bulb Experiments Tulips & Temperatures Underground Celery Microclimate Experiment Sun Power: Graphing the Effects of the Sun's Heat on Plants Don't Come Closer! How Plants Protect Their Own Space What Does Blooming Mean to a Tulip? |
| Employ simple equipment/tools to gather data and extend senses. (K-4) | Deciding
Where to Plant the Garden Understanding Microclimates: A Matter of Degrees Going to Extremes: The Annual Microclimate Challenge Old Bulbs, New Tricks Data Recorders for Your Research Questions Setting Up a Temperature Recorder in the Garden Seasons and Cycles: Indoor Bulb Experiments Tulips & Temperatures Underground Spring Fever: Tulips, Temperatures and the Greening of Spring Sun Power: Graphing the Effects of the Sun's Heat on Plants The Days They Are A'Changing: Learning to Be Observers |
| Use data to conduct a reasonable explanation. (K-4) | Predicting
the Arrival of Spring Tulips as Tools to Gauge Spring's Arrival Understanding Microclimates: A Matter of Degrees Tulips & Temperatures Underground Celery Microclimate Experiment Snow Blankets the Earth: How Does it Affect Bulbs? Hobos in the Garden: Reading Temperature Graphs Spring Fever: Tulips, Temperatures and the Greening of Spring Does Spring Journey North? Mapping the Green Wave of Spring Sun Power: Graphing the Effects of the Sun's Heat on Plants The Days They Are A'Changing: Learning to Be Observers Don't Come Closer! How Plants Protect Their Own Space |
|
Communicate investigations and explanations. (K-4) |
Take-Home Tulip Garden |
| Identify questions that can be answered through scientific investigations. (5-8) | Predicting
the Arrival of Spring What If . . .? Time to Experiment Data Recorders for Your Research Questions Temperature Experiments: Starting with a Good Question Seasons and Cycles: Indoor Bulb Experiments Hurrying Spring: How to Force Paperwhites in Your Classroom Tulips & Temperatures Underground |
| Design and conduct a scientific investigation. (5-8) | What
If . . .? Time to Experiment Data Recorders for Your Research Questions Seasons and Cycles: Indoor Bulb Experiments Tulips & Temperatures Underground |
| Use appropriate tools and techniques to gather, analyze, and interpret data. (5-8) | Understanding
Microclimates: A Matter of Degrees Data Recorders for Your Research Questions Setting Up a Temperature Recorder in the Garden Spring Fever: Tulips, Temperatures and the Greening of Spring The Days They Are A'Changing: Learning to Be Observers |
| Develop descriptions, explanations, predictions, and models using evidence. (5-8) | Predicting
the Arrival of Spring Understanding Microclimates: A Matter of Degrees Reasons for Seasons: Exploring the Astronomy of Spring Spring's Journey North: Mapping the Green Wave of Spring The Days They Are A'Changing: Learning to Be Observers Don't Come Closer! How Plants Protect Their Own Space Emergence Early or Late? What's the Range, Median, Mean? |
| Think critically and logically to make relationship between evidence and explanations. (5-8) | Reasons
for Seasons: Exploring the Astronomy of Spring Celery Microclimate Experiment Sun Power: Graphing the Effects of the Sun's Heat on Plants The Days They Are A'Changing: Learning to Be Observers |
| Use math in all aspects of scientific inquiry. (5-8) | Tulips
as Tools to Gauge Spring's Arrival Understanding Microclimates: A Matter of Degrees Tulips & Temperatures Underground Hobos in the Garden: Reading Temperature Graphs Spring Fever: Tulips, Temperatures and the Greening of Spring Emergence Early or Late? What's the Range, Median, Mean? |
| UNDERSTANDINGS ABOUT SCIENCE INQUIRY (K-4) (5-8) | |
| Science investigations involve asking and answering a question and comparing that to what scientists already know about the world. (K-4) | Predicting
the Arrival of Spring Take-Home Tulip Garden Temperature Experiments: Starting with a Good Question What Does Blooming Mean to a Tulip? |
| Scientists use different kinds of investigations depending on the questions they are trying to answer. Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting). (K-4) | Tulips
as Tools to Gauge Spring's Arrival Going to Extremes: The Annual Microclimate Challenge Take-Home Tulip Garden Old Bulbs, New Tricks What If . . .? Time to Experiment Seasons and Cycles: Indoor Bulb Experiments Tulips & Temperatures Underground Celery Microclimate Experiment Don't Come Closer! How Plants Protect Their Own Space What Does Blooming Mean to a Tulip? |
| Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses. (K-4) | Data
Recorders for Your Research Questions Setting Up a Temperature Recorder in the Garden Tulips & Temperatures Underground Snow Blankets the Earth: Learning from Snow Day Activities Hobos in the Garden: Reading Temperature Graphs Sun Power: Graphing the Effects of the Sun's Heat on Plants |
| Scientists develop explanations using observations (evidence) and what they already know about the world. Good explanations are based on evidence from investigations. (K-4) | Sun
Power: Graphing the Effects of the Sun's Heat on Plants Spontaneous Generation? A New World of Life Forms |
| Scientists review and ask questions about the results of other scientists' work. (K-4) | .Spontaneous Generation? A New World of Life Forms |
| Different kinds of questions suggest different kinds of scientific investigations. Some involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models. (5-8) | What
If . . .? Time to Experiment Seasons and Cycles: Indoor Bulb Experiments Don't Come Closer! How Plants Protect Their Own Space |
| Current scientific knowledge and understanding guide scientific investigations. (5-8) | Spontaneous Generation? A New World of Life Forms |
| Science advances through legitimate skepticism. Asking questions and querying other scientists' explanations is part of scientific inquiry. Scientists evaluate the explanations proposed by others by examining evidence, comparing evidence, identifying faulty reasoning, pointing out statements that go beyond evidence, and suggesting alternative explanations for the same observations. (5-8) | Spontaneous Generation? A New World of Life Forms |
| Mathematics is important in all aspects of scientific inquiry. (5-8) | Hobos in the Garden: Reading Temperature Graphs |
|
B.
PHYSICAL SCIENCE |
|
| Objects have observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers. (K-4) |
Tulips
as Tools to Gauge Spring's Arrival (And all others involving measurement) |
| Materials
can exist in different states–solid, liquid, and gas. Some common
materials, such as water, can be changed from one state to another
by heating or cooling. (K-4) |
Cryogenics
and Cryology: A Cool Experiment |
|
POSITION AND MOTION OF OBJECTS |
|
| An object's motion can be described by tracing and measuring its position over time. (K-4) | Reasons for Seasons: Exploring the Astronomy of Spring |
| TRANSFER OF ENERGY | |
| The sun is a major source of energy for changes on the earth's surface. The sun loses energy by emitting light. A tiny fraction of that light reaches the earth, transferring energy from the sun to the earth. The sun's energy arrives as light with a range of wavelengths, consisting of visible light, infrared, and ultraviolet radiation. (5-8) | Understanding
Microclimates: A Matter of Degrees Reasons for Seasons: Exploring the Astronomy of Spring The Days They Are A'Changing: Learning to Be Observers |
|
C.
LIFE SCIENCE |
|
| Organisms have basic needs. For example, animals need air, water and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct ones support the life of different types of organisms. (K-4) | Deciding
Where to Plant the Garden Predicting the Arrival of Spring My Native Plant Field Guide What's Happening Underground? Bulb Life Cycles Snow Blankets the Earth: Learning from Snow Day Activities The Wild Wisdom of Native Plants: Names and Stories Spring Fever: Tulips, Temperatures and the Greening of Spring Sun Power: Graphing the Effects of the Sun's Heat on Plants The Days They Are A'Changing: Learning to Be Observers Don't Come Closer! How Plants Protect Their Own Space How Plants Grow: Auxin's Not a Toxin |
| Each plant or animal has different structures that serve different functions in growth, survival, reproduction. (K-4) | Tulips
as Tools to Gauge the Greening of Spring My Native Plant Field Guide Whats in a Name? Tulip History and Taxonomy Beautiful Leaves Contribute Form and Function A Botanist's View: Cousins of the Tulip Plant What Does Blooming Mean to a Tulip? Cryogenics and Cryology: A Cool Experiment How Plants Grow: Auxin's Not a Toxin |
| LIFE CYCLES OF ORGANISMS | |
| Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. (K-4) | Out
of Sight Out of Mind? What Happens Underground? Flip Books: Springtime Memories What Does Blooming Mean to a Tulip? |
|
ORGANISMS AND THEIR ENVIRONMENTS |
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| An organism's behavior patterns are related to the nature of that organism's environment, including the kinds and number of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When environment changes, some plants and animals survive and reproduce, and others die or move to new locations. (K-4) | Out of Sight Out of Mind? What Happens Underground? |
| All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or others, whereas others are beneficial. (K-4) | .Don't Come Closer! How Plants Protect Their Own Space |
| Living systems at all levels of organization demonstrate the complementary nature of structure and function. (5-8) | Tulips
as Tools to Gauge the Greening of Spring Whats in a Name? Tulip History and Taxonomy Out of Sight Out of Mind? What Happens Underground? Beautiful Leaves Contribute Form and Function |
| REPRODUCTION AND HEREDITY | |
| Reproduction is a characteristic of all living systems; because no individual organism lives forever, reproduction is essential to the continuation of every species. Some organisms reproduce asexually. Other organisms reproduce sexually. (5-8) |
Tulips
as Tools to Gauge the Greening of Spring
|
| REGULATION AND BEHAVIOR | |
| All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions in a constantly changing external environment. (5-8) | Celery
Microclimate Experiment The Wild Wisdom of Native Plants: Names and Stories How Plants Grow: Auxin's Not a Toxin |
| DIVERSITY AND ADAPTATIONS | |
| Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry. (5-8) | A Botanist's View: Cousins of the Tulip Plant |
| Biological evolution accounts for the diversity of species through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment. (5-8) | The Wild Wisdom of Native Plants: Names and Stories |
|
D.
EARTH AND SPACE SCIENCE |
|
| Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. (K-4) | Deciding Where to Plant the Garden |
| OBJECTS IN THE SKY | |
| The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described. (K-4) | Reasons
for Seasons: Exploring the Astronomy of Spring Seasons and Cycles: Celebrate the Solstice |
| The sun provides light and heat necessary to maintain the temperature of the earth. (K-4) | Going
to Extremes: The Annual Microclimate Challenge Reasons for Seasons: Exploring the Astronomy of Spring Cycles and Seasons: Collectors Corner Celery Microclimate Experiment Sun Power: Graphing the Effects of the Sun's Heat on Plants Flip Books: Springtime Memories The Days They Are A'Changing: Learning to Be Observers |
| CHANGES IN THE EARTH AND SKY | |
| Weather changes from day to day and over the seasons. Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation. (K-4) | Deciding
Where to Plant the Garden Predicting the Greening of Spring Going to Extremes: The Annual Microclimate Challenge The Days They Are A'Changing: Learning to Be Observers Finding a Garden That Represents Your Region |
| Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon moves across the sky on a daily basis much like the sun. The observable shape of the moon changes from day to day in a cycle that lasts about a month. (K-4) | Reasons
for Seasons: Exploring the Astronomy of Spring Cycles and Seasons: Collectors Corner Seasons and Cycles: Celebrate the Solstice The Days They Are A'Changing: Learning to Be Observers |
| EARTH IN THE SOLAR SYSTEM | |
| The sun is the major source of energy for phenomena on the earth's surface, such as growth of plants, winds, ocean currents, and the water cycle. Seasons result from variations in the amount of sun's energy hitting the surface, due to the tilt of the earth's rotation on its axis and the length of the day. (5-8) | Going
to Extremes: The Annual Microclimate Challenge Reasons for Seasons: Exploring the Astronomy of Spring Cycles and Seasons: Collectors Corner The Days They Are A'Changing: Learning to Be Observers |
| E.
SCIENCE AND TECHNOLOGY UNDERSTANDING ABOUT SCIENCE AND TECHNOLOGY (K-4) |
|
| People have always had questions about their world. Science is one way of answering questions and explaining the natural world. (K-4) | Spontaneous Generation? A New World of Life Forms |
|
Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do. (K-4) |
Data
Recorders for Your Research Questions |
|
G.
HISTORY AND NATURE OF SCIENCE |
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| Science and technology have been practiced by people for a long time. (K-4) | . .Spontaneous Generation? A New World of Life Forms |
| Men and women have made variety of contributions throughout the history of science and technology. (K-4) | . .Whats in a Name? Tulip History and Taxonomy |
| HISTORY OF SCIENCE | |
| Many individuals have contributed to the traditions of science. Studying some of them provides further understanding of scientific inquiry, science as a human endeavor, the nature of science, and the relationships between science and society. (5-8) | .Whats in a Name? Tulip History and Taxonomy |
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