a Planting Rubric
Because your tulips will proclaim the arrival of spring in your community,
you must plant them in a site that best satisfies the growing conditions
that all official gardens must meet. (This will lead to a "fair"
determine the best site on your school grounds, read the official planting
instructions and design a rubric so you can evaluate different possible
What factors do you think affect tulip growth (e.g., amount of sun plants
get)? Make a class list. Then think about these questions:
we want to see when spring arrives in different locations (as revealed
by tulips), how should schools plant their bulbs to make this a fair
one school plants bulbs in the shade and another grows them in the sun,
which do you think might bloom first? Would this be a fair test? Why
or why not?
want to explore only how each school's location in the hemisphere
affects when tulips emerge and bloom, official Journey North gardens must
have all other variables (e.g., planting depth) kept the same.
the planting instructions
(Journey North protocol). List all the growing conditions your site must
a class, compile the list. Reword all the requirements so they describe
conditions you want your garden to meet. (For example, see wording of
Garden Site Selection Rubric.)
3. Using your descriptive
list, design a scoring system for your own rubric. Younger students might
try a simple scoring system with "yes" (site meets condition)
"no" (site DOES NOT meet condition). Older students might use
a more specific rating system, with point values of 0-4.
Go outside and rate each variable for each possible garden site. Add up
the total score for each site -- and go plant your garden on the site
that scores highest.
and Discussion Questions
- Why is
it important in this international science experiment to have all schools
following the same instructions (protocol)?
Science Education Standards
Plan and conduct a simple investigation. (K-4)
Employ simple equipment/tools to gather data and extend senses. (K-4)
Organisms have basic needs. Organisms can survive only in environments
in which their needs can be met. (K-4)
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)
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)