Click on a name to see the student's response:
Anderson, Paul Douglass
Barker, Summer Marie
Breeden, Katherine Laura
Chrisawn, Allison Paige
Criminger, Kimberly Ann
Currier, Lauren Jamison
Dalton, Tikara Lonnitrea
Daves, Tiffany Nicole Wheeling
Dennis, Christina Elaine
Dillard, Lori Marie
Gibson, Samantha Lynn
Hardy, Amber Nicole
Harrington, Andrew Mason
Harwell, Lauren Myers
Hinshelwood, Deborah Ruth
Lowery, Krystle Louise
Shoemake, Nora E. McLaughlin
Testerman, Erica LeAnn
Williamson, Shannon Marie Winn
Title, Author and Illustrator:
Hungry Mr. Gator by Julie McLaughlin and illustrated by Ann Marie McKay
Curricular Connections:
Grade: Kindergarten
Competency Goal 1: The learner will make observations and build
an understanding of similarities and differences in animals.
Objective 1.01: Observe and describe the similarities and differences
among animals including:
o Structure
o Growth
o Changes
o Movement
Objective 1.02: Observe how animals interact with their surroundings.
Accuracy Statement:
To find out if the information in my book was correct I decided to
Google “alligator habitat” and “alligator diet”. I found a few websites
that gave me the necessary information to verify that the book was giving
information that is correct. I also found a few websites that had
pictures of the alligators habitat, this also showed that the illustrations
in the book where correct as well.
Website:
o http://www.flmnh.ufl.edu/cnhc/csp_amis.htm
Interesting Information:
o I found out that alligators have about 74 to 80 teeth.
o I also learned that alligators can survive in freezing conditions
by submerging themselves under water, but keep their nose above the water
so if the water freezes they can still breathe.
Activity:
When I graduate from school I plan on moving to the coast, either to
Wilmington, NC or Charleston, SC, so I would use this book to explore animals
that the students may see in their own neighborhoods. I could read
the book to the students them ask them if they have seen any of the animals
we saw in the story. There are going to be animals that the students
have never seen or heard of, so I could use this to explore these animals.
We could go to the library and find books that would give more information
or we could use a computer and find websites that will have the information.
The book also counts the animals in the story, so this book will also tie
math into the lesson.
Title: A House for Hermit Crab
Author: Eric Carle
Science Curricular Connections:
Kindergarten Goal 1
1.01 Observe and describe the similarities and differences among animals
including: Structure
Growth
Changes
Movement
Accuracy: The story is about a Hermit Crab finding a new shell.
Hermit Crabs do grow out of their shells and have to find new ones.
? The hermit crab is a type of crab that does not have a very hard
shell. Not a true crab, it uses other animals' old shells for protection;
they especially like old whelk shells. As the hermit crab grows in
size, it must find a larger shell.
Hermit Crab-Enchanted Learning Software http://www.enchantedlearning.com/subjects/invertebrates/crustacean/Hermitcrab.shtml
Inquiry: The teacher can bring in a Hermit Crab for the students to
observe the growth, structure, and movement throughout the year.
The teacher can also bring in a starfish, seashell, coral, and snails for
the students to observe the similarities and differences among them using
their senses.
1. Title: Turtle in the Sea
Author: Arnosky, Jim
Illustrator: same
2. Curricular Connections
Kindergarten: Goal 1, Goal 3,
First Grade: Goal 1
Second: Goal 1
Third: none
Fourth: Goal 1
Fifth: Goal 1
3. Accuracy
Turtles do lay eggs on the beach in “loose, dry sand” that she
digs up. However, even though the book says it was the middle of
the night when the turtle was laying her eggs, turtles usually lay their
eggs at sunset or sunrise.
http://www.aquatic.uoguelph.ca/reptiles/books/book3/bookframe1.htm
They do live a long time, which is something that the book mentions
briefly by stating “she is old”.
http://www.aquatic.uoguelph.ca/reptiles/books/book3/bookframe1.htm
Sharks are predators of turtles.
http://www.euroturtle.org/threats/threats_nat.htm
Sea turtles (such as the one in this story) do not usually stay
in the open ocean, preferring shallow, warm coastal regions.
http://www.buschgardens.org/infobooks/SeaTurtle/sthabit.html
Humans are one of turtles’ biggest predators. They are
often caught in nets, their eggs are dug up and used for food, and trash
has a major impact on the turtle.
http://www.buschgardens.org/infobooks/SeaTurtle/stlongevity.html
According to the pictures and the description of what the turtle
in the story eats, this particular turtle would be a Loggerhead turtle,
because it eats jellyfish (it is carnivorous- meat eating), which most
“sea turtles” don’t do.
http://www.buschgardens.org/infobooks/SeaTurtle/stdiet.html
The baby turtles, like in the book, do dig their way out of the
sand.
http://www.aquatic.uoguelph.ca/reptiles/books/book3/bookframe1.htm
But, unfortunately, many of them meet a worse fate than just
that of running into the sea.
http://www.aquatic.uoguelph.ca/reptiles/books/book3/bookframe1.htm
The only thing that I couldn’t find any information on was the
“bubbles” issue. I do, however know that turtles do breath air (hence
their ability to reproduce on the beach).
http://www.buschgardens.org/infobooks/SeaTurtle/stadapt.html
4. Inquiry Activity
With the book, Turtle in the Sea, students could discuss how
turtles are similar or different to themselves or other organisms that
they read about (such as a bear or another ocean dwelling organism).
They could also do a research project (for the older students)
on the life of a turtle to see how accurate the book really is. This
can include making posters with pictures of the life cycle of the turtle
with a little blurb about each stage.
1) Title: Cows
Author: Peter Brady
Photographs: William Munoz
2) Curriculum Connections: This book could be used in a first grade
classroom to meet competency goal 1 of the North Carolina Standard Course
of Study Science curriculum.
? Competency goal 1: “The learner will conduct investigations and make
observations to build an understanding of living organisms” (dpi).
Objectives:
1.02 Investigate the needs of a variety of different animals:
Air.
Water.
Food.
Shelter.
Space.
1.03 Observe the ways in which humans are similar to other organisms.
1.04 Identify local environments that support the needs of common North
Carolina plants and animals.
1.05 Discuss the wide variety of living things on Earth.
3) This book is very accurate in it’s depiction of cows. It shares
a detailed description of their physical appearance, diets, and lists products
that we gain from them, such as “butter, cheese, hamburger, and leather”
(pg 31). I researched some of the information on the Internet, such
as the breeds of cows, and found all of it to be true. I would recommend
using this book with first grade students because it shows them a realistic
approach to these animals that we use so often.
4) In the back of this book, there is a hands-on activity that students
could do with a teacher’s supervision. This activity would be making
homemade butter from scratch. The book lists the recipe and directions
for children to do this. A teacher could bring in a loaf of bread,
and the students could enjoy their treat, while learning about cows and
what resources we gain from them.
The Tiny Seed
By: Eric Carle
This book connects to:
Grade 2
? Competency Goal 2: The learner will conduct investigations and use
appropriate tools to build an understanding of the changes of weather.
? Competency Goal 3: The learner will observe and conduct investigations
to build an understanding of changes in properties.
Grade 3
? Competency Goal 1: The learner will conduct investigations and build
an understanding of plant growth and adaptations.
The accuracy of this book is pretty good in terms of plant growth.
The only things I really see are that seeds don’t really travel that far
in the wind, high enough to reach the sun, etc… Also, seeds don’t
grow up to be giant flowers, taller then houses.
You could have each kid in your classroom plant their own individual seed in a cup. They would keep these seeds in the classroom, watering them and taking care of them. You would have the students record the seeds growth daily/weekly until it has been through the whole plant cycle.
Lauren Currier
January 23, 2006
1) On the Way to the Beach by Henry Cole
Competency Goal 1: The learner will make observations and build an
understanding of similarities and differences in animals.
Objectives
1.01 Observe and describe the similarities and differences among animals
including:
? Structure.
? Growth.
? Changes.
? Movement.
1.02 Observe how animals interact with their surroundings.
1.05 Observe the similarities of humans to other animals including:
? Basic needs.
? Growth and change.
? Movement.
2) To check the accuracy of this book, I used the Google search engine
to research the animals that I was not familiar with in this book. For
example, I did not know what a Virginia Creeper was, so I Googled it and
found out it was a type of plant. I thought it was a bird. This book was
very accurate. Each animal was placed in its correct environment. Even
the colors on each animal were accurate. This book is really neat, I definitely
learned the names of some new animals while reading it.
3) For each page, I will print out pictures of two animals. For example
for the woods, I will print out a swallowtail butterfly and a peeper tree
frog. I will tape them to the board. As a class we will compare and contrast
the two animals. I will ask like can a frog fly? No, but a butterfly can
fly. What colors do you see in each animal? Does a frog or a butterfly
swim? Then I will ask them if we are like these animals. Can we fly? Do
we live in the woods? Can we swim? Do animals have bleed when they get
hurt like us? Do we all have arms and legs? Can we jump like a frog? After
asking these my students will have completed Competency Goal 1.
I’m a Seed
By: Jean Marzollo
Illustrated by Judith Moffatt
Curricular connections:
Competency Goal 3: The learner will make observations and build an understanding of the properties of common objects.
Objectives
3.01 Observe and describe the properties of different kinds of objects
(clay, wood, cloth, paper, other) and how they are used.
3.02 Develop and use a vocabulary associated with the properties of
materials:
? Color.
? Size.
? Shape.
? Texture.
3.03 Describe how objects look, feel, smell, taste, and sound using
their own senses.
3.04 Observe that objects can be described and sorted by their properties.
Accuracy:
This book is a fiction about seeds, and how different seed develop and become flowers. The two types of flowers in the book are marigolds and pumpkins. The book starts with the two seeds in the ground with each starting to grow their roots, and a worm digging through the soil. Each of the elements of this section were truthful, even with the way that each seeds roots branch out. The next piece of the book that is accurate is the way each plants stem grows. With a marigold the stems grow up and with a pumkin the stem goes sideways. Some more key points in the book is with the shape, texture and type of flowers that grow from each of the leaves,
Inquiry related to kids:
This book is great for showing students how plants are grown and what happens under the ground. This book shows the differences in seeds, plants, and flowers and how each stage has similarity and differences. I could incorporate this book into my lesson during earth week. I would allow the students to choose from a variety of different seeds to plant. Track the progress of their seed and have them to guess the type of seed they plants during the tracking. Maybe at the end of the lesson have them to plant their flowers around school.
Title: Secret Seahorse
Author: Stella Blackstone
Illustrator: Clare Beaton
Science Curriculum Connections:
Kindergarten-Animals-Competency Goal 1
Grade 1-Organisms-Competency Goal 1
Grade 2-Life cycles-Competency Goal 1
Accuracy: The book uses accuracy with colors of organisms and somewhat their appearance. For instance, the octopus had eight legs and the suckers on their legs were represented. Yet, there was still some imagination in the book when they talk about a mermaid. At the shipwreck there is actually an eel in a barrel, which is a pretty common place to find an eel hidden away. A seahorse family is found in a dark, dim cave. At the end of the book, the author gives information about coral reefs, creatures of coral reefs, and seahorses. Although the story was somewhat imaginative, she includes fact at the end of the book for children to explore.
Inquiry with kids: This book could connect with kids by giving them each different creatures to further investigate from the back of the book. Also, you could let them find real pictures of the creatures so that they could compare them to the book. They could go through the book and find what pages the others are on and decide if they are in the right setting. Children could create their own similar story/poem talking about their particular creature from the book. Older students could research the organisms and develop an understanding of their life cycles. Mainly, let the children explore and find out what questions they have pertaining to the book and its contents.
The Very Hungry Caterpillar
Written and Illustrated by Eric Carle
Curriculum
Grade 1
Competency Goal 1: The learner will conduct investigations and make
observations to build an understanding of the needs of living organisms.
Objectives
1.02 Investigate the needs of a variety of different animals:
Air.
Water.
Food.
Shelter.
Space.
1.03 Observe the ways in which humans are similar to other organisms.
1.04 Identify local environments that support the needs of common North
Carolina plants and animals.
1.05 Discuss the wide variety of living things on Earth
Grade 2
Competency Goal 1: The learner will conduct investigations and build
an understanding of animal life cycles.
Objectives
1.01 Describe the life cycle of animals including:
Birth.
Developing into an adult.
Reproducing.
Aging and death.
1.02 Observe that insects need food, air and space to grow.
1.03 Observe the different stages of an insect life cycle.
1.04 Compare and contrast life cycles of other animals such as mealworms,
ladybugs, crickets, guppies or frogs.
Accuracy
The book does discuss the accurate life cycle that a caterpillar goes
through to become a butterfly.
The book greatly exaggerates the diet and types of food a caterpillar
would eat in the book.
Activity
For this book the class could observe and keep a journal of the life
cycle of a caterpillar to a butterfly, through a butterfly house in the
classroom, or visiting one at their local museum. The children could also
make a flip book highlighting the kinds of butterflies found in their state.
Incredible Sharks
Author: Seymour Simon
2003 Scholastic Books/See More Books
Science Curriculum/Meets Standards:
Kindergarten-
Competency Goal 1: The learner will make observations and build an
understanding of similarities and differences in animals.
Grade 1-
Competency Goal 1: The learner will conduct investigations and make
observations to build an understanding of the needs of living organisms.
Grade 2-
Competency Goal 1: The learner will conduct investigations and build
an understanding of animal life cycles.
Activities that teachers could use with this book:
After completing the webquest, the students could individually draw
a picture of a shark (kindergarten) or write a short story about sharks
(first/second) based upon the information learned during the webquest.
This fact book about sharks is accurate, according to the internet.
1. Life Under Ice Written By: Mary M. Cerullo, Photography By: Bill Curtsinger
2. Curricular Connections: Fourth Grade, Competency Goal 1
Fifth Grade, Competency Goals 1 and 3
3. Accuracy: This book was written about a diving trip that Bill took
which means that the book is accurate. I checked a few facts that were
listed for accuracy like when Antarctica was discovered (the 1820s). The
following Website has great information about Antarctica.
http://www.cia.gov/cia/publications/factbook/geos/ay.html
4. Exploration: Students could choose another continent and explore
and
investigate the animals, climates, habitats, etc, and then share this
information with the classroom through some kind of presentation. Then
as a class, they could compare and contrast all of the continents based
on the information they all found
. Samantha Gibson
1. Do Kangaroos Wear Seatbelts? Written By: Jane Kurtz, Illustrated By: Jane Manning
2. Curricular Connections: Kindergarten, Competency Goal 1
3. Accuracy: This is mostly and accurate book. It illustrates animals
acting out of the ordinary when the little boy imagines them doing so (like
kangaroos wearing seatbelts), but the mother in the story always corrects
his way of thinking. I looked up facts on hippos and did not find that
they hiss when in danger, but they do bellow, grunt, click (like whales
and dolphins), and scream. Baby hippos do stand on their mothers back in
the water like the book says.
Other interesting facts
• Hippopotamus means river horse
• They can hold their breath for five minutes under water
• Their gestation is 8 months
http://acp.eugraph.com/elephetc/hippo.html
www.pbs.org
www.Natinalgeographic.com
I also looked up prehensile tails for the monkeys and that was also
accurate.
4. Exploration: Students could choose and investigate a zoo animal then
create a chart or semantic map about their findings. This could be an individual
activity where they all have their own animal, or it could be a class activity
that everyone contributes at least two pieces of information.
Title: Wiggling Worms at Work
Author: Wendy Pfeffer
Illustrator: Steve Jenkins
Curricular Connections:
? 5th grade
o Competency Goal 1: The learner will conduct investigations to build
an understanding of the interdependence of plants and animals.
? Objectives
? 1.01 Describe and compare several common ecosystems (communities
of organisms and their interaction with the environment).
? 1.02 Identify and analyze the functions of organisms within the population
of the ecosystem:
? Producers.
Consumers.
Decomposers.
? 1.05 Determine the interaction of organisms within an ecosystem.
Accuracy: The book seems to be very accurate when information
was compared to other resources. The book describes food going through
the worm’s body entering through the mouth, then the gizzard, and out the
other end, which was also told on www.discovery.com. The website
and book both described how worms generate soil which is wonderful for
plant life.
Activity: Have the students explore the worm’s body and record
what they discover about worms in their journal. Once students have
explored the body of a worm conduct an experiment in which the students
will determine whether worm castings are beneficial to plants. The
students will pot one plant with plain soil and pot another plant with
soil that includes worm castings and then see which plant grows the best.
1. Chameleleon’s Colors, Chisato Tashiro
2. Kindergarten, Goal 1: The learner will make observations and build an understanding of similarities and differences in animals.
3. This story is for the most part inaccurate. Yes, Chameleleons
can change color but not the variety of colors that are shown in this book
nor can they paint other animals. The book does not really go into
any of the needs of the Chameleleon but would be good for a lower grade
classroom
4. Activity: You could give all the students a sheet of paper
with an outline of a Chameleon on it and have them use watercolor to color
it in. By having them mix different colors as they see fit this would
allow them to explore the color wheel and perhaps satisfy several different
goals. They could study the structure of a Chameleleon as well this
way.
1. Title: Jody’s Beans
Author: Malachy Doyle
Illustrator: Judith Allibone
2. Grade 3
Competency Goal 1: The learner will conduct investigations and build
an understanding of plant growth and adaptations.
Objectives
1.01 Observe and measure how the quantities and qualities of nutrients,
light, and water in the environment affect plant growth.
1.02 Observe and describe how environmental conditions determine how
well plants survive and grow in a particular environment.
1.03 Investigate and describe how plants pass through distinct stages
in their life cycle including.
Growth.
Survival.
Reproduction.
1.04 Explain why the number of seeds a plant produces depends on variables
such as light, water, nutrients, and pollination.
1.05 Observe and discuss how bees pollinate flowers.
1.06 Observe, describe and record properties of germinating seeds.
3. Accuracy: This is a fiction book. This story is about a girl
named Jody who grows runner beans. The book takes you step by step through
the process of growing these beans, what is needed to help the beans grow
and what to do once they are grown. Also included in the story are
the different seasons and how the weather has effects on the outcome of
plants. As far as I can see, the book is very accurate in detailing
the exact needs and steps to ensure growth of the beans.
4. Classroom Inquiry: This book is a great way to introduce to kids
the cycle of a plant. We follow Jody through a sequential process
that includes preparation for growing the seeds, the actual growth of the
seeds and then how you can eat what you have grown. You can also
implement weather into this lesson by showing the effects that different
weather conditions have on plants. As a hands on activity the students
in your class could plant their own seeds, and monitor their growth and
progress over several weeks. Each day they could journal about the
results that they find. For those plants that have died, students
can try to hypothesize why they died. What caused these particular
seeds to die, and not others? What conditions need to change to ensure
the growth of the other plants? Students may even include a bar graph
at the end of the experiment to compare the size of their plants to others
in the class. Math can be integrated by calculating how many inches/centimeters
each plant grows.
1. Title: Gentle Giant Octopus
Author: Karen Wallace
Illustrator: Mike Bostock
2. Grade 4
Competency Goal 1: The learner will make observations and conduct investigations
to build an understanding of animal behavior and adaptation.
Objectives
1.01 Observe and describe how all living and nonliving things affect
the life of a particular animal including:
Other animals.
Plants.
Weather.
Climate.
1.03 Observe and discuss how behaviors and body structures help animals
survive in a particular habitat.
3. This book is very accurate about the facts of a giant octopus. The
illustrator even has the color of the octopus about perfect in the illustrations.
I did find that the female Giant octopus can lay as many as 100,000 tiny
eggs instead of 60,000 like it says in the book. I also learned they only
live about 3-5 years. The website listed below is a good source of information
http://marine.alaskapacific.edu/octopus/factsheet.html
4. The Gentle Giant Octopus could be used in a number of ways
in the classroom. The students could compare other different species
of octopuses to the Giant octopus. They could research about other different
kinds of octopuses and then make a Venn diagram. This book also uses
a lot of similes and before reading ask the students to look for them.
After you are done reading, ask for the similes they heard and see if they
can come up with some on their own about the Giant octopus. Lastly,
students can research what a Wolf eel that was in the story because most
will not know or heard of it.
1. Grandma Elephant’s in Charge, by Martin Jenkins
2. Grade 1 Competency Goal 1: The learner will conduct investigations and make observations to build an understanding of the needs of living organisms.
3. I researched on the internet to see if the information in my book was accurate. I searched the websites, www.discoverychannel.com www.animalplanet.com and www.elephant.elehost.com . Animal planet and elehost disagreed on how often elephants give birth, the book an elehost say about 2 1/2 – 4 years while animal planet says 4-9 years. This was the only information that I found contradicting to the book. One interesting thing that I did find out was that when the metrical elephant becomes too old to be the leader the next oldest one steps up. If the previous matriarch does not leave she will be abandoned. I have also learned that elephants have conversations! Female elephants that have known each other have conversations with very low rumbling sounds that humans cannot normally hear. Elephants do not respond to the rumblings of other elephants that they do not know. Male elephants do not converse as much as females do.
4. Students will compare and contrast the difference in the things that Elephants need to survive and the things that humans need to survive. Students can use a variety of resources such as the internet and books to find their information. They can use a concept map to help them record their findings.
Title: What Do You Do With a Tail Alike This?
Author: Steve Jenkins and Robin Page
Curriculum: Animals, Fourth grade Competency Goal One, Objectives Two, Three and Five
Accuracy: This book seems fairly accurate. The back of the book has a paragraph covering each animal and their related behavior. It covers the reason the animal uses their body part in such a way and provides more detail concerning the animal and their habitat.
Inquiry: This book could be used as a jumping off point for studying
the ways in which animals adapt to their environments, which is part of
the Fourth Grade Curriculum. Students could proceed to observe and animal
of their choosing in the classroom or on the school property for interesting
ways that they use their bodies for survival, record their observations
and research the animal further using school resources such as encyclopedias
or the internet.
The First Tulips In Holland
The First Tulips In Holland is by Phyllis Krasilovsky and illustrated by S.D. Schindler. The ISBN # is 0-385-17464-0 for easy tracking of the book.
This book is about the tulip and how it originated, in a fictionalized
version of how it came to be. This is a great book that correlates Science
and Language Arts while it could also incorporate Social Studies as well.
The First Tulips In Holland connects to the first grade, plants Science
curriculum. It meets Competency Goal 1: The learner will conduct investigations
and make observations to build an understanding of needs of living organisms.
Objective 1.01: Investigate the needs of variety of different parts: Air,
Water, Light, and Space (Science North Carolina Standard Course of Study).
This book is very accurate in some parts of information it contains and as most books it also contains fiction and is not entirely accurate in some aspects. I found out online at www.holland.nl/uk/holland/sights/tulips-history.html the parts of the book that were accurate. In the book the author says “tulip is a Turkish word for turban” (Krasilovsky, 3) and on the website it stated that the tulip was named after the Turkish word for turban as well so, this part of the book was completely accurate. Also throughout the book and the website other information aligned to prove more accurate information. The tulip is portrayed as very popular throughout Holland in the book. The website told how the tulip gained popularity as a trading product in Holland as well, so this was an accurate fact too. In the book people came to Hendrick (the inventor of the tulip) and tried to trade him various things for a tulip bulb. Some of the items were furniture, geese, cows, fine jewelry, and Hendrick gave his daughter a dowry of tulip bulbs for her wedding as well. These parts of the book are accurate according to the website through interest in the flower was huge and bulbs sold for unbelievably high prices. People also started “selling their businesses, family homes, farm animals, furnishing, and dowries to participate.” The book is accurate in the most important parts and aspects of the story.
This book would be wonderful to do a Science activity with a first grade
class. In the book Hendrick’s daughter puts tulip bulbs in a bowl with
pebbles and water in it and sits it in her front window where it could
get the most sunlight. So, has an activity a first grade class could do
the same thing. The teacher could bring in tulip bulbs, pebbles, bowls,
and water as the materials for the activity. The class could set up different
bowls with pebbles and water around the tulips, or bowls with no pebbles
and just water and tulips, or even a bowl with just pebbles and tulips.
The students could place all the bowls in the part of the room with the
most sunlight and they could record their observations and findings of
the growth of the tulips daily in a journal. While also predicting how
they think the progress of the growth of the tulips will continue and also
what bowl they think the tulip bulbs will grow in. This is a wonderful
activity that would deal with air, water, light, and space that is specified
in Competency Goal 1 of the Science curriculum as well.
1. Little Yellow Pear Tomatoes
Author: Demian Elaine Yumei
Illustrated by: Nicole Tamarin
2. Curricular Connections: Grade 3, Competency Goal 1, Plants
3. The statements in this book are accurate. They describe where the tomatoes come from, what is required for them to grow (sunlight, pulling weeds, etc.). The one thing which could be unclear for smaller children would be where the book mentions that there are a lot of “not-a-tomato” things inside the tomatoes, such as the girl’s mother, father, sun, stars, and bugs. They are not actually in the tomato, but they are the factors which contributed to its growth. This is clarified in the end when the girl explains they are not actually in the tomato.
4. For an exploration activity, the students could plant their own seeds
and see what is required for them to grow. They could experiment
what would happen if their seeds did not receive sunlight or water, and
they could keep a log of their results and graph them for the rest of the
class to see.