InvestigatingPlantCloningwithaLightHutKindergartenstndGrade

Copyright © 2015 Kimberly Scott 1

Plant Cloning with a Light Hut

Kindergarten, 1st, 2nd Grade Investigation

Kimberly Scott Science 2015


Background Information

The typical method plants use to reproduce is through seeds. Repro

ducing with seeds allows for genetic variation. There are other ways

plants can reproduce. One way is by cloning. Cloning is when an en

tire organism is created from a piece of the original. They are genetical

ly identical. Typically the leaves, stems, or a spli�ing from the original

plant is used. At the end of the cu�ing there is a mass of non-

specialized cells called callus. The callus, with the help of the correct

hormone, is capable of growing into whatever cells are needed. In this

investigation it will be roots. It is amazing to think a leaf can begin

growing roots and stems to produce new plants.

Some plants work be�er than others. Recommended plants are begon

ias, coleus, geraniums, ivy, and philodendrons. In this investigation we

will be cloning new plants by using the stem with several leaves

a�ached.

Using a Light Hut

The independent variable in this investigation is inside or outside a

light hut. A light hut is a tool that helps seeds sprout faster and plants

grow well. Light huts provide sunlight, warmth, and airflow to the

plantings. Gardeners like them for seed starting. They are inexpensive

and easy to make.

The plant cu�ing inside the light hut should receive enough warmth

and sunlight to allow roots to grow more quickly than outside the light

hut. My results with students all showed the light hut cu�ings pro

duced longer roots. It is possible to have outside the light hut produce

longer roots. Use the results as a tool to create discussion. Could the

light hut have been too warm? What was the environment like in the

classroom? That is the great thing about investigations, they provide

great opportunities for analytical thinking.

Vocabulary

Cloning: When an

entire organism is cre

ated from a piece of

the original.

Callus: Non-

specialized cells that

are capable of growing

into whatever cells are

needed. They are

found at a wound

edge.

Other Activities

· Plant the heathy

plants in soil and

observe how they

grow.

· Plant the heathy

plants in soil and

give them as

Mother’s Day

gifts.

· Have students

think of other

ways to use a light

hut.


Teacher Preparation

*Create the number of light huts you need. A light hut

should be able to hold 6 vases.

*Purchase a coleus plant (or similar) from a garden center.

*Purchase the number of clear vases you need. Plastic

bo�les may be used too.

*Create your plant cu�ings. Make them the same length

with the same number of leaves. 15 inches with 3 leaves

should be sufficient. Cut off any extra leaves and stems.

*The investigation can go longer than 16 days. If you find

that the plants are heathy, but the roots are very short con

tinue growing for 1 to 2 more weeks.

*The water may get yucky. If that happens just empty both

vases and put fresh water in.

*Graph can be optional for kindergarteners.

*There are two conclusion pages to choose from depending

on grade level.

*The light hut will stay on 24 hours a day. Be sure to a�ach

foil to the front like a curtain.

This investigation goes well with the following

workbook. All investigations involve the light hut.

h�p://www.teacherspayteachers.com/Product/Growing-Plants-in-a-

Light-Hut-Kindergarten-First-and-Second-Grade-Students-1588679

Callus. Roots

should form at

the spots where

extra leaves

and stems were

cut off.



The Effect of a Light Hut

on Cloning Plants

Name _______________________


Investigation Question

Does the location affect the length of the roots

when cloning plants?

My Hypothesis-Educated Guess

Which do you think will have the longest roots,

the plant cu�ing in the light hut

or

the plant cu�ing outside the light hut?

Inside Light Hut Outside Light Hut


Supplies

Light Hut 2 water bo�les Masking Tape

or vases

Water 2 Coleus Plant Cu�ings

Procedures

1. Write “inside” on a piece of tape. A�ach it to the first vase.

2. Write “outside” on a piece of tape. A�ach it to the second

vase.

3. Fill the two vases 1/2 full with water.

4. Place one 15 inch plant cu�ing in each vase. Make sure the

end of the stem is in the water completely.

5. Put the “inside” vase in the light hut.

6. Put the “outside” vase next to the light hut.

7. Turn the light hut on. A�ach a piece of foil over the front like

a curtain. The light hut will stay on day and night.

8. Record observations today and every 4 days.

9. Make sure each vase stays 1/2 full with water.

10. On day 16 measure the length of the longest root of each

plant.

2


My Observations Day 1



Inside Light Hut

Outside Light Hut

Inside Light Hut

Inside Light Hut

Outside Light Hut

Outside Light Hut


Take your cu�ings out of the water. Measure the long

est root on each plant in centimeters. If no roots formed

the measurement is 0 cm.

My Data Table on ___________________________________

Location Length of Root

Inside Light Hut

Outside Light Hut

My Observations Day 16 Inside

Light Hut Outside

Light Hut



Location

Length of Root

My Graph on _____________________________________


My Conclusion

Did the location affect the length of the roots when

cloning plants?

Color the box that matches your results.

Yes No

Which plant cu�ing had the longest roots,

the plant cu�ing in the light hut

or

the plant cu�ing outside the light hut?


Conclusion Version 1


My Conclusion

Did the location affect the length of the roots

when cloning plants?

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

Problems Encountered

What did not go well? What would you change? Possible Error Possible Solution

Conclusion Version 2


Exceeding · Student selected a hypothesis.

· Students listed 3 or more detailed observations or

drawings.

· Data was placed in the appropriate location on data

table.

· Graph is neat and matches the data table.

· Student answered the question by selecting the result

that matches their data.

· Student actively participated, worked well in the

group, journal was neatly completed and showed

problem solving skills.

Developing · Student selected a hypothesis.

· Student listed 1 observation or drawing.

· Most of the data was recorded.

· Data was graphed incorrectly

· Student selected a result that did not match his/her

data.

· Student showed interest in the activity and effort in

trying to complete the journal.

Below Expectation · No Hypothesis selected

· No observations or drawings or they were not under

standable.

· No data was recorded or not understandable.

· Graphed the data incorrectly or missing.

· No answer selected in conclusion.

Achieving · Student selected a hypothesis.

· Student listed 1 –2 detailed observations or drawings.

· Data placed in the appropriate location on the data

table.

· Graph matches the data table.

· Student answered the question by selecting the result

that matches their data.

· Student actively participated, worked well in a group,

and most of the journal was neatly completed.


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InvestigatingPlantCloningwithaLightHutKindergartenstndGrade

Documents

number of light huts

light hut kindergarten

plant cuings

plant cloning

theyareinexpensive plant

number of leaves

number of clear vases

new plants