Planting Seeds, Part 2: Can You Carefully Observe and Record Results?

Transcription

1 Planting Seeds, Part 2: Can You Carefully Observe and Record Results? Now that your seeds are planted, your team will be following your investigation plan to see if your predictions were right and to find out what you have learned from your observations. Be sure to follow your plan for making this a fair test. At the end of the observation time, you will use your data to tell your results and make some conclusions about what you have learned. You should have drawings and words to describe what happened with the seeds. Your findings will be shared with the class in a creative way such as a newspaper article, a TV news show or an interesting story about what you did. 1 of 13

2 Planting Seeds, Part 2: Can You Carefully Observe and Record Results? Suggested Grade Span 3 5 Task Now that your seeds are planted, your team will be following your investigation plan to see if your predictions were right and to find out what you have learned from your observations. Be sure to follow your plan for making this a fair test. At the end of the observation time, you will use your data to tell your results and make some conclusions about what you have learned. You should have drawings and words to describe what happened with the seeds. Your findings will be shared with the class in a creative way such as a newspaper article, a TV news show or an interesting story about what you did. Big Ideas and Unifying Concepts Cause and effect Change and constancy Form and function Interdependence Systems Life Science Concepts Evolution, diversity and adaptations Populations and ecosystems Regulation and behavior Reproduction and heredity Structure and function Mathematics Concepts Averaging Data collection, organization and analysis Time Required for the Task Approximately two to three classes for Part 1 (planning and planting) and five to ten days for Part 2 (collecting data and reporting results). 2 of 13

3 Context For Part 1, students designed their investigation plans and explained how variables would be controlled. They planted seeds and made and recorded daily observations. What the Task Accomplishes This task provides information to the teacher about whether students have a clear understanding of how to apply the scientific method (controlling variables and collecting, recording and interpreting data) when designing their own investigation. During Part 1, the focus is on planning the investigation as a fair test. During Part 2, students collect data and report results. Students should continue to monitor variables (such as watering with the same amount of water each day) throughout the observation time (about two weeks). How the Student Will Investigate Each day, students were given time to observe, discuss with their team members and record results. They were reminded to record observations with drawing and words. Finally, students interpreted data and discussed conclusions based on the data collected. Each group shared its investigation and results with the class. The class sharing is a way that teachers can check understanding, make connections to prior knowledge and extend thinking to the next lessons in the unit and/or introduce new science vocabulary. Interdisciplinary Links and Extensions Science Students can make predictions and look for correlations between the size of seeds and (1) the heights they grow to and/or (2) the germination rates. Students can study the different ways seeds have adapted structures for survival in different ecosystems. (Cranberry seeds float rather than rot in wet environments, for example.) Art/Writing Students can put their observations into flip books to show the germination of a seed and its growth to a plant. Mathematics Students can use calculators to figure class averages for germination and growth rates for certain seeds. Students can graph and compare results for different seeds. Teaching Tips and Guiding Questions Life science topics that involve planting seeds, transplanting and propagating plants, and observing plant growth under different conditions are great activities for the spring months. Students are learning concepts related to plants as well as becoming more familiar with applying the scientific investigation process and designing fair tests. 3 of 13

4 Guiding questions to ask students during and after this investigation might include: What was your testable question? What have you learned or observed so far? What variable are you testing? Have you remembered to control the other variables (i.e., same amounts of water and light each day)? How often are you making your observations? Have you needed to make any changes in your investigation (if it is not working as planned)? Could someone else repeat the investigation to get similar results? Did you remember to record the date or day for each observation? Do you need to label your drawings to make them more clear? What do your results tell you? What did you learn from your results? What conclusions can you make based on your results? What new questions do you have about seeds or plants? Have you learned anything that surprised you? Concepts to be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content) Life Science Structure and Function: Students understand that each plant has different structures that serve different functions in growth, survival and reproduction. Students understand the characteristics of seeds by describing some of their needs, aspects of their immediate environments, some of their structures (seed coat, root hairs, etc.) and effects of weather or other events. Life Science Regulation and Behavior: Students understand that all organisms must be able to obtain and use resources, grow, reproduce and maintain stable internal conditions while living in a changing environment. Life Science Evolution, Diversity and Adaptations: Students understand that species acquire many of their unique characteristics through biological adaptation, including structures, behaviors or physiology, that enhance survival and reproductive success. Life Science Populations and Ecosytems: Students identify some patterns of similarities and differences among plants and recognize their interdependence with other living things (systems; interdependence). Scientific Method: Students observe and explain reactions with some justification, using data and prior knowledge, when variables are controlled (cause and effect). Students determine the patterns and/or which kinds of change are happening by making observations and measurements over time (change and constancy). 4 of 13

5 Mathematics: Students apply the concept of averaging and collect, organize and analyze data appropriately. Skills to be Developed (Science process skills to be assessed using the Science Exemplars Rubric under the criteria: Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data) Scientific Method: Raising testable questions, predicting/hypothesizing, observing, collecting/recording data, interpreting data and drawing conclusions. Other Science Standards and Concepts Addressed Scientific Method: Students hypothesize, observe, predict, investigate and explain phenomena. Students control variables. Scientific Theory: Students use evidence to construct an explanation based upon their observation and the concepts that have been learned. Students modify explanations when new observations are made. Life Science Structure and Function: Students understand the characteristics of organisms (needs, environments, structures and behaviors), see patterns of similarity and differences among living organisms, and recognize the interdependence of all systems that support life. Life Science Evolution, Diversity and Adaptations: Students understand that organisms can survive only in environments that meet their needs, and that organisms have distinct structures that have developed to help them to function and survive. Life Science Structure and Function; Reproduction and Heredity: Students observe that each plant has different structures that serve different functions in growth, survival and reproduction. Suggested Materials For observations, students need paper or notebooks to record and draw what they see each day. They also need to have access to measuring tools (such as rulers, eyedroppers and measuring cups) and water. You may want to also provide hand lenses or a dissecting microscope for closer observations. Possible Solutions Each investigation is student generated therefore there are a variety of possible designs. What is most important in this investigation is that students control variables, record their data regularly and accurately interpret the data. Data should match the original question being tested. 5 of 13

6 Student presentations should show evidence of what was tested, what actually happened, how variables were controlled, and what they found out. Students should have drawings that are labeled with any important information observed. Task-Specific Assessment Notes Novice This description does not give enough information to demonstrate that the students made regular observations or controlled variables throughout. Drawings are unclear and not dated or numbered in any way. Apprentice These students did complete the task, and their description does state the question tested and the variables controlled. Drawings are numbered but somewhat confusing ( beans only appears in one drawing and lobelia in two others of the six included). There is some evidence of conceptual understanding. Practitioner The overview provides a clear description of the question tested and the variables controlled. Although results are not stated in the explanation, drawings do indicate what actually happened. Detailed drawings show results, but daily observations are not provided. There is evidence of conceptual understanding. Expert The overview clearly describes the question tested, the variables controlled and the results. Predictions are referred to in the findings. Enlarged drawings of each plant show some details of the numbers of leaves and heights. Daily observations are provided for nine days and provide enough detail to make comparisons. There is clear evidence of conceptual understanding. 6 of 13

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