Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title:The Effects of Environment on Plant Growth: Selecting Seeds for Survival on a New Planet |
Author(s): Mary Koes |
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| Grade Level: 5 |
School Address: St. Mary's
School |
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| Subject Area:Science/Math/Technology |
School Phone/Fax: 1-315-265-3511/5693 |
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CONTENT KNOWLEDGE
| Declarative |
Procedural |
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ESSENTIAL QUESTIONS How can the scientific method be used to help one make survival-based decisions? How does environment affect plant growth? What types of seeds are needed for survival on a new planet characterized by erratic changes in weather and by soils of widely varying pH?
INITIATING ACTIVITY
Earth Evacuation Simulation: The teacher creates conditions in the classroom similar to those described in The Green Book by Jill Paton Walsh. Students enter a cold classroom illuminated with blue light and are read a memo from Command Control Center informing them that earth is no longer inhabitable. Cold temperatures have interfered with seed germination and resulted in a meager harvest that will no longer sustain the population. The students and their families must board the FFF(farming for the future) spaceship in the morning. On board this ship they will conduct experiments to determine the best seed types to bring to their new planet which is characterized by violent changes in weather and soils of varying pH. They must write a paragraph describing their feelings about departure, the items they will bring, and how they will spend their last night on earth.
Connection to State Learning Standards
Content Area: Science, Math, and Technology
Level: grade 5
| Benchmarks: Design and conduct experiments to observe and describe developmental patterns in selected seed-bearing plants |
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Benchmarks: Design charts, tables, graphs, and other
representations of observations to address hypothesis. |
| Standard:MST#4 Understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment. Key Idea #6: The survival of an organism depends on its ability to sense and respond to its external environment. |
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Standard: MST#1 -Use mathematical analysis, scientific inquiry and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. |
Unit Theme:The Effects of Environment on Plant Growth: Selecting Seeds for Survival on a New Planet
Students will be informed via a communication from the
Command Control Center (teacher) that earth is no longer inhabitable so they
must leave at once to colonize a new planet which is characterized by dramatic
shifts in weather and soils of varying pH. The erratic weather conditions on
the new planet make it desirable to select seeds with short growing seasons.
During their year-long journey, they are to conduct experiments to determine
which of 5 seed types germinates the fastest. The two fastest germinating seed
types will be tested for their ability to grow at three different levels of pH.
Seeds and materials will be sent to the students from the Command Control
Center(teacher). Students will send the results of their experiments to the CCC
for evaluation.
The purpose of this simulation is to engage students in the
use of the scientific method; encourage them to work cooperatively to solve
problems relating to the effect of the environment on plant growth and
development; teach them to collect and analyze data to answer questions; and
perhaps interest them in a career in science.
| - Standard: ELA #1: Students will read, write, listen and speak for information and understanding. |
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| Benchmarks: Write and present the results of scientific investigations using standard English. |
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Benchmarks: |
Learning Experiences
Declarative Knowledge
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| •Stages of seed germination
and plant growth including parts of the seed and plant. The Fast Plant will be
used as the model plant to acquire and integrate knowledge. •Scientific method pH |
•Collaborative pairs do KW of KWL on seed. •Collaborative pairs play "Name that Picture" and attempt to
match definitions with pictures of seed and plant parts. •Collaborative pairs will attempt to complete "What's Next?" by sequencing strips with one step of the scientific method on each strip. •Whole class uses List-Group-Label to brainstorm at least 15 words known about pH. |
Seed sponge model demonstrated by teacher. •Organize seed and plant pictures to complete a picture sequence of
seed and plant development using overhead projector. • Use a bulletin board to create a flowchart of steps of scientific method to which students add graphic representations. •Use diagram of pH scale to place items generated by List-Group-Label.
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•Students will work together to complete "Name that Picture"(matching definitions of plant and seed parts with pictures). •Teacher, with student assistance, will place labels on large scale posters of seed and plant arranged in developmental order. Using posters as a guide, students will correct their 'Name that Picture" responses. •Two worksheets require students to order growth and development of the Fast Plant and label parts. •Students will work together to complete "What's Next?" and
compare their results to the bulletin board flowchart. •Students will brainstorm words associated with pH. With the
teacher's assistance, these terms will be placed on the pH scale. |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| • Conduct an experiment using the scientific method. • Maintain a record of observations and growth measurements. •Use Spreadsheet to make bar graphs and line graphs to display data. • Write a scientific report. •Use an indicator to determine the approximate pH of a variety of solutions. |
•Use Think Aloud strategy coupled with written set of steps to guide students through scientific method and scientific report. •Ticket out the Door summary of scientific method. •Teacher will provide step by step directions for creating bar and line
graphs using Spreadsheet. •Teacher demonstrates the use of red and blue litmus to determine relative pH and the importance of having a standard of reference. |
•.Day 1-Teacher will use Think Aloud strategy to model a simple experiment comparing seed germination in light versus darkness. As she thinks through this experiment, she will complete an outline of the steps of the scientific method. The experiment will have been completed so there will be results to view. •Day 2-Students working in pairs will be asked to complete a similar form for an experiment designed to test the effects of temperature on seed germination. •Day 3-Teacher will guide two students in their use of a teacher-
generated list of steps on how to make bar and line graphs. Those students will
each instruct another classmate. •Students will use litmus to determine pH values of substances alone and in combination. With parental permission, students will use litmus to determine the pH of 8 substances found in their homes. |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| •Seed structure and development |
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Command Control Center (teacher) sends directions and materials to the students asking them to conduct an experiment to compare the germination rates of 5 types of seeds using the Fast Plant seeds as their control. It is imperative that they determine which types of seeds germinate the fastest as the new planet has an extremely short growing period. With the support of the teacher, the students will follow the scientific method to conduct their research. They will observe and record data such as dates of seed cracking, appearance of radicle, appearance of cotyledons, and appearance of true leaves. Spreadsheet will be used to generate bar graphs to explain data. Results in the form of a written scientific report will be submitted to the CCC. |
| Planning Guide |
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Unit:The Effects of Environment on Plant Growth: Selecting Seeds for Survival on a New Planet |
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
| MST #4-Apply scientific concepts, principles, and theories pertaining to the physical setting and living environment MST #1-Use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions ELA #1-Students will read, write, listen, and speak for information and understanding. |
[ ] Decision Making |
Products/Performances Student pairs will select the fastest germinating seed type (determined in refining and extending experiment). They will conduct an experiment to compare the growth of that seed to Fast Plant seeds under alkaline, neutral, and acidic conditions for a period of three weeks. The results of their experiments will be used to determine what types and where seeds will be planted on the new planet which is characterized by soils of widely ranging pH. Students will submit a scientific report to CCC detailing the results of their experiment. The report will contain line graphs (both manual and Spreadsheet generated). Students will also give an oral presentation on their work to the class and to school and community members at the school's Curriculum Fair in May. Note: Students who wish to extend their investigation beyond the 3 weeks required may use bee bodies to cross-pollinate their fast plants and collect data on seed pod formation etc. for extra credit.
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| Criteria for evaluation •Quality of written report •Quality of data collected and its visual presentation •Oral presentation •Overall laboratory performance |
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated? The quality of the written report which includes the question explored, statement of hypothesis, variables, materials and methods, results and discussion (ability to explain and interpret the investigation); the quality of the data collected and its visual presentaion in table, bar graph, or line graph format (ability to collect raw data and present it in acceptable form); oral presentation of investigation; and overall performance.
Are the identified elements of equal importance or will they be weighed differently? The first two elements are weighted much higher than the last two so as not to discriminate against a student for whom public speaking is a trying task or against the conscientious student whose lab partner is not always cooperative.
| Element #1 |
Element #2 |
Element #3 |
Element #4 |
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| Elements Scale |
Quality of written report |
Quality of data collected and its visual presentation |
Oral presentation |
Overall laboratory performance |
| Weights |
35% |
35% |
15% |
15% |
| 4 |
•All sections complete and accurate demonstrating a thorough grasp of the investigation. •Hypothesis explained thoroughly in light of data collected •Graphs and charts explained thoroughly and accurately •All text (except materials list) in complete sentences |
•HPU and lighthouse set up and maintained properly throughout entire experiment •All graphs conform to grade five's analytical rubric •All data collected and recorded on time •All tables and/or graphs are well designed •Data very neat and readable |
•Provided a thorough explanation of all phenomena •Developed talk in a logical, sequential manner including all important information and supporting details •Used graphs and charts to explain most data •Spoke clearly, audibly, and enthusiastically all of the time •Maintained excellent eye contact at all times •Answered all questions completely |
•Worked well as a team member at all times by sharing tasks and discussing results on a daily basis •Always completed work on time • Behaved as a professional scientific investigator at all times |
| 3 |
•Most all sections are complete and accurate •Hypothesis explained adequately in light of data collected •Graphs and charts explained adequately •Most text (except materials list) in complete sentences |
•HPU and lighthouse set up and maintained properly throughout most of the experiment •Most graphs conformed to grade five's analytical rubric •Most data collected and recorded on time •Most tables and graphs are well designed *Data neat and readable |
•Provided an adequate explanation of all phenomena •Developed talk logically including most of the important information and some supporting details •Spoke clearly, audibly, and enthusiastically most of the time •Maintained good eye contact •Answered most of the questions adequately |
•Worked well as a team member most of the time •Frequently used time wisely •Behaved as a professional scientist most of the time |
| 2 |
•Two or more sections are incomplete, inaccurate, or missing •Hypothesis only partially explained in light of data collected •Some graphs and data are not adequately explained • One or more sections are not in complete sentences |
•HPU and lighthouse set up and maintained properly for part of the experiment •Some graphs or parts of graphs conformed to grade five's analytical rubric •Some data was not collected or recorded on time •Parts of tables and/or graphs are missing Some data difficult to read |
•Provided an adequate explanation of some phenomena •Talk was somewhat confusing to follow due to organizational difficulties •Spoke softly and often lacked enthusiasm •Poor eye contact •Answered some of the questions adequately |
•Worked well as a team member some of the time •Occasionally used time wisely •Frequently failed to complete work on time •Behaved as a professioal scientist some of the time |
| 1 |
•Several parts of the report are missing, incomplete, or inaccurate •Hypothesis was not explained in light of data presented •Graphs and/or charts are incomplete and inaccurate •Data was rarely collected or recorded on time •Tables and charts are poorly designed •Data is barely legible |
•HPU and lighthouse not set up or maintained properly •Graphs failed to conform to grade five's analytical rubric •Most data was not collected or recorded on time •Most tables or graphs were poorly designed •Most data is not legible |
•Failed to provide an adequate explanation of any phenomena •Talk was extremely difficult to follow •Spoke softly and with no enthusiasm •Very poor eye contact |
•Rarely cooperated with team member •Rarely used time wisely •Frequently failed to complete work on time •Never behaved as a professional scientist |
NOTE: Rubric or other performance
asessment instruments may be used.
Constructing a
Holistic
Scoring Tool
(Rubric or Activity Specific Key)
Key Questions:
* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?
This response, product, or performance provides evidence of
understanding of
concept/principle/generalization or
proficiency in skill/process/strategy
| Score Point 4 |
Score Point 3 |
| [ ]All sections of written report complete and accurate; hypothesis explained thoroughly in light of data collected; graphs and charts explained thoroughly and accurately; all text (except materials list) in complete sentences. |
[ ]Most sections of the written report are complete and accurate; hypothesis explained adequately in light of data collected; graphs and charts explained adequately; most text (except materials list) in complete sentences |
| [ ]HPU and lighthouse set up and maintained properly throughout all of the experiment; all data tables complete and accurate; graphs are well designed and conform to grade five's analytical rubric; data very neat and readable |
[ ]HPU and lighthouse set up and maintained properly throughout most of the experiment; most data tables complete and accurate; most graphs well designed and conform to grade five's analytical rubric; data neat and readable |
| [ ]Provided a thorough explanation of all phenomena; developed talk in a logical, sequential manner, including all important information and supporting details; used graphs and charts effectively to explain conclusions; spoke clearly, audibly, and enthusiastically all of the time; answered all questions completely |
[ ]Provided an adequate explanation of all phenomena; developed talk logically, including most of the important information and some supporting details; used some graphs and charts to explain conclusions; spoke clearly, loudly, and enthusiastically most of the time; answered most questions satisfactorily. |
| [ ]Worked cooperatively as a team member at all times by sharing tasks and discussing results on a daily basis; always completed work on time; behaved as a professional scientific investigator at all times. |
[ ]Worked well as a team member most of the time; usually completed work on time; behaved as a professional scientist most of the time. |
| Score Point 2 |
Score Point 1 |
| [ ]Two or more sections of the written report incomplete, inaccurate, or missing; hypothesis only partially explained in light of data collected; some graphs and tables not adequately explained; one or more sections (excluding list of materials) not in complete sentences |
[ ]Several parts of the report missing, incomplete, or inaccurate; hypothesis not explained in light of data presented; most graphs and tables not properly explained; most sections (excluding list of materials) not in complete sentences. |
| [ ]HPU and lighthouse maintatined properly for part of the experiment; data tables incomplete or inaccurate; some graphs or parts of graphs do not conform to grade five's analytical rubric; some data or graphs difficult to read |
[ ]HPU and/or lighthouse not set up or maintained properly; most data tables incomplete or inaccurate; most graphs poorly designed and do not conform to grade five's analytical rubric; some graphs missing; most data or graphs not legible. |
| [ ]Provided an adequate explanation of some phenomena; talk difficult to follow due to organizational problems; spoke softly and with little enthusiasm; poor eye contact; answered a few questions adequately |
[ ]Failed to provide an adequate explanation of any phenomena; talk extremely difficult to follow; spoke softly and without enthusiasm; poor eye contact; unable to answer questions |
| [ ]Worked well as a team member only some of the time; occasionally used time wisely; frequently failed to complete work on time; behaved as a professional scientist some of the time. |
[ ]Rarely cooperated with team member; routinely used time unwisely; frequently failed to complete work on time; rarely behaved as a professional scientist. |
Have You Considered These Yet?
Learn to Learn Skills: Students received individual instruction on the use of Spreadsheet to create bar and line graphs and the use of the internet as a research tool. Word processing skills were acquired during keyboarding classes. Student work was displayed and presented during a school-wide curriculum fair attended by parents and community members.
Assessment Modifications:Project modifications for students with learning disabilities.
Unit Schedule/Time Plan: Requires an extended period of time(about 5 weeks) and is most suited to fit into one marking period. Avoid the winter term as snow days interfere with data collection.
Written Overview:
Mary Koes | St. Mary's School, Potsdam,
NY 13676
Type of Task
[X] Decision Making
[ ] Investigation
[X] Exp. Inquiry
[X] Problem Solving
[ ] Invention
ELA Standard 1: Language for Information & Understanding
Graduation Expectations:
X_Effective Communicator,
___Socially Responsible
X_Cooperative Worker
X_Self-Disciplined
X_Creative Problem Solver
___other
| Declarative Knowledge: The Student will know:
|
Procedural Knowledge: The Student will know how to:
|
Launch Activity: Earth Evacuation Simulation: The teacher creates conditions in the classroom similar to those described in The Green Book by Jill Paton Walsh. Students enter a cold classroom illuminated with blue light and are read a memo from Command Control Center informing them that earth is no longer inhabitable. Cold temperatures have interfered with seed germination and resulted in a meager harvest that will no longer sustain the population. The students and their families must board the FFF(farming for the future) spaceship in the morning. On board this ship they will conduct experiments to determine the best seed types to bring to their new planet which is characterized by violent changes in weather and soils of varying pH. They must write a paragraph describing their feelings about departure, the items they will bring, and how they will spend their last night on earth.
Thinking Skills: Comparison | Classification |
Induction | Deduction | Constructing Support | Abstracting | Analyzing
Perspectives
| Acquire & Integrate Knowledge(New Stuff) Launch: Earth Evacuation Simulation •Seed sponge model demonstrated by teacher. |
Refine & Extend Knowledge (Deep Stuff) •Student paris will use the scientific method to conduct an experiment
to compare the germination rate of 5 seed types using the Fast Plant as
the control. |
MEANINGFUL USE TASK (Neat Stuff)
|