STEM Unit: Abiotic & Biotic Factors

Transcription

1 CT 6.2 An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact. STEM Unit: Abiotic & Biotic Factors Created By: Rich Prenetta Maurisa Palisoul Chris Redden Michael Carbonne MELS, Hartford Public Schools Dr. Sandra Inga, STEM Director Hartford Public Schools TJ McKenna, Staff Scientist Katelynn King, Staff Scientist Connecticut Science Center 250 Columbus Blvd. Hartford, CT Version

2 Section Table of Contents Page Table of Contents... 2 Engineering Process... 3 STEM Project Rubric... 7 Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity Engineering Problem Design Build Model Testing Data Analysis Redesign/Model Revision Retesting Data Analysis Communicate Results Resources for Students Columbus Blvd. Hartford, CT Version

3 Engineering Process PROBLEM DESIGN/ REDESIGN DATA ANALYSIS BUILD MODELS TEST COMMUNICATE RESULTS 250 Columbus Blvd. Hartford, CT Version

4 Engineering Problem By the year 2050, nearly 80% of the earth's population will reside in urban centers. Applying the most conservative estimates to current demographic trends, the human population will increase by about 3 billion people during the interim. An estimated 10 9 hectares of new land (about 20% more land than is represented by the country of Brazil) will be needed to grow enough food to feed them, if traditional farming practices continue as they are practiced today. There are already populations throughout the world which face severe food shortages and food insecurity. At present, throughout the world, over 80% of the land that is suitable for raising crops is in use (sources: Food and Agriculture Organization and NASA). Your challenge is to design a garden that will thrive in your neighborhood s environment that can be grown cost effectively within an available square footage of your choosing. As you are designing your garden, you will present your proposal to the class in order to incorporate the most effective ideas into your class s garden. The members of your class will vote on funding the best-suited elements of your garden and utilize them in the final plan. During your presentation you must explain why your project should be funded by explaining: 1. What is the design of your garden and how have you set it up to ensure its successful growth? 2. What area of your neighborhood have you chosen as your garden site and what is the need that exists? 3. What food sources have you chosen to grow and why? 4. What are the costs of implementation and continued maintenance? 250 Columbus Blvd. Hartford, CT Version

5 Design After you have had the opportunity to investigate the needs of different types of plants, you will begin designing a garden that will help them achieve the highest vegetable yield per square foot. Remember the design must include the materials and the total estimated cost of the project. Budget Soils Materials Quantity Price/per Total Price Top Soil Certified Organic Garden Soil Clay Pebbles Vermiculite Humus Perlite $3.00/cu. ft. $7.00/cu. ft. $20.00/1.75 cu. ft. $10.00/cu. ft. $16.00/cu. ft. $11.00/cu. ft. Composted Manure $8.00/cu. ft. Seed prices can be found at Plants Plant Chosen Quantity Price/per Total Price 250 Columbus Blvd. Hartford, CT Version

6 Build Model Then, using your design, you will build your garden. Testing Now that your garden is planted, it is time to test out your garden! As it grows, make sure to make observations and take measurements of different plants or zones of your garden. Data Analysis Here you calculate the square footage of your garden and find the total yield of usable plants that you have produced. After you analyze your data, think about how you would reengineer your garden to produce a higher yield. Based on your data, what worked well and what did not? Prepare a final report to be presented to next year s class of 6 th grade students to assist their design. Redesign/Model Revision After you have had the opportunity to investigate the needs of different types of plants, you will begin designing a garden that will help them achieve the highest vegetable yield per square foot. Remember the design must include the materials and the total estimated cost of the project. In this redesign phase make sure to reference the report produced by last year s 6 th graders and their proposal for how to achieve a higher yield of usable plants in your garden. Retesting After you have revised your model, begin another test of the garden. Data Analysis Here you calculate the square footage of your garden and find the total yield of usable plants that you have produced. After you analyze your data, think about how you would reengineer your garden to produce a higher yield. Based on your data, what worked well and what did not? Prepare a final report to be presented to next year s class of 6 th grade students to assist their design. Communicate Results You now need to present how your garden did. Remember to communicate what worked effectively in the actual growing stage and what you would reengineer to achieve a higher yield of vegetables. Students then prepare a final report to submit to the following year s class of 6 th graders detailing what they found and advising on what revisions they believe would have resulted in a more effective garden. 250 Columbus Blvd. Hartford, CT Version

7 Name: Date: Category Blueprint of Design Location of Garden Cost of Design Communicate Results The design does not meet the specifications and is inappropriate. The location of the garden completely inappropriate for the region. Crop grown does not meet the local climate. STEM Project Rubric Student did not calculate the cost of the project. Student did not submit a persuasive paragraph explaining the design. The presentation is not completed. The design does not meet the needs of the plants. The location of the garden is inappropriate for the region. Some choices of crop grown meets the local climate. The design is vastly overpriced for the region s economy. The paragraph explained one of the following four points: type of design the location of the project cost of the project a full persuasive explanation of why the student s design should be chosen. Student met one of the four presentation elements: Well aware of his/her audience Spoke with a voice loud enough for the audience to hear Used eye contact and other body language to increase the effectiveness of the presentation Used visual aids (blueprint & picture) during presentation. The design does not meet the needs of the plants. Only a few of the factors were included in the design. The plant growth design does not meet the needs of the garden. The design may be supported by the region s economy with additional outside funding sources. The paragraph explained two of the following four points: type of design the location of the project cost of the project a full persuasive explanation of why the student s design should be chosen. Student met two of the four presentation elements: Well aware of his/her audience Spoke with a voice loud enough for the audience to hear Used eye contact and other body language to increase the effectiveness of the presentation Used visual aids (blueprint & picture) during presentation. The design meets the needs of the plants. The design includes some but not all of the factors of garden design. The plant growth design meets the needs of the garden and the local climate. The design can be supported by the region s economy. The paragraph explained three of the following four points: type of design the location of the project cost of the project a full persuasive explanation of why the student s design should be chosen. Student met three of the four presentation elements: Well aware of his/her audience Spoke with a voice loud enough for the audience to hear Used eye contact and other body language to increase the effectiveness of the presentation Used visual aids ((blueprint & picture) during presentation. The design meets the needs of the plants and is a well designed garden. The plant growth design meets the needs of the garden and the local climate of the region, and is a smart choice of crop to grow. The design can be supported by the region s economy and will also produce additional revenue. The paragraph explained the following four points: type of design the location of the project cost of the project a full persuasive explanation of why the student s design should be chosen. Student met all four presentation elements: Well aware of his/her audience Spoke with a voice loud enough for the audience to hear Used eye contact and other body language to increase the effectiveness of the presentation Used visual aids (blueprint & picture) during presentation. 250 Columbus Blvd. Hartford, CT Version

8 Water Activity 1 Water and Plant Growth Objectives: 1. Explore how the amount of water affects plant growth 2. Determine how to differentiate between independent and dependent variables Materials: Light o Greenhouse, sunny window sill, or grow light Bean seeds small cups Water Ruler soil pencil mister gloves trays Procedure: 1. Fill 5 small cups with equal amounts of topsoil. 2. With a pencil, make a hole about 2 centimeters deep in each cup. 3. Place the 5 seeds in the holes, one per cup, and cover the seeds with some of the soil. 4. Place the cups in a well lit area. 5. All of the cups will now get varying amounts of water a. 1 cup = do not water b. 1 cup = 1 second spray of water c. 1 cup = 2 second spray of water d. 1 cup = 5 second spray of water e. 1 cup = 15 second spray of water 6. Seeds will germinate within 7 days, and you can begin making stem measurements. 7. Take stem measurements for 14 days. Note the difference in stem length for each set of plants, and write down your observations and questions. 250 Columbus Blvd. Hartford, CT Version

9 Conclusion: Write up your lab using the Student Recording Lab Format. Be sure to answer the question below in your conclusion. What conclusions can you draw about the relationship between the amount of water plants receive and how much they grow? Student Recording Sheet/Lab Write Up Name: Date: Title: Purpose/Problem: Hypothesis: Independent Variable(s): Dependent Variable(s): Procedure: 250 Columbus Blvd. Hartford, CT Version

10 Observations and Data: Day/Date Stem Measurement Observations/Diagram 250 Columbus Blvd. Hartford, CT Version

11 Conclusions/Summary: Questions: Source: Howard, L. (2010). Five Easy Steps to a Balanced Science Program, pg Columbus Blvd. Hartford, CT Version

12 Rubric - Student Information Sheet (page 1 of 2): Objective The student writes a hypothesis about how water affects plant growth. The student designs and conducts a controlled experiment to test a hypothesis. The student accurately collects and analyzes data. The student does not write a hypothesis. The student does not write an experimental design. A) The student does not have a data chart. B) The student does not graph the data.. The student s hypothesis is incomplete (does not include a prediction and/or does not describe the expected relationship between the variables involved). The student s experimental design is incomplete (procedure is missing or unclear, i.e. another student could not repeat the experiment), does not test the hypothesis, and/or is not controlled (tests more than one variable simultaneously). A) The student is missing one or more of the following elements: tables properly labeled with the independent and dependent variables, and repeated trials recorded. B) The student is missing one or more of the following elements: graph title, both axes labeled, equal intervals used on both axes, and all data accounted for. C) Some errors in the data may exist. The student writes a hypothesis. The hypothesis includes a prediction and describes the expected relationship between the variables involved. The student s experimental design is written to test the hypothesis, identifies the independent and dependent variables, includes at least three different levels of the independent variable, and includes a clear and thorough description of the procedure to be followed. A) The student charts data: tables are properly labeled with the independent and dependent variables, and repeated trials are recorded. B) The student graphs data: the graph is titled, both axes are labeled, equal intervals are used on both axes, and all data is accounted for. C) Small errors in the data may exist. The student writes a hypothesis. The hypothesis includes a prediction, describes the relationship between the variables, and explains the rationale for the prediction. The student s experimental design is written to test the hypothesis, identifies the independent and dependent variables, includes at least three different levels of the independent variable, includes a clear and thorough description of the procedure to be followed, and describes the use of multiple trials. A) The student charts data: tables are properly labeled with the independent and dependent variables and all units; repeated trials are recorded; and mean, median, or mode are calculated. B) The student graphs data: the graph is titled, both axes are labeled, equal intervals are used on both axes, all data is accounted for, best-fit lines are included if appropriate. C) There are no errors in 250 Columbus Blvd. Hartford, CT Version

13 Rubric Student Information Sheet (page 2 of 2) Objective Below Proficient Proficient Above Proficient The student communicates experiment results by writing a lab report and making an oral presentation to the class. The student explains the effect of soil moisture content on plant growth. The student s lab report is missing one or more of the following sections: testable question or problem, background knowledge, hypothesis, experiment procedure, data, analysis (graph and written interpretation of data), or conclusion. The student s oral presentation is incomplete (does not include each of the sections in his or her written lab report) and/or is unclear and difficult to follow. The student does not, or incorrectly, explains how soil moisture content affects the growth of plants in the background knowledge section of his or her report. The student s lab report includes the following sections: testable question or problem, background knowledge, hypothesis, experiment procedure, data, analysis (graph and written interpretation of data), and conclusion. The student s oral presentation includes each of the sections in his or her written lab report. The student makes the presentation brief and precise and presents charts and graphs of data as relevant. The student accurately explains how soil moisture content affects the growth of plants in the background knowledge section of his or her report. The student s lab report includes the following sections, which are properly labeled: testable question or problem, background knowledge, hypothesis, design, data, data analysis (graph and written interpretation of data), conclusion, and recommendation for further study and/or improving the experiment. The student s oral presentation includes each of the sections in his or her written lab report. The student makes the presentation brief and precise and presents charts and graphs of data as relevant. The student accurately explains how soil moisture content affects the growth of plants in the background knowledge section of his or her report. The student provides examples. 250 Columbus Blvd. Hartford, CT Version

14 Sunlight Activity 2 What are the Biotic and Abiotic factors in the picture below? The arrows are to point out a few examples of each Abiotic Factors Biotic Factors 250 Columbus Blvd. Hartford, CT Version

15 Introduction: Objectives: Plants provide a renewable source of food energy for many forms of life. Green plants utilize the sun's energy and the gases in the atmosphere to produce food through photosynthesis and exchange gases in the atmosphere in, a process known as transpiration. 1. To observe the effect of light on plants. 2. To describe how sunlight affects the ability of plants to create food through photosynthesis Materials: Procedure: Six inch pots 10 Seeds soil mix (or potting soil) mister a dark area (a large cardboard box) or a cabinet paper towels pencils 1. Have the class divide into small groups. Talk with your group to determine how you would like to capture your data from germination to the end of the experiment. 2. Germinate seeds by placing them onto damp paper towels in a tray or shallow dish and mist them with warm tap water. Place in an indirectly lit place and check daily to make sure they remain moist. A "hook" should appear in two to three days. After the "hook" appears, the seeds are ready to be planted in the pots. 3. Prepare two pots by placing paper towels as a lining for each pot. Fill with the vermiculite soil mixture up to 2 1/2 inches from the top. 4. Place the seeds carefully on top of mixture. Cover with 1/4 to 1/2 inches of soil mix. 5. Sprinkle water over the top of the soil until the soil is well saturated. 6. Place one of the pots in a well lit place. 7. Place the other pot in the designated dark area and leave it completely in the dark for one week to ten days. 8. At the end of one week or ten days, remove the pot from the designated dark area and compare it with the pot of seedlings that were grown in the light. 9. Have the class discuss the differences and make a drawing to illustrate the differences between the two sets of seedlings. 10. Leave the pot that was in the dark in the light for a few days, and compare the results. 11. Remove one seedling from each pot and compare the root structure of the dark grown seedlings and the light grown seedlings. 250 Columbus Blvd. Hartford, CT Version

16 Student Recording Sheet/Lab Write Up Final Copy Name: Date: Title: Purpose/Problem: Hypothesis: Independent Variable(s): Dependent Variable(s): Procedure: 250 Columbus Blvd. Hartford, CT Version

17 Observations and Data: Conclusions/Summary: Questions: Source: Howard, L. (2010). Five Easy Steps to a Balanced Science Program, pg Columbus Blvd. Hartford, CT Version

18 Conclusion: Write up your lab using the Student Recording Lab Format. Be sure to answer the following questions in your conclusion. 1. What are the biotic factors in this experiment? 2. What are the abiotic factors in this experiment? 3. Discuss the effects of abiotic factors on a plant s ability to photosynthesize. 4. Use evidence from your lab to support your explanation. 250 Columbus Blvd. Hartford, CT Version

19 Rubric - Student Information Sheet (page 1 of 2): Objective The student writes a hypothesis about the effect of photosynthesis on plant growth. The student designs and conducts a controlled experiment to test a hypothesis. The student accurately collects and analyzes data. The student does not write a hypothesis. The student does not write an experimental design. A) The student does not have a data chart. B) The student does not graph the data.. The student s hypothesis is incomplete (does not include a prediction and/or does not describe the expected relationship between the variables involved). The student s experimental design is incomplete (procedure is missing or unclear, i.e. another student could not repeat the experiment), does not test the hypothesis, and/or is not controlled (tests more than one variable simultaneously). A) The student is missing one or more of the following elements: tables properly labeled with the independent and dependent variables, and repeated trials recorded. B) The student is missing one or more of the following elements: graph title, both axes labeled, equal intervals used on both axes, and all data accounted for. C) Some errors in the data may exist. The student writes a hypothesis. The hypothesis includes a prediction and describes the expected relationship between the variables involved. The student s experimental design is written to test the hypothesis, identifies the independent and dependent variables, includes at least three different levels of the independent variable, and includes a clear and thorough description of the procedure to be followed. A) The student charts data: tables are properly labeled with the independent and dependent variables, and repeated trials are recorded. B) The student graphs data: the graph is titled, both axes are labeled, equal intervals are used on both axes, and all data is accounted for. C) Small errors in the data may exist. The student writes a hypothesis. The hypothesis includes a prediction, describes the relationship between the variables, and explains the rationale for the prediction. The student s experimental design is written to test the hypothesis, identifies the independent and dependent variables, includes at least three different levels of the independent variable, includes a clear and thorough description of the procedure to be followed, and describes the use of multiple trials. A) The student charts data: tables are properly labeled with the independent and dependent variables and all units; repeated trials are recorded; and mean, median, or mode are calculated. B) The student graphs data: the graph is titled, both axes are labeled, equal intervals are used on both axes, all data is accounted for, best-fit lines are included if appropriate. C) There are no errors in 250 Columbus Blvd. Hartford, CT Version

20 Rubric Student Information Sheet (page 2 of 2) Objective Below Proficient Proficient Above Proficient The student communicates experiment results by writing a lab report and making an oral presentation to the class. The student explains the effect of sunlight on plant growth. The student s lab report is missing one or more of the following sections: testable question or problem, background knowledge, hypothesis, experiment procedure, data, analysis (graph and written interpretation of data), or conclusion. The student s oral presentation is incomplete (does not include each of the sections in his or her written lab report) and/or is unclear and difficult to follow. The student does not, or incorrectly, explains how sunlight affects the growth of plants in the background knowledge section of his or her report. The student s lab report includes the following sections: testable question or problem, background knowledge, hypothesis, experiment procedure, data, analysis (graph and written interpretation of data), and conclusion. The student s oral presentation includes each of the sections in his or her written lab report. The student makes the presentation brief and precise and presents charts and graphs of data as relevant. The student accurately explains how sunlight affects the growth of plants in the background knowledge section of his or her report. The student s lab report includes the following sections, which are properly labeled: testable question or problem, background knowledge, hypothesis, design, data, data analysis (graph and written interpretation of data), conclusion, and recommendation for further study and/or improving the experiment. The student s oral presentation includes each of the sections in his or her written lab report. The student makes the presentation brief and precise and presents charts and graphs of data as relevant. The student accurately explains how sunlight affects the growth of plants in the background knowledge section of his or her report. The student provides examples. 250 Columbus Blvd. Hartford, CT Version

21 Activity 3 Types of Soil and Plant Growth Objective: Explore how different types of soil affect plant growth. Materials: Light! o Sunny window sill, greenhouse, or grow light Potting soil Clay Perlite Sand/rocks Bean seeds Small pots Water Ruler Pencil Procedure: 1. Fill 1 small pot with dampened potting soil. 2. Fill 1 small pot with clay. 3. Fill 1 small pot with a mixture of sand/rocks. 4. Fill 1 small pot with a mixture of vermiculite/perlite. 5. With a pencil, make a hole about 2 centimeters deep in each pot. 6. Place the bean seeds in the holes, one per pot, and cover the seeds with some of the soil. 7. Place the pots in the underneath a grow light or in a sunny windowsill. 8. Seeds will germinate within 7 days, and you can begin making stem measurements. Take stem measurements for 14 days. Be sure to water the plants as needed. Note the difference in stem length for each set of plants, and write down your observations and questions in your notebook. Conclusion: Using the evidence from your data, answer the following question in your notebook. What conclusions can you draw about the relationship between the type of soil and plant growth? 250 Columbus Blvd. Hartford, CT Version

22 Activity 4 Objective: Soil Texture Analysis Conduct a scientific investigation to explore soil texture. Materials: Jar Soil Marking pen or whiteout Water Ruler Procedure: 1. Get a quart jar with a lid or use any jar with a large mouth. 2. Fill the jar half full of soil 3. Wet the soil to a mud consistency and tap the jar to settle the soil. 4. Mark the level of soil on the jar with a marking pen or whiteout 5. Add water to the top of the jar and shake the soil water mix till the soil is all mixed up in the water. 6. Put the jar on a table and let the soil settle out for 40 seconds, mark the level of soil on the jar. This is sand portion in the soil. 7. Wait overnight and mark the level of the soil in the jar. The difference between the bottom mark, which is the sand and the second mark up is the silt portion of the soil. The total sand plus silt is the distance from the bottom of the jar to the second mark. 250 Columbus Blvd. Hartford, CT Version

23 8. To calculate the percent sand, silt and clay start by measuring the depth of the total soil. The percent sand, silt, and clay is a volume percentage. The percent sand is the depth of the sand divided by the depth of the total soil The percent silt is the depth of the silt divided by the depth of the total soil The percent clay is 100 minus the percent sand plus silt. 9. The table below for soil classification is in percent by weight. You need to correct this problem by converting from percent volume to percent weight by multiplying the percentage of sand by 1.19, the percentage of silt by 0.87 and the percentage of clay by These numbers are the weight ratio's of bulk density compared to average bulk density of the material. 10. To determine the soil texture knowing percent sand silt and clay use the table below Soil classification Clay Soil Loam soil sandy soil percent clay % 7-27% 1-10% percent silt 0-40% 28-50% 1-15% percent sand 0-45% 23-52% % 250 Columbus Blvd. Hartford, CT Version

24 Permeability Activity 5 Purpose: To investigate how abiotic factors such as permeability and porosity can affect soils and their ability to support plant life. Materials: Porosity tubes Column Stand 2 Clear Plastic, 16" columns 2 End Caps with Tubing and Clamps 2 Syringes (60 ml) Fine Sand Sample Coarse Sand Sample Gravel Sample Mixed Sand and Gravel Sample Plastic soil column Soils of varying particle sizes Stopwatches Screen sieves Data sheets Meter sticks Procedure: 1. Look at the images of different biomes. What kinds of abiotic factors can you see? 2. Now check out the screen sieves, what do you notice about them? 3. Based on what you noticed, what do you think they might be used for? Using what you noticed about what the screen sieve does - prepare an investigation using the porosity tubes, and carry it out. You may investigate anything you would like to but after you must provide evidence either proving or disproving your investigation. Make sure to write down your observations and data in your notebook! 250 Columbus Blvd. Hartford, CT Version

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27 Porosity Activity 6 Student Investigation Porosity of Soils and Plant Growth Learning Goal: Task: To investigate how the porosity can affect their ability to support plant life. As you being to think about how you will design your garden, one of the main components will be your soil. Work with a partner to design a lab to investigate the porosity of soils and their ability to support plant life. As a team, decide on your research question/objective. Prior to beginning your lab, be sure to show your design to your teacher, for approval. Conclusion: Once you complete your lab, answer the following question in your notebook. How might a soil scientist choose correct soils for a garden that included plants that grew best in well drained soil, semi-well drained soil, and moist conditions? 250 Columbus Blvd. Hartford, CT Version

28 Scientific Inquiry Formative Assessment Rubric for Middle School Students COMPONENT Novice (Level 1) Intermediate (Level 3) Skillful (Level 5) I. Raising Questions and Proposing Tentative Explanations CINQ.1,CINQ.2 and CINQ.5 Your observations are limited and may include opinions and/or inferences. The question you identified is vague or cannot be answered by a scientific investigation. Your observations are objective and systematic, but limited in number and depth. You have identified a testable question without a proposed scientific explanation. Your observations are objective, systematic, varied, and enhanced by tools or diagrams. You have identified a testable, open-ended question and proposed a scientific explanation. Examples from your work: II. Designing Controlled and Replicable Tests to Answer Scientific Questions CINQ.3, CINQ.4 and CINQ.5 Your procedure is not clear about what you changed and what you kept the same or what you measured to answer the question. Your experiment cannot be repeated because it is confusing or lacking detail. Your procedure describes a general plan to change the independent variable, measure the dependent variable and keep some factors constant. Your experiment cannot be repeated because variables are not measurable or quantities are not stated. Your procedure describes quantitatively how you plan to change the independent variable, measure the dependent variable and keep everything else constant. Your experiment is replicable and it can generate data to answer the question. Examples from your work: 250 Columbus Blvd. Hartford, CT Version

29 COMPONENT Novice (Level 1) Intermediate (Level 3) Skillful (Level 5) III. Recording and working with data CINQ.6 and CINQ.7 You collected and recorded too little data to find patterns or be confident in the results. Data are displayed in incomplete or disorganized tables, and graphs are inappropriate for the data or are not constructed properly. You collected and recorded appropriate data to address the question, but not enough to identify patterns or to be confident in the results. Data are displayed systematically in tables, but some labels or measurement units may be missing. Graphs are labeled correctly, but there are minor scaling or plotting errors. You collected and recorded enough appropriate data to answer the question, be confident in the results, and you analyzed the data to find patterns. Data are displayed systemically and completely in tables that include labels and measurement units. Appropriate graphs clarify the conclusion and are labeled, scaled and plotted correctly. Examples from your work: IV. Communicating and critiquing evidence-based conclusions CINQ.8, CINQ.9 and CINQ.10 You restated data or retold the procedure, but did not form a conclusion. You did not suggest any changes that could improve the investigation. Your conclusion summarizes data from your experiment, but you did not explain how the data relates to a proposed scientific explanation. You suggested changes to the investigation, but it is not clear how they would improve the investigation. Your conclusion states and interprets data from your experiment as evidence to support or refute the scientific explanation you proposed. You suggested changes to the investigation that would increase confidence in the conclusion. Examples from your work: 250 Columbus Blvd. Hartford, CT Version

30 Temperature Activity 7 Objective: To explore the greenhouse effect and notice how it affects different locations on the earth in different ways. Greenhouse Effect When some people think about the greenhouse effect they automatically think of greenhouses. Turns out greenhouse and the greenhouse effect are not the same thing! Use this simulation below to explore the greenhouse effect. While also keeping the design of your garden in mind, think about the following questions as you investigate the greenhouse effect. How do greenhouse gases affect the climate? Explore the atmosphere during the ice age and today. What happens when you add clouds? Change the greenhouse gas concentration and see how the temperature changes, then compare to the effect of glass panes. Zoom in and see how light interacts with molecules. Do all atmospheric gases contribute to the greenhouse effect? Columbus Blvd. Hartford, CT Version

31 The Greenhouse Effect A clever scientist, Dr. Pamela Porsche, was studying the greenhouse effect. She took temperature readings in Hartford, CT on August 10. The forecast was for overcast skies and high humidity at 96%. People were complaining that the air seemed sticky. Even at night the air did not cool down very much. When Dr. Porsche went for a ride in her red convertible at midnight, she could not see the moon or the stars because of a thick haze. Hartford seemed to be under a blanket of humidity and smog. Dr. Porshe compared her data on the greenhouse effect with the readings of another scientist, Dr. I. M. Kool, by accessing the Internet on her computer. Dr. Kool was taking his temperature readings on the Sahara Desert on the very same day. Pamela was surprised by the great temperature changes on the desert. The weather in the desert was clear, cloudless, and with very low humidity of 12%. At night Dr. Kool put on a caftan, a long flowing robe, and watched the moon and stars shine down on the rolling sands. He was very glad that there were no clouds. Using the data table below, make a LINE graph of the scientist s data and answer the questions in your notebook. Time of day Hartford Temps in degrees F Sahara Desert Temps in degrees F 6 AM 72 degrees 48 degrees 8 AM 75 degrees 58 degrees 10 AM 78 degrees 78 degrees 12 NOON 85 degrees 86 degrees 2 PM 92 degrees 96 degrees 4 PM 94 degrees 100 degrees 6 PM 90 degrees 96 degrees 8 PM 88 degrees 86 degrees 10 PM 88 degrees 78 degrees 12 MIDNIGHT 86 degrees 72 degrees 2 AM 84 degrees 66 degrees 4 AM 80 degrees 58 degrees 6 AM 76 degrees 48 degrees 250 Columbus Blvd. Hartford, CT Version

32 QUESTIONS 1. What is the highest temperature in the Sahara Desert and at what time does it occur? 2. Explain how you read the graph to find your answer. 3. What line shows a sharper slope? 4. What is the difference in temperature at 4 PM between Hartford and the Sahara Desert? 5. What do these two lines show about Hartford and the Sahara Desert? 6. What is the greenhouse effect? 7. What location has a greater greenhouse effect? List two reasons why you reached this conclusion 8. Why does the temperature go down at night in the Sahara but stay warm in Hartford during the night? 250 Columbus Blvd. Hartford, CT Version

33 Nutrients Activity 8 Objective: Using the following website, explore the relationship between plants and the nutrients that they may need. Challenge yourself to find an equal balance of water, Nitrogen, Phosphate, Potassium, and fertilizer as you are the pedologist (soil scientist) in this maze. Record the results from your trials and consider what could be done next time to solve the problems you encountered. Write down any observations or questions that you have while playing this game! Columbus Blvd. Hartford, CT Version

34 Activity 9 Learning Goal: To research the kinds of plants that would grow best in Hartford s climate and what biotic and abiotic needs different types of plants require. Research: Conduct research on the different kinds of seeds and soils that are available. When thinking about the different plants remember to think about these factors. Sunlight requirements Water requirements Soil requirements Proper plant spacing Style of growth (groundcover, vertical, bushy, etc.) Expected yield Cost Other special requirements Remember that you are looking for the highest yield of usable plants and vegetables so anything that you can get seeds from you could potentially grow in your garden. Utilize written, PowerPoint, or another format accepted by the instructor to present your findings. 250 Columbus Blvd. Hartford, CT Version

35 Farming Activity 10 Objective: Use the following website to manage a farm in Africa. Explore the factors that affect the farm especially looking at the economics of your farm. 3 RD World Farmer Answer the following question in your notebook After creating and running your farm through many seasons, what were the factors that led to your farms final success or failure? How might some of these same factors affect a farm here in Connecticut? 250 Columbus Blvd. Hartford, CT Version

36 Engineering Problem By the year 2050, nearly 80% of the earth's population will reside in urban centers. Applying the most conservative estimates to current demographic trends, the human population will increase by about 3 billion people during the interim. An estimated 10 9 hectares of new land (about 20% more land than is represented by the country of Brazil) will be needed to grow enough food to feed them, if traditional farming practices continue as they are practiced today. There are already populations throughout the world which face severe food shortages and food insecurity. At present, throughout the world, over 80% of the land that is suitable for raising crops is in use (sources: Food and Agriculture Organization and NASA). Your challenge is to design a garden that will thrive in your neighborhood s environment that can be grown cost effectively within an available square footage of your choosing. As you are designing your garden, you will present your proposal to the class in order to incorporate the most effective ideas into your class s garden. The members of your class will vote on funding the best-suited elements of your garden and utilize them in the final plan. During your presentation you must explain why your project should be funded by explaining: 1. What is the design of your garden and how have you set it up to ensure its successful growth? 2. What area of your neighborhood have you chosen as your garden site and what is the need that exists? 3. What food sources have you chosen to grow and why? 4. What are the costs of implementation and continued maintenance? 250 Columbus Blvd. Hartford, CT Version

37 Design After you have had the opportunity to investigate the needs of different types of plants, you will begin designing a garden that will help them achieve the highest vegetable yield per square foot. Remember the design must include the materials and the total estimated cost of the project. Budget Soils Materials Quantity Price/per Total Price Top Soil Certified Organic Garden Soil Clay Pebbles Vermiculite Humus Perlite $3.00/cu. ft. $7.00/cu. ft. $20.00/1.75 cu. ft. $10.00/cu. ft. $16.00/cu. ft. $11.00/cu. ft. Composted Manure $8.00/cu. ft. Seed prices can be found at Plants Plant Chosen Quantity Price/per Total Price 250 Columbus Blvd. Hartford, CT Version

38 Build Model Then, using your design, you will build your garden. Testing Now that your garden is planted, it is time to test out your garden! As it grows, make sure to make observations and take measurements of different plants or zones of your garden. Data Analysis Here you calculate the square footage of your garden and find the total yield of usable plants that you have produced. After you analyze your data, think about how you would reengineer your garden to produce a higher yield. Based on your data, what worked well and what did not? Prepare a final report to be presented to next year s class of 6 th grade students to assist their design. Redesign/Model Revision After you have had the opportunity to investigate the needs of different types of plants, you will begin designing a garden that will help them achieve the highest vegetable yield per square foot. Remember the design must include the materials and the total estimated cost of the project. In this redesign phase make sure to reference the report produced by last year s 6 th graders and their proposal for how to achieve a higher yield of usable plants in your garden. Retesting After you have revised your model, begin another test of the garden. Data Analysis Here you calculate the square footage of your garden and find the total yield of usable plants that you have produced. After you analyze your data, think about how you would reengineer your garden to produce a higher yield. Based on your data, what worked well and what did not? Prepare a final report to be presented to next year s class of 6 th grade students to assist their design. Communicate Results You now need to present how your garden did. Remember to communicate what worked effectively in the actual growing stage and what you would reengineer to achieve a higher yield of vegetables. Students then prepare a final report to submit to the following year s class of 6 th graders detailing what they found and advising on what revisions they believe would have resulted in a more effective garden. 250 Columbus Blvd. Hartford, CT Version

39 Resources for Students Weather around the World: World in Balance, Global Populations: World Hunger and Poverty Facts and Statistics Abiotic/Biotic Factors: The Greenhouse Effect Columbus Blvd. Hartford, CT Version

40 Community Gardens Healthy Hartford CT Community Gardening Knox Parks Foundation Columbus Blvd. Hartford, CT Version