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5.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which d) hypotheses are formed from testable questions; e) independent and dependent variables are identified; f) constants in an experimental situation are identified; g) data are collected, recorded, analyzed, and communicated using proper graphical representations and metric measurements; h) predictions are made using patterns from data collected, and simple graphical data are generated; i) inferences are made and conclusions are drawn





This is a synchronized online activity. All students and teacher will meet on the online class site Tuesday, March 14, 2017 at 3:30 p.m. The teacher and students will communicate using microphones. Before starting the simulation “Growing Plants,” the teacher and students will re-discuss the six scientific method steps (problem/question, research, hypothesis, experiment, observations/data, and conclusion). The teacher will stress the importance of defining the variables in an experiment (independent variable, dependent variable, control/ constant variable).

After going over the scientific method, the teacher will go to the cite of the simulation. The simulation “Growing Plants,” allows students to watch the growth of a plant. Students get to choose between three different plant seeds, the type of soil, the amount of water, and the amount of light a plant receives. From this activity, students should gain a better understanding of how manipulating variables affect the outcome of an experiment.



Before allowing students to do the simulation on their own, the teacher, and students, will do the simulation as a class. The teacher will ask one student to give her a question relating to the “Growing Plants” simulation. (Example: How does the amount of light affect the growth of a bean plant, tomato plant, and a turnip plant?) Using the whiteboard tool, the teacher will write the question. The teacher will then proceed to ask a different student to give a hypothesis relating to the question, which should be given by student and written by teacher in an if, then” statement. Next, the teacher will ask a student to state the independent and dependent variables. The teacher will write on the whiteboard the independent and dependent variables. Then the teacher will ask another student to state the control variables. After the teacher writes the control variables on the whiteboard, she will begin showing students how to use the simulation by experimenting the hypothesis. The teacher will show students how to adjust the amount of light (click on the light bulbs), amount of water (drag the dark blue line in the middle of the water up or down), and how to place the seed, fertilizer, and compost into the pot (drag each item to the pot by clicking on them). The teacher will show students how to watch the growth of the plant by pressing the play arrow, located at the bottom right underneath “Day:0.” She will also show students how to pause and restart the simulation. When the experiment is over, the teacher will show students how to access the


data, which is beside the experiment tab. The teacher will inform students on how to take a screenshot of their experiment and data, by clicking on the camera at the corner of the pictures. After the teacher shows the students how to conduct a simulation, the teacher will give students instructions as to what they must do.

*Tips to students: Explain to students the difference between compost and fertilizer. Define Mass. Explain to students that they should only manipulate one variable because this will help them receive better results. Inform students that they cannot mix the seeds. The simulation will only allow for one seed in a pot. However, they can have compost and fertilizer combined in a pot. The directions on how to use the simulation is on the bottom left of the screen.

Students must conduct two trials for an experiment and type their results in a PowerPoint. Once completed, students need to e-mail their PowerPoint to the teacher.

Slide 1 needs to have the question.

Slide 2 needs to have the hypothesis.

Slide 3 needs to have all variables (IV, DV, and constants) listed.

Slide 4 needs to have a snapshot of each pot, as a result of the experiment (at the end of 50-day or however long they want to see their plant grow).

Slide 5 needs to have a snapshot of the “Mass vs. Time” line graph.

Slide 6 needs to have a snapshot of “Height vs. Time” line graph.

On slide 7 students must type up what they have learned as a result of their experiment. (Was their hypothesis correct or wrong? What can they conclude, What cold they do to improve the experiment etc.) Students should reflect on their first trial of their experiment to receive better accurate results for their second trial.

Slide 8 needs to have the second trial hypothesis.

Slide 9 needs to have a snapshot of each pot, as a result of the second trial.

Slide 10 needs to have a snapshot of the “Mass vs. Time” line graph.

Slide 11 needs to have a snapshot of “Height vs. Time” line graph.

On slide 12 students need to type what they have learned. (Was their hypothesis correct or wrong?, Students should compare their second trial to their first trial etc.)



The students will explore the Gizmo “Growing Plantson