Objective:

Students will plan and conduct an investigation to determine whether plants need sunlight and water to grow. They will use observational data, record their findings manually, and apply computational thinking by creating simple models to analyze patterns and outcomes. This lesson emphasizes the development of scientific inquiry skills and computational thinking without the use of technology.

Materials Needed:

• Small plants or seeds (e.g., beans)

• Light sources (e.g., lamps or access to natural sunlight)

• Water

• Observation journals

• Chart paper for group data

• Markers or colored pencils

Steps:

• Introduction:

  • Begin by asking students, "What do plants need to grow?" and list essentials such as sunlight, water, and soil. 

  • Explain that students will investigate this question by setting up different conditions for plants and observing how they grow. 

  • Instead of using sensors, students will collect and record data using their observation skills, looking for patterns in plant growth over time.

• Group Activity:

  • Divide students into groups and assign each group a set of plants. 

  • Each group will set up their plants in different conditions: one plant with sunlight and water, one with only water, one with only sunlight, and one with neither. 

  • Each group will observe and record the daily condition of their plants, using observation journals to note changes in size, color, and overall health.

• Data Collection and Modeling:

  • Every day, students will observe their plants and write down their findings in their observation journals. 

  • As the plants grow (or don’t grow), students will create simple models on chart paper to show the relationship between sunlight, water, and plant health. 

  • These models may include charts or graphs showing plant height, leaf color, or other observable features over time.

• Analyzing Patterns and Computational Thinking:

  • Students will analyze the data they have collected over time, looking for patterns in plant growth. 

  • They will notice, for example, that plants with both sunlight and water grow the fastest, while plants without one or both tend to struggle. 

  • This process mirrors computational thinking, as students break down the problem of plant growth into smaller factors (sunlight and water) and analyze how these inputs affect the outcome.

• Presentation and Discussion:

  • Each group will present their findings, using their observational journals and charts to show how their plants grew. 

  • During their presentations, they will explain how their observations helped them understand the relationship between sunlight, water, and plant health, similar to how scientists analyze data to make conclusions about real-world problems.

Equity and Access:

Ensure that students with visual impairments or other disabilities have access to tactile versions of the plants or can work with a peer to describe observations. Offer alternative methods of observation, such as using magnifying glasses or other sensory tools, to make data collection more accessible.

Real-World Application:

Connect this lesson to sustainable farming practices, where farmers monitor sunlight and water to maximize plant growth. Explain that by observing patterns and gathering data, farmers can make decisions that optimize food production and conserve resources.

CS Practice(s):

• Developing and Using Abstractions: Students create simple models (charts, graphs, or tables) to represent the data they collected, simplifying the complex process of plant growth into observable trends.

Standard(s):

• CA NGSS 2-LS2-1

• CA CS K-2.DA.8

• CA CS K-2.DA.9

Objective:

Students will plan and conduct an investigation to determine whether plants need sunlight and water to grow. They will integrate physical computing by using sensors (e.g., moisture and light sensors) connected to microcontrollers (like micro:Bit, Raspberry Pi, or Arduino) to collect real-time data on the environmental conditions for their plants. This lesson integrates scientific inquiry and computational thinking through experimentation and data collection.

Materials Needed:

• Small plants or seeds (e.g., beans)

• Moisture sensors (connected to micro

• or Arduino)

• Light sensors (connected to micro

• or Arduino)

• Computers or tablets to view sensor data

• Light sources (e.g., lamps or access to natural sunlight)

• Water

• Chart paper for recording data

Steps:

• Introduction:

  • Begin by asking, "What do plants need to grow?" and list essentials like sunlight, water, and soil. 

  • Explain that students will investigate whether plants really need sunlight and water by conducting an experiment and collecting data using physical computing devices such as Microbits or Arduinos with moisture and light sensors. 

  • They will test different variables by setting up plants in various conditions, tracking the data in real time.

• Group Activity:

  • Divide students into groups and give each group a set of plants to experiment with: one plant with sunlight and water, one with only water, one with only sunlight, and one with neither. 

  • Attach moisture sensors to monitor water levels and light sensors to track exposure to sunlight. 

  • Students will set up the sensors and connect them to their microcontrollers, which will collect data on how much sunlight and water each plant receives.

• Data Collection and Coding:

  • As the sensors collect data, students will regularly check the moisture and light levels using the Microbits or Arduino interface on their tablets or computers. 

  • They will code simple programs to track the data, such as programming the micro to display a sad face if the plant isn't receiving enough sunlight or water, or a happy face if conditions are ideal.

• Testing and Refining:

  • Over the course of several days or weeks, students will observe the plants and review the data collected by the sensors. 

  • They will refine their experiments by making adjustments (e.g., adding more water or moving a plant to a different location) and track how changes impact the data. 

  • This process mirrors the way scientists refine their experiments to get more accurate results.

• Presentation and Discussion:

  • Each group will present their findings, sharing both their observations of the plants and the data collected through their sensors. 

  • They will explain how their experiment helped answer the question of whether plants need sunlight and water to grow, and how they used computational tools to model and track these variables.

Equity and Access:

Provide groups with pre-assembled sensor kits or pair students who have varying levels of experience with technology. Ensure all students can engage with the experiment by offering visual and hands-on learning opportunities, and give alternative ways to interact with the sensors for students with physical disabilities.

Real-World Application:

Link this lesson to real-world agriculture, where farmers use sensors and automated systems to monitor soil moisture and sunlight exposure to optimize crop growth. Show how computational tools are essential in modern agriculture for gathering data and making informed decisions.

CS Practice(s):

• Developing and Using Abstractions: Students use sensor data to represent real-world conditions and track the needs of the plants.

• Testing and Refining Computational Artifacts: Students test their setup and use data from sensors to refine their understanding of plant growth conditions.

Standard(s):

• CA NGSS 2-LS2-1

• CA CS K-2.DA.8

• CA CS K-2.DA.9