Student scientists have developed an excellent understanding of the scientific method and how it is employed through our inquiry into decomposition. Over the past two weeks classes have been collecting background research and building understanding through exploration via our Plant Inquiry website and through interacting with horticulture expert Kathleen Smythe. Over the next month they will have the opportunity to use their skills as researchers and new knowledge to conduct an authentic experiment establishing which variables have an effect on plant growth and changes and to what extent. As students have been individually involved in background research prior to designing this experiment, the expectation is that the research that has been done will find its way into the observations and conclusions that result. This site will serve as a resource for students as they work their way through this new scientific exploration.
Pre-step - Group selection
Please go to this link to help select the group you will collaborate with for this science experiment and what you will be researching. Once you have finished, please help us make a comprehensive list of the vocabulary that should be included in our plant experiment documentation. This should be vocabulary you have come across through background research and interaction with experts. Share your vocabulary by adding it to this Google Doc.
Step 1 - Experiment Proposal
Step 2 - Designing the Experiment
Once proposals have been approved, students will work together in groups to build a google document which will contain their planning for the experiment. Included in this document will be:
Students will also build a chart which will include space for the observations they plan to document. This chart can be built in a google document or spreadsheet but should include space for:
Here are links to our groups google documents:
Group 1 Justin, Brendan, Alex, Bennett
Group 2 Maia, Edoro, Asia, Brielle
Group 3 Braden, Callum, Connor, Ambrose
Group 4 Ethan, Ethan, Tyler, Liam C
Group 5 Marvin, Liam K, Chris, Max
Group 6 Eric, Cianna, Menno, Maitry
Group 7 Michael, Caleb, Joshua
Group 9 Will, Austin, Hamed, Cole
Group 10 Jordan, Brandon, Sam, Jonah
Group 11 Josua, Owen, Zayd
Group 12 Sophie, Ruby, Karen, Sydney
Group 1 Cole, Justin Y, Liam M, Mustafa
Group 2 Ewan, Michael B, Qaim, John
Group 3 Camryn, Lauren, Angie, Saige
Group 4 Mike H, Evan, Mark, Jaxon
Group 7 Alex, Ross, Karolis, Nikolai
Group 8 Blake, Carter, Henry, Steven
Group 9 Claire, Nicole, Ben B, Wil
Group 10 Emma, Aislinn, Rachel B, Hunter
Group 11 Logan, Joel, George, Will L
Group 12 Aryan, Kyra, Maya
Group 13 Syd D, Rebecca, Leander, Ryan
Step 3 - Scientists at Work
Over a 2 and a half week period, students will conduct their experiment, while documenting changes they observe on a daily basis. Observations must demonstrate the background knowledge students have gained through use of appropriate plant specific and scientific vocabulary.
Click here to access observations of control plants updated by Barkley.
Day 1 Procedures:
Day 2 Procedures:
Plant experiment specifications:
Standard H20 addition: 1 cup/250 mL a day
Extra H20 addition: 2 cups/500 mL a day
Almost no H20 addition: ¼ cup/65 mL a day
Standard sugar addition: 1 tbsp a day (diluted in 1 cup of water)
Standard salt addition: 1 tbsp a day (diluted in 1 cup of water)
Blue light control: On at 9:00 am, off at 3:30 pm
Fertilizer addition: 2 tbsp into top soil, water added on top
Decomp addition: Combine soil remnants and mix with hands into pot
Step 4 - Drawing Conclusions
Students will be given choice as to how they might best present their data with some options including:
Step 5 - Self-Reflection
Please answer the following questions on a new blog post called "Plant Experiment Self-Reflection"
1. During this experiment, I learned the following 3 things about Plant growth and changes:
2. While working on this experiment, I was responsible for the following tasks:
3. Which task did you find most enjoyable? Why? Which task did you find most challenging? Why?
4. Did you choose a good group to work with? YES/NO? EXPLAIN (please use the rubric below to help with your explanation)
5. If you could make the plant experiment even better, what changes would you make?
6. What has this experiment taught you about being a scientist?
7. Using the rubric below, please assess your work throughout this experiment. Be sure to give yourself a mark and a comment for each.
Strong Work in the Science Lab Rubric - Created by 4.1/4.2/4.3 and 4.4