Maki- Grass

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Transcript Maki- Grass

RIP~ing – Scientific Inquiry
Grass
3rd Grade – Hokulani
Maki Kobori (B-20)
Chad Dela Cruz (B-21)
Standards and Benchmarks
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Standard 1: The Scientific Process
3.1.1: Scientific Inquiry - Pose a question and develop a
hypothesis based on observations
3.1.2: Scientific Inquiry - Safely collect and analyze data to
answer a question
Standard 6: Physical, Earth, and Space Sciences
3.6.1: Energy and its Transformation - Define energy and
explain that the sun produces energy in the form of light
and heat
Observation (B-20):
The students went outside to the garden to observe,
using their 4 senses. (No tasting!)
 See: Tomatoes, grass, flowers, spiders, trees,
stems, beans, dirt, ants, blocks, some places are
wet
 Smell: The tree smelled like a chocolate. The
plants smelled like wet grass. The flower smelled
like fruity. The leaves smelled fresh. The
tomatoes leaves smelled minty.
 Touch: Lumpy plants, rough tree, sharp grass, soft
tomatoes.
 Hear: Wind blowing grass, tomato plants was
making funny sounds, ants moving, birds chirping.
Observation (B-21)
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4.
What do I see?
A tree that’s leaning a little and is as tall as a 2 story
building. Not too many leaves sways back and forth
when the wind blows. But bottom half doesn’t sway.
Center of all leaves doesn’t have much leaves. Bushy
parts are easy for birds to camouflage in.
What do I hear?
I hear not really anything from the tree.
What do I smell?
I smells only a little other. I smell nothing.
What do I feel?
I feel a rough surface, bumpy surface that’s canyon
like.
Observation: (cont.)
Research Question:
B-20
B-21
 Does grass grow
 Why is there
better in the
grass growing in
sunny areas than
the sunny areas
in the shaded
and no grass
areas?
growing in the
shady areas?
Background Information
B-20
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Plants and grass need water and minerals
from soil.
Plants need space, sunlight, and carbon
dioxide.
Plants need sunlight because they need
the energy from the sunlight to change
carbon dioxide and water into sugar and
oxygen.
If there is no sunlight, the plants cannot
use the energy (sunlight) to produce
sugar and oxygen.
If they cannot produce sugar, they
cannot use the sugar to grow and later
die.
During the germination stage, the plants
(seeds) need the proper temperature,
enough air, and the right amount of
water.
The plants need the proper temperature
to grow. If there is not enough sunlight,
then they will not have the proper
temperature to grow. (Too cold or too
hot)
The plants need water (right amount),
soil, sunlight, minerals, carbon dioxide,
and proper temperature.
B-21
 Plants need sunlight to get
energy .
 Plants need soil (water,
minerals) to survive and grow.
 Plants have roots to hold
itself in the ground and soak
up water and minerals.
 Plants grow straight up to
reach the sunlight so it can
make sugar.
 Plants need space to soak up
water and minerals.
 Plants need to germinate to
become an adult plant.
Hypothesis – “If…, then … because…”
B-20
 If we plant seeds in
sunny areas and in the
shaded areas, then the
plants will grow better
(stronger, taller, bigger,
and healthier) in the
sunny areas because the
plant will get more
energy from the sun and
produce more sugar and
oxygen to grow.
B-21
 If we plant seed in
sunlight and in shade,
then the plants in the
sunlight will grow and
the plants in the shade
will not grow because
plants need sunlight to
grow and if they don’t
have space in the
sunlight they won’t grow.
Method:
<Subjects>
 25 cups in the sunny area
 25 cups in the shaded area
<Materials>
 cups (50 cups)
 gloves
 soil
 water
 seeds (bird seeds)
 pencils, papers, and erasers
 log sheets (notebooks)
 rulers
<Subjects>
 Grass is grown by students
 25 groups (potted grass
groups)
 Each student will be
responsible for 1 group.
<Materials>
 Plastic cups
 Water
 Potting soil
 Grass seeds
 Pencils
 Log book
Method (cont.) - Procedure
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Place potting soil in a plastic bucket so
that the potting soil fills in
approximately ¾ of the bucket.
Carefully add water to the potting soil
so it becomes damp and moist. Mix the
potting soil and water thoroughly to
ensure that all the potting soil is damp.
Hand 2 plastic cups (red and blue) with
drainage holes to each student.
Line students up or them in small groups
and take turns filling up their plastic
cups approximately ¾ of the way full
with the damp potting soil.
Have students use paper towels to
neatly clean off and wipe sides of their
cups of any debris or excess soil and
place the soiled paper towels in the
trashcans.
Students collect approximately 20
seeds of grass and carefully scatter
them on the surface of the potting soil
in their cups.
Using their index finger, have the
students carefully push the seeds into
the potting soil so that it is about half
and inch below the soil’s surface.
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Place potting soil in a plastic bucket so
that the potting soil fills in approximately
¾ of the bucket.
Carefully add water to the potting soil so
it becomes damp and moist. Mix the
potting soil and water thoroughly to
ensure that all the potting soil is damp.
Take a plastic cups with drainage holes
from the teacher
Respectfully line up in front of the bucket
and carefully fill your cup ¾ of the way
full.
Use a paper towel to wipe up extra dirt or
soil from the outside of the cup.
Students collect approximately 20 seeds
of grass and carefully scatter them on
the surface of the potting soil in their
cups.
Using your index finger gently push the
seed into the soil about ½ inch deep.
Gently level out the soil so the seeds are
covered with soil.
Selected students will place their cups in
a shaded area.
Student will be responsible for watering
their seed daily.
Procedure (cont.)
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Gently level potting soil so that the grass
seeds become covered.
Place the cups in designated areas:
Red cups – outside/in the sun
Blue cups – inside/ in the dark
Students will be responsible for watering
their grass seeds everyday.
Students observe their plants (red and
blue cups) daily and record their
observation with drawings and
measurements of their plants in their
science composition notebook.
After 9 days, students will record their
measurements (Height of Grass: Sunny
and shaded) in Table 1. (Table 1: Growth
of Grass Investigation – Group Data
Sheet)
After collecting everyone’s
measurements, get the mean height of
grass in the sunny area and height of
grass in the shaded area.
Then students will record their data in
Figure 1 (Figure 1: Growth of Grass
Investigation – Data Analysis Graph –
Comparison of grass growth in sunny and
shaded areas)
http://mk23.image.pbase.com/u10/beverley_h/u
pload/41353687.grass.jpg
Analyze the Data
By looking at the graph, we can
say that:
 the average (mean) height of
the sunny area grass was
13cm.
 the average (mean) height of
the shaded area grass was
13.6cm.
 the grass in the shaded (dark)
area grew tall by 0.6cm than
the grass in the sunny area.
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2.
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4.
Plants in the shade grew
taller than the plants in the
sun.
Outdoor plants were shorter
and stronger while the indoor
plants grew taller and weaker.
Indoor plants were a light
green color while the outdoor
plants were a dark green
color.
Outdoor plants leaves and
stems grew wider and the
indoor plants stems and
leaves grew thinner.
Discussion and Conclusion: B-20
Restate Our Hypothesis:
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If we plant seeds in sunny areas and in the shaded areas, then the plants will
grow better (stronger, taller, bigger, and healthier) in the sunny areas because the
plant will get more energy from the sun and produce more sugar and oxygen to grow.
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** We mostly agree with our hypothesis, but the grass in the sunny area did not
grow taller than the other grass (in the shaded area).
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** The grass in the shaded area grew taller without any energy from the sun.
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 So, maybe plants can grow without any sun, but they will grow weaker.
Research Question was:
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“Does grass grow better in the sunny areas than dark/shaded areas?”
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 Yes! Grass grow better (greener, healthier, stronger, and fatter) in the sunny
areas because they get more energy from the sun to produce more sugar and
oxygen.
CONCLUSION:
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Plants grow healthier, stronger, greener, and fatter when they are in the sun
because they get more energy from the sun to change carbon dioxide and water
into sugar and oxygen. Therefore, more sugar and oxygen are produced on the
leaves means the plant will grow stronger and healthier.
Discussion and Conclusion: B-21
Restate Hypothesis:
If we plant seed in sunlight and in shade, then the plants in the sunlight
will grow and the plants in the shade will not grow because plants need
sunlight to grow and if they don’t have space in the sunlight they won’t
grow.
Review the Results:
We found that plants in the shade grew taller than plants in the sun.
Decide on your Hypothesis:
We found that our hypothesis was not correct. The indoor plants
without sun grew. Our hypothesis stated that plants in the shade
would not grow.
Going back to the Research Question:
Why is grass growing in sunny areas and not growing in shady areas?
- Trees are soaking up the water and minerals from the soil so there
is not enough for the grass to survive.
Next Step:
Share with others what we found and
learned from this investigation.
More questions and ideas –
 Water the plants again (after not watering
for a week – fall break) – to see if they will
grow back.
 If they grow back, switch the areas to see
what will happen.
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