Student Project

In preparation for the project, we took trips to the Brooklyn Botanical Gardens, the New York Hall of Science and the Liberty Science Center. Students were asked to look at those exhibits that demonstrate the concepts covered in this project.

Students will begin the project by experimenting with lima bean seeds and observing the process of germination. They will experiment with celery and food coloring to understand the role of stems and vascular tubes in the movement of food and water through plants. In groups of four (4), students will plant a variety of seeds and will monitor the growth of the plants. Each group will vary the amount of food and water provided to the plants; one group will serve as the control. They will keep journals in which they record their observations.

Objectives

This project is designed to give students a foundation in cooperative learning as well as familiarity with the tools and language necessary for scientific and mathematics inquiry and observation.

After completing this project, students will be able to:

• design and construct an ecosystem;
• apply the scientific method to experiments; and
• collect, organize and analyze data

Sample Activity - A small world: building an ecosystem

The earth is too large and too varied to study easily. Scientists often use a small world in a laboratory to study. You can gain an understanding of life in nature if you make a mini-ecosystem in your classroom

Materials

aquarium tank	grass seed	soil	gravel
activated charcoal	plastic bowl	crickets	chameleon
spiders	hand lens	thermometer	grow light
plants

Procedure:

1. Place a layer of gravel 3 cm deep in the tank. Sprinkle activated charcoal on the gravel.
2. Mix 3 parts of potting soil to 1 part sand. Spread the mixture about 7 cm deep over the gravel.
3. Sprinkle the grass seed over the soil and water it so that the soil remains moist.
4. When the grass grows, add some insects and a chameleon.
5. Place in the sun and water every few days.
6. Students record observations each day. They make labeled drawings of the terrarium.

Study Questions

• How did the ecosystem change over time? Why did these changes occur?
• How do the living and non-living things interact?
• How are the terrariums prepared by each group similar? How are they different?

Sample Activity - What do seeds need to grow?

In this activity, students will learn about conditions that must be present for plant seeds to grow.

Materials

potting soil	bean seeds	thermometers
rulers	colored pencils	graph paper
masking tape	tray	plastic containers

Procedure

1. Instruct students to plant seeds and in 4 containers (A,B,C and D). Attach a thermometer to the outside of each container.
2. A will be watered and placed on a window sill. S will be watered and placed in a dark place. C will be placed on a window sill but not watered. D will be watered and placed in the refrigerator.
3. Students will record observations (growth, temperature).
4. Instruct students to plant seeds in 3 containers (A, B and C) and to place plants on the window sill. Water the control (A) with 28 drops of food per gallon, B with 7 drops per gallon and C with 110 drops per gallon.
5. Students should measure and record growth daily. Chart and graph results.

Study Questions

• In which pots did the seeds grow the best? The worst?
• Why is A considered the control in each experiment?
• Why is it necessary to have a control?
• In the first experiment, what variable is tested for in B? C? D? In the second?
• What are the optimum conditions for seed growth?

Sample Activity - Photosynthesis

Students will observe photosynthesis and the complementary processes of respiration and food breakdown.

Materials

125 ml flasks	light source	rubber stoppers	Elodea
drinking straw	bromthymol blue	100 ml graduated cylinder

Procedure

1. Students will pour 100 ml of bromthymol blue solution in three 125 ml flasks.
2. Using the straw, they will blow bubbles into each flask.
3. Instruct them to place a sprig of Elodea in two flasks and seal the flasks with rubber stoppers.
4. Place one flask with Elodea in the dark and the other two on a sunny window sill. Flasks will remain in place for 24 hours.
5. After 24 hours, students will record their observations.

Study Questions

• What substance was added to the solution when you blew into it?
• What effect did this substance have on the solution?
• What happened to the Elodea containing flask that was placed in the sun?
• What was the purpose of the flask that did not contain Elodea?
• How are the raw materials of photosynthesis related to the products of respiration?
• How are the products of photosynthesis related to the raw materials of respiration?

Sample Activity - Interaction among living things

In every environment, the supply of resources is limited. In fact, some resources are so limited that organisms must compete with one another. In this activity, students will observe how competition affects the growth and survival of organisms.

Materials

half-gallon milk cartons, cut in half	dried beans
soil	large plastic trays
scissors	rulers

Procedure

1. Instruct students to plant beans in four (4) milk cartons. In the first carton, the beans should be 8 cm apart; in the second, 5 cm apart; in the third, 3 cm apart; and in the fourth, 1 cm apart.
2. The cartons will be placed next to each other in a sunny spot and watered regularly.
3. Students will record their discoveries in their journals.

Study Questions

• Did the seeds sprout at the same time?
• Did they grow at the same rate? In the same way?
• Can you explain why gardeners have to thin out seedlings?
• Why weed?

Sample Activity - Drawing a scale model

In this activity, students will be presented with the scenario that the city has just been given a piece of land and has decided to give part of to our school to develop a life-sized ecosystem and learning center.

Materials

graph paper	pencils
calculators	price lists for materials needed to build terrariums

Procedure

1. Students will work in groups to plan the life-sized ecosystem. They will draw a scale model and determine how much soil, sand, gravel, plants, insects, chameleons, etc. Will be needed. Students will also determine the cost of these materials.
2. Groups will present their designs and results.

Math , Science, Technology and Everyday Connections

In this project, students will use mathematical analysis, scientific inquiry and engineering design to pose questions, seek answers and develop solutions. Students will understand and apply scientific concepts to a living environment and will apply technological knowledge and skills to design, construct, use and evaluate products for a scale ecosystem.

Science and MST Standards Addressed

This project addresses the national science standards (1, 2, 4, 7) and the New York State MST standards (1, 3, 4, 5, 6, 7).

Evaluation/Assessment Plan

Students will be graded on the completion of assignments as well as on their journal entries and exams. Exams will be administered pre- and post-project to assess knowledge gained.