Tag Archives: baggie garden

Energy, Matter, and Organization: Lab Report Introduction

I was home sick today, so my sub instructions are given below, and accompany this slide deck.

Slide 1 – Objectives are also written on the board by the door.  Yesterday, students learned that seeds require water, oxygen, and a certain temperature range to germinate.  We reviewed that seeds use cellular respiration available because of the nutrients in the seed to power seedling growth until the seedling can begin doing photosynthesis.
Slide 2 – Provide students with 3-5 minutes of writing time depending on engagement level.
Slide 3 – Partner share with lab notebook entry (slide 2).  For today, Partner B is seated on the window side of the desk.  Monitor discussions and select a few students to share out based on level of engagement and understanding.
Slide 4 – Remind students that in a seed, the nutrients used during cellular respiration are stored in the cotyledons which themselves cannot do photosynthesis.  The cotyledons fuel the seedling until it can begin doing photosynthesis to capture sunlight energy.
Slide 5 – Textbooks are located on a table in the back of the room.  There are enough for one per table, so students will need to share.  They should begin by reading pages 358-9 and taking notes on the three stages of cellular respiration.  Students may also continue reading (skimming or even just looking at the figures is fine) through page 365 if time permits.  The goal for the day is writing the Introduction paragraph of the lab report, so students should budget their time accordingly.
Slide 6 – Hand out the copies on my desk (one per student) to help the students structure their Introduction paragraphs.  Students should already have the Experimental Purpose, Research Question, and Hypothesis written in their lab notebooks.  The reading and their learning from class should help with the background content (the first few sentences).  Students who wish to type their paragraph may use the class computers.  Please remind students that we will be in computer lab 245 tomorrow, and they need to bring their Intro worksheet along with their lab notebooks which have their Materials, Procedure, and Data Tables.
Slide 7 – If time permits, during the last few minutes of class, request students who appear to have successfully written their Intro section to share the key ideas from their background section.  This will help students who need help narrowing their focus.

Energy, Matter, and Organization: Baggie Garden Experiment – Day 6

Today marked the final day of observations and data collection for the Baggie Garden experiment.  Before looking at their bags, students received instruction about the process of data analysis (see attached slides).  We discussed the importance of providing written context to data table content, as well as things to consider when selecting the appropriate type of graph for a lab report.  After entering their final observations of their baggie gardens in their lab notebooks, students had the option of taking their bags of seeds home and continuing to make observations outside of class for extra credit.  We will be in the computer lab on Thursday, and students are encouraged to write the Materials and Procedure sections of their lab reports using Microsoft Word in advance of Thursday.

Note: Highline Public Schools students receive a free copy of Microsoft Office 365 for use at home!  Students should use their school email and password to log in at https://login.microsoftonline.com/ to download the software.

Energy, Matter, and Organization: Baggie Garden Experiment – Day 5

We wrapped up the week with a final day of observations of the baggie gardens.  Students once again measured radicle growth, sketched seed germination and labeled parts, and measured the temperatures of the locations where their seeds were stored.  Students were also encouraged to relocate their bags away from the cold windows to a warmer part of the room.  We will observe the seeds again on Monday and then make a decision about whether to extend or conclude the experiment.

Energy, Matter, and Organization: Baggie Garden Experiment – Day 4

Observations were in full-swing today.  We began class with a brief review of how to create a data table.  Students were also introduced to seed germination vocabulary and instructed to sketch out and label the parts of visible to them as their seeds germinate.  The slides are attached here.  Several students took advantage of the temperature probes and recorded the temperature of their seeds in each of the location where they are being kept during the experiment.  Students also had access the supplies used during the experiment (to complete the Materials section of their lab reports) and were also encouraged to edit their Procedures as needed.  Finally, students had access to the class computers and were encouraged to begin writing out the Materials and Procedure sections of their lab reports.

Note: I conferenced with students identified as being in danger of failing (currently holding a D or an F in biology for the semester).  I explained how each student could improve their grade and earn credit.  Students then signed and returned copy of the Notification of Failing Grade / Action Plan form, and took another copy home to be signed by a parent.  Signed forms must be returned by Monday, January 12.

Energy, Matter, and Organization: Baggie Garden Experiment – Day 3

Today, we focused on identifying the experimental data to include in the Results section of the Baggie Garden Experiment lab report.  We compared the pros and cons of collecting lots of data with collecting a focused amount of data.  Students identified, discussed, and justified which experimental endpoints they wanted to collect for their experiment, and then created data tables in their lab notebooks to collect the data.  Finally, students made their first careful observations of their baggie gardens and recorded their observations.  The slide deck includes lesson content, including a link to the Chia Pet video which is also available below.

Energy, Matter, and Organization: Baggie Garden Experiment – Day 2

Students conducted their Baggie Garden experiments today, setting up their experiment bags and one or more experimental control bags.  We began class with a brief overview of the day, and then students worked alone or in pairs to write a high-level experimental procedure.  Once their procedure was reviewed and teacher-approved, the students assembled their baggie gardens, using the resources available to test their hypotheses.  After setting up the gardens, students were prompted to respond in their lab notebooks to the following questions:

  • Measured Experimental Outcome:
  • How will you collect your results?
  • Where will your result be documented?
  • How will you analyze your results?
  • How will you interpret your results?

Tomorrow we will make our first experimental observations and then discuss how to organize how to collect and organize data relevant to each group’s research question.

Energy, Matter, and Organization: Baggie Garden Experiment – Day 1

Happy New Year!   Hard to believe we are only three weeks away from the end of first semester!  Before Winter Break, we began our study of cellular respiration and briefly touched on photosynthesis.  Today we began studying plant biology by identifying testable experimental variables associated with plant seed germination.  Tomorrow, students will establish baggie gardens in order to test whether their selected variable impacts seed germination and/or seedling growth.  Our collective data will enable us to make detailed scientific observations and conclusions about factors affecting seed germination, seedling growth, and photosynthesis.  Along the way, students will practice the art of inquiry by:

  • identifying variables (manipulated, responding, and controlled)
  • writing hypothesis statements (using the if…then…because… format)
  • writing a detailed experimental procedure (incorporating the concepts of validity, reliability, repeated trials, and experimental control conditions)
  • recording, organizing, and analyzing detailed observations
  • writing a conclusion statement

Students will be expected to produce a typed lab report which includes a data table and a graph of the data.