Title: Plant Growth Inquiry Lab

Subject: Science
Grade/Level: 9 Academic
Length of Period: Multi-Day Exercise

Introduction:

This will be an inquiry based lesson in which students will conduct a scientific investigation into
the effects of soil acidity on plant growth. In small groups students will design and test a
hypothesis related to sustaining a plants growth.

Guideline Expectations:
B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems,
and explain how they affect the sustainability of these ecosystems;

B3. demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of

ecological balance and the impact of human activity on the sustainability of terrestrial and
aquatic ecosystems.

Specific Expectations:
B2.3 plan and conduct an investigation, involving both inquiry and research, into how a human
activity affects soil composition or soil fertility

B3.5 identify various factors related to human activity that have an impact on ecosystems (e.g.,
industrial emissions that result in acid rain), and explain how these factors affect the equilibrium
and survival of ecosystems.

Phases of Instruction (circle):

1. Motivation; b. New Learning; c. Consolidation; d. Transfer/Linkage

Learning Objectives:
Today I will learn…
● About the survival requirements of living things
● Be able to identify variables, both independent and dependant
● Make qualitative and quantitative observations

Resources:
- Spider Plants (2 Per Group)
- Smarter Science Inquiry Framework Posters
- https://smarterscience.youthscience.ca/news/smarter-science-posters
- Ph Testers (Litmus Paper or ph probe)

Lesson – Delivery Format

 Write the lesson description with enough detail that another teacher could replicate the lesson without a personal
discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (15 min)

Begin by watching the hook video. Following the

video the teacher should lead a discussion asking
students to break down the video and explain what
took place. The purpose of this is to start students
thinking about plant growth.

Hook Video: Time Lapse Bean Plant Growth:

https://www.youtube.com/watch?v=w77zPAtVTuI

(Alternative) Video Lifecycle of a

Rose:https://www.youtube.com/watch?v=ITkfI9Pac
N4

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: ______-_______ (Indicate time breakdown of instructional elements)

Day 1:

Inquiry Step 1:
Following the discussion students will break off into
small group and each group will be given a small ● In small groups students must fill out page 1 of
spider plant. the smarter science poster
● Using sticky notes students will place their
Students will also be given page 1 of the smarter observations in the first green column.
science inquiry level 2 posters. ● Students should place their sticky note up, or
cover up a sticky note of the same idea with
Ask the students to make observations, both their own
qualitative and quantitative about their spider plant.
Students should use sticky notes to place their
observations about their plant in the first green
column.
(10 mins)

Next allow students time to place sticky notes about

what they are wondering about their plant in the
blue column next to the observations. As well,
students should complete a diagram of their plant,
along with labels.
(10 mins)
Inquiry Step 2:
Following the observations students will need to
begin to look at what will be measured. ● List all of the possible measurements that could
Using Page 2 of the Smarter science level 2 poster, be taken as their plant grows
have students place sticky notes about possible ● Place sticky notes on the poster in the top green
measurements they could make about their plant. section

Inquiry Step 3:
Using page 3 of the smarter science inquiry posters
have students select their independant and
dependant variables as well the the controls. These ● Move sticky notes from poster 2 to poster 3 and
should come from the possibilities that students select the dependant and independent
came up with on poster page 2. variables
● Select the control variables that will be tested
The teacher should ask students to focus on the
plant height for their dependant variable and the
acidity of the soil for the independent.

Inquiry Step 4:
Using page 4 of the smarter science posters
students will begin designing their experiment as
well as form a hypothesis that they will be testing. ● Create a hypothesis that will be tested over the
next 2 weeks
Days 2 - 10: ● Rationalize the hypothesis
Students should use the beginning of the class time
to set up their experiment.

Things to consider: ● Create a data collection template so all group

● Controlled variables are the same for both members are able to complete information
spider plants gathering and measurements
● Group has a template for recording data ○ Topics to be included: observations
● All of the required measurement tools and about the plant, qualitative information
equipment are assembled for the experiment about the plant, quantitative
information about the plant, a
comparison between the control and
Allow students 5 mins each day to make
the variable plant.
observations about the progress of their experiment
● Assemble all materials and measurement tools
as well as meeting with their group to discuss the
project. Students should also gather video and
photos to use in their final presentation.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: ______-_______ (Indicate time breakdown of instructional elements)

Day 11
On the final day students should make all of their final
 measurements as well as qualitative and quantitative
observations about the changes in their plant.

Students should be given extra days to finish completing

their video outside of class time to be handed in the
following week.

Assessment:

Active Observation
● During student research and group work time, students will be observed to see that they
are meeting select criteria
● Criteria for the observation can include: collaboration skills, communication, research
skills and critical thinking
● This observation will be recorded in the final rubric under the group work category (See
appendix 1)

Video Presentation
Students will be creating a group video presentation to display the findings of their
experiment. Student presentations will be assessed using a rubric (See Appendix 1). These
videos will be less formal and all group members must appear in some portion of the video.

Included in the video should be:

● Description of the Experiment
● Materials used
● Experiment parameters with rationale
● Results
● Graphic representation of results
● Explanation of what occured

Self Assessment
Students will also be completing a self assessment for the group project. The self
assessment will focus on group participation. A self assessment worksheet can be found in
appendix 2. Students will be provided with written feedback based on their responses.

Appendix 1

Video Presentation Rubric

Level 4 Level 3 Level 2 Level 1
 Video Video
Video Video
demonstrates a demonstrates
demonstrates a demonstrates a
good some
strong poor understanding
understanding of understanding of
Scientific Concepts understanding of of scientific
scientific principles scientific principles
scientific principles principles involved
involved in plant involved in plant
involved in plant in plant growth
growth growth
growth

Video has all of Video is missing Video is missing

Video has most of
the required some of the large portions of
the required
information and is required the required
information and is
Required organized into a information and is information and is
organized. Some
Information clear and concise unorganized. very unorganized.
group members
video. All group Some group Some group
appear in the
members appear members appear members appear
video
in the video in the video in the video

Some parts are

Exceptional clear, others are Information is not
Clear storyline
storyline that not explained well. clearly explained.
where most info is
explain concepts
explained well.
clearly. Viewers would find Viewers cannot
Clarity it hard to understand
Viewers would
Viewers would understand subject matter,
understand with
understand with concepts, even even with in-class
in-class
little to no previous with in-class knowledge.
knowledge.
knowledge. knowledge.

Group worked Group had some Group dynamics

exceptionally well Group worked struggles but were lead to an
together. Group very well together. able to accomplish imbalance within
used great Group used good their goals. Group the group. Group
Group Work
communication communication had a lack of poorly
and all were and all were active communication communicated
highly active participants and not all and lacked
participants participated participation
Appendix 2

Self and Group Assessment

Please assess the work of you and your group members by using the following criteria. Please
try to be as honest and fair as possible in your assessment.

5 4 3 2 1
Excellent work; Very strong Sufficient effort; Insufficient Little or weak
was crucial work; contributed effort; met effort; was
component to contributed adequately to minimal detrimental to
group’s success significantly to group standards of group
group group

Group Evaluation Group Members: _______________________

_____ Participation in developing ideas and planning project

_____ Willingness to discuss the ideas of others
_____ Cooperation with other group members
_____ Interest and enthusiasm in project
_____ Group members were all in attendance for group meetings

SELF Evaluation Name: __________________________

_____ Participation in developing ideas and planning project

_____ Willingness to discuss the ideas of others
_____ Cooperation with other group members
_____ Interest and enthusiasm in project
_____ Participation in leading/facilitating discussion
_____ Ease and familiarity with discussion material

Self-Reflection
What did you learn from the experience?

What do you think went well?

What would you have done differently, given the opportunity?