What Do Plants Need to Grow?
A lesson involving an experiment with plants and
graphing
data using Microsoft Excel
Curriculum: Science and Computer Literacy
Theme: Plant Growth/Variables
Content Objectives:
Students will control variables to determine the effect on plant
growth.
The student will:
~collect information by observing and measuring
~construct simple graphs, tables, maps and charts to organize, examine
and evaluate information.
~plan an investigation that will determine the effect of a variable on
plant
growth
Curriculum and Content Area Standards
NETS for Students
Technology Foundation Standards for Students
Basic operations and concepts:
Students demonstrate a sound understanding of the nature and operation
of
technology systems.
Students are proficient in the use of technology.
Social, ethical, and human issues:
Students practice responsible use of technology systems, information,
and
software.
Students develop positive attitudes toward technology uses that support
lifelong
learning, collaboration, personal pursuits, and productivity.
Technology productivity tools:
Students use technology tools to enhance learning, increase
productivity,
and promote creativity.
Students use productivity tools to collaborate in constructing
technology-enhanced
models, prepare publications, and produce other creative works.
Technology communications tools:
Students use telecommunications to collaborate, publish, and interact
with
peers, experts, and other audiences.
Students use a variety of media and formats to communicate information
and
ideas effectively to multiple audiences.
Technology research tools:
Students use technology to locate, evaluate, and collect information
from
a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and
technological
innovations based on the appropriateness for specific tasks.
Technology problem-solving and decision-making tools:
Students use technology resources for solving problems and making
informed
decisions.
Students employ technology in the development of strategies for solving
problems
in the real world.
Performance Indicators:
Use keyboards and other common input and output devices (including
adaptive
devices when necessary) efficiently and effectively. (1)
Discuss common uses of technology in daily life and the advantages and
disadvantages
those uses provide. (1, 2)
Discuss basic issues related to responsible use of technology and
information
and describe personal consequences of inappropriate use. (2)
Use technology tools (e.g., multimedia authoring, presentation, Web
tools,
digital cameras, scanners) for individual and collaborative writing,
communication,
and
publishing
activities to create knowledge products for audiences inside and
outside
the classroom. (3, 4)
Use technology resources (e.g., calculators, data collection probes,
videos,
educational software) for problem solving, self-directed learning, and
extended
learning
activities.
(5, 6)
Science Standards:
CONTENT STANDARD A: SCIENCE AS INQUIRY
A1. Abilities necessary to do scientific inquiry:
Ask a question about objects, organisms, and events in the environment.
Plan and conduct a simple investigation.
Employ simple equipment and tools to gather data and extend the senses.
Use data to construct a reasonable explanation.
Communicate investigations and explanations.
A2. Understanding about scientific inquiry:
Scientific investigations involve asking and answering a question and
comparing
the answer with what scientists already know about the world.
Simple instruments provide more information than scientists obtain
using
only their senses.
Scientists develop explanations using observations (evidence) and what
they
already know about the world (scientific knowledge).
Scientists review and ask questions about the results of other
scientists'
work.
CONTENT STANDARD C: LIFE SCIENCE
C1. The characteristics of organisms
C2. Life cycles of organisms
C3. Organisms and environments
Mathematics Standards
STANDARD 1: NUMBER AND OPERATION
Mathematics instructional programs should foster the development of
number
and operation sense so that all students —
understand numbers, ways of representing numbers, relationships among
numbers,
and number systems; understand the meaning of
operations and how they relate to each other
STANDARD 4: MEASUREMENT
Mathematics instructional programs should include attention to
measurement
so that all students —
understand attributes, units, and systems of measurement; apply a
variety of techniques, tools, and formulas for determining
measurements.
STANDARD 5: DATA ANALYSIS, STATISTICS, AND PROBABILITY
Mathematics instructional programs should include attention to data
analysis,
statistics, and probability so that all students —
pose questions and collect, organize, and represent data to answer
those
questions; interpret data using methods of exploratory
data analysis; develop and evaluate inferences, predictions, and
arguments that are based
on data;
STANDARD 6: PROBLEM SOLVING
Mathematics instructional programs should focus on solving problems as
part
of understanding mathematics so that all students —
build new mathematical knowledge through their work with problems;
apply a wide variety of strategies to solve problems
and adapt the strategies
to new situations; monitor and reflect on their mathematical thinking
in solving problems.
STANDARD 8: COMMUNICATION
Mathematics instructional programs should use communication to foster
understanding
of mathematics so that all students —
organize and consolidate their mathematical thinking to communicate
with
others; express mathematical ideas coherently
and clearly to peers, teachers, and
others; use the language of mathematics as a precise means of
mathematical expression.
STANDARD 10 : REPRESENTATION
Mathematics instructional programs should emphasize mathematical
representations
to foster understanding of mathematics so
that all students —
create and use representations to organize, record, and communicate
mathematical
ideas; develop a repertoire of mathematical
representations that can be used purposefully,
flexibly, and appropriately; use representations to model and interpret
physical,
and mathematical phenomena.
Materials:
~data sheets
~software: Microsoft Excel
~ rulers
~2 bean plants per group
Technology Objectives:
Students will display data and observations of plant growth in
Microsoft
Excel and create a bar graph reflecting this data. The students will:
~use a variety of input devices such as a mouse, keyboard, disk
drive,
etc.
~produce documents at the keyboard, proofread and correct errors
~use appropriate applications including, but not limited to,
spreadsheets
and databases to develop charts and graphs by using data from various
sources
~publish information in a variety of media including, but not
limited
to, printed copy, monitor display, etc.
Directions:
Students will make observations and record data on plant growth between
two
plants with one variable changed. This data will be displayed on a
spreadsheet,
then used to create a line graph and bar graph that shows the
difference
in plant height between the control and experimental plants.
In the Classroom:
Students will work in groups of two on an assigned plant growth
investigation
(Plants and Sunlight, Plants and Air, Plants and Water, Plants and
Warmth).
Discuss the variables for each experiment. Discuss variables, control
and
experimental.
During a five day period, students will make observations and record
data
using data sheets for days 1-5.
In the Lab:
1. Open Microsoft Excel.
2. Begin by typing the headings in row 1.
Type
"Plant Height" in cell B1, "Number of leaves" in cell D1, and
"Observations"
in cell F1. Place the cursor on the "1" of row 1 and click. This will
highlight
all of row 1. From the Formatting Toolbar select Font Size, 12. Then,
click
on the B to bold it.
3. Then go to Format, Column and AutoFit
selection.
This will allow more room to type observations.
4. Type plant identification labels for
each
heading. Type "Plant "A" in cells B3, D3, and F3. Type "Plant "B" in
cells
C3, E3, and G3. When the graph is created, these will be called the
series.
5. Next, identify the days observations
were
made in Column A. In cell A4 type "Mon.," cell A5 type "Tues.," A6
"Wed.,"
A7 "Thurs.," A8 "Fri." Abbreviations are used to make the labels
clearer
in the graph.
6. You are now ready to record the data
using
the data sheets for days 1 - 5. Begin with Monday (row 4) and fill in
the
plant height for plant A (cell B4) and plant B (cell C4). Then, fill in
the
number of leaves for plant A (cell D4) and plant B (cell E5). Lastly,
fill
in any observations for plant A (cell F4) and plant B (cell G4). Repeat
these
steps until all data is input. When finished, double check to make sure
that
the data is correct!
7. When all data is entered, click and
hold
the cursor on cell A3, then drag it until all cells from A3 to C3 are
highlighted.
Then, drag it down to row 8. When all cells selected are highlighted,
release
the mouse and go to the Menu Bar. Select Insert, Chart. Select Column,
Clustered
Column from the Gallery. Click Next, Next.
8. Under Chart title, choose a name for
your
experiment, i.e. "Plants and Sunlight," "Plants and Air," "Plants and
Water,"
"Plants and Warmth." Name your Value (Y) axis as Height cm. Click Next.
Make
sure As object in: is selected. Click Finish.
9. Move your arrow over the numbers in
the
Y axis and double click. This will give you a screen that says Format
Axis.
Click on the Scale tab. On the Minimum box choose 0, Maximum 20, and
Major
unit 2. Click OK.
10. Next click the legend so there are black squares all around
it
and drag it to the upper right hand corner of the graph.
11. The graph will appear on the spreadsheet. Click on the graph
and
drag it downward so that the data on the spreadsheet can be seen. (The
graph
may also need to be stretched so the numbers on the Y axis can be seen
clearly.)
12. Print a hard copy by selecting File on the Menu Bar, Page
Setup,
change paper orientation to landscape. Click OK. Go back to File on the
Menu
Bar and select Print, then OK.
13. Select File from the Menu Bar, then choose
Save
As. In the Save in box click on the arrow/delta and choose 3 1/2 Floppy
(A)
and in the File name box, type in the title of your spreadsheet. Click
Save
and take out your disk.
Assessment:
Assessment will be based on the accuracy of the data they present in
the
graph. Their graphs should display expected outcomes of the given
variable
they chose to investigate. They will also be monitored in respect to
how
well they cooperate with each other and contribute data.