Air Plant Structured Inquiry Lesson

In the "Air Plant" the students observed an aquatic plant in an aquarium that was contained in a drinking glass with no air inside the glass.  We added baking soda and light to help aid the photosynthesis process.  I wanted my students to see photosynthesis in action and understand what was needed and produced in the process.  I also wanted them to understand the importance of plants in our lives.

The students came into my room excited, asking what the materials were at the back of the room.  I didn't want to tell them because I wanted them to stay excited and think of ways that we could use the materials.

I then asked the students to tell me what they knew about photosynthesis and how plants help us survive.  We talked about how plants use the carbon dioxide that we produce to make oxygen for us to breath in.  We also discussed how plants use their chlorophyll in the presence of light, with water and carbon dioxide to go through the photosynthesis process.  I asked the students to look at the materials that I had at the back and then discuss with their groups how they thought we could use those materials to help us better understand photosythesis.

We set up the experiment at the back the way that many of the groups determined would be best to see photosynthesis in action and then I asked each student to write their own hypothesis of what would happen once we put the baking soda in the water and turned on the light.  Many suggested that we would see bubbles of oxygen rise to the top of the glasses, a few students thought that the plants would change color as they produced glucose.

The students were then able to see the bubbles of oxygen rising from the plants and collecting at the top of the drinking glass.  After this they completed their lab report analysis and concluson as-well-as a carbon dioxide-oxygen cycle worksheet and placed pieces of the photosythesis process in the correct order to prove their understanding. 

After reviewing my students’ work I noticed that they were able to complete sentences regarding the carbon dioxide-oxygen cycle and the conclusions of the experiment.  They understood that the oxygen being released from the aquatic plants in the tank was produced due to photosynthesis.  Unfortunately most of the students had difficulty placing the stages of photosynthesis in a cyclical pattern.  When asked about the steps verbally they were able to answer the order but still had difficulty organizing them in a cycle.  Overall I feel that the lesson was successful and engaging but just needs a few revisions.



Melting Iceburg experiment

9. Extended Questions

        a. What happens if the polar ice caps melt?  If the polar ice caps melt that will have an effect on the sea levels.  There is a difference between the melting of ice on the land and floating ice burgs.  With the ice burgs they are already in the ocean and displacing water so when they melt it doesn’t effect the sea level as much as the added water from land based ice.

        b. What other questions do you have about this Science Inquiry Experience?  Just as an inquiry and looking at what I know about ice.  I know these are some things that I should already know but here you go.  When I did the melting ice experiment it looked like the water raised a little bit.  It did not rise enough to break the surface tension and flow over the side of the bowl. With matter you know that the molecules come closer together as they get colder and freeze so you would think that ice would be more dense than water but ice cubes do the opposite float meaning that they are less dense and the volume has increased.  So even though there is some ice above the water it shouldn’t increase the sea level much because as the ice melts it actually becomes denser and takes up less space.

First blog on blogger- 5 E's

Alright lets try this again.  Sorry to all about changing my blog I was having a little difficulty with the other one.  So this is the first time that I have written my own blog and I'm a little bit excited about it but nervous as well because I have had some trouble so far.  So here goes.

 Anyways again, in response to my STEM lesson this week.  The format was a little helpful except I found it redundant in some areas.  I feel that I usually use the 5 E’s in my project plans to ensure that the students are involved in the process.  Some problems that I see with the project are some parents will not respond to the interviews that my students give and some of the professionals will not write back to the students making it hard for them to complete the project.  That is why I try to find professionals for them to write to that I know will respond.