In a seed germination and plant growth experiment, students were required
to keep all conditions equal except for a single variable, the volume of
water. Each student team was required to monitor growth of four sets of
seeds; each set included seeds of four different plant species. The four
seed sets were grown in four cups, with each cup receiving a different volume
of water. Over the course of the investigation, students observed the cups
at regular intervals to determine the most favorable water quantity (of
the quantities used) for seed germination and growth.
| This sample of student work was produced under the following
conditions: |
| alone |
in a group |
| in class |
as homework |
| with teacher feedback |
with peer feedback |
| timed |
opportunity for revision |
The student produces evidence that demonstrates understanding of characteristics
of organisms, such as survival and environmental support….
Throughout the observations and especially in the conclusion, the
student demonstrates understanding of the impacts of different volumes
of water on seed germination and plant growth.
 a
Scientific Connections and Applications: The
student produces evidence that demonstrates understanding of big ideas
and unifying concepts, such as…cause and effect.
 The conclusion
states, “By observing the four cups over three weeks, we saw
that the plants that were watered 40 ml 2 x a week grew best…”
In comparison, the student goes on to explicitly describe the relationship
between too much water and lack of germination in the 80ml cup. While
use of the word “drowned” is technically incorrect, it
doesn’t detract from the student’s understanding that
a causal relationship exists. |
 |
 f
Scientific Thinking:
The student works individually and in teams to collect and share information
and ideas.
 The student places
individual work within the context of the team assignment: “I
am planting corn in each cup. The other students are planting pea,
radish and barley.” (In a revision, it would be appropriate
to have the student go on to explain that data were collected individually
and analyzed cooperatively to reach the conclusion.)
 a
Scientific Tools and Technologies: The
student uses…tools…to gather data.
The “Environment” columns in the “Data Table”
imply evidence of the use of graduated cylinders for measuring volume.
 The “Height…”
columns in the Data Table provide evidence of the use of rulers. |
 |
 |
 a
Scientific Communication: The
student represents data and results in multiple ways, such as numbers,
tables… drawings…and technical and creative writing.
The written conclusion presents the outcome and data analysis clearly,
concisely.
 
The two tables (“Plant Observations” and “Plant
Profile”) required students to organize and present their data
in graphic formats that encompass numbers, tables, drawings, and written
statements. |
 |
|
a
Life Sciences Concepts:
The student produces evidence that demonstrates understanding of characteristics
of organisms, such as survival and environmental support…. 
