Grade Cluster - 9-12
NETS-S - 4 - Critical Thinking, Problem Solving, and Decision Making
Quick Look
:As part of their high school's ongoing effort to provide fresh, local produce to the local food shelf, chemistry students conduct ongoing research to increase the yield of their blueberry patch.
Scenario:
For several years the high school community has contributed labor to the local
community garden. In the fall, at a local farmer's market, Nora learns that the soil in her area is supposed to be good for blueberries. Ms. Camara, her chemistry teacher, agrees to spend class time studying why that might be true. In class, she explains that she is part of a group of science teachers studying soil chemistry at VTC. The class quickly decides that they'd like to try adding blueberry bushes to their garden, working in collaboration with other area high school students and VTC students/teachers.
A quick Internet search indicates that blueberry plants are long-lived and have unique needs. The class decides to conduct long-term studies to provide maximum
produce per bush and leave future classes with hypotheses and tests to encourage meaningful scientific inquiry.
The class is excited. "Real research! Next year's class will have to do what we tell them to do!" they exclaim. Ms. Camara adds, "This will be an inquiry cycle in real
time. We'll take data and apply it to our hypotheses. We can take a measure of our own work.”
An initial discussion suggests that they will need to test soil with their digital probes and control the pH. (4a) They imagine they'll need to study not only how ionic compounds dissolve in different types of soils but also soil temperature and dissolved
oxygen. Students will need to complete background research on soil types and how pH varies from soil type to soil type. A Soil Management Plan will be developed to plan what to apply to the soil, when to apply it, and in what amounts. Other disciplines can be brought into the mix. Biology connections: "Maybe we can test the tissue of the plant?"
Ecology connections: "Bees, too! We'll need to figure out how pollination works.
Maybe we should get our own hives!"
Students brainstorm a list of questions to research:
• What varieties of bushes are best?
• What are the soil requirements?
• What diseases do they typically get?
• What is the proper soil nutrient management plan for blueberries?
• What pests need to be avoided?
• Can blueberries be raised organically and still get the yield we want?
• How long will each bush live?
• When do they ripen?
• How does exposure to sunlight affect each plant?
After small groups research each question, local gardeners are invited to a panel discussion about growing blueberries. Students pepper them with questions and suppositions based on the research. Several gardeners donate bushes to the school's garden and volunteer to help students raise them.
A Google Wave is established and the high school students invite VTC students to join their research. Ms. Camara has established the connections with both VTC and regional high school teachers from her course work there. The high school students believe that VTC will have more access to high tech information and may be able to add insights that the local students lack. Ms. Camara knows that many of these students had not
considered college as an option after high school, so hopes this involvement will influence their thinking.
Each group of students collects soil samples for testing. Based on Internet research and the panel presentation, they think that, ideally, the pH should be between 4.6 and 4.8. Students will use instant read field pH soil probes for initial, in the field,
determinations. These tests will be verified using soil pH methods designed for Vernier Probeware and Vernier LabQuests. PH will be measured using the Vernier pH probe;
temperatures will be collected using the Vernier temperature probe; dissolved oxygen measured using the Vernier DO probe. (4c) On the Wave, they discuss ways to modify the soil to reach ideal conditions. All members post helpful resources. Collaboratively (teams composed of high school students from each participating high school and a VTC college student and professors) create predictions about which testable conditions will result in the highest quantity of berries. Collaborative teams will join the high school students in the garden plot in early spring to plant. It is agreed that half of the plants will be a control group and the other half will be tested. (4b) Each growing group will have equal numbers of several varieties of blueberries to test. Next year’s class will access all of this data on the Wave, and Vernier Probe software will assist students in keeping the data organized and stored for long periods of time. Future classes will re-test the soil and re-evaluate the hypotheses. They’ll consider new soil amendments, adjust the soil
management plan and carefully measure the results from these revisions. (4d)
Knowing that they will want to share their final results with future students as well as gardeners across the region, they decide to document each step. (4b)(6a) Some students create sketches of their ideal plant, posting them on the Wave as if they were entries in a garden catalogue. Others contact the school digital photography teacher to determine how to set up a time-lapse photography project. Another group uses the school’s Flip video every time they test or modify the soil. Some groups meet face to face at the gardens of some successful blueberry farms, where they ask permission to test those soils with the use of digital probes as well. Digital photos are taken throughout the process and tagged by key words that might be used in future publications. (6b)
A final, parting gift is for each group of students to create a digital presentation for students in next year's class, describing their hypotheses, conclusions and
recommendations.
Student Standards
– The following NETS-S are noted in the Scenario:4. Critical Thinking, Problem Solving, Decision Making – A. B, C, D 6. Technology Operations and Concepts – A, B
Teacher Standards
–Teachers who teach this unit address the following NETS-T:1. Facilitate and Inspire Student Learning and Creativity - A, B, C, D
2. Design and Develop Digital-Age Learning Experiences and Assessments – A, 3. Model Digital-Age Work and Learning – A, C
4. Promote and Model Digital Citizenship and Responsibility – B, C 5. Engage in Professional Growth and Leadership – B, C
Content Grade Expectations
The scenario writer has identified the following content grade expectations that s/he felt might be assessed in this scenario. In most of these scenarios, there may well be
opportunities to assess other or additional content grade expectations across a variety of disciplines. If you are interested in developing a unit or lessons based on the following scenario, and you don’t see any grade expectations in your content area, we encourage you to capture the ideas presented in the scenario and make it your own by adding components that address the grade expectations you are most interested in assessing.
S9-12:9 Students demonstrate their understanding of the Properties of Matter by…
• Distinguishing one substance from another through examination of physical properties (such as density, melting point, conductivity), chemical properties (such as pH, reactivity—with O2 or acid or water), and nuclear properties (such as changes in atomic mass, isotopes and half-life).
• Informationabout molarmasses to predict quantitatively the masses of reactants and products in chemical reactions
2.2 Problem Solving Process: Students use reasoning strategies, knowledge, and common sense to solve complex problems related to all fields of knowledge. This is evident when students:
2.2.aa. Seek information from reliable sources, including knowledge, observation, and trying things out;
S9-12:15 Students demonstrate their understanding of Chemical Change by…
• Writing simple balanced chemical equations to represent chemical reactions and illustrate the conservation of matter (atoms).
• Qualitatively predicting reactants and products in a prescribed investigation (e.g. oxidation, reduction, acid/base reactions).
(Extension)
• Using chemical equations and
2.2.aaa. Critically evaluate the validity and significance of sources and interpretations
2.2.bb. Evaluate approaches for effectiveness and make adjustments;
2.2.cc. Consider, test, and justify more than one solution;
2.2.dd. Find meaning in patterns and connections (underlying concepts); and 2.2.ee. Select and apply appropriate methods, tools and strategies.
3.10 Teamwork: Students perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and create solutions (e.g., by using consensus-building and cooperation to work toward group decisions).