Created byFaith Elertson

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DIY Plant Growth Stations

Grade 5Science5 days

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5.0 (1 rating)

In the 'DIY Plant Growth Stations' project, 5th-grade students design and construct their own plant growth stations to explore how plants primarily depend on air and water for growth. Through hands-on activities, students create designs, build functional stations for plant experiments, and collect data to analyze the impact of varying air and water conditions on plant development. The essential skills developed include engineering design, data collection, and scientific argumentation, culminating in a presentation of their findings supported by empirical evidence. The project encourages creativity, teamwork, and an understanding of basic plant biology.

Plant GrowthAir and WaterEngineering DesignData CollectionScientific Argumentation5th Grade ScienceHands-On Learning

Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design and construct effective DIY plant growth stations to investigate and demonstrate how plants primarily use air and water for growth and what observable effects occur with varying levels of these resources?

Essential Questions

Supporting questions that break down major concepts.

How do plants use air and water for growth?
What are the observable effects when plants receive varying amounts of air and water?
How can we design and build a station to experiment with plant growth?
What arguments can support the idea that plants derive materials for growth primarily from air and water?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will design and construct plant growth stations, applying engineering and scientific principles to create effective experimental setups.
Students will observe and document the effects of different air and water conditions on plant growth, developing skills in data collection and analysis.
Students will learn to support arguments with empirical evidence, focusing on the idea that plants get materials primarily from air and water.
Students will enhance their understanding of plant biology and ecology through hands-on experimentation and observation.

Next Generation Science Standards

5-LS1-1

Primary

Support an argument that plants get the materials they need for growth chiefly from air and water.Reason: The project directly involves observing and experimenting with how plants use air and water, and supporting arguments based on findings, which aligns perfectly with the standard.

Entry Events

Events that will be used to introduce the project to students

Mysterious Seed Delivery

Students receive a mysterious package containing various seeds with a note asking them to discover what conditions will grow the healthiest plants. This entry event links directly to the project's core goal by sparking curiosity about plant growth conditions, and invites students to investigate the roles of air and water through experimentation.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Design Your Growth Station

Students start by designing their unique plant growth stations with various compartments for controlling water and air availability. This activity encourages creativity while grounding designs in scientific research.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce the concept of plant growth stations and discuss the importance of air and water for plant growth.

2. Show examples of growth station designs and discuss how they function.

3. Have students sketch their station designs, ensuring they incorporate ways to control air and water.

4. Review the sketches in pairs or small groups to provide feedback and refinement.

Final Product

What students will submit as the final product of the activityA detailed sketch of a custom plant growth station design, ready for construction.

Alignment

How this activity aligns with the learning objectives & standardsAligns with the design and engineering aspects of the project, as well as the standard 5-LS1-1 by setting up conditions to observe.

Activity 2

Constructing the Station

Students bring their designs to life by constructing their plant growth stations. This is a hands-on activity where students can apply engineering skills and teamwork.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Gather necessary materials for constructing the growth stations.

2. Follow the design sketches to start building the stations, using tools and materials provided.

3. Work in teams to construct and troubleshoot the components of the growth station.

4. Ensure all components for regulating air and water are functional and adjustable.

Final Product

What students will submit as the final product of the activityA fully constructed plant growth station ready for experimentation.

Alignment

How this activity aligns with the learning objectives & standardsSupports the engineering focus of standard 5-LS1-1 by allowing students to build relevant tools for investigating plant growth.

Activity 3

Grow and Observe

Students plant seeds in their growth stations and begin the observation phase. This activity focuses on documenting changes and understanding the role of air and water in plant growth.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Plant seeds according to the chosen conditions for air and water.

2. Set up a schedule for regular observation and measurement of plant growth.

3. Document growth, changes, and any environmental factors observed in a journal.

Final Product

What students will submit as the final product of the activityAn observation journal detailing plant growth under varying air and water conditions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with the data collection and analysis aspects of standard 5-LS1-1, emphasizing empirical observation.

Activity 4

Analysis and Argumentation

In this phase, students analyze their observational data, develop conclusions about the role of air and water in plant growth, and prepare their arguments.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review observation journals and summarize findings in a table or graphic format.

2. Identify trends and differences in plant growth relating to air and water variables.

3. Draft an argument supporting the project's thesis using evidence collected.

4. Present arguments in small groups for peer feedback.

Final Product

What students will submit as the final product of the activityA well-structured argument supporting the role of air and water in plant growth, backed by collected evidence.

Alignment

How this activity aligns with the learning objectives & standardsDirectly addresses standard 5-LS1-1 by requiring students to support their arguments with data-driven evidence.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

DIY Plant Growth Stations Rubric

Category 1

Design and Creativity

Measures the originality and effectiveness of the growth station design, including how well the design reflects scientific principles related to air and water in plant growth.

Criterion 1

Design Conceptualization

Evaluation of the initial design ideas and their grounding in scientific principles.

Exemplary

4 Points

Concepts are original, well-grounded in scientific principles, and innovative, demonstrating a deep understanding of plant growth needs.

Proficient

3 Points

Concepts are clear, reflect scientific principles appropriately, and effectively address plant growth needs.

Developing

2 Points

Design reflects some understanding of scientific principles with limited originality and effectiveness.

Beginning

1 Points

Design lacks originality and understanding of scientific principles related to plant growth.

Criterion 2

Integration of Air and Water Controls

How well students have included mechanisms to control air and water in their design sketches.

Exemplary

4 Points

Incorporates innovative and effective mechanisms to regulate air and water, with advanced design considerations.

Proficient

3 Points

Incorporates effective mechanisms to regulate air and water with clear function.

Developing

2 Points

Includes basic control mechanisms with partial functionality.

Beginning

1 Points

Lacks functional mechanisms for regulating air and water.

Category 2

Construction and Engineering Skills

Assesses students' ability to translate design sketches into a functional growth station, emphasizing teamwork and problem-solving during construction.

Criterion 1

Construction Execution

Evaluation of the construction process, including adherence to design sketches and functionality of the growth station.

Exemplary

4 Points

Successfully constructs a fully functional station, perfectly aligned with design sketches, demonstrating outstanding craftsmanship.

Proficient

3 Points

Constructs a functional station closely matching the design sketches with good craftsmanship.

Developing

2 Points

Partially constructs the station with some functionality, requiring additional refinement.

Beginning

1 Points

Struggles to construct a functional station and does not adhere well to design sketches.

Criterion 2

Team Collaboration

How effectively students work in teams during the construction phase to solve problems and support one another.

Exemplary

4 Points

Demonstrates leadership and active participation, significantly supporting team coherence and productivity.

Proficient

3 Points

Actively participates and contributes to team success through collaboration.

Developing

2 Points

Participates inconsistently with limited contribution to team success.

Beginning

1 Points

Shows minimal participation and struggles with teamwork.

Category 3

Observation and Analysis

Focuses on the quality of observational data collected, its analysis, and how well it supports the building of scientific arguments.

Criterion 1

Data Collection and Documentation

The thoroughness and accuracy of observational data collection and documentation in journals.

Exemplary

4 Points

Collects comprehensive and meticulous data, showing exceptional precision in documenting observations.

Proficient

3 Points

Collects accurate data with clear documentation of observations.

Developing

2 Points

Partially collects and documents data with some gaps.

Beginning

1 Points

Data collection is incomplete and poorly documented.

Criterion 2

Argument Construction

Strength of arguments based on empirical data, emphasizing clarity, organization, and use of evidence in supporting claims about air and water's roles.

Exemplary

4 Points

Constructs a compelling, well-organized argument using robust evidence from data, reflecting deep understanding and insight.

Proficient

3 Points

Develops a clear and well-organized argument with supportive data evidence.

Developing

2 Points

Presents a basic argument that lacks organization and robustness in data use.

Beginning

1 Points

Argument lacks clarity and is weakly supported by data.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflecting on the project, how did designing, building, and experimenting with the plant growth stations enhance your understanding of how plants use air and water for growth?

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Question 2

On a scale from 1 to 5, how confident are you in explaining the role of air and water in plant growth based on your experiment results?

Scale

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Question 3

What were the most challenging aspects of creating and experimenting with your plant growth station, and how did you overcome these challenges?

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Question 4

Which element of your growth station design do you think most effectively demonstrated the role of air and water in plant growth? Why do you think it was effective?

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Question 5

Identify one key insight you gained from the peer feedback during the argumentation phase. How did it impact your final argument?

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Question 6

Reflect on the entire project, from design to argumentation. What skills or knowledge do you feel you have most improved through this process?

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