| Abstract Detail
Teaching Christopher, Dorothy [1], Rosenwasser, Amy [2]. An experiment in plant nutrient stress to teach plant physiology and the scientific method. Science classes are greatly improved when students can perform guided inquiry activities, rather than only listening to lectures. Here, we describe a plant physiology experiment that was implemented in a fifth grade classroom to teach plant biology, plant growth responses, and the scientific method. Students planted 14 morning glory seeds and, after germination, applied a fertilizer treatment to 7 plants and an unfertilized control to 7 plants. Every week, students measured height, number of leaves, and length of the largest leaf, and recorded results. After 30 days, students harvested the plants and measured root length and biomass, as well as above ground biomass. There were substantial differences between the fertilized and unfertilized treatments: the unfertilized plants were smaller and had longer roots. This project would be appropriate for middle school grades; it fulfills Next Generation Science Standards in biology and engineering. The experiment could be easily adapted to higher grades; for example, students could be involved in developing the experimental design and could learn basic statistics, including averages and variances, but also t-test and analysis of variance.
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1 - University of Georgia, Plant Biology, 2502 Miller Plant Sciences, 120 Carlton St , Athens, GA, 30602, USA
2 - Pritzker Elementary School, 2009 W. Schiller, Chicago, IL, 60622, USA
Keywords:
K-12 education
botanical education
morning glory
Physiology.
Presentation Type: Poster
Session: P, Teaching Section Poster Session
Location: Exhibit Hall/Savannah International Trade and Convention Center
Date: Monday, August 1st, 2016
Time: 5:30 PM This poster will be presented at 5:30 pm. The Poster Session runs from 5:30 pm to 7:00 pm. Posters with odd poster numbers are presented at 5:30 pm, and posters with even poster numbers are presented at 6:15 pm.
Number: PTE003
Abstract ID:387
Candidate for Awards:None |
