Transformations in Matter and Energy Carbon TIME is an NSF-funded partnership led by Michigan State University
Activity 3.4GL: Observing Plants’ Mass Changes, Part 2 (45 min)
Target Student Performance
Students measure the dry weight of harvested plants and of paper towels or gel, identify patterns in data, and reach consensus with other groups about their results.
Resources You Provide
- Students’ dry radish plants (1 per student)
- Digital balance (1 per group of four students)
- Empty container (for measuring the mass of dried plant and optional dried gel) (1 per group of four students)
- (From previous lesson) Pre-Lesson 0.2GL Plant Growth Investigation Setup Worksheet
- (From previous lesson) 3.1 Predictions and Planning Tool for Plant Investigations
- (From previous lesson) 3.2GL Observing Plants’ Mass Changes, Part 1 Worksheet
- 3.4GL Observing Plants’ Mass Changes, Part 2 PPT
- 3.4GL Observing Plants’ Mass Changes Class Results 11 x 17 Poster (1 per class)
- 3.4GL Observing Plants’ Mass Changes, Part 2 Worksheet (1 per student)
- 3.4GL Grading the Observing Plants’ Mass Changes, Part 2 Worksheet
By the time you are completing this Activity, your plants and gel (optional) should be completely dried out. Prepare an empty container for each group on which students can measure their masses.
Print the 3.4GL Observing Plants’ Mass Changes Class Results 11 x 17 Poster before class. Your students will also need their copies of the worksheets they completed in Pre-Activity 0.2GL, Activity 3.1, and Activity 3.2GL. Print one copy of 3.4GL Observing Plants’ Mass Changes, Part 2 Worksheet for each student. Prepare a computer with a projector to display the PPT.
- Use the class discussion to interpret how successful your students are at identifying patterns in the class data. Use the 3.4GL Grading the Observing Plants’ Mass Changes, Part 2 Worksheet to determine if your students had any trouble with data collection.
- During this activity, note students’ success in measuring changes in mass. Also note students’ ability to reach a consensus about patterns in data and how they interpret results.
- The discussions in steps 3 and 4 can be helpful for informal assessment in two ways: 1) It can help you assess your students’ skills in identifying sources of error and finding patterns in data, and 2) it can help you assess how well students identify the limits of the evidence. Do they recognize that the investigation does not fully answer the Matter Change Question?
- Be sure to collect results from the different groups and compare their measurements. Discuss threats to accuracy of measurement.
- Check to see if students can identify unanswered questions from the investigation.