Plant Growth & Development
Lesson 15
Interpreting Graphs
Students apply their knowledge of interpreting graphs by using math and reading skills on two different graphs.
Objectives: Students interpret information on two different graphs. Students apply math skills to reading graphs.
4. Lesson set up and Management
GLE 2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.
(Lessons 1-16)
*Ask questions about objects, organisms, and events based on observations of the natural world.
GLE 2.1.2 Understand how to plan and conduct simple investigations following all safety rules.
(Lessons 1-16)
*Make predictions of the results of an investigation (e.g., growth rate of the Wisconsin Fast Plant during the growth spurt).
* Generate a logical plan for, and conduct, a simple controlled investigation with the following attributes: 1) appropriate materials, tools, and available computer technology, 2) gather, record, and organize data using appropriate units, charts, and/or graphs
*Identify and use simple equipment and tools (such as magnifiers, rulers) to gather data and extend the senses.
*Follow all safety rules during investigations.
GLE 2.1.3 Understand how to construct a reasonable explanation using evidence.
(Lessons 7, 15)
*Generate a scientific explanation of an observed phenomena using given data.
*Predict what logically might occur if an investigation lasted longer or was changed.
GLE 2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.
(Lessons 1-16)
*Report observations or data of simple investigations without making inferences.
*Summarize an investigation by describing: -materials used in the investigation, -observations, data, results, -explanations and conclusions in written, mathematical, oral, and information technology presentation formats, -safety procedures used
GLE 2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.
(Lessons 1-12, 15, 16)
*Explain why scientific observations are recorded accurately and honestly.
*Explain why scientific records of observations are not changed even when the records do not match initial expectations.
*Explain why honest acknowledgement of the contributions of others and information sources are necessary.
GLE 2.2.3 Understand why similar investigations may not produce similar results.
(Lessons 3-12, 15, 16)
*Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error, different rates of plant growth).
GLE 2.2.4 Understand how to make the results of scientific investigations reliable.
(Lessons 3-12, 15, 16)
*Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
GLE 2.2.5 Understand that scientific comprehension of systems increases through inquiry.
(Lessons 3-12, 15, 16)
*Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
GLE 3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.
(Lessons 1-12, 15, 16)
*Describe tools (technology) invented to advance scientific investigations (e.g., rulers, plant lights, automatic watering system, magnification devices, the development of Wisconsin Fast Plants by Dr. Paul Williams for classroom investigations.
This lesson provides you with a good opportunity to see how well students can read graphs.
4. Lesson set up and Management
MATERIALS
1 student notebook
FINAL ACTIVITIES
Depending on the time of year when this unit is taught, the expectations you have for writing will need to be taken into account.
Show student work from your classroom if available.
EXTENSIONS
You may choose to continue extensions mentioned in earlier lessons in addition to the graphing extensions suggested.
Reading Support: Students use non-fiction reading skills.
- ScienceSaurus (use as a resource)
- How A Plant Grows
Have students partner-read and write interesting facts and questions they may have on sticky notes. Students leave their sticky notes on the pages of the book until they are ready to transfer their sticky notes into their student notebooks. Students will read this book cover to cover over the course of this science unit.