Science Lp 3

7/26/2019 Science Lp 3

1/12

Melissa Callahan

ELD376

Science LP3

Unit Project: Bottle Biomes

Project Description/Rationale:

Currentl in m !el" placement# $e are learnin% a&out lan" an" $ater

interactions' ( $ante" to tailor m lesson to &e similar in nature to $hat $e are

learnin% &ut still &e uni)ue in its o$n $a' *hat &ein% sai" m stu"ents $ill &e

learnin% ho$ to create &ottle &iomes as a +un $a to en%a%e them a&out the

interconnecte"ness o+ e,erthin% in the en,ironment# inclu"in% lan" an" $ater'

Stu"ents alrea" ha,e a %eneral un"erstan"in% a&out some o+ the interactions

&et$een lan" an" $ater# &ut this lesson is "esi%ne" to %et stu"ents to thin- past

just the &asics an" to loo- at it $ith a more in "epth lens' *o start o. the project#

the stu"ents an" ( $ill "o a rea" alou" o+ the &oo-# hat is a Biome0 B Bo&&ie

1alman' (t is important to intro"uce topics inter"isciplinar# there+ore ( $ant to

incorporate literac into this project' *his $a# i+ $e are $ritin% in literac# stu"ents

$ill remem&er this &oo- an" &e more li-el to incorporate more science $hich is a

lar%e aspect in a stu"ent2s e"ucation' Bein% a teacher an" -no$in% that not all

stu"ents learn the same# ( trie" to incorporate "i.erent -in"s o+ learnin%

-inesthetic# ,isual# au"itor# etc'4 into this project' (t is imperati,e that all stu"ents

learn this in+ormation so incorporatin% these "i.erent learnin% stles $ill increase

the li-elihoo" that this in+ormation $ill stic- $ith all stu"ents' Stu"ents $ill &e

assesse" on their ans$ers to the %ui"e" )uestions as $ell as their a&ilit to present

this learne" in+ormation in a !nal project' 5lthou%h the stu"ents recor"e"

in+ormation into their o&ser,ations# it $oul" &e un+air to %ra"e stu"ents as there$ere no %ui"elines as to ho$ the recor"e" in+ormation'

(n the !rst portion o+ the project# stu"ents $ill &e place" into %roups o+ '

Each %roup $ill &e %i,en materials an" a han"out as to ho$ the are suppose" to &e

ma-in% the &asis +or the &iome' *he project $ill &e create" out o+ ol" t$o liter so"a

&ottles' *he $a to ma-e these &ottle &iomes $as ta-en +rom the $e&site Bottle

Biolo%' (t %i,es an in "epth "escription o+ $here an" ho$ to cut the &ottle' 5+ter

stu"ents create the &ottle# ( $ill "irect them to another portion o+ the Bottle Biolo%

$e&site $hich sho$s stu"ents the process that nee"s to &e ta-en to han% these

projects that $ill ma-e +or eas o&ser,ation throu%hout the len%th o+ this project'

5+ter stu"ents ha,e create" their &ottle &iome# the $ill &e %i,en soil# plants# an"$ater' ( $ill let stu"ents -no$ that each %roup recei,e" the same -in" o+ $ater an"

plants' *he main "i.erence in each %roup $ill &e the -in"s o+ soil each %roup %ets'

5+ter stu"ents are %i,en their plants# $ater# an" soil# the $ill &e%in to create their

&iome' Due to each %roup ha,in% a "i.erent ,aria&le in the soil# it elicits thin-in%

an" comparison amon% the other %roups' hen the &iome is !nishe"# it $ill &e

la&ele"# place" on the $in"o$ sill# an" the stu"ents $ill ta-e care+ul notes a&out
http://www.bottlebiology.org/basics/buildingblocks.htmlhttp://www.bottlebiology.org/basics/buildingblocks.htmlhttp://www.bottlebiology.org/investigations/hanging.htmlhttp://www.bottlebiology.org/investigations/hanging.htmlhttp://www.bottlebiology.org/basics/buildingblocks.htmlhttp://www.bottlebiology.org/basics/buildingblocks.html


2/12

$hat the ha,e o&ser,e"' E,er "a# stu"ents $ill o&ser,e their &iomes an" $rite

a&out the care+ul o&ser,ations the are ma-in%'

5+ter the &iomes are !nishe" an" place" on the $in"o$ sill# stu"ents $ill

ma-e a hpothesis as to $hat the &elie,e the $ill see# $hat chan%es the &elie,e

$ill happen' *he $ill recor" this on the &e%innin% o+ their pac-et an" $ill recor"

their o&ser,ations to test their hpothesis' 5t the en" o+ t$o $ee-s $hen thestu"ents ha,e !nishe" their o&ser,ations# the $ill ans$er the %ui"in% )uestions

&ase" on Bloom2s *aonom4 %i,en to them to elicit their thin-in% as to $h $e

ma ha,e "one this project as $ell as $hat implications this coul" %i,e meanin% to

aroun" us'

*hrou%hout the project# stu"ents $ill &e "ra$in% pictures o+ the chan%es that

the see occurrin% in their pac-ets' e $ill ha,e a class "iscussion a&out the

importance o+ the "i.erent aspects o+ the en,ironment an" ho$ each part o+ it is

crucial +or the proper +unctionin% o+ each ecosstem' B the en" o+ this# stu"ents

$ill &e a&le to un"erstan" that there is an interconnecte"ness amon% lan" an"

$ater in the en,ironment that is critical' B the en" o+ the project# stu"ents $ill

ha,e enou%h in+ormation to present to the class' *his shoul" "ra$ conclusions +rom

not just the stu"ents2 %roup &iomes# &ut +rom the other &iomes in the classroom'

*he $ill create a ,i"eo or Po$erPoint presentation connectin% e,erthin% to%ether'

e $ill ha,e a %roup "iscussion at the en" to soli"i+ e,erthin% $e ha,e learne"'

Student Objectives

1. Students will create an accurate representation of a bottle biome.2. Students will observe and record the changes that are occurring

daily in their biomes into their work packet.

3. Students will correctly answer guided questions that elicit higher

order thinking.. Students in the group will create a !ower!oint or video e"plaining

the overall changes they e"perienced and what in turn that teaches

them about an ecosystem.


3/12

Unit Project: Bottle Biomes

8roup 9um&er:

9ame:

Class:


4/12

#ello my Scientists$

%e have been learning a great deal about the interactions

between land and water and the impact that this has on an

environment. &verything in the environment 'plants$ animals$

water$ soil$ etc.( has a distinct job and without just one of

these important aspects$ we would have severe changes in the

way our environment operates. )t is our job as scientists to

test the limits and see just what changes we can make while

still making sure that our ecosystem is thriving.

*y hope for all of you is that you will gain a better

understanding as to why each of these little aspects make

such a +), di-erence +y the end of this unit$ you will be

e"perts on this topic and will showcase that by putting

together a presentation or video to e"plain what has been

observed throughout the project. ) can/t wait to see what

these ne"t couple weeks have in store for us.

Sincerely$

*iss 0allahan


5/12

!art 1

CRE5*(98 ;UR B(;MES:

Directions a"apte" +rom http://$$$'&ottle&iolo%'or%/in,esti%ations/terra)ua&uil"


6/12

Step 7: hen complete" ou can $al- up to the &ro$n &a% in the +ront o+ the room# in the

&a% ou $ill !n" see"s an" soil in a plastic &a%' Pic- one &a% out o+ the &ro$n &a% an" come

&ac- to our seats'

Step : *he &a%s $ith the -in" o+ soil an" see"s are la&ele"' Be sure to $rite "o$n $hat -in"

o+ soil an" $hat -in" o+ see"s ou ha,e in our $or-sheet +ollo$in% this pa%e' Usin% a

sharpie# $rite our %roup num&er on the &ottom portion o+ the so"a &ottle'

Step F: al- o,er to the sin- an" !ll up the &ottom o+ the so"a &ottle G o+ the $a' 5+e

careful when walking back to your seat that you do not spill water5

Step


7/12

7ay 1

7ay 2

7ay 3

7ay

7ay 8

7ay 9

7ay :


8/12

7ay ;

7ay uestions

%#4? %#4? %#4?

Usin% the +ollo$in% resources# ans$er the +ollo$in% )uestions to the &est o+ our

-no$le"%e' *his $or-sheet $ill &e collecte" an" loo-e" o,er as it $ill &e the &asis

+or our !nal project'


10/12

4 Descri&e $h ou &elie,e these "i.erences occurre"0

64 al- aroun" to the "i.erent &iomes an" "eci"e $hich &iome $or-e" &est' rite

"o$n the %roup num&er on the &ottle an" as- a +rien" in that %roup $hat -in" o+

soil the ha,e' 5+ter ou ha,e our ans$er# %i,e a "escription $h ou thin- this

&iome thri,e" the most'

74 hat "as "i" ou see the most chan%es in our &iome0 hat $ere the0

4 h "o ou thin- it is important that $e stu" the "i.erent &iomes an" ho$ it

a.ects the en,ironment0

F4 hat -in" o+ soil# $ater# an" plant $oul" ou use "i.erentl i+ ou ha" the option0


11/12

Part 3: Creating a Visual Representation

WRAPPING IT UP

It has been said that 8! o" #hat people learn is $isual% &Allen 'lein() We learned that

s*ientists ha$e learned +ost o" the in"or+ation the, -no# be*ause o" obser$ations

the, ha$e re*orded% .ou and ,our group ha$e been obser$ing ,our bottle bio+e "or

t#o #ee-s and as s*ientists I -no# that ,ou ha$e re*orded a ton o" in"or+ation/0*ientists ha$e to publish #hat the, ha$e learned so it *an be obser$ed b, other

s*ientists e$er,#here% We #ill be publishing our o#n resear*h in the "or+ o" a $ideo or

Po#erPoint% &I" ,ou #ant to use so+ething else1 "eel "ree to run the idea b, +e(% Usingthe in"or+ation ,ou ha$e obtained "ro+ ,our bottle bio+e as #ell as ,our obser$ations

o" the other bio+es1 ,ou +ust *reate a $isual pro2e*t that #ill help to eplain ,our

results to the *lass% .ou +ust in*lude: pi*tures1 diagra+s1 and results% Use the #ebsites

belo# as a guide to help ,ou eplain ,our results% These websites are only a start, you

should be finding more websites, articles, books, etc. Dont forget your citations page!!

4 http:55###%eho#%*o+5ho#679;


12/12

WEB RESOURCES:

www.bottlebiology.org

Bottle Biology is a website that teaches you how to create a bottle biome. It is veryinsightul in that it teaches you all as!ects o bottle biology. "his can be very useul in a

classroom setting because stu#ents nee# to be $inesthetic i we want them actively engage# in

a lesson. Bottle biology shows you how to create them an# you can igure out a way to

incor!orate them into your lesson. "he #ierent tabs ta$e you to #ierent im!ortant

inormational as!ects o the website.

htt!:%%www.ehow.com%how&'()*(+,&write-results-science-air-!roect.html htt!s:%%view.oicea!!s.live.com%o!%view.as!/0src1htt!234256256con#or.#e!aul.e#u

256#allbrit256e/tra256!sy5,52565,5-!roect5#-!ower!oint-tem!late.!!t htt!s:%%animoto.com%create

htt!:%%www.library.illinois.e#u%ugl%how#oi%selectingsources.html htt!:%%enviroliteracy.org%ecosystems% htt!s:%%e/tension.umaine.e#u%gar#ening%master-gar#eners%manual%soils%soil-an#-!lant-nutrition% htt!:%%www.$i#sgar#ening.org%no#e%'+7,' What is a Biome0 By Bobbie 8alman htt!:%%www.bottlebiology.org%investigations%terra9ua&buil#&+.html
http://www.bottlebiology.org/http://www.bottlebiology.org/http://www.bottlebiology.org/http://www.ehow.com/how_6579514_write-results-science-fair-project.htmlhttps://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fcondor.depaul.edu%2Fdallbrit%2Fextra%2Fpsy242%2F242-project2d-powerpoint-template.ppthttps://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fcondor.depaul.edu%2Fdallbrit%2Fextra%2Fpsy242%2F242-project2d-powerpoint-template.ppthttps://animoto.com/createhttp://www.library.illinois.edu/ugl/howdoi/selectingsources.htmlhttp://enviroliteracy.org/ecosystems/https://extension.umaine.edu/gardening/master-gardeners/manual/soils/soil-and-plant-nutrition/http://www.kidsgardening.org/node/61046http://www.bottlebiology.org/investigations/terraqua_build_1.htmlhttp://www.bottlebiology.org/http://www.bottlebiology.org/http://www.ehow.com/how_6579514_write-results-science-fair-project.htmlhttps://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fcondor.depaul.edu%2Fdallbrit%2Fextra%2Fpsy242%2F242-project2d-powerpoint-template.ppthttps://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fcondor.depaul.edu%2Fdallbrit%2Fextra%2Fpsy242%2F242-project2d-powerpoint-template.ppthttps://animoto.com/createhttp://www.library.illinois.edu/ugl/howdoi/selectingsources.htmlhttp://enviroliteracy.org/ecosystems/https://extension.umaine.edu/gardening/master-gardeners/manual/soils/soil-and-plant-nutrition/http://www.kidsgardening.org/node/61046http://www.bottlebiology.org/investigations/terraqua_build_1.html

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