TEACHER ACTIVITY GUIDE GROWING BEYOND EARTH: CROP SELECTION AND TESTING FOR SPACE MISSIONS HIGH SCHOOL

Transcription

1 TEACHER ACTIVITY GUIDE GROWING BEYOND EARTH: CROP SELECTION AND TESTING FOR SPACE MISSIONS HIGH SCHOOL Objective: To conduct a scientific investigation that will identify plants that can be potential candidates for growth on board the International Space Station (ISS). Description: In this laboratory investigation, students will grow selections of leafy greens, root vegetables, herbs, and other types of plants. Fairchild will provide a selection of seeds to the students, one baseline crop, 3 assigned plants or plant varieties and one student choice. Students will be asked to research the plants or cultivars and conduct a plant phenology study. The control for all schools will be Outredgeous red romaine lettuce. The students will, using the scientific method, which is a major standard in all science classes, design their experiment to investigate which plants would be the best candidates for possible cultivation on the ISS. The experiment will include the use of dependent and independent variables and the use of basic statistics (averages (mean) and standard deviation). In further experiments students will be encouraged to manipulate the experimental variables to see if they can develop better ways of growing the crops. Students will also be encouraged to first grow two groups of crops, identify lessons learned, and then apply those lessons by growing subsequent sets of crops. Students can repeat this process as time allows (always applying lessons learned from the previous crop grow-out to the next set of crop grow-outs) in order to increase the amount of data and information being collected about those plant cultivars. Background Information for Teacher: As humans continue their exciting and on-going quest to explore the reaches of outer space, there is much to be done to ensure that brave space explorers are equipped with all they need in order to survive and successfully complete their missions. Breathable air, water, appropriate shelter, reliable transportation, and food are paramount in terms of needs. Pre-packaged food prepared for astronauts on current missions is specially processed to last for several years. This is done due to the nature of space flight (liquids weigh quite a bit and weight increases the cost of launching a space vehicle), the inability to receive substantial medical care in space should an astronaut come down with food poisoning, and the need to maintain an environment that has low microbe populations. While this type of food keeps astronauts adequately nourished and healthy, the nutrients in them may degrade and dietary variety might be low. Astronauts have also reported that they miss having fresh food. Additionally, as we continue to journey on longer duration, deep space exploration missions, fresh food and the positive psychological effect that the presence of plants have on humans will become a necessity. The opportunity to grow produce that they can pick and eat would not only be welcomed by astronauts but also has significant potential to supplement nutrition over time. It also offers the astronauts a variety in terms of the texture, flavor, color, aroma, and type of foods available to them. For many years, life scientists at NASA s Kennedy Space Center (KSC) have been working on food production for bio-regenerative life support. This type of life support system would be fully self-contained and would be an ecosystem in which people, plants, microbes, and machines support each other indefinitely. This in turn would support space travelers as each element in the ecosystem supports and is supported by each of the other

2 elements. Humans and plants are ideal traveling companions as they are interdependent upon each other for oxygen, carbon dioxide, and nourishment. Plants provide nutrition for humans and human waste and fibrous plant matter can be broken down by microbes in bioreactor tanks to provide nutrients for plant growth. Plants and microbes can also work to purify water. Most recently, plant scientists on the KSC team have created and tested a device, a space garden called Veggie, in which plants have been successfully grown in space. Dr. Gioia Massa, the lead scientist for this project, tested Veggie as a means of providing astronauts and future Mars explorers with fresh plants for food and for the aesthetic ambience plants provide. Veggie is a small plant growth chamber designed to grow fresh vegetables, herbs, and flowers. Veggie has been on the International Space Station (ISS) since 2014 when the first crop of red romaine lettuce, a variety called Outredgeous was grown. In the summer of 2015, a second crop of lettuce was grown on ISS and the astronauts were actually allowed to eat the fresh leaves from this second grow out. For both grow-outs, a control group was grown simultaneously here on Earth. Dr. Massa s team has plans for zinnia flowers and a small Chinese cabbage variety called Tokyo bekana to be grown on the Space Station. Flowers present an interesting challenge in space because they release pollen which can cause allergies in humans. Due to the lack of gravity, pollen granules will float around the station and eventually be inhaled by a human or they will be sucked into the filters on station. Dr. Massa is working on this challenge to find out how flowering plants can be grown without pollen being problematic. Interesting ISS requirements for growing plants The environment within the ISS presents interesting challenges to growing plants that do not have to be considered on Earth. Water s cohesion and surface tension properties cause it to stick to itself and other objects, including roots. Roots need air or the plant will drown so the medium in which they grow must be able to ensure that the roots get both the water and air they need without drowning or drying out. Gasses also form balls in space due to a lack of convective air movement. On Earth these disperse, but in space without air movement, they form a ball. The ISS has forced air movement via fans, especially in the sleeping quarters, in order to keep astronauts from suffocating from balls of carbon dioxide that would otherwise form around their heads due to respiration. The same applies for plants. They give off oxygen through the process of photosynthesis, so Veggie has a fan to circulate the air, otherwise, the plants would suffocate from the oxygen balls that would form around them. Light is another challenge for plants growing on the ISS. The ISS is located 250 miles above the Earth s surface and travels 17,500 miles per hour. The sunrises and sets every 90 minutes for station. Plants have evolved to grow with a much longer length of time between sunrise and sunset so this presents a problem for the plants because they cannot rely on the natural sunlight for their photosynthetic needs. The Veggie unit has red and blue with a sprinkling of green LED lights to provide the plants with the light they need in order to grow. Plants grow best at the red and blue portion (wavelengths) of visible light. The green LEDs are added mostly for the astronauts they prefer to see green plants rather than purple ones, and reflected green light is what makes plants appear green to our eyes. Management: All students will be working simultaneously on this lab investigation and consequently all materials will be shared by classmates. Students will be working in teams of equal numbers where each team will research plants for possible use in the experiment. Each team will be assigned one of the 5 vegetable varieties grown in each trial, and will be responsible for the data collection.

3 Prior to conducting the experiments, divide the students into teams with equal numbers (as much as possible). Depending on the number of students in the classroom, there may be an extra team member or two. Students will start the project by using the control variety (GBE1; Outredgeous red romaine lettuce), 3 seed varieties provided by Fairchild and one additional crop of their choice. (those seeds may also be chosen from seeds available at Fairchild). They will talk with family members, neighbors, experts, use books, and the internet to research information on the Fairchild-assigned cultivars, and on any other cultivars that might be suitable for cultivation on ISS. The purpose of the research is to help them learn more about the characteristics of the plant cultivars that will be grown in the experiment, and to identify plants they believe might grow on the Space Station. Students will complete this information research phase of the project by coming together as a class and choosing the plant cultivar out of all the cultivars that have been researched by the different teams that they feel are ideal candidates for the astronauts to grow on the ISS. As the students do the research prior to the experiment, they should gather information on a number of parameters, including growth habit, nutritional content, and flavor to assist them in identifying plant cultivars that would be ideal to be grown on the ISS. Students should keep in mind that these plants have two purposes. As food the whole plant or a part of them will be eaten without cooking by the astronauts living on the ISS. They will also provide them with an object that provides a bit of color in an otherwise color-sterile white and silver environment. Students should also consider learning about other parameters for each plant during their preliminary research includes lighting, fertilization, pollination, and pruning needs. In choosing the plant candidates, students are encouraged to talk with friends, family, and even local agricultural extension agents or horticulturists in addition to using the internet and books. The University of Florida has extension agents in most Florida counties that would be able to assist and the main website is If students want to include a fruiting crop as their plant of choice (besides the 3 assigned cultivars) in their experimental group consider the time from germination to fruiting. Tomatoes, peppers, and other long duration fruiting crops require a growth period that may exceed the amount of time available for meeting challenge deadlines. To begin their experiment, one baseline crop (GBE1; Outredgeous red romaine lettuce), 3 varieties provided by Fairchild, and one plant of choice, students will start preparing their experiment. Students will only use pot sizes of 4 and will test 5 plants of each of the 5 cultivars. In total, students will test 25 individual plants. The duration of testing for the first two growth periods is 82 days starting Sept. 28 and ending Dec. 18. They should record the lessons learned from both growth cycles and include them in the final data entry and report. All data should be recorded on data sheets and notes should be kept on each plant. The initial planting and harvesting for each growth cycle will be the most time-intensive. Afterwards, plant care will take only 5 minutes. Measurements and photos to record progress can be taken every 7-8 days, however, plants should be checked every day to make sure they have sufficient water. Statistical data such as means and standard deviations will be calculated by the students and they will also create graphs to show their data. The weekly measurements will be entered into a database. Additionally, each group will send at least one weekly student created, scientifically relevant tweet, depending on the length of the experiment. The final products will be a paragraph describing the results of their experiments and the final data sheet. et. Activity modification to address College and Career readiness instructional goals:

4 1) Teachers can modify this activity to introduce students to the scientific and technical jobs at NASA s Kennedy Space Center and other organizations that perform plant science experiments such as this one. A total of 25 plants can be placed in each tray. If there are 24 students in each classroom, the class can be divided into 4 teams of 6 people. If there are more than 24 students, the teacher can have them share a job position with one of the other students. Each team member is assigned a job position and responsibilities during the entire investigation. Each job is just as essential and necessary for the success of this investigation as they are at the Kennedy Space Center. All team members will be responsible for preparing the media, putting the media in the pots, planting the seeds, taking turns in collecting data measurements, making observations, watering the plants, and submitting data to the database. Everyone on a team should submit data to the database at least once. Every member of the team should also observe while the random numbers are being generated so that they are familiar with how to generate the numbers for the second grow out. The job positions are as follows: Project Manager: This person will assume the responsibilities of making sure all the work gets done and writing up the results. You will help your fellow classmates with the preliminary research and lend a helping hand when needed. You will also be responsible for making sure everyone stays on task. You will conduct progress report meetings to insure everyone is working together and solving the problem correctly. You will create a schedule to insure all necessary work is conducted on a timely manner. You will also assist the scientists with the preliminary research. All team members will be responsible for assisting in preparing the media, putting the media in the pots, planting the seeds, taking turns in collecting data measurements, making observations, watering the plants, and submitting data to the database. Plant physiology scientist: This person is a scientist and the subject matter expert on the plants being researched and ultimately used. You are responsible for being knowledgeable about the growth habits, lighting, fertilization, pollination, and pruning needs of the plants that your team is researching and those on which your team is experimenting. You will conduct the preliminary research about which plant varieties would be ideal to grow on the ISS based on their growth habits, lighting, fertilization, pollination, and pruning needs. Remember that there may be many varieties of each type of plant (for example, there are 5-7 different types of lettuce and each type has many hybrids) so you need to be sure you carefully and thoroughly research the different types. All team members will be responsible for assisting in preparing the media, putting the media in the pots, planting the seeds, taking turns in collecting data measurements, making observations, watering the plants, and submitting data to the database. Food Nutrition scientist: This person is a scientist and the subject matter expert on plant nutrition and which plants are considered to be tasty. You are responsible for being knowledgeable about the nutritional value of each plant (which vitamins and minerals that humans need to stay healthy) and which variety may taste the best. You are responsible for researching the literature on the nutritional value and flavor of the various varieties of each plant cultivar you are interested in testing. Remember that there may be many varieties of each type of plant (for example, there are 5-7 different types of lettuce and each type has many hybrids) so you need to be sure you carefully and thoroughly research the different types and their nutritional value and flavor. All team members will be responsible for assisting in preparing the media, putting the media in the pots, planting the seeds, taking turns in collecting data measurements, making observations, watering the plants, and submitting data to the database.

5 Engineer: This person will set up the experiment equipment (the rack, trays, rulers in pots) and will generate the random numbers for the plant positions. This person will also oversee placement of the plant pots in their proper numbered position in the tray. You will also help the scientists with their research. All team members will be responsible for assisting in preparing the media, putting the media in the pots, planting the seeds, taking turns in collecting data measurements, making observations, watering the plants, and submitting data to the database. Public Relations and Outreach specialist: You will be responsible for sharing the progress of the experiment with the rest of the school and other groups. You will be responsible for reporting team activities on Twitter, the school newspaper or television channel, and other social media as required by the Fairchild Challenge rules. This person will also be responsible for assisting in preparing the media, putting the media in the pots, planting the seeds, taking turns in collecting data measurements, making observations, watering the plants, and submitting data to the database. 2) Comparison studies can be conducted for each growth period after the first two grow-outs have been completed. Each tray can hold a total of 25 plants. Students can run concurrent studies in which they change one of the independent variables such as amount of fertilizer used, amount of water, or amount of light and see how this affects plant yield, growth, and productivity. Science Process Skills: Observing Communicating Measuring Researching Analyzing Collecting Data Inferring Investigating Controlling variables Making Graphs Interpreting Data Materials and Tools, provided by Fairchild to simulate conditions in the Veggie system: 4 square pots with watering holes in the bottom Trays to allow bottom watering Potting mix ( Fafard #2 peat/perlite mixed with turface proleague clay at a 50:50 ratio) Fertilizer (NASA uses Nutricote but testing different types of controlled release fertilizer could be a great experimental variable) Felt underlayment to line the trays A balance that reads in grams to weigh plant tissue. A small kitchen scale might work well. Rulers to measure plant height and width (in cm and mm) Markers Thermometers to record room temperature Tape or plant labels (wooden or plastic) Any additional lights Seeds for Outredgeous lettuce and the seeds from the 6 experimental varieties provided by Fairchild (3 experimental varieties per trial x 2 trials). Student handout/record sheet Procedure: Two growth cycles will initially be performed in order to identify which plants would be most suitable to grow on ISS and to be consumed by the astronauts. The placement of the plants in the rack for both tests will be

6 randomized in order to reduce the effect of environmental conditions that cannot be controlled such as ceiling air conditioner vents, overhead classroom lights, and natural sunlight shining through classroom windows. After the first two growth cycles, after winter break, students may then choose to conduct one or more further experiments to see if they can improve yield and enhance growth rate, and change other parameters by varying the lighting and fertilization and investigating the effects on a plant such as lettuce by continually harvesting them. A new selection of seeds may also be provided by Fairchild after winter break. Randomization of plant pot positions In order to randomize the positions of the 25 plant pots in the trays, students will need to use the accompanying position description table and a random number generator on the internet. is a web site that they can use. First, students need to label the racks with the plant position labels (i.e. A1, B6, C3, etc.) so that they match the position description table. Next, they need to assign a number to each pot. For example, the first 5 pots may be the lettuce so those pots will be numbered 1-5. The second group of 5 pots will contain the first of the 4 cultivar the students chose to grow so they will be numbered The third group of 5 pots that will contain the 2 nd cultivar the students chose and will be numbered The fourth group of 5 pots that contain the 3 rd cultivar the students chose will be numbered The fifth group of 5 pots will contain the 4 th cultivar the students chose and will be numbered They will then generate a number from the random number generator. That number will be written into the position description table under the plant position labels. The pot with the number matching the number under the label will be placed in that position on the rack after the seeds have been planted. The Random Number Generator can be set up so that it gives students a list of 25 randomized numbers. At the top of the page, click on numbers, then click sequence generator. It will go to a screen that looks like the screenshot below. Make the largest value 25 and make the number of columns 5. Click Get Sequence and a random order for the plant positions will appear. Pots will be placed in the position to which they are assigned and they will remain in the position for the duration of that particular experiment. The positions will need to be randomized for each experiment that is conducted.

7 Pot preparation: Media preparation: The media in which the plants will be grown will consist of Fafard # 2, (a commercial potting mix containing Canadian Sphagnum Peat Moss, Perlite, Vermiculite, Dolomitic Limestone, and a Wetting Agent), an un-sieved turface (a soil amendment made of baked calcined clay). This will be mixed with Nutricote controlled release fertilizer ( type 180). Students will prepare a total of 13 liters of media with which twenty-four 4 pots will be filled. It is expected that there will be some media remaining after the 25 pots are filled. A total amount of 500 ml of media will be added to each 4 pot. To make the media, add 3.9 L of turf face to 9.1 L of Fafard #2. Then add 7.5 grams/l of Nutricote fertilizer (a total of 97.5 grams for the 13L batch). Mix the three components together thoroughly, and then add tap water and mix with water until damp. Add tap water in small batches and mix until the media will clump together when squeezed in your hand. Put 500 ml of media in each of the 4 pots. DO NOT pack it down. Just tap the bottom of the pot gently on the table to cause the media to settle in a downward direction. Leave about ½ inch of space between the top of the media to the top of the pot. Mark the front of the pot for later measuring procedures. Cover the tray with the Beckett underlayment and place the pots on top.

8 Planting: Plant two seeds of each cultivar in the pots. For example, 2 seeds of Outredgeous lettuce will be planted in each of 5 pots. Once this is complete, students should have planted a total of 10 seeds in 5 separate pots. Repeat this process for each of the 3 experimental vegetable varieties provided by Fairchild, and for the variety chosen by the students. A description of all plants can be found on our web page, Place the felt liners in the watering trays, fuzzy side up. Place the watering tray on the lighted rack. Pour 1 cm of tap water in the tray, and make sure the water level is even across the tray. Adjust the screws on the bottom of the shelf posts to level the rack if necessary. Place the pots in the tray in their pre-determined locations. Within 30 minutes, most of the water should be absorbed by the soil in the pots, but the felt will still be moist. If the surface of the soil still feels dry after 30 minutes, add more water to the tray. Maintenance and Record Keeping: Maintenance Once the seeds have germinated, thin them down by removing the smallest plant. This should be done about 4-7 days after planting if both seeds germinate. If the removed plant pulls out intact, a student or the teacher can plant this seedling in another pot as a plant that someone can take home and grow for themselves. It will not be used in the experiment. The plants will be exposed to light for 12 hours a day. A timer will be used to set the lights on and off sequence. Check the moisture level of the felt every two days, and add water to the tray (not the pots) when necessary. Keep the felt moist, but do not overwater. There should not be standing water visible above the surface of the felt. Plants should be watered on Friday to carry them through the weekend. When water is added to the tray, record the date and the amount of water added. If the leaves start to turn yellow, add ½ gram of the Nutricote fertilizer in the medium around the base of the plant and gently mix it in with the media. Keep track of this and consider using more fertilizer or a different fertilizer in the next growth cycle. All experiments should take place in the classroom rather than a greenhouse. Students should use a science journal for their procedures, data collection and observations. Students should record the measurement in the journal and then transfer it to the online datasheet. The data will go directly into a database to be seen by the scientists and the submitting school. The following data should be collected once a week and collected again 7 to 8 days later: o Cultivar name and its position label information o time of data collection o day of experiment (as days after planting) o the sum of the amount of water in milliliters that has been added to the tray over the past 7-8 days

9 o room temperature The following data should be collected once growth has reached the stage where these plant parts are visible if the plant has them. Depending on the plants chosen by the students, some may not have flowers: o Date of germination for all plants (germination is when the stem first appears as a little bump just coming out of the soil o Day of germination (which day in the growth period did germination occur? Day 4, Day 10, etc.) o Number of seeds in each pot that germinated o Date and Day when first true leaf appears o Date and Day when first bud appears o Date and Day of appearance of the first flower o Date and Day of the first fruit or in the case of radish, root swelling o Date and Day of first ripening (when plants first show evidence of their ripe color, i.e. first appearance of red in tomatoes) The following data should be collected weekly: o Number of leaves o Plant Height from media surface in tenths of a centimeter (e.g cm) o Plant width from left to right in tenths of a centimeter (e.g cm) o Plant width from front to back in tenths of a centimeter (e.g cm) Harvesting: On Day 30, all varieties tested should be ready to be harvested. Data that will be collected are: o Cultivar name o Plant position number o Total fresh mass of edible plant material (edible plant material is the portion of the plant that a person would typically eat, also see the plant list on ) o Total fresh mass of inedible plant material (excluding roots in media which are hard to remove and measure) o Modified harvest index ( edible biomass divided by total edible plus inedible biomass (excluding roots in media)) o Plant height (in cm) o Plant width left to right (in cm) o Plant depth front to back (in cm) o Average plant diameter (left to right width plus front to back depth divided by 2) o Number of nodes (on plants that have a stem. Plants like lettuce don t have nodes.) o Percent germination (how many of the seeds planted germinated) o Volume of space plant occupies (calculated from height, width and depth using the formula for a box) o Grams of total and edible biomass per growing area (m 2 ) and volume (m 3 ) o Grams per area and per volume per day (g/m 2 /day and g/m 3 /day)

10 To measure fresh mass: o Days until germination occurred o Days to maturity o Growth habit (planophile, rosette, erectophile, etc.) o Plant health status For plants that have fruit, record the following when applicable: o Total # of fruit o Total fruit weight (weigh each fruit individually, then total all the weights together, and find the average (mean) and the standard deviation. See below for instructions on finding the standard deviation) o Total # of ripe or edible fruit o Total fresh weight of ripe or edible fruit o total # of unripe or immature fruit o total fresh weight of unripe or immature fruit 1) Pick fruit before taking this measurement 2) Cut plant from pot and roots before weighing plant fresh mass 3) Weigh the total plant leaves and stem in the middle on a scale that shows grams to the tenth place 4) To obtain edible mass weigh the edible portion separately and to obtain inedible mass subtract edible mass from the total mass. To measure growing plant height during the experiment, use a ruler and measure from media surface height to the top node or apex or to the top height of leaves when plant is standing upright. Try not to handle plant. At harvest cut plant and lay plant against a ruler to get harvested height. To measure plant diameter of leafy plants: Facing the marking on the pot towards you: 1) Measure the longest point to the longest point of the true leaves on what would be the x axis of the plant if it were sitting in the middle of a graph (left to right width) 2) Repeat this process on the y axis of the plant (front to back depth) 3) The diameter of the plant can be found by adding the measurements from 1 and 2 and calculating the average from those two numbers. 4) Please see pictures at the end of the protocol for examples. Continual harvesting: For those classes that want to experiment with continual harvesting AFTER the first two grow outs (winter break), students can plant a third set of cultivars that can be continually harvested and vary the independent variables to investigate the changes this causes in plants. For lettuce, the large outer leaves can be harvested

11 and the smaller inner leaves are left to grow further and be harvested at a later date. Students can alter fertilizer and lighting to investigate the differences this creates in the growth of the plant. For flowering plants, students can harvest the fruit and continue to make observations on how harvesting all or a few fruit changes the growth of the plant. Students can also use their experience and lessons learned from the first two grow-outs to identify independent variables of their own that they would like to vary and see how it affects the plants. How to find standard deviation: To find the standard deviation of the fruit weight, subtract the weight of each individual fruit from the mean, square that answer, then add ALL of the squared answers, and then find the mean of those answers. Find the square root of the mean and this will be the standard deviation for the weight of that particular group of fruit. STANDARDS THAT CAN BE ADDRESSED BY THIS ACTIVITY: Sunshine State Science Standards: Nature of Science SC.912.N.1 Standard 1: The Practice of Science A. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B. The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 1) pose questions about the natural world, 2) conduct systematic observations, 3) examine books and other sources of information to see what is already known, 4) review what is known in light of empirical evidence, 5) plan investigations, 6) use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), 7) pose answers, explanations, or descriptions of events, 8) generate explanations that explicate or describe natural phenomena (inferences), 9) use appropriate evidence and reasoning to justify these explanations to others, 10) communicate results of scientific investigations, and 11) evaluate the merits of the explanations produced by others.

12 SC.912.N.1.2) Describe and explain what characterizes science and its methods. SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation. SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations. SC.912.N.2 Standard 2: The Characteristics of Scientific Knowledge A. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B. Scientific knowledge is durable and robust, but open to change. C. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. SC.912.N.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in society. SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability. SC.912.N.2.5 Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of

13 science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations. SC.912.N.3 Standard 3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientific knowledge, for example: "theory," "law," "hypothesis" and "model" have very specific meanings and functions within science. SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. SC.912.N.3.2 Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science. SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships. SC.912.N.3.4 Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science. SC.912.N.4 Standard 4: Science and Society As tomorrow s citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings. SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental. SC.912.L.18.7 Identify the reactants, products, and basic functions of photosynthesis. SC.912.P Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. SC.912.L Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.

14 SC.912.L.17 Interdependence SC.912.E.5.9 Analyze the broad effects of space exploration on the economy and culture of Florida. National Science Standards LS1.C: Organization for Matter and Energy Flow in Organisms PS3.D: Energy in Chemical Processes HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. HS-LS-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [ HS-LS-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis Florida Standards (formerly known as Common Core Standards) Reading Standards for Informational Text Cluster 1: Key Ideas and Details Cluster 3: Integration of Knowledge and Ideas Cluster 4: Range of Reading and Level of Text Complexity Writing Standards Cluster 1: Text types and purposes Cluster 2: Production and Distribution of Writing Cluster 3: Research to build and present knowledge Cluster 4: Range of Writing Speaking and Listening Standards Cluster 1: Comprehension and Collaboration Cluster 2: Presentation of Knowledge and Ideas Optional videos to Enhance Lesson:

15 Veggie video: Reuters animation PLANT POSITION TABLE EXAMPLE SHEET (Numbers in parentheses are examples of where the randomly generated numbers will be placed in the students plant position table.) A1 A2 A3 A4 A5 (randomly generated number is placed here) (23) (9) (13) B1 B2 B3 B4 B5 (4) (20) C1 C2 C3 C4 C5 D1 D2 D3 D4 D5 E1 E2 E3 E4 E5 PLANT POSITION TABLE HANDOUT Instructions: Use the Random Number Generator to find out where each numbered pot will be placed. The first number that you get from the generator will be placed in the box under A1. The next number that you get from the Generator will go in box A2. The next number after that will go in box A3. Continue filling in the rest of the boxes in the same

16 way. If the generator gives you a number that you have already placed in the box, just generate another number until the generator gives you one that you have not yet put into a box. A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 D1 D2 D3 D4 D5 E1 E2 E3 E4 E5

17 PICTORIAL GUIDE FOR PLANT GROWTH MEASUREMENTS Height Small Plant 5.9 cm Ruler flat on soil surface Axis 1 Width 3.6 cm Axis 2 Width 6.6 cm

18 Medium Plant Height 6.0 cm 11.3 cm Axis 2 Width 9.7 cm Axis 1 Width

19 Height Large Plant 12.5 cm 25.7 cm Axis 1 Width Axis 2 Width 26.4 cm