Investigation Growing Producers 4/12/2016

Bell Work 32 April 12, 2016 * You will need your composition books today.* Take out a sheet of paper, put your name and class period in the top right hand corner, put Bell Work 32 in the top margin, skip a line, write Tuesday, and answer the following questions: (Use your composition books and the textbooks). 1.What is the definition of a predator? What is the definition of prey? 2.What do elodea and alfalfa have in common?. 3.What does the aquatic snail use for shelter? Remember to write complete sentences when doing your bell work.

Disciplinary Core Ideas (standards) LS1 How do organisms live, grow, respond to their environment, and reproduce? LS1.C: Organization for matter and energy flow in organisms LS2 How and why do organisms interact with their environment and what are the effects of those interactions? LS2.B: Cycles of matter and energy transfer in ecosystems PS3 How is energy transferred and conserved? PS3.D Energy in chemical processes and everyday life

Focus question and practices 5.1 FQ 5.1 What is the effect of light on producers? Practices: Planning and carrying out investigations Analyzing and interpreting data Constructing explanations.

Why do I have to learn this? Energy is central to every field of science, and as you progress through your middle-school science careers, you will repeatedly encounter the concept. Energy is used by living organisms for the essential cellular functions to support life. Energy in food is measured in calories. Calories are a property of food, not an ingredient. Only producers can produce their own food. Organisms that cannot capture their own energy directly from the Sun eat other organisms to obtain energy. All animals need to feed.

5.1 Growing Producers What are these? Are they living organisms? What is an organism? What could we do to see if they are living? What ecological role do these seeds play in an ecosystem? How do these seeds play the role as a producer? What will they need to grow?

5.1 Growing Producers What are these? Seeds Are they living organisms? Yes What is an organism? Any living thing What could we do to see if they are living? Plant them What ecological role do these seeds play in an ecosystem? Producers; food for animals like birds and squirrels. How do these seeds play the role as a producer? They have the potential to grow into plants. What will they need to grow? Soil, water, and light

2. Focus Question 5.1 What is the effect of light on producers?

3. Planting materials You will plant the wheat seeds to investigate the focus question. You will have: planting cups, potting soil, 5 mL spoons, cups for extra soil and water, syringes, seeds, and clear plastic bags. You will plant the seeds in the cups, water them, and then cover the cups with the plastic bags. Plastic bags will reduce evaporation, similar to a terrarium.

4. Design What do you think might happen if some of the seeds are planted and placed in the dark?

5. Master N, Growing Wheat, Task 1: Two students a.Fill two plastic cups (planters) almost full with soil. b.Fill a third cup about 1/4 full of soil. c.Return to your table with the three soil cups. d.Write the date, group numbers, and period on four self-stick notes. Do nothing with them yet. Task 2: two students a.Put a 5 mL scoop of seeds into a cup. b.Measure 100 mL of water into another cup. From the bottle c.Return to your table with the seed and water cups. d.Count out 50 seeds for each planter onto the plate. e.Sprinkle 50 wheat seeds over the surface of the soil in each of the almost full planter cups (2). f.Sprinkle a small amount of soil from the third soil cup over the seeds—just enough to cover the seeds.

5. Master N, Growing Wheat, Task 3: Whole group NOT USING SINK WATER a.Slowly and carefully pour half the water (50 mL) into each cup of planted seeds. Label each of the cups with a self-stick note. One label on the inside, one on the outside of each bag b.Put one of the planters in a clear plastic bag. Use a small binder clip to close the top. Attach to the bag one of the self-stick notes with the date, group number, and period. c.Put the other planter in a black plastic bag. Use a small binder clip to close the top. Attach to the bag the last self-stick note with the date, group number, and period. d.Place the bagged planters in a warm location as instructed by your teacher. e.Return the empty soil, seed, and water cups to the materials station.

9. First observation Notebook sheet 12, Wheat Observations, record data and make drawings Fill in the data, draw the planter cup for Day 0 Put your planter away and clean up and return extra materials and equipment to the materials stations.

8. Record observations Anticipate the observations you should make and the other information you should include with your observations. Should include: Number of seeds sprouted, Height of sprouted wheat, Drawings of the sprouts Date of observation, number of days since planting, and growing condition for each planter.