Worksheet

Brittlebush Growth at the Desert Survey Wagon

Use a desert class investigation, a growth graph, and follow-up observations to explain how water can affect plant height.

Grade 3ScienceInteractive · Printable

Aligned to3-LS3-2

Play online Play as a game

PrintLetter-size worksheet Answer keyPrintable answers

Assign to classAssign to your classes, or get a join code

What’s included

Single worksheet
Auto-graded online
1 NGSS standard
Printable answer key
13 questions
Classroom-ready

Details

Format: Interactive · Printable
Grade: Grade 3
Subject: Science
Question types: Fill in the blank, Multiple choice, Circle the answer, Short answer

About this worksheet

What students practice

Students compare plant-height evidence from groups given different amounts of water.
Students use investigation results to explain that environmental conditions can affect traits.
Students distinguish supported claims from claims that need more evidence.

How to use

Read the investigation together and locate both groups on the graph. Have students work independently, then discuss how the follow-up strengthens the evidence.

Curriculum

NGSS standard covered

3-LS3-2

Use evidence to explain that the environment can affect traits, such as a plant that gets too little water.

Preview

OwlSheets.com

Name Date

Brittlebush Growth at the Desert Survey Wagon

Use plant records to investigate how water can affect a trait.

Study the Investigation

Read the investigation. Use the records and graph to answer the questions.

Six Plants Beside the Survey Wagon

A class visited a survey wagon where workers make maps of the desert. Beside the wagon, Imani helped investigate young brittlebush plants. Brittlebush is a desert shrub. The class wanted to find out whether different amounts of water could affect plant height, a measurable trait.

First, the class chose six healthy plants of the same kind and age. Each plant was 8 centimeters tall. They used matching pots with equal amounts of the same soil. They placed the pots together under a bright shade canopy, where the plants received similar light and warmth.

Next, students labeled three plants L1, L2, and L3. Each received 15 milliliters of water daily. Plants W1, W2, and W3 each received 60 milliliters daily. A milliliter is a unit for measuring liquid. Rain did not reach the pots. Students kept the watering plans for 14 days. They measured each plant from the soil surface to its highest growing tip. The graph shows their final measurements.

Then the class tried a follow-up for seven more days. L1 received 60 milliliters daily instead of 15. L2 and L3 continued receiving 15 milliliters daily. The class kept their pots, soil, and location the same. L1 grew from 10 to 12 centimeters. L2 stayed 11 centimeters tall, and L3 stayed 10 centimeters tall.

Which part of the plants' environment did the class change in the first test?

A. The amount of soil in each pot
B. The amount of water given daily
C. The amount of light reaching the pots
D. The amount of warmth around the pots

Which plant trait did the class measure?

A. Flower color
B. Leaf width
C. Root length
D. Plant height

How many centimeters did L2 grow during the first 14 days? centimeters

Which conclusion about the first 14 days is best supported by the whole graph?

A. The two water groups gained similar amounts of height.
B. The plants given less water gained more height.
C. The plants given more water gained more height.
D. The two water groups became shorter during the test.

Check the Evidence

Use the first 14 days of results. Think about what the measurements support and how the test was done.

A student says, "W2 grew 15 centimeters during the test." Which correction is right?

A. W2 ended at 15 centimeters but grew 7 centimeters.
B. W2 ended at 15 centimeters but grew 8 centimeters.
C. W2 ended at 8 centimeters but grew 15 centimeters.
D. W2 ended at 23 centimeters but grew 15 centimeters.

Select the two statements supported by comparing the starting heights with the graph.

The plants receiving less water still grew taller.L2 gained more height than W2 during the test.W1 and W3 finished shorter than they started.W1 gained more height than L1 during the test.

Another class wants to repeat the water test. Which plan would make the comparison fairest?

A. Use different water amounts and different kinds of soil.
B. Use different water amounts and plants of different ages.
C. Use different water amounts and different pot sizes.
D. Use different water amounts and matching growing conditions.

Suppose a class gives one group more water AND brighter light. That group grows taller. Why is it harder to explain the result?

A. Matching starting heights would explain the extra growth.
B. Both water and light could help explain the extra growth.
C. Using matching pots would explain the extra growth.
D. Measuring final height would explain the extra growth.

Which claim goes beyond the evidence collected in this investigation?

A. Less water caused these plants to produce paler flowers.
B. Plants given 60 milliliters ended taller than the other group.
C. W2 gained more height during the first test than L2.
D. Plants given 15 milliliters gained less height than the other group.

Predict and Explain

Use the graph and the seven-day follow-up records to make predictions and explain a claim.

10.

A new class tests similar brittlebush plants for 14 days under matching conditions. One group gets 15 milliliters daily; the other gets 60. Which prediction best fits the first test?

A. The 15-milliliter group is likely to gain more height.
B. The two groups are likely to gain similar amounts of height.
C. The 60-milliliter group is likely to gain more height.
D. The two groups are likely to stop growing taller.

11.

During the seven-day follow-up, how many more centimeters did L1 grow than L2? centimeters

12.

Why was it helpful to keep L2 and L3 on their old watering plan during the follow-up?

A. To compare plants that were different ages during the follow-up.
B. To compare their growth with growth after a water change.
C. To compare how different pot sizes affected growth during the follow-up.
D. To compare how different soils affected growth during the follow-up.

13.

Does the investigation support the claim that the environment can affect plant height? Explain using a comparison from the first test and evidence from the follow-up.