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Choosing Planters for the School Cotton Patch
Evaluate school garden planter designs using dry-mass records and evidence that plants get growth materials mainly from air and water.
Grade 5ScienceInteractive · Printable
Aligned to5-LS1-1
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What’s included
- Single worksheet
- Auto-graded online
- 1 NGSS standard
- Printable answer key
- 14 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 5
- Subject
- Science
- Question types
- Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students use soil and plant mass records to argue that growth materials come mainly from air and water.
- Students distinguish material supplied by air and water from energy supplied by light.
- Students judge planter designs using growth evidence, soil limits, and watering needs.
How to use
Read the investigation and graph together. Have students evaluate the designs independently, then defend their recommendations with evidence.
Curriculum
NGSS standard covered
Argue that plants get the materials they need to grow mainly from air and water.
Preview
OwlSheets.com
Choosing Planters for the School Cotton Patch
Judge garden designs using evidence about plant-building materials.
Investigate the Building Materials
Read the garden records. Use the observations to decide where new plant material comes from.
A Cotton Patch with Limits
A school garden club is planning a cotton patch in planting boxes. The boxes will stay in a bright, open part of the garden. Each box may contain at most 1,200 grams of dry soil. A volunteer can visit on Mondays to water by hand or refill a water tank. The club wants a design that helps cotton plants build new roots, stems, and leaves within these limits.
First, the club compares two soil amounts. Each box holds four cotton seedlings of similar starting size. Both receive the same light, normal outdoor air, temperature, and care. A cloth wick carries water from a tank to keep each box's roots moist. Water contains the same small supply of mineral nutrients. After six weeks, an adult harvests, cleans, and dries the plants and soil before weighing them. Drying removes stored water that could hide differences in newly built plant material.
Closely matched extra seedlings provide an estimated starting dry plant mass of 8 grams per box. The heavy-soil box starts with 2,400 grams of dry soil and ends with 2,398 grams. Its final dry plant mass is 44 grams. The light-soil box starts with 1,200 grams of dry soil and ends with 1,198 grams. Its final dry plant mass is 42 grams. Covers prevent soil spills, and the club collects fallen plant parts.
Next, the club tests three watering designs with new, matched groups of four seedlings. Each box starts with 1,200 grams of dry soil and an estimated 8 grams of dry plant mass. Soil type, mineral supply, light, air, temperature, and growing time stay the same. The club changes how water reaches the roots: a tank-fed wick, daily hand watering, or Monday hand watering. The graph shows the dry plant mass gained in six weeks.
The club also reads research notes. Leaves take in carbon dioxide, a gas in air. Researchers have traced material from this gas into new plant parts. They have also traced material from water into new plant parts. Roots take in water and small amounts of mineral nutrients. Light supplies energy for building plant parts; it does not supply building material. These findings help the club interpret its records.
Compare the soil-amount trial. How many more grams of dry plant mass did the heavy-soil box gain than the light-soil box? grams
- A. Its 2-gram soil loss accounts for its 34-gram plant gain.
- B. Its 1,200 grams of starting soil became new plant parts.
- C. Its 34-gram plant gain needs sources beyond the 2-gram soil loss.
- D. Its final 42 grams of plant mass came from stored water.
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