OwlSheets
Matter in Two Rooftop Growing Bays worksheet preview

WorksheetPremium

Matter in Two Rooftop Growing Bays

Compare two rooftop growing bays and use mass records, controls, and tracing evidence to explain where plant growth materials come from.

Grade 5ScienceInteractive · Printable

Aligned to5-LS1-1

Buy this worksheet: $1.50

Or unlock every Premium worksheet with Premium

PrintUnlock to print
Answer keyUnlock to see answers
Assign to classUnlock to assign with a class code

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, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students use plant-growth data to argue that most new plant material comes from air and water.
  • Students evaluate comparisons and evidence about soil, air, and water in plant growth.
  • Students explain why fair tests and dry-mass measurements strengthen a scientific argument.

How to use

Read the rooftop investigation together, then have students use the data and evidence notes to build an evidence-based argument.

Curriculum

NGSS standard covered

5-LS1-1

Argue that plants get the materials they need to grow mainly from air and water.

Preview

OwlSheets.com

Name Date

Matter in Two Rooftop Growing Bays

Use plant-growth evidence to argue where plants get materials for growth.

Read the rooftop investigation

Read the report and study the graph. Use the observations to answer the questions.

Two Growing Bays Above the Library

A city library has a rooftop garden with two covered growing bays. A science club planted matching bean seedlings in each bay. The seedlings began with an estimated dry plant mass of 12 grams per bay. Both bays had the same kind and number of plants, the same light, temperature, soil, mineral solution, and amount of water. The club measured dry plant mass after eight weeks. Drying the plants removed water before weighing them, so the weights could be compared more fairly.

The air in Bay N came from the usual outdoor air. Bay L received air with much less carbon dioxide. The club kept the roots moist in both bays and changed no other planned condition. The club measured the dry mass of the plants and the dry mass of the soil at the beginning and end. These were the records: Bay N had usual outdoor air, a starting dry plant mass of 12 g, an ending dry plant mass of 70 g, a dry soil mass change of -3 g, and 18 L of water. Bay L had much less carbon dioxide, a starting dry plant mass of 12 g, an ending dry plant mass of 30 g, a dry soil mass change of -2 g, and 18 L of water.

The club also read a research note. Scientists can trace atoms in carbon dioxide from air and atoms in water after plants take them in. The traced atoms can later be found in newly made plant tissues. Mineral nutrients from soil or a solution are important for healthy plant growth, but plants use them in much smaller amounts than the large amounts of carbon dioxide and water involved in building plant material. The club used this note with its own records rather than treating one measurement as the whole explanation.

Ending Dry Plant Mass010203040506070Bay NBay LGrowing bayDry plant mass (g)
1.
Why was the comparison between Bay N and Bay L useful for studying the role of air?
  • A. The bays used different plant kinds and different amounts of water.
  • B. The bays differed in carbon dioxide while other conditions stayed the same.
  • C. Bay L received more light, so its plants had less dry mass.
  • D. The club measured fresh plants before watering each bay.

The preview shows the first questions. Unlock the worksheet to see all of it.

Related worksheets