Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Grade 7 Science: Plants of the Future!!! Name: _____________________ Problem: The year is 2050 and the Earth has gotten a lot hotter in the past 40 years. The majority of the ice caps have melted flooding large areas forcing animals and plants to adapt in order to survive. These organisms have two choices; One: Adapt to the high and dry rocky terrain of the Earth’s mountain ranges, or Two: Adapt to aquatic ecosystems. As amazing science students you have decided to breed a plant that will help by producing food for the human race while surviving in these harsh conditions. Part I: Study an existing design God has blessed the world with many different types of plants and each one has a specific role to play in its ecosystem. Depending on where they grow will determine what they look like, the structure of its roots, stems and leaves and how they get their nutrients and water. First determine which environment you would like to breed your plant for (1) Aquatic or (2) High, dry and rocky mountain areas. Next, use the laptops to research 3 different kinds of plants that you think will survive in the environment that you have chosen. Keep in mind that you are also trying to feed the Earth’s human population with this plant so one plant you research should be able to produce some type of food. Once you have determined your environment and type of food you would like to produce fill in Table 1 with the information that you have research about these three plants. Once you have finished your research on your 3 plants you can start to use artificial selection to select the characteristics that you would like to draw from each plant to create an entire new species!!! Fill in Table 2 with the information for your new species of plant. When you are finished you can find another young scientist in the class to compare plants with. Fill in Table 3 with the information that you have found out about your plant. At this point you can make one change to your plant using the information that you have learned from the other young scientist. TABLE 1 Plant’s Name Where is it found What part of the world What is the environment That it lives in like? (moist, dry, wet etc.) What does it look like? -Leaves -Stem -Roots -Flowers How does it obtain water, nutrients and CO2 Hint: Not all plants use roots to get water and nutrients. How does it reproduce (Asexually, Sexually, Seeds, Runners etc) (3 pts. For filling this in) Plant 1 – Food Producing Plant 2 Plant 3 TABLE 2 My plant’s name is (1): Where it lives (0.5): It is a combination between which plants (1): This combination was chosen because (2): How it obtains water, nutrients and CO2 (1.5): How it reproduces (2): (Asexually or sexually and describe how?) (8 pts. For filling this in) Another interesting fact about my plant is (1): _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Select another student in the class to compare plants with. Fill in the following table with the information that your partner has on their own plant then answer the question below. TABLE 3 Plant’s name is (1): Where it lives (1): It is a combination between which plants (2): This combination was chosen because (2): How it obtains water, nutrients and CO2 (3): How it reproduces (2): (11 pts. For filling this in) What are 2 significant differences that you see, between the plants that you were assigned, and the one that your classmate was assigned? Suggest a reason why each of these differences might exist. (4) _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ After looking at your partners plant creation is there any change that you would make to your plant? Make sure to say WHY you would or would not make a change. (2) _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Part II: You create! An important aspect of Part I was enjoying God’s creativity, by examining some of the unique organisms that He has made. Part II is about using the creativity that he has given each of us. This is your opportunity to use the creativity that He has given you, to create an entirely new plant. You should include a full-colour drawing (this can be computer-generated, if you choose to do it that way); and a oneparagraph description of: 1) 2) 3) 4) 5) 6) Where your plant lives; Which plants it is a combination between; Why the combination was chosen; How it obtains water, nutrients and CO2; How it reproduces; You will also need to include 1 ‘extra’ characteristic that helps your organism to survive, in its aquatic habitat. The following rubric will be used to assess your work: Plants of the Future Rubric 1 2 Student’s diagram is not Student’s diagram is complete complete (missing labels or and labeled; labels include colour) most of the parts of the organism that are discussed in the paragraph. Student’s description does Student includes a description not meet grade-level of his/her organism’s expectations. environment; Student diagram: Where it lives (3 sentences) It is a combination between which plants (2-3 sentences) This combination was chosen because (4 sentences) How it reproduces (3-4 sentences) Extra Characteristic Student includes a description of the combination of plants. Student’s description does not meet grade-level expectations. Student includes a description why they chose the plants they did for their combination. Including one reason for each plant Student includes a description of how his/her organism obtains water, nutrients and CO2. Student includes a description why they chose the plants they did for their combination. Including at least two reasons for each plant. Student includes a detailed description of how his/her organism obtains water, nutrients and CO2. Student’s description does not meet grade-level expectations. Student includes a description of how his/her organism reproduces. Student does not give an extra characteristic. Student lists an extra characteristic. Student includes a detailed and practical description of how his/her organism reproduces. Student lists an extra characteristic and gives a good description of that characteristic. Student’s description does not meet grade-level expectations. (3 sentences) Part I total: Student includes a detailed and practical description of his/her organism’s environment. Student includes a detailed description of the combination of plants. Student’s description does not meet grade-level expectations. (7 sentences) How it obtains water, nutrients and CO2 3 Student’s diagram is complete and labeled; includes all parts of the organism discussed in the paragraph. __________/29 Part II total: __________/21 Overall total: __________/50