Download What we did What we know How we know it Grew Fast Plants from

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 What we did
Grew Fast Plants from
seed and recorded
observations to
determine how “fast”
they are.
Analyzed our
observations and
measurements from
growing Fast Plants.
We used Paul’s data
and our own
observations to try to
figure out why the
Teacher’s and
students’ plants are so
different.
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We described
individual plants and
populations of plants
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Looked really closely
at Fast Plant Flowers
Pollinated our Fast
Plants
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We did a simulation
about disease resistant
How we know it
What we know
 • We have data from the class
 Fast plants emerge from
experiment.
their seeds and grow more
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We calculated the mean for the
quickly than most plants.
number of days to emergence in
our class.
 We read in the article how many
days to emergence Paul reports
that Fast Plants take.
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We know that plants like
those in Paul’s
experiment that don’t
receive any fertilizer look
similar to the teacher’s
plants.
 The teacher might have
forgotten to add fertilizer.
 All individual plants are
different, and populations
of plants have traits that
can be measured and
observed.
 Scientists use different
kinds of descriptions for
individuals than they use
for populations.
 Individuals can be
described by specifics
about their traits.
 Populations are best
described by the means
for their traits.
 Fast Plants produce seeds
that grow into the next
generation of plants.
 Flowers that are
pollinated develop into
seedpods that contain
seeds.
 Reproductive success in
Fast Plants means that a
plant produced flowers
that produced seeds and
grew into offspring.
 Traits are passed from
parent to offspring.
 We compared all of Paul’s
experimental observations and
graphs to our class’s observations,
and our evidence aligns.
 The teacher said that because we
didn’t keep a science notebook on
the first day, there is no record
that fertilizer was added for sure.
 We have observations for both
individual plants and a population
of plants that are in the same quad
or on the same water reservoir.
 We can calculate the mean for
how many plants in our class have
a particular trait.
 Paul’s data that we looked at
earlier described both individual
plants and populations.
 We see our Fast Plants are
flowering, and their flowers
contain pollen.
 We dissected flowers and
compared the structures we saw to
pictures that named them, and we
talked about how flowers develop
into seeds.
 Our Fast Plants grew from seeds.
 Plants with disease resistance had
offspring with disease resistance.
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and susceptible plants. 
We created
histograms.
We read about Lumper
potatoes.
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Individuals with certain
traits are more likely to
survive and have
offspring and pass on that
trait.
Variation in a population
increases the chances of
the population surviving.
Clipped leaves from
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two Fast Plants that we
grew from seed and
recorded observations
to determine if they
would pass that trait to
their offspring.
Analyzed our
observations and
measurements from
the leafless
investigation.
Leaflessness is an
acquired trait, and
acquired physical traits
cannot be passed to the
next generation.
 Plants with disease resistance
were more likely to survive and
reproduce when the disease vector
was introduced into the
environment.
 Farmers grew the same potato
variety. All these potatoes were
susceptible to fungus and disease
nearly led to extinction of this
type of potato.
 We have data from the class
experiment.
 We learned from a discussion our
teacher led about adaptations.