What Factors Affect Seed Germination?
Posted: Tuesday, August 5th, 2014
by Jeff Orlinsky
As you know, California Science Standards are changing and this year is a great time for teachers to examine old lab activities and modify them to the new standards. One of the changes in the standards is a focus on science and engineering practices, as listed below:
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
The transition from our standard laboratory activities to one that incorporates the NGSS practices may seem impossible at first, but it is not. For example, here is one way you can approach the NGSS science practices. A couple of years ago, I wrote a germination lab lesson for this publication. The lab I described was focused on helping students reach a conclusion based on data collected from an experiment. This year, I have revised the same activity to incorporate the NGSS Science Practice: “planning and carrying out investigations.” This activity is designed to reinforce the idea that experiments require planning, and troubleshooting, the major difference between a NGSS lab activity and a non-NGSS lab activity.
What factors affect seed germination?
Students will investigate which type of plant/seed has the fastest germination rate. At the end of the experiment, students will be able to give a reasonable explanation of their results.
Grades: 7th – 12th Grade
Science Practices: Asking questions, planning and carrying out investigations, and constructing explanations.
Duration: 20 min Prep + 1 hour Activity + 1 hour Post
- Zip-loc® bags, paper towels
- Distilled water
- Graduated cylinders, 25 mL
- Seeds (i.e.) radish, lettuce, corn, beans, green peas (may be purchased from a local garden or hardware store)
Introduce the topic of seed germination. Have students read the article or parts of the article Get seeds started inside to kick-start summer veggies.
- Start by introducing the different types of plants and sizes of seeds and let them make observations about the seeds. Have students brainstorm about which type of seeds would germinate the fastest. Write their ideas on the board. Have the students defend their ideas. Typical responses might be: “Large seeds need more water to germinate,” or “ Softer seeds might germinate faster because the seed coat can easily split.” Ask them to rewrite their predictions as questions e.g. “Do larger seeds need more water to germinate than smaller seeds?”
- After the students have brainstormed, have them form into groups and let them choose a question to answer.
- Have them follow the procedures outlined on the Germination Procedure Handout.
- Check the bags daily and after the 4th day, count the number of seeds that have germinated.
- Have each group determine the percent of seeds that have germinated, and collect the data from the class, averaging percentages.
- Have the students graph their data. In most cases, the results may not be very clear. This is where we begin to focus on the NGSS science practices.
- Have each group present their results and data to the class. In their presentations, they are to give possible reasons for their observations.
- As part of the follow up questions: ask the students. “What would you do differently? How would this change affect your results?”
- If time permits have the students repeat this experiment based on their suggestions for improvement.
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…