Investigation 5: Brine Shrimp Hatching

Transcription

1 5 th Science Notebook Environments Investigations 5 & 6 Investigation 5: Brine Shrimp Hatching Name: Big Question: What is the optimum environment for hatching brine shrimp eggs? 1

2 Table of Contents Investigation 5: Brine Shrimp Hatching Part Title 1 Setting Up the Experiment Page 4 2 Determining Range of Tolerance 4 3 Determining Viability 15 Investigation 6: Salt of the Earth 1 Setting Up the Experiment 25 2 Observing Plants 25 3 Choosing Your Own Investigation 37 2

3 Alignment with New York State Science Standards & Performance Indicators Standard 1: Mathematical Analysis M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing patterns can assist in explaining and extending math phenomena M3.1 Apply math knowledge to solve real-world problems Standard 1: Scientific Inquiry S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of observations S1.2 Construct explanations independently for natural phenomena S1.3 Represent, present, and defend proposed explanations S2.1 Use conventional techniques and those of their own design to make further observations and refine explanations S2.2 Develop, present, and defend formal research proposals S2.3 Carry out research proposals, recording observations and measurements S3.1 Design charts, tables, graphs and other visual representations of observations in conventional and creative ways S3.2 Interpret organized data to answer the research question and to gain insight into the problem S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis Standard 1: Engineering Design T1.2 Locate and utilize a range of printed, electronic, and human information sources to obtain ideas T1.3 Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques, defer judgment, evaluate ideas, explain optimal choice T1.4 Develop plans and construct a model of the solution T1.5 In a group setting, test their solution against design specs, present and evaluate results, describe how solution might be modified, and discuss tradeoffs 3

4 Alignment with New York State Science Standards & Performance Indicators Standard 2: Information Systems 3: Information technology can have a positive and negative impact on society, depending on its use Standard 4 Physical Environment 2.2j Climate is the characteristic weather that prevails from season to season and year to year. 2.2r Substances enter the atmosphere naturally and from human activity. 3.1a Substances have characteristic properties. 4.1a The Sun is a major source of energy for Earth. 4.1b Fossil fuels contain stored solar energy and are considered nonrenewable resources. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources. 4.1c Most activities in everyday life involve one form of energy being transformed into another Standard 4: Living Environment 1.1 Compare and contrast the parts of plants, animals, and one-celled organisms 2.1 Describe sexual and asexual mechanisms for passing genetic materials from generation to generation 2.2 Describe simple mechanisms related to the inheritance of some physical traits to offspring 3.1 Describe sources of variation in organisms and their structures and relate the variations to survival 3.2 Describe factors responsible for competition within species and the significance of that competition 4.1 Observe and describe the variations in reproductive patterns of organisms, including asexual and sexual reproduction 4.3 Observe and describe developmental patterns in selected plants and animals 4

5 Alignment with New York State Science Standards & Performance Indicators 5.1 Compare the way a variety of living specimens carry out basic life functions and maintain a dynamic equilibrium 6.1 Describe the flow of energy and matter through food chains and food webs 6.2 Provide evidence that green plants make food and explain the significance of this process to other organisms 7.1 Describe how living things, including humans, depend upon the living and nonliving environment for survival 7.2 Describe the effects of environmental changes on humans and other populations Standard 6: Interconnectedness 1: Through systems thinking, they recognize commonalities that exist and how parts of a system interrelate and combine to perform special functions 2: Models are simplified representations 5: Identifying patterns for change is necessary for making predictions about future behavior and conditions 6: In order to arrive at the best solution to meet criteria and constraints, trade-offs are often necessary Standard 7: Interdisciplinary Problem Solving 1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems 2: Solving interdisciplinary problems involves a variety of skills and strategies such as effective work habits, gathering information, generating ideas, making connections, and presenting ideas 5

6 What do you know about a salt lake or pond and its environment? I Think Now I Know 6

7 Parts 1 and 2: Brine Shrimp Hatching FOCUS QUESTION Does salinity have an effect on brine shrimp hatching? 7

8 Mono Lake Case Study Background Information There is a lake in northern California called Mono Lake. Long ago it was quite large, but for thousands of years it has been drying up and getting smaller. As a result, Mono Lake is a salt lake today. As the level of the lake fills, the concentration of the salt, or salinity, increases. Dr. Salina Bryan is a scientist who has been interested in the Mono Lake environment for a long time. She studies the organisms that live in and around the lake. Dr. Bryan has found that thousands of migrating birds depend on a small aquatic animal called brine shrimp for food. But she is concerned. If the lake continues to get saltier, either because the lake is drying up or the fresh water flowing into the lake is reduced, the salty environment may have an effect on the population of brine shrimp. 8

9 Mono Lake Case Study Dr. Bryan needs your help! Dr. Bryan needs to find out if the salinity is an environmental factor that affects the hatching of Mono Lake s brine shrimp eggs. She needs to design an experiment to find an answer to her question. In order to help Dr. Bryan answer her question, how would you set up an experiment to find out the range of tolerance brine shrimp eggs have for salt? How can you find out the best salinity for hatching brine shrimp eggs? You will use your findings to write Dr. Bryan a report. 9

10 Mono Lake Case Study Controlled Experimental Procedure Materials: Controlled Variables: Manipulated Variable: Procedure: 10

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12 Report to Dr. Bryan Answer the following questions to help you formulate your report to Dr. Bryan: Do brine shrimp eggs need salt? Which cups had conditions favorable for brine shrimp hatching? Which cups had conditions unfavorable for brine shrimp hatching? Can you give brine shrimp eggs too much salt? What is the range of tolerance brine shrimp eggs have for salt? Which salt condition(s) seemed to be optimum (best) for brine shrimp hatching? 12

13 Report to Dr. Bryan Dr. Bryan wanted to know if salinity is an environmental factor that affects the hatching of Mono Lake s brine shrimp eggs. Write a report addressing Dr. Bryan question. You must cite evidence from the investigation to support your conclusion. 13

14 Report to Dr. Bryan 14

15 Parts 1 and 2: Brine Shrimp Hatching FOCUS QUESTION Does salinity have an effect on brine shrimp hatching? CLAIM EVIDENCE 15

16 brine shrimp - Parts 1 and 2: Brine Shrimp Hatching Word Bank optimum - salinity - 16

17 Parts 1 and 2: Brine Shrimp Hatching Science Content/Inquiry 17

18 Part 3: Determining Viability FOCUS QUESTION Will brine shrimp eggs hatch when moved from Will brine shrimp eggs hatch when moved from salt salt environments outside their range of tolerance environments outside their range of tolerance into into environments within their range of tolerance? environments within their range of tolerance? 18

19 Viability Experiment Design a controlled experiment to find out if the eggs that have not hatched in your cups are still viable (alive or able to grow). Procedure: 19

20 Viability Experiment Directions: After a day or two observe brine shrimp hatcheries and record the results. Observations: 20

21 Part 3: Determining Viability FOCUS QUESTION Will brine shrimp eggs hatch when moved from salt environments outside their range of tolerance into environments within their range of tolerance? CLAIM EVIDENCE 21

22 Part 3: Determining Viability Word Bank viable - 22

23 Part 3: Determining Viability Science Content/Inquiry 23

24 Investigation 5: Brine Shrimp Hatching BIG QUESTION What is the optimum environment for hatching brine shrimp eggs? Directions: Answer the big question below using evidence from the investigations to support your answer. 24

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27 5 th Science Notebook Environments Investigations 5 & 6 Investigation 6: Salt of the Earth Name: Big Question: What common farm crop is the most salt tolerant? 27

28 Parts 1 and 2: Salt of the Earth FOCUS QUESTION What is the salt tolerance of several common farm crops? Farmer Johnson Case Study Farmer Johnson lives near the ocean. He usually irrigates his crops with river water, but there is a drought and there just isn t enough river water for his radishes, barely, corn and peas. But there is plenty of sea water. His question is, Can I use a mix of seawater and fresh water to grow these plants? 28

29 Farmer Johnson Case Study Controlled Experimental Procedure Materials: Controlled Variables: Manipulated Variable: Procedure: 29

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33 Letter to Farmer Johnson Write a letter to Farmer Johnson with your recommendations. Consider the concentrations of salt and how the several kinds of seeds were affected? Answer the following questions to help write your letter to Farmer Johnson. Did the seeds germinate the same in all salt conditions? Did all plants grow to the same height in all salt conditions? Did the same number of plants grow in all salt conditions? How does salt affect each kind of plant? 33

34 Letter to Farmer Johnson 34

35 Parts 1 and 2: FOCUS QUESTION What is the salt tolerance of several common farm crops? CLAIM EVIDENCE 35

36 Parts 1 and 2: Salt of the Earth Word Bank drought - irrigate - salt sensitive- salt tolerant - 36

37 Parts 1 and 2: Salt of the Earth Word Bank 37

38 Parts 1 and 2: Salt of the Earth Science Content/Inquiry 38

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40 Part 3: Choosing Your Own Investigation 40

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43 Investigation 6: Salt of the Earth BIG QUESTION What common farm crop is the most salt tolerant? Directions: Answer the big question below using evidence from the investigations to support your answer. 43

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