Lesson plan
Plant-Based Movements Using Soft Robotics
Students will use qualitative and quantitative math skills to design and build a physical or virtual model to mimic the structural biology of at least one of the 3-dimensional movements of plants, culminating in a verbal and written presentation.
Overview
Students begin with a classroom plant and discuss why time must be accounted for to observe plant movement. They explore the Plants in Motion website, and pairs create an infographic on an assigned tropic or nastic movement, share it in a short presentation, and give peers High-Low-Buffalo feedback. A KLEWS chart then has students explain why plants move, using the nagwa website. Teams design, build, and test a three-dimensional model of their assigned movement, using a hydraulic syringe setup, hand movement, or TinkerCAD. They present at a gallery walk, where the teacher scores a rubric, and write a reflection. The plan times explanation and elaboration at two 90-minute classes each and evaluation at one 90-minute class.
Lesson Objectives
- Use qualitative and quantitative math skills to design and build a physical or virtual model to mimic the structural biology of at least one of the 3-dimensional movements of plants, culminating in a verbal and written presentation.
Standards
NGSS · 10
- 3-5-ETS1-1Engineering Design: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2Engineering Design: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-PS2-2Motion and Stability: Forces and Interactions: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
- 3-LS4-2Biological Evolution: Unity and Diversity: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
- 4-PS3-2Energy: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
- 4-PS3-4Energy: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. (Middle School)
- MS-LS1-4Use arguments based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
- MS-LS1-5Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
- MS-ETS1-1Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- MS-ETS1-2Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
CCSS Math · 5
- MP2Reason abstractly and quantitatively.
- MP4Model with mathematics.
- K.G.B.5Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (Middle School)
- MP2Reason abstractly and quantitatively.
- CCSS.MATH.CONTENT.7.EE.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
CCSS ELA · 11
- RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons.
- W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- CCSS.ELA-LITERACY.CCRA.SL.2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCSS.ELA-LITERACY.CCRA.SL.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. (Middle School)
- RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts.
- RST.6-8.2Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
- WHST.6-8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- WHST.6-8.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research.
- SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.