Students compare variables that affect seed growth. Students make observations for 20 different sets of seeds with varying amounts of sunlight and water. Assessment questions are included. The expected outcome is that students will learn the balance of sunlight and water needed for optimum seed growth.

Packet of bean seeds, water, tablespoon, snack-size zip-lock bags

• A: 1.a. Identify questions that can be answered through scientific inquiry.
• A: 1.b. Design and conduct a scientific investigation.
• A: 1.c. Use appropriate tools and techniques to gather, analyze, and interpret data.
• A: 1.d. Develop descriptions, explanations, predictions, and models using evidence.
• A: 1.e. Think critically and logically to make the relationships between evidence and explanations.
• A: 1.f. Recognize and analyze alternative explanations and predictions.
• A: 1.g. Communicate scientific procedures and explanations.
• A: 2.a. Different kinds of questions require different kinds of scientific investigations, including observing and describing, collecting, experimentation, research, discovery and making models.
• A: 2.e. Scientific explanations emphasize evidence, have logical arguments, and use scientific principles, models, and theories.
• C: 4.a. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. The energy then passes from organism to organism in food webs.
• D: 3.b. The sun is the major source of energy for phenomena on the earth’s surface, such as growth of plants, winds, ocean currents, and the water cycle.