We agreed that to investigate our questions, we needed to see what happens to plants when they've died. We also agreed that animals might be eating dead plants, so we figured they would be an important part of our models, too. Students brought in all kinds of dead plants (including many of their parts), soil, rocks, and even living organisms like crickets, earthworms, and meal worms. (Only one cricket managed to escape, ha!)
We spent the class period building our models, which we are now called "Dead Stuff Columns" because there's lots of dead stuff in them! Each group agreed to how they would set up their columns to help answer some of the questions on the Driving Question Board.
Different setups include changing: temperature, wetness, ground cover, trash, amount of plants, and more! We'll be figuring out exactly HOW to setup these different conditions in our classroom along with the best ways to collect the evidence we need to answer all our questions!
We spent the class period building our models, which we are now called "Dead Stuff Columns" because there's lots of dead stuff in them! Each group agreed to how they would set up their columns to help answer some of the questions on the Driving Question Board.
Different setups include changing: temperature, wetness, ground cover, trash, amount of plants, and more! We'll be figuring out exactly HOW to setup these different conditions in our classroom along with the best ways to collect the evidence we need to answer all our questions!