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Design Brief

Jack wants to grow beans but does not know how. Students will help Jack by designing and creating two mini ecosystems to grow beans in, changing one variable between the two. Students will observe and record data on the beans' growth over several weeks. They will then create an online book presentation explaining their process, including a hypothesis, observations, graph of growth data, and a conclusion on whether the mini ecosystem was successful in helping the beans grow.

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48 views2 pages

Design Brief

Jack wants to grow beans but does not know how. Students will help Jack by designing and creating two mini ecosystems to grow beans in, changing one variable between the two. Students will observe and record data on the beans' growth over several weeks. They will then create an online book presentation explaining their process, including a hypothesis, observations, graph of growth data, and a conclusion on whether the mini ecosystem was successful in helping the beans grow.

Uploaded by

api-430863841
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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He lp Jack Grow Beans

Introduction:
Jack has bought some special beans; however, he is does not know what plants need to
make them survive. Your task is to help Jack by first designing and then constructing a
Mini Ecosystem that will allow the beans to grow big and healthy.
Design Brief:
In pairs, you and your partner are going to design and create two Mini Ecosystems to
grow beans in. You will change one variable and test which Mini Ecosystem is the most
successful. You will need to gather data and record information observed over the next
few weeks and create a book to show Jack your findings.

Presentation:
You are going to create presentation in the form of an online book, to help Jack with a step by step process
on how to grow the largest beans.

You will need to include in the presentation:


 A Hypothesis
 The variable changed
 Science Journals with the observations comparing the different beans
 A graph comparing the different growth measurement data of the beans
 An annotated diagram of a full-grown bean seed
 Decide if the mini ecosystem was successful or not, in helping the bean grow and explain why or
why not?

Project specifications:
All designs must be able to observe the growth of the bean to measure
if your ecosystem is effective in helping them grow.

Materials:
 Transparent plastic bottle or jar with a lid
 Soil, rocks, pebbles
 Sand
 Bean seeds
 Sticky tape
 Water
Method:
 Collect an already cut bottle
 Fill the bottle bottom half about 10cm deep with soil. Try not
to press it in.
 Plant the bean seeds
 Lightly over them with soil
 Sprinkle water over the soil.
 Turn the top bottle cap upside down and place it like a funnel,
inside the bottle
 Seal edges with sticky tape
 Place in a warm sunny place. Record your observations on the
Mini Ecosystem Recording Sheet.
Generating Designs:
Evaluation: You need to draw up to three
designs of potential mini
 What is your Hypothesis? ecosystem and select one to
 What was the variable that you create.
changed?
 Did the bean seed grow?
 Was your Hypothesis correct or not?
 Reflect if your test was fair?

Time: This project will take place over a series of lessons.

- One Lesson to design your ecosystems and make a hypothesis


- One lesson to create the ecosystem
- Over several weeks you will observe, record data and take
pictures of the growth of the beans
- Two lessons to represent and gather data
- One lesson to present the final product

Links to the Science/Technologies/Maths/English Curriculum


Science:
Living things can be grouped on the basis of observable features and can be distinguished from non-living
things (ACSSU044)
Science involves making predictions and describing patterns and relationships (ACSHE050)
With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of
appropriate materials and equipment (ACSIS054)
Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and
record observations accurately (ACSIS055)
Use a range of methods including tables and simple column graphs to represent data and to identify patterns and
trends (ACSIS057)
Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)

English:
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative
situations (ACELY1676)
Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
Mathematics:
Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs,
with and without the use of digital technologies (ACMSP069)

Health and PE:


Ways to be active in natural environments (ACPPS041)

Resources/support materials
 http://www.sciencekids.co.nz/
 https://www.brainpop.com/
 https://www.ducksters.com/science/biology/
 https://kids.britannica.com/kids/article/biology/352855
 https://www.natgeokids.com/au/
 https://www.bbc.co.uk/bitesize/subjects/z9ddmp3

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