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Lessons
Mobile Inquiry Technology : Monitoring an Aquarium
Discipline
Science
Grade
7
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Professional Commentary

In this lesson, students use a pH probe and a light probe to investigate the relationship between diurnal variation in light and the production of carbon dioxide in aquatic plants. Students use the probes to collect data to answer the question, "What changes during a day in my aquarium?" They investigate how the day/night cycle effects the amount of carbon dioxide in an aquarium with plants and fish. Students also explore if changes in carbon dioxide are due to interaction between changes in light and plants or changes in light and animals. This lesson could be incorporated into a unit on the carbon cycle, photosynthesis and cellular respiration, and/or the relationships between plants, animals, and abiotic factors. There are also opportunities to draw relationships between what students have learned in physical science about pH and acids to what we observe in the life sciences. (author/ts)


Next Generation Science Standards (2012)
Scientific and Engineering Practices
 
Asking questions (for science) and defining problems (for engineering)
 
Planning and carrying out investigations
 
Analyzing and interpreting data
 
Using mathematics, information and computer technology, and computational thinking
 
Constructing explanations (for science) and designing solutions (for engineering)
Crosscutting Concepts
 
Cause and effect
 
Systems and system models
 
Energy and matter
Ohio Science Academic Content Standards (2010)
Science Inquiry and Application
Grade 7
Life Science
Cycles of Matter and Flow of Energy
1. 
Matter is transferred continuously between one organism to another and between organisms and their physical environments.
Ohio Science Academic Content Standards (2002)
Life Sciences
Benchmarks (6–8)
C.
Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment.
Benchmarks (9–10)
F.
Explain the structure and function of ecosystems and relate how ecosystems change over time.
Grade Level Indicators (Grade 7)
3.
Explain how the number of organisms an ecosystem can support depends on adequate biotic (living) resources (e.g., plants, animals) and abiotic (non-living) resources (e.g., light, water, soil).
Grade Level Indicators (Grade 10)
15.
Explain how living things interact with biotic and abiotic components of the environment (e.g., predation, competition, natural disasters and weather).
17.
Conclude that ecosystems tend to have cyclic fluctuations around a state of approximate equilibrium that can change when climate changes, when one or more new species appear as a result of immigration or when one or more species disappear.
Scientific Inquiry
Benchmarks (6–8)
A.
Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate tools.
B.
Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.
Benchmarks (9–10)
A.
Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations.
Grade Level Indicators (Grade 7)
1.
Explain that variables and controls can affect the results of an investigation and that ideally one variable should be tested at a time; however it is not always possible to control all variables.
7.
Use graphs, tables and charts to study physical phenomena and infer mathematical relationships between variables (e.g., speed, density).
Grade Level Indicators (Grade 8)
3.
Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams, symbols).
Grade Level Indicators (Grade 9)
5.
Develop oral and written presentations using clear language, accurate data, appropriate graphs, tables, maps and available technology.
6.
Draw logical conclusions based on scientific knowledge and evidence from investigations.
Grade Level Indicators (Grade 10)
2.
Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology.
4.
Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations.
Technology Standards
Technology and Information Literacy
Benchmarks (6–8)
C.
Develop search strategies, retrieve information in a variety of formats and evaluate the quality and appropriate use of Internet resources.
D.
Select, access and use appropriate electronic resources for a defined information need.
National Science Education Standards
Science as Inquiry
Abilities necessary to do scientific inquiry (Grades 5 - 8)
Abilities necessary to do scientific inquiry (Grades 9 - 12)
Life Science
Populations and ecosystems (Grades 5 - 8)
Matter, energy, and organization in living systems (Grades 9 - 12)