National Tropical Botanic Garden Kampong Summer Teacher Enrichment Program

July 2015

Author: Ana Landa Affiliation: TERRA Environmental Research Institute

Title of lesson: The effect of using “dirty water” (phosphorus-enriched) on above- and below-ground biomass of tomato plants.

Targeted Age Group: High School Type of Activity: Lab Length of lesson: 9 weeks

Mentor’s name: John Kominoski Mentor’s school: FIU Subject/Grade level: Biology Honors & Honors Gifted/9th or 10th Grade

Concept statement/Main idea:

In paragraph form, write the concepts and vocabulary (in bold) of this activity.

Main Idea: Our study will try to show the effect of using “dirty water” (water containing dissolved rock phosphorus with a pH ranging from 5.5 – 6.8) to determine if the phosphorus, which normally is present in fertilizer runoff from agricultural fields, improves above-ground and below-ground tomato plant biomass. If some of this “dirty water” can be recycled and reused by tomato plants, instead of allowing it to runoff into the Everglades, will it increase above-ground and below-ground biomass in these tomato plants?

In this laboratory 9-week project, the student will measure above- and below-ground tomato plant biomass and determine if there is a change in biomass when plants are grown with tap water (control group) versus phosphorus-enriched water (experimental group). The phosphorus used in this experiment will be in the form of dissolved rock phosphorus at a pH range of 5.5 to 6.8. Students will need to measure the pH of the water in the reservoir and pH of the soil on a weekly basis. The student will understand how living things tolerate changes in pH.

The student will identify the independent and dependent variables in this experiment, test the hypothesis by collecting (both qualitative and quantitative data) and analyzing data and make predictions/inferences about the results and reach a conclusion. During the growth phase, the students will measure above-ground height (from the soil to tip – see sample picture under Exploration) and note the condition of the plant (i.e. cotyledon color, leaf color, soil moisture) on a weekly basis. Using a pH meter, the students will measure the pH of the water in the reservoir and the pH of the soil on a weekly basis. Students will record data in a laboratory journal. At the end of the growth phase, the students will remove the plants from the watering system, allow the soil and plants to dry (allow a couple of weeks at room temperature), remove the plants and soil from each cell in the quad, separate dry plant material from soil (carefully noting and separating the above-ground and below-ground parts, and measure the dry weight of each. The data will be collected and recorded on an Excel spreadsheet. The student will graph, analyze, and determine if the data is reliable by using a t-test.

Hypothesis: If dissolved rock phosphorus, at a pH range of 5.5 to 6.8, is added to tap water and allowed to be taken up by tomato plants, then the plants with added phosphorus will show a significant increase (as determined by a t-test) in above- and below-ground biomass. The IV is rock phosphorus added to one of the reservoirs. The DV is the above- and below-ground biomass.

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Based on information provided on Dr. John Kominoski’s website: www.fcelter.fiu.edu, “two FCE research sites show the unexpected ‘wedge of productivity’ of mangrove forests in the Everglades. Marine sources of phosphorus enable mangrove forest canopy to reach 20m or more, as seen in the image on the right, compared to the mangroves on the left that are growing several miles inland. Credit: Robert Twilley (image on the left) and Stephen Davis (image on the right)”

The student will research topics provided by the teacher. The teacher will discuss how to determine whether a source is reliable. The student will be able to recognize reliable sources and cite sources appropriately. The teacher will assign each group to research the following topics: tomato plants (family, varieties, soil preference and pH, growing cycle, plant parts), plant nutrients, fertilizer (natural versus man-made or synthetic), how to measure plant biomass, what is a limiting nutrient, and the phosphorus cycle.

The soil will be prepared using 3 ingredients: vermiculite, peat moss, and bagged compost. Students will be instructed by the teacher on the best method to plant the tomato seeds to improve germination. The teacher will try to obtain seeds that have been grown in the Everglades. Some seed companies sell native Florida wild Everglades tomato seeds The teacher will instruct students on how to set-up a self-watering system designed by the Carolina Biological Company that allows plants to draw needed water from a reservoir through capillary action (plastic shoe box with a cut lid opening). The water in the reservoir will be in contact with a felt mat that in turn is in contact with a wick material that lies half out and half inside a Styrofoam quad that houses the soil for plant growth.

The student will read, watch videos, and take notes on the phosphorus cycle. In addition, the student will attempt to simulate the effect that the Everglades Agricultural Areas (EAA) have on the water quality of the Everglades and surrounding bodies of water, i.e. Lake Okeechobee. Students will read,

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watch videos, and take notes on Everglades ecology. The teacher will discuss other natural sources of phosphorus with the students as well as the impacts that humans have on the environment when fertilizer is added to plants. Best Management Practices (BMPs) will be discussed as a way of reducing human impact on the Earth’s delicate ecosystems.

Standards

List the appropriate process and content standards for your lesson.

Next Generation Science Standards

NGSSS SC.912.N.1.1

Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and

earth/space science, and do the following:

1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify

the relevant scientific concepts).

2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify

observables and examine relationships between test (independent) variable and outcome

(dependent) variable. Employ appropriate methods for accurate and consistent observations;

conduct and record measurements at appropriate levels of precision. Follow safety guidelines).

3. Examine books and other sources of information to see what is already known,

4. Review what is known in light of empirical evidence, (Examine whether available empirical

evidence can be interpreted in terms of existing knowledge and models, and if not, modify or

develop new models).

5. Plan investigations, (Design and evaluate a scientific investigation).

6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric

and other systems, and also the generation and interpretation of graphical representations of

data, including data tables and graphs), (Collect data or evidence in an organized way. Properly

use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes,

computers) including set-up, calibration, technique, maintenance, and storage).

7. Pose answers, explanations, or descriptions of events,

8. Generate explanations that explicate or describe natural phenomena (inferences),

9. Use appropriate evidence and reasoning to justify these explanations to others,

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10. Communicate results of scientific investigations, and

11. Evaluate the merits of the explanations produced by others.

NGSSS - SC.912.L.17.16

Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.

Objective/s– Write objective/s in SWBAT form.

The Students Will Be Able To:

Evaluation

Based on your objectives, draft the content of the questions you will ask on your pre- and post- assessments; at least one question for each objective. Questions do not have to be multiple choice. The actual pre- and post- assessments are required at the end of this lesson plan.

1. The SWBAT research a topic assigned by the teacher, read, understand, and summarize the information, determine whether a source is reliable, and properly cite the source.

2. The SWBAT pose a question, understand how a single hypothesis can be tested using replicate data from the entire class, and summarize the experimental procedures (including diagrams of the experimental set-up).

3. The SWBAT measure pH in the water and soil on a weekly basis and record the data in a table. The student will collect both plant qualitative and quantitative data on a weekly basis.

4. The SWBAT measure above- and below-ground tomato plant biomass and determine if there is a change in biomass when plants are grown with tap water (control group) versus phosphorus-enriched water (experimental group).

5. The SWBAT graph, analyze the data, and determine if the data is reliable by conducting a t-test.

6. The SWBAT reach a conclusion based on the data collected and provide possible applications.

1. Is the student able to properly read, understand, summarize, determine whether a source is reliable and cite the source from the topic assigned? Note: A minimum of 3 sources will be required from each student in the group for each topic assigned.

2. Is the student able to submit a question that can potentially be answered from the data gathered? Does the student understand the reason for stating the hypothesis using an If…then…because…statement? Are the independent and dependent variables identified in the hypothesis and a potential cause and effect relationship identified? Did the student summarize the procedures and include appropriate diagrams?

3. Is the student able to record data in an organized manner by constructing a data table and maintaining a lab notebook?

4. Is the student able to properly measure above- and below-ground tomato plant biomass and distinguish between a control and experimental group?

5. Is the student able to properly graph the data, showing properly labeled axes with units (if applicable) and correctly plotted data? Is the student able to properly

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7. The SWBAT identify a variable (independent and dependent) and understand the importance of a controlled experiment.

analyze the data by finding trends, if applicable? Does the t-test show that the data is reliable?

6. Is the student able to reach a conclusion that is consistent with the data collected? Is the hypothesis accepted or rejected? What possible reasons can the student provide? Is the student able to apply the information gathered to solve real-life problems? Is the student able to come up with possible solutions?

7. Is the student able to identify the independent and dependent variables when presented with an experiment or case study? Is the student able to identify if the variable tested is controlled?

Materials list (BE SPECIFIC about quantities)

For whole class: 2 reservoirs: 1 with plain water and 1 with phosphorus-enriched water (Note: The phosphorus will be added after the seeds have germinated and the plants are thinned). 6 quads. 1 quart Ziploc bag with prepared soil (Note: Soil will consist of 1/3 vermiculite, 1/3 peat moss, and 1/3 bagged compost). 72 tomato seeds (Note: Students will originally plant 3 tomato seeds in each well to ensure germination). 2 mats. 24 wicks. 6 pens. 1 plant lighting system. 6 pH meters. Rock phosphorus solution (pH 5.5 – 6.8). 6 Metric Balances.

Per group: 1 quad, 4 wicks, prepared soil to fill each well, 3 tomato seeds, 1 pen to label quads, pH meter.

Per student: Lab notebook, pen, pencil, metric ruler, pH meter, electronic device with internet capability.

Accommodations: Include a general statement and any specific student needs.

Students with special needs may use an electronic device to record data or take notes. Any student with special needs will be paired with a student that can help the student with data gathering, observation skills, and drawings. The student with special needs must make their own information readily available to the teacher upon request. Extended time will be provided by the teacher to any special needs student. Any work not finished in class should be presented to the teacher at the beginning of the next class.

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Advance preparation: Prepare soil and Phosphorus solution.

See Engagement section for the “Engagement PowerPoint”.

See Exploration section for the “Activity Handouts” taken from POGIL HS Bio CD.

Included handouts at the end of this lesson plan document, or link to them via a Google Doc. List handouts in your materials list above.

Safety: Include a general statement and any specific safety concerns.

Students will wear safety goggles, apron, and gloves when handling soil and liquids to protect eyes, hands, and clothing. When finished setting up the experiment the student will clean the area, return all equipment to its designated location, and wash hands.

Engagement

Estimated time: 30 minutes

What the teacher does and how the teacher will direct students (directions):

Probing Questions: Critical questions that will connect prior knowledge and create a “Need to Know” Expected Student Responses and Misconceptions – think like a student to consider student responses INCLUDING misconceptions (italics)

The teacher will show a PowerPoint presentation on Everglades National Park and Human Impacts, including a clip from July 2016, when Governor Rick Scott declared a state of emergency and ordered the closing of beaches in Florida due to toxic algal blooms.

See attached PowerPoint presentation below:

How many of you have ever visited Everglades National Park?

Hopefully more than ½, during 4th grade

What did you see on your road trip to Everglades National Park?

Road, homes, correctional facility, fields, crops, canals

If you noticed agricultural fields, what types of crops were being cultivated?

Beans, tomatoes, sweet potato, malanga, lettuce (see slide in the Engagement PowerPoint)

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Everglades National Park

Human Impacts

Did you notice any bodies of water on your road trip to the Everglades?

Canals, lakes (man-made or natural)

How do you think the plants in these agricultural fields receive water?

Irrigation, rain; Don’t expect from the Everglades

What happens to agricultural runoff?

Enters bodies of water/Everglades

What effect does agricultural runoff have on the environment? Explain?

Algal blooms, eutrophication, decreases dissolved oxygen in the water, fish and plants die off

Transition

The teacher will introduce the student to the materials used in the laboratory activity and explain the experimental set-up. Students will summarize the procedure and draw a figure of the experimental set-up in their lab notebook.

Exploration

Estimated time: 1 hour initially; 15 minutes per block to check and measure plant progress as needed (Total time for project: 9 Weeks; seed germination might take 14-21 days)

What the teacher does and how the teacher will Probing Questions: Critical questions that will

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direct students (directions): guide students to a “common set of experiences.” Expected Student Responses and Misconceptions – think like a student to consider student responses INCLUDING misconceptions (italics)

The teacher will divide the class into 6 groups. Each group should consist of 4 students. Each student will be assigned a specific task: reader, cleaner, leader, recorder, and experimenter. The cleaner will collect all materials and clean the area when finished. The reader/cleaner will ensure that students remain on task and understand the protocol and set-up. The recorder will take down any qualitative and/or quantitative data. The experimenter will prepare the experimental set-up.

The teacher will make sure that the students are following instructions and will help students with any problems that arise.

Note: Initially both reservoirs will be filled with tap water.

The teacher will explain how students should research their topics and how to properly cite sources. By taking students to EasyBib.com, the teacher will model how to cite a reliable source.

The teacher will review the scientific/research method with students and check for understanding with questions embedded into the lecture.

The teacher will introduce students to the periodic table of the elements and discuss the 3 main elements necessary for plant growth. An example of a chemical equation can be introduced with the process of photosynthesis and cellular respiration.

The teacher will discuss why fertilizer is added to plants and whether it is always necessary to apply fertilizer. Note: In this study plants will not receive any added fertilizer to ensure that the variable being tested is the uptake of phosphorus from the roots.

Why are you instructed to plant 3 seeds in each well?

to ensure the best chance of germination

What will you do if all 3 seeds germinate? Explain.

remove 2 plants to minimize competition for resources

Why should you make sure that your wick is half inside and half outside the well?

to ensure soil is receiving water via capillary action

Why must you water the plant from the top for the first few days?

to eliminate any air pockets in the soil and establish continuous flow of water

What type of website should offer the most reliable information?

Websites ending in .gov or .edu; preferably scientific journals

Which websites can help students cite their sources properly? What format is preferred?

Students can use EasyBib website and choose MLA or APA style

How do scientists come up with questions to test?

Detailed observations are key

A hypothesis must be testable. Explain how a hypothesis should be stated.

Students should include the independent variable, dependent variable, and a relationship, such as cause and effect, that can be tested in the hypothesis.

Besides N, P, and K (3 elements found in most

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The teacher will explain what is meant by pH and why it is important for plant health.

The teacher will introduce students to the main biogeochemical cycles and explain the phosphorus cycle in more detail. The term runoff will be explained.

The teacher will provide students with the following 4 activities to help them apply the scientific method to the experiment they are working on: 1) Scientific Inquiry, 2) Experimental Variables, 3) Analyzing and Interpreting Scientific Data, and 4) Nutrient Cycles.

See attached Handouts below, taken from Student POGIL HS Bio CD:

Kampong Handout Scientific Inquiry.pdf

Kampong Handout Experimental Variables.pdf

Kampong Handout Analyzing and Interpreting Scientific Data.pdf

Kampong Handout Nutrient Cycles.pdf

fertilizers), what other elements are necessary for plant growth?

Students may not realize that plants need Ca, Mg, and other minerals for good health. Other nonminerals are taken up in the form of water and gases.

What is the difference between photosynthesis and cellular respiration? Can plants carry out both processes?

Students may not realize that plants can carry out both photosynthesis and cellular respiration – to be discussed in detail later

How are photosynthesis and cellular respiration interrelated?

The products of photosynthesis are the reactants of cellular respiration.

An increase or decrease in pH can be detrimental to living things? Explain.

pH scale follows a logarithmic function and is not a linear function; an increase or decrease in one pH unit means a 10-fold change

Do all plants need the same soil pH for optimum growth? What is the pH of rain water?

No. Soil pH varies with different plants. Tomato plant soil should be slightly acidic. Rain water is usually slightly acidic, except in places that man-made or natural particulates enter the atmosphere and mix with water to produce acid precipitation.

What are the 4 main biogeochemical cycles involved with living things?

Water, Carbon, Nitrogen, and Phosphorus

Note: The phosphorus cycle does not have a gas phase.

Why is phosphorus a limiting nutrient in most living things?

It takes time to absorb phosphorus in living things.

What is the difference between synthetic and natural fertilizers?

Synthetic fertilizers are man-made and usually

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Plant set-up Pictures (Note: Plants shown are Wisconsin Fast Plants, not tomato plants. Also fertilizer pellets will not be added to plants in this experiment.):

contain higher levels of N, P, and K that would normally be found in organic, living components of natural fertilizers.

Can humans grow plants without using or limiting the use of fertilizers?

Proper monitoring of when to use fertilizer in growing crops is part of BMP’s in agriculture.

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Transition

For homework, the student will research topics assigned by the teacher. The student will then summarize findings and properly cite sources. The student must include a minimum of 3 sources per topic.

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Explanation

Estimated time: 8 weeks: to include topics related to scientific method and practice using this method, chemistry principles, and ecology (this project with focus on scientific method and human impacts)

What the teacher does and how the teacher will direct students (directions):

Probing Questions: Critical questions that will help students “clarify their understanding” and introduce information related to the lesson concepts and vocabulary Expected Student Responses and Misconceptions – think like a student to consider student responses INCLUDING misconceptions (italics)

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The teacher will select one student from each group to enter the group’s data into an Excel spreadsheet for the entire class. Each group will construct their own Excel spreadsheet(s), graph the data, analyze the data, decide if the data is reliable by conducting a t-test, determine if the hypothesis is accepted or rejected, find possible applications for this research, and include all sources cited.

Note: The students will discuss their results with their group/class and all the replicates (individual student data) will be compiled into a single dataset. The large number of replicates, 24/treatment, if all plants survive, will make for a robust dataset.

The teacher will assist each group with any questions the students may have.

Does the data collected reveal any trends?

Both the above- and below-ground biomass should show a gradual increase after germination in both the control and experimental group.

The data will be inconsistent if plants either do not germinate or die during the experiment.

Students may not expect to account for sources of error. For example, measurements may not have been taken accurately.

Are there any measurements that do not appear to fall within a reasonable range?

Students may have measurements that are outliers.

Is there a significant difference between the control and experimental group?

The t-test will determine how reliable the data is and if the experiment should be repeated or modified.

Was the sample size reasonable and were the plants allowed to grow for an adequate length of time?

The data collected will reveal if the experimental design included a sufficient sample size. Since the well size is small, not allowing for much soil, the plants will not reach maturity. Students should not expect tomato plants to yield fruit. Only leaf, stem, and root production will be measured in the above- and below-ground biomass.

Is the hypothesis being tested rejected or accepted? Is there enough evidence to refute or support the hypothesis?

Students may have a difficult time understanding that there are no gray areas in determining whether the hypothesis is correct or not. If there are discrepancies, this may be an

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indication that other questions need to be posed, the hypothesis may need to be revised, or the experimental design may need to be changed.

Transition

As each topic is introduced, the student will have an opportunity to watch short video presentations, add to their notes, and present on-going research to the class. Students will also practice what they have learned by visiting the textbook website: www.Pearsonsuccessnet.com

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Elaboration

Estimated time: 8 weeks: to include topics related to scientific method and practice, chemistry principles, and ecology (this project with focus on scientific method and human impacts)

What the teacher does and how the teacher will direct students (directions):

Probing Questions: Critical questions that will help students “extend or apply” their newly acquired concepts/skills in new situations Expected Student Responses and Misconceptions – think like a student to consider student responses INCLUDING misconceptions (italics)

The teacher will incorporate case studies and data analysis questions for each of the 3 main topics presented. Students should have a better understanding of each main concept and how the science concept has practical application. Students will work in pairs and either read the case studies silently or aloud. They will then discuss and answer the questions included in the case study. The teacher will need to step in from time to time to explain what students are not understanding.

After the students complete the case studies, the teacher will revisit the topic of algal blooms and the possible effects on the Everglades. The teacher will lead a student discussion by probing students with questions to check for understanding and promote more questions.

Topics:

1. Scientific Research Method:

Poison Ivy: Taking The Itch Out Of The Rash

http://sciencecases.lib.buffalo.edu/cs/files/poison_ivy.pdf

2. Chemistry Principles:

Acids, pH, and Buffers

http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=498&id=498

3. Ecology: Fish as Fertilizer: The Impacts of Salmon on Coastal Ecosystems http://sciencecases.lib.buffalo.edu/cs/files/salmon_forest.pdf Probing Questions: Cyanobacteria blooms have occurred in South Florida prior to 2016. Why are we now so concerned with this natural phenomenon? Politicians have ignored outcries from concerned citizens about the health issues associated with algal blooms. Some algae produce toxins that affect the liver, gastrointestinal tract, and skin. Clean water is also one of the reasons that

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tourism flourishes in South Florida. Has South Florida reached a tipping point with respect to cyanobacteria blooms? It is difficult to determine if we have reached a point of no return when it comes to the production of algal blooms in South Florida. Like humans, the environment is resilient, but it may take decades to centuries to fix problems that can be avoided. Climate change may be altered if humans minimize the input of carbon dioxide into the atmosphere. This in turn may lower atmospheric temperatures, thus preventing subsequent algal blooms. What measures can we take or are we taking, to ensure that cyanobacteria blooms do not endanger the delicate ecosystem that makes up Everglades National Park? The government and concerned citizens need to reach an agreement that works for all stakeholders, including Everglades National Park. Marjorie Stoneman Douglas opposed water diversion and the Everglades Restoration Project needs to continue. A water conservation area above Lake Okeechobee may provide some relief to prevent flooding during heavy winter rainfall, thus reducing/eliminating the need to pump water out of Lake Okeechobee.

Transition

After the student has collected all the necessary data from the experiment, the student will organize the data using Excel, graph the data, analyze the data, decide if the data is reliable by conducting a t-test, determine if the hypothesis is accepted or rejected, find possible applications for this research, and include all sources cited. Each group will then submit the following parts of the experiment to the teacher in the form of a PowerPoint presentation: data table(s), graph(s), data analysis, including any possible sources of error, applications, and sources. The teacher will work with each group to assist with any questions that students may still have. Each group will have an opportunity to complete the PowerPoint at home.

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Evaluation:

Estimated time: 1 week to submit the completed PowerPoint presentation (1 per group)

Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.

Formative Assessment(s): In addition to the pre- and post-assessments, how will you determine the student’s learning within this lesson (i.e., observations, student responses/elaborations, white boards, student questions, etc.)?

The student will receive a Biology pre-test at the beginning of the course. This test will include questions related to the scientific method and science as a process. The teacher will determine the needs of each student based on these results. At the end of this lesson the teacher will allow each group 1 week to prepare the PowerPoint presentation. This will serve as the post assessment for the 1st quarter lesson provided. The Biology pre-test will not be used as a post-test because it will contain material that is taught throughout the year. The teacher will also include a science reading section in the pre-test to assess the student’s ability to read scientific information.

Throughout the lesson/project the teacher will observe how students work with their group members and make sure that each student is collecting his/her own data in a laboratory notebook.

Students will submit answers to questions after they complete each case study or class activity. The teacher will then review possible answers with the class.

The teacher will ask the student to answer questions in his/her laboratory notebook or on a separate sheet of paper. Either the student laboratory notebook or papers will be collected and graded.

The teacher will also ask students to submit notes taken during a lecture or class activity at any given time to be spot checked or as part of the points received on a quiz.

Any group may be asked by the teacher to present their findings of the literature and what sources they consulted.

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Summative Assessment: Provide a student copy of the exit questions or post assessment (attach extra pages to this document).

Questions are embedded in the lesson. Other questions from the case studies can be seen by clicking on the links provided. Additional questions are included in the handouts taken from POGIL HS Bio CD.

The teacher will collect group PowerPoint presentations and grade them based on points earned for all components. Most of the weight will be given to the data collected, the organization and analysis of the data, conclusion, and research conducted by the student groups.

After students complete the Elaboration activities, the teacher will revisit the situation occurring in South Florida with respect to the algal blooms and the possible detrimental effects on our unique and delicate Everglades wetland ecosystem.

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Resources for further information (please provide links):

Case Studies http://sciencecases.lib.buffalo.edu/cs/ http://sciencecases.lib.buffalo.edu/cs/files/poison_ivy.pdf http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=498&id=498 http://sciencecases.lib.buffalo.edu/cs/files/salmon_forest.pdf Elements necessary for plant growth http://soils.wisc.edu/facstaff/barak/soilscience326/listofel.htm Synthetic v Natural Fertilizer https://www.chicagobotanic.org/plantinfo/faq/synthetic_vs_natural_fertilizer Research on Phosphorus in the Everglades: www.fcelter.fiu.edu http://edis.ifas.ufl.edu/ss410 http://www.miamiherald.com/news/local/environment/article88302462.html http://www.southeastfarmpress.com/conservation/everglades-farming-exceeds-phosphorus-reduction-mandated-goals http://wlrn.org/post/floridas-natural-filter-everglades-national-park http://southeastagnet.com/2017/07/13/eaa-farmers-achieve-water-everglades/ http://www.sun-sentinel.com/local/palm-beach/fl-pn-lake-okeechobee-emergency-pumping-stops-20170706-story.html http://thehill.com/blogs/pundits-blog/energy-environment/289490-toxic-algal-blooms-in-florida-calls-for-its-ag-to-clean http://panthernow.com/2016/08/24/fiu-experts-discuss-health-issues-caused-by-toxic-algae/ http://cbs12.com/news/local/leading-scientific-expert-on-toxic-algae-says-it-will-happen-again https://earthobservatory.nasa.gov/IOTD/view.php?id=88311 http://news.nationalgeographic.com/2016/07/toxic-algae-florida-beaches-climate-swamp-environment/ http://www.miamiherald.com/news/business/biz-monday/article144747624.html (decline in Florida’s cropland) http://myfwc.com/research/redtide/general/cyanobacteria/ http://www.everglades.org/phosphorous https://www.sciencedaily.com/releases/2015/08/150824102001.htm Everglades National Park https://en.wikipedia.org/wiki/Everglades_National_Park Materials: Tomato soil: http://www.growgardentomatoes.com/soil-for-tomatoes.html

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Soil pH should be 5.5 – 6.8 Walmart: vermiculite, peat moss, bagged compost https://www.walmart.com/search/?query=vermiculite&typeahead=vermiculite https://www.walmart.com/search/?query=peat%20moss&cat_id=0 https://www.walmart.com/search/?query=compost&cat_id=0 Phosphorus video aquaponic plant phosphorus: https://www.youtube.com/watch?v=Hy9J14i3LzU Walmart: Rock phosphorus https://www.walmart.com/search/?query=rock%20phosphate&typeahead=rock%20phos Native Florida wild Everglades tomato seeds https://www.localharvest.org/native-florida-wild-everglades-tomato-seeds-C19069 Citing Sources http://www.easybib.com/