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WhereDoesaTreeGetItsMass?
BY ANTHONY PETROSINO, MICHELE MANN,
AND SARAH JENEVEIN
W
ork on alternative conceptions of tree growth has extensively documented
how students of nearly all developmental and educational levels share
CONTENT AREA
the “persistent intuitive conception ... that plants get their food from their
environment, specifically from the soil; and that roots are the organs of feeding” Life science
(Driver et al. 2005, p. 30; Parker and Carr 1989). Soil acts as an anchor for the
plant’s roots and provides the plant with water and small amounts of nutrients,
but the soil itself is not the source of the carbon that adds mass to the organism. GRADE LEVEL
The mass of a tree, for example, is primarily carbon, which comes from carbon Middle school
dioxide used during photosynthesis.
We found that our students did not understand that plant matter comes
mostly from air and water and were not able to explain how photosynthesis BIG IDEA/UNIT
contributes directly to plant mass.
Photosynthesis
Students may have learned that the chemical reactions of photosynthesis pro-
duce sugar and release oxygen, which supports all animal life. Students may not
realize the importance of sugar, which plants use for energy and build into more ESSENTIAL PRE-EXISTING
KNOWLEDGE
complex molecules such as starch and cellulose.
Instead of teaching the concept of photosynthesis outside of its context and in Measurement skills,
isolation, we wanted our students to learn about the photosynthetic process in photosynthesis reactants
order to answer the question, “Where does a tree get its mass?” and products, prealgebraic
understanding
TIME REQUIRED
Three or four class periods
COST
$21–27
SAFETY
Check for fire ants, bees,
and other insects before you
bring students outside. Find
out if any of your students
have allergic reactions to
bites, stings, trees, acorns,
or anything they might
come into contact with
during this entire lesson.
J u l y 2 0 18 41
Expectations and the Next Generation Engage: What is the mass of the tree outside
Science Standards our school? (50-minute class period)
We began by asking students to estimate the mass
Our idea of modeling for this activity is consistent
of the tree outside the school. Their guesses ranged
with the Next Generation Science Standards (NGSS)
from about 907 kg (2,000 lbs) to about 4,536 kg (10,000
definition of models as helpful tools for representing
lbs). Within the groups, we heard students compare
ideas and explanations. Tools in this activity include
the tree size to objects such as a two-ton truck to help
diagrams, drawings, mathematical representations,
them estimate the mass. Students recorded their
and computer simulations. In this particular activ-
group’s guess on index cards and posted them on
ity, we focused on using modeling to help students
a histogram on the whiteboard to show the distri-
understand and apply the concept of photosynthesis
bution of estimates (see Figure 1). We reminded stu-
and to support conceptual change about how mass
dents to include units. Students were able to visual-
accumulates in a typical schoolyard tree.
ize the range of guesses and judge where their own
estimation fell on the graph.
The activity Next, students measured the circumference and
height of a living tree and used the measurements to
Safety note: Determine a safe area for students to mea-
calculate the tree’s mass. We chose a hardwood tree
sure the tree. Check for fire ants, bees, and other in-
(e.g., oak, maple, popular, beech, walnut) that was
sects before you bring students outside. Find out if
safely accessible to students, easy to measure (no
any of your students have allergic reactions to bites,
limbs in the way), with a visible tree top. We opted
stings, trees, acorns, or anything they might come into
to have students measure using the U.S. Customary
contact with during this entire lesson. Have students
System, which is the system of measurement com-
work in heterogeneous lab groups of three or four.
Instruct students to stay in the designated area with
their groups. Follow NSTA’s guidelines for field trip
safety at http://static.nsta.org/pdfs/FieldTripSafety.pdf.
| FIGURE 2: Students measuring the
diameter of a tree
| FIGURE 1: Original estimates of the tree
mass by student groups
42
WHERE DOES A TREE GET ITS MASS?
J u l y 2 0 18 43
the material to grow into a tree like this?” We had
students first write their thoughts in their interactive
notebooks, share with their lab group, and then en-
gaged in a class discussion. Many students thought
the tree got its mass from the soil. Students also
gave sources of a tree’s mass as nutrients, water, and
sunlight. One student even explained how the tree
“eats” the soil to grow. We did not correct students at
this point, but made comments such as “interesting”
and “How do you know that is true?”
Next, students participated in activities in or-
der to understand the role of photosynthesis in a
tree’s growth. We gave each lab group an acorn and
they generated a list of resources the acorns would
need to grow (e.g., water, soil, nutrients, air, sun-
was accessible to students. We demonstrated how
light). (Safety reminder: Students who are allergic
to use the measuring tape and discussed measure-
to tree nuts should not handle the acorns and all
ment error once students calculated their tree mass.
students should wash their hands after handling
Students needed guidance on pulling the measuring
acorns.) The list was revisited during the next class
tape taut around the trunk.
session, when students began verbal and visual
Students wrote their measurements and calcu-
diagramming of the process of photosynthesis. We
lations on index cards, which were posted on the
introduced the chemical equation for photosynthe-
whiteboard. The original histogram was still on the
sis, building upon what they listed as needed by an
whiteboard for easy comparison. We found that the
acorn to grow. We emphasized the plant process of
measurements were now more closely grouped than
photosynthesis and the parts of the plants (leaves,
their previous guesses. Students were then able to
chloroplasts, phloem, roots, xylem) involved with
compare their original estimates with what they
building the mass of a tree. There were discussions
found. Students discussed in their groups and then
about how a tree uses energy and the storage of ex-
groups shared out with the class. At this point, we
cess products.
also talked about measurement errors and why there
Sample questions we used were:
is still a range of answers. The reasons for the range
of answers could be measurement error, rounding er- • What parts of the plant are involved with each
rors, misreading measurement tape, or measuring at resource?
someplace different than DBH. This discussion was
• Why is each resource needed by the plant?
done through brainstorming and asking students to
support their hypotheses. • How is each resource processed by the plant?
44
WHERE DOES A TREE GET ITS MASS?
Explain
Students watched the video Where Does a Tree Get Its
Mass From? (Veritasium 2012). The video examines
the question from a historical point of view, showing
early experiments about where plants get their mass.
We gave students (with their lab groups) time to re-
view and revise their photosynthesis diagrams and
formatively assessed students’ diagrams to check for
understanding. The video and discussion will take
about 20 minutes.
J u l y 2 0 18 45
| FIGURE 5: Photosynthesis computational | FIGURE 6: Photosynthesis computational
model (Concord Consortium 2017) model drawn by a student (Concord
Consortium 2017)
46
WHERE DOES A TREE GET ITS MASS?
Anthony Petrosino, Michele Mann (MJMann@utexas.edu), and Sarah Jenevein are in the Department of Curriculum
and Instruction at the University of Texas at Austin in Austin, Texas.
Connecting to the Next Generation Science Standards (NGSS Lead States 2013)
• The chart below makes one set of connections between the instruction outlined in this article and the NGSS. Other valid
connections are likely; however, space restrictions prevent us from listing all possibilities.
• The materials, lessons, and activities outlined in the article are just one step toward reaching the performance expectation
listed below.
Standard
MS-LS1-6 From Molecules to Organisms: Structures and Processes
www.nextgenscience.org/pe/ms-ls1-6-molecules-organisms-structures-and-processes
Performance Expectation
MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of
energy into and out of organisms.
Developing and Using Models Students develop visual models to explain how
photosynthesis increases tree mass.
PS3.D: Energy in Chemical Processes and Everyday Life Students create a visual model of the process of
The chemical reaction by which plants produce complex food photosynthesis. Students also manipulate a computer model
molecules (sugars) requires an energy input (i.e., from sunlight) to determine how varying the reactants of photosynthesis
to occur. In this reaction, carbon dioxide and water combine affects the products of photosynthesis.
to form carbon-based organic molecules and release oxygen
(secondary to MS-LS1-6).
Crosscutting Concept
Energy and Matter Students use a computer model to adjust light, water, and
carbon dioxide to determine their effect on the products of
photosynthesis.
J u l y 2 0 18 47