Learning Goals
Students will be able to define a plant stress problem using measurable criteria and constraints based on observations of leaves, roots, stems, light, water, and temperature conditions.
Students will be able to investigate how roots, stems, leaves, xylem, and phloem function together to move water, sugars, and energy through a plant system.
Students will be able to use microscopes, hand lenses, rulers, and lab notebooks to collect qualitative and quantitative data from flower dissections and plant-stress tests.
Students will be able to organize plant investigation data in tables, graphs, scientific drawings, and labeled models to show patterns in plant response to light, water, and temperature.
Students will be able to compare at least three design ideas for a plant adaptation using a weighted decision matrix based on performance evidence and trade-offs.
Students will be able to develop and revise a labeled 3D or digital model that explains how a plant adaptation supports survival under stress.
Students will be able to communicate a technical claim about how a plant adaptation improves survival using lab evidence, annotated drawings, and a concise sales pitch or conference script.
Products
Plant Stress Engineering Notebook and Evidence Pitch Packet
Each student compiles original design thinking in a notebook-style packet that includes lab data, flower dissection observations, three concept sketches, and a weighted decision matrix. The packet ends with a short written pitch defending one adaptation using class evidence.
Roots to Canopy Adaptation Model with Poster and Expo Pitch
Teams build and revise a functional 3D or digital plant adaptation model, then present it with an annotated poster and a two-minute expo pitch. The final display must show test data, trade-offs, and how the design helps the plant survive stress.
No rubric has been generated yet.