HUNCH Academy
LUNAR
Green house
Investigation station #1
Soil weight & measurements
Supplies needed for Investigation stations
Measuring tool - Scales-
Rulers Push Kitchen scale ounces and pounds upto 12 Lbs
Measuring tape Digital Kitchen scale most weight conversions upto 15 Lbs
Pots of different soils and mediums
Potting soil Dirt
Water Water beads
Cotton balls Shredded Cardboard or paper
Sponges Paper towels
Printable Worksheets-
https://docs.google.com/document/d/1rDxXzGuOinnqg00EpLot2NJOX_r16LHf6kzA0AFYNsI/edit?usp=sharing
Watch Instructional video for station # 1
STATION # 1-Soil Measurement
In this station, we will be learning about different types of mediums or soils that you can grown plants in. You will be making hypotheses on the size and weight of each soil medium. Then we will measure and weigh each medium and record the data on the slides provided. You will make observations for each soil describing what they look and feel like. Before we can grow plants on the moon we need to know all about what different mediums plants can grow in. We will eventually have a Lunar base and we will need to be able to provide the astronauts with food. It cost $1.2 Million per pound of material that goes to the moon. So we need to know what would be the lightest and most efficient ways we can grow plants. For these stations, you will need a ruler and a scale. First make a Hypothesis on how big ( length, width, height, weight) you think each type of soil is before measuring and weighing them. Discuss with your group about which soil you think will work the best and be the lightest. Record your Hypothesis in the next slide. Then You will use your measuring tools to weigh and measure different types of soils. You should measure length, width, Height, and weight of each soil / medium. You will have several different types of soils to measure and weigh. Everyone in the group will take turns measuring and weighing each medium. Then you will type your measurements on the next slide or write them on paper. Write down the difference between the soils. Everyone should have a chance to measure or weigh at least one part of the soil /mediums . Help each other read and record the measurements. Work as a team to get all your information entered.
Examples of Soils
Reading a ruler
There are 16 ounces in 1 pound
American Standard = Metric (approximate measurements)
INVESTIGATION STATION #1- Soil/ mediums measurements
Discussion Question for your group-
What do you think is the best type of soil to grow plants in?
Why do you think this?
Which Soil medium do you think will weigh the most?
Which soil medium do you think will weigh the least?
What were the differences between the soils?
Which soil medium do you think would work the best on the moon?
Why do you think this?
STATION # 1- Soil / Mediums Measurement
In this station, you will have several different soils to measure and weigh. Start by making a hypothesis on the size ( length, width, height, and weight) you think each soil is before measuring and weighing them. Discuss your hypothesis with your group and compare your thoughts. Look at each one carefully and describe the different soils ( what they look and feel like ) with your group. Then discuss which soil you believe will do the best based on how they look and feel. Which does your group think will do the best and why do you think this? Work together and discuss what your hypothesis was before measuring. Next, you will measure and weigh each soil using rulers and a scale. Then record all of the data on the slides provided. Everyone in the group will take turns measuring each part of the soil. Your group will type all the measurements on the next slide or write them on the worksheet. Write down the difference between the soils. Help each other read and record the measurements. Work as a team to get all your information entered. Make sure you measure, weigh, and collect your data from each soil. Have fun and work together.
Length ^
Width ^
Weight v
Heigth ^
INVESTIGATION STATION #1- Soil measurements
Soil #1- Cup of potting soil (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the type of soil -
Do you think this would be a good soil to send to the moon? Why?
INVESTIGATION STATION #1- Soil measurements
Soil #2- Cup of dirt (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the type of soil -
Do you think this would be a good soil to send to the moon? Why?
INVESTIGATION STATION #1- Soil measurements
Soil #3 - Water beads in water ( Enough to fill a small pot )
(do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the type of soil -
Do you think this would be a good soil to send to the moon? Why?
INVESTIGATION STATION #1- Soil measurements
Soil #4 - Water beads dry ( Enough to fill a small pot )
(do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the type of soil -
Do you think this would be a good soil to send to the moon? Why?
INVESTIGATION STATION #1- Soil measurements
Soil #5 - Cup of water (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the type of soil -
Do you think this would be a good soil to send to the moon? Why?
INVESTIGATION STATION #1- Soil measurements
Soil #6 - Cotton ball (enough to fill a small pot)
(do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the type of soil -
Do you think this would be a good soil to send to the moon? Why?
INVESTIGATION STATION #1- Soil measurements
Soil #7 - Shredded Paper or Cardboard (enough to fill a small pot)
(do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the type of soil -
Do you think this would be a good soil to send to the moon? Why?
INVESTIGATION STATION #1- Soil measurements
Soil # 8 - Paper towels (enough to fill a small pot)
(do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe the type of soil -
Do you think this would be a good soil to send to the moon? Why?
INVESTIGATION STATION #1- Soil measurements
Discussion Question for your group-
Are there any other soils we could use in space?
Which soils are most likely to develop mold?
Which one weighed the most?
Which one weighed the least?
What were the differences between the soils?
Which soil would be the best to use on the Moon?
Why do you think this?
MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
MGSE2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (Students are not expected to convert between systems of measurement.)
MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard-length unit.
MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters.
MGSE4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. a. Understand the relationship between gallons, cups, quarts, and pints. b. Express larger units in terms of smaller units within the same measurement system. c. Record measurement equivalents in a two-column table.
MGSE4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
MGSE5.MD.1 Convert among different-sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real word problems.
Elementary Math Standards for Georgia
Elementary Science standards
S2E2. Obtain, evaluate, and communicate information to develop an understanding of the patterns of the sun and the moon and the sun’s effect on Earth. a. Plan and carry out an investigation to determine the effect of the position of the sun in relation to a fixed object on Earth at various times of the day. b. Design and build a structure that demonstrates how shadows change throughout the day. c. Represent data in tables and/or graphs of the length of the day and night to recognize the change in seasons. d. Use data from personal observations to describe, illustrate, and predict how the appearance of the moon changes over time in a pattern. (Clarification statement: Students are not required to know the names of the phases of the moon or understand the tilt of the Earth.)
S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils. a. Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale should be studied at this level. Cleavage, streak and the classification of rocks as sedimentary, igneous, and metamorphic are studied in sixth grade.) b. Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam). c. Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time. (Clarification statement: Examples could include ripples in dirt on a playground and a hole formed under gutters.)
S4E2. Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth. a. Develop a model to support an explanation of why the length of day and night change throughout the year. b. Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full). c. Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes
S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes. a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms). b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes. c. Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes. (Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)
ENGR-EC3 – Students will solve problems using basic engineering tools and resources. (a) Explain various measuring systems and their base units. 2 (b) Demonstrate applications of precision measuring instruments to describe parts and inspect artifacts. (c) Perform keyboard functions using a scientific, hand-held calculator. (d) Create an Excel spreadsheet to perform basic arithmetic and algebraic computations on data related to an engineering design problem. (e) Use laboratory tools and equipment to determine the properties of materials
SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.
SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations.
MM3P1. Students will solve problems (using appropriate technology).
ENGR-STEM3 – Students will design technological problem solutions using scientific investigation, analysis and interpretation of data, innovation, invention, and fabrication while considering economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability constraints. (a) Demonstrate fundamental principles of design. (b) Design and conduct experiments along with analysis and interpretation of data. (c) Identify and consider realistic constraints relevant to the design of a system, component, or process.
ENGR-STEM4 – Students will apply principles of science, technology, engineering, mathematics, interpersonal communication, and teamwork to the solution of technological problems. (a) Work cooperatively in multi-disciplinary teams. (b) Apply knowledge of mathematics, science, and engineering design. (c) Demonstrate strategies for identifying, formulating, and solving technological problems. (d) Demonstrate techniques, skills, and knowledge necessary to use and maintain technological products and systems.
ENGR-EA3 – Students will demonstrate prototype development. (a) Identify appropriate modeling techniques. (b) Select and apply appropriate materials, tools, and processes for prototype development. (c) Evaluate effectiveness of prototyped solution and modify as needed.
ENGR-EA1 – Students will use selected discipline specific engineering tools, machines, materials, and processes. (a) Explain the criteria for selection of appropriate materials, tools, and processes. (b) Safely and effectively manipulate materials, tools, and processes. (c) Apply appropriate care and maintenance in the use of tools and machines.
Elementary Engineering standards