The Lemna Project

Dorothy Grazier, while librarian at Mt. Desert High School, noticed a rubric matrix left by the copy machine which included a criterion on library research. She approached the teacher, Jane Disney, and they agreed to work together on that component the next time the "Lemna Population Growth Project" was assigned. (The project involved imposing differences in salinity, light, vibration, or temperature on small underwater plants. After researching lemna, students set up controlled experiments, recorded and analyzed data, interpreted and reported their findings at a Lemna 'conference.')

The two educators conferred on the library research process, using a newly developed Mt. Desert K-12 library skills continuum. They noticed the parallel to the scientific method, especially the need at times to backtrack to revise a hypothesis (similar to revising a thesis statement or research plan for a topic). Dorothy left the discussion with the understanding that she would present the research plan to the students during a class. Dr. Disney, however, incorporated the full plan, including appropriate keywords and inquiry statements into the project itself, and used an 80 minute class period for explanation and student planning. She commented later that it did not seem worth the time. She skipped the 80 minutes prep with her second class, then realized that they did not find the depth of information that the first class had. The importance of student planning of the research process was now obvious.

As an invitee to the Lemna "conference," Dorothy noticed two things: some students had missed relevant information that could have helped them, and the research criteria did not include appropriateness of sources or consultation with the librarian for additional directions of research. The next discussion between the two teachers resulted in additions to the Library Research criterion. For instance, to the top rubric was added "Sources were appropriate, timely, and relevant. Librarian was consulted for additional sources." These additions are underlined in the rubric below. Dorothy considered this a giant step, because it required the librarian to peruse student bibliographies and hear the presentations. By looking at the experiment write-ups and bibliographies, omissions would be clear. The librarian's role had gained credence. Consistent omissions would reveal a need for more practice or mentorship in the omitted format.

Thus an initial disappointment resulted in the librarian finding significant roles requiring her expertise, and learning that she could gain her objectives through another's methods. She was able to move from an adjunct position to an integral role in a class project.

The Library Research Process
Understanding Lemna Population Growth
(Student directions)
Presearch
Each group has proposed a hypothesis related to Lemna population growth. You have implemented an experimental design that will address your question. Your job now is to relate your question to prior knowledge, identify key words for library research, and organize a search for information that you can share with the class.

Here is an example of what I mean:

I. Central Question
What is the effect of dissolved oxygen of Lemna population growth?

II. Relating the Question to Prior Knowledge

Develop a concept map that will aid you in discovering what you do and do not know about the relationship between dissolved oxygen and aquatic plant growth.

Use your textbook to verify this knowledge and any other sources in the classroom. Consult with each other and consult with your teacher. You may want to join forces with another group that is testing a similar hypothesis for this part of the presearch.

III. Identify Key Words for Research

Use information from II above to generate a list. By using the textbook as a reference the following words turn up: chloroplasts (in leaves). . . chlorophyll (in chloroplasts). . . . carbon dioxide (used in photosynthesis). . . . light reaction. . . . Calvin Cycle photosynthesis. . . . photorespiration. . . . stomates

IV. Organize the Search

Devise a word map so that you can systematically explore the relationships between oxygen, leaf structure, the chemical reactions that are involved in photosynthesis, the conversion of sugar to energy for plant growth (photorespiration), and aquatic plants. 

plants    leaves    cells      chloroplasts     plant growth
structure           stomates   chlorophyll
                               photorespiration      		  	light reaction 
                               photosynthesis        	         Calvin Cycle

V. Develop Questions to Organize the Library Search

How is the structure of a plant's leaves designed to take in oxygen?
How is oxygen used in the process of plant growth or plant reproduction?
How do environmental factors influence the uptake of oxygen or growth of plants?

In thinking about Lemna in particular, you might wonder if oxygen can be taken up by the root cells. You might wonder if the structures involved in oxygen uptake on the surface of a Lemna plant are also found on the underside of a Lemna plant.

VI. Locate Sources of Information

You may consult with the librarian or teacher to locate non-traditional rresearch sources including on-line databases. Infotrac is a good place to start to find recent and relevant articles in the primary literature.

VII. Search for Relevant Information

You will need to assess the readability, content, and relevancy of the articles and books that you find. For example:
* Some articles in the journal Science are quite difficult to read.
* You might read an article in a magazine about how dissolved oxygen levels are important for marine animals, but this information may not be relevant to aquatic plants.

VIII. Select and Evaluate Information

You will need to evaluate the information you have gathered for currency and veracity.

You might find a book that describes photorespiration, but the date of publication is 1957. We may have learned a lot more about the process of photorespiration in the past 40 years!

In consultation with your teacher or librarian, select the information that is most useful.

Compile a bibliography!

IX. Interpret, Infer, Analyze, and Paraphrase

You will need to read (or in some instances, listen to) your sources of information and then compile notes by paraphrasing and interpreting information. You will hand in these notes, indicating who in your group made what contribution to the library search.

Photocopying and highlighting information is not the best way to analyze and interpret information. That is why I always provide you with discussion questions to homework and in-class readings. Perhaps developing your own set of "discussion questions" for each resource you locate will be an aid in interpreting and analyzing new information.

X. Organize Your Information for Presentation

You will work with your group members in order to make a presentation of information to the class in a scientific conference format. At the conference, your group will state the hypothesis you are testing, describe what you learned about plant growth in the library, and relate what is happening with your experiment to what you now know about plants. You will be assessed on the quality of your library research, how well you synthesized the information you gathered and related it to Lemna population growth, and the organization and delivery of your presentation. You must use some form of media in your presentation (a poster, overheads, slides, video, etc.). The following scoring rubrics will help you to understand the expectations I have of your library work and presentations. There is a groupwork and individual component to your final grade. Your contribution to the group will be worth 10% and your individual part of the presentation will be worth 90% of the Lemna project grade.

QUALITY RATING SHEET

name: ________Lindsay Smith____________

presentation ___Salinity and Lemna Population Growth_______

1. Organization........... 3
2. Content ........... 3
3. Delivery ........... 5
4. Use of Media ........... 5

TOTAL SCORE 16/20 = (80)(9) + 100 = 82 = B

COMMENTS: Lindsay, with a little more research, you would have found some interesting analogues for the vegetative growth that Lemna undergoe. This was part of the origanl handout on the Lemn Project.

REVISED SCORING RUBRIC FOR LIBRARY RESEARCH
AND GROUP PRESENTATION

Library ResearchInformation SynthesisClass Presentation
Group worked cohesively in the library. Group used multiple sources of information.
Sources were appropriate, timely, and relevant. Librarian was consulted for additional resources.		 Group synthesized information from multiple sources and related it to hydroponics.

Presentation was organized and informative and delivery was clear. Use of media enhanced presentation.
Group worked cohesively in the library. Few sources were investigated.
Sources were sometimes outdated, difficult to understand and not directly related to the topic. Some useful sources were omitted. The librarian was not consulted.

Group synthesized from one source and related it to hyproponics. Presentation was informative, but a little disjointed and difficult to follow.
Use of media enhanced presentation.
Group did not work together. A few individuals brought sources of information to the group.
The articles were out of date, hard to understand, and not directly related to the topic. Useful sources were omitted. The librarian was not consulted.		Group gathered isolated pieces of information and did not look for relationships. Presentation lacked detailed information, was a little disjointed and difficult to follow. Use of Media enhanced presentation.
Group did not work together.
Library or other sources were not used in gathering information.

Group did not have information to share. Presentation was uninformative and poorly organized. No media was used to aid the presentation.

QUALITY:

Library Research _________
Information Synthesis_________
Class Presentation ____________

TOTAL: _______

Note: Revisions consist of additions and are underlined.

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