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Science Fair Project . How Does Water Travel through a Plant?. Engage. Review parts of a plant we have already discussed and their function. Lead to question: (point to stem) “Does anyone know what this part of the plant is called?” And have a discussion of what they think its function is.
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Science Fair Project How Does Water Travel through a Plant?
Engage • Review parts of a plant we have already discussed and their function. • Lead to question: (point to stem) “Does anyone know what this part of the plant is called?” And have a discussion of what they think its function is. • Pass around the celery plants and have them discuss in their groups what they notice. • Ask questions about what they think the purpose of the stem is. • “Why do you think the stem of a plant is important?”
Explore/Explain • Each group will receive chunks of the celery stalk to dissect and observe. • “What do you notice about the inside of the stalk?” • Pull apart the celery into strings. • “How would you describe this?” • “What do you notice along the outside of the stalk?” • Show them the tubes • “I wonder what the tubes are for. What do you think?”
Explore/Explain • Student will each receive a cup filled with colored water and their own celery stalk inside. • Then they will make predictions in their notebooks about what they think will happen. • Students will observe what is happening to their celery throughout the day. • They will write about what they see as well as draw a picture of what they observe happening.
Explore/Explain • The next day we will discuss what students observed. • “Tell me what you noticed about our celery in the colored water.” • When they tell me the water went up the stalk: • “How do you know that?” • What evidence do you have?”
Elaborate • The next day they will apply what we learned the day before to carnations. • They will make predictions about what they think will happen based off of their experiment with the celery. • We will put the carnations in colored water and they will observe the changes like they did the day before. • Questions for a discussion about real-life application: • “What do the tubes in the celery remind you of?” • “Are there ways that you drink water that are similar to how plants drink water?”
Evaluate • Will happen continuously throughout lesson through: • Discussions • Are students engaged? • Are students grasping the new concepts? • What questions are they asking that let me know they are understanding and/or confused by this concept? • Drawings/Diagrams • Do their diagrams and illustrations reveal an understanding of the material? • Writing • Do their written explanations uncover any confusion?
Formative Assessment • 3 Types: • Students color parts of plant that I describe with a specific color in the beginning of the first lesson. • Students will draw many diagrams: • They will draw their own picture of what they observe when they “dissect” their celery. • They will draw their own pictures of what is happening to the celery stalk throughout the day. • I will look at their science notebooks and see if their writing, diagrams, and pictures are demonstrating a thorough understanding of this concept.
Data Collection • Students will be drawing the celery throughout the day, documenting at what point they see the dye on the celery stalk. • Students will do the same for the carnations, documenting how long it take the dye to reach the petals of the flower. • Students will compare the two and see if the dye traveled fastest in the celery or carnation. • “Which took longer for the water to travel? What evidence do you have?”
Strategies with Students Who Speak English as a Second Language • They will be able to display their understanding through diagrams they create of how the water travels through the stem using words and short phrases. • They can also display their understanding through demonstrations. • Students will be grouped together to have discussions on what they observes so they can ask questions and practice language skills. • I will also allow for time that students can talk in pairs, as group discussions can be intimidating. • I will display a chart of new scientific words so all students can have easy access to them.
List of Questions • “Why do you think the stem of a plant is important?” • “What do you notice about the inside of the stalk?” • “How would you describe this?” • “What do you notice along the outside of the stalk?” • “I wonder what the tubes are for. What do you think?” • “Tell me what you noticed about our celery in the colored water.” • “How do you know that?” • “What evidence do you have?” • “Which took longer for the water to travel? What evidence do you have?”
Integrate Math • Record data about how long it took the dye to reach the top of the celery. • Record data about how long it took the dye to reach the the flower of the carnation (other plant). • Compare the lengths of time that it took the dyes to reach the top of the celery versus the carnations. • Every time students observe their celery throughout the day they will have to document the time. • We will look at the celery at a time that is an hour or half-hour.
