Jaimeallenscienceimb
Jaimeallenscienceimb
Jaimeallenscienceimb
Argue
Categorize
Interpret
Predict
Question
Compare/contras
t
Retell
Describe
Summarize
Seed
Definition: A fertilized and mature ovule containing a plant embryo
Context: A new plant will come from the seed.
Stem
Definition: Stalk; a slender or elongated structure that supports a plant
Context: The stem pokes up through the soil.
Explain
Instructional Objective: Students will create tables in their science journals to predict, analyze,
and draw what happens to the celery stalk in the colored water. Students will collaborate with
one another to explain why plants need water. Students will be held responsible for their
materials; water, food coloring, celery stalk, and placing the cup of materials in a spot around the
room that provides abundant sunlight. The objective of this lesson is to allow students to
physically see the stalk of celery absorb the water through its veins because of the food coloring
used in the cup of water it is sitting in.
Prior Knowledge (student): Students should already have an understanding that plants need
water to survive. (Remind students of classroom rules and expected behavior.)
Content Knowledge (teacher): This lesson revolves around predicting and student explanations
on a scientific level as to why they think certain events will happen to a given object. As the
teacher, I must provide proper examples of scientific predictions and also provide students with
the information they need to know about plant survival in order for them to grasp each concept.
A video on seeds will open the lesson, followed by science journal predictions before, during,
and after we conduct the experiment.
Accommodations for special needs: Students who need assistance will be allowed to work with
a partner at their table. If students need help beyond a partner, they will only be expected to write
one word to describe what they see, and one word to describe what they think will happen, and
draw their predictions.
Materials and Technology requirements:
Sid the Seed YouTube video( Sid the Seed) internet, doc cam, computer, white board, markers,
clear plastic cups, stalks of celery, 2 tubes of different colored food coloring, water, and science
journals.
Total Estimated Time: 1 class period.
Safety considerations: Do not place water colored stalks of celery in your mouth, eyes, ears, or
nose.
Elaborate:
Light: Whether theyre grown inside or outside, plants need light. They use light energy to
change carbon dioxide and water into food. This process of food productions is called
photosynthesis.
Water: Water is essential to all life on earth. No known organism can exist without water. Plants
use water for many life processes including moving nutrients throughout the plant.
Air: Green plants take in carbon dioxide from air and use it during photosynthesis to make food.
Smoke, gases, and other air pollutants can damage plants.
Just like humans, plants require certain elements to develop, reproduce, and survive. Plants
need room to grow, the right temperature, light, water, air, and nutrients. When these
requirements are limited or arent provided at all, they can inhibit plant growth or cause the plant
to die.
- At the end of the day today, we will observe if any changes are occurring to our stalks of
celery and we will draw what we see. Our last observation of our stalks will be taken on
Monday when theyve had the whole weekend to sit in the water!
- Does anyone have any questions?
Evaluate:
Three points: Students were highly engaged in class and group discussions; used
research materials appropriately; produced a complete sentence that included all
requested information; and correctly identified all elements that make a plant grow.
Two points: Students participated in class and group discussions; used research materials
with little assistance; produced an adequate sentence, including most of the requested
information; and correctly identified at least three elements that make a plant grow.
One point: Students participated minimally in class and group discussions; were unable
to use research materials without teacher assistance; created an incomplete sentence with
little or none of the requested information; and identified two or fewer elements that
make a plant grow.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
I loved teaching this lesson! The students were engaged, listened, and reflected what they learned
throughout my lesson. I was lucky to have such an amazing corresponding teacher who helped
me plan this lesson. I started this lesson with a launch; an attention grabbing element of a lesson
that leaves students wanting to learn more about a given subject. We then moved into the
preparation of science journals to document observations during our experiment. Students
werent as excited about this little portion of our class period because they wanted to begin the
experiment. To make more sense of what I was asking for in the science journals, I drew an
example on the board to avoid confusion, even though there were still many questions. I then
moved into the presentation of materials we were going to use for our experiment, which revived
their science spirits. I showed them the water, food coloring, and stalks of celery. I then began to
ask them questions about what they thought we were going to do, why we were going to do that,
and what they thought was coming next. The experiment went smoothly and all of the students
listened to me very intently. I was very pleased with their behavior and asked the teacher to give
them DJO points for behaving. Our end result was a stalk of celery sitting in water filled with
food coloring and science journals filled with predictions and drawing of what they thought
would happen. I will reteach this lesson when I become a professional teacher in order to achieve
science standards while allowing my students to participate in a hands on activity.
CT signature/confirmation: _________________________________ Date: ________________