1. How Does Water Travel through a Plant? S CIENCE F AIR P ROJECT

2. Engage Review parts of a plant we have already discussed and their function. 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. 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. 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. Ask questions about what they think the purpose of the stem is. “Why do you think the stem of a plant is important?” “Why do you think the stem of a plant is important?”

3. Explore/Explain Each group will receive chunks of the celery stalk to dissect and observe. Each group will receive chunks of the celery stalk to dissect and observe. “What do you notice about the inside of the stalk?” “What do you notice about the inside of the stalk?” Pull apart the celery into strings. Pull apart the celery into strings. “How would you describe this?” “How would you describe this?” “What do you notice along the outside of the stalk?” “What do you notice along the outside of the stalk?” Show them the tubes Show them the tubes “I wonder what the tubes are for. What do you think?” “I wonder what the tubes are for. What do you think?”

4. Explore/Explain Student will each receive a cup filled with colored water and their own celery stalk inside. 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. 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. 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. They will write about what they see as well as draw a picture of what they observe happening.

5. Explore/Explain The next day we will discuss what students observed. The next day we will discuss what students observed. “Tell me what you noticed about our celery in the colored water.” “Tell me what you noticed about our celery in the colored water.” When they tell me the water went up the stalk: When they tell me the water went up the stalk: “How do you know that?” “How do you know that?” What evidence do you have?” What evidence do you have?”

6. Elaborate The next day they will apply what we learned the day before to carnations. 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. 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. 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: Questions for a discussion about real-life application: “What do the tubes in the celery remind you of?” “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?” “Are there ways that you drink water that are similar to how plants drink water?”

7. Evaluate Will happen continuously throughout lesson through: Will happen continuously throughout lesson through: Discussions Discussions Are students engaged? Are students engaged? Are students grasping the new concepts? Are students grasping the new concepts? What questions are they asking that let me know they are understanding and/or confused by this concept? What questions are they asking that let me know they are understanding and/or confused by this concept? Drawings/Diagrams Drawings/Diagrams Do their diagrams and illustrations reveal an understanding of the material? Do their diagrams and illustrations reveal an understanding of the material? Writing Writing Do their written explanations uncover any confusion? Do their written explanations uncover any confusion?

8. Formative Assessment 3 Types: 3 Types: Students color parts of plant that I describe with a specific color in the beginning of the first lesson. Students color parts of plant that I describe with a specific color in the beginning of the first lesson. Students will draw many diagrams: 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 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. 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. I will look at their science notebooks and see if their writing, diagrams, and pictures are demonstrating a thorough understanding of this concept.

9. 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 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 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. 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?” “Which took longer for the water to travel? What evidence do you have?”

10. 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 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. 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. 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 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. I will display a chart of new scientific words so all students can have easy access to them.

11. List of Questions “Why do you think the stem of a plant is important?” “Why do you think the stem of a plant is important?” “What do you notice about the inside of the stalk?” “What do you notice about the inside of the stalk?” “How would you describe this?” “How would you describe this?” “What do you notice along the outside of the stalk?” “What do you notice along the outside of the stalk?” “I wonder what the tubes are for. What do you think?” “I wonder what the tubes are for. What do you think?” “Tell me what you noticed about our celery in the colored water.” “Tell me what you noticed about our celery in the colored water.” “How do you know that?” “How do you know that?” “What evidence do you have?” “What evidence do you have?” “Which took longer for the water to travel? What evidence do you have?” “Which took longer for the water to travel? What evidence do you have?”

12. 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 top of the celery. Record data about how long it took the dye to reach the the flower of the carnation (other plant). 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. 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. 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. We will look at the celery at a time that is an hour or half-hour.