Teacher Candidate: Mary Beth Driver Grade: sixth grade Date and Time of lesson: February 12, 2013

1:02 pm

Learning Objective: Students will correctly set up a system to observe and measure plant transpiration. Prerequisite skills: In kindergarten, 1st grade, and 3rd grade, students studied the resources needed by plants in order to survive. Students have not studied the specific processes of photosynthesis, respiration, and transpiration. Social: In sixth grade, students, socially, are able to communicate their ideas using appropriate vocabulary and are able to critique ideas. Emotionally, sixth graders are able to be critiqued without the fear of failure. Cognitively, students are able to read and abide by procedures. Students are also able to infer and predict what will happen in the future as a result of something happening. Alignment with Standards: Science Standard 6-2: The student will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and reproduce. (Life Science) Science Indicator 6-2.7 Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration). Visual Arts Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art. VA6-1.4 Use art materials and tools in a safe and responsible manner. Math Common Core: 6.SP.5 Statistics and Probability Summarize numerical data sets in relation to their context, such as by: 1. Reporting the number of observations. 2. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. Assessment for Objectives: Pre Assessment: Turn and talk to your neighbor about what you remember about the water cycle. Write down the notes that you and your partner were able to brainstorm. During: Students will observe a plant and predict what they think will happen based on what they know about the water cycle. Students will measure the volume of water used in the experiment.

Post: Students will reflect on what they did throughout the experiment. The next day, students will measure the amount of water that has transpired. Then, students will discuss and explain changes that occurred. Accommodations: There are two students that are special needs and need accommodations. For this lab, students will be read the instructions twice and then asked to talk about what they are going to be doing. Early finishers are to report back to their desk in the front of the classroom and start getting out their notes for plants and how they are classified. When a group finishes early they will begin working on their drawing of their plants. Slow learners are paired with a predetermined student who will assist them with this lab. Students that have an IEP will be given extra time to complete the lab, but the will be assisted by a students in their group. I will be walking around to all of the groups to make sure that there are no problems. Materials: Pencils, paper, two plastic cups per groups, cardboard, Vaseline, light source (lamps), water, scissors. Technology: I will have the procedures projected on the Promethean board. We will read over the procedures on the board. Procedures: Introduction: I know a bunch of you like to play sports and be outside. When you are outside and you are playing hard, what happens to your body? Hopefully, someone says they sweat If not, keep going and try to get them to say it on their own. Yes, you sweat! Why do we sweat? What does sweating do for our bodies? (Sweat gets rid of excess heat/cools our bodies). We lose a lot of water during this process. Does a plant sweat? What would happen if a plant sweated like us? (The plant would lose too much water and wilt or die). Plants do lose water through their leaves in a process called transpiration. The goal of todays lab is to explore this process. At the end of the lab, you should be able to measure the plants transpiration. I have assigned you to a lab group based on similar student characteristics. Prior lab groups were taken into account as well. Call out their lab group. Then talk about the safety procedures. As you all know, we will be working in the lab. We will not have any chemicals out, but there are some rules that you need to follow. There is to be no running in the lab area. Also, you are not to roam from group to group unless I have asked you to do so. Follow the procedures that are given and everything will be fine. Model the movement if necessary. Move to the back of the classroom into your assigned areas. Talk with your group and write down everything you can remember about the water cycle. Then, predict how transpiration may be

related to the water cycle. Jot this down in your notes and be willing to share what your group thought. In front of you, you see all of your materials. I have a picture on the board of what we are going to create and you have the procedures within your group. Try to see if you can make it by yourself. If your group needs help, just call me over and Ill see what I can do. **** The procedures are attached to the lesson plan. **** The control group will be set up prior to the experiment. I do not want the students to know that I used a fake flower if at all possible. We will not be doing the extension. Measure the amount of water used in the bottom cup using the beakers. Make sure you label the units that you measured in. Then, predict what you think will happen to your plant after you see how it is set up in your experiment. Lets talk about your predictions. Youve discussed it with your group and now I want to know what you are thinking. After talking about the predictions made by the groups, ask them to observe their cups. Then, draw their observations. I like the predictions that I heard. Now, I want you all to observe your cups. Youve taken measurements. I want you to draw what you see in your science journal. You have colored pencils and markers available. Use whatever you need. I would also like you to draw the control set that I have set up. Make sure you label the plants. After you get it drawn, return to your desks in the front of the classroom. Reflection: When students get back to their seats, ask them to reflect on what they accomplished today. When you get back to your seats, I want you to get out a sheet of paper and reflect on what you have done today. Describe what you did and why you think transpiration is important to the water cycle. Tomorrow we are going to come back to our lab groups and observe any changes to our plant. Keep your hypothesis in mind as we do so. You will also be reminded to draw the changes in your science journal. The next day, students will be given their plant to observe any changes.

References: http://gcuonline.georgian.edu/wootton/transpiration.htm

Activity Analysis:

Basically, the activity that we are doing in this lab is showing transpiration. We are putting a stem into two cups with water in the bottom of one cup. Hopefully after a couple of days, we will be able to see the difference and measure how much water has transpired. 1) The objective is for students to learn and demonstrate processes that are crucial for plants to survive. The experiment/activity does exactly that. Students actually get to create an environment that is suitable for transpiration to occur and then they will predict what will happen as a result of creating this environment. 2) Several students in my classes are visual learners/kinesthetic learners. For them to process the information given, they need to be hands on and they need to see it happening. My students also love labs. As a part of my student interest survey, I asked them what their favorite part of science is and the number one answer was the labs. I also have several students who require special education and have IEPs. These students are the ones that really benefit from the hands on projects that we do. 3) Technology: Students will have the procedures at their desk and also on the promethean board. That way, I can read the instructions with them and then they will have them when they are actually in the lab part of the classroom. Furthermore, we will be photographing their experiments so we can add another way for them to see the change after a couple of days.