Lesson Title: Plant TransportTopic/ Focus Area: The transport of water, nutrients, and food through plantsGrade Level: 5Cadre: 4 -Teachers: Dulce, Jairo, Raquel, Lori, Claudia, Jennifer, Tiffany

Major Concept of Lesson: In vascular plants, water, food, and nutrients are transported throughout the plants by specialized tissue called xylem and phloem. The driving force behind the upward movement of water through the plant xylem is transpiration.In nonvascular plants, water and nutrients simply diffuse through the plant. The lack of xylem and phloem in nonvascular plants results in the smaller size of these plants compared to vascular plants.

Model –Diagrammatic and Verbal Models:1. Initial Model: Students will create individual initial models. 2. Modified model:

Students will create a modified model based on their lab observations. After sharing models, group members will come up with one model to share with the class.

Students will further revise/modify their individual model after the teacher explanation, selected reading, and the elaborate activity.

3. Final Model: Students post their final models and use a criteria checklist to evaluate their own and their peers’ models.

California Standard(s) to be addressed:2a. Students know many multicellular organisms have specialized structures to support the transport of materials.2e. Students know how sugar, water, and minerals are transported in a vascular plant.

Student Objectives: Students will make detailed observations and create a model that explains how water and nutrients are transported throughout a plant.Students will revise their models several times based on new learnings gained from teacher presentations, collaboration with peers, and selected readings. Students will use their models to make a prediction regarding nonvascular plants.Students will evaluate both their own and their peers’ models based on a criteria checklist.

Los Angeles Charter Schools Science Partnership Model-Based Inquiry Lesson Plan

Materials and Resources: For each group:One long stalk each of normal and red-colored celery, with the leaves still attachedObservation tools such as microscopes and slides, hand lenses, etc.Dissecting tools for students such as plastic knives and/or scissorsPaper plates, one per studentPaper towels for clean upPrepared cross-sectional slides of root, stem, and leaves (available from science supply houses)

For Class: Red food coloringDissecting tools for teacher: knife, razor blade (optional)Projector for power pointsSamples of mosses and liverworts or other nonvascular plants (if no samples available, photos can be used)

Lesson Implementation Logistics: About 2 days before Day 1 of the lesson, celery should be soaked in concentrated red

food coloring. Be sure to have enough non-dyed celery (one long stalk) for each group as well.

If necessary, review safety practices such as the safe handling of any sharp objects such as scissors.

If necessary, review microscope parts and how to use. Collect samples of moss and/or liverworts ahead of time. If doing the prepared slides activity, be sure to order the slides well in advance.

Vocabulary: xylem, phloem, vascular, vascular plants, vascular tissue, nonvascular, evaporation, transpiration, moss, liverworts, cross-section, longitudinal section, pores, stoma

Steps of the Lesson

Learning Activities which lead to Model

Teacher Questions for Activity:

Anticipated Student Responses, Questions and Errors:

Teacher Response to Students and Teacher Intervention Activities or Strategies

ENGAGEBefore Day of Lesson:1. Power Point: “What Makes a Good Model?”

2. Two nights before the lesson, soak celery in concentrated red food coloring.(Be sure to prepare enough celery for each group to use later on in the Explore).

Day of Lesson:3. Initial Model: Teacher shows Ss both a dyed and non-dyed celery stalk.

T asks Ss: “What do you observe? What do you think happened to cause the color change in the dyed celery?Why do you think this happened?Ss create an initial model in their science journals to explain the color change in the dyed celery.

T tells Ss that in the Explore section, they will have an opportunity to make very detailed observations of the celery in order to modify their models.

1. Power point focus questions to discuss with Ss:What do you think is the purpose of the model shown on this slide?What do you notice about the models? What does each model include?

3. What do you observe? What do you think happened to cause the color change in the celery? Why do you think this happened?

1. Features of Good Diagrammatic Models:Clear labelsPicturesDiagramsArrowsDirectionalitySizeInsetsTitlesSci.vocabularyColor Progression-numbered stepsDifferent views (cross-section, longitudinal, aerial, etc)Bullet points Paragraph Captions

1. If Ss do not understand cross-sectional and longitudinal cuts, T can use a straw, paper towel tube, cucumber to demo these cuts.

EXPLORE Making Detailed Observations:

1. Teacher distributes a long non-

dyed stalk of celery and a long dyed celery (with leaves) to each group.

Focus question: “What do you think happened to cause the color change in the celery?

2. T says to Ss: “In order to find out, you will make as many kinds of observations as you can. For example, you can make a cross-sectional cut to examine the inside. How else can you make observations?”

3. Ss use the Observation Guide to record their observations.

2. How else can you make observations? (use a microscope, lens, make cuts, both longitudinal and cross-sectional, pull out the long fibers of vascular tissue, project on document camera, etc).

“What are the red dots at the bottom? If you follow them, where do they go in the celery?” Some Ss may not realize that the red dots are actually the long red fibers running the length of the celery.

How does the dye help you to learn about celery structure when you compare it to the non-dyed celery?

2. If Ss ask what the red dots are, teacher can have Ss pull out the fibers as long as they can, so that the fibers look like “stripes”. This helps students understand the connection between the dots and fibers and that water travels through these structures.)

2. Use teachable moments during the lab to teach Ss the names of the various parts: xylem, phloem, etc.

EXPLAINA. Student Explanation

1. T reviews with students the features that make a good model.

2. Modified Model: Sts will revisit their initial model to make revisions. Focus Question:“Now what do you think happened to cause the color change in the celery?” Point out to students that they should refer to their

A2. “Now what do you think happened to cause the color change in the celery?”

A2. Ss might give the following explanations in their models: Sucking, absorption, going up/moving up, diffusion, plant “breathed” in the water

A2. If Ss tend to spend an excessive amount of time drawing, one solution is to have them do the written explanation first, then the diagrammatic part of their model.

data/observations in modifying their models. Ss to include 1-2 sentences explaining how this new model is different from their initial model.

3. Ss take turns sharing their model with group members. T asks a few Ss to share model with class, including how it differs from initial model.

B. Teacher ExplanationTeacher Presents a Possible Model: T shows or makes his/her own model including what Ss gave as good features to include.

1. T explains the transport of water and materials through vascular plants. Review: Be sure to pull out the “stripes/fibers” to show Ss how they travel the entire length of the celery.

Highlight and label vocabulary such as xylem, phloem, vascular, vascular plants, vascular tissue, evaporation, transpiration, etc.Major concepts to teach:

Basic structure of the xylem and phloem

Adhesion/cohesion of water in the xylem tissue

Transpiration from leaves as the driving force for water going up

Diffusion of water from environment to roots

Vascular tissue provides stiffness and allows some plants such as sequoias to grow to great heights

2. T checks for understanding. 3. Lab- Students view cross-sectional slides of roots, stems, and leaves of various plants to examine the xylem and

B2. Additional possible questions teacher can ask:a. What do you think would happen if we sealed the opening of the container with saran wrap, leaving a hole for the celery? (The water level should go down due to water uptake by the stalk as transpiration takes place.)

b. Look at your model. Does it indicate in some way that it applies to other plants, not just celery? How can you add this info to your model?Can you think of a more appropriate title for your model?

Connect it to previous learnings:What does this have to do with what we’ve learned about the kinetic molecular theory of matter?

B1. Ss might think of questions related to maple tree sap, or tree rings they have seen, etc. Be sure to include slides of these plants to make explanation easier.

phloem tissue.

4. Reading Activity Students read FOSS article entitled “Vascular Plants” and take Cornell Notes on template. Teacher guides reading and notes, gradually releasing responsibility to students. Students read actively by asking questions, identifying key words, main ideas, important details. At the end of the reading, students write a short summary of the article.

4. Students Revise ModelsBased on the teacher explanation and new information in the reading, students again revise their models. Students can now incorporate new and/or missing information such as phloem, sugar/food, examples of plants other than celery, transpiration/evaporation, adhesion and cohesion of water molecules, etc.

Clarify some concepts that Ss may have shown in their models, such as: Sucking, absorption, going up/moving up, diffusion, plant “breathed” in the water

ELABORATEGuided DiscussionVascular vs. Non-Vascular Plants

1. Focus Question: “What do you think plants would look like if they had no vascular tissue, that is, no xylem and phloem? Predict what you think they would look like. Refer to your model for ideas or information. Write your response in your notebooks.”

2. After Ss have responded, teacher distributes a sample of moss and liverworts for each group to observe. T says: “Here are some samples of plants with no xylem or phloem. The names of these plants are mosses and liverworts. What do you notice about them? Was your prediction correct? Write your thoughts in your notebooks.”

2. What do you notice about the mosses and liverworts? Was your prediction correct? How are they different from more common plants that you have seen?

1. Possible S predictions:No ridges like in celery. The plant would be plain, smooth and flat, irregularly shaped.

2. Hopefully Ss will notice that mosses and liverworts are much smaller and have no clear roots, stems, leaves.

2. Provide lenses or microscopes for Ss to make observations.

3. Allow Ss to share ideas with group members.

EXPLAIN

1. Student ExplanationStudents share their responses to question “What would plants look like if they had no xylem or phloem?”

2. Teacher ExplanationPower Point: Vascular and Nonvascular Plants

3. Final Model:T to Ss: “Now go back and look at your model. Does your model explain how water and nutrients are transported through ALL types of plants, including mosses and liverworts? If not, modify your model so that it includes these nonvascular plants.”

Students will work in pairs to create their final models on 11x17 poster paper. Teacher will provide a checklist for Ss to use as they create their models.

3. Does your model apply to all types of plants? How will you modify your model?

EVALUATE

1. Peer Evaluation of Final Model Posters-Students post final posters around the room and use the criteria checklist to assess peer models.

The Criteria Checklist includes:a. Vocabulary: xylem, phloem, transport, water, minerals, food, root, stem, leaves, vascular, nonvascular, evaporation, transpiration.

b. Processes are shown in a series of steps with correct direction for

xylem and phloem c. Vascular and nonvascular plants and examples d. a written explanation

2. Teacher Evaluation: T uses the same criteria checklist to assess models.