Lesson 4: Plants and Energy
NOTE: This lesson is designed to span over the course of three weeks (or length can be altered to the teacher's discretion).
NGSS Standards
DCI: 5-LS1-1.Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]
SEP: Support an argument with evidence, data, or a model.
CCC: Matter is transported into, out of, and within systems.
SEP: Support an argument with evidence, data, or a model.
CCC: Matter is transported into, out of, and within systems.
Student Learning Outcomes
- Students will be able to form and create a hypothesis and conduct an experiment to test that hypothesis.
- Students will be able to support their argument that plants get the energy they need to live and grow from either the sun, air, water, or soil by collecting evidence through multiple experiments.
- Students will explain where and how plants get their main sources of energy to grow.
Engage
Students will be given a worksheet to begin the class. Here is a PDF version of the file.
plants_and_energy_wkst.pdf | |
File Size: | 36 kb |
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Explore (Three Week Period)
Day 1: Give every student one of each of these hand outs. Have them fill out the first section titled "Hypothesis." Everything else in the middle section will be filled out as the weeks go on, to track the progress of the plants. On the right column of each document, there is a section titled "Procedure" where students can follow instructions and know how each experiment is done.
For instructions on each set of plants, refer to the procedures listed on each of the four hand outs.
For instructions on each set of plants, refer to the procedures listed on each of the four hand outs.
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Day 7: Record observations for each group of plants in the Week 1 section.
Provide each group with a ruler. The teacher should show them that they should be measuring from the base of the cup, to the tallest leaf on the plant. The group should begin measuring the plants that their group planted, then they rotate around to each of the other groups to make their beginning height measurements. The teacher should be circulating to guide them through this first measurement to ensure they are recording their data in the correct location in their notebooks. After this guided measurement, they will be responsible for collecting their data on their own during the day on Fridays.
Provide each group with a ruler. The teacher should show them that they should be measuring from the base of the cup, to the tallest leaf on the plant. The group should begin measuring the plants that their group planted, then they rotate around to each of the other groups to make their beginning height measurements. The teacher should be circulating to guide them through this first measurement to ensure they are recording their data in the correct location in their notebooks. After this guided measurement, they will be responsible for collecting their data on their own during the day on Fridays.
Day 14: Record observations for each group of plants in the Week 2 section.
Day 21: Record final observations for each group of plants in the Week 3 section. Students should analyze their data and form a conclusion using the box in the bottom right hand corner of their observation hand outs.
Explain
Students will write down what their original hypothesis (from the Engage worksheet) was and if it was accurate after gathering all the data from the experiment. They can share with the class what they wrote down. The students will explain why they think they got the results they did.
If the experiment goes according to plan, it should be clear that the plants without water and air suffered the most, in terms of growth.
If the experiment goes according to plan, it should be clear that the plants without water and air suffered the most, in terms of growth.
Elaborate
Tree Line
Photo from Wikipedia.org
The tree line is something very fascinating and interesting to examine. The teacher can show this image to the class, and ask the students why they think there is such a thing as a tree line? Why do the trees stop growing at a certain point? The students should be able to use the results and conclusions from their plant experiment. They can discuss with their table groups or their peers around them and try and figure out the reason for a tree line. Students should be able to come up with something similar to: "The high altitude limits the amount of air in the atmosphere, therefore it disrupts plant/tree growth."
Evaluate
Formative: Track student progress on their worksheets and help them make any changes or corrections, if necessary.
Summative: Students will write a paragraph about the two main factors the influence a plant's growth (air and water). They should explain what their data/results concluded and why they think those two factors affect growth more than others.
Summative: Students will write a paragraph about the two main factors the influence a plant's growth (air and water). They should explain what their data/results concluded and why they think those two factors affect growth more than others.
Reference:
Sallas, J. (n.d.). Where Do Plants Get The Materials They Need? (Day 1: Gathering Evidence to Support Your Claim). Retrieved November 14, 2018, from https://betterlesson.com/lesson/633008/where-do-plants-get-the-materials-they-need-day-1-gathering-evidence-to-support-your-claim
Sallas, J. (n.d.). Where Do Plants Get The Materials They Need? (Day 1: Gathering Evidence to Support Your Claim). Retrieved November 14, 2018, from https://betterlesson.com/lesson/633008/where-do-plants-get-the-materials-they-need-day-1-gathering-evidence-to-support-your-claim