Roots and Shoots Standard(s) Addressed: Life Science Students know roots are associated with the intake of water and soil nutrients. Green leaves are associated with making food from sunlight. Investigative and Experimentation Students will record observations and data with pictures, numbers, or written statements. Lesson Objective: Students will know that plants can grow in water and that hydroponics is the scientific process by which plants are grown in water without soil. Students will record plant growth over an extended period of time in a science journal. Materials: Each group needs: Plant food solution in water One plant (about 4 inches tall) Piece of cardboard Cotton Plastic cup Scissors Magnifying lens Ruler to measure growth, changes Each student needs a recording data table. Classroom Management: 1. Arrange groups with 4 students in each group for Explore activity 2. Rules for Student Participation: a. Be respectful b. Share the materials c. Let everyone share their ideas d. Speak quietly 3. Prepare a space in the classroom that has indirect sunlight where students can observe the plant growth.
ENGAGE: Connect to Prior Knowledge and Experience, Create Emotionally Safe Learning Environment, Preview New Vocabulary Estimated time: 10 minutes Using the Roundtable strategy, teacher will create interest in hydroponics which is the scientific process by which plants are grown in water without soil. Teacher scripts students ideas for later use. Teacher holds up a bottle of plant food water and asks the questions. Give each group a bottle of plant food water to handle during discussion. Roundtable: Each student contributes one idea about what they think plants need to grow. 1. What do you think plants need to grow? 2. Do you think plants can grow in water without soil? 3. Have you ever seen plants grow without soil? Give me some examples. At tables students will talk about what they think plants need to grow, one at a time. Students will share with the class. 1. Plants need soil, water, light, and air. 2. No plants need dirt. Yes, plants can grow. 3. No I have never seen it. Yes, I saw rice on TV. EXPLORE: Hands-On Learning, Contextualize Language, Use of Scaffolding (Graphic Organizers, Thinking Maps, Cooperative Learning), Use of Multiple Intelligences, Check for Understanding Estimated time: 30 minutes/ 2 weeks Teacher leads the class in preparing the investigation. 1. Prepare a plant growth solution using the directions on the plant food label. 2. Cut out circles or cardboard or heavy paper that are slightly larger than the cup top. Punch out a 1 cm hole in the center of the cardboard. The cardboard supports the plant in water and slows evaporation. Students follow the directions of the teacher to set up the investigation.
3. Select plants to grow hydroponically. You can pull plants loose from the yard and wash the roots well. Or choose plants grown in the classroom. They should be about 10 cm. (4 in. tall.) 4. Wrap a piece of cotton around the stem of each plant and insert through the hole created in the cardboard lid. The cotton should hold the plant easily in the lid. 5. Add the plant growth solution to each cup and immediately place the plant roots in the liquid. 6. Place the plants in an area of subdued light, out of the hot direct sunlight. Treat them like any plants growing in the sol. 7. Replace the plant food solution as water evaporates. Teacher allows the students to record their observations over a period of time. (2 weeks) 1. How has the plant changed? What do you see that is different? Draw picture of what you see. Students will record their observations on a data chart over a period of time. EXPLAIN: Listening, Speaking, Reading, and Writing to Communicate Conceptual Understanding Estimated time: 30 minutes Teacher leads a discussion of hydroponics using a bubble map to record the information. Students record on a bubble map what they have observed from the hydroponics investigation. 1. How are plants usually grown? 2. Where did we grow the plant? 1. In dirt 2. In water
3. Does anyone know of any other plants grown in water? (Bean, alfalfa sprouts) 4. NASA grows food in the space station. 3. No we don t know. 4. Astronauts grow food in water! EVALUATE: Thinking Maps, Summarize Lesson and Review Vocabulary, Variety of Assessment Tools, Games to Show Understanding Estimated time: 30 minutes Teacher will lead the class in discussion of what was observed and learned during this investigation. Numbered Heads strategy; #1 shares what supplies were used #2 shares what was observed #3 and #4 share conclusions What supplies did we use? What did we observe? What conclusions did we make? What did we learn about hydroponics? In groups of 4: Students engage in Numbered Heads Strategy: Using a bubble map, students will record what was used for the hydroponics observation, what they observed from their data charts, and any conclusions they came up with. EXTEND: Group Projects, Plays, Murals, Songs, Connections to Real World, Connections to Other Curricular Areas Estimated time: Time varies Allow the students to investigate further. Provide students with plants in soil. Compare the growth of the plants in soil and the plants grown in water. 1. What is the difference between plants growing in soil and water? Is there a difference? 2. What do you predict will be the difference? Students observe plants growing in soil. They record their data on the data chart. 1. I don t see a difference. They both grow. They both need sun. Soil needs water. 2. They will be the same. Maybe they will bigger if they grow in dirt. I think they will be smaller.
3. Describe the difference between soil and water. 4. Compare the water plant data and soil plant data. 3. Soil is black. Water is clear. Soil is dirty. Water is clean. 4. Answers will depend on what they observed. Student Talk Strategies Adapted from Avenues, Hampton Brown, 2007. Design Description Benefits and Purposes Numbered Heads Students number off within each group. Teacher prompts or gives a directive. Students think individually about the topic. Groups discuss the topic so that any member of the group can report for the group. Teacher calls a number and the student from each group with that number reports for the group. Group discussion of topics provides each student with language and concept understanding. Random recitation provides an opportunity for evaluation of both individual and group progress. Roundtable Teacher seats students in small groups around tables. Teacher asks a question with many possible answers. Each student around the table answers the question a different way. Encouraging elaboration creates appreciation for diversity of opinion and thought. Eliciting multiple answers enhances language fluency.
Student Data Table Date Observations Drawing
Bubble Map: A Bubble Map is a tool used for brainstorming ideas and recording prior knowledge. In the center of the circle, the topic that is being defined or understood is written. The bubbles around the circle are used to write or draw adjectives that describe the topic. Water Plants