1. Title: “Can we change the color of celery?”
2. Jennifer Cwynar for a first grade classroom
3. Description of the topic: The instructor will put celery in water with red-food coloring dye. The students will work in teams and predict whether or not the celery’s leaves will change color. Students will also discuss the parts of a plant.
4. Rationale: This lesson meets the New Jersey Core Curriculum Standard 5.1, strand A2, A4, B1, B2 and Standard 5.10, strand A1.
5. Prior knowledge: This is the first year that the students are having science. They have conducted experiments in the classroom to determine the conditions plants need to grow by growing a plant from a seed. Additionally, they have learned about the conditions that living things need to survive. They have also learned about different habitats and the features of these areas. There has been a brief introduction on the parts of the plant such as the flower, leaves, stem and roots.
6. NJ Core Curriculum Standards
STANDARD 5.1 (SCIENTIFIC PROCESSES) ALL STUDENTS WILL DEVELOP PROBLEM-SOLVING, DECISION-MAKING AND INQUIRY SKILLS, REFLECTED BY FORMULATING USABLE QUESTIONS AND HYPOTHESES, PLANNING EXPERIMENTS, CONDUCTING SYSTEMATIC OBSERVATIONS, INTERPRETING AND ANALYZING DATA, DRAWING CONCLUSIONS, AND COMMUNICATING RESULTS.
Strands and Cumulative Progress Indicators
By the end of Grade 4, students will:
A. Habits of Mind
2. Keep records that describe observations, carefully distinguish actual observations from ideas and speculations, and are understandable weeks and months later.
4. Know that when solving a problem it is important to plan and get ideas and help from other people.
B. Inquiry and Problem Solving
1. Develop strategies and skills for information–gathering and problem-solving, using appropriate tools and technologies.
2. Identify the evidence used in an explanation.
STANDARD 5.10 (ENVIRONMENTAL STUDIES) ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE ENVIRONMENT AS A SYSTEM OF INTERDEPENDENT COMPONENTS AFFECTED BY HUMAN ACTIVITY AND NATURAL PHENOMENA.
By the end of Grade 2, students will:
A. Natural Systems and Interactions
1. Associate organisms' basic needs with how they meet those needs within their surroundings.
7. Objectives (Content):
Objective: The students will be able to associate organisms’ basic needs with how they meet those needs within their surroundings, as they relate to plant life.
Assessment: The instructors will assess student’s understanding of the function of the stem of a plant during and after group work.
Objective: The students will be able to identify the evidence in an explanation.
Assessment: The instructors will assess whether or not the student’s understand that a stem brings water to the plant.
Motor, Thinking, and Study Skills:
Objective: The students will be able to know that when solving a problem it is important to plan and get ideas and help from other people.
Assessment: The instructor will monitor the student’s performance during group work to ensure that all students are collaborating together.
Objective: The students will be able to develop strategies and skills for information–gathering and problem-solving, using appropriate tools and technologies.
Assessment: The instructors will monitor student’s group work to see if they use the magnifying lens appropriately.
Objective: Students will be able to keep records that describe observations, carefully distinguish actual observations from ideas and speculations, and are understandable weeks and months later.
Assessment: The instructor will monitor the student’s progress in group work to see if they can complete the worksheet without assistance.
Objective: All teammates will be respectful to each other during group work.
Assessment: The instructor will monitor to students performance during group work and give team points for working together appropriately. Additionally, questions will be posed after experimentation to assess their attitudes towards group work.
8. The hook:
Time allotted for the activity: 2 minutes
The class will be divided into groups. Team members will be assigned roles such as the illustrator, time keeper/materials manager, author and group leader. The instructor will discuss each role with the class. The instructor will stress the importance of working together to solve problems that may occur (e.g., the author has difficulty spelling a word so the other team members help him or her). They will be given name plates that they wear around their neck that identifies their role. Teams will earn points for displaying appropriate behavior and remaining on-task. These points will be scored on the whiteboard. Teams that earn the highest amount of points will earn a special prize (e.g., eraser).
Each group will be given some pieces of celery, magnifying lens and a worksheet to fill out. First, the team members will look at the celery both with and without a magnifying lens. The illustrator will draw a picture of what they saw. Team members will make a prediction and discuss their rationale. The author will score their results. The timekeeper/materials manager will score the time. Typically, the celery’s color will not change for at least two hours. As a result, the groups will not be able to score their results during this session. The instructor will monitor group performance and give teams points on the whiteboard when they are demonstrating appropriate behavior.
Time allotted for this activity: 20 minutes
The group leader will present their groups finding for the class. Additionally, they will answer questions about their group’s interactions with each other. Each group’s predictions and rationale will be scored on the whiteboard under their team name and points. The instructor will tally all the points after each group has presented
Time allotted for this activity: 15 minutes
For the hook activity:
1) “Do you think it is possible to change the color of celery?”, “Why?”
After group work
1) “How did you like working in groups?”, “Were there any problems?”, “How did you resolve it?”, “Did you like your role?”, “Is there another role you would like better?”
2) “When you looked at the celery, what did it remind you of?” (a straw)
3 “What did you notice when you looked at it through the magnifying lens?”
4 “Do you think the celery will change color?”, “Why or why not?”
5 “How would it change the color?”
2) “What are the parts of a plant?”
3) “What parts of the plant do you see on your piece of celery?”
11. Closure: The instructor will briefly discuss the parts of a plant that include leaves, flowers, roots and stem.
Time allotted for the activity: 5-10 minutes
12. Individualization: Since this is the first time that the students will be working in groups with roles, the instructor will assign roles to students that are compatible with their strengths. For example, a student that may struggle with writing may be assigned the role of illustrator in group work. Additionally, the instructor will ask guiding questions when students are having difficulty and scaffold instruction when necessary.
13. Follow-up Activities: The instructor will show the class the dyed celery on the following day (if the celery did not change color by the end of the day). Students will complete their worksheet by drawing a picture of the change and review their predictions. Additionally, the students will engage conduct an experiment to learn about how a plants design (e.g., leaf shape) helps it survive in certain habitats.
Can we change the color of celery?
Team name: ____________________
1. What do you notice? Draw a picture:
Without a magnifying
With a magnifying lens
2. Make a prediction: Will the color of the celery change? Yes No
3. Why? _____________________________________
4. What happened? Draw a picture: