Asynchronous Science Center: Freaky Flower Experiment

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Asynchronous Science CenterFreaky Flower
Experiment
A lesson created by Tracie Zersen
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State goal 12.A.2a- Describe simple life cycles
of plants. State goal 12.B.2b- Identify physical
features of plants.
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Objectives

• The students will work in groups in order to
  engage in a review of the parts of the flower.
• The students will understand how water travels
  through plants.
• The students will make a hypothesis and follow
  the procedural steps of the scientific method.
• The students will record their data over a period
  of time and draw conclusions after interpreting
  the data.

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Video Clip

• This video clip illustrates the introduction to
  the lesson. It is brief because the point of this
  lesson is for the students to make discoveries on
  their own.

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Getting Started

• The students were placed into their computer
  groups.
• After brief instruction regarding group
  etiquette, procedural tips, and emphasis upon
  moving slowly through the power point the groups
  were challenged to get started and learn about
  the freaky flower experiment on their own.
  Therefore, from this point on the teachers served
  as facilitators.
• The following slides encompass the actual power
  point that the students worked with as well as
  video clips that demonstrate the students engaged
  in the lesson.

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Freaky Flower
Experiment
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how do plants get Water?

• What happens when you water a plant?
• Where does the water go?
• How does the water travel?
• Lets find out!

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• Think about the system of pipes that carry water
  through your home.
• Pipes carry water to different rooms. Think of
  how pipes are arranged in your house.
• In some ways, this system of pipes is like the
  system of tubes that carry water throughout a
  plant.

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Vocabulary

• Root hair
• xylem
• phloem
• stomates
• pistil
• stamen
• ovary
• petal
• sepal
• transpiration

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• Knowing our flower vocabulary will help us
  understand the experiment.
• The root hairs are threadlike growths on the root
  which grow in tiny spaces in the soil.
• The xylem is a tissue made of tubes that carry
  water and minerals upward through the plant.
• The phloem is a tissue made of tubes that carry
  food through a plant.
• Stomates are small openings usually found on the
  bottom surface of leaves through which water
  vapors and gases leave the plant.

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More vocabulary

• Pistil- the female reproductive part of the
  flower
• Stamen- the male reproductive part of the flower
• Ovary- base of the pistil that produces egg cells
  or ovules
• Petal- colored leaves that attract insects for
  pollination
• Sepal- green leaf that protects the flower while
  it develops

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Video Clip

• This video clip demonstrates the students working
  in groups to engage in a discussion concerning
  the definitions in the power point and the
  information pertaining to the parts of the plant.

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Parts of a flower
..
pollen grains
pistol
..
..
..
..
..
stamens
petal
ovary
.
sepals
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How do plants get water?
Most plants suck up water through their roots
which have holes in them. The water travels to
the leaves through the veins in the stem which
are called xylem. The water that is not needed
escapes through the holes in the leaves, called
stomata, and evaporates. This helps pull more
water up through the plant. The flow of water
through the plant is called transpiration.
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Lets Begin!

• Gather your materials
• Freshly cut carnation
• a beaker of water filled up to 75 ml
• food coloring
• scissors

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Make your own Freaky Flower

• Objective How does water travel through a plant?
• Hypothesis (use your background knowledge)
• Materials freshly cut carnation, container of
  water, food coloring, beaker

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How to make your freaky flower

• Continue to fill in your lab sheet with the
  following information
• Procedure
• 1. Pour 75 ml of water and 20 drops of the
  specified food coloring into a beaker. The food
  coloring that each group should gather from the
  material table has been placed on your computer
  monitor. Put the flower into beaker.
• 2. After a day or so, what starts to happen to
  the flowers?
• Results Make an observation chart to record
  changes daily for one week. Pay attention to the
  level of water and colors that you observe after
  each day.
• Conclusion What have you learned? What floral
  shop secret have you discovered?

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Video Clip

• The following video clip shows the students
  gathering materials and engaging the freaky
  flower experiment.

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wild flowers are pink summer sky is blue my
names on my paper how about you?
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Follow Up

• The students recorded the changes that they
  observed in the water level of the beakers at the
  end of each day.
• After a few days the food coloring traveled up
  the xylem and the students and I observed
  brilliant colors!

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My Reflection
I feel that the experiment went as planned. The
students worked in their groups and successfully
taught themselves how water travels through a
plant. The following video clip is my reflection
concerning the implementation and success of the
lesson.
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Mentors Reflection

• The following video clip is my mentor teachers
  reflection regarding the success of my lesson.

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Asynchronous Science Centers

• The asynchronous science center generated hands
  on work and challenged the students to work
  collaboratively in order to learn about the magic
  behind the freaky flowers!

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