Reflection: Developing a Conceptual Understanding Transpiration - Section 1: Introduction

 

Because I know my students have limited experience taking measurement other than length, I try to build in opportunities  for measurement wherever I can.  This lesson allows them to build their understanding of the scale of a milliliter, so that when they are estimating and problem solving in math later in the year, they will already have a frame of reference of just how big a milliliter is.

I also know it can be difficult for students at this age to understand things they cannot directly observe.  They have learned about the water cycle before, and have likely sung songs, and read books.  For deeper understanding, they need hands on proof that yes, water comes out of the leaves of plants through holes too small for us to see.

This lesson can also be used a great springboard for launching into plant adaptations.  Bagging leaves from our native Sonoran Desert plants nearby and comparing them with the plants used in landscaping give very different results.

  Why Measure Transpiration?
  Developing a Conceptual Understanding: Why Measure Transpiration?
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Transpiration

Unit 3: Plant Structures
Lesson 4 of 12

Objective: SWBAT define and measure transpiration of a plant over a given time.

Big Idea: How can we measure plant activity?

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6 teachers like this lesson
Subject(s):
Science, Biology / Life Science, drawing conclusions, engineering, seeds
  30 minutes
bagged pothos
 
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