Lesson ____ of ____
Lesson Title:
AZ Teaching Standard:
Science C2, PO2: Participate in guided investigations in life science
Lesson Outcome:
TSW made predictions of the outcome of a science experiment.
Evidence:
generated predictions and observation notes that relate to experiment
Big Idea: (matches unit)
Our world is connected in many ways.
Materials:
SmartBoard Presentation on Saguaro Cactus (pleats page); newsprint paper; pencils; crayons, large green
construction paper (2 per cactus model), medium sized cups, tub of water, small saguaro cactus, if possible
Sub-Objective
SW make
predictions as
to how the
pleats of a
saguaro cactus
helps it to store
water.
Teacher Actions
Student Actions
Today (the other day) we learned
Student brainstorm answers
that a saguaro cactus has special
(constructing hypothesis)
pleats to help a saguaro cactus save
water. (Elaborate on what a pleat
is. Show real cactus if you have
one.)
How do you think that is possible?
(Questioning)
TSW
participate in a
science
experiment
TW show a large piece of green
construction paper and fold it
fanlike (put two papers together
when folding to make a studier
model) while explaining to students
that the pleats of a saguaro cactus
are similar to the paper. (Have
several pre-folded so they may be
passed around and shown to
students.)
Students make observations of
the folded barrel-type paper
shape.
TW demonstrate to the students
that just like the fold of the paper
Students move pleats on the
paper.
GESD. Curriculum and Instruction Department. 03.19.10
√for
Understanding
Think/Pair/Share
Random share out
can move back and forth, so can
the pleats of the saguaro.
Teacher poses question, What do
you think will happen if I add water
to the center of the paper just like
a cactus has water added to it
while it rains?
Students think/pair/share
(formulate hypothesis)
Teacher writes responses
(Staple bottom ends shut before
proceeding.)
Teacher directs students to dip
cups into water bins and add water
to model. As students add water,
they place their cup in front to
count at the conclusion. (Note,
when I did this experiment, I was
able to add about 6-7 cups of water
before it wouldn’t hold any more.
Be careful because it may burst
unexpectantly.)
Students fill cup with water and
pour it inside the model to reach
the top. After no more can be
added, the number of cups
added are counted and recorded.
Options: Teacher may opt to have
tables conduct experiment with 1
“cactus” model or demonstrate and
have students participate by adding
water to the model.
Teacher follows same steps but this
time with a construction paper that
is stapled into a tube shape but not
fan-folded. The bottom of the tube
is stapled at the bottom.
Teacher questions students on
what they noticed and explains the
similarities between the “cactus
model” and a saguaro cactus in
retaining water.
Please note: paper will leak water
so hold models over a container to
capture drainage.
Students pour water into the
model without pleats and counts
how many cups can be poured to
read the top.
GESD. Curriculum and Instruction Department. 03.19.10
Shared answers
SW draw a
picture and
write a
sentence
describing their
observations.
TW direct students to write a
sentence and draw a picture about
their observations.
Students draw and write to topic.
(recording results)
Closure
SW describe what they observed
and learned during the science
experiment.
Students share with partner.
Share at table
Turned in papers.
GESD. Curriculum and Instruction Department. 03.19.10
Share out
randomly.
Saguaro Cactus Model with Pleats
Fanfold the construction paper
Join the ends together.
Thoroughly tape the sides down.
Staple the bottom of the model
water.
Completed model ready for
GESD. Curriculum and Instruction Department. 03.19.10
Non Pleated Cactus Model
Do not make pleats but wrap the paper to create an open cylinder the same
size as Saguaro model.
Thoroughly tape the end down.
Staple the bottom.
Completed model ready for water.
GESD. Curriculum and Instruction Department. 03.19.10