Lesson Plans

Roots and stems : 30 minutes .

STANDARD: (PA/Common Core):

I. Performance Objectives (Learning Outcomes)

● Third grade students will explain what the root and stem of the plant do by drawing diagrams
along with definitions of the root system.
● The students will be able to explain what the roots and stem do for the plant along with the
different parts of the root in their journal.

II. Assessment/Evaluation plan

Assessment:(e.g. product, Documentation Tool: Scale:

quick response, interview) (e.g. rating scale, rubric,
checklist, anecdotal (performance levels)
notes)
 Word Wall of key Anecdotal notes Narrative
vocabulary

Root observation: to
check the understanding Anecdotal notes Plus/check/minus
of what roots do for
plants.

Stem experiment: to check Rating Scale Plus – all terms are recorded
for the understanding of properly
what stems do for a plant.
Check – most terms are
Journal response: recorded correctly
drawing and explanation
Minus – most terms recorded
of the root system and
incorrectly
what stems do for the
plant.

A. Formative: The students will complete a journal at the end of the lesson

B. Summative - None

III. Instructional Materials (includes amount)

● Celery with leafy tops ( 1 stalk of celery for each student)

● Clear glasses (1 per student )
● Water
● Food coloring ( each student has 3 colors)

IV. Subject Matter/ Content (prerequisite skills, key vocabulary, new content)

A. Prerequisite Skills

1. Know what the basic elements for a plant to survive is

 2. Know why plants and humans need oxygen.

B. Key Vocabulary

1. Tap root or primary root: A taproot is a large, central, and dominant root from
which other roots sprout sideways. Typically a taproot is somewhat straight and
very thick, is tapering in shape, and grows directly downward.
2. Fibrous roots are formed by thin, moderately branching roots growing from the
stem.
3. Lateral root: Lateral roots extend horizontally ( side to side) from the primary
root and over time makeup the branching pattern of root systems.
4. Nutrients : The needed elements for the plant to survive like soil, air and water.

C. New Content

1. Understanding the process of the root system.

2. What the different root systems are and why they are important to a plant.

V. Implementation

A. Introduction –

1. Put the quote “ let's root for each other and watch each other grow” on the board and have
a student read the quote out loud.
2. Ask the students “what might you think this quote might be about and how it will relate
to what we will be learning in class today”
3. Ask “ what key words in this quote stick out to
you”
4. Tell the students “ We will be learning about the
root system and how plants grow through the roots
and stem growth”
5. Read the book Plant Stems and Roots by David
M. Schwartz

B. Development –

1. “ Now before we look at how roots work we need to know the different types of roots.
There are 2 different types of roots: the taproot or primary root and a fibrous root.”
2. As the teacher says the 2 different types of root put them on the board with a big sticky
note.
3. Next explain the definitions of the two roots and write them out as they are being
explained:
a. “A taproot or primary root is a large, central, and dominant root from which other
roots sprout sideways. Typically a taproot is somewhat straight and very thick, is
tapering in shape, and grows directly downward.”
b. “ Fibrous roots are formed by thin, moderately branching roots growing from the
stem.”
4. Have students watch the video about roots for a deeper understanding
a. https://www.youtube.com/watch?v=K0_tAHBdXec
5. Say to students “Today we are going to be real scientists!” Explain that we are going to
be looking at a lima bean plant that we looked out earlier in the week when we dissected
a seed. I have already planted a lima bean so its roots are ready for us to observe”
6. Break students into groups.
a. Each group will have a clear jar with the lima bean plant and a plate to take the
plant out and lay the plant out to see the roots closer.
7. Pass out the root observation sheet and have the students complete it.
8. After having the students look at the roots ask them “ what they think the next part of the
plant would be that is really important?”
9. Next explain, “ We will be learning about stems and the process of how the plants get
nutrients and water. Put your scientist hats on and let's explore!”
10. Have the students gather each material they need and demonstrate each step of the way.
a. First fill each glass or jar with water. Don’t go over ¾ way full, leave room for
the celery stalk.
b. Add a few drops of different colors of food coloring in each glass.
c. Place the celery stalks in the colored water.
d. Have the students complete the first half of the Celery stem Experiment
Worksheet.
e. Wait about 3 hours and check on the celery stalks and fill out the rest of the
worksheet “Did the colors on the leaves change?”
f. Leave the celery overnight in the colored water and check on them again the next
day. Fill the last part of the worksheet out “Are the colors on the leaves more
visible?”
11. Explain that the roots and stem of the plant work together to take up water and the
nutrients the plant needs from the ground and soil.

C. Closure –

1. Review what has been learned about the root system and stem of the plant.
 2. Share a few different pictures of the two different types of roots and see if the students
can guess if it is a taproot or a fibrous root.
3. Have students complete a journal response drawing the two types of roots and what the
stem does for the plant.

Accommodations / Differentiation -

● Hand-over hand assistance for students

● Written instruction on the students desks for them to look back to
● Pictorial instructions

VI. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students

performance written after lesson is taught, includes remediation for students who failed to meet
acceptable level of achievement)

B. Personal Reflection

1. Did the students meet expectations of the lesson?

2. Was the lesson appropriate for their abilities?
3. Could I have taught the lesson differently?
4. Was the lesson completed in the allotted time?

VII. Resources (APA Format)

● Structure and Function of Roots. (2020, March 25). [Video]. YouTube.

https://www.youtube.com/watch?v=K0_tAHBdXec

● Rachelle, Says, A., Amy, says, M., Michelle, Says, R., … 14 Awesome Science Fair Projects For

Elementary School Kids says: (2018, February 10). Celery Science Experiment. TinkerLab.

https://tinkerlab.com/celery-experiment/.