1 of 14

Arizona STEM

Acceleration Project

Root Systems Day 1: Lesson 1 of 2

2 of 14

Root Systems Day 1

6th Grade STEM Lesson

Matt Heaston

7/12/2023

3 of 14

Notes for Teachers

This is part 1 of 2. This lesson takes place in a classroom for approx. 1 hour.
Students may work in small groups of 2-4.
An emphasis on the target product (justifying their root system).
Creative solutions should be encouraged.
Facilitate student reflection on why roots have their structure and how roots function.
This lesson can easily be modified to focus on content standards for 7th and 8th grade.
Check NewsELA for articles.
Click here for Root Systems Part 2

List of Materials:

Surface area

Dissolve

small clear cups
alka seltzer tabs
water

Article/story about

Root systems
photosynthesis
movement of energy in plants
I have provided a NewsELA article

Creating roots

Drawing of a tree
plastic page sleeves
play-doh

4 of 14

Arizona Science Standards

Science Standards:

6.L2U3.11: Use evidence to construct an argument regarding the impact of human activities on the environment and how they positively and negatively affect the competition for energy and resources in ecosystems.

6.L2U1.13: Develop and use models to demonstrate the interdependence of organisms and their environment including biotic and abiotic factors.

6.L2U1.14: Construct a model that shows the cycling of matter and flow of energy in ecosystems.

Science and Engineering Practices

ask questions and define problems
develop and use models
plan and carry out investigations
analyze and interpret data
use mathematical and computational thinking
construct explanations and design solutions
engage in argument from evidence
obtain, evaluate and communicate information

Arizona ELA Standards

6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6.RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

6.RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

5 of 14

Objectives:

Day 1:

We will explain how surface area is important in plants.

We will use a journal article as a resource, determine the main idea and support with evidence.

Day 2:

We will collaborate and communicate effectively with our peers to complete a design challenge.

Students will be researching root systems and create their own roots for a plant.

6 of 14

Agenda (55 minutes each)

Day 1:

What is surface area? What’s the purpose?

Plant Anatomy article

Day 2:

Create roots for your plant

Walking gallery

Debrief/wrap up

7 of 14

What is surface area?

Which shirt dries faster?

Why?

8 of 14

What is Surface area?

Which tablet dissolves first?

Why?

9 of 14

What is surface area?

Create a data table and prepare to conduct this experiment in your groups.

Important observations are time of dissolving and temperature of the water, but will be needed today.

Other observations are encouraged, document what you see.

10 of 14

What is Surface area?

Which ball has more surface area?

Which ball would make a better root system?

What makes that ball a better root system?

11 of 14

What is Surface area?

2 types of leafy plants: A, B

3 types of “soil”

substrate

hydroponics

aeroponics

Which root system is Aeroponics, using air only as its “soil”?

12 of 14

Plant Anatomy article

Please read the article “Plant Anatomy.”

Pay close attention to the first part, At The Root Of It, as this contains helpful information.

Article is linked in the title

The section of most importance is on the screen

copies can be made, or possibly read from the over head.

I prefer to read this short of a passage with the students to allow for questions both by me and for me. Many systems of annotations are available. You can ask your ELA teacher to possible support your campus system.

Orchids are an example of EPIPHYTES.

This article can be used to seek main ideas with citing text, create vocabulary lists, inspire a short story about roots and their jobs or simply provide background and context to the lesson.

**Credit of article to author in NewsELA link. copies of the article can be made, or possibly read from the projector. Please select your own article and adjust as needed if you are not able to use the links.

13 of 14

Assessment

Check your roots!

Does the root have all necessary parts?
Is the root system properly labelled?
Were you able to improve your root system?
If yes, what changes did you make?

ELA Assessment

Were you able to identify and properly label root parts from the article?

Can you cite at least 2 functions roots serve?

Describe in detail how roots increase their surface area and why.

14 of 14

Differentiation

One way to differentiate in this lesson is to provide some groups a diagram of the root system so that they may create their own, saving time from research and giving it to synthesis.

Students can be given the diagram the day before as well to pre-teach concepts and terms.

Remediation

Extension/Enrichment

Students who are successful right away can be given more criteria. Slide 11 could be used to pose questions to students who are moving quickly through this content.

A specific plant could be assigned to determine type of root and desired soil, and a more robust model could then be created.