Directions 1. Use the instructional model to show students where they are in the course of the unit. Show slide 2 of the 2.4 Questions about Plants PPT. Discuss where the class is on the unit storyline. The students have studied or reviewed ideas about plant structure. They will soon be using their growing radish plants for an investigation of plant function. In this activity, they will be reviewing what they know and discussing questions that they still have to answer. 2. Have students observe plants and discuss their observations. As you show Slide 3: Have students record observations of their growing radish plants and share what they are noticing. Show students either or both of the videos and discuss what they notice. Discuss questions based on these observations that the students would like to investigate further. 3. Ask students to review their ideas about characteristics of plants. Slides 4-8 review what the students have learned about the structure of plants at different scales. Slide 4 introduces the review slides. Slide 5 reminds students that, like all living organisms, plants contain systems at different scales: Macroscopic scale plants are made of Microscopic scale cells, which are made of Atomic-molecular scale molecules, which are made of Atoms (especially CHON for organic molecules) Slide 6 reminds students of the many different kinds of macroscopic-scale plants. Slide 7 reminds students that all plants include different kinds of cells, including leaf cells, stem cells, root cells, and other specialized cells. Slide 8 organizes facts students know about plants in terms of system characteristics—structure and function. 4. Ask students to compare the molecules in plant nutrients and the molecules in plants. As you show Slide 9: Ask students to read the names of the molecules in Ionic Grow and the radish food label. Ask students to discuss how the molecules are alike and different. If necessary remind students of the two basic kinds of molecules that they learned about in Systems and Scale: organic and inorganic. Student should notice that: The plant nutrient molecules are all inorganic and do not contain carbon atoms. Besides water, the main molecules in radishes are all organic and contain carbon atoms. 5. Review the Three Questions and Rules to Follow. Show slide 10 of the PPT. Discuss with students how the rules about matter and energy also apply to radish plants. Show slide 11 with the Three Questions. Remind students that when explaining plants, they will be answering the Three Questions which describe movements and changes in matter and energy Review the rules to follow with students. Have students discuss how the rules to follow can apply to plants 6. Look back at the Expressing Ideas and Questions Tool. Show slide 12 of the PPT. Have students look back at their 1.2 Expressing Ideas and Questions Tool for Plants Growing. Students should consider their ideas in light of what they have learned in Lesson 2. Students can add to or change their ideas in a different color pen or pencil. 7. Allow students to share new questions. Show slide 13 of the PPT. Have students share out any new questions they have about how radish plants grow, move, and function. 8. Have students complete an exit ticket Show slide 14 of the 2.4 Questions about Plants PPT. Conclusions: How are all plants similar? Predictions: How do you think we could find out more about how radishes grow, move, and function? On a sheet of paper or a sticky note, have students individually answer the exit ticket questions. Depending on time, you may have students answer both questions, assign students to answer a particular question, or let students choose one question to answer. Collect and review the answers. The conclusions question will provide you with information about what your students are taking away from the activity. Student answers to the conclusions question can be used on the Driving Questions Board (if you are using one). The predictions question allows students to begin thinking about the next activity and allows you to assess their current ideas as you prepare for the next activity. Student answers to the predictions question can be used as a lead into the next activity. 8. Have a discussion to complete the Learning Tracking Tool for this activity. Show slide 15 of the 2.4 Questions about Plants PPT. Pass out a Learning Tracking Tool for Plants to each student. Have students write the activity chunk name in the first column, "Questions about Plants." Have a class discussion about what students did during the activity chunk. When you come to consensus as a class, have students record the answer in the second column of the tool. Have a class discussion about what students figured out during the activity chunk that will help them in answering the unit driving question. When you come to consensus as a class, have students record the answer in the third column of the tool. Have a class discussion about what students are wondering now that will help them move towards answering the unit driving question. Have students record the questions in the fourth column of the tool. Have students keep their Learning Tracking Tool for future activities. Example Learning Tracking Tool Activity Chunk What Did We Do? What Did We Figure Out? What Are We Asking Now? Questions about Plants "Zoom into" food and examine nutrition labels to learn about the materials in plants, animals, and food including organic materials (fats, carbohydrates, and proteins). Plants are made of small and large organic molecules that contain matter and chemical energy, as well as water and minerals. Where does a plant's mass come from? What happens when plants are left in the light and in the dark?