NGSS Lesson Plan

Grade/ Grade Band: 3-4th grade Topic: Cactus Hydration Lesson # 4

Brief Lesson Description: In the desert Biome there are unique adaptations that help plants conserve water. In this Biome education lesson
we will look in to how plants more specifically cactus conserve water. Looking in to this we will see what unique adaptations the plant has to
not only conserve water but to stay cool. This lesson engages students in examining Cacti features that lead it to survive extreme heats.
These Features will help students understand why plants like cacti look different from other plants because of the characteristics its
developed to conserve water.
Performance Expectation(s):
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth,
behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart,
stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal
systems.]

LS1.A: Structure and Function

Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and
reproduction. (4-LS1-1)
Specific Learning Outcomes: Students will be able to recognize parts of a cactus and Its adaptations to conserve water as well as how it
uses the water it conserves.
Lesson Level Narrative
When you see a cactus in the scorching heat how does it manage to conserve water? How does it manage to stay cool so that it doesnt lose
the water through evaporation? These are the type of questions that you will be able to answer when you learn the anatomy and unique
adaptations of cacti. Your task is to learn about the different parts of a cactus and its functions and how all of these characteristics are
adaptations because of the extreme climates.

Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:

Developing and Using Models LS1.A: Structure and Function Systems and System Models
Modeling in 35 builds on K2 experiences Plants and animals have both internal and A system can be described in terms of its
and progresses to building and revising external structures that serve various components and their interactions. (4-LS1-1)
simple models and using models to functions in growth, survival, behavior, and
represent events and design solutions. reproduction. (4-LS1-1)
Use a model to test interactions concerning
the functioning of a natural system. (4-LS1-
2)
Engaging in Argument from Evidence
Engaging in argument from evidence in 35
builds on K2 experiences and progresses to
critiquing the scientific explanations or
solutions proposed by peers by citing
relevant evidence about the natural and
designed world(s).
Construct an argument with evidence, data,
and/or a model. (4-LS1-1)
Possible Preconceptions/Misconceptions:
1. Misconception: Cactus has no leaves.
Fact: The needles or spines of a cactus are modified leaves which reduce water loss.
2. Misconception: cactus do not grow flower or fruit
3. Misconception: cactus store water in roots

LESSON PLAN 5-E Model

ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:

Nature guide: Student:

Hello students today we are going to be in the desert learning
about one of our prickly friend the cactus.

Today we are going to learn the characteristics that makes up the

cactus and the adaptations that allows it to conserve water and
continue to survive in the heat.

(IF TECHNOLOGY IS AVAILABLE)

Grab the students attention by showing them a video about the
uniqueness of a cactus
https://www.youtube.com/watch?v=5DGQUDsRe9I Students may answer the different characteristic they heard the
What did you notice in the video? cactus and flowers mentioned.
How was the cactus different from the flowers?
-What special characteristic of the cactus as shown?
-what did we learn from comparing the cactus to the flowers?

If there is no technology to show the cacti video you can show

students 3 different cactuses. Show students different type of
cactuses like the golden barrel cactus, prickly pear cactus and old
man cactus.
- Ask the students what differences they see within these Students will notice the old man cactus has white fluff, then they
cacti will notice that prickly pear has fruit growing on it.
- Ask them to hypothesize what they believe keep these
cactuses cool base on their observation. They may hypothesize conservation of water, shade etc..
- Ask them to identify a part of the cactus, for instance
what is the leaves of the cactus compare to a regular They may think the cladode is the leaf of the cacti when in reality it
desert plant that has leaves is the spines , the spines are modified leaves .
EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
Students will understand how cactus collects and uses water.
Students will first be shown how the cactus has these folds that help it conserve water, they will learn this by doing the following activity:

Materials: one piece of paper and tape

Procedure:
fan fold (pleat) a 8 by 11 inch sheet of paper along the 8 side.
Tape or staple the paper along the edges to form a cylinder shape.
Holding the cylinder in a vertical position , place your hand up into the center of the cylinder. Slowly open your fingers toward the outside
causing the pleats to unfold.
Remove your hand from the cylinder and gently push the pleas together.

Students will also learn h ow cactus keeps cool through the spines
For this component of the lesson we can go back to observing the cacti shown at the beginning
- Here we will discuss how cactus spine create shade
- How coloring such as white keep it cool
- And we will briefly discuss CAM -photosynthesis
(asses students responses/ observations at this point and give them the facts)
.
EXPLAIN: Concepts Explained and Vocabulary Defined:

Explanation for water storage : Most cacti store water. In the rainy season, a huge network of shallow roots growing close to the surface
soaks up the rain quickly. The gathers rain is stored in the cactus stem or trunk. The pleats and grooves that make up the stem allow for
expansions of the cacti to swell and store water. When the plant uses the stored water, the pleats and grooves shrink

Explanation for anatomy creating cooling: Cacti have also developed succulent tissue, waxy skin, prickly spines, and a specialized root system
to take every advantage in their harsh ecosystems.

The stem acts as a reservoir; the plant will expand and contract depending on the amount of water it holds.
The skin's waxy coating helps retain moisture.
The pointy spines protect against thirsty animals looking for a free drink.
In some cacti, spines also collect rainwater and funnel precious drops to the plant's roots.

Vocabulary:
Spines: are hard, rigid extensions or modifications of leaves, roots, stems or buds with sharp, stiff ends, and generally serve the same
function: physically deterring animals from eating the plant material.
CAM photosynthesis: a carbon fixation pathway that evolved in some plants as an adaptation to arid conditions. In a plant using full CAM,
the stomata in the leaves remain shut during the day to reduce evapotranspiration, but open at night to collect carbon dioxide (CO2).
Pleats: cause plant to expand and contract like an accordion
Succulent: having fleshy tissues that conserve moisture

ELABORATE: Applications and Extensions:

For this lesson nature guides can extend the lesson by discussing CAM photosynthesis if they have higher level students, if not they can
make it more simpler and explain wind tornadoes and how they occur around the spies, this occurs so that the plant can keep cool from
the desert heat.

Nature guides may also extend the lesson by going more in depth with the anatomy of a cacti.( see image below)
EVALUATE:

Formative Monitoring (Questioning / Discussion): Throughout the lesson there will be a series of questions at the end you can ask
students what they learn. What is one component of the cactus that helps with water restoration. What is one misconception that was
debunked and how.

Elaborate Further / Reflect: Enrichment:

How do cactus help the desert?
How has their adaptations help it survive?