Colourful Celery Wonder

---

Overview

Grade Level: Grade 1–2
Subject: Science
Duration: 50 minutes
Number of Students: 1
Province: Canada (General - aligned with Ontario Science K–8 Curriculum)

---

Curriculum Connection

Curriculum Area: Understanding Life Systems – Needs and Characteristics of Living Things (Grade 1)
Primary Expectation:

• Investigate and compare the basic needs of humans and other living things.
• Demonstrate an understanding of the ways in which plants and animals meet their needs from the environment.

Specific Expectation(s):

• 2.3 Investigate and describe how plants get what they need from the air and the soil (e.g., water absorbed through roots).
• 3.1 Identify the physical characteristics of a variety of plants.
• 3.2 Describe the basic needs of plants, including air, water, light, warmth, and space.

---

Learning Goals

• Students will observe how plants absorb water from their environment.
• Students will understand the role of plant parts (especially stems) in transporting water through a real-world experiment.
• Students will make predictions and compare results to develop scientific inquiry skills.

---

Success Criteria

By the end of the lesson, the student will be able to:

✔️ Explain that plants absorb water through their stems.
✔️ Describe what happened in the experiment using age-appropriate vocabulary.
✔️ Understand that coloured water can help us observe how plants absorb water.

---

Materials Needed

• 2 stalks of celery (with leaves if possible)
• 2 clear glasses or jars
• Red and blue food colouring
• Water
• Plastic spoon (for mixing)
• Observation sheet (pre-drawn with simple icons: celery, clock, water drops)
• Crayons or markers
• Timer (or classroom clock for visual reference)
• Optional: Mini magnifying glass

---

Differentiated Instruction

👂 For auditory learners: Use storytelling to describe the journey of the water inside the plant.
👀 For visual learners: Provide visual step-by-step instructions and diagrams.
✋ For kinesthetic learners: Let the student handle and set up the celery themselves.

---

Minds-On (5 minutes)

Engagement Question:
“Have you ever had a plant at home that you needed to water? What would happen if you didn’t?”

Hook:
Bring out a bright green celery stalk and ask:
“Do you think this plant is drinking water right now — even though it looks still? How does the water move inside?”

Let the student hold the celery stalk and gently bend it to feel how strong the stem is.

---

Action – Experiment Time! (30 minutes)

Step 1: Set-Up (10 minutes)

Help the student:

1. Fill both glasses with water halfway.
2. Add 5–7 drops of red food colouring in one, and 5–7 drops of blue in the other.
3. Stir with plastic spoon.
4. Place one celery stalk into each glass.
5. Make a prediction:
   “What colour do you think the leaves will be tomorrow? Why?”
   Draw or write the prediction on the observation sheet.

Step 2: Storytime While We Wait (10 minutes)

Read a short story or create a story together about "Cel the Celery" who goes on a journey to drink colourful water to stay strong. Use fun voices and make the learning personal.

Step 3: Initial Observation (10 minutes)

Have the student make their first observation:

• What does the celery look like now?
• Is anything changing?
• Why do you think we can’t see it happen quickly?

Encourage drawing and colouring on the observation sheet – colour the water, celery, maybe even tiny “water drops” moving up the stalk.

Use a magnifying glass to inspect the stem for tiny lines (veins) — “this is where the water travels!”

---

Consolidation (10 minutes)

Discussion & Connection

Ask:

• “What job does the stem have?”
• “Why do you think we used coloured water instead of plain water?”
• “Do you think the celery will keep changing? Why?”

Vocabulary to reinforce:

• Stem
• Absorb
• Veins (in plants)
• Water transport

Draw a comic strip with 3 frames:

1. Celery in cup of water
2. Water moving up
3. Leaves changing colour

---

Assessment

Observation & Anecdotal Notes:

• Did the student make a clear prediction?
• Could the student explain what might be happening?
• Did the student connect the parts of the plant to the process?

Student Work:

• Evaluate the observation sheet and comic strip for understanding and creativity.
• Use simple checklists for vocabulary used correctly.

---

Extension Ideas

🧪 Home Challenge: Send home a small kit to repeat the experiment with a different vegetable (e.g., romaine lettuce or bok choy).
📸 Photo Journal: Ask student to take a picture of the celery tomorrow and describe what they see.
🎨 Art Connection: Paint with celery stalks – dip the cut end in paint and make prints!

---

Teacher Notes

• This experiment is simple but effective to reinforce plant needs in a fun, visual way.
• Be sure to revisit the celery the next day for follow-up learning.
• The story element helps create narrative engagement — students remember Cel the Celery’s journey.

---

Big Ideas to Reinforce

• Plants are living things that need water.
• Water travels inside plants to help them grow.
• Science is all about observing and asking “Why?”

---

Reflective Prompt (for the student)

“What surprised you about the celery today? What would you like to try next time?”

---

💡 Teacher Tip

Keep a “Plant Scientist” journal ongoing throughout the unit. Each experiment adds a new page. By the end, the student has a full story of how plants grow and survive!

---

Prepared by: [Your AI Assistant – Custom Planning for Canadian Classrooms]
Designed to enrich inquiry, creativity, and hands-on learning for every curious mind.