Water Cycle Lesson: Transpiration
Lesson Plan
1 hour 50 minutesGrades6, 7, 8Earth and Space Sciences
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Written by Mallory Swafford
About this lesson
In this lesson, students learn about transpiration and how transpiration plays a role in cooling cities that experience extreme heat due to climate change.
Inquire: Students explore the idea of transpiration.
Investigate: Students learn about transpiration through a hands-on experiment and how it applies to urban heat islands.
Inspire: Students create a proposal to improve tree equity in their neighborhoods.
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Everything you need to teach it
How to edit these materials (video)Teaching tips
Suggestions
- The Investigate and Inspire sections can be completed on separate days or class periods. Both sections can also be extended.
- Students share diverse perspectives and ideas in journal prompts encouraging action.
- Students can share their proposals in a class presentation or with school administration or city officials at the discretion of the teacher. Optionally, the class may vote on a proposal they think is most likely to be received well and send that proposal as a whole group effort.
- This lesson touches on the concept of redlining. This could be discussed further in a social studies class using Redlining and Tree Equity: Social Justice Lesson or Redlining and Environmental Racism.
Prerequisites
- This is lesson 2 of 4 in our 6th-8th grade Water Cycle Unit.
- Materials required for the experiment include the following:
- Three small, thin-leafed plants
- Three small, broad-leafed plants
- Small watering can
- Scale
- Six plastic bags large enough to fit completely around each plant pot
- Masking tape
- Previous student knowledge of the water cycle and climate change will be beneficial for this unit.
- Students should have some understanding of the terms condensation, precipitation, and evaporation.
- Teachers should preview the experiment, article, and videos prior to teaching the lesson.
- Teachers should familiarize themselves with the Tree Equity Score resource prior to teaching the lesson. Students might also benefit from definitions of certain terms used in the resource including temperature, canopy cover, and demographics.
Differentiation
- Students can complete the demonstration in lab groups. Teachers can create groups mixed-ability groups to aid in understanding.
- Students can watch this video on transpiration for additional learning or support.
- Journal prompts can be used for a whole group discussion if desired.
- Students can research organizations already doing this work and write a proposal that includes school support or city support for this organization.
- The article can be printed out and read independently, in small groups, or as a class. Additionally, students can annotate, highlight, or make notes of key ideas in the printed article.
- The Inspire section may be completed in groups or individually at the discretion of the teacher.
- Students can further explore and research urban heat islands or redlining and be encouraged to make connections within their community or region.
From the scientist review
This lesson succinctly explains the effect of climate change on the transpiration process. Transpiration helps to improve microclimate in urban cities and addresses the urban heat island effect. The lesson also draws attention for students to experiment the transpiration process, identify spatial distribution of redlining, evaluate tree equity in their community, and draft concept notes and proposals to seek supports to implement tree planting and restoration of green spaces. All materials have been well-sourced, and this lesson has passed our science credibility process.
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About the teacher writer
Mallory Swafford
Teacher
I graduated in 2014 from Southern Illinois University, Carbondale with a zoology degree. I worked in the field of zoology until 2018 when I decided to make the switch to education. I now am certified to teach first through sixth grades in general education. I am endorsed in middle grades science and I expect to finish my master's in high school biology this year. I love teaching science and am excited to work with the Subject to Climate team!
