1. Carrot Tops
Name: Jerika J.G. Dee | 5th Grade | Math & Science | Lesson Length:
45 - 60 minutes
Analyze Learners
The classroom consists of 25 students, 13 male and 12 female. The
students range in age from nine to eleven years old. One student is in
the gifted/talented program. There are four students that have
learning disabilities, three of the students are visually impaired, one
with Attention Deficit disorder. There is a mix of ethnic background in
the classroom, which includes 10 Chamorro, 12 Filipino, 1 Yapese, 1
Japanese, and 1 Chinese. About ninety percent of the class is
enthusiastic about learning and going to school.
The classroom consists of three categories of learning styles that
include visual, auditory, and kinesthetic. About seventy percent of the
students are visual learners, twenty percent are auditory, and ten
percent are kinesthetic. This lesson will appeal to students with the
learning styles of the three mentioned about because they would have
to watch the teacher give demonstrations for procedures, follow
directions, and use their hands for data collection and planting.
Students have basic computer skills and knowledge of Microsoft Excel.
The students also have prior knowledge of how plants grow and parts
of the plant that was discussed in the
Previous lessons.
State Objectives
Page 1 of 7

2. The students will be able to:
• Apply their knowledge on how plants grow by creating a
hypothesis prior to the activity.
• Create a digital spread sheet on the carrot top growth
• Create a graph that reflects the growth of the carrot top.
• Present their graph and conclusion to the class.
Select Media, Materials, and Methods
Media
1. Projector
2. Microsoft Power Point
3. Laptop
4. 5 Classroom computers for Microsoft Excel
Materials
1. 6 Carrots
2. 6 Plastic Cups
3. Tap Water, Orange Juice, Milk, Soda, Vinegar, and Iced Tea
4. Permanent Marker
5. Metric Ruler
Page 2 of 7

3. Method
1. Group Learning
Utilize Media, Materials, and Methods
1. Projector, PowerPoint, and Laptop - These materials are to
be used for the opening PowerPoint presentation of how a plant
grows and what it needs to grow. The presentation is to last
about less than five minutes and should be prepared by the
teacher beforehand. The presentation is used to remind the
students of what a plant needs in order to grow and for them to
use the knowledge learned in the presentation and previous
lessons to make a hypothesis prior to the end result of the
activity. The projector should be checked before the lesson to
make sure that it will work on the day of the presentation.
2. 6 Carrots, 6 Plastic Cups, Water, Orange Juice, Milk, Soda,
Iced Tea, Vinegar Permanent Marker Metric Ruler – After
the presentation, the students will take the carrots and cut about
half an inch off the end of the carrot that has the leaves. The
leaves should then be cut off close enough to the base of the
carrot. After cutting the carrots, they should be placed in the
paper cup and add one of the liquids specified for each group up
to about half of the carrot. Once this is completed, the cup should
be placed near a window where sun shines through. The
containers should then be labeled by their corresponding liquid
and should be observed by the students for any changes. The
students should use the metric ruler to measure any growth seen
throughout the six-day course. The students have also created a
digital spreadsheet to be able to log down any growth observed
in the carrot top.
3. 5 Classroom Computers with Microsoft Excel – The last
method the students will use these computers to log down their
findings on the carrot top growth for six days. The data collected
will then be used to create a graph using a step by step
procedure of how to create a graph with the data they have
inputted into the excel sheet. Once completed, the students will
Page 3 of 7

4. present their graph to their classmates.
Require Learner Participation
Introduction/ Pre-Assessment
• The teacher will present a video to remind the students of what they
learned in the previous lesson on plant parts, where seeds come from
and how they grow. The video will also demonstrate what plants need
to survive and how plants benefit to the people and our planet. Ask the
students questions such as ‘what do plants need to grow?’, ‘what do
plants need to survive?’, and how do plants benefit the people and our
planet?’ This Question and Answer will help the students formulate a
hypothesis on the activity.
• Demonstrate to the class on how to use the digital spreadsheet in
excel and how to perform formula calculations. Ex. Auto sum
Exploration
• Arrange the class into 5 groups of 5.
• Using a marker, one student from the group will label their cup with
the name of the liquid that their cup will have
• Teacher will demonstrate to students how to do the activity by cutting
about half an inch off the end of the carrot that has leaves, then
putting it into the container with the cut side down. After this, the
teacher will add enough water to cover about half the carrot top.
• Once this is done, the students will get their carrot tops, place it in the
paper cup with the cut side down, and pour the proper liquid that they
labeled their cups with.
• After the students finish, they will place their cups aligned properly,
near a lighted window.
Page 4 of 7

5. • In six days, the students will use a metric ruler to measure any growth
from the carrot top.
• The students will keep a daily record of their observations. To do this,
they will use the computers available in class and log it down on the
digital spreadsheet that they will create.
• Each group will have one computer with a digital spreadsheet. They
will each appoint a secretary everyday to input the measurement of
the growth of the carrot tops.
Example of the Digital Spread Sheet made by the
students
Daily Observations of Length
of Growth in carrot top in
Centimeters
Growth of Wate Vineg Orange Mil Iced
Carrot Top r ar Juice k Tea Soda
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Example of Graph of Digital Spread Sheet made by
Page 5 of 7

6. students
Generalization
• After they have completed their graphs they will compare and
contrast with each other their predictions and the results of their
experiment.
• Students will be asked the following questions:
– Which liquid did the carrot grow the most?
– Why do you think the carrot grew the most in this liquid?
Application / Post Assessment
The students will then be able to use their digital spreadsheet and
make a bar graph that reflects their results. The students will then
present this and their group conclusion to their classmates and
teacher.
Evaluate and Revise
Students Performance:
A rubric will be designed to grade the students digital spread
sheet, since the students did their activity in groups, the grade will be
a total of the points they earned during the group activity while
making their spreadsheet, making their graph, and presenting it to the
class.
At the end of this activity will be able to:
– Apply their knowledge on how plants grow through an activity
by creating a hypothesis prior to the activity.
– Create a digital spreadsheet on the carrot top growth
– Create a graph that reflects the growth of the carrot top.
– Present their graph and conclusion to the class.
The following criteria rating is for the students to be evaluated on their
knowledge and performance on the lesson plan: (Total possible points :
100 points)
Criteria Possible Received Points
Page 6 of 7

7. Points
1. Students participation on 20
question and answer during
the review portion of the
introduction
2. Students end product of 20
their digital spread sheet
3. Students graph of their 20
digital spread sheet
4. Students equal 20
participation in discussion
and group work
5. Students presentation of 20
graph and conclusion to class
Total Points: /100
Media Effectiveness
To be able to evaluate the overall effectiveness of the media
used in this lesson, the teacher must decide if the PowerPoint
presentation was able to help the students create their hypothesis.
Group discussion may mean that the students have learned something
from the presentation. Next, the other media used in this lesson was
the computer and digital spread sheet. By looking at their end product,
the graph and conclusion made, the teacher can evaluate whether or
not they noticed a difference in the growth of the carrot top and how
they came up with their results.
Instructor Performance
The instructor performance can be evaluated based on how the
students where able to discuss and carry out instructions while doing
their activity, creating the digital spread sheet, making their graph,
and presenting their graph and conclusion to the class. Another way
would also be if the objectives of the lesson plan were met. After this
the teacher will then decide if and how the lesson can be improved.
Page 7 of 7