Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 159341
Plant Similes
Students will review the unit on the standard SC.912.L.14.7 (relate the structure of each of the major plant organs and tissues to physiological
processes) by using Magical Squares. They then will create similes for the major plant organs and tissues and their physiological processes.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, Speakers/Headphones
Instructional Time: 2 Hour(s)
Keywords: Plant, Plant Structures, Plant Processes
Resource Collection: FCR-STEMLearn Cell Biology 2016
ATTACHMENTS
Plant_Similes_Worksheet.docx
Magical_Squares_Template.docx
Magical_Squares_Complete.docx
Simile_Rubric.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students should be able to relate the structure of each of the major plant organs and tissues to physiological processes.
Prior Knowledge: What prior knowledge should students have for this lesson?
This lesson is designed to review and summarize the unit on the standard SC.912.L.14.7: Relate the structure of each of the major plant organs and tissues to
physiological processes. Students should have been through the following lessons prior to this lesson:
plants, plANTS, PLANTS (CPALMS ID: 153076)
Flower Poetry (CPALMS ID: 151555)
Water's Journey (CPALMS ID: 155221)
It's Just a Leaf (CPALMS ID: 157270)
Plant Energy (CPALMS ID: 156476)
As a result, students should be able to:
Identify the major organs (roots, stems, and leaves) of a plant and define the role of meristematic tissue in plant growth.
Define the role of leaves and their unique structures in plant physiology.
Identify and define the role of major organs in the process of transpiration.
Distinguish between the roles of roots and leaves in the process photosynthesis.
page 1 of 3 Define the role of flowers and their unique structures, fruit, and cones in plant reproduction.
Guiding Questions: What are the guiding questions for this lesson?
What is the role of each major plant organ and tissue in a plant's physiological processes?
Teaching Phase: How will the teacher present the concept or skill to students?
Lesson opener/attention getter:
Prior to the lesson, make a copy of the attached Magical Squares - Complete for each student group. Cut up the squares for each group and place them in a ziplock
bag.
Provide each student group a copy of the attached Magical Squares - Template and a ziplock bag that contains the cut up pieces from the Plant Magical Squares Complete. Instruct students to work together to fill in the Plant Magical Squares Template using their knowledge gained from the previous lessons on plants. Have
them refrain from using their notes and only answer their questions on how the activities works.
Key talking points about the lesson topic:
Plants are complex organisms with structures and organs that allow them to undergo complex processes such as photosynthesis and reproduction.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Instructions for setting up and leading the activity that the students will complete with teacher guidance:
Show students the Ameoba Sisters: Plant Reproduction in Angiosperms video. Direct students to any make corrections to their Plants Magical Squares Template for
structures related to plant reproduction.
Show students the video on the Structure of the Leaf by The Fuse School. Direct students to any make corrections to their Plants Magical Squares Template for
structures related to leaf structure.
Show students the McGraw Hill Plant Transportation animation. Direct students to any make corrections to their Plants Magical Squares template for structures
related to transpiration.
Show students Vascular Plants by Crash Course from the beginning to 3:05. Direct students to any make corrections to their Plants Magical Squares Template for
structures related to plant tissue.
How will you check for student understanding? (Formative Assessment):
Throughout the lesson, the teacher will ask questions to check for understanding before moving forward.
During group work, the teacher will move through the classroom, checking each group's progress, and asking questions to ensure students understand the
structures and functions of plant anatomy or the procedures they need to follow and address. Teacher should address any misconceptions by redirecting students to
their notes.
Common errors/misconceptions to anticipate and how to respond:
Misconception: Plants take in all the substances they need through their roots.
Response: Plants take in carbon dioxide through their stomata on their leaves. Plants absorb the sun's energy using pigments such as chlorophyll. Water and
minerals are taken in through the plant's roots.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Instructions for facilitating the activity that the students will complete independently or in groups:
Inform students that now they are familiar with the major plant organs and tissues and their physiological processes, they are going to switch gears. Ask them to
think about similes. You may need to define and provide and example of a simile (for instance: a simile is a figure of speech that directly compares two unlike things
through some connective word such as 'like' or 'as.' An example would be 'the nucleus of a cell is like a president of a country because it oversees the function of
the cell.').
Tell students that they will come up similes for plant structures and their functions. Tell students they will only focus on the major plant organs and tissues and their
physiological structures (photosynthesis, cellular respiration, reproduction, transpiration, root, stem, leaf, flower, cone, fruit, meristematic tissue, ground tissue,
dermal tissue, and vascular tissue) for this assignment.
Inform students that similes can be creative as long as the reasoning is clearly defined. Hand out the Plant Similes Worksheet to record their responses.
How will you check for student understanding? (Formative Assessment):
Throughout the lesson the teacher will ask questions to check for understanding before moving forward.
During individual work, the teacher will move through the classroom, checking each student's progress, and asking questions to ensure students understand the
structures and functions of plant anatomy or the procedures they need to follow and address. The teacher should address any misconceptions by redirecting
students to their notes.
Example questions include:
Ask students to clarify their reasoning behind the similes they create.
Ask students what is the role of fruits/flowers/cones, etc.
Common errors/misconceptions to anticipate and how to respond:
Misconception: Plants are not alive.
Response: Plants are living organisms although they are different in their structures and functions as compared to humans and other animals.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Explain that plants are complex organisms with structures and organs that allow them to undergo complex processes such as photosynthesis and reproduction.
page 2 of 3 Summative Assessment
How will the students show that they met the learning objectives? (Summative Assessment):
Have students play the Kahoot! game on plant anatomy, which consists of 26 multiple-choice questions on plant structures and their physiological processes. At the
end of the game, you may download student performance and use this to assign a grade. If you do assign a grade, make sure to have all of the students enter their
full names prior to the start of the game. To do this individually, students will need access to their cell phones or a class set of computers or tablets.
Formative Assessment
Specific suggestions for conducting Formative Assessment can be found in the Guided Practice and Independent Practice phases of the lesson where it says, "How will
you check for student understanding?"
Feedback to Students
Specific suggestions for providing feedback to students can be found in the Guided Practice and Independent Practice phases of the lesson where it says, "Common
errors/misconceptions to anticipate and how to respond."
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Provide both verbal and printed instructions
Simplify complex directions.
Paraphrase the most important concepts for each process.
Have students work in pairs to enlist help with misconceptions.
Use visual aids such as graphic organizers and videos
Have oral checks for understanding of key points.
Allow extra time.
For ESE/ELL students:
Pair or group ESE/ELL students with native speakers during lab activities.
Provide a copy of the assignment to the reading coaches, language art teachers or resource teachers so that they may assist students with the summative poem or
essay.
Use closed captioning with the videos.
Provide dictionaries or access to Google Translate.
Have students translate images and text to their native language so they can connect the English words to the printed words in their language.
Extensions:
Language Arts: Students will create similes for plant structures and functions.
Suggested Technology: Computer for Presenter, Internet Connection, Speakers/Headphones
SOURCE AND ACCESS INFORMATION
Contributed by: Heather Singler
Name of Author/Source: Heather Singler
District/Organization of Contributor(s): Miami-Dade
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Relate the structure of each of the major plant organs and tissues to physiological processes.
SC.912.L.14.7:
Remarks/Examples:
Annually Assessed on Biology EOC.
page 3 of 3