Plants 101
Identifying Information:
(Group Members and Schools, Title of Lesson, Length in Minutes, Course Level)
Teachers in Study Group
Kristin Eaton, Niceville HS
Gina Emery, Niceville HS
Lisa Jones, Niceville HS
Megan Mueller, Niceville HS
Beth Russell, Ft Walton Beach HS
Length:
Level:
Title:
Two 50 minute class period
9th grade Biology, Honors or regular level (Not IB, AP)
Plants 101
Motivation:
See attachment #1
Pretest Attachment #2
Post test Attachment #3
Needed Materials & Set-Up:
Materials Needed:
11 X 17 white paper
Colored pencils
Scissors
glue
Cross section of a leaf template - 1 per student - (4 to each page)
Flower manipulative template – 1 per student
Flower manipulative pieces – 1 per student
Monocot/Dicot T chart 1 per student
Pieces to Monocot/Dicot T chart – 1 per student
Plant 101 Instruction/Rubric – 1 per student
Set-Up:
Each student will receive the student materials that are listed above.
The classroom set up is shown below. If there are any pairs without space in the desks, then pair
them up at lab tables.
Lab Tables (Back of Room)
Front of Classroom
Teacher Desk
Teacher Preparation (Prior to Class):
1.
2.
3.
4.
5.
Copy Cross section of a leaf template – 1 for every 4 students.
Copy Flower manipulative template and pieces – 1 per student
Copy Monocot/Dicot T chart and pieces – 1 per student
Copy Plant 101 Instruction/Rubric – 1 per student
Gather materials for lab.
Outcomes
Dimensions of K-12 Science Education Standards:
Disciplinary Core Ideas:
1. PS 1: Matter and its interactions
Scientific and Engineering Practices:
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
Crosscutting Concepts:
1. Cause and effect: mechanism and explanation
2. Systems and system models
3. Structure and function
4. Scale, proportion, and quantity
Next Generation Sunshine State Standards:
SC.912.L.14.7
Relate the structure of each of the major plant organs and tissues to physiological processes.
SC.912.L.18.9
Explain the interrelated nature of photosynthesis and cellular respiration.
SC.912.N.1.1: Define a problem based on a specific body of knowledge, for example: biology,
chemistry, physics, and earth/space science, and do the following:
1.
2.
3.
4.
5.
6.
pose questions about the natural world,
conduct systematic observations,
examine books and other sources of information to see what is already known,
review what is known in light of empirical evidence,
plan investigations,
use tools to gather, analyze, and interpret data (this includes the use of measurement in
metric and other systems, and also the generation and interpretation of graphical
representations of data, including data tables and graphs),
7. pose answers, explanations, or descriptions of events,
8. generate explanations that explicate or describe natural phenomena (inferences),
9. use appropriate evidence and reasoning to justify these explanations to others,
10. communicate results of scientific investigations, and evaluate the merits of the explanations
produced by others.
Content Literacy Standards:
LACC.910.RST.3.7:
Translate quantitative or technical information expressed in words in a text into visual form (eg. a
table or chart) and translate information expressed visually or mathematically (eg. in an equation)
into words.
LACC.910.RST.1.3:
Follow precisely a complex multi-step procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on explanations in
the text.
MACC.912.N-Q.1.1:
Use units as a way to understand problems and to guide the solution of multi-step problems; choose
and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs
and data displays.
Specific Learning Outcomes:
Specific learning outcomes are posted in the front of the classroom and discussed following the
pretest and prior to the investigation.
During this activity, the student will accurately analyze the relationship between cellular respiration
and photosynthesis. (analysis)
During this activity, the student will accurately construct an elaborate advanced organizer that
demonstrates both the structure and function of plant tissues and organs. (synthesis)
Following the laboratory activity, students will accurately answer analysis questions and cite
evidence to justify their answers. (evaluation)
Assessment:
Formative assessment includes completion of a graphic organizer. A pre-test and post-test will also
be included.
Presentation and Participation:
This activity addresses the structure and function of plant tissue and organs as well as the
relationship between photosynthesis and cellular respiration. Students should have a broad
understanding of plants and their importance to life on earth. The purpose of this activity is for
students to investigate the structure of each major plant organs and tissue.
Following the motivation, the teacher will distribute the rubric, the 11 x 17 paper, and the cross
section of the leaf diagram. The teacher will give detailed instruction including what goes into each
of the boxes on the layout. NOTE: Teacher should edit book references on the rubric to correlate
with their textbook.
Once students have completed squares1-8, the teacher will distribute the flower diagram and the
structure boxes, the t-chart and t-chart images. Teacher will instruct students to complete the
structure boxes including the function of each structure indicated on the flower diagram. Students
are to accurately glue the structure boxes on the diagram. The students will cut out the t-chart
illustrations and correctly attach them to the t-chart.
Both the completed flower illustration and t-chart should be attached to the back side of the 11 x 17
paper.
Completed projects will be graded according to the rubric.
Other: Questioning
Students will be given a pre-test prior to the activity.
Behavior: Demonstration
Prior to completion of activity, the teacher will model the construction of the plant manipulative.
Application / Process: Projects
During this activity, students will complete an advanced organizer to illustrate the structure and
function of plant tissue and organs.
Other: Questioning
Students will complete a post-test to demonstrate understanding of the plants’ structure and function.
Teacher will utilize the results of the post-test in order to identify concepts that may need further
reinforcement.
Cognitive: Thinking activities / Conversation
The students will work with a partner to complete the advanced organizer and discuss the content for
each portion.
Questions: (3 higher order—analysis, synthesis, evaluation)
1. What facts can you compile to support the evolutionary advantage of using fruits as a reproductive
strategy? Explain and justify your answer. (synthesis)
2. Compare and contrast the structure and function of xylem versus phloem. (evaluation)
3. Explain the mechanism that controls the opening and closing of the stomata. (analysis)
Reflection:
The students will be given a post test. The post-test will be the same as the pre-test and is simply
relabeled “post-test”. The post-test is attachment #3. The teacher will grade the pre and post tests
and hand them back at the beginning of the next class. The teacher will also go over the post tests
with the class, addressing any commonly missed questions.
Additionally, the students will be given the bell ringer question listed below on the following day:
Using what you learned during the Plants 101 activity, describe the importance of plants to humans.
The Plants 101 Graphic Organizer will be assessed according to the point value listed for each
component on the rubric
Safety:
Prior to starting the lab, the following safety precautions will be presented to the students.
Safety Precautions:
•
•
•
•
•
Be sure there is adequate walk space between lab tables.
Be sure that all materials are properly picked up and put away after activity is completed.
Be sure there is adequate walk space between lab tables. Students will need to pull chairs
together to work in pairs.
Students should be reminded of proper use of scissors.
Students will be cautioned against inappropriate behavior.
Transformative:
(Accommodations for at least 2 special needs students)
Attention Deficit: Make sure that this student would have preferential seating to avoid distractions
and minimize extraneous stimuli, repeated demonstration of procedure and support practice, and
combination of written, verbal, and pictorial instructions.
ESOL Students: Make sure that you allow for extended time, use visuals, and rewrite portions of
the lesson to make them more comprehensible.
Varying Exceptionalities / E.H. Students: Due to the potential for frustration, teachers need to be
aware of the need to assist students with special needs who are easily frustrated, or need directions
repeated. A one step at a time approach will enhance this student’s success.
Utilize:
Strengths:
• Students will have partners to assist them.
• Students are able to reinforce the relationship between photosynthesis and cellular
respiration.
• Students are able to apply their prior knowledge of plants.
• Students will create a hands on manipulative as a formal assessment but also can be used for
review for state end of course assessment.
Weaknesses:
• Students may become overwhelmed with the amount of material covered with this activity.
They should be reminded to work one box at a time.
• Students may have the misconception all plants contain the same structures as well as
reproduce and function the same way. The teacher needs to address this misconception.
• Prior to teaching this lesson again, the teacher should address all weakness encountered
during this activity as well as any misconceptions and frequent errors found during the post
test and the assessment data of the activity.
Possible Re-teaching events:
• During the investigation, the teacher will circulate and closely monitor students.
• If at any time a student becomes confused or frustrated, the teacher can use that
opportunity to differentiate instruction.
• After analysis of the post test, each commonly missed question will be addressed at
the next class period during review.
• The teacher needs to address the misconception that leaves absorb water and
nutrients.
• Students can be reminded of on-line textbook remediation.
Attachment #1
SC.912.L.14.7
Relate the structure of each of the major plant organs and tissues to physiological processes.
SC.912.L.18.9
Explain the interrelated nature of photosynthesis and cellular respiration.
http://www.youtube.com/watch?v=26TgHPpUzcM
1. What might happen if all plants on the earth were eliminated?
2. What physiological process in animals is directly dependent on plants?
(Students will view the video for the above link. Students should discuss how plants impact their daily
lives. A class discussion will follow to include an explanation of what would happen if plants were
eliminated. Students should also discuss the physiological processes of animals that are directly
dependent upon plants.)
Attachment #2
Name _______________________________________ Date _____________________ Period _______
SC.912.L.14.7
Relate the structure of each of the major plant organs and tissues to physiological processes.
SC.912.L.18.9
Explain the interrelated nature of photosynthesis and cellular respiration.
Pre Test
1.
Terrestrial plants have stomata on the surface of their leaves. A single stoma is surrounded by two guard
cells that change shape in response to environmental factors and open or close the stoma. Which of the
following best explains how the structure of the leaf is used in processes that occur in the plant?
a) Water enters the plant through the surface of the leaf for transpiration.
b) Carbon dioxide enters the plant through the surface of the leaf for cellular respiration.
c) Energy for cellular reproduction is absorbed through the surface of the leaf.
d) Gases for photosynthesis are exchanged through the surface of the leaf.
Correct Answer: D
SC.912.L.14.7
2.
Phloem functions primarily in
a) transport of water
b) growth of the root
c) transport of products of photosynthesis
d) increasing stem width
Correct Answer: C SC.912.L.14.7
3.
In angiosperms, the structures that produce the male gametophyte are called the
a) anthers
b) sepals
c) pollen tube
d) stigma
Correct Answer: A
SC.912.L.14.7
4.
Which statement below describes how photosynthesis and cellular respiration are interrelated?
a) Oxygen is produced during cellular respiration and stored during photosynthesis.
b) Carbon dioxide and water released by cellular respiration are used in photosynthesis.
c) Photosynthesis releases the energy that is stored during the process of cellular respiration.
d) Glucose is used during cellular respiration to produce food that is broken down during photosynthesis.
Correct Answer: B SC.912.L.18.9
5.
The diagram shows the parts of a typical flower. Which
letter represents the female reproductive structures of the
plant?
a) A
b) E
c) G
d) J
Correct Answer: B SC.912.L.14.7
Attachment #3
Name _______________________________________ Date _____________________ Period _______
SC.912.L.14.7
Relate the structure of each of the major plant organs and tissues to physiological processes.
SC.912.L.18.9
Explain the interrelated nature of photosynthesis and cellular respiration.
Pre Test
1.
Terrestrial plants have stomata on the surface of their leaves. A single stoma is surrounded by two guard
cells that change shape in response to environmental factors and open or close the stoma. Which of the
following best explains how the structure of the leaf is used in processes that occur in the plant?
a) Water enters the plant through the surface of the leaf for transpiration.
b) Carbon dioxide enters the plant through the surface of the leaf for cellular respiration.
c) Energy for cellular reproduction is absorbed through the surface of the leaf.
d) Gases for photosynthesis are exchanged through the surface of the leaf.
Correct Answer: D
SC.912.L.14.7
2.
Phloem functions primarily in
a) transport of water
b) growth of the root
c) transport of products of photosynthesis
d) increasing stem width
Correct Answer: C SC.912.L.14.7
3.
In angiosperms, the structures that produce the male gametophyte are called the
a) anthers
b) sepals
c) pollen tube
d) stigma
Correct Answer: A
SC.912.L.14.7
4.
Which statement below describes how photosynthesis and cellular respiration are interrelated?
a) Oxygen is produced during cellular respiration and stored during photosynthesis.
b) Carbon dioxide and water released by cellular respiration are used in photosynthesis.
c) Photosynthesis releases the energy that is stored during the process of cellular respiration.
d) Glucose is used during cellular respiration to produce food that is broken down during photosynthesis.
Correct Answer: B SC.912.L.18.9
5.
The diagram shows the parts of a typical flower. Which
letter represents the female reproductive structures of the
plant?
a) A
b) E
c) G
d) J
Correct Answer: B SC.912.L.14.7