All of Plant Unit

7/29/2019 All of Plant Unit

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Unit Title: Plants Your name: Michelle LevineGrade level: 8thLength of unit:3 weeks

Stage 1 Desired

Meaning

Learning Goals:

Understand and apply forms of energy and energy transfer.

Understand and apply knowledge of the complementary nature ofstructure and function and commonalities.

Use evidence to develop descriptions, explanations, predictionsand models.

Think critically and logically to make the relationship betweenevidence and explanation.

Enduring Understandings:

Scientists can use observations to make predicti

All living things depend on other systems in ordsurvive.

A species ability to survive depends on its abilitadapt and reproduce.

Students will know

Plant Structures: xylem, phloem, chlorophyll,chloroplast, roots, stem, rhizoid, leaf

Photosynthesis

Monocot, dicot, vascular, nonvascular, autotroph

Tropism


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Stage 2 Evidence (As

Types of assessment: Selected-Response (two quizes); Personal Communication (class discussions); Written Respon

Pre-assessment: I will have the students write 5 things on a sheet of paper of what they believe is a plant. (I will use this information to determine what t

I will then ask the students questions based off of what they wrote such as:

Why are leaves green?

Why do some plants flower and others do not?

If I notice that some of the topics only 5 students do not understand the material, I will talk to them after class and see about working with theinterested. I could also work on the topic with the students when the rest of the class is working on projects. I will give these students extra tistudents teach each other the material. This will be a good way to reinforce and expand the ideas in the students who already know while the

Formative Assessments:

Labs and lab reports will be collected and assessed to see correct information and information extending why it is correct connecting to

Exit slips to see if the students got the purpose of the lesson

Classroom discussions and questions will be used to see correct use of vocabulary, explanations, and connections between concepts thr

Class note books will also be turned in to verify the student has correct information, is making connections throughout the unit.

Summative Assessment:

The students will have a two part test at the end of the unit: 1) a lab portion where students will go into the lab and on a sheet of paper

.

Stage 3 Learnin


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Unit will last 15 45minute days of lessons

We will do the lesson as incremental to cover the unit.

Students will plant seeds that we will watch grow and use to compare to material we are covering in lesson.

Goals of unit will be stated and written on the board the first day of the unit.

The essential and enduring questions will be on the board on the first day, and we will review these questions on Creative thinking will be used throughout the lesson by labs, journal reflections,

Instructional strategies to be included are inquiry, debate and lecture.

Students will be given choice boards, group work and assignments will be tiered.

We will be using microscopes and other lab equipment to do inquiry.

There will be a projector in the classroom.

PlantsMonday Tuesday Wednesday Thursday Friday

Sunday Sunday02 Sunday03 Sunday04 Sunday05


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1 2 3 4 5

Finish Protist Unitwith TestInform students tolook at plants andidentify their

characteristics.Review pages 126-146 in textbook

6 7 8 9 10

What are plants?Classroomdiscussion

Havestudents look

at plantsaroundclassroom

Discuss whatis a plant

Tie discussion intothe plant a seedsand watch it growlab

Students will

be workingon labthroughoutthe unit

Exit Slip: What areplants? What didyou learn and whatdidnt you

PhotosynthesisReview yesterdayslesson

Lecture:PhotosynthesisProcess ofphotosynthesis inplants

Chloroplastandchlorophyll

Sunlight,water andCarbon

dioxidereactants Oxygen and

glucoseproducts

Food chainExit slip: draw

Vascular andnonvascularpp. 124-129Check plants

Turn in hwIntro: what isneeded for a plantto grow tall?Lecture: vascular

Support

transportation

Xylem andphloem

Nonvascular:hornwort,

liverwort, Nonvascular

does not haveseeds.

Both types requirephotosynthesis.Exit slip: What is an

Nonvascular andVascular plantscontinueIntro: What plantshave you seentoday arevascular?

Lab: Identify xylemand phloem.

Undermicroscopeidentifyxylem andphloem.

Draw anonvascular plantwhile labelingrhizoid and stalkVascular plantlabel root, stemand leaf

Roots and Seedspp.132Check plantsDiscuss what doplants need inorder to survive?How do they get it?Roots and Seedslecture

Root Types:fibrous,taproot

Root hairs

Seeds:cotyledon,

seed coat,embryo andradicle

Discuss: what rootsand seeds we oftensee in ourkitchens. Describeitems and have


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understand? photosynthesis.What did you notunderstand?

Hw: Photosynthesisworksheet

example of avascular andnonvascular plantnot stated in class?What didnt youunderstand?

students statecommoncharacteristics.Exit slip: Why areroots and seedsimportant? Whatdid you learn

today? What areyou confusedabout?

11 12 13 14 15

PlantCharacteristicsCheck plantsWorld of Plantsvideo

Students willtake notes innotebook.

Discuss examplegiven in video

Forms ofprotection

Ways ofreproduction

Structure ofplants

Hw: review sheet

Review material forquizGo over reviewsheet.Do question and

answer as a classreview.Review withremote clickers

Identifyquestionsthat equal toor more thana quarter ofstudents did

notunderstand.

Check plantsPlant Quiz

10 fill in blankand 3 shortanswer

Notebook check

Tropism Geotropism,

thermaltropism andtouch

What aresomeexamples of

these wehave seen inour plants?

Plant adaptations

Go over quiz

Discussion: What

are adaptations? Tropisms are

a type ofadaptations?What aresomeexamples?

What causesadaptations?

How quickly

do theyappear?

Canadaptationsbeconsideredanother term

Check plantsReproduction pp.134-137Lecture: Flowers

Angiosperm,

gymnosperm Compare and

contrast tohumanreproduction.

Exit slip: How dothe two types ofplants reproduce?What did you learnthis week? What

did you notunderstand?


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for evolutionwhy and whynot?

16 17 18 19 20

Check plantsFlower dissection lab

Label andcolor in on labsheet pistilpollen, petal,sepal, anther

Asexual reproductionlecture/discussion

Inform

students Nogeneticvariation (prosand cons)

Reproduce bypart of plant(examplesraspberry,succulents)

Seed dispersalLecture: seeddispersal

Animal, wind,water

Species wouldnot survivewithoutdispersal

What are we eating

Lab(multiple stationswith multiple fruitsand vegetables thatthe students willneed to identifywhich part of theplant they are from)

Final plant checkEnvironmental Effectsfrom plantsDiscussion

Groups to class

Deforestation

Global warming

Naturaldisasters

ecosystems

Time to work onPlant Lab report andask questions

Review material forTest

Class Jeopardy

Collect studentsPlant Labs

Test on Plants

6 shortanswer

25 fill in theblank


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GENERAL INFORMATIONName Michelle LevineLesson Title Intro to PlantsGrade level(s)/Course 8th grade general biologyDate taught March 1

INFORMATION ABOUT THE LESSONContent Standards:Use evidence to develop description, explanation and prediction.

Think critically and logically to make the relationship between evidence andexplanation.

Enduring Understanding and/or Essential Question:Everything on Earth is connected.What are plants?


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Instructional Objectives:The student will be able to identify and explain why something is or is not aplant with basic knowledge.Prior Learning/Prior ThinkingStudents see plants in there day to day life, so they have a basic knowledgeof it. They use plants for food as well and are aware that plants produceoxygen because of prior science classes and elementary science. They have

seen different parts of plants; however, they can be mistake on what defineseach part of plant. The can also be mistaken on what allows plants live onland with its functions.

LESSON IMPLEMENTATION

Anticipatory Set/Elicit Prior KnowledgeToday we are going to start covering plants, and I have a number of plantsaround the room. Now can you tell me what makes a plant a plant?Focus/Purpose Statement

Today we are starting our lesson on plants, why and how are plants sospecial?Procedures

The class will start with a short discussion that will last 10-15 minutes.Throughout discussion important ideas will be written on the board forstudents to write in there science notebooks.

Discussion will start by me telling the students to look and examine the

plants around the room. There will be herbaceous, woody and

succulent plants. I will then ask them what makes these living things

plants? (be sure to spend time talking about how succulents looknothing like herbaceous or woody plants and make sure the students

start to think about why. Make sure to also talk about photosynthesis

with plants and how it is the beginning of how energy enters the food

chain. Ask students to state similarities and differences of the plants.)

I will then ask what is the difference between these plants and algae?


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(algae need to live in water while plants just need water near them)

What does a plant need to live on land? ( protection and support,

reproduction, ability to obtain and retain resources) This will lead to

the next part of the class.

The transition to lab will be done by asking the class, How do plants grow?

Have students answer this question and will be followed by teacher sayingwhy we dont test these ideas. This will start the watch a plant grow lab.Students will be in groups of two and each of them will plant 5 bean seedsinto a small pot. The class will then decide what environments they want toput the seeds in and they will write a hypothesis on how they believe theywill grow. Rubric for lab is attached to sheet. (25-30 minutes)Students will need to write on a sheet of paper the answer to the followingquestions: What did we cover today? What are plants? What questions doyou have from today? (5 minutes)Differentiation

Notes will remain on the board after discussion in order to allow studentswho are unable to listen and write at the same time to get the notes.Students who are at a higher level of understanding will be expected to takecharge of this lab and direct everyone to the best way to complete it. Whilemoving around classroom, I will be double checking that lower level studentsunderstand what is occurring. I will also be asking higher level studentsadditional questions if it appears they are bored.

ClosureAt the end of class students will have to write and exit slip stating what wecovered today, and say what they believe plants are now. Based off ofanswers material will be reviewed tomorrow.Materials and Resources

Lab: Pots, dirt, bean seeds, lamps/window with sun, lab sheets, water

Discussion: white board, markers, herbaceous, woody, succulent and


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nonvascular plants

Students; notebooks, paper, pen/pencil

Textbook Glencoe Science Level Red by Glencoe McGraw Hill

Classroom Management/Democratic Practices

One practice in my classroom is everyone must speak on discussion days,which today is. This means everyone must input there opinion at some pointin time either during the what are plants discussion or talking about the lab.

This classroom rule will be stated at the beginning of the year and will be onthe wall under class rules. Students who are taking up the majority of thediscussion will be informed that it is great that they have so many ideas;however, it would be wonderful if someone new could state what theybelieve plants areI will also say to students who feel the need to speak out randomly that itsgreat that you have an opinion, but we need to let everyone speak. If the

student continues, I will have a discussion afterwards with them where wewill decide on what will happen if this behavior continues.

ASSESSMENTBefore the lessonI will have been with the students for over half of the school year at thispoint. I will have tried multiple teaching methods and I will have gotten toknow the students. Throughout the material prior to this unit there will be acommon theme that everything is connected. We will have mentionedthings about plants that I will take note of throughout the year. I will also be

using written formal assignments that have connections to this material todetermine what there prior knowledge is and what the students areinterested in. This will include homework assignments, discussion, quizzesand labs.During the lessonI will determine the students understanding of the lesson based off of theirresponses in the discussion as well as the looks on their faces. I will judgestudents level of understanding based off of how deep into the subject their


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answer is and if he/she can explain their reason. I will be responding tostudents comments such as thats great., youve got the basic idea butcan someone go more in depth and nonverbal signs such as nodding myhead or smiling at the student.

Informal Formative AssessmentI will be constantly questioning the students. I will be looking for the

students paying attention. They are writing things down in their notebooks.The students are asking questions. The students do well on the reviewquestions.Formal Formative AssessmentI will be giving the students homework assignments, lab reports and quizzesand test to help me keep track of their level of understanding based off ofhow they do on each section.At the end of the lesson

The students will be turning in an exit slip which they will be answering aquestions, and they will be writing down if there is anything they did not

understand. If the students are asking about , For students who showdifficulty in demonstrating what they learned I will talk to them during the 5minutes, so I can have an interaction with them to make sure whether or notthey understood. The questions are making sure that the student haslearned the material that was covered that day and by answering it theyshow they understood.


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GENERAL INFORMATIONName Michelle LevineLesson Title: PhotosynthesisGrade level(s)/Course 8th grade general biologyDay 2

INFORMATION ABOUT THE LESSONContent Standards:Understand and apply forms of energy and energy transfer.Enduring Understanding and/or Essential Question:Everything on earth is connected.How does everyone rely on plants?Instructional Objectives:After doing the photosynthesis activity, the students will be able to state the


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how photosynthesis works with 90% accuracy.Prior Learning/Prior ThinkingStudents will have briefly learned about photosynthesis earlier in the yearwith a simpler explanation. It is also a common term to hear for people intodays society especially if you pay attention to things like global warming.Students have a hard time imagining process, but they find it easier tounderstand if they go through it as an activity.

Misconceptions: energy is just taken from the sunlight into the plant.Students might believe that photosynthesis occurs in more living creaturethan plants.


Anticipatory Set/Elicit Prior KnowledgePhotosynthesis is a key element in allowing living creatures to survive onEarth. Why?Focus/Purpose Statement

We will be covering photosynthesis today. As we do keep in mind howdelicate and important this chemical reaction is.Procedures

The lesson will start off with a review. I will ask the students what did welearn yesterday. I will have the student continue to talk until they havementioned all the key concepts. If they are having problems rememberingwhat plants need on land, I will ask, What is it that plants need but algaedoes not? (10 minutes)I will then transition to photosynthesis by saying, How do all plants obtainenergy? I will then start lecturing to the students about photosynthesis. I

will be talking to the students while writing the information on the board. Iwill have a model of a leaf in the front where I can show the chlorophyll andchloroplast. I will inform the students that the chlorophyll is the greenpigment inside chloroplast that does photosynthesis. I will follow this byshowing a diagram and the chemical equation of how water, sun light andCarbon dioxide react together to produce oxygen and glucose. I will havethe class then push their tables back and as a class go through


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photosynthesis by labeling specific students as specific components such asoxygen, hydrogen, carbon and sunlight. This way the students get a moreconcrete idea of how photosynthesis works. (30minutes)Students will then be asked if they have any questions. They will then betold that their exit slip of the day will be for them to draw photosynthesis.

They will also need to write if they have anything they do not understand.While the students are filling out their exit slips, I will be passing out the

students photosynthesis worksheet that is homework. (5 minutes)DifferentiationStudents who have difficulty listening and writing at the same time will begiven fill in the blank note sheets. Students of a higher ability level areexpected to help organize the other students in order to run thephotosynthesis activity. They will also be asked additional questions for theirexit slip such as How is the way a cactus does photosynthesis different froman oak tree doing photosynthesis? I will be moving around the room to helpstudents with any questions they have.Closure

The students will be given the chance to ask any questions they have as wellas to format their thinking of photosynthesis by figuring out how they woulddraw the process.Materials and Resources

White board, markers, eraser

Student notebooks, pens/pencil


Classroom Management/Democratic PracticesI will have the system of making sure that my students are able to speak, butthey must raise their hand first. I will call on these students as they raisetheir hand; however, I must monitor myself to make sure I do not repeatedlycall on the same students. I must keep a positive attitude and watch what Isay because it would be bad if I deny students ideas. I will use those ideas


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instead to further the discussion.Classroom rules will clearly be posted on the wall. If a student speaks out ofturn, I will turn to the student and say, _______ thank you for the input, butyou know you know it is __________ turn to speak. So, please wait to becalled on. If the student continues to talk one the lecture is over I will go upwith them and discuss their behavior with them and make sure they knowthat this is not ok and if it continues there will be repercussions.

While doing the group activity, students who are goofing off will be given awarning. If they do not stop, they will have to sit at their desk and watcheveryone else participate.

ASSESSMENTBefore the lesson

The day before the lesson the class is having a discussion about plants. I willtake notes on whether or not someone states photosynthesis and what theysay about it. I will be an informal pre-assessment. I will then use thediscussion the day before to build on the new information being presented

for photosynthesis.Gathering information about student knowledgeI will have been in a classroom with these students for over half a yearalready, so I will have identified what the interests are of the students.During the lessonI will understand that the student is learning during the lesson by themparticipating and asking questions. The students will also be talking to oneanother, so I can judge based off of their conversation what they havelearned. I will also be able to understand what they learned based off of howable they are to direct one another in the photosynthesis activity. I will also

be looking for students to be helping one another.At the end of the lesson

The students will have an exit slip that they will need to turn in at the end ofthe lesson. Being able to answer the question means they have learned thelesson; however, they will also put down anything they did not understand.

This could show me that they did not understand the importance of thelesson depending on their answer. The students will also have the


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homework sheet, and I can use that to judge what they learned.

Name__________________date_________class_______

Plant a Seed Watch it GrowIn this lab, you will be creating your own experiment as a class. Please write down the details of what the

class has decided.Hypothesis: If_______________________________________________________________,then_______________________________________________________________________.Control Material: pot, dirt and bean seedsVariable:________________________

Day

Height(cm)

Length(cm)

#leaves

Watergiven

sunlight

1358


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10121517

Conclusion: Write a one page paper stating the results of this experiment. State whether the hypothesiswas correct or incorrect, and what errors occurred in the experiment.Due: Day 19

Report Rubric: (50 points)Criteria Excellent Satisfactory Needs

improvementData collected Detailed

description ofplant growth andmeasurements.

(15 points)

Partial descriptionof growthprocess. Includesmeasurementsfrom the lab.(9 Points)

Vague descriptionof plant processand lack ofinformation fromthemeasurements.

(2 Points)


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Conclusion Conclusionclearly stateshypothesis andthe results.Conclusion isclear andconcisely written.

(15 Points)

Conclusion stateshypothesis andresults; however,reason is notclear.

(9 Points)

Conclusion ismissing thehypothesis andresults.

(2 Points)

Error Analysis Explains faultswithinexperiment.

Connects faultsto other scienceexperiments.(15 Points)

Explains faultswithinexperiment, but itdoes not connectideas to realworldexperiments.

(9 Points)

Does not statefaults withinexperiment anddoes not makeconnection to realworldexperiments.

(2 Points)Organizationsand grammar

Report is clearlyorganized andcontains little tono grammaticalerrors.

(5 points)

Report containsall information,but it is notorganized.Numerousgrammaticalerrors.

(3 points)

Report is notorganized andhard to follow.Paper is full ofgrammaticalerrors.

(1 point)

Name__________________date_________class_______

Photosynthesis


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___water____+ _____CO2_____ +______Sunlight _____ _____Glucose_____ +___O2_____

Food Chain: In the following box show how energy gets from the sun to an eagle.

GENERAL INFORMATIONName Michelle Levine

SunlightCO2

O2


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Lesson Title Vascular and nonvascularGrade level(s)/Course 8th grade general biologyDay 3

INFORMATION ABOUT THE LESSONContent Standards:Understand and apply knowledge of the complementary nature of structure

and function and commonalities in organisms.Enduring Understanding and/or Essential Question:

The way a plant works is similar to how a human body works.Instructional Objectives:After students have been informed about vascular and nonvascular plants,they will be able to identify them by outside traits with 80% accuracy.Prior Learning/Prior ThinkingStudents have been having a discussion on plants each day. No specificinstruction was given on subject; however, students can make connections toit for photosynthesis. We also have a connection to this lesson through the

discussion of what do plants need in order to survive on land. Possiblemisconceptions would include confusing nonvascular with vascular plants.All plants have roots when nonvascular plants have Rhizoids instead.


Anticipatory Set/Elicit Prior KnowledgeIf you look outside a window, you can usually see a tree. What is it thatallows trees and other plants to grow tall?Focus/Purpose Statement

Today we will be covering what two types of plants there are. Keep in mindthe advantages and disadvantages of each type.Procedures

The class will begin with the students turning in their homework assignmentinto the bin. They have gone through this procedure before, so they knowwhat to do. Once they have done that they are to go check out the seedsthey planted and see if they have developed at all. There will be three seeds


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planted into a pot with a glass window, so they can see that the seeds aregrowing roots. Once they have finished they are to sit back down at theirdesks. This will be written on the board. (5minutes)I will then segment the students into the subject by asking them What doplants need in order to grow tall? I will be looking for transportation ofmaterials and support. I will then inform the students that this is done withvascular tissue, and so we have two different types of plants; vascular and

nonvascular. I will then ask the students which one is a tree? Answer isvascular. Nonvascular plants are plants like liverwort and hornwort.Anything that is not hugging the ground and is not in an environment with alarge supply of water is likely to be vascular. I will inform the students thatvascular plants have a xylem and phloem. A xylem transports water andminerals up the plant. Phloem goes with the flow and goes down the plant.It is also important to note that nonvascular plants do not have seeds;however, they both rely on photosynthesis. What is the chemical equationfor photosynthesis? Nonvascular and vascular have different parts. I willnow draw on the board to show that nonvascular plants have rhizoids and

stalk instead of the stem and roots that vascular plants have. Discuss withthe people next to them what are the pros and cons of being vascular ornonvascular. I will be moving around the classroom listening to them talkingand directing conversations. (35-40 minutes)

The students will then do an exit slip stating a vascular and nonvascularplant that was not stated in class. Write down any questions you have aboutthe lesson.(5 minutes)Differentiation

The students who have difficulty in being able to write and listen will begiven a fill in the blank note sheet. Students who are ahead of others will be

expected to lead the in class group discussions. This way they will beexplaining it to the other students and gaining a deeper understanding.Closure

The students will discuss in groups different vascular and nonvascular plants.They will then need to write and exit slip showing they covered the materialand understand/have questions.Materials and Resources


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White board, marker, eraser

Science notebooks, pen/pencil



I will have the system of making sure that my students are able to speak, butthey must raise their hand first. I will call on these students as they raisetheir hand; however, I must monitor myself to make sure I do not repeatedlycall on the same students. I must keep a positive attitude and watch what Isay because it would be bad if I deny students ideas. I will use those ideasinstead to further the discussion.Classroom rules will clearly be posted on the wall. If a student speaks out ofturn, I will turn to the student and say, _______ thank you for the input, butyou know you know it is __________ turn to speak. So, please wait to becalled on. If the student continues to talk one the lecture is over I will go up

with them and discuss their behavior with them and make sure they knowthat this is not ok and if it continues there will be repercussions.

ASSESSMENTBefore the lessonWe will be having in class discussions throughout this unit. I will be takingnote of any mentions of vascular or nonvascular information the studentsmight be aware of. I will have been with the students for over half the yearalready, so I will be familiar with their likes and dislikes, family, and academicabilities. I will be using discussions, labs, quizzes and tests to determine this

information.During the lessonI will be watching students expressions to see if it appears the information isgoing over their heads or if they are bored. I will also be listening to studentsquestions and answers to see if they show an understanding of the material.I will also be looking to make sure students are taking notes they will havesomething to review later. I will also be monitoring my own behavior to


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make sure I am showing the correct verbal and nonverbal signs. I willacknowledge students who get the answer correct and help students whohave a misconception, so they gave the wrong answer.At the end of the lesson

The students will have a discussion and an exit slip. I can look at theanswers and determine whether or not they understood the lesson. Also,see what it is they did not understand with their question. I will be guiding

the students who have difficulty more and the higher level students I will beasking them more difficult questions.

GENERAL INFORMATIONName Michelle LevineLesson Title Vascular and nonvascular day 2Grade level(s)/Course 8th grade general biologyDay 4

INFORMATION ABOUT THE LESSONContent Standards:Understand and apply knowledge of the complementary nature of structureand function and commonalities of organisms.

Think critically and logically to make the relationship between evidence andexplanation.


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Enduring Understanding and/or Essential Question:The way a plants body works is similar to humans.Instructional Objectives:After the students have completed the vascular lab, they will be able toidentify the xylem and phloem with 90% accuracy.Prior Learning/Prior Thinking

This is the second day of covering the material, so they have already been

informed of the information. Students often get vascular plants andnonvascular plants mixed up, and they also mix up xylem and phloem.


Anticipatory Set/Elicit Prior KnowledgeHave you ever noticed the tubes in your celery? When you bite your celery inhalf, it often leave a random strip of celery. What do you think that is andwhat is its function?Focus/Purpose Statement

Today we will be continuing to go over vascular and nonvascular plants, sowe will be able to identify the traits and why they appear that way.Procedures

The lesson will start with me asking my students to raise there hands and tellme what vascular and nonvascular plants they have seen today, and howthey identified them as vascular or nonvascular. What vegetable iscommonly eaten that we can see the xylem and phloem? (celery) Where is itin this plant?(10minutes)Now what does vascular plants have that nonvascular plants dont have?(xylem and phloem) The students will be assigned to groups of two because

of the amount of resources for this lab, and it will allow some discussion. It isimportant we are able to identify these import tissues in a plant. The xylemlooks like a monkeys face and the phloem are the big circles. The lab sheetswill be handed out. The students will need to draw in the circles, thestudents will be drawing the xylem and the phloem. (20 minutes)Once they have finished looking at the slides they are to draw a nonvascularplant and a vascular plant and label the different part on their lab sheet. I will


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then have them add in the xylem and phloem and inform them that theyneed to draw arrows showing in which direction the vascular tissue movesthe resources. (10 minutes)

They will then spend the remainder of the class discussing why the phloemand xylem are located in their positions. (5minutes)DifferentiationFor students who are unable to listen and write at the same time. I will print

off fill in the blank notes, so they can focus on what is being said. I will alsobe differentiating based off of the help I will be giving groups with the labs.

The higher level students will be asked difficult questions during the lab. Iwill use plants that are more common in the area and kitchen in order to helpthe students better identify the xylem and phloem. I will also use morecommon examples of nonvascular in the area. I will also be checking thenotebooks every once in a while to help identify what the students who donot like to speak up are getting all the information down.ClosureStudents will be required to write an exit slip on the location of the xylem

and phloem and why it is there. The students will be able to think about thisand look at their labs to help them understand why they are in their currentlocations.Materials and Resources

Microscope and slides

Lab paper

Notebook, pen/pencil

Color pencils

Whiteboard, marker, eraser




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I will have the system of making sure that my students are able to speak, butthey must raise their hand first. I will call on these students as they raisetheir hand; however, I must monitor myself to make sure I do not repeatedlycall on the same students. I must keep a positive attitude and watch what Isay because it would be bad if I deny students ideas. I will use those ideasinstead to further the discussion.Classroom rules will clearly be posted on the wall. If a student speaks out of

turn, I will turn to the student and say, _______ thank you for the input, butyou know you know it is __________ turn to speak. So, please wait to becalled on. If the student continues to talk one the lecture is over I will go upwith them and discuss their behavior with them and make sure they knowthat this is not ok and if it continues there will be repercussions.Students will also be aware of lab rules. If students are seen goofing off.

They will be given a warning if it continues they will be required to return totheir desks. These rules will have been set and on the board from thebeginning of the class. I will also manage the lab by constantly walkingaround the room.

ASSESSMENTBefore the lessonWe have already started covering this material the day before. I will refer tothe notes taken on the students appearing to understand material and theirexit sheets to make sure they have a good level of understanding. I willhave been with students for over half the year at this point, so I will have agood understanding of the students background and their likes and dislikes.During the lessonI will be watching students expressions to see if it appears the information is

going over their heads or if they are bored. I will also be listening to studentsquestions and answers to see if they show an understanding of the material.I will also be looking to make sure students are taking notes they will havesomething to review later. I will also be monitoring my own behavior tomake sure I am showing the correct verbal and nonverbal signs. I willacknowledge students who get the answer correct and help students whohave a misconception, so they gave the wrong answer. I will be looking at


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what they are doing in the lab and monitoring their progress. I will also havethe labs to look at while they are answering to make sure they areunderstanding the concept while they are answering instead of just informingthem afterwards though I will not say what exactly they were wrong with orwhat the answer is.At the end of the lessonI will be determining the students understanding based off of the discussion

at the end of the lesson. We will be talking about the xylem and phloem. Ican differentiate this by leading lower level students through their thinkingwhile for higher level students I will ask them harder questions that willinvolve more thinking. I will also have the lab they are answering to reviewto make sure they are able to answer the questions involving xylem, phloemand vascular and nonvascular.

Name_________________ Date________ Class_____

Vascular and NonvascularDraw and label the xylem and phloem from slides.

Xylem phloemDraw and label a vascular and a nonvascular plant. (Rhizoid, root, stem, stalk,leaf)


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Vascular Nonvascular

GENERAL INFORMATIONName Michelle LevineLesson Title seeds and rootsGrade level(s)/Course 8th grade general biologyDay 5

INFORMATION ABOUT THE LESSONContent Standards:Understand and apply knowledge of the complementary nature of structure

and function and commonalities of organisms.Enduring Understanding and/or Essential Question:Why are plants not simple?Instructional Objectives:After going over the different types of roots and seeds, students will be ableto identify the type of root and what part of the seed is being identified with100% accuracy.Prior Learning/Prior Thinking


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The students have seen plants in the environment they have grown up fromthe plants in the yard to the food in the kitchen. This interaction leads tostudents being aware of roots and seeds. Misconceptions include believecertain items are roots or seeds when they are not. An example is a potatois a tumor not a root.


Anticipatory Set/Elicit Prior KnowledgeYou all planted your seeds earlier this week what did you notice about it andthe roots coming from it?Focus/Purpose StatementOur lives depend on plants, so it is important to know how they sustainthemselves and grow. Today we will be focusing on the importance of seedsand roots.Procedures

The class will start with the students checking out their plants and seeing if

there are any changes. They will make measurements if they have startedto grow. Once they have completed this the students will sit down at theirdesks. (5minutes)

The students will then talk to their neighbors and decide what does a plantneed in order to survive? How do they obtain these resources? (2 minutes)

The students will mention roots to collect the resources which will lead to thelecture. This lecture will be done through a power point presentation. It willshow fibrous and tap roots, root hairs, seeds and the parts of seeds includingseed coat. We will go over the benefit of each of these parts. The fibrousroot hairs spread out more for gathering resources at the surface while

taproots get resources down into the earth. The seed consists of protection,food and the new plant that will grow. The plant needed to develop all ofthese traits in order to be able to survive.(25 minutes)I will then ask the class where do we commonly see these parts of the plant?(kitchen) What plants do people often cook with that have these features?Select students and have them respond with plants that they know of. Makesure to comment that a potato is not a root. (5 minutes)


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DifferentiationStudents that are unable to listen and write at the same time will be given anotes sheet where they will need to fill in the blank as the class covers thetopic. Students that are at a higher ability level will be expected to explainwhy can we consider things are not a root or a seed like the potato? Theywill be expected to answer this question. The different foods that arebrought up will depend on the cultural knowledge of what do the students

eat. I will give additional questions to students who are becoming board, andstudents who are behind I will come up and help there group think throughthe answer.ClosureStudents will talk and discuss roots and seeds they commonly see and use intheir day to day life. Thus making a connection to these parts of the plant.Materials and Resources

PowerPoint, projector, screen

Science notebook, pen/pencil

Color pencils

White board, marker, eraser


Classroom Management/Democratic PracticesI will have the system of making sure that my students are able to speak, butthey must raise their hand first. I will call on these students as they raise

their hand; however, I must monitor myself to make sure I do not repeatedlycall on the same students. I must keep a positive attitude and watch what Isay because it would be bad if I deny students ideas. I will use those ideasinstead to further the discussion.Classroom rules will clearly be posted on the wall. If a student speaks out ofturn, I will turn to the student and say, _______ thank you for the input, butyou know you know it is __________ turn to speak. So, please wait to be


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called on. If the student continues to talk one the lecture is over I will go upwith them and discuss their behavior with them and make sure they knowthat this is not ok and if it continues there will be repercussions.

ASSESSMENTBefore the lessonI will be aware that the student has background knowledge based off of prior

lessons, and his/her inputs on discussion and exit slips. I will have been withthese students for over half the year already and during this time I will havetried multiple types of lessons and gotten to know the student and theirbackground. I will also have started to cover different parts of the plants inprevious units, so I will note anything mentioned that would state thestudents know more or less about roots and seeds.During the lessonI will be watching students expressions to see if it appears the information isgoing over their heads or if they are bored. I will also be listening to studentsquestions and answers to see if they show an understanding of the material.

I will also be looking to make sure students are taking notes they will havesomething to review later. I will also be monitoring my own behavior tomake sure I am showing the correct verbal and nonverbal signs. I willacknowledge students who get the answer correct and help students whohave a misconception, so they gave the wrong answer.HowAt the end of the lesson

There is the class discussion at the end which I will be using to inform me ofhow much they learned. We will be talking about the xylem and phloem. Ican differentiate this by leading lower level students through their thinkingwhile for higher level students I will ask them harder questions that will

involve more thinking.


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Name_______________________ Period____ /50Plants Unit Test

Lab Section (Each lab station has a plant, microscope or figure of a part of a plant. The sheet in front ofthese will let you know the number, and the question. All correct answers are worth 2 points.)

Station 1 has questions 1-3, and it has a 3 microscopes. Each microscope has a number and a slide. Putdown what each microscope is pointing to.

1. Chloroplast

2. Xylem

3. phloem

Station 2 has questions 4-6, and it has three plants. The sheet says state which plants are nonvascular orvascular if it is vascular is it a gymnosperm or angiosperm.

4. Vascular Angiosperm

5. Nonvascular

6. Vascular Gymnosperm

Station 3 has a figure of a seed, and it has two flags on it that have numbers 8 and 9. The student is towrite down what they are.

7. Seed Coat

8. Cotyledon


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Station 4 has a figure of a flower, and it has 4 flags on it from number 10-13 and the students are to writedown what they are.

9. Pistol

10. Stamen

11. Ovule

12. Anther

Station 5 students are to identify what part of the plant each food is for numbers 15-2013. Tumor (potato)

14. root (carrot)

15. Leave (lettuce)

16. seeds (beans)

Below fill in the blanks for what is the chemical reaction of photosynthesis, and which side is the reactantsand which side is the products. (each blank is worth 2 points)

17. Carbon Dioxide + Water Glucose +Oxygen

Reactants ProductsMutliple Choice: Circle the answer to the question (each question is worth 2 points)

18. What is the green pigment in leaves called?

a. Chlorophyll b. Chloroplast c. ribosome d. cotyledon

19. Which of the following is a way for seeds to be dispersed?

a. water b. air c. animals d. all the above


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20. A one leaf seed is called which of the following:

a. monoleaf b. monocot c. dicot d. tricot

21. Which of the follow is a trait of ALL plants:

a. multicellular b. flowers c. asexual d. vascular

22. The process of plants emerging from a seed is called:

a. Reproduction b. germination c. emergence d. birth

23. A tropism that is affected by gravity:

a. Thermal b. hydro c. Geo d. none of the above

24. Stinging nettle protects itself from predators through which of the following traits.

a. Thorns b. Thick bark c. color d. chemicals


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Short answer: Pick 4 out of the 5 questions and write a short paragraph answering each question.

(each question is worth 10 points)

25. State a use for plants in humans daily lives, and how are lives would be difficult without it?

26. There are many ways that prairie plants disperse there seeds. Why are there so many

methods and what are they? What are there advantages and disadvantages? (Give 3 examples)

27. When plants first developed to live outside of water, what traits did they need to develop and

why?

28. What is an adaptation? Answer must include an example and why?


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29. On the bench we have three plants. Pick a plant and describe features that define it, and

hypothesize what environment it is from and why?

Documents

All of Plant Unit