1.1 unit plan

Unit of Study:

Plants: Anatomy, Growth and Function

Biology (Gr. 11), University Preparation; Code: SBI3U

Curriculum:

What will

students

learn?

SUMMARY

OVERALL EXPECTATIONS

In this unit, students will evaluate the importance of plants to the growth of Canadian society, and the ways in which different societies have used plants to sustain human population while supporting environmental sustainability. They will demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport systems, and their role in maintaining biodiversity in the context of ecological succession and climax communities.

A. Scientific Investigation Skills and Career Exploration

A1. Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating); A2. Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

They will investigate the structures and functions of

plant tissues and factors affecting plant growth.

Key Questions

1- How do plants contribute to community development?

2- How do agricultural methods help maintain/destroy natural habitat and biodiversity?

3- How did plants evolve?

4- How do plants maintain biodiversity through ecological succession?

F. Biology- Plants: Anatomy, Growth and Function

F1. Evaluate the importance of sustainable use of plants to Canadian society

and other cultures

F2. Investigate the structures and functions of plant tissues, and factors

affecting plant growth

F3. Demonstrate an understanding of the diversity of vascular plants, including

their structures, internal transport systems, and their role in maintaining

biodiversity

Unit of Study:

Assessment & Evaluation: How will the students be evaluated? Diagnostic Assessment: Before starting any part of a unit, a diagnostic assessment will be performed to evaluate the student’s prior knowledge, (questioning, quizzes, discussions…) Assessment for Learning: Throughout the unit, assessment for learning (AfL) will be performed on a daily basis through verbal questioning, discussions and debates, conferences in small groups or one to one, mini-quizzes, worksheet, concept maps, models and other. Assessment of Learning:

Quizzes Lab reports Case study

Projects Presentations Unit Test

Culminating Task

Designing the Learning

In the Assessment column, the following codes have been used to identify which category of the achievement chart is being assessed: Knowledge and Understanding (K), Thinking and Investigation (I), Communication (C), and Application (A) Assessment for Learning and Assessment of Learning are abbreviated as AfL and AoL respectively. All quizzes, tests, and worksheets will have solutions and checklists. Presentations, essay questions, and lab reports will have a rubric for assessment.

Part A. Importance of plants in Canada (3 hours)

Lesson Time (min) Subtopic

Expectation

Codes Teaching and Learning Strategy Assessment

Importance of Plants in Canada

150 At the end of this project students will be able to evaluate the importance of plants in Canada as: -source of food - pharmaceuticals -medicinal use -source of fuel -flood and erosion control -source of building material -resource for recreation and tourism

F1.1 Presentations: Students in class will divide into 8 groups and each group will do a presentation about the importance of plants in Canada in one of the fields mentioned in the subtopic

(AoL) Presentation: powerpoint, prezi, or other. These research will be presented at the end of the unit over the course of two 75 minutes blocks (K,I,C,A)

Agricultural practices

75 By the end of the lesson, students will be able to :

F1.2 Watch the video on crop rotation: https://www.youtube.com/watch?v=9nkgx2KTwPs

AfL AoL

Inquiry-based question on

https://www.youtube.com/watch?v=9nkgx2KTwPs


Differentiate between monoculture and alternating culture

-What is a Monoculture and an alternating culture

-Advantages and disadvantages of monoculture and alternating culture

-Plant culture and sustainability

-Discuss the concept of monoculture and alternating culture giving examples

-Group reading article on advantages of crop rotation followed by class discussion

monoculture and alternate one and how they affect affect the sustainability of the environment.(K,I,C,A)

Part B. Anatomy of plants (5 hours)


Expectation


Structure and Function of Plant Cells and Tissues

75 By the end of the lesson students will be able to: -List and describe briefly the general function of plant tissues: meristematic, dermal, ground and vascular - List and describe the function of different cells in

F2.1 F2.3 F3.1

-Explain the difference between the different types of plant tissues -Group work: Students complete a worksheet where they will label the different tissues in root, stem and leaves of vascular plants Slide projection: -Observe projections of parenchyma, collenchyma, and sclerenchyma cells and make a drawing of these cells

diagnostic assessment: worksheet on plant cell and student will label the different parts (K)

AfL: Drawing of parenchyma, collenchyma, & sclerenchyma cells (C)

the ground tissue plant cells: Parenchyma collenchyma and sclerenchyma

Structure and Function of Vascular Tissue (Xylem and Phloem)

75 By the end of this lesson students will be able to identify: -the xylem cells: Tracheid and vessel elements -the phloem cells: sieve tube elements and companion cells

F2.1 F2.3

List briefly the function of the xylem and phloem. Observe slide pictures of Xylem and phloem cells and compare between the different types cells . -Worksheet: labelling Xylem and phloem cells -Class demonstration: The movement of colored water up the celery stalk

AfL: -worksheet: Label the different xylem and phloem cells and make a comparative table showing the

similarities and differences in structure between xylem and phloem cells (C) AoL: mini-quiz on structure of xylem and phloem (K)

Monocot and Dicot Plants

75 By the end of the lesson students will be able to compare and contrast monocots and dicots in terms of seeds, stems, flowers and roots, and their evolutionary processes

F3.2 -Watch the video on monocots and dicots: https://www.youtube.com/watch?v=gI2RxzAT-ww -Discuss the differences between monocots and dicots using pictures -Make a comparative table between monocots and dicots -Discuss the evolution of dicots from monocots

AfL: -comparative table between monocots and dicots - Discuss question: Any relationship between the evolution of angiosperms and the appearance of insects? (I)

Vascular Tissue in Roots, Stem and Leaves

75 By the end of the lesson, students will be able to identify, draw and label vascular tissue in root, stem and leaves

A1.6 F2.3 F3.1 F3.2

Lab activity: Observing vascular tissue in cross section of root, stem and leaves of monocot and dicot plants

AoL: Lab report on vascular tissue in roots, stem, and leaves of monocot and dicot plants (K,C)

https://www.youtube.com/watch?v=gI2RxzAT-ww


Part C. Transport in plants (4 Hours)


Expectation


Transport in the Xylem

150 By the end of the lesson, students will be able to : describe and explain how Water is transported in the Xylem

-Root Pressure: Pushing Water Up Against Gravity

-Capillary rise due to adhesion-cohesion force

-Transpiration Pull: Pulling Water Up Against Gravity

A1.8 F2.1

F3.1

watch the videos on water transport https://www.youtube.com/watch?v=xGCnuXxbZGk

-Class discussion about transpiration pull, translocation and osmosis

- Students write definitions of these processes

-Group work: Data-based question on factors affecting water loss (data analysis, graphing and answering critical thinking questions)

-Lab/Demonstration: Modelling Transpiration

-Students will design an investigation to test the effect of humidity on the rate of transpiration

-Diagnostic assessment about osmosis (written or oral)

AfL

- Discussing the answer of the data-based question (K,I,C,A) --handout : review questions after video (K) -worksheet explaining water absorption and transport (K) -handout : review questions( at the end of the section) (K,C) -Peer assessment where students ask each other about transpiration pull and pressure flow hypothesis (K,C)

AoL: -quiz on transpiration pull -design lab on effect of humidity on rate of transpiration (K,I,C,A)

https://www.youtube.com/watch?v=xGCnuXxbZGk


Transport in Phloem

150 By the end of the lesson, students will be able to : Describe and explain how Nutrient are Transported in the Phloem

-The Mechanism of Translocation: The Pressure-Flow Model in Phloem

-Change of sink and source according to season

-Storage of nutriment in specialized plant organs

F2.1 F3.1

-Watch the video on the pressure flow hypothesis in the phloem https://www.youtube.com/watch

?v=-b6dvKgWBVY

-Explain the pressure flow hypothesis -Group work: handout on the transport in the phloem

-Mind maps on transport in plants

AfL: Worksheet: review questions( the end of the section)(K,C,I)

Mindmap (K,I, C,)

AoL: Quiz on pressure flow hypothesis (K,C)

Part D. Growth

Lesson Time (min)

Sub-topic Expectat

ion

Codes

Teaching and Learning Strategy Assessment

Plants growth and

factors

75 By the end of the lesson,

students will be able to :

-define growth;

-identify factors that affect

growth;

-evaluate impacts of factors

on plants growth.

F2 F2.2

Brainstorm factors that could affect plants growth; Discuss how factors could affect plant. Conduct an inquiry to determine the factors.

AfL:

· -Diagnostic (K)

· -Presentation on factors (AC)

AoL:

· -Part B Quiz (K)

https://www.youtube.com/watch?v=-b6dvKgWBVY


Growthgulators 60 By the end of the lesson,

students will be able to:

· -identify types of growth

regulators

· -Determine the impacts of

each type of tropism

(phototropism, geotropism

and gravitropism) on plants

growth;

-distinguish positive tropism

from negative tropism.

F2

F2.2

F3.4

Lab experiment and investigation on

Growth regulators

Class discussion on effects of

regulators on plants growth.

Have students explain terms and

processes outline in the lessons

AfL:

· Oral discussion after experiment(IC)

Quizz at the end of the lesson (KIC)

AoL:

· Short Lab Report (IC)

Tropism 60 By the end of the lesson,


· identify the types of

tropism;

· describe impacts of each

type of tropism on plants

growth.

F2

F2.1

F2.3

-Follow the link for video presentation and short lecture http://study.com/academy/lesson/tropisms-phototropic-geotropic-and-thigmotropic-plant-growth.html https://www.youtube.com/watch?v=pCFstSMvAMI

AfL:

· Tropism worksheet (K)

· Discussion on impact of each type of tropism

(AC)

Seasonal Growth 75 By the end of the lesson,


· Describe factors that affect

seasonal growth·

Identify types of plants·

(annuals, ephemeral plants,

biennials, Compare and

contrast different methods

F2.

F3

F2.1

F2.2

F3.3

-Lab demonstration and investigation. Research on seasonal growth and their impacts on plants growth. ----Follow the link for Video presentation and short lecture : https://www.youtube.com/watch?v=pCFstSMvAMI http://study.com/academy/lesson/sea

AfL:

· Brief Lab Report (KICA)

Discussion (C)

· Presentations on research (AC)

http://study.com/academy/lesson/tropisms-phototropic-geotropic-and-thigmotropic-plant-growth.html



https://www.youtube.com/watch?v=pCFstSMvAMI

https://www.youtube.com/watch?v=pCFstSMvAMI

of electricity generation,

such as AC, DC, and their

applications for wind

turbines

sonal-growth-cycles-perennial-annual-and-biennial-plants.html

Plants hormones 75 By the end of the lesson,


· identify types of plants

hormones growth;

explain how hormones stimulate

growth;

· S

F2.

F3

F2.1

F2.2

F3.3

· - Describe effects of hormones on

plants growth;

Investigation of plants hormon: ·

http://www.biologycorner.com/works

heets/planthormones.html

AfL:

· Investigation worksheet (I)

· Discussion (C)

Lab Report (C)

AoL:

· Unit Test (KICA)

Part E. Reproduction in plants (2 hours )

Lesson Time (min)

Subtopic Expectation

Codes

Teaching and Learning Strategy Assessment

Natural Reproduction and Artificial Propagation of Plants

120 By the end of this lesson students will be able to: explain the reproductive mechanisms of plants in natural reproduction and artificial propagation

F2.4 F3.3

watch the video on asexual plant reproduction: https://www.youtube.com/watch?v=ROnAGOeFUq0 Worksheet on vegetative propagation of plants

AfL: AoL: Quiz on different types of reproduction (K,C,A)

https://www.youtube.com/watch?v=ROnAGOeFUq0


Accommodations for Special Needs and ELL

video subtitles are possible

video also posted online for later viewing

students can be provided in concept mapping

extend due date of assignment if need be

provide extra time on assessments

provide special attention and close follow up during

activities

allow use of e-dictionary whenever needed

group the students with others who could help in language

or concepts

Gifted students can be assigned extra project or deeper research, more open-ended questions, and minimal instructions given for planning labs

and inquiry based labs.

Annotated References

Nelson Biology 11U, Maurice Digiuseppe ; program consultant, Douglas Fraser; [author team, Jacqueline Dulson ... et al.].

This is the reference textbook for the course which contains most of the topic.


Video on crop rotation and its importance


Video comparing monocots and dicots


Video on asexual plant reproduction


Video on water transport in the xylem and transpiration pull


Video on the pressure flow hypothesis in the phloem

https://www.nrcan.gc.ca/forests/video/13601

Video on Boreal biodiversity






https://www.nrcan.gc.ca/forests/video/13601

Culminating Task

Unit: Plants - Structures and Functions

Subject: Biology

Gr. 11 University Preparation

Creation of a Mini-Portfolio

Now that you have gained an understanding of the processes that occur in plants, you will be able to apply the knowledge learned in this unit.

For this task, you are being asked to prepare a mini- portfolio to showcase your learning. You will complete one artefact for each part (see below).

You will be able to put your portfolio together in the format of your choice (in paper or online). Be as creative as you like.

PARTS BIG IDEA ARTEFACT

#1: Diversity of

plants

Comparing monocots and

dicots

Visit a National park and collect three different samples of monocot and dicot

plants with flowers and seed and desiccate them. Create a graphic, a diagram

or other to compare their structures.

#2:Contribution of

plants

Evaluate the importance of

the sustainable use of plants

to Canadian society and other

cultures

Answer one of the following questions, by conducting research. Your response

should not be longer than 250 words and you should provide appropriate

evidence (by citing credible references):

o How does the local food movement contribute to community development?

o How does the re-introduction of native plant species along river banks help to

prevent land erosion?

o What plant species are considered important in sustaining Canada’s growth in

the agricultural sector?

o How are plants being used to clean wastewater from fish farms so that the

water can go back into local streams?

#3:Transport in

plants

Determine the structures and

processes involved in plant

transport

Use diagrams, images, simulations, videos, posters to illustrate the processes

involved in the movement of water and substances in the plants

#4: Plant growth Identify and describe the

factors that affect plant

growth

Design and conduct an inquiry to determine the effect of certain factors on plant

growth (in local farms or greenhouses)

#5:Ecotourism Promote ecotourism in

Ontario

Make an outline of an internet advertisement promoting ecotourism which

emphasises on plants in an area of your choice in Ontario.

#6: Plant

propagation

Investigate the various

techniques of plant

propagation

Research and apply any technique of plant propagation whether sexual or asexual

#7: Creativity Open Investigate an interesting information that didn’t fit in previous parts

Portfolio Rubric:

UNIT: Plants - Structures and Functions

SUBJEC: Biology,

GR.11 University Preparation

CRITERIA LEVEL 1

(5 marks)

LEVEL 2

(6 marks)

LEVEL 3

(7 marks)

LEVEL 4

(8 – 10 marks)

Graphics. diagrams, images, simulations, videos

posters and other are clear and creative

- with limited

effectiveness

- with some

effectiveness

- with considerable

effectiveness

- with a high degree

of effectiveness

The answer to the question is well planned,

accurate and appropriate evidence is used to

answer the question.

- with limited

effectiveness

- with some

effectiveness

- with considerable

effectiveness


of effectiveness

The inquiry conducted includes relevant questions

related to plant growth in local farms and

greenhouses

- with limited

effectiveness

- with some

effectiveness

- with considerable

effectiveness


of effectiveness

The advertisement is eye catching, succinct and

clear

- with limited

effectiveness

- with some

effectiveness

- with considerable

effectiveness


of effectiveness

The research is well planned, and the report is

clear and accurate

- with limited

effectiveness

- with some

effectiveness

- with considerable

effectiveness


of effectiveness

The portfolio demonstrates critical thinking and

insight into the concepts studied in 11U Biology-

Plant section

- with limited

effectiveness

- with some

effectiveness

- with considerable

effectiveness


of effectiveness

All components of the portfolio are clearly written,

with no spelling or grammar errors

- with limited

effectiveness

- with some

effectiveness

- with considerable

effectiveness


of effectiveness

APA referencing is done correctly throughout the

portfolio, as appropriate, including images, in-text

citations and the reference list

- with limited

effectiveness

- with some

effectiveness

- with considerable

effectiveness


of effectiveness

The portfolio is organized, neat, complete and

attractive. It shows evidence of creativity, planning

and thought.

- with limited

effectiveness

- with some

effectiveness

- with considerable

effectiveness


of effectiveness

Deadline are met - with limited

effectiveness

- with some

effectiveness

- with considerable

effectiveness


of effectiveness

COMMENTS: TOTAL: /100

Unit: Plants - Structures and Functions

Toronto on: ---------------------------------------------------------------------

Student name: ------------------------------------------------------------------

Student class: -------------------------------------------------------------------

:

I. Multiple Choice: Choose the correct answer (1 Mark / question-Total 13 Marks)

1. The evaporation and loss of water vapor through the leaves of a plant is called __________.

a. photosynthesis

b. cohesion

c. respiration

d. transpiration

2. In plants a region of actively dividing cells (such as there is at the tip of the root or stem) is referred to as __________.

a. vascular tissue

b. a meristem

c. parenchyma

d. ground tissue

3. The primary function of the vascular tissue system in plants is to __________.

a. transport water, minerals, and sugars throughout the plant

b. store mineral and food reserves for the plant

c. cover and protect the outer surfaces of the plant

d. perform photosynthesis within the plant body

4. The primary photosynthetic cells of dicot leaves are __________.

a. mesophyll parenchyma cells

b. guard cells

c. epidermal cells

d. collenchyma cells

5. The location of leaf attachment on a stem is called a __________.

a. branch

b. petiole

c. internode

d. node

6. Vascular tissue of plants is composed of ___________.

a. xylem for moving water and minerals, and phloem for moving products of photosynthesis

b. xylem for moving products of photosynthesis, and phloem for moving water and minerals

c. stomata for moving water, and guard cells for moving products of photosynthesis

d. cortex for moving water, and root hairs for moving products of photosynthesis

7. Vascular tissue of plants is composed of ___________.

a. xylem for moving water and minerals, and phloem for moving products of photosynthesis

b. xylem for moving products of photosynthesis, and phloem for moving water and minerals

c. stomata for moving water, and guard cells for moving products of photosynthesis

d. cortex for moving water, and root hairs for moving products of photosynthesis

8. While visiting your aunt in Michigan, one morning you find a beaver gnawing on a birch tree. You scare it off but not before it has

removed a strip of bark all the way around the tree. Despite erecting a fence around the tree to prevent additional damage, the tree dies

after a few months. The first event that would occur in this tree's death would be __________.

a. death of the leaves of the tree, because they stopped receiving water from the soil

b. death of the roots of the tree, because they would no longer be able to absorb water from the soil

c. death of the roots of the tree, because they would no longer be able to receive carbohydrates from the leaves

d. death of the leaves of the tree, because they could no longer produce sugars by photosynthesis

9. Which of the following is NOT a step by which minerals become absorbed by roots?

a. diffusion through cytoplasm to pericycle cells

b. diffusion of minerals into root hairs

c. diffusion into the xylem

d. active transport into the extracellular space around the xylem

10. How do plants overcome the force of gravity and make water flow upward?

a. cohesion

b. hydrogen bonds between water molecules

c. transpiration of water from the leaves

d. all of the above

11. What are differences between monocotyledonous and dicotyledonous plants?

Monocotyledonous Dicotyledonous

a. parallel venation;

floral organs in multiples of 4 or 5

net-like venation;

floral organs in multiples of 3

b. net-like venation;


parallel venation;


c. net-like venation;


parallel venation;


d. parallel venation;


net-like venation;


12. Which structure is shown in the following image?

a. A dicotyledon stem

b. A monocotyledon stem

c. A dicotyledon root

d. A monocotyledon root

[

Source: Ohio State University at Lima]

13. The best conclusion drawn from the data in Figure 37.1 is that the plant

Figure 13.1 shows the results of a study to determine the effect of soil air spaces on

plant growth.

a. Grows best without air in the soil.

b. Grows fastest in 5-10% air.

c. Grows best at soil air levels above 15%.

d. Does not respond differently to different levels of air in the soil.

Figure 13.1

II. Identify the anatomy of the plant by matching the label below with the appropriate letter.

(Total 9 Marks - 1 Mark for each-)

Label Answer Label Answer

1. Taproot ----------

2. shoot system----------

3. root system ----------

4. terminal bud ----------

5. internode ----------

6. root cap ----------

7. apical meristem ----------

8. node ----------

9. lateral bud ----------

III. Identify the structures seen below on this typical root by matching the label below with the appropriate letter.

(1 Mark for each- Total 6 Marks)

Label Answer

1. Vascular cylinder ----------

2. Cortex ----------

3. Xylem ----------

4. Apical meristem ----------

5. Root cap ----------

6. Phloem ----------

IV. The typical dicot leaf has structures that are easily identifiable. Identify the structures in the diagram below by matching the label below

with the appropriate letter. (1 Mark for each- Total 6 Marks)

Label Answer

1. Palisade layer ----------

2. Cuticle ----------

3. Upper epidermis ----------

4. Stoma ----------

5. Guard cells ----------

6. Spongy layer ----------

V. True or False. Justify your answer. (2 Marks for each- Total of 6 Marks)

Statement T F Justification

When a tree is girdled, there is often a

slight increase in diameter just above

the region where the bark was removed.

Absence of ATP would not have any

impact on mineral uptake, since

minerals are transported in xylem, and

transpiration is a passive process.

One would expect water transport to be

the same in the xylem if water was not

a polar molecule.

VI. People use plants in so many ways. Give one example of ways that plants are used for each of the following. (2 Marks for

each- Total of 8 Marks)

1. Clothing:

..........................................................................

..........................................................................

2. Building and other shelters:

..........................................................................

..........................................................................

3. Medicine:

..........................................................................

..........................................................................

4. Flood and erosion control

..........................................................................

VII. The diagram below shows the succession of communities from annual plants to hardwood trees in a specific area over a

period of time.

Discuss the expected changes in biodiversity as the stages of succession progress as shown in the diagram above. (2

Marks maximum; 1 Mark per bullet)

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VIII. A large oak tree can transpire about 150 000 liters of water per year. Draw a diagram that explains the role of plants in the water cycle.

Use the following terms in your labels and captions: guard cells, transpiration pull, xylem, evaporation, stomata, absorption, and

capillary rise. (Total of 8 Marks)

Education

1.1 unit plan