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Plant Unit:Inside the Life of a
Plant: From Seed to Root,
to Flower to Seed!
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Grade: 6
Clarifying Objective: 6.L.1.1: Summarize the basic structures and functions of flowering plants required for survival, reproduction and defense.
Time Frame: 60 minute class period
Purpose: Students will learn about the structure of a seed. Students will observe what's inside a seed and identify the difference between monocots and dicots.
Scope: Students will first be asked to take one seed that has been presoaked overnight and another one that is dry and take the presoaked one apart to observe the structure of the seed. Then students will take the worksheet provided and illustrate their findings (seed they are investigating is a pinto bean seed which is a dicot). Students will then be asked to come up with some questions they would like answered that focuses primarily on seeds. A PPT presentation will then
be shown with information needed before students begin the exploration phase. With this PPT presentation, students will be given a worksheet that goes along with the PPT that they will have to fill out as the PPT is shown. Students will now work on a lab where they will take apart five different seeds and determine which are monocots or dicots. They will also be given a dry seed of each so students can observe the difference between the dry seeds and the presoaked seeds.
Instructional Plans:
Engagement Phase: (10 minutes)
Materials needed:
worksheet: Initial Investigation Worksheeta magnifying glasstoothpicksscissorspaper platesone presoaked seedone dry seed
Students will begin by doing an engagement activity where each student is given one seed that is hard and dry and another that has presoaked along with a worksheet (Initial Investigation Worksheet). Using the provided materials, students will slowly and gently take the presoaked seed apart and observe the structure of the seed inside and out. They will also compare the difference of the two seeds (presoaked and dry). Students will roughly illustrate their findings on the worksheet provided. Students will now be asked to come up with some questions they have and anything they would like to find out about seeds. These questions will be written up on the board for future referencing.
Explanation Phase: (10-15 minutes)
Students will be given two worksheets (Label Each Seed, and Vocabulary Terms and Definitions) to fill in with information that will now be presented through a PPT presentation and lecture. The PPT gives information about the differences between monocot and dicot seeds. The PPT gives the answers to both worksheets that have been given (word for word). The students will label both a monocot and a dicot seed, fill in definitions of related vocabulary terms (seed, angiosperm, monocots, dicots, endosperm, cotyledon, seed coat, eipcotyl, and radicle), and list both similarities and differences of monocots and dicots). The worksheets will be filled out accordingly as the PPT is presented.
Exploration Phase: (25 minutes)
Students will each be given a variety of materials for this exploration lab.
Materials:
worksheet: Seed Investigation Laba magnifying glasstoothpicksscissorspaper platesfive dry unidentified different seeds (pea, pinto, green bean, sunflower, and lily)five presoaked unidentified different seeds (pea, pinto, green bean, sunflower, and lily)
Students will be instructed to observe both the dry and presoaked seeds and see which one matches up with each one. Then they will take each one of the five presoaked seeds labeled individually as seeds 1-5 and slowly and gently take each one apart using the given materials. Students will document their findings in the table on the worksheet then determine if the seed is a monocot or dicot. Students will be instructed before they begin that the labeled parts on the seed diagrams are the types of structure within the seeds they need to identify and document in the table. After this lab is complete, students will clean up all materials. After the lab is complete, I will direct the students back to the questions they came up with after the engagement phase. We will see if all questions have been answered or we will answer any questions that didn't get answered. We will also discuss the last slide of the PPT presentation. It gave us a picture of both a monocot and a dicot plant shortly after breaking through the surface of the soil. I want to assure that students understand the differences of a monocot and a dicot seed and how the differences in seeds produce differences in the flowering plants.
By: Tina Smith
Grade 6
Clarifying Objective: 6.L.1.1: Summarize the basic structures and functions of flowering plants required for survival, reproduction and defense.
Time Frame: 60 minute class periods
Purpose: Student will learn about the reproductive parts and functions of flowering plants (monocots and dicots).
Scope: Students will pass around and observe four different types of flowering plants (two being monocots and two being dicots). They will be asked to notice any similarities and differences of the four plants (labeled as plant 1-4) and note their observations. A video about the reproductive role of flowers will be shown that give a great understanding of the process of plant reproduction. Students will be asked if they having any lingering questions that will be answered later on in the class period after the exploration and explanation phases. Students will then go to the exploration phase and be given a worksheet to label the reproductive parts of a plant and name their function. They will use a computer and research the information and fill in the sheet. Students will also be asked to keep in mind the "lingering questions" they came up with as a class so these may be answered near the end of the class period.
Instructional Plans:
Engagement Phase: (10 minutes)Students will begin by observing four different types of flowering plants; two being a dicot and two being monocot. They will be asked to write down any similarities and differences they see with the plants. Now students will be shown a video clip titled "The Reproductive Role of Flowers" that will give students some brief information about the process of plant reproduction and the basic reproduction structure of a flowering plant.
(Web address: http://www.teachersdomain.org/resource/oer08.sci.life.stru.flowers/ )
Exploration Phase: (20 - 25 minutes)Students will now use a computer and do some research. They will be given a worksheet, "Research and Label Anatomy" and fill in a diagram of a flower and its reproductive parts. Students will also have to define and/or give the function for each of the eleven blanks on the diagram. They also have to find three facts about flowering plant reproduction.
Explanation Phase: (15-20 minutes)After students have completed their worksheet using the computer to do research, I will display on the projector or Smart board the filled in worksheet, "Research and Label Anatomy Answer Key," and go over each term and definition/function and make sure all students have the correct information and answer any questions they may have. I will then ask students to share some of the interesting facts they found. If students seem to have found incorrect information, I will ask students who have internet access at home to see if they can find information about that particular "incorrect" fact. We will also go back to the questions from the beginning of class that students came up with before doing their research and see if what answers/conclusions they may have come up with.
By: Tina Smith
Grade: 6
Clarifying Objective: 6.L.1.2: Explain the significance of the processes of photosynthesis, respiration, and transpiration to the survival of green plants and other organisms.
Time Frame: 60 minute class period
Purpose: Students will learn about the process of photosynthesis and its importance to all plants.
Scope: Students will first be shown two bean plants; one that has been germinated in plentiful sunlight and one that has been sheltered from any sunlight. Students will be asked to observe the two plants and discuss any differences they see in the two (assuming they will know that one has been germinated in light and one has not). I will then see what students already know about photosynthesis by asking various students to go to the board and write down as "facts" they think they know about the process of photosynthesis. Then I will present an explanation PPT that will define photosynthesis. The last slide on the PPT will instruct students to explore this further by doing a virtual lab about different light spectrums and the effects it has on photosynthesis.
Instructional Plans:
Engagement Phase (5 minutes)Students will be shown two bean plants that have been previously prepared. One has been germinated in plentiful sunlight and the other has been completely secluded from all sunlight. Students will be asked to pass these around and
examine each plant. Assuming they will know that one has been deprived of light while the other one hasn't they will now be asked about the effects of lights with plants. Unless students have not already brought up photosynthesis, I will ask students what they think it is. I will then ask students who wants to come up to the board and write down any "facts" they know about photosynthesis. After about 6-8 facts have been given, I will pose a lingering question; "So light is important to plants; why?"
Explanation Phase:I will now present to students with a PPT presentation titled "Photosynthesis: What Happens?...and Why?" This PPT will define photosynthesis and explain how photosynthesis causes the plant to make sugar and oxygen for energy and food for survival. The PPT will go on to show the importance of light and bring up the question about how plants grow no matter how much light they receive or what light colors they are exposed to. The last slide on the PPT directs students to go to a website to investigate those two questions about light and plant growth.
Exploration Phase:Students will first be grouped into pairs. They will use computers to go to the virtual lab (http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS12/LS12.html ) and do some investigating on the different colors of lights with different types of plants. The students will receive an instructional sheet so they can follow the steps of the virtual lab and answer the two questions on the PPT. The virtual lab has students watch a video, answer journal question, gather data and fill in the table with that data. After all steps have been completed and all journal entries and table entries have been made, students will be instructed to print off their information from the virtual lab for a grade (summative assessment). After students have completed this lab activity, we will go back to those two questions from the PPT that they still have that they have answered at the bottom of their "Instructional Sheet Light Spectrum" worksheet. We will now discuss these questions and come to some final conclusions about the importance of light and light color in the process of photosynthesis.
By: Tina Smith
Grade: 6
Clarifying Objective: 6.L.1.2: Explain the significance of the processes of photosynthesis, respiration, and transpiration to the survival of green plants and other organisms.
Time Frame: 60 minute class period
Purpose: Students will learn about respiration and transpiration in plants.
Scope: Students will first be shown 3 of the same plants labeled as 1, 2, and 3 who have some of their leaves completely enclosed by a clear bag with visible moisture in the bags. I will ask students if they can tell me why the moisture is there and how did it get there. After hearing a few of the responses (anticipated responses: perspiration, sweating, condensation, dew etc.), I will remove the bags and measure the amount of moisture inside the bags in a graduated cylinder. I will then ask students why they think the amount of moisture in the bags vary between plants. I am trying to guide students to see that one plant has had the bag on there for one day, another for two days and the third one for three days. Students will now be shown a short PPT defining respiration and transpiration and the next to
last slide has a link for students to watch a video called "Bill Nye the Science Guy-Plants." This video is a great visual to help students understand the concepts of photosynthesis, respiration and transpiration. After the video, the PPT brings us to the last slide that gives an ending question for students to now answer about the moisture in the bags.
Instructional Plans:
Engagement Phase: (5 minutes)Students will be shown three of the same plants labeled as 1, 2, and 3 and some/most of their leaves are covered in a clear plastic bag with a pocket of water near the bottom and moisture bubble on the leaves and bags. I will ask a thought provoking question; "What has caused the moisture to gather in the bags?" Anticipated responses: anticipated responses: perspiration, sweating, condensation, dew etc. After a few responses I will then ask if they notice any differences between the three.
Exploration Phase: (10 minutes)After a few responses about the moisture in the bags and a brief discussion, I will then remove the bags and measure the water in each in a graduated cylinder. I will write on the board the amount of liquid in each one numbered 1-3. I will then pose a question asking students why the amounts vary; trying to get them to see that one has been bagged for one day, another for two days and the other for three days. We will also compare our amounts to see if there is any variations. If so, we will discuss the weather for those three days; especially if there was a day or two that had rain or lowered humidity.
Explanation Phase: (40-45 minutes) Students will now see a brief PPT that gives them some basic information about respiration and transpiration. Before the PPT begins, students will be given a sheet with vocabulary and terms on it along with pictures and diagrams to help with understanding. The PPT gives the definition to transpiration and respiration that students need to write on the back of this sheet and draw an illustration of each. On PPT slide shows the difference between photosynthesis and respiration and one slide gives a link that shows a "Bill Nye The Science Guy-Plants." Before video is shown, we will discuss the vocabulary terms. The video give depth to plant growth from seed germination, photosynthesis, respiration, and transpiration. After the video, we will go back to the last slide on the PPT that ask, "What has caused the moisture inside the clear plastic bags?" and see if students can now answer this question.
Day 5:
Formative Assessment:
The entire 60 minute class period will be used to give Plant Unit Assessment.
Modification for unit:
Each day give opportunity for modifications to be done with students with learning disabilities and/or upper body (arms and hands) disabilities. Many of the activities are hands-on so students who need extra assistant can be paired up with a partner and work together. Each lesson can be modified by given students sheets that go with the PPT that are already
filled out. That way they can just follow along rather than get lost with trying to keep up with writing notes. The PPT can be printed out as well for them so they can have it in hand. If the student is visually disabled, all worksheets and printed PPT pages can be enlarged. If any of the worksheets are difficult for them to understand, the language can be reworded with simpler terms. If a student with a disability works at a slower pace, they can also be given fewer problems to do with homework, quizzes and test. When doing virtual labs, if this student is uncomfortable with working a computer, they can be paired up with another student to help with maneuvering the computer.
With academically gifted students, they can be given any of the questions asked during the engagement phases and be asked to find the answer and then present to the class their findings when these questions are being discussed at the later part of the class period. With many of these activities, these students will be able to express their talents as these lesson are being done. For example, when research or definitions are being located, they will find more defined definitions. When labeling the plant in plant anatomy, they can also write the scientific names for parts and even with plant names when identifying certain plants.
By: Tina Smith
Is There Life Inside a Seed?Take this seed apart and illustrate your findings below!
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_____________________________________________________
Answer Key:
DICOT MONOCOT
Vocabulary Terms and Definitions: Fill in the definitions for each vocabulary term below.
1. seed: ___________________________________________________________________________________________
2. angiosperm: _____________________________________________________________________________________
3. monocots: _______________________________________________________________________________________
4. dicots: __________________________________________________________________________________________
5. endosperm: _____________________________________________________________________________________
6. cotyledon: ______________________________________________________________________________________
7. seed coat: ______________________________________________________________________________________
8. epicotyl: _______________________________________________________________________________________
9. radicle: _________________________________________________________________________________________
Similarities:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Differences:
Monocots Dicots
Answer Key:
Vocabulary Terms and Definitions: Fill in the definitions for each vocabulary term below.
1. seed: _A flowering plant's unit of reproduction capable of developing into another such plant.
2. angiosperm: __Flowering plants with seeds that are classified into two groups: monocots and dicots.
3. monocots: __A group of flowering plants characterized by having only ONE cotyledon in the seed.
4. dicots: ___A group of flowering plants characterized by having TWO cotyledons in the seed.
5. endosperm: ___A food source for the plant during germination.
6. cotyledon: _____The seed leaves that also provide energy for the plant during germination.
7. seed coat: ____The hard outer layer of a seed; the protective covering.
8. epicotyl: __Grows into the true leaves of the plant (the first shoot).
9. hypocotyl: _The part of a plant embryo that lies between the radicle and the cotyledon(s) that pushed the
cotyledon(s) above the ground and becomes part of the plants stem.
10. radicle: __The first part of a plant that becomes the root.
Similarities:_____Both are angiosperm (flowering plants), have seed coats, have cotyledon(s), have epicotyls,
and have hypocotyl._________________________________________________________________________
__________________________________________________________________________________________
Differences:
Monocots Dicots
have one seed leaf called cotyledon have two seed leaves called cotyledons
leaves are usually long and thin leaves are usually rounded and fat
have a short root system have a long tap root
when it becomes a flower, the petal are in multiples of
threes
when it becomes a flower, its petals are in multiples of
four or five
most monocots have an endosperm most dicots do NOT have an endosperm
http://www.survivalplantsmemorycourse.com/wp-content/uploads/2012/01/Flower-Anatamy3.jpg
Name all eleven parts and give function/definition.
1._________________________________________________________________________________________________2._________________________________________________________________________________________________3._________________________________________________________________________________________________4._________________________________________________________________________________________________5._________________________________________________________________________________________________6._________________________________________________________________________________________________7._________________________________________________________________________________________________8._________________________________________________________________________________________________9._________________________________________________________________________________________________10.________________________________________________________________________________________________11.________________________________________________________________________________________________
Give 3 facts about plant reproduction that you found._________________________________________________________________________________________________________________________________________________ _______________ __________ __ ________ ______________________________________________________________________________
________
________
________
Known as:
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__________
__________
Known as:
__________________
_____________
__________________
____________
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Answer Key:
http://www.survivalplantsmemorycourse.com/wp-content/uploads/2012/01/Flower-Anatamy3.jpg
Stigma: The sticky top of a flower pistil where pollen is deposited at the beginning of pollination; part of the carpel.Style: The slender part of a flower pistil, extending from the ovary to the stigma.Ovary: The part of a carpel that contains the ovules in a flower; located at the base of the carpel and ripens into a fruit after fertilization.Carpel: Female reproductive organ in a flower; composed of ovary, style, and stigma.Anther: The pollen-bearing part of the upper end of the stamen; stem-like filament and have two lobes which contain pollen sacs.Filament: Supports the anther of a flower.Stamen: Male reproductive organ of a flower consisting of a filament and a pollen-baring anther at its tip.Petal: Often brightly colored parts of a flower surrounding the reproductive organs; attached to the receptacle.Ovule: The female reproductive structure that develops into a seed; the resulting embryo that begins to develop within the ovule becomes a seed.Receptacle: The enlarged upper part of a flower stalk that bares the flower.Sepal: One of the green parts that surround and protect the flower bud and extend from the base of the flower after it has opened. http://science.yourdictionary.com/
Give 3 facts about plant reproduction that you found._______________________________________________________________________________________________________________________________ASWERS WILL VARY _______________ __________ __ ________ ______________________________________________________________________________
1. Watch video as instructed in step 1 under "Procedure."
2. Click on journal , then answer question 1 which is step 2 under "Procedure."
3. Follow steps 3 - 10 under "Procedure."
4. As data is gathered, document your findings in the provided chart .
5. Use the appropriate tools as you need them to help with gathering data such as the calculator , and the
ruler . Use the on and off switch to generate plant growth. Click on the reset button after each generation of plant growth to change color and seed type.
6. After all data is gathered and documented in the chart , go back and complete questions 2 - 5 in the journal
.
7. After the chart and journal are completed, print both, write your name on it and turn in for a grade.
8. What are you conclusions to the following questions from the PPT?
o Do plants grow the same no matter how much light they receive?
o With so many different types of artificial lights in our homes, (incandescent: yellowish color , halogen: “white light”, fluorescent: bluish color, LED: low intensity red color) does this have an effect on indoor plants?
photosynthesis: the process in which plants turn the sun's light, carbon dioxide, and water to create oxygen and a sugar called glucose (photo means "light" and synthesis means "to make").
chlorophyll: a green material in plants that captures energy from sunlight for photosynthesis--makes plants green.
thylakoid: a saclike membrane that contains the chlorophyll.
chloroplasts: organelle that is found in plant and algae cells, it contains the green chemical chlorophyll
which traps the energy of sunlight and converts it to sugar or "glucose".
glucose: glucose is the main nutrition source for plants and is created when photosynthesis occurs.
xylem: transports water throughout the plant. (plant tissue).
stomata: the openings in leaves that absorb carbon dioxide. this word is plural, singular version is stoma.
A.T.P: adenosine triphosphate: a molecule that provides energy for cellular processes.
aerobic respiration: Respiration that requires oxygen. cellular respiration: a process in which energy is transferred into food.
evaporation: The change of liquid into a vapor with a temperature above freezing and below boiling point.
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