Lesson Plan Template

Author(s): / Margaret Jones, Elsemarie deVries
Author Affiliation and Location: (e.g. Duke, Beaufort, NC) / University of North Carolina- Chapel Hill, Chapel Hill, North Carolina
Optional Author Website
Optional Author Contact Information (e.g. email) / ,
Introduction/Abstract to Lesson Plan (max. 100 Words)
Include aspects of the lesson that are unique and innovative. / This lesson focuses on dune grasses and what plants need to survive. It is inspired by a transplant experiment on a barrier island dune and includes a game where students decide what is important for plant survival and discover what affects plant survival on a dune.
List of Standards Addressed
Common Core, NC Essential Science, Next Gen, etc. (This should be list of all full standards addressed by the lesson)
Optional: Standards Mapping Grid / 6-8 standards.
6.L.1. Understand the structures, processes and behaviors of plants that enable them to survive and reproduce. 6.L.1.1.- Summarize the basic structures and functions flowering plants required for survival, reproduction, and defense. 6.L.1.2. Explain the significance of the processes of photosynthesis, respiration, and transpiration to the survival of green plants and other organism.
6.L.2. Ecosystems. Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment.6.L.2.3. Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grasslands, desert, tundra) affect the ability of organisms to grow, survive and/or create their own food through photosynthesis.
7th- EX.7.L.1.2. Describe characteristics that help a plant or an animal survive.
8th- 8.L.3. Understand how organisms interact with and respond to the biotic and abiotic components of their environment. 8.L.3.1. Explain how factors such as food, water, shelter, and space affect populations in an ecosystem.
Math things- add and subtract, read a graph with different scales, think about the probability of certain events being rolled,
Speaking and listening- Students need to work in a group to choose plant traits- make their points and compromise. Participate in class discussion also. Present hypothesis as to why their plants did not do well.
Learning Objectives using Measurable Verbs (what students will be able to do) / Students will be able to explain what a plant needs to grow on a barrier island and how grasses are adapted to live in the harsh environment. They will be able to evaluate a location of a plant as far as the suitability of the plant for that place and revise their choices. .-Be able to justify their changes in plant characteristics (if any) and compare the two (or more) games.
Appropriate Grade Levels / 6-8
Group Size/# of students activities are designed for / Class size- anywhere from 15-50. Class will be broken down into groups of 4-6 students each.
Setting (e.g. indoors, outdoors, lab, etc.) / Indoors. Students need a writing surface.
Approximate Time of Lesson (Break down into 20-50 minute periods) / 25-50 min (optional activities included for longer periods)
Resources Needed for Students (e.g. scissors, paper, pencils, glue, etc.) / Pencil, worksheets provided, dune template
Resources Needed for Educators (e.g. blackboard, Powerpoint capabilities, etc.) / Powerpoint is included in resources, but not totally necessary.
Apps/Websites Needed
Lesson Activity (step by step description of activity)
-See outline / Introduction
Background
Step by Step Activity
Reflection/Assessment
Final Product/Assessment (e.g. quiz, blog, presentation, essay, etc.) / A written and/or verbal explanation of where their plants grow best and why.
Feedback Form for Teachers

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Background Reading for Teachers: