Biology Lesson Plans s2

Biology Lesson Plans

Science Department

Date: 11/3/2015 / Periods: 1, 6
Performance Goals:
SC.912.L.14.7 (2) relate the structure of each of the major plant organs and tissues to physiological processes. / Essential/Driving Question(s):
How do plant tissues relate to their structure?
Textbook Chapter / Page #:
Textbook Unit 7
Chapter 21: Plant Structure and Function
21.1. Plant Cells & Tissues
21.3. Roots and Stems (p. 648-650)
21.4. Leaves / Content Limits (SC.912.L.14.7) -1. Items will assess the function of plant tissues and organs in the context of physiological processes.
2. Items will not assess specific functions of structures within organs and tissues in isolation.
3. Items assessing plant organs are limited to roots, stems, leaves, flowers, fruits, and cones.
4. Items referring to physiological processes are limited to photosynthesis, cellular respiration, transpiration, growth and reproduction.
5. Items assessing plant tissues are limited to meristematic, ground, dermal, and vascular tissues.
6. Items referring to plant structures are limited to cambium, guard cells, phloem, root hairs, root cap, seed, stomata, xylem, stamen, pistil, ovary, petals, sperm, egg, sepal, filament, anther, style, and stigma.
7. Items will not address or assess mitosis or meiosis
Other Materials: plant leaves, microsopes, clear tape, clear finger nail polish
Results of Instruction/Mastery: (How will students’ progress be measured?):
__Discussion __ Observation ___Activities _X__Cooperative Learning ___Quiz
__Project ___HW ___ Game ___Writing ___Test / KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Cambium, Endosperm, Egg, Stamen, Carpel, Anther, Gametophyte, Root hairs, Root Cap, Filament, Ovary, Petals, Sepal, Style, Stigma, Sperm, Seed, Root Cap, Guard Cells, Phloem, Xylem, , Chlorophyll Chloroplasts, Stomata, Transpiration,
Lesson(s) Sequencing & Strategy:
EXPLAIN
Teach with Technology Leaf Characteristics (10 minutes)
Assemble a digital slide show of leaf images, or gather leaves from local plants. Ask students to identify the type of leaf margin, vein, and leaf type. See Figure 21.13 for more information.
Teach from Visuals Figure 21.14 (5 minutes)
Identify the structures in a cross-section of a leaf and relate each structure to its physiological process, such as the process of photosynthesis.
Density of Stomata lab (see lesson plan below) / Follow-up Remediation /Enrichment / Homework:
ELABORATE
ELL Combination Notes (15 minutes)
Use combination notes to describe and sketch the main ideas and details of each section.
Basic Anticipation Guide (10 minutes)
Revisit the five to ten statements about leaf structures, leaf characteristics used to identify plants, the cells and tissues in leaves, and leaf adaptations from the Anticipation Guide. Have students discuss answers they have changed after reading the section.
Pre-AP Activity Leaf Senescence (30 minutes)
Learn why the leaves of deciduous trees change color in autumn, and the significance of these changes.
EXTEND
WebQuest Plant Adaptations (45 minutes)
In this WebQuest, learn about various adaptations that plants have developed for specific environments. Then write a description of the adaptations found on a fictitious new plant.
Animated Biology Name That Plant (15 minutes)
Use an interactive dichotomous key to identify plants.
Resource Centers Chapter 21 (time varies)
Links to additional resources onleaves.
Reinforcement Leaves (10 minutes)
Organisms, Population & Ecosystems (40%) Reporting Category 3
SC.912.L.14.7 Plant physiology (L2) ___X__
SC.912.L.14.26 Brain (L1) _____
SC.912.L.14.36 Blood flow (L2) _____
SC.912.L.14.52 Immune system (L2) _____
SC.912.L.16.10 Biotechnology (L3) _____
SC.912.L.16.13 Reproductive System (L2) _____
SC.912.L.17.5* Populations (L3) _____
SC.912.L.17.9 Food webs (L2) _____
SC.912.L.17.20* Human impact (L3) _____ / Molecular and Cellular Biology (35%) Reporting Category 1
SC.912.L.14.1* – Cell Theory (L2) _____
SC.912.L.14.2 – Struct/Funct/Membranes (L2) _____
SC.912.L.14.3 – Plant vs. Animal Cells Structure (L2) _____
SC.912.L.16.3 DNA Repl. (L3) _____
SC.912.L.16.4 Mutations in DNA (L3) _____
SC.912.L.16.5 Transcript/Translation (L3) _____
SC.912.L.16.9 Genetic Code (L2) _____
SC.912.L.16.17 Mitosis vs. meiosis (L3) _____
SC.912.L.16.14 Cell Cycle (L2) _____
SC.912.L.16.16 Meiosis/Reduction Division (L2) _____
SC.912.L.18.1 Macromolecule (L2) _____
SC.912.L.18.11 Enzymes (L2) _____
SC.912.L.18.9 Photo vs. Resp. (L2) _____
SC.912.L.18.7 Process of Photosynthesis (L2) _____
SC.912.L.18.12 H2O Properties (L2) _____ / Classification, Heredity, and Evolution (25%) Reporting Category 2
SC.912.L.15.1* Theory of Evolution (L3) _____
SC.912.L.15.10 Hominid Evolution (L2) _____
SC.912.L.15.6* Domain & Kingdoms (L2) _____
SC.912.L.15.4 Classification (L3) _____
SC.912.L.15.5 Reasons for Classif (L3) _____
SC.912.L.15.8* Origin of Life (L2) _____
SC.912.L.15.13* Natural Selection (L2) _____
SC.912.L.15.14 Evolutionary Change (L2) _____
SC.912.L.15.15 Gene Variation (L2) _____
SC.912.16.1 Laws of Segregation (L3) _____
SC.912.L.16.2 Models of inherit. (L3) _____
SL.9-10 Speaking and Listening
.1 Initiate & participate in various discussions _X__
.2 Integrate & evaluate multiple sources of media ___
.3 Evaluate speaker’s POV ___
.4 Present knowledge effectively for purpose, audience, & task. ___
.5 Strategic use of digital media in presentations ___
.6 Adapt speech to a variety of tasks. Demonstrate command of formal English when appropriate ___ / L.9-10 Language
.1 Command of English grammar usage when writing or speaking ___
.2 Command of standard English capitalization, punctuation, & spelling. ___
.3 Write & edit work to meet MLA guidelines ___
.4 Determine or clarify meaning of unknown or multiple-meaning words ___
.5 Demonstrate understanding of figurative language ___
.6 Use academic words & gather vocabulary knowledge ___ / ESE/ESOL Strategy(s):
___X__ A1 Activating Prior Knowledge __X___ B2-B5 Maps, Charts, Graphs, Pictures
__X___ B8-B12 Venn Diagrams, Story Maps, Timelines, Computer/Software, Realia,/Flexible Seating, Observation/Anecdotal, Portfolio
_____ B14-B18 Demonstrations, Captioning, Labeling, Music/Song, Jazz Chants/Rap
___X__ C1-C5 Peer Buddy, Small Group Activities, Pairs and Threes, Jigsaw, “Corners”
___X__ C6-C9 Think/Pair/Share, Group Reports, Projects, Panel Discussions/Debate,
Choral Reading/Read Around Groups
_____ D1-D4 Field Trip, KWL, Role Play, Games
___X__ E5-E8 Use of Home Lang., Dict., Repeat/Paraphrase/Slow Down, Voc. w/Context Clues
_____ E10-E12 Simple Direct Language, Varied Learning Styles, Meaningful Lang. Practice
_____ E16-E18 Categorize Voc., Context Clues, Outline Notes
_____ E21-E23 SQ3R, Summarizing, Note Taking
_____ E24-E26 Word Banks, Repetition, QAR
_____ F1-F3 Guest Speakers, Use of Community Resources, Cultural Sharing
_____ G1, G5, G8 Interview, Graphic Representation, Writing Sample, Group testing
R.9-10 Reading
.1 Read to determine what the text says explicitly and make logical inferences X
.2 Determine central ideas or themes of a text
.3 Analyze how and why individuals, events, and ideas develop and interact
.4 Interpret words and phrases as they are used in a text
.5 Analyze the structure of text
.6 Assess how points of view or purpose shapes the content of a text
.7 Integrate and evaluate content presented in diverse media
.8 Delineate and evaluate the argument and specific claims in a text
.9 Analyze how two or more texts address similar themes to build knowledge or compare
.10 Read and comprehend complex literary and informational texts. X / W. 9-10 Writing
.1 Write arguments to support claims X
.2 Write informational or explanatory texts to convey complex ideas clearly X
.3 Write narratives to develop real or imagined events
.4 Produce clear and coherent writing X
.5 Develop and strengthen writing X
.6 Use technology to produce and publish writing
.7 Conduct short or sustained research projects X
.8 Gather relevant information from multiple sources, assess credibility and accuracy, and avoid plagiarism
.9 Draw evidence to support analysis, reflection, and research X
.10 Write routinely over extended time frames or shorter time frames, for a range of tasks. X
Biology
Standard(s): / SC.912.L.14.7 Relate the structures of each of the major plant organs and tissues to physiologic processes.
Description / Student pairs will collect leaves from 3 different plants, examine them under a light microscope, then count and average the number of stomata on underside of the leaf. Students will use the lab data and their knowledge of leaf stomata to recommend plant species for a Mars mission.
Task / NASA has plans for sending a rover to Mars in 2020. The mission will entail looking for any sign that life inhabited the planet at any time in its history. The mission will also involve studying weather, dust and extracting oxygen from the carbon dioxides laced atmosphere. The goal is to someday place humans on the surface. For future humans to be able to survive on Mars, there must be available plant life in to provide food and hopefully use the carbon dioxide in the atmosphere to produce oxygen. NASA needs your help in determining which plants are capable of converting the most carbon dioxide to oxygen and retain the most water. It would be a huge job to test all of the plants on Earth, so they are asking Biology students around the world to help. Your task is to obtain leaves from 3 different plant species from around your school campus. Identify the species of plant, then use the directions provided to count each leaf’s stomata. After collecting and calculating the data, you are to rank the three plants from 1st to 3rd choice. A justification for the placement of each plant species is also required. Your data collected, results and justifications should be presented in a table format.
Materials / Light Microscopes (one per pair of students)
Clear nail polish
Tweezers
Scissors
Clear packaging tape
Microscope slides
3 plant leaves per student pair
Copies of Calculating Leaf Stomata Density Lab
Teacher Resources: http://www.esa.org/tiee/vol/v1/experiments/stomata/stomata_description.html http://www.biology-online.org/5/2_plant_water_regulation.htm
General Info / ·  This task is designed to take students approximately 90-120 minutes to complete.
·  Students will be working in groups of 2 during this activity.
·  Walk students around campus to choose and pick fresh leaves. Another option would be to provide leaves for the class to use.
·  The following data tables: NASA Plant Stomata DATA and NASA Plant Ranking with Justification, have been provided to support students who need extra support.
·  Students should clean microscopes properly before and after use.
·  All Safety Procedures should be strictly adhered to.
NOTE: It is recommended that microscopes, clear packing tape and microscope slides be placed at each lab station before class. Also, provide lens paper and alcohol for cleaning the dissecting microscopes.
Resources / 1.http://www.esa.org/tiee/vol/v1/experiments/stomata/stomata_description_guidelines.html#management s
2. http://www.saps.org.uk/secondary/teaching-resources/299-measuring-stomatal-density-

NASA Plant Stomata Data

Plant/leaf species / Count of Stomata / Average / Stomata density
View 1 / View 2 / View 3

NASA Plant Ranking with Justification

Ranking / Plant species / Justification
1st
2nd
3rd
Rubric / Poor / Fair / Good / Excellent / Score / Comments
Data collection and calculations / 1 / 4 / 7 / 10
Data collected was inaccurate. Appropriate structures were not used. Calculations were incorrect. / Three – four inaccuracies of data collection or required data calculations. / One or two minor inaccuracies or contradictions; data collection or required data calculations. / No inaccuracies concepts are well understood; Data was obtained and calculations were conducted accurately.
Rankings and justifications / 1 / 4 / 7 / 10
Ranking is not logical. Justifications were not supported with evidence or logical reasoning. / Ranking is partially logical. Two of the written justifications were not supported with evidence or logical reasoning. / Ranking is logical. Justifications supported with accurate content knowledge with a few minor errors. / Ranking is logical. Justifications supported with accurate content knowledge.
Total Score: