Submitted by Ladd Elementary School 2013

AUGUSTA COUNTY SCHOOLS

CURRICULUM MAP

Submitted by Ladd Elementary School 2013

CONTENT: 4.4 The student will investigate and understand basic plant anatomy and life processes.
TOPIC: Life Processes
CONTENT
What do your students need to KNOW? / DEMONSTRATORS
What do your students need to be able to DO? / ASSESSMENT
How will you assess what your students ALREADY KNOW, and assess WHAT THEY’VE LEARNED? / ACTIVITIES
HOW will you teach it?
All students will know:
·  The structures of typical plants and the function of each structure.
·  Processes and structures involved with plan reproduction.
·  Photosynthesis.
·  Adaptations allow plants to satisfy life needs and respond to the environment. / Students will:
·  Analyze a common plant: identify the roots, stems, leaves, and flowers, and explain the function of each.
·  Create a model/diagram illustrating the parts of a flower and its reproductive processes. Explain the model/diagram using the following terminology: pollination, stamen, stigma, pistil, sepal, embryo, spore, seed.
·  Compare and contrast different ways plants are pollinated.
·  Explain that ferns and mosses reproduce with spores rather than seeds.
·  Explain the process of photosynthesis, using the following terminology: sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar.
·  Explain the role of adaptations of common plants to include dormancy, response to light, and response to moisture. / Pre-Assessment:
·  Students will be presented with a picture of flower and be asked to label/identify the parts of the plant they know.
Post-Assessment:
·  Students will present their parts of a flower poster, labeled correctly.
·  Plant Assessment / ·  Students will complete a Venn diagram comparing 2 different types of plants and how they are pollinated, seeds vs spores, etc.
·  Flower part identification poster
·  Group poster for photosynthesis (hand drawn, computer print out, or magazine photos)
·  Flower Dissection-Enhanced Scope and Sequence (p.14)
·  Photosynthesis-Enhanced Scope and Sequence (p. 10)
·  Let There Be Light!-Enhanced Scope and Sequence (p. 6)
·  Little Sprouts-Enhanced Scope and Sequence (p. 2)
·  Students will plant seeds and document their growth.
DIFFERENTIATION
How will you meet the needs of all students? / RESOURCES / TEACHER NOTES:
Stronger students will be paired with weaker students during experiments.
Students will have visual activities, writing activities, and hands-on experiments to complete throughout unit. / ·  Plant Parts video
·  Enhanced Scope and Sequence (each activity lists materials needed)
·  Plant seeds to plant and document