: Understand and apply forms of energy and energy transfer. Understand and apply knowledge of the complementary nature of structure and function and commonalities. Use evidence to develop descriptions, explanations, predictions and models. Think critically and logically to make the relationship between evidence and explanation. Enduring Understandings:
Scientists can use observations to make predictions. All living things depend on other systems in order to survive. A species ability to survive depends on its ability to adapt and reproduce.
Essential Questions: How do scientists use the environment to make predictions about plants? How are all living systems connected to one another? How have plants adapted, and why do they also harm the plant?
Stage 2 Evidence (Assessment) Types of assessment: Selected-Response (two quizes); Personal Communication (class discussions); Written Response (lab reports); Performance Assessment (Role-play, Simulation, Lab, Dramatization) Pre-assessment:
I will have the students write 5 things on a sheet of paper of what they believe is a plant. (I will use this information to determine what the students already know, and not worry about covering the basic details of it.) I will then ask the students questions based off of what they wrote such as: Why are leaves green? Why do some plants flower and others do not? If I notice that some of the topics only 5 students do not understand the material, I will talk to them after class and see about working with them outside of class time. This way I cover more material that everyone does not know, and help keep all of my students interested. I could also work on the topic with the students when the rest of the class is working on projects. I will give these students extra time on the project to help compensate for the time spent on the material. If I find out, it is half and half. I will have the students teach each other the material. This will be a good way to reinforce and expand the ideas in the students who already know while the students who did not know are now learning the material.
Formative Assessments:
Labs and lab reports will be collected and assessed to see correct information and information extending why it is correct connecting to information throughout the unit. Exit slips to see if the students got the purpose of the lesson Classroom discussions and questions will be used to see correct use of vocabulary, explanations, and connections between concepts throughout unit Class note books will also be turned in to verify the student has correct information, is making connections throughout the unit.
Summative Assessment:
The students will have a two part test at the end of the unit: 1) a lab portion where students will go into the lab and on a sheet of paper do identification of plant parts and types of plants. 2) Fill in blank, multiple choice and essay.
Unit will last 15 45minute days of lessons We will do the lesson as incremental to cover the unit. Students will plant seeds that we will watch grow and use to compare to material we are covering in lesson. Goals of unit will be stated and written on the board the first day of the unit. The essential and enduring questions will be on the board on the first day, and we will review these questions on the last day. Creative thinking will be used throughout the lesson by labs, journal reflections, Instructional strategies to be included are inquiry, debate and lecture. Students will be given choice boards, group work and assignments will be tiered. We will be using microscopes and other lab equipment to do inquiry. There will be a projector in the classroom.
Plants
Monday
Tuesday
Wednesday
Thursday
Friday
5 Finish Protist Unit with Test Inform students to look at plants and identify their characteristics. Review pages 126-146 in textbook
6 What are plants? Classroom discussion Have students look at plants around classroom Discuss what is a plant Tie discussion into the plant a seeds and watch it grow lab Students will be working on lab throughout the unit Exit Slip: What are plants? What did you learn and what didnt you understand?
7 Photosynthesis Review yesterdays lesson Lecture: Photosynthesis Process of photosynthesis in plants Chloroplast and chlorophyll Sunlight, water and Carbon dioxide reactants Oxygen and glucose products Food chain Exit slip: draw photosynthesis. What did you not understand? Hw: Photosynthesis worksheet
8 Vascular and nonvascular pp. 124-129 Check plants Turn in hw Intro: what is needed for a plant to grow tall? Lecture: vascular Support transportation Xylem and phloem Nonvascular: hornwort, liverwort, Nonvascular does not have seeds. Both types require photosynthesis. Exit slip: What is an example of a vascular and nonvascular plant not stated in class? What didnt you
9 Nonvascular and Vascular plants continue Intro: What plants have you seen today are vascular? Lab: Identify xylem and phloem. Under microscope identify xylem and phloem. Draw a nonvascular plant while labeling rhizoid and stalk Vascular plant label root, stem and leaf
10 Roots and Seeds pp.132 Check plants Discuss what do plants need in order to survive? How do they get it? Roots and Seeds lecture Root Types: fibrous, taproot Root hairs Seeds: cotyledon, seed coat, embryo and radicle Discuss: what roots and seeds we often see in our kitchens. Describe items and have students state common characteristics. Exit slip: Why are roots and seeds important? What did you learn today? What are you
understand?
confused about?
11 Plant Characteristics Check plants World of Plants video Students will take notes in notebook. Discuss example given in video Forms of protection Ways of reproduction Structure of plants Hw: review sheet
12 Review material for quiz Go over review sheet. Do question and answer as a class review. Review with remote clickers Identify questions that equal to or more than a quarter of students did not understand.
13 Check plants Plant Quiz 10 fill in blank and 3 short answer Notebook check Tropism Geotropism, thermal tropism and touch What are some examples of these we have seen in our plants?
14 Plant adaptations Go over quiz Discussion: What are adaptations? Tropisms are a type of adaptations? What are some examples? What causes adaptations? How quickly do they appear? Can adaptations be considered another term for evolution why and why not? 19 Time to work on Plant Lab report and ask questions Review material for Test Class Jeopardy
15 Check plants Reproduction pp. 134- 137 Lecture: Flowers Angiosperm, gymnosperm Compare and contrast to human reproduction. Exit slip: How do the two types of plants reproduce? What did you learn this week? What did you not understand?
16 Check plants Flower dissection lab Label and color in on lab sheet pistil pollen, petal, sepal, anther Asexual reproduction
17 Seed dispersal Lecture: seed dispersal Animal, wind, water Species would not survive without dispersal
18 Final plant check Environmental Effects from plants Discussion Groups to class Deforestation Global warming Natural disasters
20 Collect students Plant Labs Test on Plants 6 short answer 25 fill in the blank
lecture/discussion Inform students No genetic variation (pros and cons) Reproduce by part of plant (examples raspberry, succulents)
What are we eating Lab (multiple stations with multiple fruits and vegetables that the students will need to identify which part of the plant they are from)
ecosystems
GENERAL INFORMATION
Name
Michelle
Levine
Lesson
Title
Intro
to
Plants
Grade
level(s)/Course
8th
grade
general
biology
Date
taught
March
1
LESSON IMPLEMENTATION
Anticipatory
Set/Elicit
Prior
Knowledge
Today
we
are
going
to
start
covering
plants,
and
I
have
a
number
of
plants
around
the
room.
Now
can
you
tell
me
what
makes
a
plant
a
plant?
Focus/Purpose
Statement
Today
we
are
starting
our
lesson
on
plants,
why
and
how
are
plants
so
special?
Procedures
The
class
will
start
with
a
short
discussion
that
will
last
10-15
minutes.
Throughout
discussion
important
ideas
will
be
written
on
the
board
for
students
to
write
in
there
science
notebooks.
Discussion
will
start
by
me
telling
the
students
to
look
and
examine
the
plants
around
the
room.
There
will
be
herbaceous,
woody
and
succulent
plants.
I
will
then
ask
them
what
makes these living things plants? (be sure to spend time talking about how succulents look nothing like herbaceous or woody plants and make sure the students start to think about why. Make sure to also talk about photosynthesis with plants and how it is the beginning of how energy enters the food chain. Ask students to state similarities and differences of the plants.) I will then ask what is the difference between these plants and algae? (algae need to live in water while plants just need water near them) What does a plant need to live on land? ( protection and support, reproduction, ability to obtain and retain resources) This will lead to the next part of the class.
The transition to lab will be done by asking the class, How do plants grow? Have students answer this question and will be followed by teacher saying why we dont test these ideas. This will start the watch a plant grow lab. Students will be in groups of two and each of them will plant 5 bean seeds into a small pot. The class will then decide what environments they want to put the seeds in and they will write a hypothesis on how they believe they will grow. Rubric for lab is attached to sheet. (25-30 minutes) Students will need to write on a sheet of paper the answer to the following questions: What did we cover today? What are plants? What questions do you have from today? (5 minutes) Differentiation Notes will remain on the board after discussion in order to allow students who are unable to listen and write at the same time to get the notes. Students who are at a higher level of understanding will be expected to take charge of this lab and direct everyone to the best way to complete it. While moving around classroom, I will be double checking that lower level students understand what is occurring. I will also be asking higher level students additional questions if it appears they are bored. Closure At the end of class students will have to write and exit slip stating what we covered today, and say what they believe plants are now. Based off of answers material will be reviewed tomorrow. Materials and Resources Lab: Pots, dirt, bean seeds, lamps/window with sun, lab sheets, water Discussion: white board, markers, herbaceous, woody, succulent and nonvascular plants Students; notebooks, paper, pen/pencil Textbook Glencoe Science Level Red by Glencoe McGraw Hill
Classroom Management/Democratic Practices One practice in my classroom is everyone must speak on discussion days, which today is. This means everyone must input there opinion at some point in time either during the what are plants discussion or talking about the lab. This classroom rule will be stated at the beginning of the year and will be on the wall under class rules. Students who are taking up the majority of the discussion will be informed that it is great that they have so many ideas; however, it would be wonderful if someone new could state what they believe plants are I will also say to students who feel the need to speak out randomly that its great that you have an opinion, but we need to let everyone speak. If the student continues, I will have a discussion afterwards with them where we will decide on what will happen if this behavior continues.
ASSESSMENT
Before
the
lesson
I
will
have
been
with
the
students
for
over
half
of
the
school
year
at
this
point.
I
will
have
tried
multiple
teaching
methods
and
I
will
have
gotten
to
know
the
students.
Throughout
the
material
prior
to
this
unit
there
will
be
a
common
theme
that
everything
is
connected.
We
will
have
mentioned
things
about
plants
that
I
will
take
note
of
throughout
the
year.
I
will
also
be
using
written
formal
assignments
that
have
connections
to
this
material
to
determine
what
there
prior
knowledge
is
and
what
the
students
are
interested
in.
This
will
include
homework
assignments,
discussion,
quizzes
and
labs.
During
the
lesson
I
will
determine
the
students
understanding
of
the
lesson
based
off
of
their
responses
in
the
discussion
as
well
as
the
looks
on
their
faces.
I
will
judge
students
level
of
understanding
based
off
of
how
deep
into
the
subject
their
answer
is
and
if
he/she
can
explain
their
reason.
I
will
be
responding
to
students
comments
such
as
thats
great.,
youve
got
the
basic
idea
but
can
someone
go
more
in
depth
and
nonverbal
signs
such
as
nodding
my
head
or
smiling
at
the
student.
Informal
Formative
Assessment
I
will
be
constantly
questioning
the
students.
I
will
be
looking
for
the
students
paying
attention.
They
are
writing
things
down
in
their
notebooks.
The
students
are
asking
questions.
The
students
do
well
on
the
review
questions.
Formal
Formative
Assessment
I
will
be
giving
the
students
homework
assignments,
lab
reports
and
quizzes
and
test
to
help
me
keep
track
of
their
level
of
understanding
based
off
of
how
they
do
on
each
section.
At
the
end
of
the
lesson
The
students
will
be
turning
in
an
exit
slip
which
they
will
be
answering
a
questions,
and
they
will
be
writing
down
if
there
is
anything
they
did
not
understand.
If
the
students
are
asking
about
,
For
students who show difficulty in demonstrating what they learned I will talk to them during the 5 minutes, so I can have an interaction with them to make sure whether or not they understood. The questions are making sure that the student has learned the material that was covered that day and by answering it they show they understood.
GENERAL INFORMATION
Name
Michelle
Levine
Lesson
Title:
Photosynthesis
Grade
level(s)/Course
8th
grade
general
biology
Day
2
LESSON IMPLEMENTATION
Anticipatory
Set/Elicit
Prior
Knowledge
Photosynthesis
is
a
key
element
in
allowing
living
creatures
to
survive
on
Earth.
Why?
Focus/Purpose
Statement
We
will
be
covering
photosynthesis
today.
As
we
do
keep
in
mind
how
delicate
and
important
this
chemical
reaction
is.
Procedures
The
lesson
will
start
off
with
a
review.
I
will
ask
the
students
what
did
we
learn
yesterday.
I
will
have
the
student
continue
to
talk
until
they
have
mentioned
all
the
key
concepts.
If
they
are
having
problems
remembering
what
plants
need
on
land,
I
will
ask,
What
is
it
that
plants
need
but
algae
does
not?
(10
minutes)
I
will
then
transition
to
photosynthesis
by
saying,
How
do
all
plants
obtain
energy?
I
will
then
start lecturing to the students about photosynthesis. I will be talking to the students while writing the information on the board. I will have a model of a leaf in the front where I can show the chlorophyll and chloroplast. I will inform the students that the chlorophyll is the green pigment inside chloroplast that does photosynthesis. I will follow this by showing a diagram and the chemical equation of how water, sun light and Carbon dioxide react together to produce oxygen and glucose. I will have the class then push their tables back and as a class go through photosynthesis by labeling specific students as specific components such as oxygen, hydrogen, carbon and sunlight. This way the students get a more concrete idea of how photosynthesis works. (30minutes) Students will then be asked if they have any questions. They will then be told that their exit slip of the day will be for them to draw photosynthesis. They will also need to write if they have anything they do not understand. While the students are filling out their exit slips, I will be passing out the students photosynthesis worksheet that is homework. (5 minutes) Differentiation Students who have difficulty listening and writing at the same time will be given fill in the blank note sheets. Students of a higher ability level are expected to help organize the other students in order to run the photosynthesis activity. They will also be asked additional questions for their exit slip such as How is the way a cactus does photosynthesis different from an oak tree doing photosynthesis? I will be moving around the room to help students with any questions they have. Closure The students will be given the chance to ask any questions they have as well as to format their thinking of photosynthesis by figuring out how they would draw the process. Materials and Resources White board, markers, eraser Student notebooks, pens/pencil Textbook Glencoe Science Level Red by Glencoe McGraw Hill Classroom Management/Democratic Practices I will have the system of making sure that my students are able to speak, but they must raise their hand first. I will call on these students as they raise their hand; however, I must monitor myself to make sure I do not repeatedly call on the same students. I must keep a positive attitude and watch what I say because it would be bad if I deny students ideas. I will use those ideas instead to further the discussion. Classroom rules will clearly be posted on the wall. If a student speaks out of turn, I will turn to the student and say, _______ thank you for the input, but you know you know it is __________ turn to speak. So, please wait to be called on. If the student continues to talk one the lecture is over I will go up with them and discuss their behavior with them and make sure they know that this is not ok
and if it continues there will be repercussions. While doing the group activity, students who are goofing off will be given a warning. If they do not stop, they will have to sit at their desk and watch everyone else participate.
ASSESSMENT
Before
the
lesson
The
day
before
the
lesson
the
class
is
having
a
discussion
about
plants.
I
will
take
notes
on
whether
or
not
someone
states
photosynthesis
and
what
they
say
about
it.
I
will
be
an
informal
pre- assessment.
I
will
then
use
the
discussion
the
day
before
to
build
on
the
new
information
being
presented
for
photosynthesis.
Gathering
information
about
student
knowledge
I
will
have
been
in
a
classroom
with
these
students
for
over
half
a
year
already,
so
I
will
have
identified
what
the
interests
are
of
the
students.
During
the
lesson
I
will
understand
that
the
student
is
learning
during
the
lesson
by
them
participating
and
asking
questions.
The
students
will
also
be
talking
to
one
another,
so
I
can
judge
based
off
of
their
conversation
what
they
have
learned.
I
will
also
be
able
to
understand
what
they
learned
based
off
of
how
able
they
are
to
direct
one
another
in
the
photosynthesis
activity.
I
will
also
be
looking
for
students
to
be
helping
one
another.
At
the
end
of
the
lesson
The
students
will
have
an
exit
slip
that
they
will
need
to
turn
in
at
the
end
of
the
lesson.
Being
able
to
answer
the
question
means
they
have
learned
the
lesson;
however,
they
will
also
put
down
anything
they
did
not
understand.
This
could
show
me
that
they
did
not
understand
the
importance
of
the
lesson
depending
on
their
answer.
The
students
will
also
have
the
homework
sheet,
and
I
can
use
that
to
judge
what
they
learned.
Name__________________date_________class_______
Length (cm)
# leaves
Water given
sunlight
Conclusion: Write a one page paper stating the results of this experiment. State whether the hypothesis was correct or incorrect, and what errors occurred in the experiment. Due: Day 19
Report Rubric: (50 points) Criteria Excellent Data collected Detailed description of plant growth and measurements. (15 points) Conclusion clearly states hypothesis and the results. Conclusion is clear and concisely written. (15 Points) Explains faults within experiment. Connects faults to other science experiments. (15 Points) Report is clearly organized and contains little to no grammatical errors. (5 points)
Satisfactory Partial description of growth process. Includes measurements from the lab. (9 Points)
Needs improvement
Conclusion
Error Analysis
Vague description of plant process and lack of information from the measurements. (2 Points) Conclusion states Conclusion is hypothesis and missing the results; however, hypothesis and reason is not clear. results. (9 Points) (2 Points) Explains faults Does not state faults within experiment, within experiment but it does not and does not make connect ideas to real connection to real world experiments. world experiments. (9 Points) (2 Points) Report contains all information, but it is not organized. Numerous grammatical errors. (3 points) Report is not organized and hard to follow. Paper is full of grammatical errors. (1 point)
Name__________________date_________class_______
Photosynthesis
O2 Sunlight CO2
Food Chain: In the following box show how energy gets from the sun to an eagle.
GENERAL INFORMATION
Name
Michelle
Levine
Lesson
Title
Vascular
and
nonvascular
Grade
level(s)/Course
8th
grade
general
biology
Day
3
LESSON IMPLEMENTATION
Anticipatory
Set/Elicit
Prior
Knowledge
If
you
look
outside
a
window,
you
can
usually
see
a
tree.
What
is
it
that
allows
trees
and
other
plants
to
grow
tall?
Focus/Purpose
Statement
Today
we
will
be
covering
what
two
types
of
plants
there
are.
Keep
in
mind
the
advantages
and
disadvantages
of
each
type.
Procedures
The
class
will
begin
with
the
students
turning
in
their
homework
assignment
into
the
bin.
They
have
gone
through
this
procedure
before,
so
they
know
what
to
do.
Once
they
have
done
that
they
are
to
go
check
out
the
seeds
they
planted
and
see
if
they
have
developed
at
all.
There
will
be
three
seeds
planted
into
a
pot
with
a
glass
window,
so
they
can
see
that
the
seeds
are
growing
roots.
Once
they
have
finished
they
are
to
sit
back
down
at
their
desks.
This
will
be
written
on
the
board.
(5minutes) I will then segment the students into the subject by asking them What do plants need in order to grow tall? I will be looking for transportation of materials and support. I will then inform the students that this is done with vascular tissue, and so we have two different types of plants; vascular and nonvascular. I will then ask the students which one is a tree? Answer is vascular. Nonvascular plants are plants like liverwort and hornwort. Anything that is not hugging the ground and is not in an environment with a large supply of water is likely to be vascular. I will inform the students that vascular plants have a xylem and phloem. A xylem transports water and minerals up the plant. Phloem goes with the flow and goes down the plant. It is also important to note that nonvascular plants do not have seeds; however, they both rely on photosynthesis. What is the chemical equation for photosynthesis? Nonvascular and vascular have different parts. I will now draw on the board to show that nonvascular plants have rhizoids and stalk instead of the stem and roots that vascular plants have. Discuss with the people next to them what are the pros and cons of being vascular or nonvascular. I will be moving around the classroom listening to them talking and directing conversations. (35-40 minutes) The students will then do an exit slip stating a vascular and nonvascular plant that was not stated in class. Write down any questions you have about the lesson.(5 minutes) Differentiation The students who have difficulty in being able to write and listen will be given a fill in the blank note sheet. Students who are ahead of others will be expected to lead the in class group discussions. This way they will be explaining it to the other students and gaining a deeper understanding. Closure The students will discuss in groups different vascular and nonvascular plants. They will then need to write and exit slip showing they covered the material and understand/have questions. Materials and Resources White board, marker, eraser Science notebooks, pen/pencil Textbook Glencoe Science Level Red by Glencoe McGraw Hill Classroom Management/Democratic Practices I will have the system of making sure that my students are able to speak, but they must raise their hand first. I will call on these students as they raise their hand; however, I must monitor myself to make sure I do not repeatedly call on the same students. I must keep a positive attitude and watch what I say because it would be bad if I deny students ideas. I will use those ideas instead to further the discussion. Classroom rules will clearly be posted on the wall. If a student speaks out of turn, I will turn to the
student and say, _______ thank you for the input, but you know you know it is __________ turn to speak. So, please wait to be called on. If the student continues to talk one the lecture is over I will go up with them and discuss their behavior with them and make sure they know that this is not ok and if it continues there will be repercussions.
ASSESSMENT
Before
the
lesson
We
will
be
having
in
class
discussions
throughout
this
unit.
I
will
be
taking
note
of
any
mentions
of
vascular
or
nonvascular
information
the
students
might
be
aware
of.
I
will
have
been
with
the
students
for
over
half
the
year
already,
so
I
will
be
familiar
with
their
likes
and
dislikes,
family,
and
academic
abilities.
I
will
be
using
discussions,
labs,
quizzes
and
tests
to
determine
this
information.
During
the
lesson
I
will
be
watching
students
expressions
to
see
if
it
appears
the
information
is
going
over
their
heads
or
if
they
are
bored.
I
will
also
be
listening
to
students
questions
and
answers
to
see
if
they
show
an
understanding
of
the
material.
I
will
also
be
looking
to
make
sure
students
are
taking
notes
they
will
have
something
to
review
later.
I
will
also
be
monitoring
my
own
behavior
to
make
sure
I
am
showing
the
correct
verbal
and
nonverbal
signs.
I
will
acknowledge
students
who
get
the
answer
correct
and
help
students
who
have
a
misconception,
so
they
gave
the
wrong
answer.
At
the
end
of
the
lesson
The
students
will
have
a
discussion
and
an
exit
slip.
I
can
look
at
the
answers
and
determine
whether
or
not
they
understood
the
lesson.
Also,
see
what
it
is
they
did
not
understand
with
their
question.
I
will
be
guiding
the
students
who
have
difficulty
more
and
the
higher
level
students
I
will
be
asking
them
more
difficult
questions.
GENERAL INFORMATION
Name
Michelle
Levine
Lesson
Title
Vascular
and
nonvascular
day
2
Grade
level(s)/Course
8th
grade
general
biology
Day
4
LESSON IMPLEMENTATION
Anticipatory
Set/Elicit
Prior
Knowledge
Have
you
ever
noticed
the
tubes
in
your
celery?
When
you
bite
your
celery
in
half,
it
often
leave
a
random
strip
of
celery.
What
do
you
think
that
is
and
what
is
its
function?
Focus/Purpose
Statement
Today
we
will
be
continuing
to
go
over
vascular
and
nonvascular
plants,
so
we
will
be
able
to
identify
the
traits
and
why
they
appear
that
way.
Procedures
The
lesson
will
start
with
me
asking
my
students
to
raise
there
hands
and
tell
me
what
vascular
and
nonvascular
plants
they
have
seen
today,
and
how
they
identified
them
as
vascular
or
nonvascular.
What
vegetable
is
commonly
eaten
that
we
can
see
the
xylem
and
phloem?
(celery)
Where
is
it
in
this
plant?(10minutes)
Now
what
does
vascular
plants
have
that
nonvascular
plants
dont
have?
(xylem
and
phloem)
The
students
will
be
assigned
to
groups
of
two
because
of
the
amount
of
resources
for
this
lab,
and
it
will allow some discussion. It is important we are able to identify these import tissues in a plant. The xylem looks like a monkeys face and the phloem are the big circles. The lab sheets will be handed out. The students will need to draw in the circles, the students will be drawing the xylem and the phloem. (20 minutes) Once they have finished looking at the slides they are to draw a nonvascular plant and a vascular plant and label the different part on their lab sheet. I will then have them add in the xylem and phloem and inform them that they need to draw arrows showing in which direction the vascular tissue moves the resources. (10 minutes) They will then spend the remainder of the class discussing why the phloem and xylem are located in their positions. (5minutes) Differentiation For students who are unable to listen and write at the same time. I will print off fill in the blank notes, so they can focus on what is being said. I will also be differentiating based off of the help I will be giving groups with the labs. The higher level students will be asked difficult questions during the lab. I will use plants that are more common in the area and kitchen in order to help the students better identify the xylem and phloem. I will also use more common examples of nonvascular in the area. I will also be checking the notebooks every once in a while to help identify what the students who do not like to speak up are getting all the information down. Closure Students will be required to write an exit slip on the location of the xylem and phloem and why it is there. The students will be able to think about this and look at their labs to help them understand why they are in their current locations. Materials and Resources Microscope and slides Lab paper Notebook, pen/pencil Color pencils Whiteboard, marker, eraser Textbook Glencoe Science Level Red by Glencoe McGraw Hill Classroom Management/Democratic Practices I will have the system of making sure that my students are able to speak, but they must raise their hand first. I will call on these students as they raise their hand; however, I must monitor myself to make sure I do not repeatedly call on the same students. I must keep a positive attitude and watch what I say because it would be bad if I deny students ideas. I will use those ideas instead to further the discussion.
Classroom rules will clearly be posted on the wall. If a student speaks out of turn, I will turn to the student and say, _______ thank you for the input, but you know you know it is __________ turn to speak. So, please wait to be called on. If the student continues to talk one the lecture is over I will go up with them and discuss their behavior with them and make sure they know that this is not ok and if it continues there will be repercussions. Students will also be aware of lab rules. If students are seen goofing off. They will be given a warning if it continues they will be required to return to their desks. These rules will have been set and on the board from the beginning of the class. I will also manage the lab by constantly walking around the room.
ASSESSMENT
Before
the
lesson
We
have
already
started
covering
this
material
the
day
before.
I
will
refer
to
the
notes
taken
on
the
students
appearing
to
understand
material
and
their
exit
sheets
to
make
sure
they
have
a
good
level
of
understanding.
I
will
have
been
with
students
for
over
half
the
year
at
this
point,
so
I
will
have
a
good
understanding
of
the
students
background
and
their
likes
and
dislikes.
During
the
lesson
I
will
be
watching
students
expressions
to
see
if
it
appears
the
information
is
going
over
their
heads
or
if
they
are
bored.
I
will
also
be
listening
to
students
questions
and
answers
to
see
if
they
show
an
understanding
of
the
material.
I
will
also
be
looking
to
make
sure
students
are
taking
notes
they
will
have
something
to
review
later.
I
will
also
be
monitoring
my
own
behavior
to
make
sure
I
am
showing
the
correct
verbal
and
nonverbal
signs.
I
will
acknowledge
students
who
get
the
answer
correct
and
help
students
who
have
a
misconception,
so
they
gave
the
wrong
answer.
I
will
be
looking
at
what
they
are
doing
in
the
lab
and
monitoring
their
progress.
I
will
also
have
the
labs
to
look
at
while
they
are
answering
to
make
sure
they
are
understanding
the
concept
while
they
are
answering
instead
of
just
informing
them
afterwards
though
I
will
not
say
what
exactly
they
were
wrong
with
or
what
the
answer
is.
At
the
end
of
the
lesson
I
will
be
determining
the
students
understanding
based
off
of
the
discussion
at
the
end
of
the
lesson.
We
will
be
talking
about
the
xylem
and
phloem.
I
can
differentiate
this
by
leading
lower
level
students
through
their
thinking
while
for
higher
level
students
I
will
ask
them
harder
questions
that
will
involve
more
thinking.
I
will
also
have
the
lab
they
are
answering
to
review
to
make
sure
they
are
able
to
answer
the
questions
involving
xylem,
phloem
and
vascular
and
nonvascular.
Xylem phloem Draw and label a vascular and a nonvascular plant. (Rhizoid, root, stem, stalk, leaf)
Vascular
Nonvascular
GENERAL INFORMATION
Name
Michelle
Levine
Lesson
Title
seeds
and
roots
Grade
level(s)/Course
8th
grade
general
biology
Day
5
LESSON IMPLEMENTATION
Anticipatory
Set/Elicit
Prior
Knowledge
You
all
planted
your
seeds
earlier
this
week
what
did
you
notice
about
it
and
the
roots
coming
from
it?
Focus/Purpose
Statement
Our
lives
depend
on
plants,
so
it
is
important
to
know
how
they
sustain
themselves
and
grow.
Today
we
will
be
focusing
on
the
importance
of
seeds
and
roots.
Procedures
The
class
will
start
with
the
students
checking
out
their
plants
and
seeing
if
there
are
any
changes.
They
will
make
measurements
if
they
have
started
to
grow.
Once
they
have
completed
this
the
students
will
sit
down
at
their
desks.
(5minutes)
The
students
will
then
talk
to
their
neighbors
and
decide
what
does
a
plant
need
in
order
to
survive?
How
do
they
obtain
these
resources?
(2
minutes)
The
students
will
mention
roots
to
collect
the
resources
which
will
lead
to
the
lecture.
This
lecture
will be done through a power point presentation. It will show fibrous and tap roots, root hairs, seeds and the parts of seeds including seed coat. We will go over the benefit of each of these parts. The fibrous root hairs spread out more for gathering resources at the surface while taproots get resources down into the earth. The seed consists of protection, food and the new plant that will grow. The plant needed to develop all of these traits in order to be able to survive.(25 minutes) I will then ask the class where do we commonly see these parts of the plant? (kitchen) What plants do people often cook with that have these features? Select students and have them respond with plants that they know of. Make sure to comment that a potato is not a root. (5 minutes) Differentiation Students that are unable to listen and write at the same time will be given a notes sheet where they will need to fill in the blank as the class covers the topic. Students that are at a higher ability level will be expected to explain why can we consider things are not a root or a seed like the potato? They will be expected to answer this question. The different foods that are brought up will depend on the cultural knowledge of what do the students eat. I will give additional questions to students who are becoming board, and students who are behind I will come up and help there group think through the answer. Closure Students will talk and discuss roots and seeds they commonly see and use in their day to day life. Thus making a connection to these parts of the plant. Materials and Resources PowerPoint, projector, screen Science notebook, pen/pencil Color pencils White board, marker, eraser Textbook Glencoe Science Level Red by Glencoe McGraw Hill Classroom Management/Democratic Practices I will have the system of making sure that my students are able to speak, but they must raise their hand first. I will call on these students as they raise their hand; however, I must monitor myself to make sure I do not repeatedly call on the same students. I must keep a positive attitude and watch what I say because it would be bad if I deny students ideas. I will use those ideas instead to further the discussion. Classroom rules will clearly be posted on the wall. If a student speaks out of turn, I will turn to the student and say, _______ thank you for the input, but you know you know it is __________ turn to speak. So, please wait to be called on. If the student continues to talk one the lecture is over I will go up with them and discuss their behavior with them and make sure they know that this is not ok
ASSESSMENT
Before
the
lesson
I
will
be
aware
that
the
student
has
background
knowledge
based
off
of
prior
lessons,
and
his/her
inputs
on
discussion
and
exit
slips.
I
will
have
been
with
these
students
for
over
half
the
year
already
and
during
this
time
I
will
have
tried
multiple
types
of
lessons
and
gotten
to
know
the
student
and
their
background.
I
will
also
have
started
to
cover
different
parts
of
the
plants
in
previous
units,
so
I
will
note
anything
mentioned
that
would
state
the
students
know
more
or
less
about
roots
and
seeds.
During
the
lesson
I
will
be
watching
students
expressions
to
see
if
it
appears
the
information
is
going
over
their
heads
or
if
they
are
bored.
I
will
also
be
listening
to
students
questions
and
answers
to
see
if
they
show
an
understanding
of
the
material.
I
will
also
be
looking
to
make
sure
students
are
taking
notes
they
will
have
something
to
review
later.
I
will
also
be
monitoring
my
own
behavior
to
make
sure
I
am
showing
the
correct
verbal
and
nonverbal
signs.
I
will
acknowledge
students
who
get
the
answer
correct
and
help
students
who
have
a
misconception,
so
they
gave
the
wrong
answer.How
At
the
end
of
the
lesson
There
is
the
class
discussion
at
the
end
which
I
will
be
using
to
inform
me
of
how
much
they
learned.
We
will
be
talking
about
the
xylem
and
phloem.
I
can
differentiate
this
by
leading
lower
level
students
through
their
thinking
while
for
higher
level
students
I
will
ask
them
harder
questions
that
will
involve
more
thinking.
Name_______________________ Period____
Plants Unit Test Lab Section (Each lab station has a plant, microscope or figure of a part of a plant. The sheet in front of these will let you know the number, and the question. All correct answers are worth 2 points.) Station 1 has questions 1-3, and it has a 3 microscopes. Each microscope has a number and a slide. Put down what each microscope is pointing to. 1. Chloroplast 2. Xylem 3. phloem Station 2 has questions 4-6, and it has three plants. The sheet says state which plants are nonvascular or vascular if it is vascular is it a gymnosperm or angiosperm. 4. Vascular Angiosperm 5. Nonvascular 6. Vascular Gymnosperm Station 3 has a figure of a seed, and it has two flags on it that have numbers 8 and 9. The student is to write down what they are. 7. Seed Coat 8. Cotyledon Station 4 has a figure of a flower, and it has 4 flags on it from number 10-13 and the students are to write down what they are. 9. Pistol 10. Stamen 11. Ovule 12. Anther Station 5 students are to identify what part of the plant each food is for numbers 15-20 13. Tumor (potato) 14. root (carrot) 15. Leave (lettuce) 16. seeds (beans)
/50
Below fill in the blanks for what is the chemical reaction of photosynthesis, and which side is the reactants and which side is the products. (each blank is worth 2 points) 17. Carbon Dioxide + Water Glucose +Oxygen Reactants Products Mutliple Choice: Circle the answer to the question (each question is worth 2 points) 18. What is the green pigment in leaves called? a. Chlorophyll b. Chloroplast c. ribosome d. cotyledon
19. Which of the following is a way for seeds to be dispersed? a. water b. air c. animals d. all the above
20. A one leaf seed is called which of the following: a. monoleaf b. monocot c. dicot d. tricot
21. Which of the follow is a trait of ALL plants: a. multicellular b. flowers c. asexual d. vascular
22. The process of plants emerging from a seed is called: a. Reproduction b. germination c. emergence d. birth
23. A tropism that is affected by gravity: a. Thermal b. hydro c. Geo d. none of the above
24. Stinging nettle protects itself from predators through which of the following traits. a. Thorns b. Thick bark c. color d. chemicals
Short answer: Pick 4 out of the 5 questions and write a short paragraph answering each question. (each question is worth 10 points) 25. State a use for plants in humans daily lives, and how are lives would be difficult without it?
26. There are many ways that prairie plants disperse there seeds. Why are there so many methods and what are they? What are there advantages and disadvantages? (Give 3 examples)
27. When plants first developed to live outside of water, what traits did they need to develop and why?
29. On the bench we have three plants. Pick a plant and describe features that define it, and hypothesize what environment it is from and why?