Grade 7 Science – Unit B: Plants for Food and Fibre
60 minutes
Stage 1: Desired Results
General STSK2 Investigate life processes and structures of plants, and interpret related characteristics Outcome(s) and needs of plants in a local environment SO2 Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data Specific STSK2.4 describe the processes of diffusion, osmosis, conduction of fluids, transpiration, Outcome(s) photosynthesis and gas exchange in plants SO2.3 observe and record data, and create simple line drawings (e.g., describe plant growth, using qualitative and quantitative observations; draw and describe plant changes resulting from an experimental procedure) Learning Students will: Objectives 1. Identify guard cells and stomata under a microscope 2. Record observations in the form of scientific drawings 3. Explain how guard cells respond to environmental conditions Student Understanding(s): Essential Question(s): Students will understand that… Microscopy allows us to view objects that How are scientists able to determine how can not be seen with the naked eye plants work at a cellular level? Guard cells regulate the stomata, allowing Why do plants need stomata? CO2 and O2 to enter and exit the cell
Prior to -60 copies of Stomata Lab Resources -Handouts (last lab, remaining lab 1’s, Lesson: -Input room switch info into D2L to Bring: current lab, crosswords, fieldtrip forms) -Let students know they’ll need a -Extra pencils pencil -2 prepared lettuce slides from Lab 2 -Set up microscope stations and wet mount assembly cart (water, dropper, iodine, slides, coverslips, lettuce, tweezers, probe) Time: Content/Description Notes/Materials Introduction: 1 min Outline: 1. Housekeeping – hand back Microscopy Lab, Field Trip Forms, Scientific Drawings 2. Lab Intro and Demonstration 3rd of series of 3 3. Stomata Lab microscopy classes “Last class, we practiced focusing the microscopes and making scientific drawings from our observations. Today, we’ll learn how to make our own wet mount slides and identify stomata present on the underside of leaves. But first, I have some items to hand back. Please make sure they’re put into your binders”
H Hand back previous labs in series
5 min – lab Debrief previous lab – note: what we see with the naked intro discussion eye is upside-down and backwards when viewed through the lens Q: From our Topic 2 notes on Monday and Station 4 yesterday, can anyone remember what stomata are and why they are important? A: openings on the undersides of leaves important for gas exchange (CO2 in, O2 and H2O vapor out) Hand out Stomata Lab Write photosynthesis formula on the board (sun + CO2 + water O2 + glucose) and have students copy it in the space under the stomata paragraph Have students identify process; copy it into space under the paragraph about stomata Q: “We know that the CO2 is let into plant cells by the stomata and sunlight comes from the sun, but who can tell me how the water component gets there? A: osmosis; diffusion through semi-permeable membrane Q: “One thing to note that the info paragraph does not tell you is that water vapor also escapes through the stomata. Can anyone remember what the process of water vapor leaving the leaves and entering the atmosphere is called?” A: Transpiration (remember from River in the Sky video) Groups of 3 (assigned groups made in lab 1) Reminder on process for low to high power (coarse 15 min – how adjustment ONLY ON LOW) to make a wet Conclusion can be completed at your desk when you’re mount done Wet mount demo – preparing a specimen to view Model procedure: 1. Add 1 drop of water to the microscope slide 2. Bend the lettuce backwards until it breaks 3. With a probe, tease out a thin piece of tissue from the underside; similar to if you scrape yourself and pull off a thin piece of skin; walk around and show tissue sample 4. Snip tissue off and place on water 5. Add 1 drop of iodine (will stain your fingers but is not dangerous – used as an antiseptic) 10 min – 6. Put one edge of the cover slip (transparent piece of preparing slides plastic) down beside the specimen than drop it overtop 7. Tap around the cover slip to let the air bubbles out Handout crossword topic 1 and 2 review for while they’re waiting to make the wet mount 28 min – 5 min Call 2 groups up at a time to make the slides a station (a few Students working through lab minutes to Walking around assisting and clarifying which part they’re revisit stations looking at as needed) Have students rinse slides and cover slips; collect on paper towel 1 min Conclusion: Ask that names are put on labs and they are handed in as students exit “Tomorrow we’ll be back in our regular classroom. We’ll be putting all our knowledge about plant parts and functions together with a creative independent task that I think you’ll all enjoy.” Resources: - Massey shared Grade 7 Science drive for guided notes, activity and PPT - Observation of class delivered by another gr 7 science teacher