Unit Title: Plants Grade level: 8th Length of unit: 3 weeks Stage 1 Desired Results Meaning Learning Goals:

: 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.

Your name: Michelle Levine

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?

Knowledge & Skills Acquisition

Students will know Plant Structures: xylem, phloem, chlorophyll, chloroplast, roots, stem, rhizoid, leaf Photosynthesis Monocot, dicot, vascular, nonvascular, autotroph Tropism Students will be able to
Identify multiple parts of plants Use plant terminology Understand uses of plants in our society and their importance (examples include medicine, clothing, food and buildings) Identify features that would define a living creature as a plant. Identify different types of plants Identify how plants reproduce Identify how plants rely on outside variables, (examples include air, water, animals, soil and other plants) and how they are affect by them Understand the benefits and disadvantages of plant traits.

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.

Stage 3 Learning Plan

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

INFORMATION ABOUT THE LESSON

Content Standards: Use evidence to develop description, explanation and prediction. Think critically and logically to make the relationship between evidence and explanation. Enduring Understanding and/or Essential Question: Everything on Earth is connected. What are plants? Instructional Objectives: The student will be able to identify and explain why something is or is not a plant with basic knowledge. Prior Learning/Prior Thinking Students see plants in there day to day life, so they have a basic knowledge of it. They use plants for food as well and are aware that plants produce oxygen because of prior science classes and elementary science. They have seen different parts of plants; however, they can be mistake on what defines each part of plant. The can also be mistaken on what allows plants live on land with its functions.

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

INFORMATION ABOUT THE LESSON

Content Standards: Understand and apply forms of energy and energy transfer. Enduring Understanding and/or Essential Question: Everything on earth is connected. How does everyone rely on plants? Instructional Objectives: After doing the photosynthesis activity, the students will be able to state the how photosynthesis works with 90% accuracy. Prior Learning/Prior Thinking Students will have briefly learned about photosynthesis earlier in the year with a simpler explanation. It is also a common term to hear for people in todays society especially if you pay attention to things like global warming. Students have a hard time imagining process, but they find it easier to understand if they go through it as an activity. Misconceptions: energy is just taken from the sunlight into the plant. Students might believe that photosynthesis occurs in more living creature than plants.

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_______

Plant a Seed Watch it Grow

In this lab, you will be creating your own experiment as a class. Please write down the details of what the class has decided. Hypothesis: If_______________________________________________________________, then_______________________________________________________________________. Control Material: pot, dirt and bean seeds Variable:________________________

Day Height (cm) 1 3 5 8 10 12 15 17

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)

Organizations and grammar

Name__________________date_________class_______

Photosynthesis

O2 Sunlight CO2

___water____+ _____ CO2_____ +______ Sunlight _____

_____Glucose_____ +___ O2_____

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

INFORMATION ABOUT THE LESSON

Content Standards: Understand and apply knowledge of the complementary nature of structure and function and commonalities in organisms. Enduring Understanding and/or Essential Question: The way a plant works is similar to how a human body works. Instructional Objectives: After students have been informed about vascular and nonvascular plants, they will be able to identify them by outside traits with 80% accuracy. Prior Learning/Prior Thinking Students have been having a discussion on plants each day. No specific instruction was given on subject; however, students can make connections to it for photosynthesis. We also have a connection to this lesson through the discussion of what do plants need in order to survive on land. Possible misconceptions would include confusing nonvascular with vascular plants. All plants have roots when nonvascular plants have Rhizoids instead.

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

INFORMATION ABOUT THE LESSON

Content Standards: Understand and apply knowledge of the complementary nature of structure and function and commonalities of organisms. Think critically and logically to make the relationship between evidence and explanation. Enduring Understanding and/or Essential Question: The way a plants body works is similar to humans. Instructional Objectives: After the students have completed the vascular lab, they will be able to identify the xylem and phloem with 90% accuracy. Prior Learning/Prior Thinking This is the second day of covering the material, so they have already been informed of the information. Students often get vascular plants and nonvascular plants mixed up, and they also mix up xylem and phloem.

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.

Name_________________ Date________ Class_____

Vascular and Nonvascular

Draw and label the xylem and phloem from slides.

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

INFORMATION ABOUT THE LESSON

Content Standards: Understand and apply knowledge of the complementary nature of structure and function and commonalities of organisms. Enduring Understanding and/or Essential Question: Why are plants not simple? Instructional Objectives: After going over the different types of roots and seeds, students will be able to identify the type of root and what part of the seed is being identified with 100% accuracy. Prior Learning/Prior Thinking The students have seen plants in the environment they have grown up from the plants in the yard to the food in the kitchen. This interaction leads to students being aware of roots and seeds. Misconceptions include believe certain items are roots or seeds when they are not. An example is a potato is a tumor not a root.

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

and if it continues there will be repercussions.

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)

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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?

28. What is an adaptation? Answer must include an example 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?