Lesson plan

Foundation
Teacher(s): Course Title: Unit Title:
Ms. Millican Ag Ornamental Horticulture P Plant Anatomy
Lesson Title: Lesson #___ in series of___ lessons Grade Band:
Leaf Anatomy 1 of 3 9-12
Lesson Description:
Students will spend the class completing an article assignment and A-Z chart looking at parts of the leaf and their function.
Driving Question:
What are the essential components of a leaf?
NGSS Standards Addressed:
HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific
functions within multicellular organisms.
Scientific & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models LS1.A: Structure and Function.  Systems and system models
 Structure and function
 Stability and change
Other Standards Addressed (specify):
 EL: B5: Listening actively to spoken English in a range of social and academic contexts. C6: Connecting Ideas.
 CTE: G3.1: Investigate plant systems, nutrient transportation and energy storage.
Specific Instructional Objective(s) – (All components):
1. Given an article, an A-Z chart and a structure/function chart, students will popcorn read, annotate and fill in the two
charts with 100% accuracy.
2. Given scissors, a handout and coloring supplies, students will prepare their leaf diagram for assembly with 100%
accuracy.
Formative Assessment of Instructional Objective(s): Summative Assessment of Instructional Objective(s):
Successful completion of the A-Z chart and the function Written summary after the A-Z chart and structure/function
chart during class. chart are complete (classwork or homework).

Equipment, Materials and Supplies (attach supplemental handouts):

 Handout: “The Cells of The Leaf” from Vanessa Jason’s “Biology Roots” classroom resources.
References:
 https://biology-roots.com/store/Photosynthesis-Cells-of-the-Leaf-Model-p166631992
 Ornamental Horticulture: Science, Operations & Management, Fourth Edition. Published by Cengage Learning in 2010
Principles of Universal Design for Learning (UDL)
List those principles of UDL implemented in this lesson and explain HOW they are implemented.
Multiple Means of Engagement Multiple Means of Representation Multiple Means of Expression
 Provide options for recruiting  Provide options for language and  Provide options for expression and
interest: begin by reading symbols: Using both words and communication: Writing, coloring
information and then bring it diagrams. and instructing.
together by completing a
summary.
Supporting ELs (list modifications):
Listening Reading Speaking Writing
 Google translate is  Vocabulary chart  Collaboration with peers  A copy of written
allowed in the encouraged throughout instructions is provided
classroom the lesson. to all students.
Supporting Students with Special Needs (list modifications):
 Visual processing- Directions provided orally and written, extended time to complete assignment.
 Auditory processing- Use of guided notes and extra time to complete the assignment.
Academic Language (list terms in alphabetical order):
 Assembling: fit together the separate component parts
 cell function: basic life processes of the cell
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  chloroplasts: where photosynthesis takes place
 compound leaf: a leaf consisting of several leaflets
 epidermis: single layer of cells that covers the leaf
 expression: conveying thoughts or feelings
 function: an activity or purpose natural to or intended for a person or thing
 hierarchical organization: arranged in the order of ranking
 interacting systems: systems which communicate between each other
 Leaf: a flattened structure of a higher plant, typically green and blade-like, that is attached to a stem directly or via a
stalk
 Model: a 3D representation of a structure or thing
 multicellular organisms: living things that are made up of more than one cell
 Needle leaf: leaves with long and narrow needle-like clusters
 Palisade layer: long and narrow or elongated cells that are found just below the epidermis of the leaf
 Plant Anatomy: the general internal structures within plants
 Plant systems: groups of parts or structures that work together to preform a function within a plant.
 Simple leaf: one single leaf that is not divided into smaller units
 spongy layer: loosely arranged, round green cells found below the palisade layer.
 Stability: remaining consistent or the same
 Storage: storage of the food for the plant
 Structure: the different organs or organelles within the leaf
 Stomata: pore in the epidermis of the leaf that allows for water and gas exchange
 Transportation: movement of water and nutrients from one location to another
 Vein: vascular tissue of the leaf.

Lesson Sequence
Anticipatory Set/ Interest Approach/ Engagement:
Speed round leaf identification: simple, compound or needle
Stated Objective(s) – (written for students):
Today you will complete an article assignment using one article and completing an A-Z chart and a structure/function chart,
then write a summary and prepare the pieces to complete a diagram tomorrow.
Statement of Purpose/Relevance:
We need to understand what each part of the leaf does to contribute to the overall function of the leaf.
Objective #1: Given an article with an A-Z chart, students will complete the chart and write a five sentence summary with
100% accuracy, scored on an assignment rubric for the day.
 Contextual Set:
Content Outline (Teacher Says) Methods (Teacher Does)
 Please follow along as we popcorn read and annotate the  Teacher facilitates popcorn reading with the class.
article.  Teacher allows students to work on A-Z chart
 Now that we have finished reading and annotating the independently.
article, please complete the A-Z chart. You have Ten  Teacher reviews A-Z chart, students raise hands to
minutes. indicate how many boxes they filled out.
 How many boxes did each of you get filled out on the A-Z  Teacher allows students to write summaries in their
chart? Teacher starts counting upwards indicating how own words.
many boxes students got filled out.
 Please note that at least 21 of 24 boxes must be filled out
on the chart in order to receive full points.
 Now please write a summary of the article and A-Z chart.
You must write at least five sentences using your own
words and each sentence must have at least five words in
it.
 You have 10 minutes to write this summary and then you
will share it with the person next to you before.

CFU/Activity: What are the structures that regulate the

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 stomata? What is the function of the cuticle? Now you will
write a summary describing what you have just read.

Objective #2: Given scissors, a handout and coloring supplies, students will prepare their leaf diagram for assembly with
100% accuracy.
 Contextual Set: Now that we have read about the parts of the leaf we will cut out and color all of the pieces of the leaf
so that we can assemble them tomorrow.
Content Outline (Teacher Says) Methods (Teacher Does)
 You will now spend the rest of class cutting out all of the  Show students which pieces to cut out.
leaf diagram pieces so that we can construct your
diagrams tomorrow.

 CFU / Activity: You may now keep working on cutting all of your leaf diagram pieces until the end of class.

Quest Activities (if time permits):

If you finish early you may work on your online record book.
Review, Summary, & Closure:
Now that we have cut all of the pieces out and colored them we will work to assemble them tomorrow.
Independent Practice:
Students who finish cutting and coloring early can continue working in the packet if they have not already finished it.
FFA Connection: SAE Connection: Career Connection:
 Ability to compete on a Career  Projects in the greenhouse or  Pest control advisor, plant
Development Event team such as shadehouse are available to breeding, plant genetics.
floriculture or horticulture. students.

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