SCHOOL OF EDUCATIONAL STUDIES

PGT 315E

BIOLOGY TEACHING METHODS

Semester 2 - 2021/2022

Simulated Teaching

Lesson Plan

Biology Form 5

Topic: Chapter 5 Response in Plants

Presented by:

Hee Hui Yie 149111

Joanne Philip 146066

Wong Ho Lun 148930

Submitted to:

Dr. Nor Asniza Ishak

Submission Date:

22 April 2022
 Lesson Plan

Date : 21 April 2022

Class : 5 Alpha

Time : 10.00 am -10.40 am

No. of students 24

Subject : Biology Form 5

Theme : Physiology of Flowering Plants

Learning Area : Chapter 5 Response in Plants

Content Standard : 5.2 Phytohormone

Learning Standard:

Students able to:

5.2.3 Make inferences on effects of auxins on growth response

5.2.4 Explain the roles of auxins in plants and responses.

(i) phototropism

(ii) geotropism

Learning outcome:

At the end of the lesson, students should be able to:

i. Describe the effect of auxin on growth response.

ii. Explain the role of auxin in phototropism and geotropism.

iii. Differentiate the effect of auxin concentration on the root and shoot.

iv. Interpret the role of auxin on plant response based on phototropism in different conditions.
 Cross-Curricular Elements:

i. Science and Technology

ii. Noble Values

iii. Information and Communication Technology (ICT)

Science Process Skills:

i. Students should be able to define operationally and conduct experiments on the effect of
auxin of growth response.
ii. Students should be able to observe the plant growth in experiments related to the effect of
auxin.
iii. Students should be able to make inferences on the role of auxins in phototropism and
geotropism.
iv. Students should be able to predict the response of coleoptile tips toward sunlight.

Scientific Attitudes and Noble Values:

i. Students prepare materials for experiments.

ii. Students describe and record real observations of plant growth.
iii. Students communicate and accept others’ opinions in discussion.
iv. Students are optimistic about the tasks.
v. Students show enthusiasm in learning the topic and conducting the experiment.
vi. Students express how science is used to understand the nature of plant growth.

Teaching Aids:

Webex, Wordwall, YouTube Videos, Canva, Kahoot, Google Jam Board, WhatsApp
Prior Knowledge:

Students have prior knowledge of the concept of phytochromes and their functions.

References:

i. KSSM Biology Textbook Form 5.

ii. Dokumen Standard Kurikulum dan Pentaksiran (DKSP) Biologi Tingkatan 5
 Teaching and Learning Activities

Content Teacher’s activities Student’s activities Remarks

Step 1 1. YouTube What’s Your Hypothesis? Purpose:
Engagement video of the 1. Teacher briefly recalls  Students recall the  Stimulate the
(±5 mins) plant’s the previous lesson previous lesson taught students'
movement and taught on on phytohormones interest and
growth phytohormones. thinking
in 2. Teacher gives a scenario  Students observe the skills in the
response of a farmer asking a video and share their lesson taught.
question regarding the hypotheses.  Focus
to sunlight. plants’ movement and students’
2. YouTube growth. Students are expected to attention on
music video on 3. Teacher shows a short answer: the topic that
the hormone YouTube video depicting A1: The presence of will be
Auxin the plant’s movement hormones that taught.
towards sunlight. contribute to the
(https://www.youtube.com plants’ movement Teaching Aids:
/watch?v=DhITXtENPrU) and growth. Canva, YouTube
4. Teacher encourages A2: The hormone is the
students to share their Auxin hormone that
hypotheses regarding the functions in
plants’ movement and geotropism and
growth. phototropism.
Q1: Why are the plants  Students sing and
facing towards the move along to the
sunlight? lyrics about the auxin.
Q2: What contributes to
the plant's growth?
5. Teacher reaffirms the
students’ hypotheses and
 plays YouTube music
regarding the Auxin
song.
6. Teacher sings along with
the students.
(https://www.youtube.co
m/watch?v=lqn_tsrCfZI)
Step 2 1. The meaning and Experiment Time  Students recall the Purpose:
Exploration function of auxin. 1. Before conducting the auxin. To encourage
(±10min) 2.The effect of experiment, the teacher students to
auxin on growth recalls the students of Students are expected to explore the effect
responses. the auxin. answer: of auxin on
3.The reason for Q1: What is auxin? A1: Auxin is a plant growth
plants’ slow Q2: Where can auxin be hormone/ used to responses.
responses. found? control the growth
2. Teacher revises the response of Noble values:
auxin to enhance the plants/promotes cell  Students
students’ understanding growth and prepare
of auxin. elongation of plants. materials for
3. Teacher divides the A2: Auxin is found at the experiments.
students into groups of tip of shoot and root/  Students
four for experiment of zone of cell division. describe and
effect of auxin on record real
growth responses.  Students listen to the observations
(Each experiment will procedure attentively so of plant
be conducted by two that they can conduct growth.
groups.) the experiment  Students
4. Teacher explains the smoothly. communicate
experimental and accept
and precautionary steps others’
to the students.
Refer to APPENDIX B
5. Teacher divides the  Students open the cam, opinions in
groups into the breakout conduct the discussion.
room session and asks experiment and  Students show
every student to open the discuss with group enthusiasm in
cam while conducting the members. learning the
experiment.  Students carefully topic and
6. Teacher gives time for observe the changes conducting
students to do the and record the results. the
experiment and guide experiment.
them during the  The students predict
experiment. the plant growth by Teaching aids:
7. Teacher asks students to drawing it in the Webex, Canva,
think, predict and draw Google Jam Board. Google Jam
their prediction of plant Board, WhatsApp
growth in Google Jam  Students think and
Board answer the questions.
(https://jamboard.google. A: Plants do not have a
com/d/1NsEQRzpORhV system (nervous and
wNwk_PDFbYTBlNUiy endocrine systems)
ObgbRH5hSW3uK- in humans and
4/edit?usp=sharing) animals to regulate
8. Teacher increases the their daily activities.
curiosity of students by
asking the students the  Students complete the
reasons for plants’ slow table after observation
responses. and share their results
Q: Why responses in with their friends.
plants can be seen
after a period of
time?
 9. Teacher asks students to
complete the table after
observation.
Refer to APPENDIX B
Step 3 Describe the role The Roles of Auxins in Purpose:
Explanation of Auxin in Plant Responses  Allows
(±10min) phototropism and 1. Teacher explains the role  Students listen students
geotropism. of Auxin in phototropism attentively and take to understand
and geotropism. down notes. the role of
2. Teacher asks questions Auxin in
based on the scenario and  Students answer the phototropism
situation given. questions by relating and
to the topic taught. geotropism.
Q1: What happens if the  Students will
shoot bends toward Students are expected to have better
the light? answer: understanding
Q2: What happens if the A1: The shoot shows about the
shoot bends away positive phototropism. growth of the
from the light? A2: The shoot shows shoot tips and
Q3: What happens if the negative phototropism. root tips in
root grows A3: The root shows response to
downward following positive geotropism geotropism
the pull of gravity while the shoot shows due to the
while the shoot negative geotropism. auxin
grows upward hormone.
against the pull of  Students observe the
gravity? diagram and relate the Science Process
teacher’s explanations. Skills:
3. Teacher shows a diagram Making
of the role of auxin in inferences
shoot tips and root tips
 growth response Noble Values:
to geotropism. Realize science as
a means to
understand
nature.

Teaching Aids:
Canva
Step 4 1. The effect of Let’s Think! Students are expected to Purpose:
Elaboration auxin on growth 1. Teacher shows a scenario answer: To expand and
(±10min) response. to students and asks them A1: The shoot of plant solidify students
2. The effect of some questions. grows upward while thinking
auxin Q1:The following figure the root of plant grows
concentration on shows a pot is fall downward after some Noble values:
the root and down. What can you time.  Strive
shoot. observe from this A2: Shoot shows positive to overcome
3. Prediction on the figure? phototropism and problems and
response of Q2:What types of negative geotropism challenges.
coleoptile tips response shown by Root shows positive  Confident
toward sunlight. shoot and roots? geotropism and in answering
Q3:Which hormone negative phototropism questions.
responsible for these A3: Auxin. Shoot exposed
plant responses? to light from one Teaching aids:
Explain its role. direction, causes auxin Wordwall,
to move away from the YouTube Videos,
2. Teacher shows a graph to light. This causes the Canva
students and asks them cells in the shaded side
some questions. to elongate more than
Q1:State the concentration the cells in the bright
of auxin that promotes side.
the growth of the root.
 Q2:What will happen when
the concentration of
auxin exceeds 10-3
mgdm-3?
(https://wordwall.net/re
source/31443139)
3. Teacher explains the effect
of auxin concentration on
the root and shoot by
showing video.
(https://www.youtube.com
/watch?v=__VCVLcNxGg
&t=15s)
Plant frenzy game
1. Teacher divides students
into four groups.
2. Teacher shows each
group a different set of
plants.
3. Teacher asks students to
show the growth direction
of coleoptile tips in front
of the camera by using
their head movement.
Refer to APPENDIX C
Due to the pull of
gravity, auxin
accumulates at the
bottom of the roots tip.
It inhibits root cell
elongation and causes
root to bend
downwards.
A1: 10-6 mgdm-3 to 10-3
mgdm-3
A2: The growth of the root
retarded. In root, high
concentration of auxin
inhibits growth.
 Students need to open
the camera when
reaching their group.
 Students will be given
15 seconds to look at
the picture. After that,
they need to show the
growth direction of
coleoptile tips in front
of the camera by using
their head movement.
 Step 5 1. Assessment by 1. Teacher summarizes the  Students answer the Purpose:
Evaluation using Kahoot. lesson by using question in Kahoot To assess
(±5 min) 2. Summarize conceptual map. through their mobile student’s
lesson by using 2. Teacher asks students to phone or laptop. understanding
conceptual log into the Kahoot app  A few students selected about the topic
map. or website and enter the to give their reflection. learnt.
3. Reflection password.  Students are encouraged
session 3. After Kahoot, teacher to revise the lesson of
asks a few students to the day. Noble value:
give their reflection on Optimistic about
the lesson. the task.
4. Teacher reminds students
to revise the lesson on Teaching aids:
that day. Kahoot
Refer to APPENDIX D
 APPENDIX A

Presentation slides

Canva link: https://www.canva.com/design/DAE9kCYIRjg/IhAhFhqaMz5RHTPt7grlUw/view?

utm_content
=DAE9kCYIRjg&utm_campaign=designshare&utm_medium=link&utm_source=publishshareli
nk
 APPENDIX B

EXPLORATION

Experiment : Effect of auxin on Growth Response

Problem Statement : What are the effects of auxin on plant growth?

Aim : To study the effects of auxin on the coleoptile of plants.

Hypothesis : Plants respond to stimulation in the form of growth and growth response
is controlled by auxin.

Materials : Coleoptile, agar block, cut, and ruler

Experiment 1 (Group 1 and 4)

Materials: Coleoptile, cutter, and ruler

Procedure:

1. Measure the length of the coleoptile.

2. Remove the tip of the coleoptile above the elongation zone.
3. Leave the coleoptile for two hours and record down the length.
4. Put back the tip and leave the coleoptile again for two hours and record down the length.
5. Predict the growth of coleoptiles and complete the table after observation.
Prediction:

Prediction

First two hours Second two hours

Coleoptile No growth is observed. Coleoptile grows upwards.

Observation:

Length of Coleoptile/cm

Initial length First two hours Second two hours

Coleoptile
Experiment 2 (Group 2 and 5)

Materials: Coleoptile, cutter, agar and ruler

Procedure:

1. Measure the length of the coleoptile.

2. Remove the tip of the coleoptile above the elongation zone.
3. Place the tip of the coleoptile on top of an agar block for two hours.
4. Place the agar block on the cut coleoptile and record down the length.
5. Predict the growth of coleoptile and complete the table after observation.
Prediction:

Prediction after two hours

Coleoptile Coleoptile grows upwards.

Observation:

Length of Coleoptile/cm

Initial Length After two hours

Coleoptile
Experiment 3 (Group 3 and 6)

Materials: Coleoptile, cutter, and agar

Procedure:

1. Remove the tip of the coleoptile above the elongation zone.

2. Place the tip of the coleoptile on top of an agar block for two hours.
3. Place the agar block off-center on the cut coleoptile and record down the observation.
4. Predict the growth of coleoptile and complete the table after observation.

Prediction and Observation:

Observations after two hours

Coleoptile Coleoptile grows curve.

 APPENDIX C

ELABORATION

Let’s Think!

The teacher shows a scenario and graph to students and asks them some questions.

(https://wordwall.net/resource/31443139)
Plant Frenzy Game

The teacher asks students to show the growth direction of coleoptile tips in front of the camera by
using their head movement.
 APPENDIX D

EVALUATION

Kahoot (https://create.kahoot.it/details/8ea4fb8b-30d4-4c63-a809-8be7af5368a5)

Question Answer

1. Plant below exhibits A. Phototropism

A. Phototropism
B. Geotropism
C. Hydrotropism
D. Thigmotropism

2. What is negative and positive phototropism? D. Growth away from sunlight, growth toward
sunlight
A. Growth toward sunlight, growth away from sunlight
B. Growth away from gravity, growth toward sunlight
C. Growth away from sunlight, growth toward gravity
D. Growth away from sunlight, growth toward sunlight

3. How is phototropism beneficial for the plant? A. It helps the plant get the most amount of light
possible
A. It helps the plant get the most amount of light
possible
B. It helps the plant by providing support
C. It helps the plant get nutrients and water that are
deep in the soil
D. It helps the plants to grow a deep root system
4. Plant’s roots grow down, anchoring it into the soil. B. Geotropism
To what stimulus is the plant responding?

A. Phototropism
B. Geotropism
C. Hydrotropism
D. Thigmotropism

5. How does the auxin work in plant? C. Induce and inhibit growth

A. Induce growth
B. Inhibit growth
C. Induce and inhibit growth
D. Limited effect

6. Which side of a stem contains more auxin? C. The shaded side

A. The side in the light

B. Both sides (shaded and non-shaded) contain the
same amount of auxin
C. The shaded side