Rationale:| Day One Day Two Day Three Day Four Day Five Day Six Day Seven Day Eight |
Day Nine Day Ten Day Eleven Day Twelve Day Thirteen Day Fourteen Day Fifteen |
Rationale:
Begin examining the historical connection between algae and plants by examining key characteristics.
Objective:
1. Organize lists and categories of plant adaptations. (Affective, complying)
2. Critically evaluate and record the role plants play in the environment and in our lives. (Cognitive, Level 3, Evaluation)
3. Interpretation will be done with interactive film. (Cognitive, Level 3, analyzing)
Materials:
student notebooks, textbook, video of mosses and liverworts
Procedure:
To introduce the unit, let students know they will be covering plant adaptations. Give a quick overview on the topics to be covered in the next unit. Ask for any questions, and once answered go on to the next portion. Have students take out notebooks and begin to reflectively think about and record how many ways plants influence their lives. Students will probably create lists such as fruit, grains and vegetables, furniture from wood, etc. Next students should record everything they can think of related to the role plants play in the environment. The purpose of this activity is for the students to brainstorm and record prior knowledge and the teacher can evaluate areas of need.
Students can begin to read pages 422-424 in the textbook. They will be responsible for answering questions 1 and 4 in the text. These questions should be turned in at the beginning of Day 2.
They will then spend the rest of the class period viewing a video on mosses and liverworts. A 15 minute video can be used, play the first 8 minutes with sound, then turn off the sound for the next 2 minutes. It is important to play a good portion of the video, because it will inform the students on the topic, and it will aid in their writing. The class will each create their own narration for the silent portion of the video. The teacher should stop the video after two minutes of playing has gone by, then allow 5 minutes of writing time. After the five minutes, have a few students share their prediction of the video narration, then rewind the silent portion, and play at normal volume. Allow the rest of the tape to play, then compare the student narration to the videos narration.
The brainstorming paper should be handed in.
Questions:
1. How close was your narration to the actual video?
2. How do you like this style of presenting a video?
3. On a test could you find a difference in mosses and liverworts to other plant forms?
4. Do you think there is enough evidence to support the theory of plants evolving from algae?
5. What is the primitive reproductive body found in liverworts?
6. What will happen in a very dry year to the algae, growth?
7. What affects do you think plant growth cycles have on the habitat? i.e. a very wet year or dry year on algae blooms.
8. What function do mosses serve in the environment?
9. How were plants able to adapt to a drier environment?
10. Is algae growth good or bad for the environment? What if you were a fish?
Feedback:
From the reflections the teacher should be able to assess the students prior knowledge, and gear the class towards appropriate exercises to improve weak areas. The narrations can act as an assessment of understanding mosses and liverworts. A grade can be assigned according to how factual the narration is.
Extension: If the video does not have adaptations
for hearing impaired students, they should be allowed to read an informative book on
mosses and liverworts. A section of the written text can be covered, and from a picture
series they can write the section in their own words. A comparison can be made to the
actual text material, once they have finished.
Bibliography: The text and myself.
Rationale:
Examine specific examples of plant adaptations in the aquatic plants and algae, liverworts and mosses.
Objectives:
1. Examine aquatic plant and algae forms with microscopes. (psychomotor)
2. Examine the physical characteristics of algae and aquatic plant life. (psychomotor)
Materials:
student notebooks, aquatic water sample, pictures of algae and aquatic plants, microscopes, slides, eye droppers
Procedure:
Students will spend the day examining the aquatic samples and mosses and liverworts. At this point students will begin to break up into lab groups. Each will have been assigned a task using the L.A.M.P. style procedure. They will begin viewing slides of plant life they have collected over the weekend.*
*On the previous Friday the class was instructed to go to an aquatic environment of choice and collect water samples containing plant life and algae. Students were to collect from the water surface, bottom or edge of a pond, lake, river or marsh. The collection could be stored in a quart jar or something similar that the student provides.
Each lab group will filter the contents contained in the jars. Coffee filters will be used to collect the samples, and the water will be returned to the jar after filtering. The solid material in the filter will be examined with the microscope.
Using eyedroppers, slides containing the filtrate will be examined under the microscope. Students should draw and correctly label the image. Pictures of various algae, aquatic plants, liverworts and mosses should be made available to each lab group. Each group will have to clean up their own station. The teacher should remind students when five minutes remain in the period.
Questions:
1. How does the algae differ from the duckweed when examined under the microscope?
2. What did the environment look like where your sample was collected?
3. Do you think there will be a correlation between environment and what type of plant is collected?
4. What is duckweed?
5. Were you able to find a variety of aquatic plant and algae differences with the microscope?
6. Are you drawing your pictures to scale?
7. Which would you rather be, algae, duckweed or an aquatic plant and why?
Feedback:
The questions from Day 1 can be graded and entered into the grade book. Also, while the students are completing the lab, there is the opportunity to observe student comprehension of plant and algae structures and how these tie into plant adaptations.
Extensions:
Take class on a field trip to aquatic habitat to collect plants and algae. This will provide the opportunity to investigate different aquatic environments.
Bibliography: Myself
Rationale:
Examine the plant life cycle to begin setting the stage for adaptation from an aquatic habitat to a drier habitat.
Objective:
1. Students will evaluate and examine key characteristics of aquatic life. (Cognitive, Level 1)
2. Students will describe key characteristics of vascular plants and will begin to apply botanical terminology. (Cognitive, Level 3)
Materials:
dry sporangium of moss species, liquid media or agar, student notebooks
Procedure:
At the beginning of the class have students crush the sporangium over a moist environment (the agar). About 10 samples should be started, then set aside, because it will take about 2 weeks for growth to occur.
The diagram of the life cycle page 429 can be used for a discussion of the alternation of generations. The teacher can draw the structure on the board or on an overhead and step the class through each stage. This is basically a visual way to discuss meiosis in plants and sets the stage for reproduction. Ask for questions on the topic.
At this point it is time to introduce vascular plants. I will ask students to picture a plant in their yard or on the school grounds and to think about the obvious characteristics of the plant. After a minute of reflection they can share their thoughts with the class. The characteristics should be recorded on the board. Once the class is done generating ideas, the teacher should apply appropriate terminology for vascular plants.
An example of the terms to be covered is as follows:
Assign the term angiosperm and gymnosperm, to flower types.
Differentiate between conifers and deciduous trees.
Each of these key terms is defined in the field guides. Please hold up a physical plant example of the term and then pass the examples around the classroom. Students should be able to record or draw information helpful to their learning style.
Student will then be assigned Minilab 1 on page 433 of the text. This minilab will require reading the text of the text for understanding of vascular plants. The question posed is How do mosses and ferns compare? In order to answer the question the material on pages 431 to the top of 435 will need to be reviewed and analyzed. The class should be informed they will be given a quiz the following day worth 5 points, on the information on pages 431 to the top of page 435. The quiz should be created directly from material read on those pages.
Questions:
1. What is the meiosis stage of the alternation of generations?
2. Why are the 2 generations needed?
3. What are some key characteristics of plant life?
4. What is an important difference of vascular plants (besides vascular tissue), from nonvascular plants? Diploid form larger.
5. Where does the name club moss come from? Resemblance to moss and club like reproductive structure.
6. What are sporangia? Reproductive structure produces spores.
7. What is the function of a rhizome? Food storage
8. What characteristic do ferns, club mosses and horsetail all have in common? Water reproduction.
Feedback:
Students will answer questions related to the alternation of generations, and why these stages are occurring. A quiz will be used to evaluate understanding of material that is read, and information gained from the lab write-up.
Extensions:
Have students read the alternation of generations section, and study the diagram, then recreate it in their own words, they will then share their work with each other in small groups.
Bibliography: The text and myself.
Rationale:
To distinguish the various life stages found in the vascular plants.
Objectives:
1. Examine the reproductive portion of plants. (psychomotor)
2. Relate the success of plant adaptations to flowering structures. (Cognitive, Level 3, analysis)
Materials:
microscope, dissecting kit, slides, notebooks, pens
Procedure:
The teacher will demonstrate with a model the portions of an angiosperm and the parts of a gymnosperm. The structure will have removable parts that will emphasis the various structures of the flower. The parts of the cone will also be used to demonstrate the various components. Flower structures to be discussed include stamen, filament, anther, stigma, style, ovary, pistil, petals and sepals. For the cones, the focus will be on the female and male cone components, wings, seeds and ovules, and pollen grains and spores.
Students will then participate in a lab examining flowers, cones and sporangia. They will use microscopes or the naked eye to view these objects. They will be responsible for counting the number of sepals, petals and stamens of a flower structure, then they will try to key out to the proper family and genus.
A wrap up of flower structures including questions will begin, then students should clean up lab activity. The teacher should point out that adaptations of these structures have influenced the success of the plant world into a wide variety of niches.
Questions:
1. What is the purpose for brightly colored petals?
2. How are flowers fertilized if they dont have bright petals?
3. What is the function of sepals?
4. What is an example of a dicot?
5. An example of a monocot?
6. What is the name of the structure on the male reproductive portion which supports the stamen?
7. What attaches to a bees leg, when it flies from flower to flower?
8. Why do you like flowers?
9. What happens if an insect is colorblind, what other senses would be used to attract to a flower source?
Feedback:
In the lab, students should examine flower structure and apply the terms discussed to the example they are dissecting.
Extensions:
Have students pick out flowers and bring to class for the lab portion. Students can spend the previous evening researching a specific art of the flower structure, and they can then present their findings to the class. For extra credit, students can complete the chemistry connection exercise on page 437.
Bibliography: Textbook.
Rationale:
To observe and connect wild plants in the environment to the students prior experience with domesticated plants.
Objectives:
1. Identify at least one native edible plant. (Cognitive, Level 1)
2. Describe the relationship between wild plants and contemporary cultivated plants. (Cognitive, Level 1)
3. Describe a favorite edible plant. (affective, Level 2)
Materials:
poster making materials, references on wild edible plants, markers, pictures
Procedure:
The activity will be conducted as described in the book, with an emphasis placed on not eating a wild edible food source, unless a trained individual helps in correct identification. As an addition, I would bring a dish which contained a wild edible plant, or allow students to taste parts of plants which I know will be very safe (example cattail parts or rose hips)
Questions:
1. Why do you think we mass-produce crops?
2. Why is it important to study wild edible plants? Knowledge of historical use, and for variety in diet.
3. How do you think cultures evolved?
4. What types of wild edible plants have you tried?
5. Why is it important to have someone knowledgeable in plant species to help identify the correct plant?
6. Do you see any connections between types of plants? (edible families)
7. What do you eat today, that maybe your grandparents didnt?
Feedback:
Students will gain an understanding between the tie of common plant sources, to the heredity with wild plants.
Extensions:
Here in Wisconsin we have 12 Native American Tribes, it would be interesting to have a guest lecturer who can identify traditions associated with typical plants used historically by the tribe.
Bibliography: Project WILD. Wild Edible Plants.
Western Association of Fish and Wildlife Agencies and the Council for Environmental
Education. pp 90-91.
Rationale:
Connect plant growth to specific environments.
Objectives:
1. Examine GIS maps on a computer to find vegetation trends throughout the world. (Cognitive, Level 1)
2. Create a map of common coniferous areas. (Cognitive, Level 3, Analysis)
Materials:
computer
Procedure:
We will find library sources of vegetation maps, or try and connect with GIS sites on the computer. After examining examples of vegetation trends, we will then discuss factors that affect growth patterns. Students should make connections to climate, soil factors, and historical influences.
Questions:
1. What factors do you think influenced plant growth?
2. What is GIS?
3. If you live in Arizona, what is the vegetation like?
Feedback:
Vegetation maps will contain details from what was learned in the classroom.
Extensions:
Go to the local DNR station and examine the resources available to the foresters.
Rationale:
Visit a nursery to view current growing practices and to view the variety or specimens.
Objectives:
1. Observe proper growing requirements for different plant species. (Cognitive, Level 2)
2. Develop concepts of plant adaptations in ornamental species. (affective, Level 3)
Materials:
notebooks and pencils, transportation to nursery
Procedure:
This day will require 2 hours spent at a nursery. The intent is to show students the application of botany in a business. They will gain a concept of individual species growing conditions, shade and sun requirements, soil conditions, space needs (i.e. can they grow close to a sidewalk). Students will get a chance to ask questions of the nursery owner and to look around at the variety of annuals, perennials, shrubs and trees.
Questions:
1. What type of tree do you recommend for a high road traffic area?
2. What type of tree is good for attracting wildlife?
3. Is there any special fertilizer requirements for conifers vs. deciduous trees?
4. When should bulb perennials be planted?
5. What types of soil requirements are needed in a garden?
6. What growing zone are we in?
7. If I have an area with lots of shade, what kind of tree should I buy?
8. What if I want to attract wildlife to my yard?
9. What are buyers looking for and why?
Feedback:
Students should be prepared to ask questions, while at the nursery. They should attempt to gain as much knowledge as possible from an actual business. The teacher should call the nursery in advance and cover the topics to be covered during the field trip. Some examples would be recommendations for species to plant, what type of soil requirements are needed. How the Temperate Zone affects the conditions for growing, and what other uses plant environments are needed.
Extensions:
This trip needs to be set up in advance. The bus drivers will need to be contacted prior to the trip, and if there is a student with a wheelchair, a bus will have to be equipped to accommodate the need. Since the field trip will take 2 hours students may miss a class, slips need to be given to the students to okay this with their other instructors.
Bibliography: Myself
Rationale:
To connect botany to real world application.
Objectives:
1. Examine basic plant physiology concepts. (Cognitive, Level 1)
2. Compare human consumption issues to environmental issues and decide on guidelines for future use. (Cognitive, Level 3, Evaluation)
Materials:
news articles
Procedure:
We will examine how plants absorb minerals from the soil. I will demonstrate this by setting up a plant, which will have turned colors because of a dye added when the plant is watered. We will then continue with the Biotechnology section on page 443 of text.
Questions:
Feedback:
Information from the Biotechnology unit.
Extensions:
Students will set up experiment where each group will monitor the effects of a specific mineral or nutrient on growth patterns.
Bibliography: Myself
This will be exam day on the plant unit.
Rationale:
To learn key terms related to tree structure and then apply these when examining specimens within a chosen environment.
Objectives:
1. In groups of 3-4 members students will observe a tree species. Recording key observations and questions. (Affective, Level 1)
2. Apply scientific investigation to an observation. (Cognitive, Level 3, Synthesis)
3. Create links to observations during exercise. (Psychomotor)
Materials:
lab sheet, clip board, notebooks, pens
Procedure:
Each group of students are assigned a different tree species on the school grounds. The group will spend 15 minutes examining the tree and recording any observations made. On the back of the observation page, students can record any questions they think of while observing. Each group should try for a minimum of 5 questions. The teacher will hand out clipboards and lab sheets to each group. (Groups consist of 4 lab partners to be assigned).
Next an explanation of what each group will be doing. First assign a tree. I will not give any specific information about it, but will leave it up to the group to try and come up with the answers. It is your duty to observe your tree for 15 min and record any observations you make. To help you get started the sheets I have handed out will have some direction on what to look for. You are not to feel limited by the list provided, write down or draw whatever helps you to remember. Please do not remove any physical structures from your tree.
Go outside and assign trees, and act as a floater between groups. After observing your tree, please gather at location specified by teacher. Then all students will join in the classroom to discuss findings and the questions generated.
Class discussion of observations and questions will take place in the classroom.
Finally wrap up with an explanation of tomorrows activities, again outside.
Questions:
1. Why do you think this tree can grow here? i.e. ornamental growing between sidewalks.
2. Where else might you see this type of tree grow?
3. How does the leaf structure feel compared to other trees?
4. Are there any factors influencing the trees growth?
5. What types of animals are present?
6. What else around the tree is influencing it?
7. How old do you think the tree is?
Feedback:
Can be make through the questions each group has generated. Depending on how simple or complex the studies and knowledge of the species, the follow-up lessons can be geared towards developing and applying terminology and learning specific trees.
Extensions:
Students can be given photos of a tree to observe and can record any information from this.
Bibliography: Sawasko, R. The Unending
Investigation, Science Scope, Vol. 18 Number 1, September 1994.
Rationale:
Begin examining tree components more closely in order to learn important characteristics.
Objectives:
1. Students will apply a key list of terms that have been described and demonstrated in class. (Cognitive, Level 2)
2. Each student will practice the use of taxonomy key outs. (psychomotor)
3. Learn how to use a field guide. (Cognitive, Level 2)
Materials:
field guides, access to naturalist materials., notebooks, pens
Procedure:
Have one representative from each lab group recap discoveries of the previous day. Then move on to today's activities.
Hand out a list of key terms related to tree id. A list is as follows:
Leaf structure - lobed, toothed, smooth, compound or simple.
Branching - opposite or alternate
Buds - node/ internode areas.
These terms will be described and specimens of each type will be passed around for examination and recording.
Field guides will be handed out.
The teacher then instructs students to turn to a designated page in the book. The teacher prior to the class period will determine the place of choice. The teacher can choose a tree species and have students' practice keying out that particular species. The species should be one common to the area, which the students most likely will be familiar with.
Wrap up by telling students about tomorrow's activity - out door field trip ~ more tree id. If extra time let them practice somemore with the field guides, and let them know they will be presenting their observed tree to the class during the next class period. They will share key characteristics and scientific name.
Questions:
1. There would be general taxonomic keying from the species chosen.
Feedback:
Let students know which tree species you have chosen, then have them start to key out as a group. If they get off track gently steer back in the right direction.
Extensions: none.
Bibliography: Myself and adaptation from Sawasko,
R. The Unending Investigation, Science Scope, Vol. 18 Number 1, September 1994.
Rationale:
Identification of trees, for long term understanding.
Objectives:
1. Identify common tree species in the local environment. (Cognitive, Level 1)
Materials:
field guides, notebooks and pens.
Procedure:
Have the groups identify their trees, and help where necessary, or add information where necessary. After those trees are completed, continue with other species. This may take several days to complete.
Lab exam of the tree identification portion.
Branch structures, leaves and needles should be placed at various stations, and students
can key those out.
Multiple Choice
1. Objective 3
2. Objective 6
3. Objective 4
4. Objective 6
5. Objective 26
6. Objective 26
7. Objective 26
8. Objective 26
9. Objective 11 & 12
10. Objective 11 & 13
11. Objectives 11, 12 & 13
12. Objective 7, 10, 11, 12, 14, 28
13. Objective 18 & 19
14. Objective 18
15. Objective 7, 18, 25
16. Objective 10, 14, & 18
17. Objective 26
18. Objective 6, 14, 22
19. Objective 14
20. Objective 26,
Short Answer
1. Objective 5
2. Objective 7, 11, 28
3. Objective 26
Comprehension
1. Objective 20, 21
2. Objective 7, 26, 28
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