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Lesson #3
Reproduction of Seed Plants
Date
November 10, 2014
Subject/Grade
Level
Science 7/8
Time
Duration
40 min
Unit
Plants for Food and Fibre
Teacher
Bailey Thorson
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcomes:
Specific
Learning
Outcomes:
2. Students will investigate life processes and structures of plants, and interpret related
characteristics and needs of plants in a local environment
2.1. describe the general structure and functions of seed plants (e.g., describe the roots, stem,
leaves and flower of a common local plant)
2.5. describe life cycles of seed plants, and identify example methods used to ensure their
germination, growth and reproduction (e.g., describe propagation of plants from seeds and
vegetative techniques, such as cuttings; conduct a germination study; describe the use of
beehives to support pollination)
LEARNING OBJECTIVES
Students will:
1. Identify the parts of a flower and explain their functions.
2. Describe the steps of plant reproduction.
3. Explain the function of a fruit.
4. Explain how pollen can get from one flower to another.
ASSESSMENTS
Observations:


Key Questions:
Products/Performances:
I will observe student responses as they come up to the Smartboard and drag
labels to plant structures
I will observe students as they participate in a discussion surrounding seed plants
and prior knowledge


 Fill out worksheet
 Put labels in appropriate place at desks
LEARNING RESOURCES CONSULTED
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


Alberta Program of Studies
Science in Action 7 Textbook
Unit Plan
Learn Alberta
MATERIALS AND EQUIPMENT


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
Computer
Smartboard
Worksheets
Flower diagram
Lilies
Exacto knives?
PROCEDURE
Prior to lesson
Attention Grabber
Expectations for
Learning and Behaviour
Advance
Organizer/Agenda
Introduction
Hand out lilies to make observations about it. Write down observations
in partners and we will discuss after.
Stay on task
Actively engage with material
Fill out worksheet when asked
Not talking while someone else “has the floor”
Do some questions to get you thinking about plant reproduction. We
will then come together and do an interactive activity on the
Time
5 min
Assessment of Prior
Knowledge
Transition to Body
Learning Activity #1
Teacher Notes:
Assessments/
Differentiation
Learning Activity #2
Smartboard, where you will write down answers to worksheet questions
as we go. We will be looking at the process of pollination (how the plant
reproduces) and the structures involved.
Guiding questions: Are the things sticking out of the middle the same
size or different? What do you notice on top of them? Feel them. What
happens? Does anybody want to cut one open and see what is inside?
Begin with picture of flower up on board, unlabeled. Think back to when
we went over plant structure. Is this a gymnosperm or angiosperm?
(angiosperm, flowering plant). Can you name any of the parts of your
flower?
Today we are learning about reproduction of seed plants, and we will be
looking specifically at how the parts of a flower like this contribute to
propagation of plants (making more of).
Body
Gizmo Activity – students will work as a group with the interactive
pollination lesson, filling out their worksheet along the way. Students
will work with vocabulary regarding reproductive structure and learn
about the process that occurs in both self-pollination and crosspollination.
Assessment: Observation and inquiry-based assessment (can they
answer the questions I ask?). Students will hand in worksheet after for
formative assessment to point out areas that need to be revisited.
Labelling Activity – Students will have a picture of a flower sitting in
front of them with labels and be able to write down answers that we
will check together on the board. After that, they will work
independently to match the structure with its function and finish the
questions.
Time
20 min
10 min
After complete and discussed, we will quickly look at the life cycle of a
plant. We will then do the review questions together on Gizmo.
Teacher Notes:
Assessments/
Differentiation
Consolidation of
Learning:
Feedback From
Students:
Feedback To Students
Transition To Next
Lesson
Sponge
Activity/Activities
Reflections from the
lesson
Assessment: Observation and group check
Closure
In the last 5 minutes of class, we will do the review questions after
Gizmo together. Students will vote for which answer they think we
should choose. Tell students that there will be a quiz tomorrow on
labelling the plant. I will also take in worksheets to mark tomorrow (can
use to study tonight).
Are there any questions?
Tomorrow we will start the class with a quick quiz on what we learned
today. We will then look at other ways plants reproduce!
Fill out self-reflection on plant processes book
Time
5 min
Name: _____________________________
Date: ________________________
Student Exploration: Flower Pollination
Vocabulary: anther, cross-pollination, filament, fruit, ovary, ovules, petal, pistil, pollen, pollen
tube, pollination, self-pollination, sepal, stamen, stigma, style
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
1. How may insects help a plant to reproduce? ______________________________________
_________________________________________________________________________
2. Apples, oranges, and watermelons are all examples of fruits. How are they all alike?
_________________________________________________________________________
3. Based on your answer to question 2, do you think that a pumpkin is a fruit? How about
broccoli?
_________________________________________________________________________
Gizmo Warm-up
1. Pollination is the transfer of pollen grains from the male part of a flower to the female part
of a flower. Select the Pollination tab and then select Self-pollination. How many flowers
are on the screen?
__________________________________________
2. Now select Cross-pollination. How many flowers do
you see?
__________________________________________
3. How do you think cross-pollination may be different
from self-pollination?
__________________________________________
__________________________________________
Activity A: Pollination
Question: How are self-pollination and cross-pollination the same and how are they
different?
1. Observe: Follow the directions in the Gizmo to observe the steps of self-pollination. In your
own words describe what happens in each step.
1
2
3
4
5
2. Think about it: Read the description of the last step carefully. Why do you think plants
surround the seeds with a yummy fruit?
_________________________________________________________________________
3. Observe: Click Start over, then click Cross-pollination. Follow the directions to observe
the steps of cross-pollination. How is cross-pollination different from self-pollination?
_________________________________________________________________________
4. Extend your thinking: In cross-pollination, pollen grains must get from one flower to another.
What are some ways that this might happen? Discuss your answer with your teacher and
classmates.
_________________________________________________________________________
_________________________________________________________________________
Activity B:
Get the Gizmo ready:
Flower parts and
pollination



Select the Identification tab.
Click Start over.
Check Show information.
Goals: Identify the parts of the flower and describe the function of each.
1. Complete the diagram on the last page. When you are finished, review together on the
board.
2. Test yourself: For each flower part below, write the letter of the correct description. Use the
Gizmo to check your answers.
______ Anther
A. A small leaf that protects the flower before it blooms
______ Filament
B. They contain pollen
______ Ovary
C. Tiny grains that contain sperm cells
______ Ovules
D. The male part of the flower
______ Petal
E. The part of the pistil between the stigma and the ovary
______ Pistil
F. They grow from a pollen grain to an ovule
______ Pollen
G. The female part of the flower
______ Pollen tube
H. They contain the egg cells and develop into seeds
______ Sepal
I.
______ Stamen
J. A stalk that supports the anther
______ Stigma
K. The sticky top of the pistil
______ Style
L. The part of the pistil that contains the ovules
A part of the plant that attracts insects
3. Make connections: How might having the anther atop a tall filament make it more likely that
plants will be pollinated?
_________________________________________________________________________
4. Think and discuss: In some plants, the pistils don’t form until a few days after the stamens
do. How might this keep a plant from self-pollinating?
_________________________________________________________________________
_________________________________________________________________________