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MIDDLE SCHOOL SCIENCE INSTRUCTIONAL GUIDE
8th Grade Theme: Systems
Unit 8-IIa
Unit Question: What Systems Are at Work in Plants?
Focus Question: How do Plant Structures Function to Support Growth?
National Standard and Depth of Knowledge (DOK) Level
Key Concepts
Tissue, chloroplast, vacuole, cuticle, vascular tissue, vascular plant, non
 Living systems at all levels of organization demonstrate the
complementary nature of structure and function. Important levels of vascular plant, chlorophyll, phloem, xylem, seed, embryo, cotyledon,
organization for structure and function include cells, organs, tissues, germination, root cap, cambium, stomata, transpiration, pollen, ovule,
pollination, gymnosperm, angiosperm, flower, sepal, petal, stamen,
organ systems, whole organisms and ecosystems. (1)
pistil, ovary, fruit
 Plants reproduce sexually- the egg and sperm are produced in the
flowers of flowering plants. (1)
Cross Curricular Connections:
ELA: Writing Explanations; Math: Interpreting Graphs; Career Pathways: Botanist, Horticulturist, Landscaper
September-October
TEACHING OBJECTIVES AND RESOURCES
Weeks 3-8
1.
Determine prior knowledge/student understanding of GLCE. (Pre-Assessment Item(s))
2.
Identify characteristics that all plants share.
 Text: Prentice Hall Science Explorer Bacteria to Plants pp. 104-107, Discover Activity p. 104, Teacher Demo p. 107 TE
 All In One Teaching Resource: The Plant Kingdom (Review and Reinforce)p. 223; Desert Survival (Enrich) p. 224
 Presentation Express: Life Science/ Intro. To Plants/ Plant Kingdom Active Art (also on www.phschool.com webcode cep-1041)
 Transparency:A27
Compare vascular and nonvascular plants.
 Text: Prentice Hall Science Explorer Bacteria to Plants pp. 108-109, 137, Differentiated Instruction p. 109 TE, Lab Zone – Build Inquiry p. 109
TE
 Science Explorer Video Exploration: Introduction to Plants
3.
4.
Identify characteristics that all seed plants share.
 Text: Prentice Hall Science Explorer Bacteria to Plants pp. 136-137, Discover Activity p. 136
 All In One Teaching Resource: The Characteristic of Seed Plants (Guided Reading) pp. 281-285, The Characteristics of Seed Plants (Review
and Reinforce) p. 286; Bubbling Leaves (Enrich) p. 287
5.
Describe the function and structure of the seed.
 Text: Prentice Hall Science Explorer Bacteria to Plants pp. 138-140, Lab Zone – Try This Activity p. 138, Modeling Seed Dispersal p. 139 TE
 Transparency: A38
 Science Explorer Video Exploration: Seed Plants
6.
Describe the functions of roots, stems, and leaves.
 Text: Prentice Hall Science Explorer Bacteria to Plants pp. 140-145, Lab Zone – Teacher Demo p. 141 TE, Skills Activity p. 142, Build Inquiry
p. 143 TE
 Transparencies: A39, A40, A41, A42, A51
 All In One Teaching Resource: Investigating Stomata (laboratory investigation) pp. 253-257
 Thinking Maps: Tree Map or brace map breaking down plant to parts and tell function
7.
Identify characteristics of gymnosperms.
 Text: Prentice Hall Science Explorer Bacteria to Plants pp. 146-150, Lab Zone Discover Activity p. 146, Lab Zone Try This Activity p. 148
 All In One Teaching Resource: Gymnosperms (Guided Reading) pp. 290-292
State the function an angiosperms’ flowers and explain how they reproduce.
 Text: Prentice Hall Science Explorer Bacteria to Plants pp, 151-154, Skills Lab p. 158-159
 Presentation Express: Life Science/Seed Plants/Angiosperms -Active Art (web code cep-1053)
 Transparency: A45
 All In One Teaching Resource: Angiosperms p. 297-299 (Guided Reading), Angiosperms (Review and Reinforce) p. 300; Counting Pollen
(Enrich) p. 301
8.
SAMPLE BELLWORK/DO NOW
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Have students describe the most unusual living thing they have
seen. Ask students to write in their journal: What did it look
like? Where did it live? What was so unusual about it? (p. 6
Preteach – Build Background Knowledge)
Reading Checkpoints pp. 9, 11, 14
Math: Analyzing Data p. 106
How are plants different than animals?
How are plants similar to animals?
How do you think plants reproduce?
SAMPLE ASSESSMENTS
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Section 1 Assessment p. 14
Lab Zone Build Inquiry p. 11 TE
Monitor Progress p. 11 TE, p. 141 TE
Create a Foldable, or Graphic Organizer, or Thinking Map comparing
gymnosperms and angiosperms
Lab Zone Skills Lab p. 15.
Answer focus question in form of explanation
CPS (quick 5 question review, T/F, multiple choice, verbal, Exam view)
Write an explanation: Are all living things organized?
MIDDLE SCHOOL SCIENCE INSTRUCTIONAL GUIDE
8th Grade Theme: Systems
Unit 8-IIb
Unit Question: What Systems Are at Work in Plants?
Focus Question: What reactants create the product of energy for plants?
National Standard and Depth of Knowledge (DOK) Level
Key Concepts
Chloroplasts, photosynthesis, starch, sugar, oxygen, carbon dioxide, reactant,
Plant cells contain chloroplasts, the site of photosynthesis. Plants use
product
solar energy to combine molecules of carbon dioxide and water into
complex, energy rich organic compounds and release oxygen into the
environment. (2)
Cross Curricular Connections:
ELA: Writing Explanations; Career Pathways: Botanist, Horticulturist, Landscaper
September-October
TEACHING OBJECTIVES AND RESOURCES
Weeks 3-8
9.
Identify structures in a plants leaf cells.
 Text: Prentice Hall Science Explorer Bacteria to Plants p 105
 Presentation Express: Life Science/ Intro. To Plants/ Plant Kingdom Active Art (also on www.phschool.com webcode cep-1041)
10. Describe the process of photosynthesis including its reactants and products.
 Text: Prentice Hall Science Explorer Bacteria to Plants pp. 117-119, Science and History pp. 116-117, Design Your Own Lab pp. 120-121
 All In One Teaching Resource: Photosynthesis and Light (Guided Reading) pp. 227-229, Photosynthesis and Light (Review and Reinforce) p.
230
 Transparency: A29, A31
 Presentation Express: Life Science/ Introduction to Plants/ Photosynthesis and Light- Video and Active Art (web code cep-1042)
11. Determine mastery of GLCE (Post Assessment Item(s))
SAMPLE BELLWORK/DO NOW
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How do plants get energy?
How do organisms that eat plants benefit from photosynthesis?
What happens to the food produced in plants that is not used?
Text: Prentice Hall Science Explorer Bacteria to Plants:
Section 2 Assessment 2c p. 119
What would happen if plants were genetically engineered to
not have chloroplasts?
What role does solar energy play in the life of a plant?
SAMPLE ASSESSMENTS
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Write a summary of photosynthesis- include drawings
Answer the focus question in the form of an explanation
Thinking Maps: Multi- Flow showing inputs and outputs of
photosynthesis (change words causes and effects to either
inputs/outputs or reactants/products.
Write an explanation: Is photosynthesis a chemical reaction?