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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 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 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 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 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?