Download Science Biology Grade 11, University Preparation

Unit Plan Overview
Plants: Anatomy, Growth, and Function
Science Biology Grade 11, University Preparation
Submitted by: Jennifer Ferrari
Annalisa Hugh-Sam
Course: Senior Science ABQ, OISE
Course Instructor: Janine Extavour
Date: July 8th, 2011 ( Overview Draft)
No. Of Pages: 6
Overview:
In this unit of study, students will discover the fundamental concepts of plants growth,
development and how they produce products. Students will do this through both inquiry
and research practices. Students will investigate the importance of plants to the
sustainability of the environment. As students progress through this unit, they will learn
about the importance of plants to society and to human populations. Through cooperative
learning activities and differentiated instruction, students will continue to be engaged
throughout their learning. Various assessment tools and strategies are used and
incorporate the 4 different categories of the achievement chart: knowledge,
thinking/inquiry, communication and application. Ongoing formative, reflective and valid
assessment will take place as the unit unfolds. A student-centered approach will be taken,
ensuring that all the individual needs of students are met, making accommodations when
necessary.
Big Ideas:
1)Plants have specialized structures with distinct functions that enable them to respond
and adapt to their environment.
2) Plant variety is critical to the survival and sustainability of ecosystems.
Overall Expectations:
F1- evaluate the importance of sustainable use of plants to Canadian society and other
cultures
F2-investigate the structures and functions of plant tissues, and factors affecting plant
growth
F3-demonstrate an understanding of the diversity of vascular plants, including their
structures, internal transport systems, and their role in maintaining biodiversity
Specific Expectations:
F1.1 evaluate, on the basis of research, the importance of plants to the growth and
development of Canadian [IP, PR, AI, C]
F1.2 evaluate, on the basis of research, ways in which different societies or cultures have
used plants to sustain human populations while supporting environmental sustainability
[IP, PR, AI, C]
F2.1 use appropriate terminology related to plants, including, but not limited to: esophyll,
palisade, aerenchyma, epidermal tissue, stomata, root hair, pistil, stamen, venation,
auxin, and gibberellin [C]
F2.2 design and conduct an inquiry to determine the factors that affect plant growth
[IP, PR, AI]
F2.3 identify, and draw biological diagrams of, the specialized plant tissues in roots,
stems, and leaves using a microscope and models [PR, AI]
F2.4 investigate various techniques of plant propagation [PR]
F3.1 describe the structures of the various types of tissues in vascular plants, and explain
the mechanisms of transport involved in the processes by which materials are distributed
throughout a plant
F3.2 compare and contrast monocot and dicot plants in terms of their structures
F3.3 explain the reproductive mechanisms of plants in natural reproduction and artificial
propagation
F3.4 describe the various factors that affect plant growth
F3.5 explain the process of ecological succession, including the role of plants in
maintaining biodiversity and the survival of organisms after a disturbance to an
ecosystem
Challenges & Misconceptions:
1. Students must recognize that trees, vegetables, and grass are all plants.
2. Students must focus on plants as a whole rather than the individual features of the
plants such as the shape of leaves, the flowers or the colour, etc...
3. Photosynthesis should be clearly explained using a step by step approach.
4. Although a plant is self pollinating it may still depend on animal pollination.
References:
Dunlop et al. (2011). Biology 11. Toronto: McGraw-Hill Ryerson.
Dulson et al. (2011)Biology 11. Toronto: Nelson Thomson Learning.
Galbraith et al. (2001). Biology 11. Toronto: McGraw-Hill Ryerson.
Ritter et al. (2002). Biology 11. Toronto: Nelson Thomson Learning.
“Plant Reproduction: Methods of Pollination (Britannica.com)”
http://www.youtube.com/watch?v=RuYrFwDuYn0&feature=related
“The Life Cycle of Flowering Plants”
http://videos.howstuffworks.com/hsw/17168-the-world-of-plants-flowering-plantsvideo.htm
“Seed Dispersal” http://www.youtube.com/watch?v=zbQ1jWl3AOM
“Plant Biology: Germination and Growth”
http://videos.howstuffworks.com/hsw/7854-plant-biology-germination-and-growthvideo.htm
“Plant Reproduction: Asexual Reproduction (Britannica.com)”
http://www.youtube.com/watch?v=NfPP2CQGuC0
“How to Grow House Plants from Tip Cuttings : Other Ways of Growing House Plants from
Tip Cuttings”
http://www.youtube.com/watch?v=wK195azBKO4&feature=channel
Lesson (Title and
topic)
Expectation
Codes
Lesson 1
The Plant Body
(vascular and nonvascular plants)
F2.1
F3.1
Lesson 2
The Plant Body
(cells)
F2.1
Lesson 3
The Plant Body
(tissues)
F2.1
F2.3
F3.1
Lesson 4
Plant Organs
(roots)
F2.1
F2.3
F3.2
Lesson 5
Plant Organs
(stems)
F2.1
F2.3
F3.2
Lesson 6
Plant Organs
(leaves)
F2.1
F2.3
F3.2
Lesson 7
Plant Organs
(flowers)
F2.1
F3.2
Lesson 8
Inquiry
Investigation
Comparing
Flowers and Their
F2.1
F3.2
Lesson Strategy and Assessment
Strategy: Concept Mapping
Students will use textbooks or the internet to
create a illustrating the differences between
vascular and non-vascular plants.
Assessment: Formative - Rubric based the
communication of information
Strategy: Modeling
Students will use plasticine to create a model of a
plant cell.
Assessment: Formative – A checklist that looks
for all parts of the cell.
Strategy: Question and Answer
Students will look at prepared slides of different
tissues and answer questions.
Assessment: Formative – Answers will be
discussed at the end of the lesson.
Strategy: Cooperative Learning
Students will be provided with a variety of plants
with different root systems. By rotating through
stations, students will answer questions about
roots.
Assessment: Formative – Answers will be
compared with peers.
Strategy: Lab Activities
Students will complete a lab comparing different
plant stems.
Assessment: Formative – Rubric based on the lab
reporting.
Strategy: Lab Activities
Students will look at specimens of different
leaves and identify them with dichotomous keys.
Assessment: Formative – Correct identification
of leaves.
Strategy: Guest Speaker,
Students will have a presentation by a local
gardener who compares the seed, root, stem, and
flower of different plants.
Assessment: Summary of Presentation
Strategy: Lab Activities
Students will use live plant specimens and
photographs of flowering plants to classify plants
as monocots and dicots.
Assessment: Formative – Rubric based on the lab
Evaluation including
criteria addressed from
Achievement Chart
Evaluation: Leveled
Rubric
Achievement Chart: K, T,
C
Evaluation: Checklist
Achievement Chart: K, C
Evaluation:
Correct Answers
Achievement Chart: K, T,
C
Evaluation:
Self-Assessment with
Peers
Achievement Chart: K, T,
C, A
Evaluation:
Leveled rubric
Achievement Chart: K, T,
C, A
Evaluation:
Correct Identifications
Achievement Chart: A, T
Evaluation:
Response Journal
Achievement Chart: K, C
Evaluation:
Leveled Rubric
Achievement Chart: K, T,
C, A
Structures
Lesson 9
Movement of
Fluids
(transpiration)
Lesson 10
Movement of
Fluids
(translocation)
F2.1
F3.1
F2.1
F3.1
Lesson 11
F2.2
Plant Reproduction
(gymnosperms,
F2.1, F2.3,
angiosperms,
F3.2, F3.3,
monocots, dicots)
Lesson 12
F2.1, F2.3,
Plant Reproduction F3.2, F3.3
(pollination, life
cycle)
reporting.
Assessment- Formative
Strategy: Modeling
Students will set up a model to show the process
of transpiration.
Assessment: Formative – Answering Questions
Strategy: Student Presentation
In partners, students will use textbook and the
internet to research translocation. Then present
the information to the class in a creative format
such as role play.
Assessment: Formative – Self & Peer Evaluation
Strategy: Mind Map, T-Chart
Read through 14.1 Plant Reproduction p582-584
as a class. Create a class mind map on the
blackboard to review plant reproduction from
previous chapter. Students will copy this into
their notebooks.
In pairs, using a T-chart, compare and contrast
sexual reproduction in seedless plants, seed plants
and angiosperms, p582-584. Have students
complete this on chart paper and present to the
class Students will complete HW: Learning
Check p584
Assessment: Formative- Answering Above
Questions
Strategy: Interactive Videos, Overhead
Review Figure 14.1,14.3 , 14.8 on Overhead
projector.
Watch the following short you tube video clips on
projector.
Students will be presented with 4-5 questions for
each video on a worksheet. Students will
complete this worksheet and submit it for
marking.
“Plant Reproduction: Methods of Pollination
(Britannica.com)”
http://www.youtube.com/watch?v=RuYrFwDuY
n0&feature=related
“The Life Cycle of Flowering Plants”
http://videos.howstuffworks.com/hsw/17168-theworld-of-plants-flowering-plants-video.htm
“Seed Dispersal”
http://www.youtube.com/watch?v=zbQ1jWl3AO
M
Evaluation:
Correct Answers
Achievement Chart: K, T,
C, A
Evaluation:
Self & Peer Evaluation
Achievement Chart: K, C
Evaluation:
Observation, anecdotal
notes, orally check for
understanding with guided
questions
Achievement Chart: K
Evaluation:
Formative – Rating Scale
Acheivement Chart:
K, T/I
“Plant Biology: Germination and Growth”
http://videos.howstuffworks.com/hsw/7854-plantbiology-germination-and-growth-video.htm
“Plant Reproduction: Asexual Reproduction
(Britannica.com)”
http://www.youtube.com/watch?v=NfPP2CQGu
C0
“How to Grow House Plants from Tip Cuttings :
Other Ways of Growing House Plants from Tip
Cuttings”
http://www.youtube.com/watch?v=wK195azBK
O4&feature=channel
Assessment: Worksheet & HW: Learning Check
p584, 586
Lesson 13
Plant
Reproduction- Day
3
(seed development
and dispersal)
F3.3, F2.1
Lesson 14
Lab/Scientific
Inquiry
F2.1, F2.3,
F3.2, F3.3
Lesson 15
Plant Growth
F2.1, F2.2,
F2.4, F3.4
Lesson 16
Plant Growth
(Inquiry Activity)
F2.1, F2.2,
F2.4, F3.4
Strategy: Cooperative Learning, Jigsaw
(1)Using Table 14.1 and 14.2 divide students into
groups of 4 and do a jigsaw activity on Artificial
Propaganda. Allow time for expert groups to
meet and discuss. Have students present their
leanings to the class, while taking notes in a chart
form.
(2) Take up H/W from previous day
(3) Complete pre-lab questions #1-3, pg. 606
Techniques of Artificial Propaganda Inquiry
Investigation
Assessment: Formative, Self Assessment
Strategy: Inquiry Investigation
(1) Review pre-lab, discuss any safety
precautions
(2) Refer to pg. 606- Students will complete 14-B
Techniques of Artificial Propagation Inquiry
Investigation with a partner.
Assessment: Formative; formal lab report with
rubric
Strategy: Teacher Directed: Smart
Board/Powerpoint
Lesson on 14.2 Plant Growth and DevelopmentPlant Hormones. Using a Smart Board or power
point discuss “Plants Responses to Environmental
Stimuli” and “Other Factors That Affect Plant
Growth”
Assessment: Quiz 14.1
Strategy: Inquiry Activity using heterogeneous
groups
In assigned group, begin planning investigation
Evaluation:
Formative, Checklist for
completed work
Achievement Chart:
K, C
Evaluation:
Assessment rubric
Acheivement Chart:
K, T, C, A
Evaluation: Correct
Answers on Quiz
Achievement Chart: K, T
, C, A
Evaluation: Formative,
Lab Report with Rubric
Achievement Chart: C, A
14C Factors that affect Plant Growth. Read and
discuss plan for lab questions 1-3 p607. Question
#4 must be completed and submitted by end of
period.
Assessment: Formative, formal lab report with
rubric
Strategy: Venn Diagram
Use a Venn Diagram to compare and contrast
Primary and Secondary Succession
Assessment: Learning Check p603, Review
Questions, to be compared with Peers
(Formative)
Lesson 17
Ecological
Succession &
Sustainability
F2.1, F2.2,
F2.4, F3.4
Evaluation: Self & Peer
Assessment
Achievement Chart: K, I ,
T, A
Lesson 18
Ecological
Succession &
Sustainability
(Inquiry)
Lesson 19
Review &
Culminating
Activity
F2.1, F2.2,
F2.4, F3.4
Strategy: Plan Your own Investigation
Complete Succession of Microbial Organisms
(pg.608)
Assessment: Formative Based on Lab
Evaluation- Leveled
Rubric
Achievement Chart: C, A
F2.1
F3.1, F2.2,
F2.4, F3.4
Evaluation: Anecdotal
notes on Question &
Answer
Achievement Chart: K, T
Lesson 20
Unit Test &
Submission of
Culminating
Activity
F1, F2, F3
Strategy: Interactive Game
On power point, students will participate in an
interactive game of Jeopardy, reviewing all key
concepts from the unit
Assessment: Question and Answer
*If time permits, allow students time to work on
Culminating Actvity
1)Unit Test
2)Submit final culminating activity: Comparing
the Sustainability of Bamboo and Cotton Fibres.
Evaluation:
Summative – Test:
Diagrams, Multiple
Choice, True/False, short
answer
Achievement Category:
K, T, C, A
* Note:
1)K=Knowledge/Understanding, I=Thinking/Inquiry, C=Communication, A=Application
2) The above lesson sequence uses the text book below to accompany learning.
Dunlop et al. (2011). Biology 11. Toronto: McGraw-Hill Ryerson.