Download Unit 2 Plants

Greensburg Salem Lesson Planning Template
Andrea Redinger
COURSE: Plant and Animal Biology
UNIT/LESSON TITLE: Unit 2 - Plants
NAME:
Stage 1 Desired Results
What is this unit/lesson about?
In this unit, students are introduced to
Botany or the study of plants. This unit
focuses on how plants maintain homeostasis
using various structures that have specific
functions. The five areas of study include:
plant evolution, roots, stems, leaves and
plant reproduction.
Another end goal of this unit is group
collaboration to become experts in one of
the five main areas. Students then design
and create a video and station review items
in order to teach the class about their plant
structures and functions.
What are the standards for learning
addressed, assessed, and evaluated in this
unit/lesson?
3.1.B.A8. CONSTANCY AND CHANGE
Recognize that systems within cells and
multicellular organisms interact to maintain
homeostasis.
Transfer Goals / Big Ideas
Why do all students need to learn and develop the skills associated with this unit/lesson?
Big Idea #4: Through a variety of mechanisms organisms seek to maintain a biological balance
between their internal and external environments (homeostasis).
Learning Targets / Understandings
Students will understand these concepts:
Meaning
ESSENTIAL QUESTIONS / I CAN STATEMENTS
How did plants evolve?
Identify plant parts and summarize their
functions. Cite evidence on how plants use
these structures and functions to maintain
homeostasis.
I can explain the 5 main steps of plant
evolution.
How are roots, stems and leaves involved in
maintaining homeostasis?
I can identify structures and define functions
of plant components necessary to maintain
homeostasis.
How does a plant reproduce?
I can outline the process of plant
reproduction involving both seeds and fruits.
ALL Students will know (include key
vocabulary)
Acquisition
Students will be skilled at (able to do)…
botany, water cycle, photosynthesis, protists,
multicellular, terrestrial, vascular systems,
seeds, gymnosperms, angiosperms, fruit,
flowers, monocot, dicot, meristematic tissue,
apical meristem, lateral meristem, vascular
cambium, cork cambium, surface tissue,
parenchyma tissue, sclerenchyme tissue,
vascular tissue, xylem, phloem, primary root,
taproot, fibrous root, aerial root,
adventitious root, cactus, rhizome, bulb,
corm, stolon, node, internode, lenticel, bud,
bud scales, epidermis, cortex,
pith/heartwood, vascular bundles, wood
sapwood, bark, chloroplasts, chlorophyll,
chromatography, transpiration, gas
exchange, blade, petiole, epidermis layer,
stomata, palisade mesophyll layer, spongy
mesophyll layer, vascular layer, vein, sepal,
petal, stamen, anther, filament, carpel, pistil,
stigma, style, ovary, pollination, simple,
aggregate, and multiple fruits, endocarp,
mesocarp, exocarp
Prioritized knowledge and ideas for students
with complex/exceptional instructional
needs:
Learning Support
Gifted
Identify plant structures and
identify/observe patterns throughout a
plant.
Explain phenomena in terms of concepts
regarding functions of plant structures in
order to maintain homeostasis.
Designing and creating a video production
using multimedia.
Prioritized skills for students with
complex/exceptional instructional needs
Learning support
Gifted – Create a section in the pond area for
each stage of plant evolution.
Attempt a full life cycle of your plant of choice
from germination of a seed to pollination and
reproduction.
Stage 2 – Evidence
Evaluative Criteria
What evidence will be used to evaluate how student meet the
learning targets?
Assessment Evidence
What assessments and feedback will be used to determine students
are making progress toward learning the key knowledge in this
unit/lesson?
Designing and creating a video production with a focus on one plant
area of study.
Individualized Plants Station Review
Video Analysis
Exam - Unit 2 Plants
Individualized Plants Station Review
Plants Unit Review
NAME:
Course:
Unit/Title:
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Day
Objective:
Instructional Activities:
Assessments:
Materials & Resources:
Barriers to Learning:
Day
Objective:
Instructional Activities:
Assessments:
Materials & Resources:
Barriers to Learning:
Day
Objective:
Instructional Activities:
Assessments:
Materials & Resources:
Barriers to Learning:
Day
Objective:
Instructional Activities:
Assessments:
Materials & Resources:
Barriers to Learning:
Day
Objective:
Instructional Activities:
Assessments:
Materials & Resources:
Barriers to Learning:
Day
Objective:
Instructional Activities:
Assessments:
Materials & Resources:
Barriers to Learning:
Day
Objective:
Instructional Activities:
Assessments:
Materials & Resources:
Barriers to Learning:
NAME:
Course:
Unit/Title:
Individualized Student Planning
Student Name
Standards Aligned IEP/GIEP
Goals
Student-Specific IEP/GIEP
Student-specific supports,
accommodations, or
modifications