Download Unit Topic or Theme: Plants

Unit Topic or Theme: Plants
Subject/Course: Life Science
Grade Level: 7
# of Students: 78
Class Duration: 40
minutes
Lesson Topic: Leaves
Day 8 of 10
Teacher’s Initials:
Date:
Your Name: Kayla Lengerich
Instructional Goals
At the end of this lesson, students will be able to describe the function of leaves and of
flowers. They will be able to explain the process of photosynthesis, identify leaf parts,
identify flower parts, and describe the process of transpiration.
Lesson Rationale and/or Summary (as required by instructor)
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Because humans are naturally curious, learning about the functions of leaves and
flowers is an interesting and important lesson when talking about plants. Students
should be able to identify the parts of leaves and flowers so that they will
understand why plants have leaves and flowers and what they do for the plant.
Students will discuss leaves and their functions. They will view labeled pictures to
be able to visualize what the parts and purposes are of leaves and flowers. Students
will also discuss how some plants use flowers in order to reproduce.
Objectives
Students will be able to:
 Identify the parts of a flower
 Identify the parts of a leaf
 Describe the functions of both leaves and flowers
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Investigate the great variety of body plans and internal structures found in
multicellular organisms. (Life Sciences, 7.1)
Explain the photosynthetic cells convert solar energy into chemical energy that is
used to carry on life functions. (Life Sciences, 7.7)
Resources
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Paper
Pencils
Power Point presentations
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Leaf part handout
Flower part handout
Life Science. Austin, TX: Holt Science and Technology, 2001.
Procedures (Four Components)
I. Readiness/Motivation for Lesson: Engage
Allotted Time: 5 minutes
 Students will do a Question of the Day in order to get their minds thinking about
plants. I will ask them to write 2-3 sentences for both herbaceous and woody stems,
describing them.
 I will call on students to share what they have written.
 “Can you give me an example of both that you see often?”
 I will call on students to share examples.
II. Lesson Development: Explore, Explain, Extend
Allotted Time: 30 minutes
 Students will take out their notes, and we will begin our discussion by talking about
leaves.
 “What do you think the main function of leaves is?”
 I will call on students to answer. The correct answer is to make food by the process
of photosynthesis.
 Even though students are familiar with the process of photosynthesis, we will
review it. I will first ask a student to give me a summary, and kick off from there.
 After discussing photosynthesis, I will show students a labeled picture of a leaf and
its parts. A handout identical to the picture will be passed out.
 We will discuss the parts of the leaf and their purposes: epidermis, stomata, guard
cells, phloem, xylem, cuticle.
 “Stomata is the Greek word for ‘mouth’. What do you think the stomata does?”
 “Think of the name ‘guard cells’. What function does it sound like they carry out?”
 I will then put up a picture of a labeled flower, and have students flip their handouts
over to the side with the flower.
 We will discuss the parts of the flower and their purposes: petal, pistil, ovule, sepal,
stamen.
 We will discuss how flowers sexually reproduce, and that stamens are the male
reproductive structures and pistils are the female reproductive structures.
 We will discuss pollination through wind and with the help of animals.
 “How does a flower attract an animal?”
 “Great discussion, everyone.”
III. Lesson Closure: Summarize, Link
Allotted Time: 5 minutes
 “Flowers look pretty and most people like to get flowers or smell them or just look
at them, but remember how important they are to the plant as well!”
 I will remind students that their test is on Friday and that we will be having a review
day tomorrow.
 I will remind students to be working on their study guides.
IV.
Evaluate:
 Informal evaluation to see what needs to be talked about in more detail
on review day and what students seem to understand.
Adaptations/Differentiation: (Optional, as prescribed by instructor)
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Students may receive print-outs of notes