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By: Jessica Mathis
Edu 321- 9:30a
Biology: Principles & Explorations. Annotated Teacher’s Edition; Tennessee Edition.
Chapter 24: Introduction to Plants, pgs. 518-545
9th grade level
This Chapter was an Introduction to Plants. It introduced the four groups of
plants; nonvascular, seedless vascular, gymnosperms, and angiosperms. The Chapter
explains the parts of the vascular plant and the importance of survival. The two types of
Angiosperm; monocots and dicots, are introduced. The Chapter ends with an
explanation about how plants are used in food, clothing, and medicine that are
importance to humans.
Tennessee
Standard 5.0 Diversity
The student will investigate the diversity of organisms by analyzing taxonomic systems,
exploring diverse environments, an comparing life cycles.
Instructional Lesson Objectives
TSWBAT initially define vocabulary found in Chapter 24: Introduction to Plants.
TSWBAT initially classify vocabulary into a graphic organizer.
TSWBAT distinguish between literal, interpretive, and applied levels of comprehension.
TSWBAT differentiate passages found on the QAR study guide by reading the assigned
texts and completing the guide.
TSWBAT analyze the adaptations of plants that made their survival on land successful.
TSWBAT list plant characteristics that are unique to the survival of the 4 groups of
plants.
TSWBAT differentiate between nonvascular, seedless vascular, Gymnosperms and
Angiosperms by completing a graphic organizer.
TSWBAT identify uses for plants that are important to dietary and material needs of
humans.
TSWBAT classify the many uses for plants using a graphic organizer.
TSWBAT summarize the text by completing a study guide.
TSWBAT demonstrate team problem solving skills by deciding on a single answer
while playing Jeopardy to prepare for the upcoming exam.
TSWBAT rewrite the evolution of Angiosperms using a formal descriptive essay.
TSWBAT analyze their thoughts about plants using a graphic organizer.
TSWBAT examine a peers’ paper to provide positive criticism.
TSWBAT present their final project using PowerPoint.
TSWBAT distinguish between vocabulary words from the text.
TSWBAT interrelate the vocabulary words by using an OPIN strategy to complete a
vocabulary worksheet.
TSWBAT investigate Angiosperm advances.
TSWBAT select information on Angiosperms through a WebQuest to complete a journal.
TSWBAT design an Angiosperm Journal.
MARYVILLE COLLEGE
Division of Education
Lesson Plan Form
Student Teacher: _______Jessica Mathis___________________________________________
Grade Level and/or Subject/Topic: _______9th grade Biology ____________________________
Instructional Model: ________PreP Pre-reading______________________________________
Date/Time: ___________________________________________________________________
Tennessee Curriculum
Standards/Blueprints for Learning
Instructional Lesson Objectives
(SoLoCO)
Tennessee Standard 5.0 Diversity
TSWBAT initially define vocabulary found in Chapter 24:
Introduction to Plants.
The student will investigate the diversity
of organisms by analyzing taxonomic
TSWBAT initially classify vocabulary into a graphic
organizer.
systems, exploring diverse environments,
Materials/Technology
an comparing life cycles.
PreP Worksheet with Vocabulary Terms
Butcher Paper for initial webbing/cluster organizers
Markers
Flower Pot
Cutout of leaves
Inclusion Students
Lesson Modification Strategies
Determined by the IEP specifications
Set/Focus
ABK: Can you think of a creative way to use a plants? A food that you might eat that comes from a plant
or a favorite piece of clothing made from plants?
IA: Discuss your answers with 3 people who sit next to you.
RRL: How many times a day to you think you use parts of plants in your everyday life?
LL: Today we are going to start a unit introducing plants. We are going to go over some terms you might
or might not be familiar with that go along with the Chapter. You will be using a PreP guide to help you
get ready to read. We will go through all the terms and try to figure out the meaning of the terms and
then, as a group, you will decide on how to group them as you think they should be using a web or cluster
organizer.
Lesson (you may need to attach additional pages)
Introduction to Plants is the title of the Chapter the students are getting ready to begin.
When the students first arrive in class they will each be given a leaf cutout. They will put their name (and
last initial if there is more than one student with the same first name) and deposit it into an empty
flowerpot.
A list of vocabulary terms that will be introduced in the chapter will be written on the board as well as on
the PreP handout.
The following terms will be found in the chapter in bold print: (Bold: 1st section, Regular: 2nd section,
italics: 3rd section)
Cuticle
Stoma
Guard cell
Vascular system
Nonvascular plant
Vascular plant
Seed
Embryo
Seed plant
Flower
Phloem
Xylem
Shoot
Root
Meristem
Rhizoid
Rhizome
Frond
Cone
Gymnosperm
Angiosperm
Fruit
Endosperm
Monocot
Dicot
Vegetable part
Cereal
Grain
The student’s leaves will be randomly chosen out of the flowerpot. They will try to define a word from
the list the best they can. Some definitions will probably be made up. The students will then be divided
into groups and using the definitions given by the students, each group will try and make a graphic
organizer (web, cluster, etc) grouping the words together. After they group the words together, the
students will brainstorm the most accurate title for their organizer. They will put all the information on a
piece of butcher paper and share their ideas with the whole class.
Closure
Each group will share their organizers with the class and explain why they feel that the words should be
grouped together as they did. They will describe the importance of their rational.
Reflection
Lesson Evaluation/Changes
Classroom participation and the completion of their graphic organizers is an assessment. Their
initial knowledge might not by much, but the ideas they come up with to define each word will get the
students thinking about what will come up within the chapter introducing plants.
MARYVILLE COLLEGE
Division of Education
Lesson Plan Form
Student Teacher: _______Jessica Mathis________________________________________________
Grade Level and/or Subject/Topic: _______9th grade Biology ________________________________
Instructional Model: ________QAR interpretation guide___________________________________
Date/Time: _________________________________________________________________________
Tennessee Curriculum
Standards/Blueprints for Learning
Instructional Lesson Objectives
(SoLoCO)
Tennessee Standard 5.0 Diversity
TSWBAT distinguish between literal, interpretive, and
applied levels of comprehension.
The student will investigate the diversity
of organisms by analyzing taxonomic
systems, exploring diverse environments,
an comparing life cycles.
TSWBAT differentiate passages found on the QAR study
guide by reading the assigned texts and completing the guide.
TSWBAT analyze the adaptations of plants that made their
survival on land successful.
Materials/Technology
Textbook
QAR guide
Pen/Pencil
Inclusion Students
Lesson Modification Strategies
Determined by the IEP specifications
Set/Focus
ABK: What kinds of adaptations do you think that plants have had to make throughout their existence?
IA: Share your thoughts with your neighbor.
RR: How could you compare plant adaptations to the ones humans have made?
LL: Today we will be reading a short passage from the Chapter. You will complete a study guide for the
reading. We will be focusing on different ways that plants have adapted so that they are more successful
on the Earth. We will also focus on the three levels of comprehension.
Lesson (you may need to attach additional pages)
Reading will be pages 520-525 on the Adaptations of Plants.
See Attached QAR
Closure
The students will turn in their QAR guide for the teacher to look at and grade. The answers to the guide
help to determine the students’ ability to understand the three levels of comprehension. The students also
have to make a mark in the text to support their answer and that will assess the students ability to
understand and identify the adaptations that plants made for their survival on land to be successful.
Reflection
Lesson Evaluation/Changes
The completion of the QAR guide and the students’ participation in the discussion is an assessment. The
different levels of comprehension can provoke the students into a discussion about literal and interpretive
responses to texts. They also give their reasonings and rational about applied comprehension of the text
readings.
QAR:
Over the readings on pages 520-525
Literal: put an X next to any of the following statement that the author said in the text. Put some
distinguishing mark next to the sentence in the text (in pencil) to support your answer.
_____1) The Kingdom Plantae is a very diverse group.
_____2) The first plants lived at the edges of bodies of water.
_____3) Stomata let things get in and out as the guard cell change shape.
_____4) Pollen permits the sperm of most plant to be carried by wind or animals rather than by
water.
_____5) The most important change in plants was the development of tissues that move water.
_____6) Vascular tissue permitted larger and more-complex plants to evolve.
_____7) A seed is a structure that contains the embryo of a plant.
_____8) A reproductive structure that produces pollen and seeds in a flower.
_____9) Plants have gametophytes and sporophytes that look very different.
_____10) An increase in size enables cell specialization.
Interpretive: put an X next to any of the following statements that the author implies in the texts. Put
some distinguishing mark next to the sentence in the text (in pencil) to support your answer.
_____1) There were several adaptations that plants had to make before they would be successful on
land.
_____2) A lot of plant species have special relationships with fungi that helped them absorb nutrients.
_____3) Putting wax on plants like putting wax on cars keeps oxygen and carbon dioxide from
passing through.
_____4) Sperms from plants had to adapt special coatings in order to survive on land.
_____5) Plants had to adapt in several ways so that they could be successful on land.
_____6) Smaller plants with no vascular systems are nonvascular plants, while larger plans with
complex tissues for material transport are vascular plants.
_____7) Seeds offer survival by protection, nourishment, plant dispersal, and delayed growth.
_____8) Cross pollination by wind pollinators works well because of large amounts of pollen
produced.
_____9) Vascular plants have a lot more specialized cells so they can become more complex.
_____10) Shoots, roots, and meristems are parts of the vascular plant’s distinctive body form.
Applied: Put an X next to each statement that can be supported by the text, but are not necessarily in
the text. You can use your opinion to decide whether the text supports the statements. Put some
distinguishing mark next to the sentence in the text (in pencil) to support your answer.
_____1) The success of plants was strengthened mostly by reproductive adaptations.
_____2) Vascular plants are better then nonvascular plants.
_____3) Plants that live on land are better than plants that live in the water.
_____4) Plants that are more complex are better than simple plants.
MARYVILLE COLLEGE
Division of Education
Lesson Plan Form
Student Teacher: ______Jessica Mathis________________________________________________
Grade Level and/or Subject/Topic: ____9th grade Biology___________________________________
Instructional Model: _____Reading Road Map____________________________________
Date/Time: ______March 11, 2008_____________Edu 321-9:30a_____________________________
Tennessee Curriculum
Standards/Blueprints for Learning
Instructional Lesson Objectives
(SoLoCO)
Tennessee Standard 5.0 Diversity
TSWBAT list plant characteristics that are unique to the
survival of the 4 groups of plants.
The student will investigate the diversity
of organisms by analyzing taxonomic
systems, exploring diverse environments,
and comparing life cycles.
TSWBAT differentiate between nonvascular, seedless
vascular, gymnosperms, and angiosperms by completing a
graphic organizer.
Materials/Technology
Reading Road Map
Pencil
Markers
Paper (graphic organizer and answer sheet)
Textbook
Optional: PowerPoint slide examples from 4 groups of plants
Inclusion Students
Lesson Modification Strategies
Determined by IEP specifications
Set/Focus
AKB: What are the characteristics of plants and what makes them survive by their evolutionary advances.
IA: Compare review ideas with 4 people around you.
RRL: How many plants do you see around you? Do they all look the same? What makes certain plants
look different than others?
LL: Today we are going to learn about the 4 groups of plants and how to know the different between
them. We will find unique characteristics for each group and make a graphic organizer to compare and
contrast the 4 groups.
Lesson (you may need to attach additional pages)
See Attached Reading Road Map
Closure
Students will take a short quiz on examples of each of the 4 groups of plants. They will have one written
example of each and one picture of each group. This will assess the reading and comprehension of the
groups of plants, the ability to differentiate between the 4 groups, and to understand the unique
characteristics to each group for identification.
Reflection
Lesson Evaluation/Changes
The complete Reading Road Map is an assessment tool. Are all the questions filled out and are all
understood? The graphic organizers assess the students’ ability to differentiate between the 4 groups of
plants. The short quiz will assess the students’ understand and ability to identify plant examples from the 4
groups of plants.
START
Reading Road Map
THINK &
Kinds of Plants SHARE
Before Reading
Introduction
READ &
RECORD
Quick Flip through
p.526-533
Kinds of Plants
p. 526
THINK &
REFLECT
Key features of
nonvascular plants
READ &
RESPOND
p. 527
Kinds of nonvascular
plants
Figure 24-10
READ &
DEFINE
p. 528-529
Seedless vascular plants
do not make seeds
QUICKLY
READ AND
RESPOND
p. 530-531
Gymnosperms Are Seed
Plants that Produce
Cones
p. 532
Angiosperms Are Seed
Plants that Produce
Flowers
p. 533
Figure 24-1
CAREFULLY
READ &
REFLECT
QUICKLY
READ &
RESPOND
READ &
REFLECT
p. 533
Kinds of Angiosperms
STOP
List your own ideas of kinds
of plants.
What are the 4 kinds of
plants that the book
defines?
Carefully read Key Features
of Nonvascular Plants.
Write down what makes
nonvascular plants unique
and your opinion if the
characteristics have
drawbacks.
List the 3 types of
nonvascular plants
identified by the text.
List an example from the 3
types of nonvascular plants.
Carefully read Key Features
of Seedless Vascular
Plants. Write down what
makes vascular plants
unique and examples of
Seedless Vascular Plants.
Compare/Contrast vascular
seedless and nonvascular
plants.
True or False?
Large Plants are more
complex than smaller
plants. Explain your
answers
Read the section on
angiosperms. What makes
them different from
gymnosperms?
Quickly scan the table.
What do you find besides
flowers in the table?
After reading this section,
make a graphic organizer
showing the similarities
and differences in the 4
major groups of plants.
Quiz
1) Which plant is an example of a gymnosperm?
a.
b.
c.
d.
Pine tree
Dogwood tree
Liverwort
Whisk Fern
2) Which of the following is an example of a seedless vascular plant?
a.
b.
c.
d.
3) Which plant is an example of a nonvascular plant?
a. Magnolia Tree
b. Hornwort
c. Douglas Fir
d. Fern
4) What is the 4th group not specified in the other questions? Draw one characteristic unique to this group.
Answer: Angiosperm………
MARYVILLE COLLEGE
Division of Education
Lesson Plan Form
Student Teacher: ____________Jessica Mathis___________________________________________
Grade Level and/or Subject/Topic: __________9th grade Biology_____________________________
Instructional Model: ________Graphic Representation Plan_________________________________
Date/Time: _________March 13, 2008__________Edu 321-9:30a___________________________
Tennessee Curriculum
Standards/Blueprints for Learning
Instructional Lesson Objectives
(SoLoCO)
Tennessee Standard 5.0 Diversity
TSWBAT identify uses for plants that are important to
dietary and materials needs of humans.
The student will investigate the diversity
of organisms by analyzing taxonomic
TSWBAT classify the many uses for plants using a graphic
organizer.
systems, exploring diverse environments,
Materials/Technology
an comparing life cycles.
Textbook
Graphic Organizer
Markers or Colored Pencils
Pencil
Inclusion Students
Lesson Modification Strategies
Determined by the IEP specifications
Set/Focus
ABK/RRL: What kind of food did you eat yesterday? Do you know where it all came from? What are
your clothes made of? Do you know where the materials came from?
IA: Discuss with your neighbor your thoughts about the food you ate yesterday and your clothing.
LL: Today we are going to read a section in your textbook related plants products. We will find out about
some food that plants produce, as well as, clothing materials and building materials that come from plants.
Lesson (you may need to attach additional pages)
See Attached Graphic Organizer
Closure
The students will turn in their graphic organizers and each student will be graded on their individual
organizer. They will classify the ways in which they have identified the ways in which plants are
important in our lives, both in food means and in material means. The graphic organizer will be the
assessment of the student comprehension and their ability to pick out the important uses of plants with the
selected text. The teacher will also verbally ask the students; In what ways do humans use plants in our
everyday lives? Do you have a favorite outfit or food that is made from a plant?
Reflection
Lesson Evaluation/Changes
Classroom participation and the completion of their graphic organizer will assess the students. Their
ability to read the text and rationally organize the ways plants are important in our lives.
Read through pages 534-540. In the graphic organizer below, list the title of the section in the top
space. Then list the two major uses for plants that you find within the section. From there, both of the
uses are broken into specific examples. Complete the organizers by breaking down the uses of plants
in our lives. Every space will have an answer.
Read through pages 534-540. In the graphic organizer below, list the title of the section in the top
space. Then list the two major uses for plants that you find within the section. From there, both of the
uses are broken into specific examples. Complete the organizers by breaking down the uses of plants
in our lives. Every space will have an answer.
Plants in our Lives
Food for Animals
Fruits
Wood
Vegetables
Medicines
Root Crops
Fibers
Legumes
Cereals
Wheat
Corn
Rice
Nonfood Uses
MARYVILLE COLLEGE
Division of Education
Lesson Plan Form
Student Teacher: _________Jessica Mathis______________________________________________
Grade Level and/or Subject/Topic: _______9th grade biology_________________________________
Instructional Model: _____________Post-reading lesson plan______________________________
Date/Time: _________March 25, 2008__________Edu321-9:30a_____________________________
Tennessee Curriculum
Standards/Blueprints for Learning
Instructional Lesson Objectives
(SoLoCO)
Tennessee Standard 5.0 Diversity
TSWBAT summarize the text by completing a study guide.
The student will investigate the diversity
TSWBAT demonstrate team problem solving skills by
deciding on a single answer while playing Jeopardy to
prepare for the upcoming exam.
of organisms by analyzing taxonomic
systems, exploring diverse environments,
and comparing life cycles.
Materials/Technology
Worksheets
Computer with Jeopardy presentation
Pencil or pen
Buzzer or bell (to ring in with)
Board to keep score on (with a marker and eraser)
Inclusion Students
Lesson Modification Strategies
Determined by the IEP specifications
Set/Focus
AKB: What are some characteristics and uses of plants? What makes them survive by their evolutionary
advances? Do you remember the rules of the classroom when doing any group activity?
IA: Compare answers with group.
RRL: How do we use indoor voices and not scream out answers? How can we use the study guides as a
help with Jeopardy? How many things can you remember about the 4 groups of plants and the importance
about plant uses?
LL: Today we are going to review the chapter to get ready for the test. We will work on a study guide and
get ready for group Jeopardy. This will help to review what is important in the Chapter and what you will
want to focus on while studying for the test.
Lesson (you may need to attach additional pages)
Each student will be given a study guide. They will work on each section. The first section is
differentiating between two vocabulary words. There are multiple choice questions. Then there is a short
answer to see what the students remember about vegetable parts of plants. The last part of the study guide
is how students can take a chart and relay the information off of it for different types of questions.
See Attached Study Guide
Jeopardy made in PowerPoint
Jeopardy will help them see what knowledge they have and where they need to focus their studies on for
the test. They will talk among the group members, but students can not use their books or notes for
Jeopardy.
Closure
The students will turn in their study guides to be graded. This will assess their ability to summarize the
text. The assessment for team problem solving skills can either be observed or each team will keep a
record of their questions, how they answered them, and why they chose the answer the team went with.
Reflection
Lesson Evaluation/Changes
Completion of the study guide by each individual student will be an assessment of their comprehension of
the text and materials that were covered in the chapter throughout the unit. The study guide will show
their ability to understand the differences in the 4 groups of plants, the uses or plants, and what makes
plants able to survive on land based on structures. Playing Jeopardy will help them review the material
from the study guide as well and show their ability to work as teams to get the right answer while playing
a game to help them study.
Understanding Vocabulary For each pair of terms, explain
the differences in their meaning.
a. xylem, phloem
b. shoot, root
c. rhizoid, rhizome
d. seed, fruit
What structure made it possible for plants to prevent water loss on land?
a.
b.
mycorrhizae
cuticle
c. pollen
d. seed
Plant life cycles include a diploid individual that is called a(n)
a. sporophyte
b. gametophyte
c. zygospore
d. epiphyte
A friend is concerned that your vegetarian diet is not healthy. Make a list of measures you
would take to ensure that your diet will provide you with all the nutrients you need.
Use the table below to answer the questions that follow:
Some
Subgroup
Monocots
Dicots
families of
Family
Amaryllis
Bromeliad
Palm
Carrot
Mallow
Mint
Angiosperms
Examples
Garlic, narcissus, onion
Pineapple, Spanish moss
Coconut, date, palmetto
Carrot, celery, parley
Cotton, hibiscus, okra
Rosemary, sage, thyme
Which families in this table are dicots?
Which families in this table are monocots?
Which family in the table contains a plant that is an important source of fibers?
Identify the family to which each of the following plants belongs.
a. orka
b. coconuts
c. onion
d. celery
MARYVILLE COLLEGE
Division of Education
Lesson Plan Form
Student Teacher: ___________Jessica Mathis____________________________________________
Grade Level and/or Subject/Topic: _________9th grade Biology______________________________
Instructional Model: ________Vocabulary/Concept_____OPIN______________________________
Date/Time: _________April 15, 2008___________________________________________________
Tennessee Curriculum
Standards/Blueprints for Learning
Instructional Lesson Objectives
(SoLoCO)
Tennessee Standard 5.0 Diversity
TSWBAT distinguish between vocabulary words from the
text.
The student will investigate the diversity
of organisms by analyzing taxonomic
systems, exploring diverse environments,
an comparing life cycles.
TSWBAT interrelate the vocabulary words by using an
OPIN strategy to complete a vocabulary worksheet.
Materials/Technology
Pen or Pencil
Worksheet
Textbook
Inclusion Students
Lesson Modification Strategies
Determined by the IEP specifications
Set/Focus
AKB: What vocabulary words do you remember from the Chapter? Are any of the words unclear?
IA: Compare answers with your neighbor. Ask them if they know what words you might not.
RRL: What makes plants unique? What vocabulary words in the Chapter describe evolutionary advance
structures in plants? What structures help to separate out the 4 groups?
LL: Today we are going to complete a guide for strengthening vocabulary. Each of you will be in a group
of four. Answer each of the questions with one of the vocabulary words. Not only do I want an answer,
but I want an explanation why you chose the word that you used.
Lesson (you may need to attach additional pages)
Extra practice in vocabulary is always needed.
Students get the opportunity to ask about any vocabulary words they do not understand.
They will all get a worksheet and then get broken up into groups. Each group will discuss the sentence
with the missing word and decide which vocabulary word should be there.
After all groups are finished they will pick one person as a spokesperson and share what vocabulary word
they chose and why they chose it for each sentence.
See attached worksheet.
Closure
The completed worksheet will be turned in for the teacher to look at. The students will finish the
worksheet and the answers will be discussed in class. The students will share the answer they provide and
the explanation why the chose the vocabulary word they did. All vocabulary words will be used for the
chapter.
Reflection
Lesson Evaluation/Changes
The answers on the worksheet will assess the students’ ability to understand the vocabulary that was in the
chapter. Extra practice with the vocabulary help students to understand the meanings and the worksheet
gives real examples of how to apply the vocabulary in context more than glossary meanings.
From the following list of vocabulary words, read the sentence and choose the best fitting word.
Remember to write the reason for why you choose that word. The reason cannot be because I said
so.
Cuticle
Stoma
Guard cell
Flower
Shoot
Rhizoid
Cone
Fruit
Dicot
Grain
vascular system
vascular plant
embryo
phloem
root
rhizome
gymnosperm
endosperm
vegetative part
nonvascular plant
seed
seed plant
xylem
meristem
frond
angiosperm
monocot
cereal
1.
A fruit is the part of a plant that contains seeds, and a _____vegetative part________ is any
nonreproductive part of a plant. ________________________________________________
______________________________________________________________________________
2. Most of the food that people eat come directly or indirectly from the fruits of ___cereal____, which
are grasses. ______________________________________________________________
______________________________________________________________________________
3. Cereal grasses produce large numbers of a type of edible, dry fruit call a __grain______. ___
______________________________________________________________________________
4. The __cuticle___ is a waxy layer that covers the nonwoody aboveground parts of most plants.
______________________________________________________________________________
5. Pores called ___stoma___ permit plants to exchange oxygen and carbon dioxide. _________
______________________________________________________________________________
6. A specialized pair of cells called ____guard cells____ border each stoma. _______________
______________________________________________________________________________
7. Large and complex plants have a ____vascular system____ that help distribute materials better.
_______________________________________________________________________
______________________________________________________________________________
8. Small plants with no vascular systems are called ___nonvascular plants___; while plants with a
complex system are called ___vascular plants____. _____________________________
______________________________________________________________________________
9. A __seed__ is a structure that contains the embryo of a plant. _________________________
______________________________________________________________________________
10. An ___embryo___ is an early stage in the development of plants and animals. __________
______________________________________________________________________________
11. Most plants today are ___seed plants___--vascular plants that produce seeds. ___________
______________________________________________________________________________
12. The last important adaptation to appear in plant evolution is the ___flower___. __________
______________________________________________________________________________
13. Soft-walled cells that transport organic materials are the __phloem__; while the hard-walled cells
that transport water and mineral nutrients are the __xylem___. ______________________
______________________________________________________________________________
14. The part of the plant that grows mostly upward is the ___shoot___. ___________________
______________________________________________________________________________
15. The part of the plant that grows mostly downward is the __root___. ___________________
______________________________________________________________________________
16. Zone of active diving plant cells is called the ___meristems___. _____________________
______________________________________________________________________________
17. Hairlike projections called __rhizoids__ anchor gametophytes to the surfaces on which they grow.
________________________________________________________________________
______________________________________________________________________________
18. Horizontal underground stems are called __rhizomes__. ____________________________
______________________________________________________________________________
19. Most fern sporophytes have a rhizome that is anchored by roots and leaves called __fronds__.
__________________________________________________________________
______________________________________________________________________________
20. Clusters of nongreen spore-bearing leaves from a structure call a __cone__. ____________
_____________________________________________________________________________
21. __Gymnosperms__ are seed plants whose seeds do not develop within a fruit. __________
______________________________________________________________________________
22. Monocots and dicots are examples of __Angiosperms__; which are plants that produce flowers
and fruit. _______________________________________________________________
______________________________________________________________________________
23. The structures in which the seeds of angiosperms develop are called __fruits__. _________
______________________________________________________________________________
24. Stored food called __endosperm__ give nourishment to the embryo before the seed matures.
______________________________________________________________________
______________________________________________________________________________
25. __Monocots__ are flowering plants that produce seeds with one seed leaf; __Dicots__ are
flowering plants that produce seeds with two seed leaves. _______________________________
______________________________________________________________________________
MARYVILLE COLLEGE
Division of Education
Lesson Plan Form
Student Teacher: __________Jessica Mathis__________________________________________
Grade Level and/or Subject/Topic: _____________9th grade Biology__________________________
Instructional Model: ________Writing Process Lesson_____________________________________
Date/Time: ________________________________________________________________________
Tennessee Curriculum
Standards/Blueprints for Learning
Instructional Lesson Objectives
(SoLoCO)
Tennessee Standard 5.0 Diversity
TSWBAT rewrite the evolution of angiosperms using a
formal descriptive essay.
The student will investigate the diversity
of organisms by analyzing taxonomic
systems, exploring diverse environments,
TSWBAT analyze their thoughts about plants using a
graphic organizer.
TSWBAT examine a peers’ paper to provide positive
criticism.
an comparing life cycles.
TSWBAT present their final project using PowerPoint.
BAT present their final project in a creative way.
Materials/Technology
Paper
Pencil and pen
Graphic organizer
Peer editing guide
Computer
Materials for presentation (TBD)
Inclusion Students
Lesson Modification Strategies
Determined by the IEP specifications
Set/Focus
ABK/RRL: What kinds of modifications did angiosperms have to make to become successful on land?
What makes angiosperms different from vascular seedless plants, gymnosperms, and non vascular plants?
IA: Discuss with your neighbor your thoughts about plant success and the differences in the plant groups.
LL: Today we are going to start a five day writing process. First you will brainstorm all the ideas you can
think of about the 4 groups of plants and write down all the similarities and differences using a graphic
organizer. Next we will take the organizer and you will turn this into a descriptive essay. The next step
will be switching papers with a neighbor and you will peer edit and critique each other using a guide I will
provide. You will then make revisions to your paper and come up with a creative way to present your
paper. You make use PowerPoint or create a poster. Each student will present your finish project.
Lesson (you may need to attach additional pages)
Formal descriptive essay:
Imagine you are a new terrestrial angiosperm in the area and you are trying to explain to a group of
gymnosperms, seedless vascular plants and nonvascular plants the benefits you have for survival. In a
descriptive essay, compare and contrast the evolutionary benefits of being an angiosperm to that of the
other four groups. Remember to discuss the importance of your flowers and other adaptations that ensure
your survival on land.
Day 1: The students will fill out a graphic organizer listing all the benefits from each of the 4 plant
groups. They also need to list any differences that make each group unique.
Day 2: The students will turn their thoughts from the graphic organizer into a rough draft of their paper.
Day 3: The students will pick a partner and switch papers, using the attached peer review and editing
guide they will critique their partner’s paper. They will switch back papers and review what was said by
their peer editor.
Day 4: The students will finish their revised draft and start their presentation ideas for the project
Day 5: The student will present their projects using PowerPoint and turn in the finalize written essay.
Closure
Students will show progress for each step of the process. Their formal essay will be turned in with a
graphic organizer and a peer review sheet. Each day the work will be collected and looked at by the
teacher. The work will be given back the next day and they will continue with the next step. The students
will present their final work on the last day of the Lesson.
Reflection
Lesson Evaluation/Changes
Students will turn in their graphic organizers with their formal essay. Each essay will have a peer
reviewed sheet showing who looked at their papers. The presentations will close the lesson with the
students’ thoughts and understanding of the differences in the 4 groups of plants and why angiosperms are
so successful even through they are the youngest group of plants.
Look at my flowers....where are yours?
Teacher Name: Ms. Mathis
Student Name:
CATEGORY
Graphic
Organizer
10%
First Draft
10%
Content and
Style
5%
Mechanics
________________________________________
Excellent
Good
Fair
Poor
Graphic organizer or
outline has been
completed and
shows clear, logical
relationships
between all topics
and subtopics.
Graphic organizer or
outline has been
completed and
shows clear, logical
relationships
between most topics
and subtopics.
Graphic organizer or Graphic organizer or
outline has been
outline has not been
started and includes attempted.
some topics and
subtopics.
Detailed draft is
Draft includes all
neatly presented and required information
includes all required and is legible.
information.
Draft includes most Draft is missing
required information required information
and is legible.
and is difficult to
read.
All paragraphs
include introductory
sentence,
explanations or
details, and
concluding sentence.
Most paragraphs
include introductory
sentence,
explanations or
details, and
concluding sentence.
Paragraphs included
related information
but were typically not
constructed well.
No grammatical,
spelling or
punctuation errors.
Almost no
A few grammatical
grammatical, spelling spelling, or
or punctuation errors punctuation errors.
Paragraphing
structure was not
clear and sentences
were not typically
related within the
paragraphs.
Many grammatical,
spelling, or
punctuation errors.
5%
Final Draft
40%
PowerPoint
Presentation
30%
Detailed draft is
Draft includes all
neatly presented and required information
includes all required and is legible.
information.
Draft includes most Draft is missing
required information required information
and is legible.
and is difficult to
read.
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Information clearly
Information has little
relates to the main
or nothing to do with
topic. No details
the main topic.
and/or examples are
given.
Total Points (100 points)
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Using your textbook and your notes, fill in the appropriate information about the 4 groups of plants.
Remember to compare and contrast all 4 groups. The information in the middle where all 4 circles
come together is what they would all have in common.
Angiosperms
Seeded Vascular
Plants
Non Vascular Plants
Gymnosperms
MARYVILLE COLLEGE
Division of Education
Lesson Plan Form
Student Teacher: _______Jessica Mathis________________________________________________
Grade Level and/or Subject/Topic: _______9th grade Biology________________________________
Instructional Model: ________WebQuest________________________________________________
Date/Time: _________22 April 2008___Edu 321-9:30a_____________________________________
Tennessee Curriculum
Standards/Blueprints for Learning
Instructional Lesson Objectives
(SoLoCO)
Tennessee Standard 5.0 Diversity
TSWBAT investigate Angiosperm advances.
The student will investigate the diversity
of organisms by analyzing taxonomic
TSWBAT select information on Angiosperms through a
WebQuest to complete a journal and presentation
(PowerPoint or poster).
systems, exploring diverse environments,
TSWBAT design an Angiosperm Journal.
an comparing life cycles.
Materials/Technology
“How to be an Angiosperm” WebQuest
“How to be an Angiosperm” Journal
Computers (with WebQuest and Movie Clips)
Pencil
PowerPoint or Poster Materials for Final Project
Inclusion Students
Lesson Modification Strategies
Determined by the IEP specifications
Set/Focus
ABK/RRL: What kinds of modifications did angiosperms have to make to become successful on land?
What makes angiosperms different from gymnosperms?
IA: Discuss with your neighbor your thoughts about plant success for Angiosperms.
LL: Today we are going to be exploring a WebQuest on the computer. You will complete a journal so
that you can keep all of your information together. There will be links from the WebQuest to sites that are
not made by the teacher. Even through we have taken precautions to use only instructional websites,
links, and movie clips; nothing is 100% safe. Please stay within the links on the WebQuest and do not
wander away from the information provided for this project. You will then take the information you
gathered from the WebQuest and choose to make either a PowerPoint presentation or Poster that will be
shared with the class.
Lesson (you may need to attach additional pages)
(Whole Class)
1. The teacher will go over the introduction of the web quest “How to be a Plant”.
2. The teacher will teach students how to navigate through the web quest using the task bar.
(Individual)
Day 2, through 5:
3. The teacher will go over the tasks required in the web quest
4. The students will complete the webquest (http://zunal.com/webquest.php?user=10833):



Watch the movie links on the web quest to learn about advances that
Angiosperms have made. This will help answer questions on the first page of
their journal.
Click on the links in the web quest to learn about plant needs, plant parts, and
plant characteristics.
Complete your “How to be an Angiosperm” journal from what you have
researched about plant needs, plant parts, and plant characteristics from the
web quest.
(Independent)
Day 6 through 8:
5. The students will spend time creating a PowerPoint presentation comparing Angiosperms and
Gymnosperms.
OR
6.
Students will make a Poster presentation comparing Angiosperms and gymnosperms.
The teacher will then lead the students in a group discussion on the evolutionary advances of Angiosperms
and what characteristics made them successful.
Closure
Students will turn in their “How to be an Angiosperm” journal to show their competition of the Webquest
for the teacher to look at and grade. The PowerPoint presentations or Posters about the advancement of
Angiosperm will also be the submitted for grading per standards on rubric.
Reflection
Lesson Evaluation/Changes
The Rubric found on the evaluation page of the “How to be an Angiosperm” webquest will be used for the
purpose of evaluation.
The Rubric grades students on the following:



“How to be an Angiosperm” Journal
The PowerPoint presentation comparing Angiosperms and Gymnosperms.
OR Poster presentation comparing Angiosperms and Gymnosperms.
Completed By: ___________________
Date: __________________
Step 2 and 3
1. What are the main parts of a plant?
________________________________________________
________________________________________________
____
2. What does a plant need to survive?
________________________________________________
______________________
3. What causes a plant to die?
________________________________________________
______________________
4. What are some characteristics of a plant?
________________________________________________
______________________
5. List some differences in Gymnosperms and Angiosperms
as described in the short clips.
Investigating Plant Parts:
1.
2.
How many parts of a plant are there? _____
What are the parts to a plant?
a) ___________
b) ___________
c) ___________
d) ___________
e) ___________
3.
Roots are important because
______________________________________________
4.
5.
6.
7.
8.
9.
______________________________________________
_____
What do plants use stems for?
______________________________________________
______________________________________________
______
Leaves help the plant by
______________________________________________
______________________________________________
_____
The main job of a flower is
______________________________________________
______________________________________________
_____
What is the fruit’s job?
______________________________________________
______________________________________________
_____
List some different types of fruits and vegetables.
Fruits
Vegetables
Draw and Label an Angiosperm and its parts. Make sure
that you use these words: roots, stem, leaves, flower,
fruit.
Investigating Plant Needs:
1.
2.
3.
4.
5.
What are the basic needs of a plant?
______________________________________________
______________________________________________
_______
Why does a plant need sunlight?
______________________________________________
______________________________________________
_______
Why does a plant need soil?
______________________________________________
______________________________________________
_______
Why does a plant need water?
______________________________________________
______________________________________________
_______
What do you think a plant needs the most sun, soil, or
water? Why?
______________________________________________
______________________________________________
_______
Investigating Plant Characteristics:
1.
2.
3.
4.
5.
6.
What are edible plants?
______________________________________________
____________________
What are nonedible plants?
______________________________________________
______________________________________________
______
What are flowering plants?
______________________________________________
______________________________________________
_______
What are nonflowering plants?
______________________________________________
______________________________________________
_____
What are evergreen plants?
______________________________________________
______________________________________________
_______
What are deciduous plants?
______________________________________________
______________________________________________
____
Step 4 or 5
Now you must decide what step you want to do.
Step 4: Use PowerPoint to make a short presentation about the
important advantages that Angiosperms have over
Gymnosperms.
OR
Step 5: Make a poster using pictures cut out of the magazines
provided to compare and contrast Angiosperms and
Gymnosperms.
Once you have completed the journal and either step 4
or 5 you are finished with the “How to be an
Angiosperm Webquest.”
Congratulations!!!