Plant Unit

I chose the content of plant biology because I wanted students to be aware of the vital role of plants in our
biosphere. I do not think students look at plants and understand how much we rely on and use them. In the
introduction, I chose a basic powerpoint and lecture to introduce plants so they would be able to grasp
information easier if it is presented in a straightforward manner. Second, I wanted to refresh plant cells for
students. I chose to do a class website activity. As I was searching the web for ideas on how to present
materials differently, I stumbled across the site. I enjoyed how well it was put together and figured it would
be great to use as a class review.
For plant anatomy, I had made my website and investigation to accompany it. However, this assignment
would force students to work independently because I wanted to see what students were struggling with the
material when they did not have a classmate to depend on. Next, students would have a powerpoint on
photosynthesis that would be followed by a two-day lab. I chose a lecture to present the dense content
material so students could ask questions as they come. The two-day lab is to investigate how the presence
and intensity of light impact the rate of photosynthesis.
For the next part of the unit, students would work on a lesson that I found from the Smithsonian. I was
looking at the Smithsonian for articles and information to use and saw this complete lesson and loved how it
was put together and what they would be investigating. I want students to use this part of the unit to
understand that even though there are some extinct and endangered plant species, it does not mean that we
cannot change our ways to save what we do have left. The following lesson they would be doing a plant
identification activity that could be classified as a lab. They would use some of the concepts from the
conservation lesson to identify plant samples. I was going to make a dichotomous key but realized I did not
have the time to, so instead I made it more like the child game Memory, where they must match the
characteristics with the plant pictures.
Next the students would be taking a specific species of plant that is native to New England and presenting to
the class. I chose this because I wanted them to consider plants in that could be in their backyard and see the
potential benefits that they have to offer. I also want them to practice proper research and presentation

techniques. Following the presentation work, students will have a review day, which I havent completely
decided how I am going to go about it, but they will review for their summative assessment.
I decided for their summative assessment that they will be given different options to choose. They will have to
make some an informative assessment of teaching to educate an uninformed person about plants and
answering the unit question of what would happen if we woke up one day and there were no plant life on
earth.
I chose a variety of evaluation and lesson types to appeal to all students learning styles and strengths. I did
not just want a cookie cutter lecture notes class all the time because I know that it is not always the most
effective. Each class I during the introduction to the days activities I will be continually connecting the lesson
to real life applications.

Name of Lesson: Plant Biology Introduction

Concept/Topic/Skill to Teach: Building blocks of understanding for a plant biology unit

Standard(s) addressed, if applicable: CCSS.ELA-Literacy.RST.6-8.4

Learning Outcomes: Understand basic vocabulary in regards to plants; Begin to use the information to
analyze the inquiry question.
Resources: Powerpoint lecture, YouTube video, Poster, Note page
Overview: Introduction to the unit. Hook them with an inquiry question, what would happen if tomorrow we
woke up to absolutely no plants on earth?
Anticipatory Set: Students will have some basic knowledge of the difference between plant and animal cells.
However, that will be the extent of it. The rest of the unit will be devoted to new information.
Instruction and Activities:

Begin the class with inquiry question on the board. Solicit answers from students and record them on
a poster in front of the class.

Then continue the discussion with the essential questions. What kind of impact would this have?
Why do we need plants? Why do we have to learn this? Record answers from students.

Students then will listen to a short PowerPoint lecture.

After the lecture, they will choose one of the tiered activity options to complete.

At the end of class, students will be briefed on the following days lesson. They will turn in the class
activity if they have completed. If not, they are to complete as homework and is due the following
class day.

Closure and Reflection: Students will participate in a discussion following the PowerPoint to answer any
questions and pose any possible answers to essential questions. They will start a tiered activity. They will be
briefed on the next days activities.
Assessment: Observation, participation in discussions and tiered activity will all be assessment tools.
Differentiation: Printed out versions of the PowerPoint available for those who would like them.

Name of Lesson: Plant Cell Review

Concept/Topic/Skill to teach: Revist plant cells for a review for the upcoming unit.
Standard(s) addressed, if applicable: CCSS.ELA-Literacy.RST.6-8.4
Learning Outcomes: I want students to be able to name the parts of a cell and understand its function.
Resources: Worksheet and
http://www.sheppardsoftware.com/health/anatomy/cell/plant_cell_tutorial.htm
Overview: A short overview of plant cells. Assess what they remember by a quick check using small
whiteboards and brief questions.
Anticipatory set: Students will have some basic knowledge from the previous unit on cells but will be
expected to recall that information.
Instruction and Activities:

Begin the lesson with whiteboards given out to teams of two. Ask five to ten questions regarding cells
to assess what they remember from previous classes.
Move on to the introduction of the class activity and expectations.
The class will work through the website together while filling out the provided worksheet.
Once the class is done, we will discuss any questions and clarify any confusing concepts.

Closure and Reflection: Students will participate in the discussion and be briefed on the plan for the next
class.
Assessment: Observation, participation, and worksheet will be used to assess the students.
Differentiation: Since we will be working together, we will be able to take time for everyone. Ask questions
as they arise.

Name of Lesson: Plant Anatomy

Concept/Topic/Skill to teach: The correlation between human and plant anatomy.
Standard(s) addressed, if applicable:
CCSS.ELA-Literacy.RST.6-8.3
CCSS.ELA-Literacy.RST.6-8.4
MS-LS-1-2
Learning Outcomes: Understand the similarities and differences of plant vs. human anatomy.
Resources:
Website: https://sites.google.com/a/maine.edu/plant-anatomy/
Activity Sheet (see the end of lesson plan)
Overview: Introduction to the lesson. Grab their attention by the question Is there a connection between
plant and human anatomy? Have a brief brainstorm then go into the activity.
Anticipatory set: Students will have some basic knowledge from previous classes and units but will be
expected to think critically.
Instruction and Activities:

Begin the lesson with a discussion of the hook question. Solicit answers from students and record
them on the board.
Move on to an introduction of the days activity and the expectations of it.
Students will independently work using the provided note sheet. The answers to the questions will
be found on the website.
Once students have completed the activity, they will come back together and have a discussion. We
will go over the discussion questions on the note paper and use that time to clarify any confusion for
students.

Closure and Reflection: Students will participate in the discussion and be briefed on the next day's plan.
Assessment: Observation, participation, and note paper will be used as assessment tools.
Differentiation: More time to complete the activity as need. Help individuals with questions as they are
working on the assignment.

Name of Lesson: Photosynthesis

Concept/Topic/Skill to teach: The process in which plants obtain energy
Standard(s) addressed, if applicable:
MS-LS 1-6
Learning Outcomes: Understand the process of photosynthesis and its necessity
Resources:
Powerpoint
Lab
Quick Check
Overview: Hook students attention with question comparing a leaf and a solar panel. Have a brief discussion
then continue with lecture and do a two-day lab. At the end of day one, students will do a quick check.
Anticipatory set: Students will have some background knowledge from previous classes.
Instruction and Activities:

Begin lesson with question and discussion. Then brief powerpoint lecture.
Following students will begin day 1 of a two-day lab.
In the lab they will investigate the relationship of light intensity and the rate of photosynthesis.
In day two of the lab before they start the task, they will do a quick check on photosynthesis to
refresh from the day before.
After they will do part two of the lab and fill out the questions regarding their findings. If there is
time, there will be a class discussion. If not, we will have the discussion the following class before
moving on.

Closure and Reflection: The class will participate in a discussion and debreif from the last two days before
moving on.
Assessment: Observation, Participation, Lab, and Quick Check
Differentiation: More time, help with lab if there is confusion.

Name of Lesson: Plant Conservation

Concept/Topic/Skill to teach: The importance of plant conservation and how botanist works with artists to
preserve what extinct plants looked like.
Standard(s) addressed, if applicable: CCSS.ELA-LITERACY.SL.8.1, CCSS.ELA-LITERACY.SL.8.1,
Learning Outcomes: Understand how important conserving plant life is
Resources: http://www.smithsonianeducation.org/educators/lesson_plans/botany/index.html
http://www.smithsonianconference.org/shout/conference-study/
http://www.mnh.si.edu/exhibits/losing_paradise/
Losing Paradise WebQuest Worksheet
Overview: Introduction to the three-day lesson. Ask students: If an endangered animal like a box turtle was
to go extinct, it that a greater loss than if a plant was to go extinct? Have a discussion then go into the
activities.
Anticipatory set: Students will be gaining practically all new information, will be expected to think critically,
and use various art supplies to construct their botanical illustration.
Instruction and Activities:
Day 1:

Students will begin class with a discussion on endangered animals vs. plants. After they will complete the
Losing Paradise WebQuest.
Day 2:

Students will listen to and watch Endangered Plants and Conservation Conference recording.
Once they have finished the recording, there will be a class discussion on the information obtained.
Day 3:

Students will complete the Botany and Art Lesson from the Smithsonian Institute.
After they will select one of the provided species of plants to construct a piece of botanical art. If they do not
complete in class time, it will become homework.
Closure and Reflection: After each day there will be a debrief over the day and a briefing for the next class.
At the end of day three, the class will revisit the topic question and discuss how their views might have
changed.
Assessment: Observation, Participation, WebQuest, Botanical Illustration
Differentiation: More time for assignments. Aid in completing assignments. Options to use different media in
illustration.

Name of Lesson: Plant Identification Lab

Concept/Topic/Skill to teach: Apply identification information learned in the conservation activities.
Standard(s) addressed, if applicable: CCSS.ELA-LITERACY.RST.6-8.3
Learning Outcomes: Exhibit methods botanists use to identify new or unknown samples of
Resources: Activity sheet and sample cards
Overview: Introduce students to the lab with the activity sheet.
Anticipatory set: Students will draw upon identification techniques and knowledge from Conservation
activities.
Instruction and Activities:

Students will begin the lecture with a refresh discussion over plant identification.
After they will use the provided cards to complete the lab and answer questions on the activity
sheet.

Closure and Reflection: Once the lab is completed there will be a discussion on the lab, and a brief for the
next class.
Assessment: Participation, Discussion, and Lab sheet.
Differentiation: More time, help when needed, complete an example for students before sending them to do
the lab.

Name of Lesson: Plant Presentation

Concept/Topic/Skill to teach: Proper research and presentation skills. Plant life diversity in Maine and New
England
Standard(s) addressed, if applicable:
CCSS.ELA-LITERACY.SL.8.4
CCSS.ELA-LITERACY.SL.8.5
Learning Outcomes: Students will be expected to adequately presented information about a species of plant
life from New England and describe various attributes.
Resources:
Assignment Sheet
Instructor Example
Rubric
Note Page
Overview: Introduction to the task. Provide them with an example and assign species. Then go into research
Anticipatory set: Students will use some knowledge learned from the previous lessons in the unit, but will
learn new information about particular species.
Instruction and Activities:

Begin the lesson with introducing students by reading the assignment sheet.
After provide them with an example made my instructor.
Assign species to students and have them break off and begin research. They will be allotted two
days for in-class work. Then two days to present.
Once presentations are over, students will participate in a discussion on what they have learned
about proper research, presenting, and plants.

Closure and Reflection: Students will take part in a discussion and told to study for the unit review the
following class.
Assessment: Observation, participation, note paper, and presentation.
Differentiation: More time to complete the assignment. Aid students that need help. Allow various formats
to present information.