Beruflich Dokumente
Kultur Dokumente
UbD Stage 1
Title of The World of Plants Unit Curriculu Science-Biology m Area Grade 9th Grade Level Time 3 weeks Fram e
selection in the development of the theory of evolution. a. Trace the history of the theory. d. Relate natural selection to changes in organisms. e. Recognize the role of evolution to biological resistance (pesticide and antibiotic resistance).
Understandings
Students will understand that: Plants have changed over time and are now a diverse group of organisms The diverse nature of plants is due to the variety of their structure The life cycles of plants include various methods of reproduction Different types of plant cells make up plant tissue Hormones can affect a plants responses to its environment Related Misconceptions: Students thought there are only two types of plants: Non-vascular and vascular The only process plants go through is photosynthesis What the difference in roots and stem and their functions were
Essential Questions
Overarching Questions: 1. What organisms are considered to be the ancestors of plants? 2. What adaptations enabled plants to survive on dry land? 3. What is the function of leaves? 4. How are roots adapted to their function? 5. What are t he functions of stems in plants? 6. What does Alteration of Generation mean? Topical Questions: 1. How does the plant kingdom vary? 2. What are the differences in the ways plants reproduce? 3. What factors affect transpiration rate?
Knowledge
Students will know: Key Terms- photosynthesis, transpiration, respiration, gametophyte, xylem, phloem, etc. Types of plants and their subgroups along with their functions. The process of photosynthesis. The root systems and their functions.
Skills
Students will be able to: Identify the plant structure and their functions. Identify plants being non-vascular and vascular. Using computer games will be able to identify a moss and fern life cycle.
Essential Questions
Overarching Questions: 7. What organisms are considered to be the ancestors of plants? 8. What adaptations enabled plants to survive on dry land? 9. What is the function of leaves? 10. How are roots adapted to their function? 11. What are t he functions of stems in plants? 12. What does Alteration of Generation mean? Topical Questions: 4. How does the plant kingdom vary? 5. What are the differences in the ways plants reproduce? 6. What factors affect transpiration rate?
13. Why is it important for us as humans to understand plants and their function in the world around us?
Standards and Criteria for Success: The student will be graded by the use of rubrics for activities and participation grades during the unit. There will be assessments like quizzes and test that will also be graded.
Presentation
Creativity
Other Evidence
(e.g. tests, quizzes, work samples, observations)
1. Students will have a chapter test every week over the presented chapter of the week, which will include vocabulary and content. 2. The students will have a vocabulary quiz on the unit vocabulary presented during the unit. 3. The students will use their science journals to observe their plant seeds develop daily. They will be graded daily on their journal entries. 4. Students will also participate in web-based activities throughout the three weeks. There will four activities that will be graded on participation.
UbD Stage 3
Title of Unit
World of Plants
Grade Level
9th Grade
Standard: SB2.Students will analyze the nature of the relationships between structures and functions in living cells. a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction. d. Explain the impact of water on life processes (i.e., osmosis, diffusion). Students will analyze how biological traits are passed on to successive generations. e. Compare the advantages of sexual reproduction and asexual reproduction in different situations. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. a. Explain the cycling of energy through the processes of photosynthesis and respiration. b. Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals). c. Examine the evolutionary basis of modern classification systems. c. Relate environmental conditions to successional changes in ecosystems. e. Relate plant adaptations, including tropisms, to the ability to survive stressful environmental conditions. SB5. Students will evaluate the role of natural selection in the development of the theory of evolution. a. Trace the history of the theory. d. Relate natural selection to changes in organisms. e. Recognize the role of evolution to biological resistance (pesticide and antibiotic resistance). Understandings: Plants have changed over time and are now a diverse group of organisms The diverse nature of plants is due to the variety of their structure The life cycles of plants include various methods of reproduction Different types of plant cells make up plant tissue Hormones can affect a plants responses to its environment Essential Questions: How are the processes of respiration and cellular respiration related? Why do plants need light? How, where and why do plants use light to make energy containing food? How are plants grouped? How do plants adapt to their environments? What are the stages of plant development? How do plants respond to hostile environments? What are the functions of plant structures? What are the different ways in which plants reproduce? Overarching Questions: Topical Questions: 14. What organisms are 7. How does the plant kingdom vary? 8. What are the differences in the ways considered to be the ancestors of plants reproduce? plants? 9. What factors affect transpiration rate? 15. What adaptations 10. Why is it important for us as humans to enabled plants to survive on dry understand plants and their function in land? the world around us? 16. What is the function of leaves?
17. How are roots adapted to their function? 18. What are t he functions of stems in plants? 19. What does Alteration of Generation mean?
Week 2 Monday: Continuing from Fridays activity, students will create a Plant Press book of their native Georgia plants. Students will create the book and label each plant with a common name and species name.- E, R Tuesday: Teacher will hold a class discussion on information learned so far through their experiences and experiments the last few days. Reviewing key terms, concepts and any questions from students. How do plants receive food through energy? How do the leaves on plants keep water in? What are the purpose of the roots and stem of plants? What is the process in which plants make food? What ways do plant reproduce? How do birds help in the pollination process? Students may ask questions on information they may not quite understand about plants and their functions. H, E, R Wednesday: Students will be given a quiz on the their units key terms. Matching key terms with definitions. E Thursday: Working independently, students will use materials to create a project demonstrating their understandings of the photosynthesis process. Students will present their unique project to the class. Students are encouraged to use Power Point, posters, VoiceThread or Prezi to create presentations. E, R, T Friday: Gathering their information from their first two weeks of plant observations, students will create graphs demonstrating the changes of their seeds. Focusing on growth development, time and water amounts. Students will provide a hypothesis on the outcome of their experiment in their journal based on their two weeks of observations. W, E, R, T, O Week 3
Monday: Using a projector and computer, the teacher will access Thinkquest.org to review an activity with students on how plants are important to the environment. http://tqjunior.thinkquest.org./3715/. -H, E, R Tuesday: After reviewing the plant structures and their functions, students will create riddles for their classmates to answer. Teacher will offer help to those that need assistants in creating their riddle. E, E-2 R Wednesday: Integrating technology, students will access www.quizlet.com Plant form and functions flashcard activity to review for unit test Friday. E, R, O Thursday: Teacher will lead review with students on plant structure and their functions, photosynthesis, plant adaptations. As a class, students will label the plant structures on the board and quiz their classmates on their functions. E-2, R Friday: Students will be evaluated of their knowledge with an end of unit test on key terms, concepts on plants. Test will contain multiple choice, fill in the blank and short answer questions. Students receiving special education services will be provided a test that is suitable for their needs.- R,E-2 Notes to the Instructor: Each planned activity concentrates on an essential question and understandings about plants for students to understand and demonstrate throughout their three weeks unit. Focusing on plant development, growth and functions, students will be able to identify and explain essential questions asked daily. This link is an example of what the end of unit test would look like http://www.thatquiz.org/tq/previewtest?JWKI5109 Pre-Assessment work sheet: Students will label the plant parts from the Enchanted Learning work sheet. Click the link for work sheet http://www.enchantedlearning.com/subjects/plants/label/plant/label.GIF Name _______________ Date _____________
Plants Vocabulary Quiz Directions: Match the vocabulary words on the left with the definitions on the right. Each question is worth 10 points each. Total-100 points 1. seed the main axis of a plant, usu. above ground, from which branches, leaves, flowers,
or fruits may arise. 2. flower a small oval green bit of protoplasm that contains chlorophyll and is the location of photosynthesis.
3. root to become larger by the process of natural development; increase. 4. petalthe process in plants by which sunlight, with the help of chlorophyll, is converted to chemical energy that is used to synthesize inorganic compounds into organic ones, esp. sugars. 5. germinate 6. grow to start or cause to start a process of growth or development; sprout. one of the usu. green, flat parts of a plant that grow from the stem or branch and produce food by photosynthesis, or a similar growth or structure. the small part of a flowering plant that is capable of growing into a new plant. one of the separate, modified leaves, usu. of a different color from the plant's other leaves, that form the outer part of a flower head.
7. photosynthesis 8. chloroplast
9. stem the part of a plant, often marked by a distinctive color or fragrance, that generates fruit or seeds; blossom. 10. leaf the part of a plant that usu. grows underground, absorbs water and nutrients, and attaches the plant to the soil. Rubrics 11-20 Provided accurate portrayals of plant cell but did not include their functions. Presenter had confidence in their cell and functions Cell was constructed out of creative material but lacked information 21-30 pts. Accurately create a plant cell including all elements of the cell and their functions Students presented each cell part and their functions. Cell was constructed out of edible material and or materials of realistic
1. Plant Cell Construction Rubric Points 1-10 Accuracy Did not use accurate information when creating model Presentation Presentation lacked confidence and did not know about the cell constructed. Cell lacked any creativity. Cell constructed out of paper and was not
Creativity
properly portrayed.
labeled on model.
(5 Points)
(10 Points) All 15 native Georgia plants are pressed and labeled. Book is completed neatly and contains all plants. Student presented pressed book with confidence and book is organized alphabetically. /30
Your Score
10 or less plants pressed and identified Book is not complete Book does not include all plants Presentation of press Presentation of book is sloppy and book was neat but unorganized lacked organization of plants. Your Total Score
2. Organization
3. Presentation
Delivery not smooth, but able to maintain interest of the audience most of the time.
/20