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Christina Amaral Understanding by Design Spring 2011

UbD Stage 1
Title of The World of Plants Unit Curriculu Science-Biology m Area Grade 9th Grade Level Time 3 weeks Fram e

Stage 1 Identify Desired Results


Content Standards: SB1.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
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 and Skills

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.

UbD Stage 2 Stage 2 Determine Acceptable Evidence


Title of Unit The World of Plants Grade Level 9th Grade

Stage 1 Identify Desired Results


List the understandings of your unit: 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
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?

Stage 2 - Evidence Performance Task(s)


Goal(s): 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). Role: The students will be performing different tasks within the unit. Audience: The target audience is a combination of students in grades 9-11th grade in high school biology. Situation: Students are being presented information on plants through their biology unit. They will need to be able to master all task presented in the 3 week unit. They will be graded on participation and through rubrics graded by the teacher. Product Performance and Purpose: Students will create a model of a plant cell and be able to identify all the parts and functions of the plant cell. Students will be able to use edible items to create model of the cell. This will show the teacher that the students know and understand the structure and functions of the plant cell. Students will create a poster portraying the process of photosynthesis. The poster must include all steps in the process of photosynthesis. The students will present their posters to younger students to teach them about photosynthesis. Students will plant seeds and observe what happens within the three weeks unit. They will complete a journal entry daily. Each journal entry will describe their observations on their plant with in the three weeks. Students will participate in a web-based interactive lesson on the fern cycle. They will be able to identify the steps of the cycle while reviewing during the program. They will create unit vocabulary flashcards to use to review and study for the test and quizzes presented throughout the unit.

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.

Performance Task(s) Rubric(s)


Points Accuracy 1. Plant Cell Construction Rubric 1-10 11-20 Did not use accurate Provided accurate information when portrayals of plant creating model cell but did not include their functions. Presentation lacked Presenter had confidence and did confidence in their not know about the cell and functions cell constructed. Cell lacked any Cell was constructed creativity. Cell out of creative constructed out of material but lacked paper and was not information labeled properly portrayed. on model. 21-30 pts. Accurately create a plant cell including all elements of the cell and their functions Presenter exampled each cell part and their functions. Cell was constructed out of edible material and or materials of realistic portrayal of plant cell. Functions were labeled.

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.

Student Self-Assessment and Reflection


1. Students will be using their journals for self-assessment about their growing seeds. The teacher will give them feedback on each journal entry for reflections. 2. Students will be able to grade each others plant cells when they present their presentations on their cells to the class. Classmates will provide feedback on their classmates presentations.

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?

Stage 3: Plan Learning Experiences


Week 1 Monday and Tuesday: Begin Plant unit with essential question. (How do plants effect the way humans live and our environment?)-H Explain that within the next three weeks students will be able to identify, recall and explain the parts of a plant cell, the functions of a plant and its structure, how plants reproduce and how plants make food using energy through the process of photosynthesis.- W Given a diagram of a plant, students are to label and state each function of the plant before teacher introduces the unit and key terms. R, E-2 Key Terms for Plants will be introduced to students through various activities and performance task of the next three weeks.- E Students will listen to a podcast on the different parts of a plant and their functions. Review and discuss key terms with students. E Grouped in groups of two to three students, students will use materials to create a 3-dimensional model of a plant cell. Students will label and state the functions of each component. Each group will present their models to the class and then models will be put on display. -E, R,T Wednesday: Presented with materials (seed, soil, planters), students will plant seeds into planters using appropriate amounts of soil and water. For the next three weeks they will observe daily the developments of plant growth. Students will document their observations in their personal science journals daily. With their journals will reflect on the process that has taken place using their knowledge of how plants grow with light and water. H, E, R, T, O Thursday and Friday: Working in groups of three to four, students will have the opportunity to take a trip outside of the class and gather samples of native Georgia plants. They will use their knowledge and identifying skills to identify the native plants. Each group will use the library and have access to the Internet to help in identifying their plants. Groups will label each plant accordingly and present their findings to the class. E, R, T

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.

portrayal of plant cell. Functions were labeled.

2. Plant Press Book Rubric (0 Points) 1. 2. 3. No plants pressed and identified.

(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

3. Photosynthesis Process Presentation Rubric Your Score 1. Content


Covers topic indepth with details and examples. Subject knowledge is excellent. Content is well organized using headings or bulleted lists to group related material. Includes essential knowledge about the topic. Subject knowledge appears to be good. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Rehearsed with fairly smooth delivery that holds audience attention most of the time. Includes essential information about the topic but there are 1-2 factual errors. Content is logically organized for the most part. Content is minimal OR there are several factual errors.

2. Organization

There was no clear or logical organizational structure, just lots of facts.

3. Presentation

Well-rehearsed with smooth delivery that holds audience attention.

Delivery not smooth, but able to maintain interest of the audience most of the time.

Delivery not smooth and audience attention often lost.

Your Total Score

/20