Kaitlyn Kendrick

Stage 1 Identify Desired Results

Established Goals: Virginia Science SOL 4.4 The student will investigate and understand basic plant anatomy and life processes. Key concepts include: a) the structures of typical plants and the function of each structure; b) process and structures involved with plant reproduction; c) photosynthesis; d) adaptations allow plants to satisfy life needs and respond to the environment. What essential questions will be considered? 1. What role does the structure of plants play in their survival? (Facet 1: Explanation) 2. What is the relationship between plants and their environments? (Facet 1 & 2: Explanation & Interpretation) 3. How do plants affect human lives? (Facet 2 & 3: Interpretation & Application) What understandings are desired? Students will understand that 1. The structures of the common plant have their own purpose in the function of the plant. 2. Adaptation to the environment is vital for the survival of plants. 3. Photosynthesis is the process in which plants make their own food and release oxygen which humans breathe.

What key knowledge and skills will students acquire as a result of this unit? Students will know Students will be able to The main parts of a common green Analyze the components of a plant: roots, stems, leaves, flowers. common plant. Roots anchor the plants and absorb Identify the roots, stems, leaves, water and nutrients from the soil, as and flowers of the common plant. well as store extra food for future Explain the functions of the roots, use. stems, leaves, and flowers. Stems provide support and allow Create a model/diagram of a movement of water and nutrients. common plant using the roots, stems, leaves, and flowers. Leaves are where the food is made; they capture sunlight, which is used Create a model/diagram that for photosynthesis. illustrates the reproductive process of the parts of a flower. Flowers are the reproductive parts of the plant. Explain the reproductive model/ diagram with the appropriate Plants are divided into two types:

Kaitlyn Kendrick those that produce seeds and those that produce spores. Seed producing plants have roots, stems, leaves, and flowers. Seeds can vary in size; i.e., orchids have small seeds (size of dust particles), while coconuts have large seeds. Seeds have a protective outer layer which is resistant to physical damage, as well as contain waxes and oils which prevent loss of water Pollination is the way that flowering plants reproduce; it is the process in which pollen is moved from the stamens to the stigma. Stamen is the male reproductive organ in flowers; pollen producing. Pistil is the female reproductive organ in flowers. Sepals are the small leaves on the outside of the flower that surround a developing flower bud. Stigma is the part of the pistil where the pollen germinates. Seed reproduction: embryo within the seed begins as a zygote (a single cell). Embryo is where the basic organs of the plant body can be found. Embryonic leaves are a major source of stored food for the embryo. Some seeds have large leaves, filling most of the volume of the seed (i.e., beans). Some seeds have small leaves; a tissue called the endosperm feeds embryo. Spore is like a seed, but has little stored food resources. It is involved in the reproduction of ferns and mosses. Ferns and mosses didnt have much access to water, so they had to adapt and find a way to reproduce without that. Photosynthesis is the way green plants produce their food. They take terminology (pollination, stamen, stigma, pistil, sepal, embryo, spore, and seed). Compare and contrast the different ways plants are pollinated (with seeds, with spores, etc.). Explain that ferns and mosses produce with spores rather than with seeds. Explain the process of photosynthesis with the appropriate terminology (sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar). Explain that common plants adapt to their environment and how they adapt.

Kaitlyn Kendrick sunlight and convert it into chemical energy, storing it as sugar. Leaves are the primary foodproducing part of these plants. Carbon dioxide + water + sunlight sugar + oxygen Oxygen is released during photosynthesis; this is what humans breathe in. Chlorophyll is used to produce food (sugar) makes the leaves green; located in the chloroplast where photosynthesis happens. Plants have to adapt to their environment in order to survive. Dormancy is a plant adaptation; period of time where the plant stops growing and developing. Response to light: phototropism is a plants movement toward a light source; photoperiodism is reaction to darkness reaction controls plant reactions such as seed germination, stem elongation, dormancy, and blooming in day length sensitive plants. Response to moisture: hydrotropism is how plants respond to water concentrations it can be positive (toward the water) or negative (away from the water). Roots are positively hydrotropic, meaning they grow toward moist soils.

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Stage 2 Determine Acceptable Evidence

What evidence will show that students understand? Performance tasks: Create a performance task for each essential question. 1. Essential Question #1: What role does the structure of plants play in their survival? Travel Guide: Oh no! Youve shrunk down so now you are the size of an ant! Your home is now on the flowers that you look up at. You need to travel up to the top of the plant to find a comfortable area to sleep. Create a travel guide describing each part of the plant in which you encounter and explain its importance. Talk about how you used it and how each part of the plant is vital for the survival of your new home. 2. Essential Question #2: What is the relationship between plants and their environments? Brochure: You have just discovered a new area of the United States that no one has ever seen before! Create a brochure inviting your classmates to see the land. Describe the atmosphere and weather. Draw a picture of the plants that live here as well as the weather around it. Explain how the plants reproduce on this land and how the weather affects them. Is it wet so the plants have to adapt to moisture? Is it always dark so the plants have to adapt to light? 3. Essential Question #3: How do plants affect human lives? Newspaper article: You wake up in the morning and there are no more plants outside your window! Over night, all the plants disappeared. Because there are no plants, what do you think will happen? Create a newspaper article to give to your parents describing what would happen to the world as you know it as well as why it is needed that plants survive. Draw a picture of outside your window when there were plants there, and what it looks like with now plants and how it has changed the environment of your What other evidencehouse. will be collected in light of Stage 1 Desired Results? Other evidence (tests, quizzes, prompts, work samples, observations): Journal entry: write a description one of the main parts of a common green plant (roots, stem, leaves, flowers). Explain its importance to the plant. o Facet 1: Explanation. Essential question #1. Understanding #1. Know main parts of a common plant, be able to do #3 explain. Fill-in diagram: given a diagram of the parts of a flower, label the correct parts. o Facet 3: Application. Essential question #1. Understanding #1. Know main parts of a common plant. Be able to do #2 identify. Diagram: create a model/diagram that illustrates the reproductive process of the parts of a flower as well as explains each part.
o Facet 3: Application. Know reproductive process (pollination, stamen, stigma, pistil, sepal, embryo, spore, seed), be able to do #5 create.

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Venn Diagram: compare and contrast the different ways plants are pollinated. o Facet 1 & 2: Explanation & Interpretation. Know seed producing plants and plants that produce spores, be able to do #7 compare and contrast. Exit ticket: describe seeds and explain seed reproduction. o Facet 1: Explanation. Know seeds, seed reproduction (embryo, zygote, embryonic leaves) Picture and description: given a picture of a fern on one side of the page, explain how they reproduce in the box on the other side. o Facet 1, 2, 3: Explanation, Interpretation, and Application. Know spore, be able to do #8 explain. Diagram: draw a diagram incorporating each of the steps of photosynthesis. o Facet 3: Application. Know photosynthesis sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar. Matching worksheet: given each feature in photosynthesis, match to the appropriate definition on the opposite side. o Facet 1: Explanation. Know photosynthesis sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar. Be able to do #9 explain. Definition worksheet: given each feature in photosynthesis, explain each components use. o Facet 1: Explanation. Know photosynthesis sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar. Be able to do #9 explain. Worksheet: given three columns, students must explain three different ways plants adapt to their environment. o Facet 1: Explanation. Know adaptation, dormancy, response to light, response to moisture. Be able to do #10 explain. Exit Ticket: given the question: why are plants important to human lives? o Facet 3: Application. Know main parts of a common plant, reproduction, photosynthesis, adaptations. Be able to do all. Letter: students are to describe the purpose of each part of a plant by pretending they are the plant. They must describe the importance of each part and how each part helps them stay alive. o Facets 1, 3, 5: Explanation, Application, Empathy. Know main parts of a common plant. Be able to do #1 & #3 analyze & explain o

Kaitlyn Kendrick

How will you have students think about the content throughout the unit and after the PBEs? (self-reflection) Throughout the course of the unit, the students will be constantly recalling information that they have learned during the precious weeks. The information will flow from one topic in the unit to the next topic with themes and information overlapping. The students will know the essential questions from the beginning so they can constantly be thinking about the topics. The students will also engage in meaningful classroom discussions about the topics. These conversations can be think-pair-share conversations as well as full classroom discussions about the topics. It is important for the students to be engaged in the topics so they can fully grasp the meaning behind them. How will you have students think about themselves as learners throughout the unit and after the PBEs? (self-assessment) Students will be reflecting on the work that they have done and the information that they have learned throughout the unit. With the PBEs, the students will have their own self-assessment section in which they will explain how they think they performed and how much they understand. They will also be able to resubmit work and explain why they got the question wrong or why they think they have found a better answer to the question.

Kaitlyn Kendrick Stage 3 Plan Learning Experiences (W-H-E-R-E-T-O) Date Topic - Begin by giving each student a KWL chart. Have students fill out the chart discussing what they know about plants, plant structure, plant reproduction, and plant growth. (W, E1) - Take the students outside to look at the different plants and flowers. Ask the students if they recognize any of the plants and if they know any parts of the plant and have a class discussion on the grass outside. (H, W) - Ask the students why they think plants are important for life. (W) - Students will plant their own flowers. The students will be given a seed to put in soil and they must take care of it over the course of the unit. There will be additional plants that will be devoted to the teacher. The teacher will use these for different adaptations. Students must keep a log of wht they do with their plant every other day. (W, H) - Write the Essential Questions on a poster board and hang in the front of the room to remind students the purpose of the unit (W) - Introduce PBE #3 students will have the opportunity to work on this during the course of the four-week unit. They will be encouraged to do it step-by-step, filling in the pieces when they have learned different parts. Students will be able to submit it to the teacher during the stages for appropriate feedback. (W, E1) - Inform the students there are two different types of plants: ones with seeds and ones without seeds (with spores) (W) - Read book Oh Say Can You Seed by Dr. Seuss to show introduce the parts of a flowering plant and give them background on beginning terms. There will be active engagement done throughout the book, asking students different questions. (H, W) - Begin discussing the parts of the flowering plant: seed, roots, stems, leaves, and flowers. - Have students create a parts of a flower foldable outside is a picture description; inside of the flap is a definition using full sentences. For students who are struggling, have them focus on the drawing and the inside flap will be bullets. (T) - Continuing explaining the parts of a flowering plant. - Have students act out a plant growing; begin at the ground as a seed, grow taller with the step, etc. (E1) - End of class journal entry: have students write a description of one of the main parts of a common green plant and explain its importance to the plant. (E1, O) - Entrance ticket: give students a diagram of a flower and have students label the parts. - Show students BrainPop video Plant Growth which discusses the importance of plants and reviews key concepts. (H)

Week 1: Day 1 (Monday)

Week 1: Day 2 (Tuesday)

Week 1: Day 3 (Wednesday)

Week 1: Day 4 (Thursday)

Kaitlyn Kendrick - Have students write a letter to someone describing the importance of each part of the plant, all while pretending that they are the plant. They must describe why each part is needed to survive. For students who are struggling, they may draw a picture and explain their picture. (E1, T) - Quiz: students have to give a definition for each of the parts of the plant and its importance to plant survival. - Group discussion about the progresson of the plants in the classroom. - Read The Tiny Seed by Eric Carle. Ask students questions throughout the book. (H) - Students are given a handout of the parts of a flower with all the components involved in reproduction labeled. - Introduce topic of reproduction with flowering plants. Inform the students of the vocabulary that they will be learning (pollination, stigma, stamen, pistil, sepal, embryo, seed). (W, E1) - Have students turn to the person next to them and tell them at least three of the new terms that they learned today. (R, O) - Students will be placed into groups of 7, each person choosing a number between 1-7. Teacher will show a list the vocabulary words with a number next to them. Students will find their number and write the definition down on the index card in front of them. Students will then go around in a circle and say their word with their definition. This can spark discussion, but the students must stay on task. (E1) - Students will be introduced to seed and seed reproduction, introducing new words: embryo, zygote, and embryonic leaves. - Have classroom discussion on how these new words work with the words that we have previously learned. - Exit ticket: describe seeds and explain seed reproduction. Students may use pictures if that will be more helpful. (W, T) - Beginning of class, students will write down something that they are still unsure of when it comes to flowering plants. Teacher will go over the terms. (W, R, O) - Students will create a diagram that illustrates the reproductive process of the parts of the flower. The diagram must explain the parts of the reproductive process as well. - First half of class: students will finish working on their diagrams. - Once students are finished with the diagrams, class will play $100,000 Pyramid using the vocabulary terms used in plant structure and flowering plant reproduction in preparation for quiz next day. (E1, O) - Quiz on the reproduction process of flowering plants. - Students have the opportunity to work on PBE #3 once they have completed their quiz. Remind them that they now have more information in which they can add to their previous work on the PBE. - Discuss that there are types of plants that reproduce without seeds and with spores.

Week 1: Day 5 (Friday)

Week 2: Day 1 (Monday)

Week 2: Day 2 (Tuesday)

Week 2: Day 3 (Wednesday)

Week 2: Day 4 (Thursday)

Week 2: Day 5 (Friday)

Week 3:

Kaitlyn Kendrick Day 1 (Monday) - Show BrainPop video entitled Seedless Plants to give students a background understanding. After the video, the class will take the quiz that asks questions about the video to see if students were paying attention / understanding the information. (E1) - Discuss what spores are and how they are different than seeds and what differs in the reproduction process. - Show students pictures of ferns and mosses, which both reproduce with spores rather than seeds. This will give students a visual example. - Students have the opportunity to use resources around the room to find out more about these types of plants. There are books, computers, and videos the students will have access to. (T) - Entrance ticket: given a picture of a fern on one side of the page, explain how thy reproduce in the box on the other side. - Write the word Photosynthesis on the board and ask the students what they know the word to be. Write down student responses. If students do not have any idea, give the students some hints by including the vocabulary words. (H) - Once the sheet is finished, use interactive SmartBoard lesson to show the students the process of photosynthesis. Include vocabulary words: sunlight, chlorophyll, water, carbon dioxide, oxygen, sugar. - Have students to come to the front of the room different students will be assigned different components. They will act out the process using hand movements. (T, E1) - Have students turn the person next to them and explain the process. Students are encouraged to use hand gestures. - Review the parts of photosynthesis as a class. Have students call out different components of photosynthesis and other students to describe its purpose. - Each student will be given an index card with a word that is involved with the process of photosynthesis. Their job is to find other students in the class that are needed in order for a full cycle of photosynthesis. When an entire group is formed, the students will discuss the process using their appropriate index card. - Exit slip: matching worksheet for the terms of photosynthesis (W) - The beginning of class, students will be asked to name the six vocabulary words regarding photosynthesis students will also be giving the definitions. (W, E, R) - Students will check-in with the teacher to see how they are doing. Students will reflect on the work that they have done as well as discuss with the teacher any problems he/she may be having. (R, E2) - Students will draw a diagram incorporating all the steps. They are encouraged to use their notes for any additional help. They will be doing this on 8.5x11 paper and may use the art supplies in the room. The diagram should be correctly labeled. (E1, O) - Introduce PBE and have students begin working. Whatever the

Week 3: Day 2 (Tuesday)

Week 3: Day 3 (Wednesday)

Week 3: Day 4 (Thursday)

Kaitlyn Kendrick students do not finish in class they will be required to finish at home over the weekend Travel Guide: Oh no! Youve shrunk down so now you are the size of an ant! Your home is now on the flowers that you look up at. You need to travel up to the top of the plant to find a comfortable area to sleep. Create a travel guide describing each part of the plant in which you encounter and explain its importance. Talk about how you used it and how each part of the plant is vital for the survival of your new home. (H, E1, E2, O) - Students come to the front of the classroom and share their PBEs with their peers. Students give gems and opportunities to the students. (T, E2) - Collect the PBEs from the students. - Explain to class that plants must adapt to their environments explain dormancy, response to light (phototropism/ photoperiodism), and response to moisture (hydrotropism). Show each of them in the classroom physically (turn off lights, make lights brighter, spray students with squirt bottle of water, etc), then ask questions on how the plant would adapt in the given environment. (H, E1) - Change the environment for some of the plants in the class take some away from the sunlight and keep water levels normal, double the amount of water in the pot when watering them in the sunlight, double the amount of water in the pot when watering them in the shade. Students will be able to physically see the changes that occur. (E1) - Classroom discussion to see if there have been any changes in the plants that had their atmosphere changed. Each student will write down a prediction on a post-it for what they think will happen for the remainder of the week and place it on the board. There will be a classroom discussion about the different replies. (E1, R) - Students will walk around the room and touch the backs of 10 chairs when they have done that, students must get into groups of four students. (O) - Students will be creating posters describing one of the appropriate adaptations. They must describe what the adaptation is, how the plants live in the environment, and additional information they find important. There may be multiple groups of the same adaptation, but all students must discuss for the class the important factors on their poster. (W, E1) - Once all the groups have presented, students will create their own chart with three different columns, writing their description in the space underneath. - Students will receive their PBEs back and have the opportunity to resubmit by the end of the week. Teacher will be available for any additional questions or help. (R, E2) - Students will begin PBE #2: You have just discovered a new area of the United States that no one has ever seen before! Create a brochure inviting your classmates to see the land. Describe the atmosphere and

Week 3: Day 5 (Friday)

Week 4: Day 1 (Monday)

Week 4: Day 2 (Tuesday)

Week 4: Day 3 (Wednesday)

Kaitlyn Kendrick weather. Draw a picture of the plants that live here as well as the weather around it. Explain how the plants reproduce on this land and how the weather affects them. Is it wet so the plants have to adapt to moisture? Is it always dark so the plants have to adapt to light? (H, E1, E2, O) - Students will continue to work on PBE #2. They are encouraged to use all the resources available to them their notes, websites, books, etc. Students will take turns using the computer if all the students want to use that outlet. PBE #2 must be finished by the end of class on Friday. - Entrance Ticket: why are plants important to human lives? (W) - Give students the opportunity to share their answers with the class and spark classroom discussion. This will be a review day in which the class discusses the important parts of the plant, parts that are involved in reproduction, photosynthesis and adaptations. - Students will play the I have Who has game in which each student receives an index card. The front of the index card has a vocabulary word and the back has a different vocabulary words definition. One student begins and says their word and the definition, and then another student will say their vocab word that matches the definition that was just said. The students will go around as a class until it goes back to the original starter. If a student does not know the answer, the teacher will ask questions to get the student thinking about the appropriate term. If the student does not get it, other students in the class can be used as help. (E1, R, T) - PBE #2 is due by the end of class. Students will have some time at the end of the class lesson to work on it. If students have finished their work, they will have the opportunity to work on PBE #1, which will be due next week. - Students will receive PBE #2 back. They will be hung around the room to show off the students work. Students have the opportunity to talk to the teacher about any problems. If there is a big concern on how the student performed either by the teacher or the student themself they will have the opportunity to discuss revision. (R. E2) - Introduce Learning Menu to the students students are able to work on it during class on Monday, Tuesday, and Wednesday. - Reminder that PBE #3 is due on Friday as well. - Students work on Learning Menu.

Week 4: Day 4 (Thursday)

Week 4: Day 5 (Friday)

Week 5: Day 1 (Monday)

Week 5: Day 2 (Tuesday) Week 5: Day 3 (Wednesday) Week 5: Day 4 (Thursday)

- Students work on Learning Menu.

- Review day: will play different games in which the students will have opportunities as teams to answer the questions correctly. Students will work in groups for lack of potential embarrassment for

Kaitlyn Kendrick students who may not know the information. (H, R, T) - Time at the end of class to work on PBE #3 or Learning Menu. - Unit test. - PBE #3 due - Learning Menu due.

Week 5: Day 5 (Friday)