Christine Liou Lesson Plan for the Week of 3/23/15-3/27/15

Objec
tives

Monday (3/23)
Finish Taboo cards
& Identify plant
structures
SWBAT:

SWBAT:

SWBAT:

B.4A

B.5B

B.10B

compare and
contrast
prokaryotic and
eukaryotic cells
B.5B examine
specialized
cells including
roots, stems,
and leaves of
plants; and
animal cells
such as blood,
muscle, and
epithelial.
B.10B
describe the
interactions
that occur
among
systems that
perform the
functions of
transport,
reproduction,
and response
in plants.
B.10C
analyze
the levels of
organization in
biological
systems and

Tuesday (3/24)-Enrichment
Water Property
(celery & food coloring)

examine
specialized cells
including roots,
stems, and leaves
of plants; and
animal cells such
as blood,
muscle, and
epithelial.
B.10B
describe
the interactions
that occur among
systems that
perform the
functions of
transport,
reproduction, and
response in plants.

Wednesday (3/25)
Water Transpiration

describe
the interactions
that occur
among systems
that perform the
functions of
transport,
reproduction,
and response in
plants.

Thursday (3/26)Enrichment
Water Transpiration
Continue (IEP) & Quiz
SWBAT:
B.10B
describe
the interactions
that occur
among systems
that perform the
functions of
transport,
reproduction,
and response in
plants.

Friday (3/27)
Plant Reproduction
(Plant dissection)
SWBAT:
B.10B

describe the
interactions that
occur among
systems that
perform the
functions of
transport,
reproduction, and
response in plants.

Page 1 of 7

Christine Liou Lesson Plan for the Week of 3/23/15-3/27/15

Monday (3/23)
Finish Taboo cards
& Identify plant
structures
relate the
levels to each
other and to
the whole
system.

LA

Tuesday (3/24)-Enrichment
Water Property
(celery & food coloring)

Wednesday (3/25)
Water Transpiration

ENGAGE:
ENGAGE:
Fun fact of the
Fun fact of the
day: Fruit is a
botanical term
day: A herb is
and vegetable
specifically from
is a culinary
the leaf of a plant,
term, so certain
and a spice is from
vegetation such
the seed, berry,
as tomatoes,
stem, bark, root or
green beans,
bulb.
eggplants, and
cucumbers
could be called
either fruits or
vegetables.
Students will
have some time
to finish their
taboo cards. If
they do not
finish, then it
becomes
homework.

ENGAGE:

EXPLORE:

EXPLORE:

EXPLORE:

Brain storming
question: What
do trees use to
grow to super big
and tall?

Fun fact of the day:

The average tree is
made up of 99%
dead cells. The only
living parts are the
leaves, root tips, and
phloem, which is a
thin layer of under
bark that acts as a
food delivery
system.

Thursday (3/26)Enrichment
Water Transpiration
Continue (IEP) & Quiz

Friday (3/27)
Plant Reproduction
(Plant dissection)

ENGAGE:
Fun fact of the
day: Plants are
capable of
recognizing their
siblings and will
give them
preferential
treatment,
competing less
for valuable
resources like
root space than
when surrounded
by plants that are
strangers.

ENGAGE:

EXPLORE & EXPLAIN:

EXPLORE:

Fun fact of the day:

One third of the
plant life on the
island of Socotra
near Yemen cant be
found anywhere else
on Earth. It has been
described as most
alien-looking place
on Earth.

Page 2 of 7

Christine Liou Lesson Plan for the Week of 3/23/15-3/27/15

Monday (3/23)
Finish Taboo cards
& Identify plant
structures

Bring different
types of fruits
or vegetable
and ask
students to
identify each
one of them.

EXPLAIN:
Slide 3: Ask students
to brainstorm What is
the function of each of
these plant parts?
Give them some time
to discuss in partners
and then share out.
You want the class to
come up with a brief
description of the
function, and then
students should be
directed to write down
their descriptions next
to the plant part.
Liken the parts of the
plant to the organs of
the human body.
Answers will vary but
may be
Root: to absorb water
and nutrients
(minerals) from the

Tuesday (3/24)-Enrichment
Water Property
(celery & food coloring)

1. How do plants
drink water? (5
minutes)
Answers may
vary. This prompt
is to activate prior
knowledge.
Students may say
plants absorb
water through
their roots.
Misconception:
They may say
plants absorb
water through
their leaves due
to seeing dew on
the leaves in the
morning.
EXPLAIN:
1. Direct the
students to open
their IN to the
next right side.
Guide them as
they create a lab
report on this
page. This will be
a lesser version of
a formal lab writeup to provide
them with

Wednesday (3/25)
Water Transpiration

Do a Londonbridge
demonstration of
stomata opening
and closing by
guard cells

EXPLAIN:

Students are going

to go to this
website and learn
transpiration.
http://www.science
mag.org/site/featur
e/misc/webfeat/vis
2005/show/transpir
ation.swf

ELABORATE:

Adhesion and
cohesion property

Thursday (3/26)Enrichment
Water Transpiration
Continue (IEP) & Quiz
Watch ED puzzle
video on
https://edpuzzle.com/media
/54ea5b03b9c0b51723ebe
d86
ELABORATE:

Quiz Time

Friday (3/27)
Plant Reproduction
(Plant dissection)

Is plant
reproduction similar
to human
reproduction? Why
or why not? (5
minutes)
Answers may vary.
This prompt is to
activate prior
knowledge.
Students may say
plant reproduction
is similar to human
reproduction in
that both involve a
sperm that
fertilizes an egg in
an ovary. They may
also say that most
plants have male
and female parts.
EXPLAIN:

Assign students to
a lab group and
direct them to take
their notebooks to
their lab station to
complete their labs.
(40 minutes)
Instruct students to
check that they
have all of the

Page 3 of 7

Christine Liou Lesson Plan for the Week of 3/23/15-3/27/15

Monday (3/23)
Finish Taboo cards
& Identify plant
structures
soil; to anchors the
plant to the ground
Stem: to provide
structure and support
and position the
leaves to collect
sunlight
Leaf: trap energy from
the sun to make
food/nutrients
(sugar) or site of
photosynthesis; site of
gas exchange (carbon
dioxide and oxygen)
A common
misconception is that
leaves gather water
and we want to be
sure to clarify that
only the roots do that
Flower: contains the
reproductive
structures
Slide 5: Plants are
organized into organ
systems. This can be
likened to the body
systems of
humans/animals. The
shoots system
includes all of the
parts of the plant
above ground (stems,
leaves and flowers).
The roots system

Tuesday (3/24)-Enrichment
Water Property
(celery & food coloring)
practice. We will
provide them with
the Problem and
Procedure. They
will compose a
hypothesis, collect
the data, and
write a conclusion.
(10 minutes)
Problem: Does the
number of leaves on a
celery stalk affect the
rate of transpiration?
Hypothesis:
Direct students to write a
hypothesis using the
guidelines for a good
hypothesis that were
discussed in Unit 1.
Procedure:
Have them glue LObserving Transpiration
into their notebook below
their hypothesis.
Data Table:
Have students create a
data table on the top left
side of their IN to record
their observations.
2. Explain to the
students that they
will set up their
lab. Then, during
the 20 minutes
before collecting

Wednesday (3/25)
Water Transpiration

Thursday (3/26)Enrichment
Water Transpiration
Continue (IEP) & Quiz

Friday (3/27)
Plant Reproduction
(Plant dissection)
following materials
on their lab station:
forceps, flower,
scalpel, hand lens,
flower dissection
work mat, biology
book. The
instructions for
completing the lab
are on the flower
dissection work
mat.
Students will first
draw a diagram of
their flower in their
notebook and label
it using their
textbook as a
reference.
Students should
then use a hand
lens and dissecting
tools to locate the
parts of the flower
on their specimen
following the
directions on LFlower Dissection.
ELABORATE:

Students will sketch

and label the male
and female parts of
a flower in their
notebook. They

Page 4 of 7

Christine Liou Lesson Plan for the Week of 3/23/15-3/27/15

Monday (3/23)
Finish Taboo cards
& Identify plant
structures
includes all of the
parts of the plant
below ground (roots).
The reproductive
system includes the
flowers or cones.
ELABORATE:

After
discussing the
unique plant
structures,
have students
write a
reflection piece
on the left side
of their IN
using the
following
Quickwrite
Prompt: Do all
plants have the
same
structure?
What really
makes a plant
a plant? (5
minutes)
Slide 20: Give
students time
to answer the
question first,
before pulling
up the Their
Cells!!! and

Tuesday (3/24)-Enrichment
Water Property
(celery & food coloring)
their data, they
should complete
another set of
observations for LProperties of
Water that you
have already set
up at each lab
table. Each set-up
has instructions at
the lab station
that they should
follow.
3. Have students
draw an
observation table
as set up below
for L-Properties of
Water below their
data table for LRole Xylem.
ELABORATE:

Wednesday (3/25)
Water Transpiration

Thursday (3/26)Enrichment
Water Transpiration
Continue (IEP) & Quiz

Friday (3/27)
Plant Reproduction
(Plant dissection)
should then write
the function of
each labeled part in
their notebook
using their
textbook as a
reference.

Assign students
to a lab group and
direct them to
take their
notebooks to their
lab station to
complete their
labs.

Page 5 of 7

Christine Liou Lesson Plan for the Week of 3/23/15-3/27/15

Monday (3/23)
Finish Taboo cards
& Identify plant
structures
picture. Then
pull up each
arrow and let
the students
tell you what
cell structure is
being
referenced
before clicking
up the label.
After all the cell
structures are labeled,
ask students Which
cell structure quickly
and easily helps you
identify a eukaryotic
cell as specifically
plant?
Cell wall!
Why does a plant
have a cell wall?
Support and structure
Do you see anything
else that you didnt
see in an animal cell?
Large, central vacuole
and chloroplast
Why does a plant
have a large, central
vacuole?
To store water
Why does a plant
have a chloroplast?
Photosynthesis
EVALUATE/ASSESS:

Tuesday (3/24)-Enrichment
Water Property
(celery & food coloring)

EVALUATE/ASSESS:

Wednesday (3/25)
Water Transpiration

EVALUATE/ASSESS:

Thursday (3/26)Enrichment
Water Transpiration
Continue (IEP) & Quiz

EVALUATE/ASSESS:

Friday (3/27)
Plant Reproduction
(Plant dissection)

EVALUATE/ASSESS:

Page 6 of 7

Christine Liou Lesson Plan for the Week of 3/23/15-3/27/15

Monday (3/23)
Finish Taboo cards
& Identify plant
structures
Turn in the taboo
cards for
competition.

Reso
urces

http://www.hawaii
.edu/gk12/evo/hector/isla
ndschool/Bot1Act
.pdf

Tuesday (3/24)-Enrichment
Water Property
(celery & food coloring)

Closing Activity:
Students should
write a conclusion
for L-Role of Xylem
in Transpiration.
This can be
completed as
homework on the
left side of the
interactive
notebook. (5
minutes)
http://www.boardwor
kseducation.com/me
dia/d768ee0d/Eleme
ntary%20School
%20Science
%20Sample/Plant_A
nimation_US.swf

Wednesday (3/25)
Water Transpiration

Exit Ticket:
Questions will be
related to
transpiration.

Googleygalvan.co
m

Thursday (3/26)Enrichment
Water Transpiration
Continue (IEP) & Quiz
Semi-formative
Assessment (Quiz)

http://www.ucar.ed
u/learn/1_4_2_18t.
htm
http://www.jiwanisc
ience.com/lessonplans

Friday (3/27)
Plant Reproduction
(Plant dissection)

Closing Activity:
On the left side of
their IN, have
students
hypothesize on how
plants without
flowers reproduce
and how a flower
can be beneficial to
a plant. (5
minutes)

Googleygalvan.com

Fun Fact:
http://www.buzzfeed.com/awesomer/facts-about-the-plant-kingdom#.xcrkzkGXKJ

Page 7 of 7