Unit Title: Plants Grade level: 8th Length of unit: 3 weeks

Your name: Michelle Levine

Stage 1 Desired Results Meaning Learning Goals: Understand and apply forms of energy and energy transfer. Understand and apply knowledge of the complementary nature of structure and function and commonalities. Use evidence to develop descriptions, explanations, predictions and models. Think critically and logically to make the relationship between evidence and explanation. Enduring Understandings:
Scientists can use observations to make predictions. All living things depend on other systems in order to survive. A species ability to survive depends on its ability to adapt and reproduce.

Essential Questions: How do scientists use the environment to make predictions about plants? How are all living systems connected to one another? How have plants adapted, and why do they also harm the plant?

Knowledge & Skills Acquisition

Students will know Plant Structures: xylem, phloem, chlorophyll, chloroplast, roots, stem, rhizoid, leaf Photosynthesis Monocot, dicot, vascular, nonvascular, autotroph Tropism Students will be able to
Identify multiple parts of plants Use plant terminology Understand uses of plants in our society and their importance (examples include medicine, clothing, food and buildings) Identify features that would define a living creature as a plant. Identify different types of plants Identify how plants reproduce Identify how plants rely on outside variables, (examples include air, water, animals, soil and other plants) and how they are affect by them Understand the benefits and disadvantages of plant traits.

Stage 2 Evidence (Assessment) Types of assessment: Selected-Response (two quizes); Personal Communication (class discussions); Written Response (lab reports); Performance Assessment (Role-play, Simulation, Lab, Dramatization) Pre-assessment:
I will have the students write 5 things on a sheet of paper of what they believe is a plant. (I will use this information to determine what the students already know, and not worry about covering the basic details of it.) I will then ask the students questions based off of what they wrote such as: Why are leaves green? Why do some plants flower and others do not? If I notice that some of the topics only 5 students do not understand the material, I will talk to them after class and see about working with them outside of class time. This way I cover more material that everyone does not know, and help keep all of my students interested. I could also work on the topic with the students when the rest of the class is working on projects. I will give these students extra time on the project to help compensate for the time spent on the material. If I find out, it is half and half. I will have the students teach each other the material. This will be a good way to reinforce and expand the ideas in the students who already know while the students who did not know are now learning the material.

Formative Assessments:
Labs and lab reports will be collected and assessed to see correct information and information extending why it is correct connecting to information throughout the unit. Exit slips to see if the students got the purpose of the lesson Classroom discussions and questions will be used to see correct use of vocabulary, explanations, and connections between concepts throughout unit Class note books will also be turned in to verify the student has correct information, is making connections throughout the unit.

Summative Assessment:
The students will have a two part test at the end of the unit: 1) a lab portion where students will go into the lab and on a sheet of paper do identification of plant parts and types of plants. 2) Fill in blank, multiple choice and essay.

Stage 3 Learning Plan

Unit will last 15 45minute days of lessons We will do the lesson as incremental to cover the unit. Students will plant seeds that we will watch grow and use to compare to material we are covering in lesson. Goals of unit will be stated and written on the board the first day of the unit. The essential and enduring questions will be on the board on the first day, and we will review these questions on the last day. Creative thinking will be used throughout the lesson by labs, journal reflections, Instructional strategies to be included are inquiry, debate and lecture. Students will be given choice boards, group work and assignments will be tiered. We will be using microscopes and other lab equipment to do inquiry. There will be a projector in the classroom.