Plant
Reproduction: Day 2
Name of the writer(s): James Lyas
Date of lesson: DD/MM/YYYY
Length of lesson: 50 minutes each
Description of class:
Name: Science
Grade level: 9th grade
Regular, honor, or magnet: Regular
Source of lesson: http://www.teachervision.fen.com/lesson-plans/lesson-4114.html
The Lesson:
I.
Overview
Students will discover how plants
can undergo both asexual and sexual reproduction.
Students will also learn that plants need a little help during sexual reproduction – such as birds, insects, and wind – to transfer pollen between them to form seeds and produce new plants.
II.
Performance or learner outcomes
Students will be able to:
· Define pollination
· Identify the different parts of a flower and understand their functions
· Understand the importance of pollen for plant reproduction and diversity.
III. Safety considerations
· Caution should be used when dissecting flowers (i.e. scissors, razors, etc..)
IV. Resources, materials and supplies needed
- Dissecting microscope
- Books and encyclopedias; and/or computer with internet access
- One flower for each group of students: daisies, carnations, lilies, violets, daffodils, tulips, or petunias.
- Magnifying glass
V. Supplementary materials, handouts
- Pre/Post-Assessments; Lab and Data sheets
Five-E Organization
Teacher Does Student Does
|
Engage: Learning Experience A)
Common/Unique Game: Given a topic, students in a group
will first try to come up with a word
that the other groups might think
of that relates to the topic of plant
structure/ reproduction. Next, students in a group will try to come up
with a unique word that is different
from the other groups. (repeat 2-3 cycles) B) Show a short
clip of the PBS movie: The Private Life
of Plants: The Birds
and the Bees C) Pass out different species of (fake) flowers
to each of the students. Have the
students draw a quick sketch on what
they observe about their flower.
Next,
have students get into small groups and
observe each others flowers.
Then, have
the groups draw a model that incorporates
the similarities of each plant. Discuss models. Questions
* Can plants reproduce? * Is plant reproduction considered to be a form of asexual
or sexual? Both?? |
Hoped for student response
Students will be able to list basic ideas that pertain
to plant structure/reproduction. Expected Students Response
Various responses. Students are to have a wide range of responses depending on their knowledge of plant reproduction and the physical components of plants. |
Evaluate
Note whether all students are actively participating and interested. Ask probing questions to determine students’ understanding of plant reproduction.
|
Explore: Learning Experience Explain and if necessary demonstrate the lab exploration. (See handout.) . Students will work in groups of 4 to discuss their observations. Assign roles related to getting materials, investigator, recorder and clean up. Students will complete the data sheet as they do the investigation. Questions * Name some ways that plants
are pollinated? |
Hoped for Student Response All students will understand and know what to do and
will be engaged in doing the investigation in order to find the answer the
following questions pertaining to plant reproduction. Expected Student Response Some students will get the right answer. Others will be unable to interpret their observations to form conclusions based on their previous knowledge. Some students may be hindered by the previous knowledge and be unable to understand the outcomes of their observations. |
Evaluate
Monitor students to determine whether all successfully complete the activity.
Ask inquiring questions to see if they comprehend what they are doing. Check that they are filling out the data sheet(s) as they are carrying out the lab.
|
Explain. Learning Experience: Students will complete the data sheet based solely upon their observations during the experiment. Have each group describe their results and explain the reasoning or evidence for how they came to their conclusions. Questions * On
the basis of student observations ask
students to develop their own hypothesis about the mechanism of flower
pollination |
Hoped for Student Response Students will be able to design several hypotheses based
on their observations from lab. Expected Student Response Students will rely on information and knowledge
obtained from this particular lesson to answer the following questions |
Evaluate
During the explanation take a vote to get a scheme of how many students actually understand the concepts covered so far. Teacher walks around the room to hear students discuss their thoughts. Collect and grade data sheets form the laboratory investigation.
Extend/Elaborate:Learning Experience After studying a number of different flowers, have students study fruits. What part of the fruit was the ovary? What part of the fruit were the ovules? Compare the fruit structure of apples, berries, and olives (or other one-seeded fruits). |
Hoped for student response N/A Expected Student Response N/A |
Evaluate
Note students’ contributions to various extensions to make sure that they understand the concept of plant reproduction; and how plants can undergo both asexual and sexual mechanisms of reproduction.
Observations
1. Observe thin tissue
samples to study under a dissecting or compound microscope.
2. You should be able to
identify the ovules in an ovary and the pollen sacs in an anther.
3. Estimate how many seeds
the flower could produce by counting the number of ovules
in the ovary.
Group Questions:
1. Compare and contrast the
structure and function of the flower parts studied. What is similar in each
flower? What varied? What functions do they have in common?
2. Explain how each flower
studied would be pollinated. :
Which flowers would be best pollinated
by a bee?
Which would be best
pollinated by the wind?
How did the stigma of each
flower adapt to trap pollen?
Is one method of flower
pollination more common among the flowers studied than another? Why?
3. The angiosperm (flowering)
group is the largest, most successful plant group on Earth.
Angiosperm species are also
the youngest, evolving 125 million years ago. Debate possible reasons for their
success; and provide a number of examples to support your hypothesis.
4. Consider how the flowers
you studied ensure that pollen grains reach the stigma, which is a necessary
process for fertilization.
5. Compare each flower’s
method of pollination. How successful is each method?
6. Discuss the benefits of
animal pollination for both flowers and their animal pollinators.
Explain how this codependence
influences diversification. What disadvantages can be
attributed to the mutual
dependence of plants and animals?
Flower Investigation 
Name:____________________________________
Flower: ________________________________
I. Initial Observations
1. What is the width and height of your
flower? Measure each with a ruler.
2. What is the shape of your flower?____________________________________
3. Does your flower have a color?
____________________________________
4. Does your flower have an odor?
____________________________________
5. What flower parts can you see?
_____________________________________
_____________________________________
_____________________________________
II. Hypothesis
How is your flower pollinated?
III. Flower Parts
As you dissect your flower, record your
findings here.
IV. Conclusion: Was your hypothesis correct? If not, how
is your flower pollinated?