Unit 8: ECE/AP Biology Plants 9 Class Meeting. Essential Questions. Enduring Understanding with Unit Goal

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1 Essential Questions How are plants unique in their growth, organs, tissues and cells? How to plants acquire nutrients from the environment? How do different plants conduct photosynthesis? Enduring Understanding with Unit Goal EU# 1: Plant diversity and evolution. o Explore the changes within plants and plant communities over time. o Compare the different types of plants and their ecological niches. EU# 2: Plant Structure, Function and Growth. o Explain the structure and function within different types of plants. o Explain the various hormones/pathways used by plants to capture and use energy. o Investigate adaptations of plants to maintain homeostasis. o Explore the process of transpiration. EU# 3: Plant responses and review of photosynthesis. o Summarize the variety of plant responses to their environment and the hormones involved for homeostasis. o Explain how photosynthesis and transpiration maintain world ecosystems. The following are the AP curriculum framework connections that must be completed prior to the AP Biology exam. 2.A.1 All living systems require a constant input of free energy. 2.C.1 Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes. 2.D.4 and animals have a variety of chemical defenses against infections that affect dynamic homeostasis. 2.E.2 Timing and coordination of physiological events are regulated by multiple mechanisms. o 2.E.2. a In plants, physiological events involve interactions between environmental stimuli and internal molecular signals. 2.E.3 Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection. o 2.E.3.b Responses to information and communication of information are vital to natural selection. Specifically 2.E.3.b.1 and.2 1

2 Standards Common Core State Standards/College and Career Readiness Anchor Standards : CCSS.ELA-Literacy.RST Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. CCSS.ELA-Literacy.RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CCSS.ELA-Literacy.RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. CCSS.ELA-Literacy.RST Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Next Generation Science Standards: HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. MSMHS 21 st Century Learning Expectations Competency 1: Read and write effectively for a variety of purposes Competency 2: Speak effectively with a variety of audiences in an accountable manner Competency 3: Make decisions and solve problems independently and collaboratively Competency 4: Apply scientific knowledge and concepts to a variety of investigative tasks Competency 5: Student Ownership and Civic responsibility 2

3 Unit Content Overview Campbell Chapters EU# 1: Plant diversity and evolution. o Identification of early plants. o Evolution into modern flowering and cone-bearing plants. EU# 2: Plant Structure, Function and Growth. o Structure and function of plant parts. o Meristem and growth tissues. o Flowers and fruiting bodies o Capturing of nutrients. o Angiosperms o Gymnosperms o Pollination and plant reproduction EU# 3: Plant responses and review of photosynthesis. o Reception, transduction, and response. o Discover of plant hormones. o Survey of major plant hormones. o Effects of light on the biological clock o Photoperiodism and Responses to seasons. o Response to other stimuli such as gravity, mechanical, environmental stress, flooding, drought, salt, heat, and cold. o Sequence of plant response to herbivore attack. o Defense against pathogens. Learning Objectives Students will be able to List and identify plant structures (root, stem, leaf, and flower) Describe at least three specializations in plant organs and plant cells that are adaptations to life on land. Identify which plant organs originate from the activity of meristem. Differentiate between the branching of roots and stems. Summarize the advantages that plants gained from secondary growth. Explain the mechanism that plant cells use to elongate along one axis. Explain how the evolution of xylem and phloem contribute to plant success on land. Describe how xylem moves materials through a plant. Explain how water is essential to the movement of sap in xylem. Describe how stomata function to transport water and nutrients. Sequence the changes that occur to the four types of floral parts as a flower changes into a fruit. Identify the parts of a flower and the function of each. Compare the advantages and disadvantages of asexual reproduction. 3

4 Unit 8: ECE/AP Biology Discuss the pros and cons of GMO s. Compare different types of plant hormones and their impact. List types of environmental stress and plants response to these stressors. Summarize how injury to plant tissue makes the plant more susceptible to pathogens. Assured Learning Experiences Differentiated Instruction and Instructional Strategies (e.g): o Daily warm-ups and vocabulary reflections o PowerPoint lecture notes with skeletal components for note-taking o Flexible grouping o Concept maps and foldables o Exit slips o Graphic organizers o Creating real-world connections for students o Case-studies and independent reading o Outlining of texts and vocabulary root words o Reading and accountable talk discussions o Laboratory experiences o Bozeman Videos Interdisciplinary Connections: o Mathematics Statistics and graphing o Language Arts Accountable talks, reading, note-taking and interpretation of texts History famous scientists and discoveries Horticulture plant structure, functions and species Assessments FORMATIVE ASSESSMENTS: Close reading and vocabulary check-ups Outlining of textbook Warm up activities Check-ins with students and student groups Classroom discourse on case-studies Practice Short-response and Extended response questions Homework/Reading Checks Lab: Plant dissection and flower identification Lab: Transpiration Plant drawing and fertilization diagrams 4

5 SUMMATIVE ASSESSMENTS: EU# 1: Evolutionary cladogram of early plants to modern day plants EU# 2: Quiz on plant parts and Quiz on growth patterns and flowering parts o Analysis questions on Transpiration lab EU#3: Released AP Style essays on transpiration and photosynthesis Unit Test (Multiple Choice, matching, lab data interpretation, short answer) Unit Task Unit Task Name: Transpiration Lab - EU#1, EU#2 and EU#3 Description: Students will conduct an experiment and what environmental conditions impact plant transpiration. This is a lab that will take place over a series of days and students will be responsible for maintaining their own plants and plant measurements. At the end of a week plant biomass will be calculated for overall changes in biomass. This lab not only requires students to be responsible for their own measurements, it requires them to use mathematical principles to determine which factor had the greatest impact on plant biomass. Evaluation: MSMHS Rubric 4: Scientific Inquiry Students will apply scientific knowledge and concepts to a variety of investigative tasks Unit Resources o Textbook (Biology in Focus, AP Edition by Urry, Cain, Wasserman, Minorsky, Jackson and Reece). o MSMHS School-wide Rubrics o Video clips o Internet animations/databases o Laptops o Biological manipulative models o Concept Charts AP 4 Big Ideas, Biological Molecules o Case Studies o Bozeman videos o AP and UCONN/ECE labs 5

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