Dinh 1 Plants Physiology/Adaptation/Evolution/Extinction Name(s): Dahlia Dinh Title of lesson: Plant Physiology/Adaptation/ Date of lesson: Spring 2010 Length of lesson: 50-90 minutes Description of the class: Name of course: Biology Grade level: 11th Honors or regular: Regular Source of the lesson: TEKS addressed: 112.37. Environmental Systems (b) Introduction. (1) Environmental Systems. In Environmental Systems, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: biotic and abiotic factors in habitats, ecosystems and biomes, interrelationships among resources and an environmental system, sources and flow of energy through an environmental system, relationship between carrying capacity and changes in populations and ecosystems, and changes in environments (4) Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes. The student is expected to: (B) assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within four other biomes; (F) predict how the introduction or removal of an invasive species may alter the food chain and affect existing populations in an ecosystem; (G) predict how species extinction may alter the food chain and affect existing populations in an ecosystem; and 112.43. Biology (13) Science concepts. The student knows the significance of plants in the environment. The student is expected to: (A) evaluate the significance of structural and physiological adaptations of plants to their environments; and (B) survey and identify methods of reproduction, growth, and development of various types of plants.
Dinh 2 I. Overview There are different parts of the plants that contribute to their survivorships. However, many of these parts are not consistent from one plant to the other. There are modifications that the plants have that make them more adaptive for the environment that they live in. These are called adaptations. Those that cannot adapt to its environment will end up being extinct. II. Performance or learner outcomes Students will be able to: Identify and describe the function of the different structures of plant. Define adaptation and list examples Define ecosystem Identify what constitute as an ecosystem III. Resources, materials and supplies needed Computers/Internet Markers Crayons Note cards Posters Different plants (daisy, elodea, cactus, etc.) IV. Supplementary materials, handouts. (Also address any safety issues Concerning equipment used) V. Safety Issues N/A VI. Accommodations for learners with special needs (ELLs, Special Ed, 504, G&T) N/A
Dinh 3 Engage: The teacher will have students on a piece of paper write down 3 differences between a plant and an animal as a warmup. Then the teacher will go over it in front of the class and list the differences on the chalk board. Plant Physiology Lesson Plan Teacher Does Probing Questions Student Does What are some differences between a plant and animal? What s the difference between the two in structures? producer/ consumers; body limbs; different source of energy. Stem, leaves, roots, etc./ legs, arms, etc. The teacher will show the students plants that may have thorns or some other modification of leaves like an elodea and a cactus. The students will be introduced to the different plants they will investigate today in lab. Approx. Time_10_mins Explore: The teacher will split the students into groups of 3 and go over the direction with specific roles in the group: Manager: make sure everyone is on task and help out where ever there is a need. Observer: observe plant and identify the parts that he/she knows. Illustrator: draw the plant and put down the different parts that the group knows. Everybody is responsible for decorating the poster which include coloring and making the poster looks What about these plants? Do they have the same structures as what you have just gave me? What are some of the parts you see? Why is your plant different from theirs? What might have caused these differences? What kind of environment does this plant live in? No, they are the exceptions. Yes, they are just modified parts in the plants. Stem, leaves, roots, etc. Don t know. To better survive in different environment. Environmental changes. Desert, rainforest, plain, etc.
Dinh 4 presentable. The group is assigned a specific plant to investigate. Each group is responsible for drawing the plant that they have and label the different parts that they know. Students will be provided with text books to use as references. Approx. Time 30_mins Explain: The students will have a gallery walk around the class to see the rest of the posters that the class worked on while recording 3 similarities and differences that they see on a note card. Assigned each student in the group a color so that each student will take turn standing by the poster, so that if the other students that are not in their group can ask about the poster if something is not clear. The teacher will ask the students to sit down after giving them about 10 minutes (will vary based on how fast the students can circulate the classroom) to look around the room. As a class the teacher will go over what they students have. What are the similarities that all these posters share? What are the differences between the posters? What is that part on the poster? Color, shape, etc. Color, shape, etc. Leaf, stem, flower
Dinh 5 The students will have a chance to explain the differences and similarities that they see. The students will be probe with questions as to why there are differences and similarities instead of it all being different or all being similar. Approx. Time_20 mins Extend / Elaborate: The teacher will introduce the adaptations that these plants have and explain why there are these modifications while students will take notes. This will include: Adaptation definition What causes adaptation Examples of adaptations in animals and then ask students what might be some of the adaptations in plants. Probe students to think why there are such adaptations. Why are there differences in the structures of in these plants? Where might you find each of these plants? Under what condition will this plant survive best in? Why do you think so? Have different functions that might benefit the plant more in different environment. Deserts, plain, rainforest, etc. Deserts, plain, rainforest, etc. because it has thorns/lots of leaves/no leaves/etc that enable it to survive better due to better way to keep water, increase photosynthesis, etc. Approx. Time_10 mins Evaluate: Students are to write one thing that they have learned today and one question they may have. Comprehensive quiz after the lesson about adaptive reproduction process.
Approx. Time 20_mins Dinh 6