Plant Adaptations Lesson created by: Taylor Nyberg Date of lesson: TBD Description of the class: 9 th grade Biology Length of lesson: 45 55 minutes Source of the lesson: http://www.dep.state.fl.us/secretary/ed/life/sebastian/files/6plant_adap_2.pdf TEKS addressed: 112.43. Biology (7) Science concepts. The student knows the theory of biological evolution. The student is expected to: (B) illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction. (12) Science concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to: (C) compare variations, tolerances, and adaptations of plants and animals in different biomes; (D) identify and illustrate that long-term survival of species is dependent on a resource base that may be limited (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; I. Overview: Students will be given a set of plants which are mostly native to Texas (Prickly Pear Cactus, St. Augustine grass, ball moss, live oak, etc.). They will then use the attached worksheet to determine the adaptations they have and the advantages and disadvantages of those adaptations. The students will also have to assess how natural selection played a role in these plant adaptations and determine what type of environment these plants are best suited for. II. Objectives: Students will be able to: 1. Understand the significance of specific adaptations in plants structure and physiology over time. 2. Determine what environment our native plants are best suited for and what specific adaptations they have. III. Resources, materials and supplies: Prickly Pear cactus St. Augustine grass 1
Venus fly trap Rose Moss Ball moss Live oak branch Hand lenses IV. Advanced Preparation: Make sure any and all cactus plants are handled with care and put in a place in the classroom where they can be observed but not harm anyone. V. Supplementary worksheets, materials and handouts: Plant adaptations worksheet Pre/Post-assessment slips VI. Safety Considerations: Always use caution when dealing with cactus spines. 2
ENGAGEMENT Time: 5 minutes At the front of the room have a Venus fly trap, a long stemmed flower (a rose for example) and a piece of moss. 1. What do all of these things have in common? 2. What are some differences they have? Pass out Pre-assessment slip with the following questions: 1. What is the definition of an adaptation? 2. What adaptations do you think some of these plants may have? 1. They are all plants/they are all green 2. One eats flies, one has really pretty flowers, many other answers could work EXPLORATION Time: 20_ minutes Pass out the various plant species that will be compared. (This can vary depending on the area however using native Texan plants is highly recommended such as Live Oak, ball moss, Prickly Pear cactus and St. Augustine grass) In pairs, have the students fill out their hypothesis found on their worksheet. Next, have the students use hand lenses to observe the various plant species and fill out the chart. 1. What type of ecosystem do we live in? 2. How do you know if this plant is suited to survive fire? 3. What evidence do you 3
EXPLORATION Time: 20_ minutes see? 4. How do you know if this plant is suited to withstand droughts? 5. Why do you think the Venus fly trap has a mechanism for eating bugs when none of the others do? 6. Do you think having thick, fleshy leaves is an advantageous adaptation or a disadvantageous one? 7. Do any of these adaptations increase or decrease these plants rate of predation? EXPLANATION Time: _10 minutes Have one person from each group report their observations and data up on the board in a large table so that all group s data can be seen. Review questions found on worksheet? 1. Which plant adaptation did the class observe most frequently? 2. Which was observed the least frequently? 3. Are these adaptations structural or physiological? 4. Did your hypothesis get supported by the observations you made? Why or why not? 5. Can some adaptations 4
EXPLANATION Time: _10 minutes be both helpful and harmful? Describe one. ELABORATION Time: 5 minutes Bring back the original three plants from the Engage (Venus fly trap, long stemmed rose and piece of moss). 1. What adaptations do you observe? 2. If you had to put these three plants in order from oldest evolutionarily to youngest how would you order them? 1. Vascular system in the rose, nitrogen acquiring organ in the Venus fly trap, etc. 2. Oldest is the moss because it has neither of the adaptations. Then the flower then the Venus fly trap. EVALUATION Time: 5 minutes Pass out Post-assessment slip. Create a Venn Diagram comparing the three plants discussed in the Engage and Elaborate. Define adaptation and give an example of one found in native Texas plants. 5
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