Course Profile Biology, Grade
11, College Preparation, Public
Unit 4: Plant Structure and Physiology
Time: 22 hours
Activity 4.1 | Activity
4.2 | Activity 4.3 | Activity 4.4 | Activity
4.5 | Activity 4.6
The
unit introduces plant classification, overviews life cycles, plant morphology
and physiology, and investigates conditions necessary for growth and
development. The role of plants in our lives and in the environment will be
researched as a part of this unit and also as part of the preparation of the
personal action plan portfolio, the course final assessment task. The Portfolio
assembled throughout the course includes student reflections on knowledge and
skills acquired in this course and their future usefulness in education and
career preparation, and reflections on how information learned in this course
will be useful in life beyond college and career. A germination and growth
activity is be the focus of this unit providing information about growth and
development and providing samples for plant tissue analysis. The germination
and growth Activity 4.2 will be assessed as part of the end-of-unit task along
with the gallery walk presentations (see Activity 4.3) and a formal
knowledge-based test.
This
unit may or may not be preceded by Environmental Science (depending on the time
of year) that will include sampling procedures for plants (PS2.01) and may
involve a field trip that could be used to meet expectations listed in Activity
4.5. Metabolic processes are looked at in the cell unit and applied here
specifically to plants.
|
Activity |
Time |
Expectations |
Focus |
Task Focus |
|
4.1
Introduction to Plants and Unit |
75 min |
PSV.01,
PSV.03, PS1.04, PS1.05 |
MC, C |
Small
group work; reading assignment; gallery walk |
|
4.2
Germination and Growth Activity |
225 min |
PSV.02,
PSV.03, PS2.02, PS2.04, PS2.05, PS3.01 |
K, I, MC, C |
Students
design and carry out laboratory investigation; long term record keeping
begins; research. |
|
4.3
Uses of Plants-Gallery Walk |
150 min |
PSV.02,
PSV.03, PS2.03, PS2.04, PS3.01, PS3.02, PS3.04, PS3.05 |
K, MC, C |
Students
do individual research and present to class. |
|
4.4
Diversity and Structure of Plants |
600 min |
PSV.01,
PSV.02, PS1.01, PS1.02, PS1.03, PS1.04, PS2.06, PS2.07, ESV.01, ES1.01,
CBV.01 |
K, I, MC, C |
Teacher
lessons; student laboratory activities; small group jigsaw process. |
|
4.5
Role of Plants in their Environment-Case Study |
150 min |
PSV.03,
PS3.03, PS3.04, PS3.05 |
K, MC |
Case
study with optional field trip; students work individually or in groups. |
|
4.6
End-of-Unit Task |
150 min |
PSV.01,
PSV.02, PSV.03 |
K, I, MC, C |
Student
presentations; test and written reports. |
·
Start
germinating seeds (for Activity 4.2) before Unit 4 begins to allow for longer
growth period. The following suggestions will work in the time frame of the
unit but you may consider the option of turning this into a semester long
project and starting the seed germination in the timeframe of the first unit.
Seed suggestions: radish, bean, corn, rye seeds all commercially available and
quick growing – other ideas include commercial Fast Plants, coleus stem
cuttings and plantlets from spider plants.
·
Because
Activity 4.2 will extend throughout much of this unit and requires independent
work by students, tracking sheets and checklists should be prepared to monitor
and guide their work.
·
Secure
equipment and space for unit long plant growth experiments.
·
Prepare
samples ahead of time for tropism/growth demonstrations.
·
Book
access to Internet, Library/Resource Centre for research component of
Activities 4.2 and 4.3, and virtual lab or field trip of Activities 4.4 and
4.5.
·
Field
trip preparation may be required for Activity 4.5
Plant
sections of general biology textbooks previously used for the Grade 11 Biology
course.
Online
text resources – http://www.ukltranet.com/~jkimball/biologypages/
Online
labs – http://biologylab.awlonlin.com/ Note:
requires a subscription to access
Time: 75 minutes
This
activity introduces the key concepts to be covered in the unit and at the same
time provides an assessment of prior knowledge in those areas. The course
portfolio is re-introduced and the unit summative task is described as a
follow-up discussion to the brainstorming activity. This also acts as
preparation for the germination and growth activity.
Strand(s): Plant Structure and Physiology
Expectations
PS1.04 -
describe the processes of growth and differentiation in plants;
PS1.05 -
explain the role of tropisms in plants;
PSV.01 -
demonstrate an understanding of the diversity of plants. (specifically:
introduction to plant diversity)
PSV.03 -
evaluate the roles of plants in the urban community, in various technologies
and industries and in natural ecosystems. (specifically: introduction to the
roles of plants).
·
Draw
on information about plants from Grade 9 Reproduction Unit and Grade 10 Ecology
Unit.
·
Graffiti
activity may have been used previously as a format for cooperative learning.
·
Introduce
graffiti activity format. (see Appendix for full explanation.)
·
Prepare
focus questions for activity on chart paper. (see Teaching/Learning
Strategies).
·
Prepare
reading assignment for Activity 4.1.2.
4.1.1 Student Activity: Students work in small groups
brainstorming answers to the focus questions provided by the teacher. The
information is recorded in the form of graffiti on large chart paper. After a
given period of time, they move from one focus question to the next and add to
the graffiti from the last group. At the end of the graffiti session groups
return to their original station and organize the graffiti for presentation to
the class. Students make notes to summarize the information presented.
Teacher
Facilitation: Present
the focus questions to the groups. Concepts represented in these questions
could include: types or diversity of plants, factors affecting growth,
structure of plants, human uses of plants, role of plants in the environment –
include plants from all areas of the globe. Time at each station should be
dictated by student involvement in the activity. Encourage students to organize
information creatively for presentation to their classmates.
4.1.2 Student Activity: Students complete a reading
assignment from their text as preparation for the next activity. Specific
information to cover includes tropisms, general pattern of growth and
differentiation, and factors (both natural and man-made) that affect plant
growth.
Teacher
Facilitation:
Assign readings on one or more of the following topics from the course text:
tropisms, factors affecting growth, plant reproduction, or any other topic that
serves as appropriate background for the next day’s inquiry activity.
There
is no formal assessment of the expectations in this activity; however, learning
skills such as work habits, teamwork and organization may be monitored. Prior
knowledge is informally assessed in
Activity 4.1.1 to allow an appropriate assignment of readings in Activity
4.1.2.
·
It
may be necessary to assign work groups based on behaviour or ability of
students.
·
Provide
several options for presentations to maximize participation of students.
Brainstorming
is used to
accumulate the collective information held by the entire group. There are a
number of brainstorming techniques. Graffiti is one of these ways. The next
step after brainstorming could include categorizing or summarizing the data
students have collected. The following rules improve this process:
DOVE
Rules For Brainstorming
·
Defer
judgment – accept all ideas, list everything, and evaluate later.
·
Opt for
original and offbeat, anything goes, especially different and crazy ideas.
·
Vast numbers
of ideas are best – get many ideas, the more the better.
·
Expand by
association – piggyback off each other’s ideas, substitute ideas, combine
ideas.
Graffiti is a cooperative small-group
learning structure that can be used as an energizer and facilitates
brainstorming. It is a suggested teaching/learning strategy in Activity 1. The
students are creating a mindmap as a record of their work. The purpose of the
product (mind map) is to provide the teacher with the opportunity to assess
prior learning while allowing the students to re-establish some concepts,
skills and vocabulary.
Procedure
for Graffiti
1. Teacher outlines the DOVE rules of
brainstorming and why they are used.
2. Students are put in teams of three or four.
3. Each member of one team has a marker of the
same colour for tracking each group’s contribution. Each team has one large
piece of chart paper or butcher paper.
4. Each team is given a different question,
topic, issue, or statement to which they respond.
5. Briefly demonstrate what is meant by a mind
map and recording a variety of ideas as words, graphics, phrases
6. For a short period of time each team in the
room writes their graffiti (words, phrases, graphics) about their topic or
issue.
7. Each team then passes their graffiti sheet to
the next team, who then add their ideas to it.
8. Continue to rotate until all teams have added
to each sheet.
9. When the graffiti sheet returns to the
originating team, they read, discuss, and summarize or categorize all of the
information on their sheet. Each group selects a reporter.
10. Share this information with other groups by having
a “gallery walk” to quickly look at the different posted sheets, then give an
oral presentation.
Galbraith,
Don. Understanding Biology.
Time: 225 minutes
In
groups of two or three, formulate a question regarding a variable that may affect
plant growth or germination. Design an experiment to answer their question,
collect and analyse data, and report their findings. Research on the use of
fertilizers, growth regulators, and propagation techniques will provide
background information for completion of their analysis. This activity serves
as one of three culminating tasks within this unit.
Overall
Expectations: PSV.02, PSV.03.
Specific
Expectations
PS2.02 -
identify new questions or problems arising from the study of the growth and
maintenance of plants;
PS2.04 -
analyse the chemical and physical elements that contribute to plant production;
PS2.05 -
investigate tropisms by growing plants from seeds;
PS3.01 -
identify personal activities that may be influenced by the scientific study of
plants.
·
Inquiry
process from previous units in this course and from the Grade 9 and 10 Science
courses.
·
Experience
with Internet research from prior activities.
·
Check
with students regarding any plant allergies.
·
Prepare
tracking sheets and checklists to monitor and guide student research activities
over an extended period of time.
·
Secure
an undisturbed, well lit area for plant growth.
·
Obtain
a variety of seeds and growth media.
·
Some
groups may use simple propagation from root or stem cuttings.
·
Obtain
variety of fertilizers and growth regulators.
·
For
research purposes, book access to the Internet in advance, or gather reference
materials for in class use.
·
To
minimize the search for appropriate research sites and resources, teacher
should bookmark or list appropriate websites.
Act
4.2.1 Student Activity: Students work in small groups or
pairs to formulate a question or focus for their inquiry and develop an
appropriate experiment. The method should begin with either seed germination or
tissue propagation and continue through monitoring of growth under specific
conditions. Accurate observations and analysis of data should also be
considered in the inquiry design.
Teacher
Facilitation: It is
important that both the question and the method of inquiry be approved before
the next activity begins so that each investigation is rich enough to cover all
the specified learning expectations. Possible topics to be explored include:
the effect of gravity on growth, the effect of light (colour, intensity or
direction) on growth, the use of hydroponics, the role of chemical fertilizers,
the role of natural fertilizers, the role of plant hormones, the effect of
watering patterns, the effect of different growth media, the effect of crowding
of seedlings (looks at optimal spacing in nurseries), and the effect of
temperature on germination and growth. The inquiry method must include
controls, sufficient number of tests to validate results, quantitative as well
as qualitative observations, and a reasonable hypothesis. The result analysis
will include an explanation of how the results can be used in plant
maintenance, will identify new questions or problems arising from this study,
and should indicate how this information might change personal activities
around plant growth and use.
Act
4.2.2 Student Activity: Students set up their experiments
and organize logs to record observations on a regular basis. Initial
observations are recorded at this point.
Teacher
Facilitation: Discuss
evaluation criteria with students and provide an assessment rubric for the
activity. Monitor student activity on a regular basis using checklists or
tracking keys and provide feedback to students. It may be helpful to assist
students in making their initial observations in order to set a standard for
acceptable observations. Give students an opportunity to revise logbooks prior
to final submission at the end of the unit.
Act
4.2.3 Student Activity: Students conduct research on their
inquiry problem using available resources. This information will be
incorporated into the final analysis of the result section of the inquiry
activity.
Teacher
Facilitation: Assist
with the information search so that research time is spent primarily on
accumulating information (see Planning Notes). Direct students to research
information related to the question and the hypothesis used to design the lab.
Track
student performance and provide feedback on this activity throughout the unit.
This may involve checklists, periodic conferences, or tracking keys. Learning
skills may be evaluated in the same way. Final assessment of the activity will
involve a rubric provided to the students early in the implementation of the
inquiry. All four achievement levels should be fairly represented and criteria
clearly laid out.
·
Work
groups should be designated to accommodate students with special needs.
·
Permit
students a wide range of options for recording and reporting their work to
utilize student strengths (e.g., drawings, diagrams, flow charts, concept maps)
·
Provide
options for assignments that require handling of plant materials (avoid
materials known to cause sensitivity reactions). Students with allergies that
limit contact with plants can be involved in the research, design, recording
and analysis activities.
·
Provide
options for assignments that require precision dissection of tissues in the
case of students having disabilities that limit dexterity or focus
·
Teacher
should maintain a supply of prepared samples and germinating seeds in the case
where student labs are unsuccessful or students are unable to maintain activity
on their own
Soils
and Plant Nutrients –
http://www.abs.sdstate.edu/plantsci/teaching/ps213/soil_N&P/index.htm -
website for a college program which describes many factors related to plant
growth and health. This may be a source of ideas for students from which
experiments could be designed.
A
Review of Factors Affecting Plant Growth –
http://www.hydrofarm.com/content/articles/factors_plant.html - a commercial
site, somewhat technical, but well written. Introduces methods of measuring
plant growth; distinguishes between vegetative and reproductive growth.
A: Observation Chart Rating Scale (on going)
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Observations |
Entries
are somewhat complete; some
items are labelled |
Entries
are mostly complete and neat; some
items are labelled and some changes outlined |
Entries
are complete, mostly accurate and neat; most
items are drawn with care, labelled and changes outlined |
Entries
are complete, accurate and neat; all
items are drawn with care, labelled and changes clearly outlined |
|
(insert
date for each entry) |
|
|
|
|
B: Germination and Growth Activity Rubric
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Inquiry
proposal |
- both
the question and the hypothesis are clear -
hypothesis is somewhat developed and shows a connection to the purpose of the
activity |
- both
the question and the hypothesis are clear and indicate some understanding of
the purpose of the activity -
hypothesis is well written with some spelling and grammar errors |
- both
the question and the hypothesis are based on sound science principles and
indicate some understanding of the purpose of the activity -
hypothesis is well written and complete, with few spelling and grammar errors |
- both
the question and the hypothesis are based on sound science principles and
indicate a clear understanding of the purpose of the activity -
hypothesis is well written and complete, with no spelling or grammar errors |
|
Procedure |
-
procedure design tests problem and is complete - few
safety concerns are indicated and most language is clear - some
required materials are indicated |
-
procedure design tests problem and is mostly complete and organized - some
safety concerns are indicated and most language is clear with few spelling or
grammar errors - most
required materials are indicated |
-
procedure design tests problem and is both complete and organized - most
safety concerns are indicated and most language is clear with few spelling or
grammar errors - most
materials are indicated and use of equipment explained |
-
procedure design thoroughly tests problem and is both complete and organized -
safety concerns are indicated and language is clear with no spelling or
grammar errors - all
materials are indicated and use of equipment fully explained |
|
Observations |
- one
of either quantitative or qualitative results are clearly shown - appropriate
SI units are used. |
- both
quantitative and qualitative results are clearly indicated -
appropriate SI nits are used |
- both
quantitative and qualitative results are clearly indicated and -
appropriate SI units are used |
- both quantitative
and qualitative results are clear, organized and attractively presented -
appropriate SI units are used |
|
Results
and analysis |
-
analysis indicates a basic understanding of the results - some
research connecting the results to the real world is evident; - work
is rarely written in precise language |
-
analysis indicates a fairly clear understanding of the results and some of
their implications - some
connections to the real world are shown; - some
work is written in precise language |
-
analysis is thorough and indicates a fairly clear understanding of the
results and their implications -
several connections to the real world are clearly shown and some potential
lab extensions provided; - most
work is written in precise language with few spelling or grammar errors |
-
analysis is thorough and indicates a clear understanding of the results and
their implications -
connections to the real world are clear and potential lab extensions
provided; - work
is written in precise language with no spelling or grammar errors |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
Time: 150 minutes
Students
are introduced to the second end-of-unit task, an individual research project
focusing on the uses of plants. Each student researches and prepares a
presentation in the form of a pamphlet, webpage, presentation software, poster,
video, or other format, which will be shared in a gallery walk. This task
provides opportunities to develop and assess students’ problem solving skills.
Strand(s): Plant Structure and Physiology
Overall
Expectations: PSV.02, PSV.03.
Specific
Expectations
PS2.03 -
on the basis of information gathered from print and electronic sources,
develop, present and defend a position or a course of action related to
maintenance of plants;
PS2.04 -
analyse the chemical and physical elements that contribute to plant production;
PS3.01 -
identify personal activities that may be influenced by the scientific study of
plants;
PS3.02 -
outline the use of plants in the food, textile, pharmaceutical, and fresh
produce industries;
PS3.04 -
evaluate the importance of plant diversity both in maintaining natural
ecosystems and in providing sources of medicine;
PS3.05 -
analyse the risks and benefits to society of using agricultural technologies.
·
Experience
with Internet research from prior activities.
·
Gallery
walk presentation format introduced in Activity 4.1 should be expanded upon.
·
This
task should take place sometime during or just prior to Activity 4.4 to space
out the use of class time for research and also to ensure that there is
sufficient preparation time for students to prepare their presentations.
·
Introduce
gallery walk format (see Appendices for full explanation).
·
Provide
assessment-rating scale and discuss the responsibilities of peer evaluation
(see Appendices for example).
·
Provide
and clearly review cost benefit analysis method (see appendices for example).
·
Arrange
access to Internet/Library/Resource Centre ahead of time.
·
Provide
exemplars (when possible) of final products.
Act
4.3.1 Student Activity: Students research a topic related to
human use of plants. Each student researches a different topic. Topics include
a variety of plants used in the food, textile, and pharmaceutical and fresh
produce industries. Presentation of the research may be in a variety of
formats. The research should include an outline of the plant use, a discussion
on the control of the plants production, the physical and chemical elements
that contribute to production and maintenance, an evaluation of the plants role
in the natural ecosystem and in industry, and a cost and benefit analysis.
Encourage students to look at plants found in various parts of the world and
not just in the local environment.
Teacher Facilitation: Select one mode of presentation or
allow student choice. Provide more information on use of rubrics and peer
evaluation in preparation for the end-of-unit task in Activity 4.6.1. A list of
potential topics should be provided to guide students in choosing appropriate
topics to address the expectations. Students should be instructed to formulate
a personal course of action regarding the need for balance in harvest and the
maintenance of natural ecosystems. This may be used for the personal action
plan portfolio at the end of the course.
Learning
skills and problem solving may be monitored and evaluated during the research
time. Both peer assessment and teacher evaluation will be used in this
activity. A test is used to assess knowledge of the uses of plants as presented
by the students to the class.
·
Research
could be presented orally to the class or in an individual teacher conference.
·
Access
to the Internet can be arranged outside of class time to ensure that all
students have sufficient research time, especially if they do not have home
Internet access.
·
Advise
the special education staff in advance that students are working on major
assignments.
Potential
sites for research links:
Access
Excellence – http://www.accessexcellence.org/
Biology
by John Kimball – http://www.ukltranet.com/~jkimball/biologypages/
Canadian
government and research sites related to science and engineering
– http://www.nserc.ca/relate.htm
CBC
Educational Resources – http://www.cbc.ca/insidecbc/educational/
CSU
Stanford Botany Links – http://arnica.csustan.edu/site.asp
Education
Network of Ontario – http://www.enoreo.on.ca/
Education
resources on the web (Canadian site)
– http://www.educ.uvic.ca/depts/snsc/pages/weblinks/weblinks.htm
Gateway
to Educational Materials – http://www.thegateway.org/
Internet
Public Library – http://www.ipl.org
Science
Teachers Association of Ontario (STAO) links to science sites
– http://www.stao.org/hotlinks.htm
Gallery
Walk: Students do a
tour to read posted sheets or research and make personal notes or records of
the information. This could also include each person orally presenting at each
poster to answer questions and explain the main ideas of the research. The
teacher should provide an outline as to what information should be gathered
from the posters.
Cost-Benefit
Analysis
Introduction:
A cost-benefit
analysis is a way of comparing the negative social consequences of a planned
project with the positive social consequences, usually in economic terms. At
this level however it may prove both difficult and discouraging to become too
embroiled in quantifying the dollar value of the costs, rather than just
recognizing the existence of monetary restraints. In that respect a
cost-benefit analysis could compare to a “plus-minus-interesting” assessment
(PMI).
Example:
The mandated use of safety helmets when riding bicycles.
|
Cost (negative aspects) |
Benefit (positive aspects) |
|
Good
helmets are expensive. |
Protects
rider from injury. |
|
Helmets
vary in quality. |
Saves
provincial health bills |
|
Helmets
do not look “cool”. |
Reduces
possibility of family distress |
|
A
family will tend to “hand down” helmets to younger members, without having
them fitted. |
Increases
safety awareness and may promote responsible cycling. |
Teacher
and Peer Assessment – Uses of Plants
|
Evaluation Criteria |
Marks |
|||
|
|
0 – 4 |
5 – 6 some |
7 – 8 most |
9 – 10 always |
|
Content:
Research is organized and clear. Bibliographic information is present and
properly formatted, including annotation. Spelling and grammar are correct
and language is appropriate. |
|
|
|
|
|
Expectations:
Activity expectations have been addressed in the research and are clearly
outlined. |
|
|
|
|
|
Presentation:
Format is interesting, informative and easy to follow. Appropriate questions
are answered with relative ease. |
|
|
|
|
Time: 600 minutes
This
activity involves a variety of approaches, both teacher and student centred, to
examine the diversity of plants, their structure and physiology, reproduction
and life cycles. Throughout the teacher led lessons on plant structures,
students will be making a plant sandwich. (see Description in Activity 4.4.2.)
This is a collection of diagrams of plant tissues at different layers in the
plant. It may be used as an aid in the activity bell ringer assessment.
Strand: Plant Structure and Physiology
Overall
Expectations: PSV.01, PSV.02.
Specific
Expectations
PS1.01 -
illustrate how plants are classified by identifying similar and different
characteristics of different types of plants;
PS1.02 -
describe the structure and physiology of plant tissues;
PS1.03 -
describe in words and/or diagrams the life cycle of and differentiate between
such divisions of plants as ferns and horsetails;
PS1.04 -
describe the processes of growth and differentiation in plants;
PS2.06 -
analyse plant metabolic processes, in a laboratory environment, by measuring
the volume of gases produced and absorbed;
PS2.07 -
distinguish between monocot and dicot plants, using appropriate instruments and
sources.
Strand: Environmental Science
ES1.01 -
demonstrate an understanding of the fundamental principles of taxonomy by
classifying organisms from a local ecosystem.
Strand: Cellular Biology
CBV.01 -
demonstrate an understanding of the basic processes of cellular biology as they
apply to the plant-including cellular respiration, photosynthesis and enzyme
activity.
·
Students
should know how to use microscopes.
·
Students
will have used taxonomic keys in the Environmental Unit. If this unit has not
yet been completed, students will require some background information on
taxonomy before completing Activity 4.4.1. Time may be transferred from the
environmental unit to complete this task.
·
Jigsaw
activities format may have been previously introduced.
·
Photosynthesis
and cellular respiration were studied in the Cell Unit.
·
Inquiry
process should be established in earlier units and Grade 9 and 10 courses.
·
Gather
plant specimens (leaves, needles, cones, seeds, etc.) or photos downloaded from
the Internet for use with the classification activity. Plant specimen may be
pressed or simply stored in zip lock bags.
·
Review
jigsaw activity format. (see Appendices for full explanation)
·
Microscopes
and the following slides are needed for this activity: monocot and dicot roots,
stems, and leaves; root tips, life cycles of mosses, ferns and horsetails.
·
Micro
viewers, models and diagrams can also be used.
·
Online
access for the class could be booked for the virtual lab (Activity 4.4.5) or
alternatively as demonstration by teacher.
Act
4.4.1 Student Activity: Students work in small groups to
organize a variety of different plant samples (or photos of plant samples) into
groups based on structure. Students prepare a dichotomous key that illustrates
the steps used to organize their samples. Each group will present their key and
a rationale for its use to the class.
Teacher
Facilitation: A
brief activity classifying nuts, bolts, washers, nails and screws may be used
as an example of making a dichotomous key. Organize the plant material and
explain how any classification system is arbitrary and that there are many
different bases for classification beyond gross morphological features.
Act
4.4.2 Student Activity: Students participate in a jigsaw
(home-expert groups) activity to examine life cycles of various plants
including mosses, ferns, horsetails, gymnosperms, and angiosperms. Notes on the
basic cycles should be generated and questions written out for the class
discussion to follow.
Teacher
Facilitation: Provide
resources necessary for the completion of this activity. Student textbooks will
likely provide most of the information. This should be a survey, focusing on
life cycles as a method of classification, rather than an in depth study. The
activity follow-up includes a question and answer session where students are
able to ensure a clear understanding of the information.
Act 4.4.3 Student Activity: Students will begin to create a “plant
sandwich” that will summarize all the important structural information
presented in the next activity. The “plant sandwich” is a compilation of
pictures of the various layers of the plant, starting with outer morphology as
the top page and moving inwards layer by layer covering organ and tissue
structure. The sandwich will be part of the practical assessment of Activity
4.4. Work will continue on the plant sandwich throughout all of
Activity 4.4.4.
Teacher Facilitation: Provide the students with the
diagram outlines for the plant sandwich. The bread of the sandwich would be
diagrams of outer structure and the sandwich inside are the diagrams showing
structures within a plant (plant organs, tissue arrangement, cell
specialization). Explain the format for the sandwich and assist students with
completing the first layer. This may not take much time to set up but should be
referred to and worked on throughout all of the lessons presented in Activity
4.4.4.
Act
4.4.4 Student Activity: Students participate in a series of
teacher-directed lessons covering plant organs and tissues – roots, stems and
leaves. The structure and function of each organ is described, followed by a
microscope activity where tissue types (epidermal, meristem, conductive,
fundamental) are examined and compared. The different arrangements of these
tissues in monocot and dicot plants should be noted. Throughout this activity
students will work on their “plant sandwich”.
Teacher
Facilitation: By
starting with the root tip, focus on cell differentiation and the formation of
tissues. Students should be directed to note the different zones in the root
tip from enucleated root cap through undifferentiated meristem to elongated and
then specialized cells. Teachers may wish to set up a demonstration to track
root growth and illustrate growth patterns. This should not duplicate any
student project. The structure and function of each organ of the plant should
be described followed by microscope observations. Biological diagrams of
microscope specimens may be assigned but should not be the primary focus of
this activity. By ending with the leaf, metabolic processes, photosynthesis and
cellular respiration, can be reviewed in preparation for Activity 4.4.5.
Students should be reminded of the bell-ringer evaluation at the end of
Activity 4.4.
Act
4.4.5 Student Activity: Plant Metabolic Activity Lab.
Following an introductory discussion on the role of enzymes in chemical
processes, students (with teacher guidance if necessary) formulate a question
regarding plant physiology. (e.g., about enzyme activity, factors affecting
photosynthesis or cellular respiration) Students then take part in a
quantitative lab activity analysing that aspect of plant cell metabolism. The
lab activity may be hands-on or virtual, i.e., online where students manipulate
lab parameters and assess results.
Teacher
Facilitation: Hands-on
lab suggestions include peroxisome lab where the catabolic activity of the
enzyme on hydrogen peroxide (in potatoes) is analysed under different
conditions, or rate of water loss from leaf stomata is correlated with specific
factors. (Examples of both are available online and in most senior biology lab
manuals.) Many other excellent quantitative plant metabolism lab activities may
be found in older botany and biology textbooks. Virtual labs may include Enzyme
activity, Mitochondria lab or Leaf lab all found at Biology Labs on-line (see
Resources, below). This website requires a subscription but may be useful for
this unit and in the 11U and 12U courses as well. Assignments and assessments
are included with the subscription.
Students
will complete a bell ringer activity covering plant morphology and physiology.
The bell-ringer should include both pencil-and-paper, identification- and
performance-based questions to evaluate knowledge and skills. Students may use
the plant sandwich as they rotate through a series of stations containing
various models and plant specimens. The plant sandwich should be collected as
part of this assessment. Making Connections questions can also be included
depending on the depth of coverage in the activities above. Learning skills and
problem solving can be evaluated throughout the activities.
·
Work
groups should be designated by teachers to accommodate students with special
needs
·
Use
enlarged diagrams for student who cannot use the microscope.
·
Provide
options for assignments that require precision dissection of tissues in the
case of students having disabilities that limit dexterity or focus.
·
Provide
options for assignments that require handling of plant materials (avoid
materials known to cause sensitivity reactions) Students with allergies that
limit contact with plants can be involved in the research, design, recording
and analysis activities.
Galbraith,
Don. Understanding Biology. Toronto: John Wiley and Sons, 1989. ISBN
0-471-79654-9 Background information on plant structure and physiology found in
Chapters 11 and 12.
Access
Excellence – http://www.accessexcellence.org/AE/AEC/AEF/1996/bowersox_frog.html
Activity called frog sandwich from which Activity 4.4.3 was adapted.
Juniata
College – http://services.juniata.edu/chemvan/bio/plants.htm
Lab activities found by plant physiology site search.
Biology
Labs Online – http://biologylab.awlonline.com/leaflab
Virtual (online) lab activities requiring a subscription but offering a variety
of activities.
Jigsaw
is a sophisticated
CSGL structure that is best not used until students have mastered cooperative
learning as a strategy in simpler structures. Cooperative Small Group Learning
(CSGL) or “Cooperative Learning” is an instructional strategy in which students
work in small groups or teams to help one another master a skill or academic
material. Each student on the home team becomes an “expert” on one topic by
working with members from other teams assigned the corresponding expert topic.
Upon returning to their home team, each person in turn teaches home team
members and the students are assessed on all aspects of the topic. This
structure requires considerable planning and emphasizes positive
interdependence.
Size and
Selection of Groups
Students
work in groups. To be effective, the group has to be small enough so that
all members can contribute to the task. The maturity and skill of the
students, class size, size of your facilities, and complexity of the task all
have a bearing on the group size chosen. Time is also a factor; the shorter the
time to complete the task, the smaller the group should be.
Start
out with small groups when introducing cooperative learning to students with
little experience in this strategy. As the teacher and students become more
skilled, the size of the group can increase. Groups of two or three are best
until students become skillful at including everyone. Groups should never be
larger than groups of five or six. Remember the larger the group, the more
sophisticated the students’ social skills have to be and the simpler the
group’s task has to be.
Time: 150 minutes
This
activity emphasizes the role of plants, specifically those found in swamps or
marshes, in the purification of urban, industrial and agricultural waste or runoff
water. Students may participate in an actual field trip, a virtual field trip,
or a simulation of a wetland ecosystem.
Strand(s): Plant Structure and
Physiology
Overall
Expectations: PSV.03.
Specific
Expectations
PS3.03 -
explain the vital role of aquatic and marsh plants in the purification of
urban, industrial, and agricultural waste or run-off water;
PS3.04 -
evaluate the importance of plant diversity both in maintaining natural
ecosystems and providing sources of medicines;
PS3.05 -
analyse the risks and benefits to society of using various agricultural
technologies.
·
Students
will have studied ecosystems in the environmental unit of this course as well
as the Ecology Unit in Grade 10 Science.
·
It
is possible to include this activity in the Environmental Unit if a wetland
ecosystem is selected for study.
·
Prepare
appropriate resources for this activity (will depend on format).
·
Make
up a series of factual and open-ended, supported opinion questions
(risk/benefit analysis). Questions may need to be modified depending on student
topics in the two final assessment tasks. Ideas and analysis coming from the
case study should be included in the portfolio.
·
Field
trip preparations specific to school or board.
·
Book
online access if virtual field trip is to be substituted.
4.5.1 Student Activity: Students participate in an
experience that focuses on a wet land ecosystem and the role of the plants that
inhabit it. Case study questions can be completed individually or in groups.
The activity may be an actual field trip to a wetland ecosystem or a virtual
experience.
Teacher
Facilitation: Design
the case study, based on resources available, with a focus on the role of
plants in the purification of water sources and the impact of human activities
on this type of ecosystem. Examples of topics to be covered include: how marsh
plants purify, the importance of plant diversity in maintaining healthy
ecosystems, the risks and benefits of various agricultural practices, possible
suggestions for minimizing damage to aquatic ecosystems. It should be pointed
out to students that aquatic ecosystem plant life would be relatively similar
globally allowing their local wetlands to act as a model for wetland ecosystems
around the world.
Various
portions of the case study, particularly the risk/benefit analysis, can be
collected and evaluated at the end of the activity. Learning skills can be
monitored.
·
Students
could present their risk/benefit analysis orally.
·
Students
could relate applications of their findings to local environmental concerns.
Any such extensions would be a valuable inclusion in their portfolio/personal
action plan.
Virtual Wetland Software such as Illinois
Wetlands
–
http://www.twingroves.district96.k12.il.us/Wetlands/Wetlands.html
Nearactica
- The Natural World of North America - Table of Contents for “W” has wetland
links
– http://www.nearctica.com/content/table_w.htm
Other
sources through links at – http://www.sws.org/wetlandweblinks.html
Access
Excellence – http://www.accessexcellence.org/IRC/virtual.html/
Time: 150 minutes
There are
three parts to the final assessment of this unit. The first is the gallery walk
presentations of researched material highlighting the important roles of
plants. Preparation for this activity begins in Activity 4.3 and continues
throughout the unit to allow sufficient time for research and organization of
materials. Sufficient time should be allotted for students to see all
presentations, make notes and conduct peer evaluation. The Germination and
Growth Activity 4.2 is initiated near the start of the unit and is an ongoing
process that will end at this time. This inquiry activity is to be collected
and evaluated by the teacher and should not require appreciable class time at
this point. The final assessment activity is a written test that incorporates
the basic concepts presented in this activity.
Strand(s): Plant Structure
and Physiology
Expectations
PSV.01 -
an understanding of the diversity of plants, their internal transport systems,
reproduction and growth;
PSV.02 -
an analysis of the factors that influence plant growth and maintenance;
PSV.03 -
an evaluation of the roles of plants in communities, technology, industry and
ecosystems.
·
Gallery
walk format (if used) may require explanation as will peer assessment
expectations.
·
The
Inquiry process should be understood at this level but final review of the
rubric and specific classroom expectation may need addressing.
·
Students
should be familiar with the use of written evaluation that includes the use of
multiple choice questions.
·
Clear
area will be needed for students to move around room from project to project.
Ensure copies of peer evaluation forms are available and any presentations
requiring audiovisual equipment are planned for.
·
Remind
students to hand in rubric with assignments.
·
Prepare
knowledge-based written test to be completed in class.
Act
4.6.1 Student Activity: Students display their research
projects (Activity 4.3) around the room and the class circulates from project
to project to see the work. Students may ask question of each other and the
information displayed and are expected to evaluate each other’s projects.
Teacher Facilitation: Evaluate projects and circulate with students to
monitor class activities and evaluate learning skills.
Act
4.6.2 Student Activity: Students submit formal lab reports
(Activity 4.2) including statement of problem, hypothesis and procedure,
observations recorded in log books and result analysis.
Teacher Facilitation: Collect work and evaluate according to rubric.
Act
4.6.3 Student Activity: Students take part in a
pencil-and-paper test that incorporates basic knowledge questions as well as
questions that require students to apply the knowledge to new situations.
Teacher Facilitation: Monitor progress of students and assist where
appropriate.
The
first two activities are evaluated using rubrics found in the Appendices of the
relevant activities. The gallery walk is designed to evaluate the Making
Connections and Communication portions of the Achievement Chart and the
Germination and Growth Activity will address the Inquiry process. The written
assessment may be marked on a per question basis primarily addressing the
Knowledge portion of the Achievement Chart. Learning Skills should be evaluated
throughout the unit on an ongoing basis.
·
Permit
students a wide range of options for recording and reporting their work to
utilize student strengths (e.g., drawings, diagrams, flow charts, concept maps,
computer use).
·
Permit
the use of a translation dictionary on assessments for ESL students.
·
Provide
additional time on assessments for dictionary use and processing language for
ESL and learning disabled students.
·
Allow
the option of oral assessment in lieu of the written test.
·
Allow
the option of alternate location for written assessment where behavioural
students are involved.
EDU Web
Index as an assessment link – http://www.edu.gov.on.ca/eng/webmap.html
Online
Resources for Assessment –
http://www.rmcdenver.com/useguide/assessme/online.htm
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