Part of Unit: Plant Growth and Development
Lesson Plan Overview / Details
This lesson is designed as a basic introduction into botany, and understanding the parts and functions of plants. After completion of this lesson students will have identified the main parts of plants including: roots, stems, leaves, flowers, and fruit - as well as their respective functions. This lesson is geared for a 90 minute block-schedule However, activities can and should be modified to fit within other instructional periods.
- 1 Block Period
- 90 Minutes
California's 2008 CTE Standards
- ANR.C.C11.1 Understand the anatomy and functions of plant systems and structures.
- ANR.FS.11.0 Demonstration and Application
- ANR.FS.9.5 Understand how to interact with others in ways that demonstrate respect for indi...
California Academic Content Standards (Reinforced)
Objectives and Goals
- Identify plant parts including: roots, stems, leaves, flowers and fruit
- Describe the fuction of plant parts including: roots, stems, leaves, flowers and fruit
Activities in this Lesson
- Name that Tune (15 minutes) Hooks / Set
Greet students at the door, and welcome them into class. There should be music playing in the background. Encourage students to quickly find their seats, and once everyone is inside the door and seated begin the lesson. This lesson is music themed, the context that you will set for this activity is based on competition within the music industry.
Ask students the following question - and illicit their responses:
1) How many of us in this room are fans of music? (ask about specific types also)
2) What is the main type of competition within the music industry today (they should get to people are trying to be to the top of the charts).
Inform students that they will also be competing in a musical competition, but rather than vying for that top spot on the charts, they are vying instead to be at the top of the class in terms of their musical knowledge. Select one volunteer to be your scribe, and then break the rest of the students into even groups (preferrably of 6 so that all students can participate).
Once you have them in their groups and settled, deliver the following directions:
1) "Name that Tune" is all about the musical knowledge that your group possesses
2) Each group will send up a new participant to represent them for each song.
3) A song will be played, and if the participant knows the name of the song they run to the wall and slap it.
4) The first person to slap the wall gets the chance to "Name that Tune" and if they are correct their team gets a point.
5) The scribe will record the names of the songs on the board or a poster that has blanks that they fill in with each song title.
6) At the end of a song, those participants will return to their group and another representative will be sent up. This will happen until all of the songs have been identified.
7) At the end of the competition, our topic for the day will be revealed to them
Ask for questions to clarify their expectations, and then get to work. NOTE - you will need these songs in order to play, or pick new songs that have letters that can spell out the topic:
1)"Boom Boom Pow" (Black Eyed Peas) - P
2)"Love Game" (Lady GaGa) - L and A
3)"Ain't no Mountain High Enough" (Marvin Gaye) - N, T, A
4)"Crank That" (Soulja Boy) - N and A
5)"Don't Stop Believing" (Journey) - T and O
6)"I'm Yours" (Jason Mraz) - M and Y
At then end of the activity have students discover the hidden topic, and explain that this lesson is going to give them the opportunity to identify plant parts and their function.
Resources and Materials
- Name that Tune [ Download ]
Transition from the "Name that Tune" into the first instructional activity. This is where students gain content knowledge and will do so through utilizing peer teaching a creative thinking.
To set context for this activity ask students the following questions:
1) What does a "jam session" look like?
2) If you were to be sitting in a room with the most brilliant musical minds, what would you see?
Let the students know that they are going be to entering into a "jam session" where they will rework the lyrics to classic childhood songs to cover the basic plant parts and their functions. Divide the students into four groups - because you will use one part of the plant as a demo.
Once the students are in their groups, deliver the following set of directions to the students:
1) Send one student to the front of the room to obtain a packet of information and the lyrics to a classic childhood song.
2) Using the materials provided, the group will have 7 minutes to rework the lyrics to their assigned classic childhood song (keeping its original beat and tone) to incorporate their assigned plant part and its function.
3)The groups will need to write their lyrics on the provided poster, so that when we share everyone can see and sing the lyrics.
Once you have delivered that set of directions, transition into providing an example of what you expect each group to develop.
- Demo Track - "Roots, Roots, Roots" - Guided Practice (7 minutes) Demo / Modeling
Now that you have covered what the expectations are for the students for their "jam sessions", you need to provide them with an example of what you expect from them. Below is the demo that you will provide to students - the plant part that you are using is the Roots, and the childhood song that the lyrics are reworked for is "Row, Row, Row your Boat".
"Roots, roots, hold the plant firmly in the ground. They absorb water and nutrients so the plant grows strong!"
Ask the students what you can clarify, and after you address all student questions allow them to get to work. Make sure to circulate throughout the room as they groups are "jamming" on their songs.
Once the groups have finished, have each group post their lyrics and share their songs. Make sure to celebrate each group after they have shared their songs.
After the groups have shared their songs that they created during their "jam session", it is time for their band to break up and for them to go "solo" to create their very first album cover. Explain to them that they have just been signed by the hottest label in the industry "Anatomy Records" and it is their time to shine by creating their first album cover.
Deliver the follow directions to the students:
1) You will have 4 minutes to create an album cover
2) The cover must include the following items: Name of a plant part, An icon integrated into the illustration of your plant part which represents that part's appearance or function, and an additional word which highlights the function of that part
3) The materials needed to complete their covers are located under their tables
Once you have delivered their directions, walk them through the process of how to create an album cover.
- Plant Part/Function CD Cover Demo - Guided Practice (10 minutes) Demo / Modeling
Before you have the students get to work on their album covers, show them an example that you created, and talk to them about each component. Located in your example should be the name of the part that you have chosen, and an image needs to be incorporated into the names that highlights the function of that part. Also, you need to have an additional word that describes the functions of that part.
After you have shown the example, ask what can be clarified about the activity, and let the students get to work. Make sure to circulate around the room and answer questions as they arise.
Once students have completed their CD covers, have them turn to a person in their group and share with them their album covers. Once everyone has shared, each table/group needs to select the best album cover to share with the class.
- Show what you know - Quiz (5 minutes) Assessment
As students are creating their album covers, pass out to each of them an index card. On the index cards students will answer the following 4 questions:
1) Besides anchoring the plant, what is the other function of the root system?
2) Stems serve what function for the plant?
3) What important biological process is conducted in the leaf?
4) What is the function of the fruit?
Once the students have completed their album covers, and selected the best from their table, instruct the students to answer the questions that are posted on the board, and record their answers on the index card. Let them know that these will be their ticket out the door.
- Closure (5 minutes) Closure
Tell the students that they have covered a lot of ground during this class period. They have gone from not knowing the parts of plants or their functions, to now being able to identify the distinct parts and what function they serve. Let them know that they are going to be diving deeper into their understanding of plants, and the information that they learned today will help them as they progress through this plant science unit. Have them turn to a partner, and give them a high-five for all of their hard work. As students are leaving, make sure that they hand you their exit-slip so that you can check their understanding of the material.
- Assessment Types:
- Writing Samples, Exit Slip
The assessment for this lesson is an exit slip where students will answer four teacher developed questions that are posted on the board. They will record their answers to those questions on the provided index cards, and they will hand them in at the end of the class period as they leave class.
- Plant Anatomy Tools and Resources.doc [ Download ] Tools and resources needed for this lesson