|Lesson Plan ID:
The Life Cycle of Ferns, A Seedless Vascular Plant
Students will listen, watch, and read while the teacher goes over the life cycle of the ferns. Students will then use the textbook or Internet websites to draw, label, decorate, or color the life cycle of ferns. Students will also use various resources to answer questions about ferns.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
|SC(9-12) Biology||6. Describe the roles of mitotic and meiotic divisions during reproduction, growth, and repair of cells. |
|SC(9-12) Biology||10. Distinguish between monocots and dicots, angiosperms and gymnosperms, and vascular and nonvascular plants. |
|SC(9-12) Botany Elective||1. Identify the twelve plant kingdom divisions. |
|SC(9-12) Botany Elective||2. Describe phylogenetic relationships between plants and other organisms. |
|SC(9-12) Botany Elective||3. List plant adaptations required for life on land. |
|SC(9-12) Botany Elective||5. Identify types of roots, stems, and leaves. |
|TC2(9-12) Computer Applications||11. Critique digital content for validity, accuracy, bias, currency, and relevance. |
National Science Education Standards: BIOLOGICAL EVOLUTION * Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring. * The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms.
|Primary Learning Objective(s):
Students will be able to recognize the fern life cycle. Students will know the different parts of a fern. Students will understand why a fern is a seedless, vascular plant.
|Additional Learning Objective(s):
Students will learn the life cycle and reproduction of a plant.
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
Poster board, colors, markers, encyclopedias, computer resources and textbook.
|Technology Resources Needed:
Overhead projector or smart board, computers with Internet access, and printers.
The teacher will divide the students into groups of two (the individual learning abilities must be used when pairing the students). The students will need time in the computer lab, so the teacher should reserve the lab for the appropriate time. The teacher should introduce the students to various internet websites. Teacher should give the students a list of the materials they will be responsible for. (poster board, markers, colors)
1.)The teacher will begin the lesson by using a transparency or the smart board to show and go over the Life Cycle of the Fern. A live fern would be a great visual aid.
2.) The teacher will go over the meiotic division (cell division of the sex cells) of the ferns. This should be a review of the reproduction of the sex cells, sperm and egg.
3.) The teacher will explain that the fern is a seedless plant.
4.)The teacher will also explain that ferns can also reproduce asexually by pieces of rhizome (underground stem) breaking away.
5.)The teacher will give each student a handout with questions and directions for an activity to be completed in two class periods or 20 minutes at the end of class for a week. (see attachment)
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||The Life Cycle of Ferns student activity.rtf|
The students will receive a grade for the poster board activity and the questions. A chapter test will be given at the completion of all the lessons.
The lesson can be extended by assigning students to research how ancient ferns were different than the ferns we have today and how the ancient ferns are important to us today. Students can research the life cycle of a plant by watching a video. Plant Growth.
Students who need extra assistance should be paired with a student that can work independently. The teacher should monitor the groups that need extra assistance more closely than other students.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: