Professional Learning Multimedia Lesson Plans Personal Workspace Site Search ALEXville Learning Activities Home Courses of Study
Home  |    Add Bookmark   |   Print Friendly   |   Rate This Lesson Plan   |   Suggest a Variation

Lesson Plan

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Kimberly Simms
System: Lowndes County
School: Calhoun High School

  General Lesson Information  
Lesson Plan ID: 26310

Title:

The Great Plant Escape

Overview/Annotation:

This is a Webquest that is designed to introduce students to plant science. Activities enhance student's math, science, language arts, social studies, music and art. There are many options in this program. Choose any or all of the suggested activities for your class. Many activities are for students to work independently and some are for group work.

This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.


 Associated Standards and Objectives 
Content Standard(s):
S1 (9-12) Biology
10. Distinguish between monocots and dicots, angiosperms and gymnosperms, and vascular and nonvascular plants.
  • Describing the histology of roots, stems, leaves, and flowers
  • Recognizing chemical and physical adaptations of plants
  • Examples:
    chemical—foul odor, bitter taste, toxicity;
    physical—spines, needles, broad leaves
     
    TC2 (9-12) Computer Applications
    13. Demonstrate collaborative skills using curriculum-related content in digital environments.
    Examples: completing assignments online; interacting with experts and peers in a structured, online learning environment
     
    SC2015 (9-12) Biology
    13. Obtain, evaluate, and communicate information to explain how organisms are classified by physical characteristics, organized into levels of taxonomy, and identified by binomial nomenclature (e.g., taxonomic classification, dichotomous keys).
    a. Engage in argument to justify the grouping of viruses in a category separate from living things.
     

    Local/National Standards:

    ISTE. 9-12.3

    • Students use technology tools to enhance learning, increase productivity, and promote creativity.
    • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

    NS.9-12.3

    As a result of their activities in grades 9-12, all students should develop understanding of

    • The cell
    • Molecular basis of heredity
    • Biological evolution
    • Interdependence of organisms
    • Matter, energy, and organization in living systems

    Primary Learning Objective(s):

    1. Students will be able to recognize and understand seed structure and the requirements needed for seed growth.

    2. Students will be able to describe the environmental factors necessary for successful germination of seed.

    3. Students will be able to identify at least three ways plants are able to reproduce.

    4. Students will be able to direct and identify the parts of flowers.

    Additional Learning Objective(s):

    Students will be able to demonstrate collaborative skills by using curriculum-related content in digital environments.


     Preparation Information 

    Total Duration:

    31 to 60 Minutes

    Materials and Resources:

    Technology Resources Needed:

    1. Computers
    2. Internet Access
    3. URL for the activity

     

    Background/Preparation:

    Teachers should:

    1. Make sure to cover the rules and procedures for the computer lab

    2. Make sure the Internet is working before students come into the computer lab

    3.  Make sure all websites are working properly before students computer lab

    4. Make copies of the Great Plant Escape Handout

      Procedures/Activities: 
     

    BEFORE STUDENTS ENTER THE COMPUTER LAB

    The teacher will hand out the Great Plant Escape Handout to the students.

    Students will:

    1. Click on "Case 1"
    2. Use the "Next Arrow" or the "Back Arrow" in order to navigate through this section.
    3. Use the information in each section to answer you question on your handout.
    4. Repeat these steps with Cases 2-4


      Assessment  

    Assessment Strategies

    Students can be assessed by an Exit Slips.


    Acceleration:

    Students who have successfully completed the assignment can take a quiz on the Introduction of Plants at http://www.biologyjunction.com/introplants_studyguide.htm

     

    Intervention:

    Students who may need extra prepartation before  or after the lesson my complete the following  this coloring and labeling  worksheet.  This worksheet gives background information on the different parts of the plants and definitions of key terms.

    Each area below is a direct link to general teaching strategies/classroom accommodations 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 Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior

    Be sure to check the student's IEP for specific accommodations.
    Alabama Virtual Library
    Alabama Virtual Library

    Hosted by Alabama Supercomputer Authority
    The University of Alabama at Birmingham
    The University of Alabama at Birmingham
    The Malone Family Foundation
    The Malone Family Foundation
    Best of the Web