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Lyndsay Bender


January 24, 2013

Lesson Plan
Grade/Subject: Seven/ Science Unit B: Plants for Food and Fibre Emphasis: Science and Technology Lesson Duration: 20 mins


General Learning Outcomes:

(K) 2. Investigate life processes and structures of plants, and interpret related characteristics and needs of plants in a local environment. (S) Performing and Recording: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data.
Specific Learning Outcomes:

(K) Describe the general structure and functions of seed plants (e.g., describe the roots, stem, leaves and flower of a common local plant) (S) Observe and record data, and create simple line drawings (e.g., describe plant growth, using qualitative and quantitative observations; draw and describe plant changes resulting from an experimental procedure) LEARNING OBJECTIVES
Students will: 1. Examine the general structure and parts of a flower. 2. Describe the function of the parts of a flower. 3. Record data on a table, including a sketch of the parts of a flower.

Key Questions: Pre-Assessment: Large flowers with brightly coloured petals attract insects and other animals easily. (TRUE) Flowers that bloom at night cannot be pollinated. (FALSE) Night blooming flowers use their scent to attract pollinators. (TRUE) Ongoing Assessment: What is the only thing we will be cutting with our scissors? How will we be doing this dissection? How long will you have to describe your flower parts? What will you write in your table? Worksheet Assessment Questions: What are the parts of the flower? What are their functions? (L.O. 2) Checking for Understanding at the End: (Hold up the different flower) Do you think this flower has the same parts as the tulip? What about a rose? (L.O. 1, 2) Written Assessment: Table for drawing and function of flower parts (L.O. 2, 3), exit slip (L.O. 2) Performance Assessment: Dissection of Tulip (L.O. 1), Matching game (L.O. 2) Observations: -Regularly monitor students for attentiveness. -Are students following expectations for behavior? -Are students raising their hands to ask questions? - Do students look as though they understand instructions? -Are students following lab work expectations? -Are students following along with the dissection? -Are students viewing the correct structures as displayed by the teacher? (L.O. 1) -Are students sharing relevant ideas when working in jigsaw groups?


Resource #1: Alberta Learning. (1996). The Alberta Program of Studies: Science- 7-8-9. Edmonton, Alberta: Crown Right of Alberta. <http://education.alberta.ca/media/654829/sci7to9.pdf> Retrieved January 17, 2013. Resource #2: Clancy, C. et. Al. (2001) Science Focus 7: Science, Technology, Society. Unit 2: Plants for Food and Fibre- pp. 122, 123. Mc-Graw Hill Ryerson. Toronto, ON. Resource #3: Cohen, J. & Pranis, E. (1990) National Gardening Associations Grow Lab: Activities for Growing Minds. Flowers: Up Close- pp. 125-127. National Gardening Association. Vermont, USA. Resource #4: Mrazek, R. & Roscoe, K. (2012) Developing Scientific Literacy- Ideas and Strategies for Planning, Assessment, and Instruction. Lesson Planning- pp. 83-107. Resource #5: Suzuki, D. (1985). Looking at Plants. Discover a Flowers Secrets- pp. 62-64. Stoddart Young Readers. Toronto, ON. Resource #6: Young, P. (1982). The Botany Coloring Book. Basic Flower Structure-pp. 82-83. Barnes and Noble Books. California, USA. Resource #7: Diagram of a Flower. http://www.ciblearning.org/resource.exercise.tutti.php Retrieved January 21, 2013.


* picture of Raffelsia flower * tulips, 1 per student + 1 for demonstration

Lyndsay Bender
* different flower x1 * magnifying glasses x4 * dissecting trays x4 * T/F popsicle sticks * worksheets x4 * timer * matching game cards * exit slips *colouring sheets for sponge activity


January 24, 2013

PROCEDURE Introduction (2 min.):

Hook/Attention Grabber: Read Super Stinker from Suzuki book. -Go over agenda: Flower Dissection, Jigsaw, Matching Game, Exit Slip Expectations for Learning and Behaviour: Please raise your hands when you have a question. Please do not disrupt others who are trying to work. Respect others when they are sharing their ideas. Lab safety rules apply today. Transition to Body/Pre-Assessment: Last class we discussed how flowers play a key role in sexual reproduction. Im going to ask you a few questions from yesterday about pollination. Please use the green side of your stick to answer true, and the red side for false. ASK: Large flowers with brightly coloured petals attract insects and other animals easily. (TRUE) Flowers that bloom at night cannot be pollinated. (FALSE) Night blooming flowers use their scent to attract pollinators. (TRUE) Excellent job grade sevens! Today we are going to learn some of the parts of a flower. Lets get started.

Body ( 16 min.):
Learning Activity 1: Guided Dissection (9 minutes) -Explain to students that we will now get to become experts on a few parts of a flower. Explain that we will work as a class to investigate the parts of the flower. -Remind students of the safety procedures we have when working in the lab. (Only cut the flower with the scissors, work on your own flower, etc.). ASK: What is the only thing we will be cutting with our scissors? How will we be doing this dissection? -Hand out flowers, already on trays, scissors, magnifying glasses and handouts. Show students the flower diagram at the bottom of their handout and ask that they refer to it whenever necessary. -First, model to students where the petals are. Notice that tulips do not have a sepal. Demonstrate to students how to pull back a few petals to see the inside of the flower. Once students are ready, point out the female parts: pistil, stigma, style and ovary, explaining that the ovules are inside. Point out the male parts: stamen, anther, filament, explaining that the pollen is stored on the anther. Have them touch the anther to collect pollen on their finger. Have them touch the stigma to feel how sticky it is. Encourage students to use the magnifying glasses to look at anything up close. -Direct students attention to the handout. Tell them that they will only have to fill out the table for the two flower parts that are on their sheets. Instruct them to draw the part, and write the function of the part on their table on their sheet. Modification: Have students do every flower part, or more than just two. Have each student do one flower part only. Have each student cut the desired part off of the flower and tape it to his or her sheet. -Tell students they will have a few minutes to fill in the chart for their parts. -Give students a few minutes to fill in the chart for their flower parts. Tell them to flip their popsicle sticks to green when they are ready to move on.
Assessments/Differentiation: Are students following instructions for the dissection? Are they able to fill in the table? Can students draw the parts of the flowers that they were assigned? Are students using their hands to ask questions?

Learning Activity 2: Flower Part Jigsaw (4 minutes) -Explain to students that they will now get to share the knowledge that they have discovered, on the parts of the flower, with others in the class. -Tell students that they will have 1 minute each to describe their two flower parts to the others in their group. The others must write down these parts and their function in their own table. They DO NOT have to draw the pictures of the other parts at this time. Modification: Have students work in small groups or pairs. Have students draw each part in their chart if time permits.

Lyndsay Bender SCIENCE 7 January 24, 2013 ASK: How long will you have to describe your flower parts? What do you write in your table? -Any questions? Ok, Ready? GO! (start the timer for 1 minute and repeat until 3 minutes has elapsed) -Have student on the left collect worksheets once everyone has finished the jigsaw.
Assessments/Differentiation: Do students appear to understand the instructions? Are students following instructions? Are students listening while the speaker is sharing? Are students filling in their chart correctly?

Learning Activity 3: Matching Game (3 minutes) -Have student on the right pass out the matching games. -Explain that from what they have just learned they will get to play an exciting matching game! -Explain that one colour card has the parts and the other colour has the functions. Have them match the parts to their function as quickly as possible. Tell them to show me the green side of their popsicle stick when they have finished. -Observe students as they complete the game. -Have the middle student collect the matching games. Modification: Match the pictures of the flower part to the function. Match the pictures of the flower part to the name of the part.
Assessments/Differentiation: Can students correctly match each part to the function? Do students understand the instructions?

Closure (2 min.):
Consolidation/Assessment of Learning: ASK: (Hold up the different flower) This is a different flower. Do you think this flower has the same parts as the tulip? What about a rose? Hand out exit slip and have students complete it. MAKE SURE YOUR NAME IS ON THE SLIP. Feedback From Students: How many of you enjoyed this flower dissection? Feedback To Students: Thank you for listening so carefully to instructions today! I am so glad we can have fun with a hands-on activity! Transition To Next Lesson: Please place your matching games, popsicle sticks, scissors and magnifiers in your trays and pass them to the person furthest right. Pass your exit slips to the person furthest left.

SPONGE ACTIVITIES: -Have students complete more flower parts on their table -Parts of a flower colouring sheets