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Date: 9/16/2015
Standard:
S4-C1-PO2: Compare the form and function of prokaryotic and eukaryotic cells and their
cellular components.
S4-C5-PO1: Compare the process of photosynthesis and cellular respiration in terms of energy flow,
reactants and products.
ACT Objectives:
b. Explain the functions of unique plant structures, including the cell wall, chloroplasts, and critical parts
of the flower and the seed.
Objective (Explicit):
SWBAT Identify several structures found in leaves.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Identify the stomata in a leaf and explain its role in photosynthesis.
Connect the structures of the leaf to the process of photosynthesis.
Explain the importance of the leaves structures ability to do photosynthesis.
Evidence of Mastery (Measurable, include variety of methods of checking for understanding):
Informal assessments throughout class, by asking them questions as we do notes, and during
lab.
Disscuss students responses to lab conclusion questions to check understanding of what
stomata do.
Key vocabulary:
Materials:
Stoma
PowerPoint
Guard cells
Guided notes
Epidermis
Lab worksheet
Cuticle
Leafs (two types)
Palisade mesophyll
Nail polish
Spongy mesophyll
Clear tape
Xylem
Slides
Phloem
Microscopes
Blades
Petiole
Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life)
Teacher will begin by asking students what were some structures they saw yesterday and how they
think they help in the process of photosynthesis. Teacher will then discuss how the focus for today is on
one specific structure (stoma). Yesterday we viewed a prepared slide of a leaf cell under the
microscope to get an idea of what the cells looks like, but we had no idea what each part was or what
their function was. Today after we learn about the stoma we will observe different leaves under the
microscope to identify stomata and guard cells and conduct an observation lab to count the amount of
Instructional Input
stomata in leaves and hypothesize how it affects photosynthesis in different types of leaves.
Teacher Will: (10 minutes)
Provide students with guided notes
Use a PowerPoint to explain to students
the structure and function of the stomata
and guard cells.
Point out what students should write in
their notes.
Show multiple pictures of the stomata
and guard cells throughout the
PowerPoint to help students visually see
the relationship between the structure
and function.
Explain to students that plants also do
cellular respiration not just
photosynthesis, which means they take
in oxygen and give off carbon dioxide.
Will conclude notes with the following
review questions:
What materials go in and out of stomata?
What cell controls the opening and closing of
the stoma?
Why would the stomata want to close and not
remain open?
Student Will:
Glue their guided notes into their
notebook.
Actively listen and fill in their notes as
teacher goes through each slide.
Think, pair, share with a partner and
answer the questions.
Guided Practice
Differentiation
Provide notes already filled in if needed.
Seating arrangement
Teacher Will:
Introduce lab (5-8 minutes)
Explain that we will be observing and
measuring the number of stomata in
different leaves under a microscope.
Demonstrate how to prepare the slide in
order to see stomata under the
microscope.
Model the following step-by-step
procedures in front of class. (Walk
around so students can clearly see it)
-Grab a leaf (any type)
-Pick a spot on the leaf, either on top or bottom
of leaf (show students the top and bottom of a
leaf)
Student Will:
Listen and watch teacher model how to
prepare slides and how to complete lab
worksheet.
Discuss with partner what question
they will research.
Write hypothesis in a I think
because statement.
Independent Practice
Differentiation
Provide worksheet with questions or complete a different worksheet.
Providing a video that shows step-by-step procedures
Teacher Will:
Walk around and assist students with
slide preparation.
Assist with any questions related to the
lab set up, or conclusion questions.
Check for understanding, by asking
groups what structures they see and
stomata/guard cell questions.
Student Will:
Gather materials
Prepare slides and observe under the
microscope.
Count number of stomata per leaf or
per side of leaf and record their data.
Communicate with partner their
Differentiation
Provide prepared slides
Provide pictures on computer of how leaf looks under a slide and count the stoma in
picture, if unable to work with microscope.
Provide extra time/days to complete
Closure/Lesson Summary:
Have a few groups share their results with the whole class or have each student write down in
an exit ticket their results and turn in at the end of class. (Dependent on time availability)
This will help students hear results for the question they did not research.
Allow 5 minutes for clean up.