Vertical Alignment Assignment

Plant Structure and Function

Vertical Alignment of Standards K-5, structure and function of plants

Kindergarte

1st

2nd

3rd

4th

5th

n
SKL1Student

S1L1.

S2L1. Students

S3L1.

S4L1.

S5L1. Students

s will sort living

Students will

will investigate the

Students will

Students will

will classify

and no-living

investigate the

life cycles of

investigate the

describe the

organisms into

materials into

characteristics

different living

habitats of

roles of

groups and relate

groups by their

and basic

organisms

different

organisms and

how they

observable

needs of plants

organisms and

the flow of

determined the

features

and animals

the

energy within

groups with how

changes to

dependence of

an ecosystem.

and why scientists

b. Relate seasonal

c. Group plants

a. Identify the

observations of

organisms on

according to

basic needs of

how a tree

their habitat.

their observable

a plant. 1. Air

changes

features

use classification.
a. Identify the
roles of

b. demonstrate

producers,

how plants are

features of

consumers, and

sorted into groups.

Investigate the life

green plants

decomposers in

parts of a plant

cycle of a plant by

that allow them

a community.

root, stem,

growing a plant

to live and

leaf, and flower.

from a seed and by

thrive in

Demonstrate

recording changes

different

the flow of

over a period of

regions of

energy through

time.

Georgia

a food

2. Water 3.

throughout a

b. Identify

Light 4.

school year c.

c. Identify the

b.

d. Identify fungi

web/food chain

(mushroom) as

beginning with

living organisms

sunlight and
including
producers,
consumers, and
decomposers.
c. Predict how
changes in the
environment
would affect a
community
(ecosystem) of
organisms.
d. Predict
effects on a
population if
some of the
plants or
animals in the
community are
scarce or if
there are too

many

SKL.2

S3L2.

S4L2.

S5L3.

Students will

Students will

Students will

will diagram and

compare the

recognize the

identify factors

label parts of

similarities and

effects of

that affect the

various cells

differences in

pollution and

survival or

(plant, animal,

groups of

humans on the

extinction of

single-celled,

organisms

environment.

organisms such

multi-celled)

as adaptation,

a. Use magnifiers

b. Explain the

a. Explain the

Students

variation of

such as

similarities and

effects of

behaviors

microscopes or

differences in

pollution (such

(hibernation),

hand lenses to

plants. (color,

as littering) to

and external

observe cells and

size,

the habitats of

features

their structure. b.

appearance,

plants and

(camouflage

Identify parts of a

etc.)

animals..

and protection).

plant cell
(membrane, wall,

a. Identify

Misconception

Misconceptio

s:

ns:

1.

Bushes are
baby trees.

1.
1.

2.

Trees are
only
considered
plants
when they
are small.

3.

Trees,
grass,
vegetables,
weeds are

Misconceptions:

Plants and
animals do
not depend
on each
other.

2.

Living/Nonliving Plants,
fungi, and
coral that are
stationary are
not living
Plants and
Fungi are not
living
organisms.
Plants that
shed their
leaves are
dead, but
come to life

cytoplasm,

external

nucleus,

features of

chloroplasts) and

organisms that

of an animal cell

allow them to

(membrane,

survive or

cytoplasm, and

reproduce

nucleus) and

better than

determine the

organisms that

function of the

do not have

parts. c. Explain

these features

how cells in multi-

(for example:

celled organisms

camouflage,

are similar and

use of

different in

hibernation,

structure and

protection,

function to single-

Misconceptio

etc.). b
Misconceptio

celled organisms.
Misconceptions:

ns:

ns:

1.

All plants
and
animals
can live in
any part of
the state.
Animals
and plants
can adapt
to changes
in a habitat

1.

Plants and
animals
dont need
each other
for
survival.
Adaptation
s and
camouflag
e prevent
some
animals
and plants
from

1.

Organisms
contain cells,
such as blood
cells. Cells are
too small and
numerous to
observe.
Microorganis
ms are nonliving. All
microorganis
ms are
harmful.

not plants.

3.

Activities:

Activities:

define

bring a pet

plant Go

rat to

on school

school.

grounds

Students

walk; point

make

out various

hypothesis

types of

about

plants,

whether rat

grass,

will eat a

weeds,

carrot.

trees and

carrot in

bushes; talk

cage with

about parts

rat.

of the

again in spring
Commercial
seeds are
manufactured.
Roots obtain
food for the
plant from the
soil
Fungi/Microsco
pic life
Organisms
seen through a
microscope
are not living.

Activities:

Activities:

Research

Using ball

the habitats

of yarn and

of Georgia.

students in

Choose a

a circle

habitat to

create a

focus on

food web.

and create

Take out key

that

players and

habitat.

see what

Label the

happens to

plants in

the web.

your

Choose an

Observe plant

habitat.

animal

and fungi cells

Students

Make an

research

using a

plants;

observe as

animal from

and see

microscope

complete a

rat eats

clay that

what the

plant

carrot and

would live

animals

comparison

record

in that

sources of

chart.

observation

habitat.

food are.

s in science

Share

Create a

journals;

habitats

food web or

research

with the

chain for

diet of a rat;

group.

that animal.

show video

Discuss

of bee

similarities

pollinating

and

flower;

differences

show

of the

artifacts of

habitats.

Put

fruits and
vegetables

Activities: Sort
pictures of
living and non
living things
(include
pictures of
coral and
fungi);
students
research topic
of choice
fungi or coral;
choose tree on
school grounds
record
changes over
time in a
journal

becoming
food.
Extinction
only
occurred in
the days of
dinosaurs.
Plants and
animals
can
change
features to
adapt.

Activities:
Research
wheatgrass;
grow wheat
grass from
seeds;
Research
fungi - do a
plants vs fungi
sort using
pictures
(conifers,
ferns, flowers,
mosses,
mushrooms)

discuss
importance
of
pollination.

Vertical Alignment of Standards 6 8th; Structure and Function of

plants
6th

7th
S7L1. Students will investigate the diversity of living organisms and how they
can be compared scientifically.
a. Demonstrate the process for the development of a dichotomous key. b.
Classify organisms based on physical characteristics using a dichotomous key
of the six kingdom system (archaebacteria, eubacteria, protists, fungi, plants,
and animals).

S7L3. Students will recognize how biological traits are passed on to

successive generations.
b. Compare and contrast that organisms reproduce asexually and sexually
(bacteria, protists, fungi, plants & animals). c. Recognize that selective breeding
can produce plants or animals with desired traits

S7L4. Students will examine the dependence of organisms on one another

and their environments
a. Demonstrate in a food web that matter is transferred from one organism to
another and can recycle between organisms and their environments. b. Explain
in a food web that sunlight is the source of energy and that this energy moves
from organism to organism. c. Recognize that changes in environmental
conditions can affect the survival of both individuals and entire species. d.
Categorize relationships between organisms that are competitive or mutually
beneficial. e. Describe the characteristics of Earths major terrestrial biomes
(i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and
mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).

S7L5.

Students will examine the evolution of living organisms through

inherited characteristics that promote survival of organisms and the survival of

successive generations of their offspring.
a. Explain that physical characteristics of organisms have changed over
successive generations (e.g. Darwins finches and peppered moths of
Manchester). b. Describe ways in which species on earth have evolved due to
natural selection.

Misconceptions:
1. Plants are not living organisms.
2. Cells are not living organisms.
3. Algae, seaweed, kelp are plants.
4. All bacteria are helpful / harmful.
5. Mushrooms are plants.
6. Adaptations happen over night.

8th

Vertical Alignment of Standards

Plant Structure and Function
9th 12th grade
Botany
SBO1. Students will use
current plant phylogenetic
principles and describe the
structural changes used to
delineate the plant
divisions. a. Describe the
major structures and
evolutionary changes of
major organs, tissues,
cells, and organelle types
in nonvascular/seedless
and vascular/seed plants.
b. Identify and evaluate
plant structures in relation
to their functions. c. Use,
compare, and contrast the
methods and purposes of
plant classification.

SBO2. Students will be

able to identify and
describe Georgias major
physiographic provinces
and their natural plant
communities. b. Use
taxonomic keys to identify
local flora and recognize
major representative
groups of the southeast. c.
Explore the effects of
nonnative invasive plants
on natural communities. d.
Investigate the factors
that cause plants to
become endangered and
the effect that extinction
has on natural
communities
SBO3. Students will
explore the structures and

Ecology

Biology

Microbiology

SEC3. Students will

explore and analyze
community interactions. a.
Compare and contrast
species interactions (e.g.
predation, parasitism,
mutualism,
commensalism, and
competition) and
adaptations that have
evolved in response to
interspecific selective
pressures.
c. Identify dominant,
keystone, foundation, and
endangered species and
their roles in ecosystems
and communities, locally
and globally.
d. Analyze species
diversity as it relates to
the stability of ecosystems
and communities..

SB3. Students will derive

the relationship between
single-celled and multicelled organisms and the
increasing complexity of
systems. a. Explain the
cycling of energy through
the processes of
photosynthesis and
respiration

SMI1. Students will

analyze different types of
microorganisms and their
defining characteristics. a.
Distinguish between
different kinds of
microorganisms based on
cellular structure,
molecular biology and
biochemical composition.
c. Compare relative sizes
of microorganisms,
different types of cell
shapes, and various
methods used to visualize
microorganisms.

processes necessary for

the mutual survival of
plants and animals. a.
Describe and relate plant
structures (organs,
tissues, cells, organelles)
to plant processes
(photosynthesis,
respiration, transport,
growth, reproduction,
dispersal). b. Explore how
flowering plants and
animals have co-evolved
in pollination, which
confers genetic and
evolutionary advantages.
c. Explore how fruit and
seed adaptations help
promote dispersal, which
prevents competition
between plants and helps
in colonization.

SBO4. Students will

explore the defense
systems of plants and
recognize the impact of
plant diseases on the
biosphere. a. Identify plant
diseases and management
strategies. b. Examine
how plant diseases affect
humans and animals. c.
Examine how plants
respond to diseases
caused by pathogens (i.e.
insects, fungi, bacteria,
viruses) and attempt to
protect themselves from
those disease causing
agents. d. Examine the
economic and social
impact of plant diseases.

Title

Plant Structure and Function Vertical

Alignment Project

Teacher
E-mail
School
Lesson Title
Grade Level
Concept Targeted

Leslie Geiger
Leslie.Geiger@cobbk12.org
Teasley Elementary
I am a plant - where do I belong?
5th
Students will demonstrate how plants

are sorted into groups.

Lesson Objective: Students will observe, generate questions and classify or sort
leaves from different plants by physical characteristics. Students will give each
category a name. Students will record observations on lab sheet
Lesson Essential Questions: What are some common characteristics of plants?
Summative Assessment: observations during group discussion, group lab sheets
and explanation of science journal entries
Georgia Performance Standards:
S5L1. Students will classify organisms into groups and relate how they determined
the groups with how and why scientists use classification. b. Demonstrate how
plants are sorted into groups
Safety Considerations:
Students will need to understand that some plants are poisonous to taste.
Method:
Engage: Today we are going to sort things that are alike into groups. Show pictures
of habitats from Georgia such as maritime forest, river, salt marsh, pond, hardwood
forest, swamp, the piedmont area. Ask: Where do you think these pictures are
from? Model sorting pictures into groups by trees or no trees Ask: How did I sort
these pictures? What is something that you see in each picture? Ask: How else
could we sort these pictures? (lead to habitats that have water and habitats that
do not have water).

Opening/Explain Task: Scientists today we are going to sort or classify

leaves from different plants.
Write terms classify, sort, group, on chart paper.

Explore: We are going to divide up into groups. After you are in your groups I

want each of you to look at the leaves on the table and think of questions that are
important to ask about the leaves. Write the questions on your lab sheet. Each
member of the group will then read their questions. As a group decide on 2
questions that you would like to share with our class. Be prepared to tell why you
thought these would be good questions.
The teacher will listen to the questions and write 2 - 3 of the questions on chart
paper.
Teacher then explains that Scientists take good records of what they observe using
their eyes, nose, touch, ears and taste. Today we will be using our eyes, nose, and
touch to explore the leaves. You can record your observations on your recording
sheet. Once you have explored the leaves I want you, as a group, to sort or classify
the leaves. Give each group a name. Write the name of the group on an index card
and place the card next to the leaves. Be prepared to explain why you chose each
name for the group.
.

Explain: After students are finished sorting and recording observations ask groups
to share how they classified the leaves and the names that they gave to the groups.
Teach another way to classify plants: that all plants have one major thing in
common; they produce their own food. Explain that scientists can classify plants
into 2 major groups by how they pollinate or reproduce. There are seed
producers(flowering plants and cone bearing plants) and spore producers. Write
terms on chart paper. Have students name some of the common seed bearing
plants that they know such as pine trees, roses, daisies.and spore producers
mushrooms, ferns, and mosses.
As a group write 5th grade friendly definitions of terms pollinate, seed producer and
spore producer. Students write terms in science journals and draw and name
examples of each.

Summarize Learning: Student volunteers state something that they

learned.
Extend: Students think about what happens to a plants leaves in different
seasons. Students infer why a plant loses its leaves in colder weather.
Students will learn the definition of deciduous plant and coniferous plant.
Students will go on a walk on school grounds and classify plants by whether
they are deciduous or coniferous.
Evaluate:
Materials: Pictures of habitats in Georgia, several kinds of leaves including leaves
from flowering plants that have visible seeds (such as sunflowers, daisies, marigolds
and black eyed Susans) , needles from evergreen trees, and fern fronds with spore
cases on the underside, lab sheets and index cards, science journals.

Title

Plant Structure and Function Vertical

Alignment Project

Teacher
E-mail
School
Lesson Title
Grade Level
Concept Targeted

Leslie Geiger
Leslie.Geiger@cobbk12.org
Teasley Elementary
Plants same and different
Kindergarten
Recognizing the similarities and

differences in plants.
Lesson Objective: students will explain through writing or drawing and
verbalizing 2 ways that 2 self- selected plants are the same and 2 ways that they
are different.
Lesson Essential Questions: What are some ways that plants are alike and
different?
Summative Assessment: Students Venn diagram or drawing of plants and
verbal explanation
Georgia Performance Standards:
SKL2 Student will compare the similarities and differences in groups of organisms.
b. Explain the similarities and differences in plants (color, size, appearance, etc.)
Safety Considerations:
Students will need to understand not to put plants in their mouths. Students will
need to wash hands after handling plants
Method:
ASK: Who sees a plant in our room? Show carrot pulled from classroom garden.
Who knows what kind of plant this is? Then show Impatient (flowering),
Philodendron (classroom plant since beginning of year) and Radishes that we
planted in March in terrarium.

Explain Task: Scientists your job today is to explore these 4 plants and
explain how some of them are the same and different. What does same mean?
What does different mean? Write terms on whiteboard. Ask: What senses can

we use to explore these plants? Write: sight, touch, smell, and hear Emphasize
no taste and why.
Review: Before we can talk about plants we need to understand the parts of a
plant. Who can help us remember the parts of a plant? Students volunteer(s) help
us remember as we look at a photograph in the Science Big Book.

Model: Choose 2 students to model going to a station and correctly using senses
to smell, touch, see and listen to explore a plant. Student volunteers model pair
and share of observations.

Active Learning/Explore: Divide students into 4 groups. Each student is given

a magnifying glass. Each group goes to a station. Students spend 3-4 minutes at
station exploring plant and then groups rotate to the next station.

Explain: After rotation is complete gather together. A student helper

selects one plant and teacher selects another plant. Whole group complete
Venn diagram on chart paper for similarities and differences of 2 plants.
Students then each choose 2 plants to compare. Students are given choice
to draw the 2 plants and verbally explain similarities and differences to
teacher and paraprofessional or to write their comparison using words on a
Venn Diagram.
Both drawing and Venn diagram will be done in their science journals.
Early Finishers: Think of and write a question they have about plants in
general, or a specific plant studied that day. Question will be written in
science journal. Opportunities will be given to research and find answers to
questions.
Summarize Learning: Student volunteers state something that they
learned.

Extend: Students gain understanding about why plants are important by

identifying foods from cafeteria lunch that come from plants. Students
compare plant foods from cafeteria using 5 senses. Note: allergies should be
taken into consideration. Math: Students measure plants using string
teacher ask: what do the lengths of the string tell us? What did we find out
about the plants? Lead to which is taller and shorter.
Evaluate: The students will draw 2 of the 4 plants in their science journals
and verbally explain to teacher or paraprofessional 2 ways that the plants
are the same and different OR student will complete a Venn Diagram writing
the words to explain similarities and differences Venn Diagram will go in
pocket of science journal.
Materials: Philodendron, Impatient, carrot with greens, radish plant; 21
magnifying glasses, science Big Book, student science journals, Venn diagram on
chart paper, blank copies of Venn diagram for students, pencils, colored pencils

Name: Date:
Classify_____________________________________________________________________________
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Categorize__________________________________________________________________________
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Science Skill 1: Questioning
1. Get into teacher assigned group 2. Examine or look at the leaves on the table 3.
Write down at least 3 questions you have about the leaves.
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4. Take turns sharing your questions with your group and listen carefully. 5. Pick one
question from your group that you liked the best and record it.
____________________________________________________________________________________
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Science Skill 2: Making Observations 1. Look closely at the front and back of each
leaf. 2. Touch and describe how each leaf feels. 3. Draw each leaf in the space
below.

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4. Are there any other ways you could learn about this leaf?
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