Teacher: Abby Gallant

Grade/Subject: Science 8
Unit: Cells and Body Systems
Date: March 24th, 2017
Cells Working together: Organ Systems in Plants

Curriculum Outcome:
109-13 Explain the importance of choosing words that are scientifically or
technologically appropriate
304-5 Distinguish between plant and animal cells
304-7 Explain structural and functional relationships between and among cells,
tissues, organs, and systems

Content learning (I can Statement):

- I can use the correct terms to express scientific ideas
- I can understand the differences between plant and animal cells
- I can explain the relationship between the structure and functions of the cells,
tissues, organs, and systems within a plant.

Class Objectives:
Purpose: To gain an understanding of the structure of the plant and how the cells
contribute to the function of the various systems in the plant
Importance: Students will be applying their knowledge to be able to look at the big
picture of plants and how they function. They will understand how smaller things
contribute to the whole.
Key Questions: What are the cells and tissue of plants and how do they work
together?

Time: 1 Class (45 Minutes)

Materials:
- White flowers - PowerPoint and note handouts
- Food colouring (various colours) for modified students
- Beakers (1 per flower) - Entrance slips (1 per student)
- Water from the tap - Word Search
- Food dye -
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- Text/Audio/Video Resources
- SciencePower 8 pages 68-78
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- Vocabulary:
- Tissues: a group of cells having the same structure and function
- Organ Systems: a group of organs working together to perform a major
function
- Vascular Tissues: Connect the root system and the shoot system
- Phloem Tissues: Transports sugars manufactured in the leaves to the rest of
the plant
- Xylem Tissues: Helps move the water and minerals absorbed by the roots to
the rest of the plant
- Plant Systems: Root System and Shoot System
- Stomata: Tiny openings in the leaves that let air in
- Transpiration: Water leaving the plant through evaporation
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- Lesson
- Hook: Entrance Slip
Time: 10 minutes
1. Pass out the entrance slips. Explain to students that we are starting the class
off with a little experiment.
2. Have students select the colours they want for the water by choosing
students that raised their hands. Put the dye the water
3. Explain that we are going to put white flowers in the coloured water and
leave it for the weekend.
4. Have students fill in their entrance slips after putting the dye in the water and
putting the flowers in it. This should be done independently. Collect slips after
students are finished completing them.
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- Content Learning and Critical Thinking:
- Time: 30 minutes
- Behaviour Expectations: Students will raise their hands to contribute to the
class discussion. I will circulate while students are copying notes and working
on the word search. Students may work with a partner/small group to
complete the work as long as they are on task.
1. Review: We just finished talking about how different cells make up different
parts of body because they have different functions. They have previously
gone over systems in the human body. Ask student to recall the major
systems that they learned about. Students should respond with respiratory,
circulatory, digestive, excretory, and nervous but may need a bit of
prompting by referring to different organs.
2. Ask students if they think plants have organ systems like humans. Students
may respond with yes or no. Have students raise their hands to vote if they
think yes/no. Chose a student to explain their reasoning which may be that
plants still need nutrients or that they dont have the same functions as
animals so they might not have systems in the same way.
3. Slide1: Plant systems: Explain that plants do have systems. The root and
shoot systems are the main systems. Mention some of the different functions.
Have students copy down the slide. Hand out notes to students who receive
notes
4. Slide 2: Tissues: Explain that these systems are made up of 3 main types of
tissues. Explain their functions and show diagram and explain the xylem is
just sending materials in one direction whereas the
5. Ask students if they think these tissues are like the circulatory system or
more like the digestive system. Have students explain their responses. Some
may see it as more of cycle of reusing whereas others may see it as food.
6. Explain that it is similar to the digestive system because the water cycles
through the plant but leaves through the top/flower
7. Slide: Transpiration: Explain that this process is called transpiration. There are
small openings in the leaves of the plants called stomata and that water
leaves the plant through evaporation. Students will copy down this slide.
8. Activity: Word Search. Handout the word search. Explain that students will
have to figure out the word before they are able to find through the clues that
were provided. It will have the information from todays class as well as other.
Circulate the room while students are working on this to help if students start
running into problems.
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- Conclusion: Review Questions
Time: 5-7 minutes
1. Go over the answers for the questions on the word search with the students.
Read the question/sentence and have student raise their hands to respond to
the questions. Write the answers on the smartboard so any students who
might have missed a question will have the opportunity to write it down.
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- Sponge Activity:
- If students finish early have students work on their cell city assignments.
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- Assessment:
- Formative: Students will be completing an entrance slip regarding osmosis
and diffusion which are two concepts that weve previously covered to ensure
continued understanding of those topics. Students will also be completing a
word search where they have to first answer to the clues to be able to find
which words they need to find in the word search. Questions will also be
posed throughout the lesson.
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