Date: January 15, 2014
aGrade
ProgramLevel,
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Unit and
Studies
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Learner
Topic
Title (POS)
Outcomes:
Outcomes
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Focus Question
Lesson Purpose
Lesson
Outcomes
Required
Materials
Science 7 Unit B Plants for Food and Fibre
Lesson Length: 85minutes (~1.5 class periods)
Grade
Science and
7, Unit
B, Plants
for Food
andofFibre.
 7,
Investigate
interpret
variations
in needs
different plants and their tolerance for different
-Describe
humanconditions
uses of plants
astolerance
sources offor
food
and rawsoil
materials,
and give
examples
of other
uses
growing
(e.g.,
drought,
salinization
or short
growing
seasons)
(e.g., identify
uses
plants structure
as herbs and
or medicines;
plant
products,
and
plant
Describe
theofgeneral
functions ofdescribe
seed plants
(e.g.,
describe
theidentify
roots, stem,
sources leaves
on which
depend).
andthey
flower
of a common local plant)
 Investigate and interpret variations in plant structure, and relate these to different ways that
plants are adapted to their environment (e.g., distinguish between plants with shallow
In what spreading
way do humans
usethose
plants
in deep
today’s
society?
roots and
with
taproots;
describe and interpret differences in flower
In what form
waysand
did in
humans
use of
plants
in production)
the past?
the timing
flower
What resources do plants provide humans?
In this lesson the primary purpose is for students to understand the role plants have in
the lives of humans, both throughout history and presently. Students should develop an
understanding that different cultures have and continue to use plants in a variety of ways.
Through research, discussion, and application students will develop and demonstrate an
understanding of the different ways that humans have used, and continue to use plants in
beneficial ways.


Laptop/iPad cart
Worksheets (Students will need 4 copies of the chart)
DAY 1
Lesson Structure
0-5mins
Student arrival and small talk:
 Students will be arriving from other classes/break and taking their seats.
 Once everyone is settled the teacher will conduct attendance and
general inquiries to how the day is going for students.
5-10mins
Review: Go through the role of plants in the environment (provide oxygen,
shelter, food, and build/protect soil).
10-15mins
Anticipatory Set: Can you think of any ways you use plants in your every day
life?



The teacher will ask the students to brainstorm ideas with their
partner on how humans use plants, either in the present or the past.
This will help the students with the worksheet that will be given
following the discussion.
The teacher will ask for volunteers to share their ideas with the class.
Think, pair, share activity.
Date: January 15, 2014
Science 7 Unit B Plants for Food and Fibre
Lesson Length: 85minutes (~1.5 class periods)
Input:
15-25mins


25-45mins
Research/Practice:
 Working in pairs, students will complete the worksheet.
 One student for each pair will draw a cultural group from a bucket to find
out which culture their group will be researching.
 Students will be randomly assigned one of the following cultural groups
to research: European, Aboriginal, Japanese, or African.
 If students would like to research a cultural group not listed above, they
will be encouraged to do so.



45-50mins
The teacher will introduce how humans use plants, such as for food,
raw materials, medicine, and farming while relating these categories
to the examples the students shared in the think-pair-share activity.
The teacher will incorporate a few examples of both present uses
and historical uses from various cultures including aboriginal
perspectives.
The teacher can use the example of the “three sisters”, which was a
planting technique that the aboriginals introduced to the pioneers,
where three crops were planted close together so they all benefited
from each other.
This formative worksheet requires students to research different
ways humans in the past and the present use plants for farming,
medicine, food and raw materials. The students will be required to
come up with at least 2 ideas for the past and the present for the four
categories.
Students will be provided iPads/computers, or they can use any
electronic device they have that can access the internet.
While students are working, the teacher will be walking around
assessing progress and addressing any concerns that arise.
Conclusion: The lesson will be concluded by addressing any additional
questions that students have. If students have not completed the worksheet,
they will be asked to do so for homework. At the beginning of next class the
students will be required to share their findings with the rest of the class.
DAY 2
0-5mins
Lesson Structure
Student arrival and small talk:
 Students will be arriving from other classes/break and taking their seats.
 Once everyone is settled the teacher will conduct attendance and
general inquiries to how the day is going for students.
Date: January 15, 2014
5-25mins
25-35mins
35-50mins
Evaluation
Science 7 Unit B Plants for Food and Fibre
Lesson Length: 85minutes (~1.5 class periods)
Input:
 Students will be asked to take out their assignments to share with the
class.
 Students will be given extra copies of the chart to fill in for the other
three cultures that they did not personally research.
 As a class we will go through the various uses that students found for
each cultural group and the students will fill out the new charts and add
to their original chart any additional information that other groups with
the same culture might have found.
Review:
 As a class we will discuss the vastness of ways that humans use plants
both throughout history and presently.
 Students will be asked to consider why different cultural groups use
different plants or use plants in different ways.
 Students will be asked if they think plant uses will change in the future.
 Students will be asked if the have any additional questions or concerns
before moving on to new materials.
Continue on with new materials
Formative assessment through worksheet. When students are completing their Worksheet,
the teacher will be assessing student progress and addressing concerns. During class
discussion once research has been completed, student understanding will be formatively
assessed based upon answers and discussion.
Date: January 15, 2014
Science 7 Unit B Plants for Food and Fibre
Lesson Length: 85minutes (~1.5 class periods)
SAMPLE WORKSHEET:
Directions: Find at least two ideas for each category in your group for your assigned
culture.
CULTURE: ________________________________
PAST
1.FARMING
2.RAW MATERIALS
3.FOOD
4.MEDICINE
PRESENT
Date: January 15, 2014
Science 7 Unit B Plants for Food and Fibre
Lesson Length: 85minutes (~1.5 class periods)