Ms. Sameroff DATE: Living Environment ESSENTIAL QUESTION How are calls, tissues, and organs organized into systems that carry out the basic functions of a seed plant? OBJECTIVE(S) Vocabulary Blade Objective: SWBAT describe how Petiole the structures of a leaf enables it Mesophyll to carry out photosynthesis. Palisade Mesophyll Spongy Mesophyll ENL Modification Standards 9-12.WHST.5 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3), (HS-PS1-10) HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.] http:// LS1.A: Structure and Function www.nysed.gov/common/nysed/files/programs/curriculum-instruction/hsscience-learning-standards.pdf DO NOW 4 min (3 min independent + 1 min whole-class review/shareout) Students will be questions about roots, stems, leaves. Salad ingredients include lettuce, tomatoes, radishes, cucumbers, onions, bean sprouts, carrots, and celery. Botanists might look at a fresh salad and see plant organs. Think of salad ingredients you are familiar with. Decide whether they are roots, stems, or leaves and list them on the appropriate line below. Possible CFU questions can be: How do you know those are roots? Stems? Leaves? After a quick share out I inform students that today we will be learning about how the structures of a leaf allow it to carry out photosynthesis STRUCTURE OF THIS LESSON: This lesson is designed to be completed in 1 period. However allowance will be made for interruptions (special events, etc) and the lesson will be continued the next day if necessary. INTRODUCTION OF NEW MATERIAL (vocabulary) 6 min Teacher will model how to find the definition of blade using the article from the worksheet. Picture will be provided for each word (differentiation) Then teacher will transition into the learning goal. ACTIVITY #1 Guided Practice/Modeling (12 min ) Teacher will model how to find the answers in the reading, diagrams, and charts provided on the worksheet. Teacher will break it down into clear understandable steps. Students will take turns reading. Then teacher will model how to answer guided questions. I do, we do Teacher will monitor students as they complete Activity #1 CFU: Tell me about the leaf’s structure. ACTIVITY #2 INDEPENDENT PRACTICE (15 min) Students will be given a chart with parts of the leaf and a description. Students will label the leaf using the description and hints provided. Students will also answer questions based on the movement of water, oxygen and water vapor, carbon dioxide. Students will answer Regents Questions covering prior and current topics. EXIT (5 min) After the lesson, now I understand… Something I still need help with… Modifications for Living Environment Checklists (on worksheet) KWL Chart Tips and hints Highlighters Read directions orally Self-assessment Sequence chart Vocabulary list Sentence starters ENL strategies/accommodations Spanish-English Living Environment Dictionary, word wall Repetition Gestures Some students have already passed the Living Environment Regents, and have the needed credits. These students are enrolled in the Earth Science Curriculum. They will be completing assignments in Holt, Rinehart and Winston’s interactive textbook
