Science: Year 10
UNIT PLAN PLANT REPRODUCTION
Achievement Objectives
Nature of Science
Curriculum Level: 5 Time: 15 periods
Level 5 Nature of Science:
Understanding about science: Understand that scientific investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
Communicating in Science: Use a wider range of science vocabulary,
Achievement Objectives
Content/Context Strands
Level 5 Living World Identify key structures and functions involved in the life processes of plants and animals. symbols and conventions.
Big Idea - Most plants can reproduce sexually, which gives variation in offspring.
Flowers have male and female structures for reproduction.
Pollination followed by fertilisation results in seeds.
Seeds can be classified by the adaptations they have for dispersal.
Seeds require specific conditions for germination.
Values and how students will be encouraged to develop them
VALUES p10
 Excellence
 Diversity
 Equity
 Innovation, inquiry & curiosity
- learn to examine plant structures carefully and relate these to their purpose,
- reflect on the process of sexual reproduction in plants and the advantages of the diversity of offspring produced by this method.
 Community and Participation
 Integrity
 Respect
 Ecological Sustainability
Without pollinators for sexual reproduction there would be no seeds or fruit in food chains.
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Diagnostic
What do they know?
What can they do?
Prior knowledge from Year 9:
Adaptations are features that enhance survival of a species.
How to make a hypothesis and carry out a fair test.
Biological drawings: pencil, freehand, 2-D, no shading, to scale
Diagnostic Pre-test on plant reproduction:
1.
Draw a flower (eg. Spraxia), name the parts.
2.
Describe two of the parts you have named.
3.
Describe sexual reproduction in plants.
Note: “Assessment” is not synonymous with formal testing
Formative
Individual and group feedback & feed forward -
What are they learning?
What do they need to learn?
Summative
What have they learned?
Can the students explain how they learned it?
(Opportunities for metacognition and student evaluation of activities.)

How to select appropriate diagrams, definitions and accurate information from text books and www.

Design, carry out and report on a fair test

Name sexual parts of flowers and identify as male or female.

Explain how flowers are designed for insect or wind pollination

Write a comparison of pollination and fertilisation.

Identify insect and wind pollinated flowers using
 identified adaptations.
Collect a range of seeds and classify in terms of seed dispersal adaptations.
Use models/posters/slowmation to help with a scientific explanation.: Communication Progression:
Reflecting on their understanding
Collaborate with a partner to design, carry out and report on a fair test investigation based for a hypothesis for germination conditions. Investigation
Progression: Evaluates the Investigative process as a continuous activity
End of unit test on structure and function for flower pollination and seed dispersal NAME Assessment
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LEARNING OUTCOMES
Students will …
1.
Explain the adaptations of an insect pollinated flower.
2.
Evaluates own explanations and scientific understanding and the connections made
3.
Distinguish between pollination and fertilisation.
4.
Name the male and female gametes and identify where they are formed.
5.
Describe the process and purpose of fertilisation in a
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1.
Recognise and identify structure and function of flower parts (anther, filament, style, stigma, pollen grains, petals, calyx/sepals) of flowers.
2.
Explanations link structure to function and are supported with scientific references and field examples.
1.
Success Criteria
Describe fertilisation as the fusing of male and female gametes for the purpose of bringing together genetic information from the male and female parents for a new combination of genetic
How students will learn
Learning activities
1.
Biological drawing guidelines reviewed.
2.
Draw a L.S. fuschia flower.
3.
Label parts and identify as male or female.
4.
Tabulate structure and function of flower parts.
5.
Write a definition for pollination.
6.
Identify parts of flower which attract insects.
7.
Research types of insects pollinating flowers and how they are attracted. (eg Video: Sexual encounters of a floral kind; BBC
The Private Life of Plants Episode
3)
8.
Prepare an aid for explaining insect pollination (model, poster, slowmation)
9.
Discuss and implement methods of learning structure, function and adaptations. Peer review learning.
1.
Write a definition for fertilisation
(review fertilisation in human reproduction).
2.
Identify male and female gametes in a flower.
3.
Label a diagram and describe the process of fertilisation in a
Evidence of Learning and Learning
Progress
Save the formative assessment activities as revision notes for end of unit test
Work in twos or threes to compile table. Compare table with another group and sort out differences.
Self assess explanations after class discussion of criteria:
Communication Progression
Reflecting on their understanding
Assess written explanations of 3 parts of the flower, including one male, one female and one insect attractant part.
Summarise fertilisation:
 labelled diagram of flower structures
 definition
 purpose
 gametes named + sex

flower.
6.
Identify, from labelled
7.
diagrams, insect and wind pollinated flowers and name 2 examples of each type.
Draw a correctly labelled biological diagram of the internal structure of a dicotyledon seed
8.
Describe the structures of seeds as adaptations for at least four different kinds of dispersal. material.
2.
Identify female gametes in a flower as ovules in the ovary.
Identify male gametes as male nuclei which are produced by a pollen grain after it is transferred to the stigma.
3.
Label a diagram of the structures involved in the fertilisation process (pollen grain, pollen tube, male nuclei, stigma & style, ovary, ovules and micropyle)
4.
Identify the product of fertilisation as a seed.
Correctly identify two wind pollinated and two insect pollinated flowers, with justifications. flower.
4.
Describe the product of fertilisation.
5.
Complete a life cycle diagram identifying correct sequence and locations of flowering, pollination, fertilisation, seed formation, germination, plant growth.
Recognise and identify embryo, testa and endosperm. Describe function of each part.
Identify four of wind, animal carry, animal eating, water, and explosive dispersal seeds with an explanation linked to structure.
1.
Collect, identify and examine specimens of each type.
2.
On photocopied diagrams, label parts and colour code male and female parts. Provide a key.
3.
Write a comparison of wind and insect pollinated flowers, identifying similarities and differences.
1.
Draw L.S. broad/runner bean seed.
2.
Label parts. Annotate labels with functions.
1.
Collect a variety of seeds.
2.
Classify according to method of dispersal.
3.
Draw, describe and explain at
Peer assess comparison using an exemplar.
Identify flowers as wind pollinated or insect pollinated from live examples and photographs.
(Self assess from a marking schedule.)
Self assess diagram using an exemplar.
Self assess classification accuracy from samples or diagrams of 6-
10 seeds using a marking schedule.
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9.
Describe the process of germination.
10.
Design and carry out a fair test investigation to determine the conditions necessary for germination.
11.
Evaluate investigative process as a continuous activity.
Describe the stages of germination with reasons for the required environmental conditions/stimuli
(oxygen, water, and maybe scarification or vernalisation)
1.
Hypothesis includes independent and dependent variable. Is based on research, observations or trial experiments.
2.
Independent variable identified.
3.
Dependent variable and measurement/count identified.
4.
Controlled variables identified and justified.
5.
Method written in past tense.
6.
Results tabulated.
7.
Conclusion made from results. least four structural adaptations for dispersal.
(Video: BBC The Private Life of
Plants Episode 1)
4.
Working in groups make a poster showing examples of structures for seed dispersal.
Peer assess, OR, write a key for seed dispersal adaptations.
1.
Observe germinating broad
/runner bean seeds, dissecting different stages to track changes. (Grow in a gas jar between damp paper towel and glass)
2.
Paste in photocopy of labelled germination diagrams and make own explanatory notes.
1. Work in pairs: Design and carry out a fair test on germination of radish seeds in the lab. (light, water, air, …)
NB. Germination is when a little sprout first appears out of seed.
This investigation is NOT about rate of growth.
2. Write up full report according to scientific convention.
Assess germination knowledge with eg peer questions, discussion of same/different cards in pairs.
Note: This is the first attempt at carrying out a fair test in Year 10.
There will be other opportunities before Science fair Investigation task.
Assessment: Sytematic approach to investigations – get students to determine successs criteria for
Investigation: Evaluates the
Investigative process as a continuous
activity in a class discussion.
End of Unit Test
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LEARNING OUTCOMES SUCCESS CRITERIA
1.
Explain the adaptations of an
2.
5.
insect pollinated flower.
Evaluates own explanations and scientific understanding and the connections made.
3.
Distinguish between pollination and fertilisation.
4.
Name the male and female gametes and identify where they are formed.
Describe the process and purpose of fertilisation in a flower.
6.
Identify, from labelled diagrams, insect and wind pollinated flowers and name 2 examples of each type.
1.
Name parts (structures) of a flower and describe the function of each part (anther, filament, style, stigma, pollen grains, petals, calyx/sepals) .
2.
Explanations link structure to function and are supported with scientific references and field examples.
2.
Describe fertilisation as the fusing of male and female gametes.
Both parents provide half of the genetic material for the new plant.
3.
Female gametes are ovules in the ovary. Male gametes are male nuclei formed when a pollen grain divides after it lands on a stigma.
4.
Label a diagram of the structures involved in the fertilisation process
(pollen grain, pollen tube, male nuclei, stigma & style, ovary, ovules and micropyle)
5.
Fertilisation of an ovule with a male nucleus forms a seed.
6.
Correctly identify two wind pollinated and two insect pollinated flowers.
7.
Insect pollinated flowers have some or all of the following characteristics:
8.
Wind pollinated flowers can be identified by there:
9.
Label testa, embryo and endosperm. Describe the function of each part.
7.
Draw a correctly labelled biological diagram of the internal structure of a dicotyledon seed
8.
9.
Describe the external structures of seeds as adaptations for at least four different kinds of dispersal.
Describe the process of germination.
10.
Design and carry out a fair test investigation to determine the conditions necessary for germination.
11.
Evaluate investigative process as a continuous activity.
10.
Identify four of

Wind carried seeds with
 animal carried seeds with
 animal/bird/person eaten seeds with

water carried seeds with
 seeds exploded from seed cases that
11.
Describe the role of oxygen, water, and endosperm in the process of germination
12.
Describe the first structures formed from the embryo plant when germination begins:
13.
Hypothesis includes independent and dependent variable. Is based on research, observations or trial experiments.
14.
Independent variable identified.
15.
Dependent variable and measurement/count identified.
16.
Controlled variables identified and justified.
17.
Method written in past tense.
18.
Results tabulated.
19.
Conclusion made from results and linking to the hypothesis.
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