Unit: The Life Cycle of Plants.
Lesson 1: Plant Cellular Reproduction-Meiosis
Topics
 What is meiosis (cellular reproduction/sexual reproduction)?
 The importance of meiosis for plant reproduction.
 Identification of meiosis stages and cellular parts.
 Development of microscopic photographic skills.
Prior Knowledge and Context
The lesson is designed for high school students who have completed a course in Environmental
Science and Biology (grades 11-12), having knowledge of plants, cellular reproduction, and
environmental influences on a plant’s life cycle.
Objectives
 The student will gain an understanding of the importance of meiosis, its stages, and its
function for plant reproduction.
 The student will develop microscopic photographic techniques and allowing them to capture
photographs of the various stages of meiosis (prophase I & II, metaphase I & II, anaphase I
& II, and telophase I & II).
 The student will identify each meiosis stage and cellular parts found during the process (cell
plate, chromosomes, chromatin, spindle fibers, centrioles, and centromeres).
Standards
North Carolina Essential Standards for Biology; available from:
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/science/biology.pdf
Bio 1.1.1 (Summarize the structure and function of organelles in eukaryotic cells and ways that these
organelles interact with each other to perform the function of the cell.)
Bio 3.2.1 (Explain the role of meiosis in sexual reproduction and genetic variation.)
Strategies and Real World Connections (Optional)
The learning activities provided during this lesson will help develop the students’ microscopic
photography skills/techniques and an understanding and importance of meiosis/asexual
reproduction in the life cycle of plants.
Required Materials
1. Microscopes
2. Microscope cameras
3. Prepped slides (onion root tip)
4. Computer and USB connection cord
Introduction
The introduction will be a quick reminder of proper microscope usage learned during previous
Biology science course. Students will watch a quick video on using microscopes. Upon completion
of the video, students will write down reminder list to use for help while working on the lesson.
Sequenced Activities /Tasks
This lesson is designed to cover multiple class days (approximately 2-3 days) in the high school
setting to ensure that all stages of meiosis are captured and the outlined cellular parts are
identifiable.
1. Opening Microscope Review Video-The opening of the lesson using the quick-write and
information given previously in the introduction section. (5-10 minutes)
2. Microscope Set-up: Students will obtain a microscope/microscope camera set-up. They will
need to take the microscope to their designated lab area and obtain the remaining materials
needed for lab. (5 minutes)
3. Slide Preparation-Students will obtain a prepared onion root tip microscope slide. Students
should place their slide on the microscope stage for safe keeping. (2 minutes)
4. Laptop/USB connection-Students should retrieve a laptop and turn it on. Then they should
connect the microscope camera to the laptop using the provided USB connector cable. (5-10
minutes)
5. Microscopic Photography-Once students have ensured all equipment is working and
connected properly, they should begin actively examining the microscope slide and capturing
images. Upon capture of each image, students should examine the quality of each
photograph determining if the cellular parts captured in the photo have good clarity. During
this process students will need to capture a total of ten pictures. The ten pictures that should
be captured during the lesson are: interphase, prophase I, metaphase I, anaphase I,
telophase I, prophase II, metaphase II, anaphase II, telophase II, and cytokinesis (sex cell:
egg or pollen). (80-90 minutes) The lesson for the first day should end during this section of
the lesson. Students will need to begin the process over tomorrow to finish capturing
pictures. When students enter the classroom, they should immediately obtain the needed
materials for the lesson and begin capturing photographs of the meiosis process.
6. Photograph presentation-Students will then begin to assemble their meiosis photographs into
a presentation exhibiting the meiosis process from beginning to end. The students will use a
photography editing program (Adobe Photoshop) to identify and label the previously listed
cellular parts involved with meiosis. (20-25 minutes)
7. Narrative Writing-Students will write a narrative to accompany their photographic
presentation. The narrative will discuss the scientific processes ongoing in each photograph
along with the importance of meiosis in a plant’s life cycle. (45-50 minutes)
Closing
Classroom discussion-In the meiosis photographic project created by you and you partner, what role
does meiosis play in sexual reproduction? In understanding the role of meiosis in sexual
reproduction, take a few minutes to write down a response to the following questions.
1. Predict what issues might occur if a mistake was to occur in the meiosis process.
2. In the previous question we discussed a mistake, often times a mistake is assumed to have
a negative impact, what if the mistake turned out to a positive for the plant? Re-answer
question on this basis.
3. What are some potential factors (biological or environmental) that could create possible
mistakes discussed in questions 1 & 2?
Finish with a classroom discussion on the questions and direct students toward a deeper
understanding of the meiosis process and the impact is has upon the production of our food and
nature.
Assessment Strategies
 Photographic presentation
 Narrative Writing
 Discussions/Question responses
Adaptations
Note special accommodations or modifications you will make for special needs students. See
examples.
ESL: Word translator, peer partner, extended time (if needed)
Special Needs: peer partner, extended time (if needed), direct teacher assistance.
Advanced: Students may extend upon the learning by examining the differences in sexual cellular
reproduction (conjugation) for a prokaryotic cell and/or examining the differences in meiosis between
an animal and plant cell.
Homework:
Completion of needed narrative/project work as needed on a group basis.
Lesson 2: Pollination and Its Ecological Factors
Topics
 What is pollination?
 The importance of pollination ecologically.
 Identification of plant parts involved in pollination.
 Identification and understanding of ecological factors (honey bees, wind, water) involved in
pollination.
 Examine plant biodiversity and the pollination cycles of the various plants.
 Development of microscopic and macro photographic skills.
Prior Knowledge and Context
The lesson is designed for high school students who have completed a course in Environmental
Science and Biology (grades 11-12), having knowledge of plants, cellular reproduction, and
environmental influences on a plant’s life cycle.
Objectives
 The student will gain an understanding of the ecological importance of pollination and the
role of pollination in plant reproduction.
 The student will develop microscopic and macro photographic techniques, allowing them to
capture various photos of pollination, plant parts, and ecological factors involved in the
pollination process.
 The student will identify each plant part involved in pollination: stamen (anther and filament)
and pistil (stigma, style, and ovary).
Standards
North Carolina Essential Standards for Biology; available from:
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/science/biology.pdf
North Carolina Essential Standards for Earth & Environmental Science; available from:
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/science/earth-env.pdf
Bio 1.1.3 (Explain how instructions in DNA lead to cell differentiation and result in cells specialized to
perform specific functions in multicellular organisms.)
Bio 2.1.3 (Explain various ways organisms interact with each other and their environments resulting
in stability within ecosystems.)
EEn 2.7.2 (Explain why biodiversity is important to the biosphere.)
Strategies and Real World Connections (Optional)
The learning activities provided during this lesson will help develop the students’ photography
skills/techniques and an understanding and importance of pollination in the life cycle of plants and its
ecological impact on ecosystems.
Required Materials
1. Microscope
2. Microscope cameras
3. Microscope slides
4. Cover slips
5. Water and water dropper
6. Computer and USB connection cord
7. Digital camera w/macro setting
8. Cloth, cotton swabs, cotton balls (some object to capture pollen with).
9. Small container with lid
Introduction
The introduction will be a quick reminder of proper microscope usage learned during previous
Biology science course and nature safety issues (bee stings, ticks, sunburn, and etc.) Students will
watch a quick video on using microscopes. Upon completion of the video, students will write down
checklist for using the microscope and for their outdoor photo hike.
Sequenced Activities /Tasks
This lesson is designed to cover multiple class days (approximately 2-3 days) in the high school
setting to ensure that all stages of meiosis are captured and the outlined cellular parts are
identifiable.
1. Opening Microscope & Safety Review-The opening of the lesson using the quick-write and
information given previously in the introduction section. (5-10 minutes)
2. Photograph Exploration-Students will spend the next two days outside capturing
photographs of pollinating plants. Student will need to obtain a list of current pollinating
vegetation (provided by teacher). Students will explore the outdoors around the school
grounds searching for the pollinating vegetation. Using digital cameras (macro setting) they
will capture photographs of plant parts (stamen-filament and anther, pistil-stigma, style, and
ovary, pollen, ecological pollinating factors (honey bees and windblown pollen), While on
exploration students will also need to collect some samples of pollen for microscopic
photographs. (90-120 minutes)
3. Microscope Set-up: Students will obtain a microscope/microscope camera set-up. They will
need to take the microscope to their designated lab area and obtain the remaining materials
needed for lab. (5 minutes)
4. Slide Preparation-Students will obtain a microscope slide and cover slip. Students should
smear pollen from their collection source onto the microscope slide. Place a drop of water
on top of the pollen located on the microscope slide. Then cover the water and pollen with a
cover slip. (5 minutes)
5. Laptop/USB connection-Students should retrieve a laptop and turn it on. Then they should
connect the microscope camera to the laptop using the provided USB connector cable. (5-10
minutes)
6. Microscopic Photography-Once students have ensured all equipment is working and
connected properly, they should begin actively examining the microscope slide and capturing
images of the pollen. Upon capture of each image, students should examine the quality of
each photograph. The students should capture three or four quality photos of the pollen
before returning the microscope. (10-15 minutes)
7. Photograph presentation-Students will then begin to assemble their pollen and ecological
factor photographs. Students may use photo editing software (Adobe Photoshop/etc.) to
edit/label their pictures to their discretion. (20-25 minutes)
8. Narrative Writing-Students will write a narrative to accompany their photographic
presentation. The narrative will discuss the pollination process ongoing in each photograph
along with the importance of pollination in a plant’s life cycle and ecologically. (45-50
minutes)
Closing
Classroom Evaluation-Students will swap projects with another group in the class. The students will
evaluate the picture presentation and narrative of the group. They will provide constructive criticism
for their peers’ project and narrative. Students will make the necessary corrections needed to their
project and narrative.
Assessment Strategies
 Photographic presentation
 Narrative Writing
Adaptations
Note special accommodations or modifications you will make for special needs students. See
examples.
ESL: Word translator, peer partner, extended time (if needed)
Special Needs: peer partner, extended time (if needed), direct teacher assistance.
Advanced: Students may extend upon the learning by examining the effects a declining honey bee
population or the extinction of the species may have on plant’s life cycle and the ecosystem.
Homework:
Completion of needed narrative/project work as needed on a group basis.
Lesson 3: Plant Seeds: Angiosperm versus Gymnosperm
Topics
 What are seeds?
 The importance of seeds a plant’s life cycle and ecologically.
 The differences and similarities between angiosperms and gymnosperms.
 Identification of angiosperm and gymnosperm seeds.
 Development of nature/environmental photographic skills and techniques.
Prior Knowledge and Context
The lesson is designed for high school students who have completed a course in Environmental
Science and Biology (grades 11-12), having knowledge of plants, cellular reproduction, and
environmental influences on a plant’s life cycle.
Objectives
 The student will gain an understanding of the importance seeds function for plant
reproduction and ecosystems.
 The student will develop nature/environmental photographic techniques allowing them to
capture photographs of the angiosperm and gymnosperm seeds.
 The student will identify the adaptation similarities and differences between seeds of
angiosperms and gymnosperms.
Standards
North Carolina Essential Standards for Biology; available from:
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/science/biology.pdf
North Carolina Essential Standards for Earth & Environmental Science; available from:
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/science/earth-env.pdf
Bio 1.1.3 (Explain how instructions in DNA lead to cell differentiation and result in cells specialized to
perform specific functions in multicellular organisms.)
Bio 2.1.2 (Analyze the survival and reproductive success of organisms in terms of behavioral,
structural, and reproductive adaptations.)
Bio 3.5.2 (Analyze the classification of organisms according to their evolutionary relationships.)
EEn 2.7.2 (Explain why biodiversity is important to the biosphere.)
Strategies and Real World Connections (Optional)
The learning activities provided during this lesson will help develop the students’
nature/environmental photography skills/techniques and an understanding the importance of seeds
for plant reproduction.
Required Materials
1. Digital camera
2. Plant Identification Guide
3. Knife (to cut open fruit to expose seeds of angiosperms)
4. Computer
5. Extra camera batteries
Introduction
The introduction will be a review of angiosperms and gymnosperms, along with a review of
photographic techniques (simplicity, contrast, asymmetry, symmetry, depth of field, and balance).
Sequenced Activities /Tasks
This lesson is designed to cover multiple class days (approximately 2-3 days) in the high school
setting to ensure that multiple photos of angiosperm and gymnosperm seeds are captured.
1. Opening Review-The opening of the lesson using a review of plant seeds and photographic
techniques. (5-10 minutes)
2. Safety Precautions-Review safety concerns and issues for students when they are outside
taking photographs of angiosperm and gymnosperm seeds. Safety issues: biting insects,
sting insects, sunburn, dehydration, and venomous snakes. (5-10 minutes)
3. Seed Photography-Students will need to obtain a vegetation identification guide and begin to
search for angiosperm and gymnosperm seeds. Students should focus on capturing
photographs of early developing seeds and mature seeds for both the angiosperms and
gymnosperms. Students should work on capturing numerous photos using various
photographic techniques. (90-120 minutes)
4. Photograph presentation-Students will then begin to assemble the angiosperm and
gymnosperm photographs into a presentation exhibiting the differences in seeds. The
students will use a photography editing program (Adobe Photoshop, etc.) to label the seeds.
(20-25 minutes)
5. Narrative Writing-Students will write a narrative to accompany their photographic
presentation. The narrative will discuss the scientific processes ongoing in each photograph
along with the importance of meiosis in a plant’s life cycle. (30-40 minutes)
Closing
Classroom discussion-Examining the seeds produced by angiosperms and gymnosperms, what are
the similarities and differences? When examining these different adaptations, produce a pro/con list
for both the angiosperm and gymnosperm seeds.
Finish with a classroom silent graffiti exercise. Have a pro/con list for both angiosperm and
gymnosperm on the board in front and have all students to the front of the room to write one pro and
con for each of the seeds. Upon completion have a classroom discussion about the generated lists.
Assessment Strategies
 Photographic presentation
 Narrative Writing
 Pro/Con List
 Discussion
Adaptations
Note special accommodations or modifications you will make for special needs students. See
examples.
ESL: Word translator, peer partner, extended time (if needed)
Special Needs: peer partner, extended time (if needed), direct teacher assistance.
Advanced: Students may extend upon the learning by examining reproductive seeds/cells of
nonvascular plants in comparison to the vascular (angiosperm and gymnosperm) plants.
Homework:
Completion of needed narrative/project work as needed on a group basis.
Lesson 4: Seed Dispersal and Growth
Topics
 What is purpose and importance of seed dispersal?
 The various methods of seed dispersal.
 Identification of ecological factors that contribute or prevent seed dispersal.
 Identification of ecological factors that contribute or prevent germination and growth.
 Development of nature/environmental photographic skills.
Prior Knowledge and Context
The lesson is designed for high school students who have completed a course in Environmental
Science and Biology (grades 11-12), having knowledge of plants, cellular reproduction, and
environmental influences on a plant’s life cycle.
Objectives
 The student will gain an understanding of the importance of seed dispersal and its function in
plant reproduction.
 The student will develop nature/environmental photographic techniques allowing them to
capture ecological factors (environmental and biological) that assist in seed dispersal.
 The student will identify various ecological factors involved in seed dispersal and biological
adaptations of the seeds which assist in their dispersal.
Standards
North Carolina Essential Standards for Biology; available from:
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/science/biology.pdf
North Carolina Essential Standards for Earth & Environmental Science; available from:
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/science/earth-env.pdf
Bio 1.1.3 (Explain how instructions in DNA lead to cell differentiation and result in cells specialized to
perform specific functions in multicellular organisms.)
Bio 2.1.2 (Analyze the survival and reproductive success of organisms in terms of behavioral,
structural, and reproductive adaptations.)
Bio 3.5.2 (Analyze the classification of organisms according to their evolutionary relationships.)
EEn 2.7.2 (Explain why biodiversity is important to the biosphere.)
Strategies and Real World Connections (Optional)
The learning activities provided during this lesson will help develop the students’ nature and
environmental photography skills/techniques along with an understanding of the importance of seed
dispersal in a plant’s life cycle and the ecological factors involved in assisting seed dispersal.
Required Materials
1. Digital camera
2. Computer w/microphone
3. Extra camera batteries
Introduction
The introduction will be a video introducing the various formats seeds are dispersed (from animal
activity to wind and water). Students will also review photographic techniques (simplicity, contrast,
asymmetry, symmetry, depth of field, balance, continuous shooting, action shots, ISO, and shutter
speed) and be reminded of being patient for animal activities to occur.
Sequenced Activities /Tasks
This lesson is designed to cover multiple class days (approximately 3-4 days) in the high school
setting to ensure that all stages of meiosis are captured and the outlined cellular parts are
identifiable.
1. Opening Seed Dispersal and Photographic Technique Review-The opening of the lesson
using a video and information given previously in the introduction section. (5-10 minutes)
2. Seed Dispersal Photography-Once students have ensured their camera is working properly
and have gathered their supplies, they should begin their active search for seed dispersal.
Upon capture of each image, students should examine the quality of the photograph
ensuring they are of good quality and clarity. During this process students will need to
capture pictures of the various forms of seed dispersal. (120-150 minutes) This section of
the lesson will be split over multiple days allowing students ample time to capture the
necessary photographs.
3. Germination Photography-Upon completion of the seed dispersal photography session,
students will capture various plant (gymnosperms and angiosperms) seeds germinating and
sprouting from the ground.
4. Photograph Presentation-Students will create a video presentation using their computer and
window movie maker. They will upload the pictures (can edit them using Adobe Photoshop
or etc.) and create a movie presentation providing narration to the video using a microphone
attachment to the computer (45-60 minutes)
5. Video Presentations-Students will then show their video to their peers. (30-45 minutes)
Closing
Video Critique-Students will critique another peers’ video. They will evaluate the photographs and
narration that accompanied the photos.
Finish with an editing session, where students will use the peer critique to make adequate and
necessary changes to their video.
Assessment Strategies
 Video presentation
 Peer critique
Adaptations
Note special accommodations or modifications you will make for special needs students. See
examples.
ESL: Word translator, peer partner, extended time (if needed)
Special Needs: peer partner, extended time (if needed), direct teacher assistance.
Advanced: Students may extend upon the learning by researching various germination processes
(fire, frost, and etc.) and write a research report on the various adapted germination processes used
by vegetation.
Homework:
Completion of needed narrative/project work as needed on a group basis.
Lesson 5: Anthropogenic and Environmental Impacts on Plant
Life Cycle.
Topics
 What environmental issues impact the plant life cycle?
 What anthropogenic activities impact the plant life cycle?
 Identification of environmental and anthropogenic impacts on the plant life cycle.
 Analyze and evaluation how anthropogenic activities and environmental issues impact the
life cycle of plants.
 Development of photographic skills.
Prior Knowledge and Context
The lesson is designed for high school students who have completed a course in Environmental
Science and Biology (grades 11-12), having knowledge of plants, cellular reproduction,
environmental influences on a plant’s life cycle, and anthropogenic activities impact on a plant’s life
cycle.
Objectives
 The student will identify and understand the various environmental issues and their impacts
on the life cycle of plants.
 The students will identify and understand the various anthropogenic activities and their
impacts on the life cycle of plants.
 The student will develop and enhance their photographic techniques allowing them to
capture photographs of these various environmental issues, anthropogenic activities, and
their impacts on the life cycle of plants.
 The student will analyze and evaluate the environmental and anthropogenic impacts on
plants, then develop strategies to help alleviate or eliminate the problems.
Standards
North Carolina Essential Standards for Biology; available from:
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/science/biology.pdf
North Carolina Essential Standards for Earth & Environmental Science; available from:
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/science/earth-env.pdf
Bio 2.2.1 (Infer how human activities may impact the environment.)
Bio 2.2.2 (Explain how the use, protection, and conservation of natural resources by humans impact
the environment from one generation to the next.)
EEn 2.2.1 (Explain the consequences of human activities on the lithosphere past and present.)
EEn 2.4.1 (Evaluate human influences on freshwater availability.)
EEn 2.4.2 (Evaluate human influences on water quality in North Carolina’s river basins, wetlands,
and tidal environments.)
EEn 2.5.5 (Explain how human activities affect air quality.)
EEn 2.6.3 (Analyze the impacts that human activities have on global climate change.)
EEn 2.7.3 (Explain how human activities impact the biosphere.)
Strategies and Real World Connections (Optional)
The learning activities provided during this lesson will help develop the students’ photography
skills/techniques and an understanding of how environmental issues and anthropogenic activities
impact the life cycle of plants.
Required Materials
1. Digital cameras
2. Extra camera batteries
3. Computer
Introduction
The introduction will be a matching game. Students will receive a list of various environmental
issues (climate change, air pollution, water pollution, invasive species, and etc.) and anthropogenic
activities (excess fertilization, deforestation, transgenic organisms, and etc.). They will place the
various environmental issues and anthropogenic activities under the headings of the plant life cycle
where they are impactful. Plant life cycle headings are: meiosis, pollination, germination, growth,
and seed production. Upon completion students will write an explanation as to how the
environmental and anthropogenic issues impact those stages.
Sequenced Activities /Tasks
This lesson is designed to cover multiple class days (approximately 6-7 days) in the high school
setting to ensure that students have ample time to capture the various environmental issues and
anthropogenic activities which impact plants and their life cycle.
1. Introduction Matching Game-The opening of the lesson will use the game and quick-write
explaining the placement previously outlined in the introduction section of the lesson plan.
(5-10 minutes)
2. Photographic Session Prep: Students will obtain the necessary equipment for their
photographing session and ensure all equipment is working properly. (5 minutes)
3. Environmental Issue Photography-Once students have ensured all equipment is working
properly, they will begin their photography session. They will venture into nature looking for
the various environmental issues impacting plants and begin capturing images. Upon
capture of each image, students should examine the quality of the photograph ensuring they
are of good quality and clarity. During this process students will need to capture pictures of
various environmental issues impacting plants (water pollution, air pollution, acid
precipitation, invasive species, overpopulation and predation, competition, and any issues
students perceive as being important to highlight in their photographic work.) (120-180
minutes) This section of the lesson will span a minimum of two days.
4. Anthropogenic Activities Photography-Once students have ensured all equipment is working
properly, they will begin their photography session. This session students will capture
photos of anthropogenic activities impacting plants. Upon capture of each image, students
should examine the quality of the photograph ensuring they are of good quality and clarity.
During this process students will need to capture pictures of various anthropogenic activities
impacting plants (over fertilization, genetic engineering, deforestation, agricultural practices,
and any other activity students perceive as being important to include in their photographic
work.) (120-180 minutes) This section of the lesson will span a minimum of two days.
5. Photograph presentation-Students will then begin to assemble their plant life cycle impact
photographs into a presentation showcasing the environmental issues and anthropogenic
activities. The students will use a photography editing program (Adobe Photoshop, etc.) to
alter or highlight the photos they choose. (30-40 minutes)
6. Narrative Writing-Students will write a narrative to accompany their photographic
presentation. The narrative will discuss, analyze, and evaluate the environmental issues and
anthropogenic activities showcased in the photograph presentation. (45-50 minutes)
7. Research Report-The final assessment for this lesson will be a research paper that will
analyze and evaluate the life cycle of a plant and how it is negatively impacted by one of the
environmental or anthropogenic issues captured in photos during lesson. The paper will also
need to include a section on suggested practices/solutions to the issue discussed in the
paper. The paper will need to be 1500-1800 words and should include their personal photos.
Closing
Classroom discussion-The question to be used in the closing of this lesson/unit will be: “If so much
knowledge exists on how these environmental issues and anthropogenic activities impact plants and
their life cycle, why have these problems not been resolved?”
Finish with a classroom discussion on the question and direct students toward a deeper
understanding that knowledge is just the first step and that in order to see a change we must take
action.
Assessment Strategies
 Photographic presentation
 Narrative Writing
 Discussions/Question responses
 Research Paper
Adaptations
Note special accommodations or modifications you will make for special needs students. See
examples.
ESL: Word translator, peer partner, extended time (if needed)
Special Needs: peer partner, extended time (if needed), direct teacher assistance.
Advanced: Students may extend upon the learning by finding a local/community organization
involved in helping educate the public on one of the environmental issues or anthropogenic
activities. They will create a product (commercial video/brochure/flyer/etc.) that the organization can
use in promotion of their mission/vision.
Homework:
Completion of needed narrative/project/research paper work as needed on an individual/group basis.