Monday
2/10/14
Tuesday
2/11/14
Wednesday - CLASS Outside Thursday
2/12/14
2/13/14
Friday 2/14/14
Benchmark :
SC.912.L.14.7
Learning Goals
Students will relate the structure of
each of the major plant organs and
tissues to physiological processes.
Benchmark :
SC.912.L.14.7
Learning Goals
Students will relate the structure
of each of the major plant organs
and tissues to physiological
processes.
Essential Question
Why is an understanding of plant
tissues and reproduction
important for human life?
Bell Ringer/ FCIM –14.2/14.3
Bell Ringer/FCIM 14.2/14.3
Benchmark :
SC.912.L.14.7
Learning Goals
Students will relate the structure
of each of the major plant organs
and tissues to physiological
processes.
Essential Question:
Why is an understanding of plant
tissues and reproduction
important for human life?
roots of plants function?
Bell Ringer/FCIM 14.2/14.3
Benchmark :
SC.912.L.14.7
Learning Goals
Students will relate the structure of each
of the major plant organs and tissues to
physiological processes.
Essential Question:
Why is an understanding of plant
tissues and reproduction important for
human life?
Benchmark:
SC.912.L.14.7
Learning Goal
Students will relate the
structure of each of the major
plant organs and tissues to
physiological processes.
Essential Question:
Why is an understanding of
plant tissues and reproduction
important for human life?
Bell Ringer/FCIM 14.2/14.3
Bell Ringer/FCIM 14.2/14.3
Daily Agenda

I do - Bellringer

We Do-Enzyme Lab

You do -Discuss results/lab
write-up and

Daily Agenda

Bellringer

I do -Intro to plant
structure and
functions – access
prior We do knowledge about
plants –class thinking
map
-Chapter 21 pg 640642plant cells and tissue
YOU DO Create a graphic
organizer for vocabulary
structure and function
Daily Agenda.

Bellringer

Class notes and
discussion outside with
plants
Daily Agenda

Bellringer

Lab –dissect
flowers/plants and
leaves( stomata ) using
scientific observations
and inquiry processes
Daily Agenda

Bellringer

FCIM assessment 18.1
(macro/enzymes)

Finish Lab

Intro to photosynthesis

I do -Access prior knowledge
using chemical equation

WE do – build graphic organizer
to list what we know to be
ready for Monday

You do – complete any
unfinixhed work
Vocabulary –
Vocabulary – cuticle, stoma,
guard cell, vascular system, seed
coat, protection, Sepal, petal,
anther, embryo sac, style,
stigma, pollination, pollen tube,
haploid, diploid, pollen, egg,
sperm, Root hair, root pressure,
Vocabulary – cuticle, stoma,
guard cell, vascular system, seed
coat, protection, Sepal, petal,
anther, embryo sac, style, stigma,
pollination, pollen tube, haploid,
diploid, pollen, egg, sperm, Root
hair, root pressure, endodermis,
Vocabulary –– cuticle, stoma,
guard cell, vascular system, seed
coat, protection, Sepal, petal,
anther, embryo sac, style, stigma,
pollination, pollen tube, haploid,
diploid, pollen, egg, sperm, Root
hair, root pressure, endodermis,
Vocabulary –– cuticle, stoma, guard cell,
vascular system, seed coat, protection,
Sepal, petal, anther, embryo sac, style,
stigma, pollination, pollen tube, haploid,
diploid, pollen, egg, sperm, Root hair, root
pressure, endodermis, transpiration,
tracheid, guard cell, sieve-tube member,
Essential Question
Why is an understanding of plant tissues
and reproduction important for human
life?
Homework- work on Lab write-up
Comprehension Check – Should there
always be more plant life than people?
Describe the differences between xylem
and phloem?
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endodermis, transpiration,
tracheid, guard cell, sieve-tube
member, companion cell,
pressure-flow mechanism,
vessel element, cohesion,
xylem, phloem, vessels, source,
sink, stomata, sap
Homework- Ch 21 Section1-4
Qs# 1-5
Comprehension Check Which process requires more
energy from the plant, water
moving up the xylem or
nutrients moving down through
the phloem? explain
transpiration, tracheid, guard cell,
sieve-tube member, companion
cell, pressure-flow mechanism,
vessel element, cohesion, xylem,
phloem, vessels, source, sink,
stomata, sap
transpiration, tracheid, guard cell,
sieve-tube member, companion
cell, pressure-flow mechanism,
vessel element, cohesion, xylem,
phloem, vessels, source, sink,
stomata, sap
companion cell, pressure-flow
mechanism, vessel element, cohesion,
xylem, phloem, vessels, source, sink,
stomata, sap
Homework- reinforcement
Homework- study for quiz
Homework- NONE
Comprehension Check
How do the functions of stems
differ from those of roots? How
are they similar ?
Comprehension Check - Describe
what the lab shows about the
structure and function of plants.
Comprehension Check – Einstein said that
if all the bees died, then all life would die
off. Do you disagree or agree with this
statement?
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