Biology Partnership
(A Teacher Quality Grant)
Lesson Plan Construction Form
Identifying Information:
(Group Members and Schools, Title of Lesson, Length in Minutes, Course
Level)
Amanda Bloomer – Graceville High School (amanda.bloomer@jcsb.org)
Michelle Kelly – Chipley High School
(michellekelly8289@gmail.com)
Brandi Kolmetz – Marianna High School (brandi.kolmetz@jcsb.org)
Alana Mayeaux – Mariana High School (alana.mayeaux@jcsb.org)
Kacee Pittman – Jackson Alternative School (kacee.pittman@jcsb.org)
Phillip Vosbrink – Chipley High School (phillip.vosbrink@washington.k12.fl.us)
Title of Lesson: Vascular Tissues in Plants
Length of Lesson: 50 minutes. 1 class period that is 50 minutes.
Course Level: Biology (general)
Motivation:
At the start of the lesson students will take the pre test included as an
attachment. Students will have 15 minutes to complete the assessment.
Following the assessment, students will be arranged in groups of four and answer
the following prompt on a white board or sheet of paper using the kagan
structure Rally Table. Students will have 10 minutes to completed this
activity. Each group will then share their responses with the class and compare
their ideas to other groups. There will be multiple correct responses during this
activity, which will correlate the knowledge they have about plants.
“ Predict what adaptations would be necessary for survival between a desert plant
and an aquatic plant using the knowledge you have about plants.
RallyTable (Mastery, thinking, communication)
In pairs, students alternate generating written responses or solving problems.
1. Cooperative teams are given one piece of paper and one pen or
pencil.
2. Teacher poses a problem or provides a task to which there are
multiple possible answers, steps, or procedures.
3. The teacher provides an example and checks for understanding. A
time limit is set.
4. The teacher selects a student to begin in each team.
5. Students quickly write their word or phrase and pass their paper to the
team member on the left.
6. The paper continues to go around and around the table as each
student adds to the team’s list.
7. The teacher calls time. All pencils/pens are placed on the team table.
8. The teams take turns sharing their responses with the rest of the class.
9. Students celebrate their success.
Needed Materials & Set-Up:
MATERIALS: Per Group
Scalpel/Sharp knife
Celery stick
2 x 500ml Beakers
Food Dye/Methylene Blue
Hand lens/Microscope
 Copies of pre/post test, one per student.
 Copies of handout-Student worksheet procedures and data sheet, one
per student.
 Students need textbooks, and writing utensil.
 Students will be heterogeneously grouped.
 The room will be a laboratory set-up with standard safety equipment
(see example layout).
Outcomes
Dimensions of K-12 Science Education Standards:
1. Scientific And Engineering Practices – developing and using models,
planning and carrying out investigations, analyzing and interpreting data,
obtaining, evaluating, and communicating information
2. Crosscutting Concepts – cause and effect: mechanism and explanation,
systems and system models, structure and function
3. Disciplinary Core Ideas – LS1: From molecules to organisms: structures and
processes
Next Generation Sunshine State Standards:
SC.912.L.18.12: Discuss the special properties of water that contribute to Earth's
suitability as an environment for life: cohesive behavior, ability to moderate
temperature, expansion upon freezing, and versatility as a solvent.
SC.912.L.18.9: Explain the interrelated nature of photosynthesis and cellular
respiration.
SC.912.L.14.7: Relate the structure of each of the major plant organs and tissues to
physiological processes.
Content Literacy Standards:
LACC.910.RST.1.3: Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks,
attending to special cases or exceptions detailed in the text.
LACC.910.RST.2.4: Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 9-10 texts and topics.
LACC.910.RST.3.7: Translate quantitative or technical information expressed in
words in a text into visual form (e.g. a table or chart) and translate information
expressed visually or mathematically (e.g. in an equation) into words.
Specific Learning Outcomes:
1.
Given a celery and food coloring students will compare characteristics of the
xylem in the celery to a diagram of plant structures accurately. (Analysis)
2.
Given the crosscut of the celery students will compose a diagram that labels
the parts of the plant structures accurately. (Synthesis)
3.
Given the information from the investigation students will explain the role of
the different plant cells and tissues accurately. (Evaluation)
Presentation and Participation:
This lab is to further student knowledge of the vascular tissues of plants. Students
will be able to practice proper lab technique in a lab setting. They will be able to
observe how water moves through the xylem. They will have a better understanding
of adhesive and cohesive properties.
 On the day before: Teacher gives pretest and goes over the background
content with students. Teacher also assigns groups pairing ESE and ESOL
with strong academic lab partners. 15-20 minutes Behavior-vocabulary
building
 On the day of: Students get into pre assigned groups. Motivation is started. 510 minutes
 Teacher reminds students of lab safety and prompts students to begin with
lab procedures. 3-5 minutes
 Teacher monitors student progress by close proximity and providing
feedback/assistance… with those having trouble using microscopes/hand
lenses. Behavior-modeling and also Other-Feedback
 During the thirty minutes of down time while celery is in colored water,
students are prompted to label figure one utilizing their textbook. 15-20
minutes Application/Process
 Students perform lab and answer follow up questions. Teacher calls on each
group to answer aloud to class. Other groups are allowed to agree or disagree
to responses while teacher mediates the discussion. 5-10 minutes Cognitive
 Once papers are turned in in the designated area, they begin cleanup. 3-5
minutes
 Post test administered.
**Note: It is always a good idea for the teacher to perform the experiment prior to
lab day. If the students’ experiments do not work or time runs low, then the teacher
has some samples that the students can make cross sections from and the lab can
still be a success.
A community resource
-Have a horticulturalist, florist or nursery business owner come in and discuss the
process of dying carnations for Valentines’ day or how they use different types of
watering methods for different types of plants to promote maximum growth and
flower production.
Source for lab procedures: www.teachingbiologyproject.org.za
Source for background
knowledge:http://explorebiology.com/documents/LE/LabLeafStructure2008.pdf
Questions:
(3 higher order—analysis, synthesis, evaluation)
Post Lab Question:
1). Classify the tissue that was stained by the stain during this investigation:
Explain and justify your answer: (Evaluation)
Students should have a response similar to the following: The xylem because
carries water from the roots upwards to the leaves of the plant as it is needed for
photosynthesis.
2).What can you conclude regarding the function of xylem after performing this
investigation? (Analysis) The xylem is responsible for transporting water within
plant tissues.
3). Propose two ways in which xylem is modified to carry out its function:
(Synthesis)
Students should have a response similar to the following: Xylem and phloem
arrange themselves in vascular bundles. Cutting a cross-section through stem
usually shows the xylem on the inner side of the vascular bundle in a stem, while
the phloem is found on the outer side of the vascular bundle. In between these two
tissues lies vascular cambrium, which differentiates into either xylem or phloem
tissue as the plant grows. The arrangement of the vascular bundles changes from
the root to the stem to the leaves.
4). Do you think the results from the investigation would be altered if the celery had
cut in a vertical direction rather than a horizontal direction? Explain and justify
your answer. (Evaluation) Student responses should be similar to the following: If a
vertical cut was made rather than a horizontal cut, one would not be able to view
the vascular bundle that includes the xylem and phloem.
Reflection:
1. Students will complete the following follow up activity after completion of
the lab activity,
http://www.phschool.com/science/biology_place/biocoach/plants/tissue.html
in 10 minutes.
2. After the lesson concludes, students will take the post test the following day.
Students will have 15 minutes to complete the post test.
3. The instructor will conference individually with students regarding Pretest/Post-test scores the following day.
4. Students will receive feedback on their lab regarding the conclusions made
within 48 hours after the lab is completed.
Safety:
Safety: CLASSROOM POLICIES
At the beginning of the school year the class will participate in a lab safety lesson. Students will
formally be introduced to all safety procedures and guidelines for any and all labs conducted in
science by the science teacher.
Classroom policies are posted by the teacher on a lab safety bulletin board at the front of the
room visible to all students. Lab Safety icons and rules are also posted on the bulletin. The
following rules are verbally conveyed to the students as the begin class on a regular basis.
1.Conduct yourself in a responsible manner at all times in the laboratory.
Frivolous activities, mischievous behavior, throwing items, and conducting
pranks are prohibited.
2.Lab and safety information and procedures must be read ahead of time. All verbal and written
instructions shall be followed in carrying out the activity or investigation.
3.Eating, drinking, gum chewing, applying cosmetics, manipulating contact
lenses, and other unsafe activities are not permitted in the laboratory.
4.Working in the laboratory without the instructor present is prohibited.
5.Unauthorized activities or investigations are prohibited. Unsupervised work is not permitted.
6.Entering preparation or chemical storage areas is prohibited at all times.
7.Removing chemicals or equipment from the laboratory is prohibited unless authorized by the
instructor.
SAFETY POLICIES SPECIFIC TO THIS LESSON:
The teacher will verbally instruct all students to follow basic science
classroom guidelines – specifically focusing on the following:
1.Students must STAY with their designated partner until instructed otherwise.
2.Horseplay or off-task behaviors will NOT be tolerated.
3.Students must work collaboratively and respect others’ ideas and opinions.
4.Students must be sure to wash hands before and after activity.
5. Students should not eat or drink the dye or the celery.
6. Students must take precautions when working with sharp objects.
Transformative:
(Accommodations for at least 2 special needs students)
Low-level readers:
Write the new vocabulary terms on the board and read the words aloud for the
students prior to independent reading of the background information. Have students
take turns reading paragraphs aloud with their partner and highlight new vocabulary
as they read.
ESOL:
Provide students with a translation of the new vocabulary terms in their native
language. Have the students practice saying the words with their partner.
ESE:
Break the lesson into smaller segments: background information/labeling activity
and laboratory activity. Display the student worksheet on the overhead, then read
the laboratory instructions aloud and model the technique for both staining and
cutting the celery.
Utilize:
Student assessment data from the post test will be used to identify areas that
need re-teaching.
Strengths:
1. Students will have partners to assist them.
2. Students are able to apply their prior knowledge of how water moves up the xylem.
3. Students are able to agree or disagree to responses while teacher mediates the discussion.
Challenges:
1. It may take a long time for the water and food coloring to move up the xylem in some
plants.
Solutions To Challenges:
1. Make sure to have a few celery sticks in food coloring the day before to ensure enough
samples
2. Prior to teaching this lesson again, the teacher should address all weaknesses
encountered during this activity as well as any misconceptions and frequent errors
found during the post test and the assessment of the activity.
*Re-teaching Opportunities – Due to the fact that this is a re-teaching opportunity
for student, further remediation and reteaching opportunities will be incorporated
into future lessons. Reteaching can take place through the use of Bell Work or by
using a remediation station when doing small group directed instruction for other
lessons. The teacher should allow for students to ask questions and receive
clarification during class time and after school throughout the week’s lesson.
Tutoring sessions may be made available for students taking the Biology EOC the
need additional help with the benchmark on Anaerobic and Aerobic respiration.
If students do not show mastery on the post-test, the teacher may wish to invite
the individual students to remediate on an individual basis prior to the Biology
EOC.
If a large portion of the class, greater than 35% of the students do not exhibit
mastery of the standard, it is advised that additional activities are conducted.
Below is a link to a video clip that can serve as a bell ringer, and a web page that
the students will explore. This may be conducted after the formal lab activities or
serve as review prior to the EOC.
http://www.sciencemag.org/site/feature/misc/webfeat/vis2005/show/transpiration.
swf
http://www.youtube.com/watch?v=U4rzLhz4HHk