Running head: LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
Learning Team Instructional Unit: Plants
Katy Clark, Daphne Hannans, Tracey Sewell,
Fred Sieber
Structured English Immersion/ SEI 500
July 22, 2010
Dr. Suzanne Landrum
1
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
2
Unit/Lesson Title: Plants/Plant Classification
Standards:
1. USA- DoDEA Content Standards• Subject Area : Science
• Grade/Course : Grade 6
• Strand/Standard : 6Sb Structures, Processes, and Responses of Plants : The student will
demonstrate an understanding of structures, processes, and responses of plants that allow them to
survive and reproduce. (Life Science)
-Indicator: 6Sb.3: Compare the characteristic structures of various groups of plants (including
vascular or nonvascular, seed or spore-producing, flowering or cone-bearing, and monocot or
dicot).
2. DoDEA ESL standards for K-12.
a. Goal 2: Cognitive Academic Language Development: Students will demonstrate English
proficiency through cognitive academic language development in all school subjects to include
language arts, mathematics, the sciences, and social studies.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
3
1) Standards:
a) 2.1 Use English to interact in the classroom.
b) 2.2 Use English to obtain, process, construct, and provide subject matter information
in spoken and written form.
c) 2.3 Use appropriate learning strategies to construct and apply academic knowledge.
Theme: This is the introductory lesson to a four-lesson unit on plants. Students are aware of
plants around them but may not be aware of the different plant classifications. Students will learn
to classify plants.
Objectives:
1. Language: Students will increase their knowledge of academic words.
a. By conducting direct observation and vocalizing their observations, students will increase
their personal academic word library.
2. Content: Students will be able to visually identify the major types of plants by their
characteristics.
a. Students will visually identify all 6 of the major plants types by observing and identifying
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
their characteristics.
b. Students will organize their observations by creating a project demonstrating their
knowledge of the plant types.
Key Vocabulary:
1. Content: plant kingdom, moss, fern, Gymnosperms, stem, leaf, root, Monocotyledons,
Dicotyledons, vascular.
2. Academic: identify, classify, organize, observe, describe.
Materials:
1. 5 digital cameras.
2. Samples of the types of plants.
3. Plant picture cards.
4. Plants (http://video.kids.nationalgeographic.com/video/player/kids/green-kids/plantskids.html).
5. Plant Classification PowerPoint.
6. Live examples of the 6 types of plants.
7. Plant Classification Concept Definition Map.
8. Presentation Rubric.
Motivation (Building Background):
1. To engage students' interest, present realia in the form of live plants representing the 6
different types of plants. These plants are already in the classroom and were used for last years
4
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
5
lesson. Ask the students if anyone can name the type of plant being held up. Pass around each
type of plant and allow the children to touch, feel, and smell them. Ask any students from other
areas of the country/world to describe a plant from their home. Tell the students that we are
going to learn about the types of plants that are all around us.
2. Show the National Geographic Video "Plants." This introductory video is a great attention
gainer! Summarize the video and address any words that may need clarification. Select students
to summarize, in their own words, key points of the video. The key points are totally up to the
student. Remember, you are trying to build background at this point.
Presentation (Language and content objectives, comprehensible input, strategies, interaction,
feedback):
Before beginning the activities, write the standards and objectives on the board. Clearly read
them to all students and check for understanding throughout the lesson.
Activity 1: To begin the lesson the teacher will create a word wall that lists the content
vocabulary words. Students will be given the option of copying these words into their personal
word study books and assign a definition (based on the instruction) in their own words. Students
are also encouraged to draw example pictures in their word study books. Any student can add
new vocabulary words to the word wall during the lesson.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
6
Activity 2: Hand out the Plant Classification Concept Definition Map and plant picture cards.
Present the Plants PowerPoint on the Smart board. Ensure you cover each plant classification and
its major characteristics in a clear and meaningful manner. One option is to students to explain
what they see in the map in their own words. In order to increase vocabulary understanding and
overall comprehension, have the students examine examples of the plant type being discussed.
Remember that you passed out realia plant examples at the beginning of the lesson and these
should stay at student tables.
Note: During all presentation ensure you are using and stressing the content and academic
vocabulary words.
Practice and Application (Meaningful activities, interaction, strategies, practice and
application, feedback):
Armed with their new information and the plant picture cards, students will be taken to the
Okinawa Botanical Gardens. Students will work in teams of four to identify and take pictures of
all the types of plants discussed, as well as close-up pictures of the plants' characteristics.
Once the class returns to the classroom, teams will use their concept maps and pictures to create
their own poster presentation of the types of plants. Teams will verbally brief their presentations.
Review and Assessment (Review objectives and vocabulary, assess learning):
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
7
The primary assessment is the presentations listed above. Use the attached rubric to assess the
presentations.
Extension: Students can research plants from their part of the country/world and report on them.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
Unit/Lesson Title: Plants/ Flowering Plant Life Cycle
Standards:
Grade/Course: Grade 6
USA- DoDEA Content Standards
Subject Area: Science
Strand/Standard: 6Sb Structures, Processes, and Responses of Plants: The student will demonstrate an
understanding of structures, processes, and responses of plants that allow them to survive and reproduce.
-indicator: 6Sb.4: Summarize the basic functions of the structures of a flowering plant for
reproduction.
-indicator: 6Sb.5: Summarize each process in the life cycle of flowering plants (including
germination, plant development, fertilization, and seed production).
Subject Area: English Language Arts
Strand/Standard : 6E2: Writing
Standard : 6E2b: Applications (Different Types of Writing and Their Characteristics)
Area : Writing Application
-Component: 6E2b.2: Write descriptions, explanations, compare and contrast papers, and
problem and solution essays that state the thesis or purpose, explain the situation, organize
the composition clearly and offer evidence to support arguments and conclusions.
-Component: 6E2b.6: Compose grade-level-appropriate writings for different purposes
(information, persuasion, description) and to a specific audience or person, adjusting tone
and style as necessary.
8
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
9
USA-DoDEA ELL Standards for K-12
GOAL 2 Cognitive Academic Language Development:
Students will demonstrate English proficiency through cognitive academic language
development in all school subjects to include language arts, mathematics, the sciences, and social
studies.
 Standard 2.1 Use English to interact in the classroom
The student:
2.3.1 Participates in full class, group, and paired discussions
2.3.2 Follows oral and written directions
2.3.3 Requests information, assistance, and clarifications
2.3.4 Answers questions and explains or provides information
 Standard 2.2 Use English to obtain, process, construct, and provide subject matter
information in spoken and written form
The Student:
2.2.1 Listens to, speaks, reads, and writes about subject matter
information
2.2.2 Hypothesizes and predicts
Writing:
-Takes notes on class presentations
 Standard 2.3 Use appropriate learning strategies to construct and apply academic
knowledge.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
10
The student:
2.3.2 Uses context to construct meaning
2.3.3 Takes notes to record important information and aids own
learning
Writing:
-Brainstorms ideas with peers or an adult prior to writing.
Theme: This is the second lesson plan of a four-lesson unit on plants. In the lesson before this,
students learned of the different classifications of plants. This lesson will teach the life cycle of a
flowering plant and how these plants reproduce.
Objectives:
1. Language:

The student will participate in class discussion about the plant life cycle.

The student will read and follow directions.

The student will record key vocabulary into a vocabulary journal.

The student will write about the plant life cycle in sequential order.

The student will record plant growth observations in a writing journal.
2. Content:

Students will know the stages of the life cycle of flowering plants with 100% accuracy.

Students will know the different structures of flowering plants and their different functions. They
will be able to label each part of a flowering plant with 80% accuracy.

Students will understand how plants grow and reproduce, and will be able to write about it with
80% accuracy.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
11
Key Vocabulary:
• Content & Academic Vocabulary the student should already know:
Organism, embryo, plant, flowers, seeds, sequence, occurrence, outline, introduction, conclusion,
describe.
• Content Vocabulary:
life cycle, reproduction, anther, filament, ovary, petal, sepal, stem, stigma, style, root, leaves,
stamen, corolla, calyx, vascular plants, xylem, phloem, seed dispersal, germination, pollination,
fertilization, annual, perennial.
•Academic Vocabulary: brainstorm, sequential order, label, observations, record, prediction.
Materials:
1. Soil
2. Cups to plant seeds in
3. Seeds (of teacher’s choice)
4. Water
5. Flowering Plant Life Cycle PowerPoint
6. Flower Labeling Worksheet
7. Different colored construction paper
8. Leaves
9. Sequins
10. Buttons
11. Pipe cleaners
12. Yarn
13. Markers
14. Scissors
15. Garden magazines
Motivation (Building Background):
Introduce the plant life cycle lesson plan by asking the students what a life cycle is. Tell them it
is the repeating sequence of changes that an organism goes through, from one primary form to
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
12
the same form again. Ask students to tell you the different stages of the human life cycle
(embryo, baby, toddler, etc.). Next, ask students what other kinds of living things go through a
growth cycle (people, insects, animals, plants, all living things). Tell students that all of these
living things we are talking about go through a life cycle of their own and that they reproduce.
Tell them reproduce means to produce one or more other individuals of a given kind of
organism. Explain that this is why it is called a life cycle, because they will reproduce the same
organism that we originally started with. Next, tell them that we are going to learn the different
stages and occurrences of the plant life cycle today. Explain to them that we are going to plant a
seed so that we can study the life cycle in real time, as it happens. This will be the motivating
activity.
Tell the students that we are going to plant _______ seeds today. (whichever kind teacher
chooses) Ask the ELL student if he/she or the family ever planted seeds where he/she was from.
If so, what kind? If not, what types of plants grew where he/she was from, and did he/she eat any
or particularly like/dislike any of them? Let other students give their stories as well.
Now, give one seed to each student. Have the dirt and water on a table in one section of the room
so not to make a mess all over the classroom. Let students come up a few at a time and fill the
cup up half-way with dirt. Then have them drop the seed in the center. Next, have them fill up
the rest of the cup with dirt. They will then pour a little bit of water on top. Tell the students that
obviously water and dirt is something that plants need in order to grow, but that we will cover
plant growth and their needs further in a following lesson of this unit.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
13
Once all of the students have planted a seed, have them put their cups next to a window and then
go back to their seats. Have a small discussion. Ask the class to make predictions about what
they think will happen next and throughout the life cycle. (Discuss what a prediction is). Have
them write about what they did to plant the seed today and their predictions in their journal. This
will be their first journal entry for the plant (see practice and application area for more
information on this assignment).
Presentation (Language and content objectives, comprehensible input, strategies, interaction,
feedback):
Before beginning the lesson, show the standards and objectives on an overhead projector or
SmartBoard. Clearly read them to the students and check for understanding throughout the
lesson.
This lesson will take about 3 hours or three class periods. Tell the students that you will be
showing them a few websites and videos, and that they should take notes on the information
presented to them. To start the lesson, play short BrainPop videos on “plant growth” and
“pollination.” This website requires a subscription, but you can get a 5 day free trial to begin
with. Tell them that we will learn about some of the material in these videos, such as what a
plant needs to grow and about photosynthesis, through following lessons.
http://www.brainpop.com/science/cellularlifeandgenetics/plantgrowth/ (video on plant growth)
http://www.brainpop.com/science/cellularlifeandgenetics/pollination/ (video on pollination).
After viewing the videos, discuss the information in them. Ask questions regarding the meaning
of the vocabulary in the video.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
14
Next, go over the four main stages of the life cycle of a flowering plant. Use the PowerPoint that
is attached to do this. Reiterate key vocabulary.
Now, go over the key parts of a flowering plant that aid in the reproduction of the plants. Use
these websites to do so.
http://www.zephyrus.co.uk/flowerrepro.html
http://www.enchantedlearning.com/subjects/plants/printouts/floweranatomy.shtml
(Tell the students to really pay attention to this labeling website because they will be doing a
worksheet that looks exactly like this where they have to label the worksheet. Make sure
everyone knows what label means.)
Next, show a small 15 second video of the germination stage of a sunflower. Use this website.
http://plantsinmotion.bio.indiana.edu/plantmotion/earlygrowth/germination/germ.html
After finishing the lesson, put a list of the key content and academic vocabulary words onto the
overhead projector or SmartBoard. Have students copy these words into their personal word
study books and assign a definition (based on instruction) in their own words. Students should
draw an example picture next to the word to help them remember what the definition is and to
make an association. The teacher will add these words to our word wall for this unit. Any student
can add new vocabulary words to the word wall during the unit.
Practice and Application (Meaningful activities, interaction, strategies, practice and
application, feedback):
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
15
Worksheet
http://www.enchantedlearning.com/subjects/plants/printouts/labelflower.shtml
Have students complete this worksheet on labeling the parts of the flowering plant. It will also
help reinforce their vocabulary, as they have to pick a word with a definition listed next to it in
order to label the part of the plant.
Journal- Have students keep a daily journal about their plant’s growth. Their first journal entry
should be written about what they did to plant the seed and their predictions on what they think
will occur. (how long it will take to grow, the different stages they think it will go through, etc)
Proceeding journal entries should be their observations (things they see happening) of the plant’s
growth. They will record (take note, write down) and describe (give details) what they see
happening each day, if anything at all. Students are encouraged to use new vocabulary, such as
parts of the plants as they see them forming. They are also encouraged to write about what things
went wrong if the plant is not growing (ie: didn’t get enough water or sunlight). They will keep
this journal until the plant is fully grown.
Art Project/Labeling- Have the students use construction paper, leaves, sequins, buttons, pipe
cleaners, yarn, markers, scissors, and garden magazines to make a picture of a full grown
flowering plant. Have the students accurately label each part of the plant/flower. Display the
flowers around the room.
Review and Assessment (Review objectives and vocabulary, assess learning):
Review: Play the plant vocabulary game that is attached. Tell students to pay attention so that
they can learn words they may have had trouble with before. This game will be great for ELL
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
16
students since it involves a picture to associate the word with.
Assessment: Have the students write a paper describing the plant life cycle in sequential order
(what happens first, next, then, last). Tell the students to start by brainstorming (coming up with
ideas) and making a small outline of their paper first with a partner. The outline can be in
whatever form they wish (sentence/paragraph form using roman numerals, Venn diagram, other
graphic organizers). Then have students use their outlines to write their paper individually. Make
sure the students include characteristics of what happens at each stage in the life cycle. Students
should use at least 7 key content vocabulary words in their writing. Students should also include
an introduction and a conclusion.
Extensions:
http://urbanext.illinois.edu/gpe/index.html -This is a GREAT website that could be used for
computer centers. It covers case studies about plant life and engages the students in learning
activities. The best part about this website is that you can choose English or Español for the
language. (The student could possibly do the activity first in their own language, assuming it is
Español, and then again in English.)
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/index.htm
This is another website that could be used in centers. There are buttons to click on to learn
information about the plant life cycle as well as worksheets and activities.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
17
Unit/Lesson Title: Plants/Photosynthesis
Standards:
Grade/Course : Grade 6
USA- DoDEA Content Standards
Subject Area : Science
• Strand/Standard: 6Sb Structures, Processes, and Responses of Plants: The student will
demonstrate an understanding of structures, processes, and responses of plants that allow them to
survive and reproduce. (Life Science)
-indicator: 6Sb.4 Summarize the basic functions of the structures of a flowering plant for
defense, survival, and reproduction.
-indicator: 6Sb.7 Summarize the processes required for plant survival (including photosynthesis,
respiration, and transpiration).
Subject Area: English Language Arts
•Strand/Standard: 6E1b Comprehension and Analysis of Nonfiction and Informational Text
-indicator: 6E1b.4 Clarify an understanding of texts by creating outlines, notes, diagrams,
summaries, or reports.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
18
DoDEA ESL standards for K-12.
Goal 2: Cognitive Academic Language Development: Students will demonstrate English
proficiency through cognitive academic language development in all school subjects to include
language arts, mathematics, the sciences, and social studies.
Standards:
•2.1 Use English to interact in the classroom.
The student:
2.3.1 Participates in full class, group, and paired discussions.
2.3.2 Follows oral and written directions.
2.3.3 Requests information, assistance, and clarifications.
2.3.4 Answers questions and explains or provides information.
•2.2 Use English to obtain, process, construct, and provide subject matter information in
spoken and written form.
The student:
2.2.1 Listens to, speaks, reads, and writes about subject matter information.
2.2.3 Demonstrates knowledge through application in a variety of contexts.
•2.3 Use appropriate learning strategies to construct and apply academic knowledge.
The student:
2.3.2 Uses context to construct meaning.
2.3.3 Takes notes to record important information and aids own
learning
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
19
Theme:
This is the third lesson in a unit of four lessons on plants. Identifying structures important to
photosynthesis, students will learn about the process that plants complete to produce and become
food for themselves and others.
Objectives:
1. Language: The student will:

Practice and develop vocabulary through recognition and use of morpheme prefixes “photo-” and
“chlor-” and recognizing compound words.

Define and write definitions of content vocabulary words.

Take notes for recording important information and observations.

Construct a graphic organizer to compare and contrast photosynthesis to respiration.

Follow directions to complete a hands-on activity.

Answer questions in pairs about the process of photosynthesis with 80% accuracy.

Work in pairs and/or small group for reading content material and discussion.

Review and summarize results of experiment/activities orally and/or in writing.
2. Content: The student will:

Understand and relate the basic process of photosynthesis.

Identify the structural parts of a plant needed to carry out food production and state their
function.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS

Gain experience using a microscope.

Organize facts into a graphic organizer.
20
Key Vocabulary:
• Content & Academic words to be reviewed (from word wall):
Stem, leaf/leaves, angiosperm, gymnosperm, respiration, vascular, identify, observe, describe.
• Content vocabulary :
photosynthesis, vasculature, stoma(ta), chloroplast, glucose, palisades, guard cells, chlorophyll,
xylem, phloem, spongy cells
• Academic vocabulary: morpheme, graphic organizer, rubbing, examine, label, note-taking,
record, summarize
Materials:
 Picture cards (sun, tree, plants with leaves of various colors)
 index cards, white paper, crayons
 microscopes, slides, water, dropper, razor blade, cardboard box to cover plants, sunny
location for plants, 20% iodine solution, forceps, 2 petri dishes per class
 overhead
 projector
 computer

Realia- Setcreasea and Coleus plants (potted) or other plants which have clearly visible
stomata and guard cells, leaves (brought in for homework), pictures of sun, trees, and
plants with leaves of varying color.

Graphic organizers- Venn diagram for comparing photosynthesis to cellular respiration.

Videos-
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
21
Brain pops movie on photosynthesis
http://www.brainpop.com/science/cellularlifeandgenetics/photosynthesis/
Plant water relations (guard cells and stomata)
http://www.tutorvista.com/content/biology/biology-iv/plant-water-relations/opening-closingstoma.php
Bill Nye the Science Guy Photosynthesis video
Jeopardy game powerpoint
http://www.teachersfirst.com/getsource.cfm?id=4469
Motivation (Building Background):
“Baking cookies”
Ask: “Who here loves to eat cookies? Do you bake or have you seen someone bake cookies?”
Have students volunteer to talk briefly about the process of baking cookies and record answers
on the board to use this as an opener for comparison of how plants make their food and provide
us with the oxygen that we need to breathe and perform respiration. Let students know that this
will be a lesson on photosynthesis.
Using this discussion, segue into asking students if they know what photosynthesis is. Prompting
for student input, describe and compare the process of photosynthesis to baking cookies:
“If the oven provides the heat energy that is needed to bake cookies, what provides the chemical
energy for plants?” ans: sunlight
•Oven heat=sunlight NRG
•Ingredients (mixing bowl, flour, sugar, H20, chocolate chips)=plant structures and required
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
22
materials (xylem, phloem, chlorophyll, H2O, CO2)
• Products-cookies=glucose + O2
•Smell=O2 released
Presentation (Language and content objectives, comprehensible input, strategies, interaction,
feedback):
Have objectives written on board and preview with class. Give brief overview of lesson and
explain what activities (leaf rubbings, microscope leaf examinations, and Jeopardy game) will be
done to meet these objectives, including how the students will be assessed on learning and
application of content knowledge. Answer any questions about what is about to be done and
check for understanding throughout the lesson.
As a whole class, begin a concept map or KWL chart on photosynthesis.
One the board or overhead projector write answers to questions in three-columned chart labelled:
What do you (K)now about photosynthesis, what do you (W)ant to find out about it, and what
have you (L)earned?
Prominently display photo cards so that ELL students around the room can view pictures of sun
and trees with leaves of varying color. Quickly review prior unit vocabulary. Write new content
vocabulary on board or overhead. Start by asking the class about the word “photosynthesis”. Ask
what familiar word(s) or word part(s) do they see/hear in the word (photo and synthesis). As
students answer or you lead them to say ‘photo’, begin a word splash on the wall of other words
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
23
containing this morpheme (photo, photograph, etc.) What do the words have in common?
Explain that this morpheme, smallest unit of a word or word that has its own meaning, means
‘light’. Do the same with word ‘chlorophyll’ (chlor-color).
Next, talk about how some of our vocabulary words are compound words-sunlight,
photosynthesis. This gives ELL students more strategies for recognizing and decoding new
words when encountered in text or discussion.
Then, list and define the rest of the new concept vocabulary words which students can write
down and define in their own words in their personal word study notebooks, as the words are
added to the class word wall.
⃰ Note: As directions are given, be sure to define (explain, demonstrate) academic content words
as they arise.
Hands-on Activity#1-Leaf rubbings
To begin examining the structurally important parts and functions of plants during
photosynthesis, ask students to volunteer to review some of the things that we learned from our
introductory lesson about plants, pointing out the plants that we have in our classroom. Get
students to mention structural parts of the plant (stem, leaf, roots). Taking leaves that you have
asked students to bring in for homework have students pair up to make leaf rubbings at their
desks to begin to examine and identify the vasculature of the plant leaves. Write these directions
on the board or overhead and read aloud. Demonstrate steps-by step what students are expected
to do:
1. On a piece of plain white paper, position leaves vein side up.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
24
2. Lay another sheet of plain white paper over the top of the leaves.
3. Select several crayons to use to create rubbings and peel off the paper wrappers.
4. Turn a crayon on its side and gently rub over the top sheet of paper. Repeat changing
colors.
5. The leaf images will appear on the paper.
Pairing them with a higher level English proficient student, have ELL students practice following
these directions and work with partners for clarification and completion of activity.
Next, show the Brainpop video on “photosynthesis” on the projector.
http://www.brainpop.com/science/cellularlifeandgenetics/photosynthesis/ Write the formula for
photosynthesis: (CO2+ H2O +sunlightGlucose (starch) +O2). Instruct students to take notes on this
formula and the video, noting that the video will be played twice if they would like to watch
more closely during one viewing and take notes the next time. Replay video due to short length.
Reemphasize the vocabulary that was seen in the video (epidermis, stomata, chlorophyll,
chloroplast, xylem, phloem, palisades, spongy cells) and have students look at their leaf rubbings
to see if they can get an idea of where photosynthesis would be occurring. Discuss the formula
that you have written on the board, having students brainstorm how this applies to the
photosynthetic process.
Follow this with the more detailed internet animation video on the structural plant features and
process of photosynthesis. Again, instruct students to take notes.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
25
http://www.tutorvista.com/content/biology/biology-iv/plant-water-relations/opening-closingstoma.php
These first animations really “dissect” the leaf and present the internal leaf structures that will be
examined later in the microscope activity and give students information on how to label the parts
used in photosynthesis.
(Optional- If time permits, watch Bill Nye the Science guy video of photosynthesis)
Practice and Application (Meaningful activities, interaction, strategies, practice and
application, feedback):
Continue filling out KWL chart with students to add more to column ‘L’.
Hands-on Activity #2-Microscope viewing of leaf preps
•Take leaves from Setcreasea and Coleus plants or of teacher’s choosing to prepare wet slides
for viewing stomata and chloroplast under a microscope. Teacher assists students in preparation
of slides for students to use in groups of 4 to examine the structures beneath the leaf epidermis
that are responsible for carrying out photosynthesis. Creating mixed-ability groups, have students
examine the leaf specimens under the microscope. Observe the pigmentation of the Coleus plant.
Direct students to locate and draw the stomata and its guard cells that they observe while looking
at structures under the microscope and label the pictures, using content vocabulary words, in
their science journals.
•Using 2 Coleus plants and keeping both watered, place one in the sunlight and cover the other
with a cardboard box for a week to observe the leaves for pigmentation and examine for glucose
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
26
(starch).
For each class, label petri dishes according to light treatment, add iodine solution, and have
students leave their strips in the solution overnight. The iodine solution can be made by diluting
a small bottle of iodine purchased at the drug store. A dilution of 20% iodine in water works
satisfactorily.
After 24 hours, lab groups will remove a leaf strip from each treatment and examine it under the
microscope. The strips should be drained briefly on a paper towel before being placed on a
microscope slide. Forceps are the best way to handle the small strips.
When students check the strips under the microscope they should check each pigment area. They
should look for the characteristic dark starch granules and record their observations. The iodine
will generally enter the leaf strips from the cut edges. Therefore, the students may have the most
success in locating starch granules at the cut edge of the leaf strips
(Students can continue to take notes in their science notebooks and record their observations).
Review and Assessment (Review objectives and vocabulary, assess learning):
Whole class review of content vocabulary and key points of process of photosynthesis, including
review of formula for reactants and products of photosynthesis. Complete KWL chart on what
students have learned about photosynthesis, “L” column.
Think-pair-share activity
Pair students to complete think-pair-share charts in their journals, an activity they are familiar
with from previous units.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
27
Answer the following HOTS questions:
1) What is the function of palisades cells?
2) What are the products of photosynthesis? Write the equation for what happens during
photosynthesis.
3) What is the importance of CO2 in the process?
4) What happens when plants don’t receive light?
Have students in each pair take turns presenting the answer for their pair. Have students decide
amongst themselves which question they would each like to read and present the answer for their
pair. Allow wait time for ELL students to process and comprehend as they prepare and deliver
responses.
Students are asked to write a three paragraph summary of the experiment noting observations and should include
labeled drawings. Students should summarize the process of photosynthesis consisting of reactants and products.
Play powerpoint Jeopardy game. http://www.teachersfirst.com/getsource.cfm?id=4469
Extension:
Differentiated activities:
1. This word scramble activity can be tailored by the instructor with leveled vocabulary
words for beginning to advanced students.
http://www.softschools.com/science/words/worksheets/word_scramble97.html
2. Photosynthesis webquest- This Nova Online site has a three part flash animation to
illustrate photosynthesis and how organisms interact in the reciprocal relationship
between photosynthesis and respiration. Students can complete the additional worksheet
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
28
that accompanies this webquest.
http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html#
3. Photosynthesis rap(http://www.educationalrap.com/song/photosynthesis.html) with this hiphop song,
students with a more musical inclination can learn the important details of the
photosynthesis process. With accompanying worksheets, this website is a packed activity
which can extend to any language as the trendy music has high motivational factor.
Students can then perform and “teach” this song to the class.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
29
Unit/Lesson Title: Plant/Growth and development
Standards:
Grade/Course: Grade 6
USA- DoDEA Content Standards
Subject Area : Science
•Standard: 6Sb: The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce.
•Standard: 6Sb.8: Explain how plants respond to external stimuli (including dormancy and the
forms of tropism known as phototropism, gravitropism, hydrotropism, and thigmotropism).
•Standard 2.1 Use English to interact in the classroom
The student:
2.1.1 Participates in full class, group, and paired discussions
2.1.2 Follows oral and written directions
2.1.3 Requests information, assistance, and clarifications
2.1.4 Answers questions and explains or provides information
2.1.5 Elaborates and extends own ideas and that of others
•Standard 2.2 Use English to obtain, process, construct, and provide subject matter information
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
30
in spoken and written form
The student:
2.2.1 Listens to, speaks, reads, and writes about subject matter information
2.2.2 Hypothesizes and predicts
2.2.3 Demonstrates knowledge through application in a variety of contexts
•Standard 2.3 Use appropriate learning strategies to construct and apply academic knowledge
The student:
2.3.1 Applies reading comprehension skills
2.3.2 Uses context to construct meaning
2.3.3 Takes notes to record important information and aids own learning
2.3.4 Knows how and when to use cognitive and metacognitive strategies
Theme: This is the fourth lesson in the plant unit. In this lesson students will learn about external
factors that affect plant growth and development. The students will use plants from lesson two to
do observations and make predictions.
Objectives:
a. Language:
1. The student will read and follow directions.
2. The student will record data and key vocabulary.
3. The student will explain data.
4. The student will communicate in small groups.
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
31
b. Content:
1. The student will describe characteristics of external stimulus when given a plant sample.
2. The student will identify the type of external stimulus with 100% accuracy.
3. The student will use the correct vocabulary to label examples of external stimulus with
90% accuracy.
Key Vocabulary:

Content words to be reviewed (from word wall): flowers, leaf (leaves), root, seeds, stems

Content: chemotropism, development, dormancy, external, gravitropism (geotropism),
growth, hydrotropism, phototropism, stimulus, thigmotropism, tropism

Academic vocabulary: compare, describe, identify, label, observe, predict, recognize,
record
Materials:
trade books, pictures, live plants, journals, colored pencils, pens, rulers, magnifying glass,
gloves
Motivation (Building Background):
The teacher will display live plants or show pictures of plants exhibiting various forms of
tropism. Ask the students if they have seen plants that look like these and what caused them to
look the way they do in the pictures. Brainstorm what the plants have in common. We are going
to find this out.
Presentation (Language and content objectives, comprehensible input, strategies, interaction,
feedback):
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
32
Write the content and language objectives on the board. Have the students record the objectives
in their journals. Discuss expectations of objectives and how student will demonstrate each.
Write and say vocabulary words on the board. Have the students record and repeat the
vocabulary words in their journals. (As the underlined words are discussed, point to the word on
the board. Students should write down a definition, from instruction, for any words they do not
know). Return to the plant pictures. As the teacher moves through the pictures, discuss
characteristics of the plants that are indicative of phototropism, chemotropism, gravitropism,
hydrotropism, thigmotropism, and dormancy. The plants are all reacting to the environment or
external factors. (compare to brainstorm answers) Use a light, touch, a smelly object, jumping,
and air conditioning to examine student reactions to external factors. Explain that external or
environmental refers to things that are outside of the plant or animal and what the person did
when “touched” by the external factor is the reaction. Now do the same things to the plant.
Compare the reactions between students and plants. Ask the students the difference between the
two reactions. The students moved in some way, the plants did not. Explain that plants cannot
move away (are not mobile) in response to stimulus. The stimuli are the light, touch, etc. The
way a plant responds is by growing toward or away from the stimulus. This is called tropism.
Look at the remaining vocabulary words. Use morphemes to help students determine meaning of
vocabulary words. Refer to previous lessons in science journals to find words similar to the
vocabulary words and predict what the tropism is in response to. (photo=light, hydro=water,
gravi=gravity, chem=chemicals) For thigmo associate t=touch and dormancy=sleep.
Practice and Application (Meaningful activities, interaction, strategies, practice and
application, feedback):
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
33
The teacher informs the students about the activity: for this activity we want to identify, label,
and describe external stimuli. As a class we will examine and make observations about a plant
exhibiting a tropism. We have done scientific observations before. Review using the senses to
make observations. Students will draw the observation chart. At each table grouping, there is one
plant. Each table and the teacher have the same plant. As a class observe and record observations
about the plant. Then examine the observations and make a prediction about the tropism. One
person from each group will retrieve the tray of experimental plants. There are six plants
representing the growth anomalies we are studying within each tray and vocabulary cards for
labeling. Each person at the table will make individual observations about the six plants. Then
the students will share and combine their observations with each other. The students will work
together to label the plants with the correct external stimulus. Go over the results as a class.
Choose students (using sticks) to share observations.
Review and Assessment (Review objectives and vocabulary, assess learning):
At the end of the lesson review the vocabulary by having students do a quick write of vocabulary
words and what they mean. (hydrotropism- growth toward or away from water) As a class,
review the answers. Show students different pictures and live samples from the ones used within
the lesson. On the same paper used for the quick write, have students identify the external
stimulus and give one observation/ description. The students will submit quick write and journals
for assessment. The quick write will be checked for correct vocabulary, identification of stimulus
and observation/ description. The journal will be checked for the same.
Extension:
The students will examine the areas around school and home and draw, label, and record
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
observations about different tropisms and dormant plants.
34
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
35
References
American Society of Plant Biologist. (2010). Stomata and photosynthesis. Retrieved from
http://www.aspb.org/education/lab_photosyn.cfm
BrainPOP. (1999). Plant Growth. Retrieved from
http://www.brainpop.com/science/cellularlifeandgenetics/plantgrowth/preview.weml
BrainPOP. (2010). Photosynthesis. Retrieved from
http://www.brainpop.com/science/cellularlifeandgenetics/photosynthesis/preview.weml
Col, J. (1996). Enchanted Learning. Retrieved from
http://www.enchantedlearning.com/subjects/plants/printouts/labelflower.shtml
Educator’s Reference Desk. (2010). Jeopardy powerpoint: Photosynthesis/cell
respiration/enzymes/light. Retrieved from http://www.teachersfirst.com/
getsource.cfm?id=4469
Hangarter, R. & Indiana University. (2000). Plants-In-Motion. Retrieved from
http://plantsinmotion.bio.indiana.edu/plantmotion/earlygrowth/germination/germ.html
Jefferson County Schools. (n.d.). Science Online. Retrieved from http://classroom.jcschools.net/sci-units/heredity.htm
Nova Online. (2001). Illuminating photosynthesis. Retrieved from
http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html#
Parkin, D. & Parkin, M. (n.d.). Zephyrus. Retrieved from
http://www.zephyrus.co.uk/flowerrepro.html
LEARNING TEAM INSTRUCTIONAL UNIT: PLANTS
Rhythm Rhyme Results. (2010). Photosynthesis. Retrieved from
http://www.educationalrap.com/song/photosynthesis.html
Tutorvista.com. (2010). Plant water relations. Retrieved from
http://www.tutorvista.com/content/biology/biology-iv/plant-water-relations/openingclosing-stoma.php
36