Agriculture
10 Days
Science
Lesson Plan
Teacher:
th
7 Grade Science Teacher
Grade:
7th Grade
Lesson Titles:
What makes up a plant? – Plant Cells, Plant Structure, and Movement in and out of the Cell
How do plants reproduce? – Asexual and Sexual Reproduction
How do plants survive? – Photosynthesis and Respiration
What is Man’s Effect on Agriculture? – Man’s Effect on Water Quality
STRANDS
Cells
Flow of Matter and Energy
Heredity
Earth
Embedded Inquiry
Embedded Technology & Engineering
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
During the first week of Agriculture lessons the students will learn about the components that make up plants. The lessons, discussions, and activities will focus on
Plant Cells, the Structure of Plants, and Movement of Materials in and out of the Cell. At the end of our first week of lessons the students will study Photosynthesis
and Respiration. The students will be introduced to the processes and the equations of both photosynthesis and respiration. The students will need to utilize and
refer to their knowledge of plant and animal cells and their components, along with how materials move in and out of the cells to understand these new processes.
The students will also be using the inquiry, technology, and engineering skills and methods to investigate and experiment to learn more about the photosynthesis
and respiration processes. During the second week of Agriculture lessons the students will compare and contrast asexual and sexual reproduction. The students will
lean about these topics in reference to plants and the use of this knowledge in the business of agriculture. We will also discuss Man’s Effect on the Environment
through Agriculture. We will study water quality and deforestation, in particular. This week’s lessons will include the following: the Water Cycle, Water Pollution,
Deforestation, Ecology, Plant Reproduction, Algal Blooms, Intended and Unintended Consequences of Innovation on Agriculture, and Man’s Effect of the
Environment.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites,
literature)
MOTIVATOR




Video hook of the organization of a plant from large outer plant structure to cellular components of the plant cell. (Appendix A)
Video hook of the Photosynthesis and Respiration. (Appendix B)
Video hook comparing and contrast Asexual and Sexual Reproduction in plants. (Appendix C)
Video hook of the Man’s Effect on the Environment and how it has impacted Agriculture. (Appendix D)
DAY
1
Objectives
Materials & Resources
Instructional Procedures
Differentiated
Instruction
Assessment
 Cell Pie:
a) Information student
sheet.
b) Pie tins
c) Chocolate cookie
crumbs
d) Margarine or butter
e) Pudding
f) Milk
g) Cherries
h) Peanuts
i) Colored sprinkles
j) Red string licorice
k) Chocolate covered
cherries
l) Wafer cookies
m) Mixing bowls
n) Spoons
o) Hand beaters
p) Measuring cups
 Closure
 Directions of Apple TV
Essential Questions:
 What are the components of plants?
 What are the levels of organization within plants?
 What are the identifying structures of plant cells?
 How do plant and animal cells compare and contrast?
1. The Structure of a Plant (15 m)
- Direct Instruction: Plant Structure & Cells
- Discussion & Questions
2. Hands-on Observation (10 m)
- Pairs
- Students will work in pairs to diagram, label, and
identify plant structure.
- Students will use the plantings that they planted the
Monday (September 18th) before the beginning of this
unit.
3. Hands-on Guided Practice (15 m)
- Pudding Cell Pie – Ag in the Classroom (Activity 2.2B)
- Students will examine the parts of cells.
- Create a model of a plant cell utilizing the provided
pie materials.
4. Closure (5 m)
- Oral Review Verbal Exit Ticket.
Students will verbally tell the teacher one of the
components of a plant cell and its function as they
leave the classroom.
Remediation
 Prompting
during notes
 Heterogeneous
pairing &
groupings
 Diagrams to
assist during
plant cell
models
Formative
Assessment
 Pre-test on
Agriculture unit
was given on
Monday. The
student’s
responses will
be used to
group and
determine
scaffolding for
each student
during the
lesson.
 The “Pudding
Cell Pie” will
provide
evidence of
student
comprehension
and
understanding
of plant cells
and their
structures.
 A rubric will be
(I can….)
 I CAN identify
structures of
plants.
 I CAN describe
the function of
plant
structures.
 I CAN explain
the levels of
organization in
plants.
 I CAN
distinguish a
plant cell from
other types of
cells.
 I CAN identify
the structures
within a plant
cell (CFU 1.2).
 I CAN describe
the function of
structures
within a plant
cell. (CFU 1.2)
 I CAN work in
a group to
Enrichment
 Comparison
and
Contrasting
style questions
during notes
 Critical
thinking oral
reviews
 Functions of
cell organelles
during plant
cell models
create a plant
cell model
using food
objects.
 I CAN build a
3-D model of a
cell (CFU 1.5)
2
 I CAN describe
how materials
enter and exit
plant cells and
other cells.
 I CAN
differentiate
between
different
methods of
substance
movement in
used to assess
student
performance on
the Hands On –
Guided Practice
scenario.
 Prezi or PPT with the
following components:
a) Cell Movement
b) Cell Movement in
relation to cell
organelles.
c) Cell Movement in
relation to the plant
structures.
d) Cell Movement’s effect
on the organism as a
whole.
Essential Questions:
 How do materials enter and exit plant cells and other cells?
 How do the components and structures of plant cells affect the
movement of substances in and out of the cell?
 How do the components and structures of plants, as a whole,
affect the movement of substances in and out of the plant?
 How does this movement affect the overall plant structure?
Remediation
 Note Outlines
 Prompting
during
vocabulary and
key concepts
presented
during notes
and discussion
 Guidance
during review
packet
Summative
Assessment
 Will cover the
pre-test items
and associated
concepts. The
summative
assessment will
occur at the end
of the
Agriculture unit.
Formative
Assessment
 Pre-Test for
Agriculture unit
was given on
Monday. The
student’s
responses will
be used to
group and
determine




and out of
cells.
I CAN design a
demonstration
that illustrates
how materials
move across a
semipermeable
membrane.
(CFU 1.10)
I CAN examine
and describe
plant and
animal cells
using
compound
microscopes.
(CFU 1.1)
I CAN locate
cellular
structures
using
compound
microscopes.
I CAN apply
the idea of the
division of
labor to
explain why
living things
are organized
into cells,
tissues,
organs, and
organ systems.
(CFU 1.8)
 Individual Practice
Cell Movement
Review
 Small Groups: Cell
Dreams
a) Copies of Activity
Sheets
b) Pencils
c) Microscopes
d) Slides
e) Slide covers
f) Eyedroppers
g) Baby food jars
h) Yeast
i) Masking tape
j) Markers
k) Salt
l) Bleach
m) Sugar Measuring
spoons
n) Warm water
o) Microwave or hot
plates
p) Flip Chart
q) Markers
 Closure:
Writing Across the
Curriculum
Substances moving in
and out of the cell
1. Cell Movement (in and out of the cell) (20 m)
- Direct Instruction
- Discussion & Questions
2. Individual Practice (15 m)
- Review Packet
- Cell Movement (diffusion, osmosis, facilitated
diffusion, equilibrium)
3. Small Groups - Hands-on Guided Practice (15 m)
- Cell Dreams – Ag in the Classroom (Activity 2.3(2))
- Examine how cells divide to make more cells for
growth and repair.
- Identify the basic functions of organisms – such as
extracting energy from food and getting rid of waste –
there are carried out within cells.
- Use microscopes to determine the function and use of
cells in the organization of animals and plants.
4. Closure (5 m)
- Writing Across the Curriculum
- Quick Write Quick Draw
Illustrate and describe one of the methods that
substances move in and out of the cell.
(throughout
note taking
and individual
prompting)
 Heterogeneous
grouping
scaffolding for
each student
during the
lesson.
 The students will
complete a Venn
diagram that
Enrichment
compares and
 Critical
contrasts the
thinking style
organization of
questions
cells and the
during note
organization of a
taking
school or city.
 Ask for
 The students
examples and
will work on
analogies
individual
during note
review sheets to
taking
determine their
 Peer tutoring
current level of
during review
understanding
packet
and knowledge
 Heterogeneous
regarding the
grouping –
movement of
leaders of
substances in
team
and out of cells.
The students
will be able to
determine their
strengths and
weaknesses in
their knowledge
of cellular
membranes and
movement of
substances in
and out of the
cell membranes.
 A rubric will be
used to assess
student
performance on
the Cell Dreams
activity.
3
 I CAN describe
how materials
enter and exit
plant cells and
other cells.
 I CAN
differentiate
between
 Are Plastic Bags
Selectively Permeable
a) 400 mL beakers
b) small plastic bags
c) twist ties
d) graduated cylinder
e) starch solution
f) iodine solution
Essential Questions:
 How do materials enter and exit plant cells and other cells?
 How do the components and structures of plant cells affect the
movement of substances in and out of the cell?
 How do the components and structures of plants, as a whole,
affect the movement of substances in and out of the plant?
 How does this movement affect the overall plant structure?
Remediation
 Heterogeneous
lab groups
 Think pair
share during
whole group
discussion
 Provide
Summative
Assessment
Post-Test for the
unit will cover
the pre-test
items and
associated
concepts. The
summative
assessment will
occur at the end
of the
Community and
Communication
unit.
Summative
Assessment
Post-Test for the
unit will cover
the pre-test
items and
associated
different
methods of
substance
movement in
and out of cells.
 I CAN design a
demonstration
that illustrates
how materials
move across a
semipermeable
membrane.
(CFU 1.10)
 I CAN examine
and describe
plant and
animal cells
using
compound
microscopes.
(CFU 1.1)
 I CAN locate
cellular
structures using
compound
microscopes.
 I CAN apply
the idea of the
division of labor
to explain why
living things are
organized into
cells, tissues,
organs, and
organ systems.
(CFU 1.8)
 I CAN
g) masking tape
h) markers
 Closure:
Labeling diagrams
1. Are Plastic Bags Selectively Permeable (30 m)
- Student will experiment with semi-permeable
membranes using plastic bags to simulate the way cell
membranes operate.
- Students will interpret the results to determine
whether the plastic membrane was selectively
permeable.
- Students will complete the student activity sheets by
formulating a hypothesis and then testing it using the
provided materials.
- Adapted from “The Young Scientists Program
Diffusion and Membrane Permeability Teaching Kit”
2. Whole Group Discussion (10 m)
- Groups will discuss how the movement of substances
in and out of plant cells is related to where and how
plants grow.
- Groups will discuss how this affects gardening and the
economy.
3. Closure (5 m)
- Label diagrams that differentiate between diffusion,
osmosis, and facilitated diffusion, by labeling particle
flow and concentration gradients.
prompting and
examples
during closure
activity if
needed
Enrichment
 Heterogeneous
lab groups –
leaders and
data
 Peer tutoring
 Create their
own diagrams
during the
closure activity
concepts. The
summative
assessment will
occur at the end
of the
Agriculture unit.
4
experiment to
determine
whether
diffusion occurs
across a plastic
membrane.
 I CAN interpret
the results of to
determine
whether the
plastic
membrane was
selectively
permeable.
 I CAN describe
the
relationship
between
photosynthesis
and the
structure of a
plant cell.
 I CAN describe
the
relationship
between
photosynthesis
and the
functions of
organelles
within a plant
cell.
 I CAN
determine
which
scientific tools
can be used in
the study of
 Plant Cell Test Review
Packet
 Plant Cell Test
 Prezi or PPT with the
following components:
a) Photosynthesis
and Plant Cells
b) Illustrations
c) Diagrams
 iPad & Apple TV : Khan
Academy app and
Photosynthesis lesson
Essential Questions:
 What how you learned about the components and structures of
plants?
 How is photosynthesis related to the structure and functions of
plant cells?
 How can scientific tools and innovation used in the study of
botany?
1. Plant Cell Test Review and Questions
- Whole Class Discussion
- Preparation for Plant Cell Test
2. Plant Cell Test
- Test to review plant cell structure, organelle
functions, and plant structures
3. Photosynthesis and Plant Cells PPT
- Direct Instruction: Photosynthesis and Plant Cells
- Notes & Discussion
4. Khan Academy
- Flip Classroom – HW: Photosynthesis
Remediation
 Think pair
share during
review and
discussion
 Prompting and
focus
reminders
during test
 Point out key
terms and
testable items
during direct
instruction
 Use Apple TV
to illustrate
how to use
Khan Academy
Enrichment
 Peer Tutoring
during the test
review and
questions.
Summative
Assessment
The summative
assessment on
Plant Cells.
botany.
 I CAN
determine
how
innovation has
affected the
study of
botany.
5
6
 I CAN
demonstrate
the general
process of
photosynthesi
s.
 I CAN describe
the general
process of
photosynthesi
s.
 I CAN explore
the
relationship
between the
amount of
oxygen
produced by
plants and the
amount of
oxygen used
by humans.
 I CAN
demonstrate
the general
process of
photosynthesi








String
A water plant
Drinking glass
A bowl of water
String
A water plant
Drinking glass
A bowl of water
Essential Questions:
 What is photosynthesis?
 What is the equation of photosynthesis?
 What is the relationship between the amount of oxygen
produced by plants and the amount of oxygen used by humans?
1. Every Breath You Take
- Agriculture in the Classroom (Activity 11)
- Students learn that plants are a necessity for
photosynthesis and the production of oxygen that
humans need to survive. Plants “clean” the air of
carbon dioxide by using it to make their food. When
the plants store this food humans use parts of the
plants for food.
Essential Questions:
 What is photosynthesis?
 What is the equation of photosynthesis?
 What is the relationship between the amount of oxygen
produced by plants and the amount of oxygen used by
 Critical
Thinking style
questions
during direct
instruction
 List other Khan
Academy
videos that are
related to the
topic for
further study.
Remediation
Heterogeneous
Grouping
Enrichment
 Heterogeneous
Grouping (peer
tutoring and
leadership
position)
Remediation
 Heterogeneous
Grouping
 Guidance and
Hints on Lab




7

s.
I CAN describe
the general
process of
photosynthesi
s.
I CAN explore
the
relationship
between the
amount of
oxygen
produced by
plants and the
amount of
oxygen used
by humans.
I CAN describe
the
relationship
between
oxygen and
respiration.
I CAN explain
why oxygen is
important in
allowing
respiration
and seedling
growth to be
sustained.
I CAN explain
how plants
grow.
 Bean, corn, and peanut
seeds
 Clear glass jars of varying
volumes with airtight
lids.
 Graduated cylinders
 Metric Rulers


1.
2.
 Prezi or PPT with the
following components:
a) Water Cycle
humans?
What is the relationship between oxygen and respiration?
Why is oxygen important in allowing respiration and seedling
growth to be sustained?
Every Breath You Take
- Agriculture in the Classroom (Activity 11)
- Students learn that plants are a necessity for
photosynthesis and the production of oxygen that humans
need to survive. Plants “clean” the air of carbon dioxide
by using it to make their food. When the plants store this
food humans use parts of the plants for food.
Respiration
- Agriculture in the Classroom (Activity 12)
- Students will have the opportunity to examine the
importance of oxygen in allowing respiration and seedling
growth to be sustained. By restricting the available
oxygen supply in a sealed container, the amount of
seedling growth is restricted.
Essential Questions:
 What conditions affect plant growth?
 Why do these factors affect plant growth?
Write-up
Enrichment
 Heterogeneous
Grouping (peer
tutoring and
leadership
position)
Remediation
 Provide
diagram of
 I CAN describe
the different
ways that
plants
reproduce.
 I CAN
differentiate
between
sexual and
asexual plant
reproduction.
Diagram and short
explaination
b) Jig Saw activity
directions and
topics
c) Timer
d) Exit Ticket Info
 Algal Bloom:
a) Article
b) Questions to think
about.
Modified Project Day – Refer to Unit Plan
What’s the Buzz
1. Plant Experimentation
 Plant Data and Analysis
 Why Plants Grow? – function, relationship, cause and
effect
2. Water Cycle
- Present diagram with labels of the water cycle
- Discussion & Questions
3. Jigsaw Activity
- Students will work in small groups, four students per
small group, to complete a jigsaw activity.
- The topics of the Jigsaw Activity will be:
a. Self-Fertilization
b. Pollination
c. Plant Anatomy (Reproductive focus)
d. Sexual Plant Reproduction
4. Algal Blooms
HW – Read Article of the formation and causes of
algal blooms.
5. Closure
- Exit Ticket:
Compare and Contrast sexual and asexual plant
reproduction.
water cycle in
print form
 Heterogeneous
grouping
during Jig Saw
activity
 Provide easy to
read version of
the Algal
Bloom article.
 Provide where
to find answers
to the
questions to
think about for
the Algal
Bloom.
Enrichment
 Relate the
diagram of the
water cycle to
how man can
affect the
environment
and
agriculture.
 Heterogeneous
grouping –
leaders and
organizers.
 Provide a more
in depth Algal
Bloom article.
8
.
Project Day – Refer to Unit Plan
What’s the Buzz?
9
Project Day – Refer to Unit Plan
What’s the Buzz?
10
 I CAN define
STEM.
 I CAN define
science.
 I CAN compare
& contrast
biological and
physical
science.
 I CAN organize
the steps of
the scientific
method.
 I CAN explain
the process of
the scientific
method.
 I CAN
implement the
steps of the
scientific
 Prezi or PPT with the
following components:
a) What are algal
blooms?
b) What causes these
algal blooms?
c)What is the effect of
the algal blooms on
water quality and
water habitats?
d) What are innovations
or technology that
can correct the effect
of algal blooms?
 Trout in the Classroom
Link
a) Flyer paper
b) Markers
c) Rulers
 Study Guide
Essential Questions
 How does human activity affect the environment, in relation
to agriculture?
 What are the intended and unintended consequences of
innovation and technology on agriculture and the
environment?
1. Algal Blooms
- Direct Instruction
a) What are algal blooms?
b) What causes these algal blooms?
c) What is the effect of the algal blooms on water
quality and water habitats?
d) What are innovations or technology that can
correct the effect of algal blooms?
2. Trout in the Classroom Link
- How is the Trout in the Classroom project related to
water quality and the need for conservation?
a) Whole class discussion
b) Create an awareness poster/ flyer
3. Study Guide for Summative Agriculture Test
- Homework
Remediation
 Fill-in-the-
blank style
notes
 Peer Tutoring
during trout in
the classroom
link
Enrichment
 Peer Tutoring
during trout in
the classroom
link.
Summative
Assessment
Summative
Agriculture
Assessment will
be the following
Tuesday.
method.
STANDARDS
Embedded Inquiry
- SPI 0707.Inq.1
- SPI 0707.Inq.2
- SPI 0707.Inq.3
- SPI 0707.Inq.4
- SPI 0707.Inq.5
- Discuss any questions about the study guide.
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
Design a simple experimental procedure with an identified control and appropriate variables.
Select tools and procedures needed to conduct a moderately complex experiment.
Interpret and translate data in a table, graph, or diagram.
Draw a conclusion that establishes a cause and effect relationship supported by evidence.
Identify a faulty interpretation of data that is due to bias or experimental error.
Embedded Technology & Engineering
- SPI 0707.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.
- SPI 0707.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.
- SPI 0707.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology.
- SPI 0707.T/E.4 Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).
Cells
-
SPI 0707.1.1
SPI 0707.1.2
SPI 0707.1.3
SPI 0707.1.5
Identify and describe the function of the major plant and animal cell organelles.
Interpret a chart to explain the integrated relationships that exist among cells, tissues, organs, and organ systems
Explain the basic functions of a major organ system.
Explain how materials move through simple diffusion.
Flow of Matter and Energy
- SPI 0707.3.1
Compare the chemical compounds that make up the reactants and products of photosynthesis and respiration.
- SPI 0707.3.2
Interpret a diagram to explain how oxygen and carbon dioxide are exchanged between living things and the environment.
Earth
-
SPI 0707.7.7
Analyze and evaluate the impact of man’s use of earth’s land, water, and atmospheric resources.