Name:
Paul Tran
School:
Dater High School
Grade level and subject area:
7th Grade General Science
Stage 1-Desired Results
Established Goals: (G)
Life Science 7.1 Investigate the great variety of body plans and internal structures found in multicellular
organisms.
Life Science 7.8 Explain that photosynthetic cells convert solar energy into chemical energy that is used
to carry on life functions or is transferred to consumers and is used to carry on their life functions.
Understandings: (U)
Essential Questions: Q
Students will understand that…
How does the structure of an organism help it
Plant growth depends on several conditions.
survive?
Plants are adapted to respond to their
environment and seasonal changes.
How do adaptations sustain life?
Students will know….(K)
Photosynthesis is the process by which producers
use simple compounds and energy from light to
make sugar, and energy rich compounds.
Students will be able to…(S)
Compare and contrast attributes and
characteristics of different plant species.
Collect and analyze data on plants grown under
different conditions.
Describe the adaptations of different plant species.
Cellular respiration is the process in which cells use
oxygen to release energy stored in sugars.
Stage 2-Assessment Evidence
Performance Tasks: (T)
Students will grow onion plants over a span of one
week. Students will compare growth of the plant
in sunlight and darkness. Students will record daily
observations and measure the height.
Other Evidence: (OE)
Journal warm ups
Demonstration
Observation during discussions
Exit Slip
Graph
Reflection questions in lab book
Quiz
Unit Test
Stage 3-Learning Plan
Learning Activities: (L)
Day 1
Students will enter the classroom and be given five minutes to answer the daily warm up.
Warm up question (Sample: What is the role of plants in the environment?)
Students may come up with various answers such as providing a source of energy for consumers,
providing oxygen into the environment by taking in carbon dioxide through the leaves, form of
vegetation.
Teacher will ask students to share what they know about plants and if any students have grown
any plants prior (in backyard, other classes, garden, etc.) Teacher will inform students that each
group will be responsible for growing and watering their own plants this week.
Introduce and review the concept of plants as producers through key words such as autotroph,
auxin, cellular respiration, photosynthesis, and stimulus. Students will use notes through split
page note taking. Main ideas will be written on the right hand column and supporting statements
will be on the left column. Teacher will compare students’ prior knowledge of a producer to that
of an autotroph through probing questions. Students should understand that an autotroph is
defined as an organism that captures energy from sunlight and uses it to produce energy rich
carbon compound and it is a self-feeder.
Homework: Students will complete unit Resource Text page 100, Section 2.2 Challenge and
Extension.
Day 2
Warm up question (Sample: What factors in the environment affects plant growth?)
Students answer may include temperature, rainfall, climate, soil quality, light quantity, and
pollination agents)
Teacher will walk around for students’ completion of homework while students are answering
the warm up question and review it as a class to assess students’ understanding.
Teacher will introduce and discuss the lab of growing onion stalks with the student and have the
students’ objective on the board for students to write down in their lab books.
Objective: Hypothesis, experiment, record, measure, compare, and analyze how sunlight and
shade affect the growth of onion stalks.
The students’ will then construct a question, hypothesis, prediction for which they will use to
investigate during the one week period. Students will also determine the independent and
dependent variables. Teacher will ask students to make daily observations through illustrations
and descriptions and measure the height of the plant.
Students will work in group of four and each group will be given two pots, onion stalks, and
labels to identify their plants.
Students will then plant onion stalks in a potted soil and assign different group member to water
the plant each day during class. Each group will place one of their plants under a lamp (light
source) and the other in a cabinet to contrast between sunlight and shade. All students will be
responsible to keep their own daily observations in their lab journals.
Homework: Students read Section 2.2 Plants are producers page 51-57.
Day 3
Warm up question (Sample: Provide the functions for each of the following parts of a plant: root,
stem, and leaves.)
Students will then be given time to bring their onion stalks to their tables to make observations.
Teacher will set up demonstration while students are drawing illustrations, writing descriptions,
and making measurements.
Demonstration: obtain pieces of potato, celery and pair and place them into small plastic cups.
Place a few drops of iodine onto the plants.
Explain to the students the significance of iodine and its role in the human body.
Ask students to observe the difference in the color of the starch on the different plants.
Inform students that the iodine will turn dark blue in the presence of starch and does not change
color in the presence of sugar.
Teacher will ask students to identify others plants that may have a large presence of starch and
those that contain sugars.
Have students explain how their observations suggest how different plants store energy. Have
students answer reflection question upon the process of photosynthesis and its role in producing
sugars and cellular respiration role in storing and releasing energy.
Homework: Section 2.2 Reinforcing key concepts
Day 4
Warm up question(Sample: Explain the processes of photosynthesis and cellular respiration?)
As a class students will review their homework from the prior night.
Students will be given time to make observations on their onion stalks including the date,
description, illustration, and height.
Teacher will hold a class discussion on how plants are adapted to different environments and
plants how responds to their environment. Students will discuss the different types found within
different environments. How are the types of plants found within the dessert than those found
within the tundra? Why do cacti have needles and maple trees have leaves?
Students will discuss different adaptations that plants like poison ivy, tobacco, and mustard
plants have developed such as strong odors and harmful chemicals.
Teacher will remind students about their weekly quiz that will be given on Friday.
Exit Slip (Give three examples of ways that plants are adapted to their environments. How do
these adaptations benefit the plant?)
Day 5
Warm up question (Sample: What is the product of photosynthesis?)
Students will be given ten minutes to answer the warm up questions and any of the others they
may not have completed during the week.
Students will be given time to make observations on their onion stalks including the date,
description, illustration, and height. Teacher will collect warm up questions and to assess
students’ understanding throughout the week. Students with accommodations will have
additional time to complete their assignments in tutoring bell with the intervention specialist.
Students will then be given a five question quiz over the important concepts addressed this week.
Topics including autotrophs, cellular respiration, photosynthesis, and stimuli.
Students that finish may read two different articles addressing the topic of plants. The titles of
the articles are Seeds of the Future and Tiny earthworm’s big impact.
Day 6
Warm up question (Sample: How do seasonal changes affect plants?)
Students will be given time to make observations on their onion stalks including the date,
description, illustration, and height. Students will perform an activity through a worksheet to
help students determine which plants grows best during the spring and summer season and those
that grow best during the fall and winter. The teacher will introduce students to the concept of
short day and long day plants and how it affects plants growth. The students will observe videos,
simulations, and photos of plants that respond to their environment through different stimuli. The
stimuli that students will observe in class are gravity, touch, and light.
Homework: Students will research a plant found within the neighborhood or community and
determine it adaptation for survival.
Day 7
Warm up question (Sample: What types of plants will grow best in the spring and summer and
which ones grow best in the winter. Provide examples)
Students will be given time to make observations on their onion stalks including the date,
description, illustration, and height. Students will then collect their final observations from the
onion stalks. Students will discuss the result of the lab with their group members and work as
individuals to complete their lab report. At this point students have recorded all observations and
now are working on graphing the growth rate of the plants grown under the different lighting
conditions, construct claims and evidences, and draw a conclusion of the lab. Students will be
given the remainder of the class time to complete their lab report and will refer to the rubric.
Students will turn in their lab report on Friday.
Day 8
Warm up question (Sample: Name three stimuli that plants respond to, and give examples of how
a plant responds.)
The teacher will gather the group for a class discussion of the results of the experiment. Students
will answer reflection questions from the lab book to assess their understanding of the lab.
Students will answer questions as why sunlight is important in plant growth, what would happen
if we chose to experiment a different variable such as water, nutrients, or carbon dioxide
availability how it would affect the plant. Teacher will address the importance of the plant
hormone auxin in respect to the plants response to light. Students will read about the plant
hormone auxin and its role in plant cells.
Exit slip: Auxin is a type of plant hormone but what is the definition of a hormone?
Day 9
Warm up question (Sample: What process makes a plant a producer and what does a plant
produce?)
The students will play a review jeopardy game over the concepts that they have learned
throughout the two weeks. Students will have the chance to ask any questions over the material.
Students will review over the topics of autotroph, photosynthesis, cellular respiration, stimulus,
auxin, adaptations, and the laboratory experience.
Day 10
(Sample: What is the role of auxin in plants?)s
Students will be given ten minutes to answer the warm up questions and any of the others they
may not have completed during the week. Teacher will collect warm up questions and to assess
students’ understanding throughout the week. Students will turn in their lab over investigating
plant growth in sunlight and darkness. Students with accommodations will have additional time
to complete their assignments in tutoring bell with the intervention specialist.
Students will take the unit test over the important concepts addressed during the two weeks.