Karen Morse
CAT 531 Activity
Activity Title: Chapter 28 - Plant Evolution and Classification
Grade Level: 9
Purpose/Objectives:
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Students will be able to differentiate a monocot vs. a dicot root with 80% accuracy.
Students will be able to identify a monocot stem vs. a dicot stem with 80% accuracy.
Students will diagram the dicot and monocot root from a microscope slide
Students will diagram the dicot and monocot stem from a microscope slide
Students will identify Woody vs. Herbaceous Stems with 80% accuracy.
Students will identify Fibrous vs. Taproots with 80% accuracy.
Students will identify leaf types (simple vs. compound) with 80% accuracy.
Students will demonstrate knowledge for the use of the Cricut Cutting Machine.
Students will demonstrate knowledge on how to research topics using the iPad and the
internet.
Students will construct a google-doc for collaborative and reporting purposes.
NETS:
1. Creativity and Innovation
b. Create original works as a means of personal or group expression
2. Communication and Collaboration
a. Interact, collaborate and publish with peers, experts, or others employing a variety of
digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
d. Contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
b. Locate, organize, analyze, evaluate, synthesize and ethically use information from a
variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness
to specific tasks
d. Process data and report results
4. Critical Thinking, problem solving and decision making
b. Plan and manage activities to develop a solution or complete a project
5. Digital Citizenship
Karen Morse
CAT 531 Activity
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology operations and concepts
a. Understand and use technology systems
b. Select and use applications effectively and productively
d. Transfer current knowledge to learning of new technologies
Alabama's Technology Course of Study:
Technology Operations and Concepts
Students will:
6. Utilize advanced features of multimedia software, including images, video, and audio editing
7. Utilize advanced features of database software, including merging data, sorting, filtering,
querying and creating reports.
Digital Citizenship
9. Practice ethical and legal use of technology systems and digital content
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Explaining consequences of illegal and unethical use of technology systems and digital
content
Examples: cyberbullying, plagiarism
 Interpreting copyright laws and policies with regard to ownership and use of digital
content
 Citing sources of digital content using a style manual
Examples: Modern Language Association (MLA), American Psychological
Association (APA)
Communication and Collaboration
12. Use digital tools to publish curriculum-related content.
Examples: (Webpage authoring software, coding software, wikis, blogs, podcasts
13. Demonstrate collaborative skills using curriculum-related content in digital environments.
Examples: completing assignments online; interacting with experts and peers in a
structured, online learning environment
Karen Morse
CAT 531 Activity
ALSDE:
10.) Distinguish between monocots and dicots, angiosperms and gymnosperms, and vascular and
nonvascular plants.
• Describing the histology of roots, stems, leaves, and flowers
• Recognizing chemical and physical adaptations of plants
Examples:
- chemical-foul odor, bitter taste, toxicity;
- physical-spines, needles, broad leaves
National Science Education Standards (NSES):
Life Cycles of Organisms
Description: This activity allows students to not only participate in the class lecture, but it also
allows them to see, touch, research and report on the information learned in this unit on plant
evolution and classification. Students will go outside and collect different types of plants. They
will be required to categorize the plant by using the plant classification system, which is divided
into 4 parts (herbaceous vs. woody, monocot vs. taproot, fibrous root vs. taproot and simple vs.
compound leaf structure.) I will bring different fruits and vegetables for inspection of plant parts
that we have already discussed. Students will be divided into team of 5 and each person has to
contribute to the group project.
Activity Preparation:
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I will divide the class up into groups of 5.
I will assign different portions of the group's project so that all members participate.
I will show students how to use the Mobiview and Microscope Viewer to view stages of
plant reproduction.
I will provide a link for the class to complete a webquest on plants (vascular vs.
nonvascular)
I will bring in fruits and vegetables for students to view and become familiar with their
parts.
Students will be allowed to use my Cricut to ensure that their projects are colorful and
neat.
Allow students time to review the unit by going to an already prepared lab to identify and
show understanding of plant classification.
Students will present their projects. Each group has 7 minutes to present.
Written reports have to be turned in to me in the form of a google-doc for each group.
Karen Morse
CAT 531 Activity
Media/Technology:
 Computer
 iPad Cart
 Mobiview
 Microscope Viewer
 Cricut Expression
 Elmo
Materials:
 Microscopes
 Microscope Slides
 Leaves
 Stems (Wood and Herbaceous)
 Roots (Fibrous and Taproots) or no roots
 Plants, Fruits, Vegetables
Safety:
 Please leave microscopes on flat surface
 Please leave slides on the microscopes (preset)
 Please do not use sticks to hit each other
 If slide gets broken. Please alert the teacher and do not attempt to clean up.
Activity Procedure:
Monday:
1. Have students to define vocabulary words: Stamen, pistil, anther, filament,
stigma, style, ovary, ovule, perfect flowers, imperfect flowers.
2. Show Power Point on flowers and have students to take notes.
3. Have students to name the male and female parts of a flower and complete the
Parts of a plant worksheet.
4. Review/Questions (15 minutes)
Tuesday:
1. Review definitions from yesterday.
2. Have students define: Pollen, Pollination, cross-pollination, self-pollination,
perfect flower, imperfect flower .
3. Lecture on Pollination Types and Perfect and Imperfect flowers.
4. View pollination and ovary maturation under the microscope viewer.
Karen Morse
CAT 531 Activity
5. Use the Mobiview to label the parts of a flower. The blank flower diagram is
pre-loaded in the Mobiview: Pass the Mobiview around and allow 6 - 7
students to take turns labeling the parts of the flower.
6. Discuss Group Project (Google Doc, Establish groups, collaboration, and
decide presentation style and 50 word contribution to report in Google
Docs).
Wednesday:
1. Have students to label the parts of a flower and complete the worksheet on
flowers.
2. Start new section. Ask question: How do flowers get nutrients? Are all
flowers the same? What are a monocot and a dicot?
3. Pass out notes on Herbaceous vs. Woody Stems and discuss.
4. Place Electron Microscope on top of the desk and show students a monocot
stem and a dicot stem. Have students to sketch and label their stem
diagrams.
5. Reserve iPad cart so students can watch YouTube video: Monocots vs. Dicots
Explained by Rob Nelson
6. Complete activity on identifying monocot vs. dicot stems for homework.
7. Start on Plant Evolution WebQuest, complete tomorrow.
8. Group discussion on individual assignments. (Team needs to consist of
photographer, recorder, 2 members put presentation in format chosen by
the group, report writer).
Thursday:
1. Review Leaves and stems, woody vs. herbaceous and vascular vs. nonvascular.
2. Lecture: Tap roots vs. Fibrous roots
3. View root and stem cross-sections under the microscope/projector and Elmo
.
4. Take pictures of monocot and dicot roots and place them under the Elmo and
let students identify the types.
5. Allow students to use my Cricut to prepare for group presentations.
Karen Morse
CAT 531 Activity
6. Students meet in their groups. They will use the remainder of class time to go
over how they want to do presentation on Friday!
Friday:
Lab 1. Students will get a leaf handout and go to the Biology lab for instructions.
2. Explain to students that they are to number the leaflet from 1-9.
3. Ask students to put their names on the outside of the leaflet.
4. Once in the lab, explain to students that all instructions are on the leaflets that
are taped to the table. ******Students are not to move leaflets.
5. Explain to students that questions 1 – 2 are exercises that are done with the
microscope. They have to view the slides labeled leaf and root. They are
to sketch a monocot and dicot type of each one. There should be two pictures for
the leaf and two pictures for the stem.
6. Exercise #3 requires that each student take a leaf from one of the plants on the
lab bench and do a leaf rub on a sheet of copy paper. Take a leaf and
place it under the paper. With a color pencil, lightly scratch over the
surface of the leaf until its silhouette and venation is visible on the paper.
On the sheet of paper have students to write their names, block and the
venation type for their leaf.
7. Exercise #4 Have students to label whether the stem is woody or herbaceous.
Students are to sketch a dicot stem and monocot stem.
8. Exercise #5 there are two beakers on the lab bench, students are to identify
beaker A and beaker B as a taproot or fibrous roots. Students are to sketch
each root type found in the beakers.
9. Exercise #6 - Students are to take a leaf from an herbaceous plant found on the
lab bench and place it under the microscope. They are to focus the
microscope until the stomata are present and sketch the stomata.
10. Exercise #7 - Students are to identify the labeled plant as monocot or dicot.
They should observe the root and label whether it is taproot or fibrous
root. Label the stem type. Identify the leaf type.
11. Exercise #8 – Is for Bonus points. This is optional. Students are to identify
what plant is in the Petri dish and tell whether it is vascular or nonvascular.
12. There is a plant in one of the beakers labeled plant A: students are to identify
the small buds that are on the leaf’s underside.
*****All leaflets are due at the end of class. Please make sure that students turn in the leaf
rub also.
Karen Morse
CAT 531 Activity
Tools and Resources:
1. Parts of a Plant Worksheet: http://resources.sparklebox.org.uk/sb1317.pdf
2. Flower Anatomy Printout:
http://www.enchantedlearning.com/subjects/plants/printouts/floweranatomy.shtml
3. YouTube: Monocots vs. Dicots Explained by Rob Nelson:
http://www.youtube.com/watch?v=gI2RxzAT-ww
4. Plant Evolution WebQuest: https://www.humboldt.edu/natmus/plants/index.html
Pollination
Karen Morse
CAT 531 Activity
Multimedia Project : Plant Classification and Evolution
Teacher Name: Karen Morse
Student Name:
________________________________________
4
3
2
1
Workload
The workload is
divided and shared
equally by all team
members.
The workload is
divided and shared
fairly by all team
members, though
workloads may vary
from person to
person.
The workload was
divided, but one
person in the group
is viewed as not
doing his/her fair
share of the work.
The workload was
not divided OR
several people in the
group are viewed as
not doing their fair
share of the work.
Attractiveness
Makes excellent use
of font, color,
graphics, effects,
etc. to enhance the
presentation.
Makes good use of
font, color, graphics,
effects, etc. to
enhance to
presentation.
Makes use of font,
color, graphics,
effects, etc. but
occasionally these
detract from the
presentation
content.
Use of font, color,
graphics, effects etc.
but these often
distract from the
presentaion content.
Originality
Product shows a
large amount of
original thought.
Ideas are creative
and inventive.
Product shows
some original
thought. Work
shows new ideas
and insights.
Uses other people\'s Uses other people\'s
ideas (giving them
ideas, but does not
credit), but there is give them credit.
little evidence of
original thinking.
All titles, subtitles,
and most grammar
is used and spelled
appropriately.
Title is clear, not
enough subtitles,
and poor use of
grammar.
Title missing,
subtitles unclear,
and excessively
poor spelling and
grammar.
Uses headings or
bulleted lists to
organize, but the
overall organization
of topics appears
flawed.
Content is logically
organized for the
most part.
There was no clear
or logical
organizational
structure, just lots of
facts.
CATEGORY
Spelling/Grammar All titles, subtitles,
and grammar are
used and spelled
appropriately.
Organization
Content is well
organized using
headings or bulleted
lists to group related
material.
Date Created: Apr 19, 2014 12:44 am (CDT)
Rubric created using Rubistar: http://rubistar.4teachers.org/