United States Department of Agriculture
Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12
Classroom Challenge Grants Program (SPECA)
Dr. Allen Talbert and Sonya Lord
STAR Academy at Arsenal Tech High School, Indianapolis, IN
GRADE 9- SONYA LORD
TITLE OF LESSON: PLANT ANATOMY AND STRUCTURE
LENGTH OF LESSON: 5 DAYS
BRIEF SUMMARY/PURPOSE OF THE LESSON:
This lesson serves as the introduction to the biology of plants. It begins with a brief history of
agricultural research and the origin of cultivated plants. The remaining portion of the lesson
introduces the structure and anatomy of plants breaking them down first by roots, stems, and
leaves then fruits, flowers, and trees. The lesson concludes with a quiz and a project reviewing
student’s knowledge of the structure and anatomy of plants.
STANDARD(S):
A. Indiana State Standards
1. IAFNR: Domain: Plant & Soil Science
Core Standard 4 Students connect the necessity of plant and soil
science to modern agriculture
IAFNR 4.1-Apply knowledge of plant classification, plant anatomy and
plant physiology to the production and management of plants
2. Biology: Standard 2: Cell Structure
Core Standard 2 Describe features that are common to all cells and
contrast those with distinctive features that allow cells to carry out
specific functions.
B. Literacy in Science and Technical Subjects
1. LS.2: Key Ideas and Textual Support: Grade 9-10
9-10.LST.2.2:
Determine the central ideas or conclusions of a text; trace the text’s
explanation or depiction of a complex process, phenomenon, or
concept; provide an accurate, objective summary of the text.
LEARNING OBJECTIVES:
A. My students will be able to
1. Explain the origin and development of common cultivated plants
2. Identify different plant structures and anatomical parts
3. Demonstrate their knowledge of plant anatomy and structure by constructing a
plant model.
REFERENCES:
Parker, R. (2010). Plant and Soil Science: Fundamentals and Applications. Clifton Park, NY:
Delmar.
MATERIALS:


Lesson Plan and Attachments
Composition Book
United States Department of Agriculture
Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12
Classroom Challenge Grants Program (SPECA)
Dr. Allen Talbert and Sonya Lord
STAR Academy at Arsenal Tech High School, Indianapolis, IN

Writing Utensil
PROCEDURES:
A. Bell-Ringer
1. Day 1-Bell-Ringer Activity
a. List as many fruits and vegetables on a sheet of paper as you can
2. Day 2-Bell-Ringer Activity
a. Describe/ List as many plants as you can see in or around your classroom
b. Alternative
i. Short supervised school grounds field trip to collect different types
of leaves and or take pictures of different plant structures
3. Day 3- Bell-Ringer Activity
a. Which of the following are fruit? (Botanically)
i. Apple
ii. Pecan
iii. Eggplant
4. Day 4- Bell-Ringer Activity
a. A strawberry is the only fruit that bears seeds on its exterior, on average
how many seeds are on one strawberry?
i. http://www.makemegenius.com/cool-facts/plants-fruits-botanyinteresting-facts
5. Day 5- Word of the Day: Anatomy
a. Discuss the difference between Anatomy and Structure
B. Day 1 Procedure:
1. Plant Origins Presentation
a. Where did common fruit, vegetables, and grains/oils originate?
b. How has research affected agriculture and our supply of these things?
i. Agriculture research history
2. Introduce Plant Model Project
a. See IAFNR.PSS.3.HO.2
b. Due Friday
3. If time allows, guide students to continue working on Plant Management Plans
C. Day 1 Closing:
1. Exit Ticket
a. Introduce tomorrow’s lesson topic. Write on a scrap piece of paper
anything you already know about this topic.
D. Day 2 Procedure:
1. Revisit Plant Classification Charts from last week: Subkingdoms
a. Vascular Plants
2. Plant Anatomy and Structure Presentation: Roots, Stems, and Leaves
a. What makes up a plant’s root system?
b. What is the role of a plant’s stem?
United States Department of Agriculture
Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12
Classroom Challenge Grants Program (SPECA)
Dr. Allen Talbert and Sonya Lord
STAR Academy at Arsenal Tech High School, Indianapolis, IN
E.
F.
G.
H.
I.
J.
K.
c. How do leaves differ between plants?
Day 2 Closing:
1. Exit Ticket
a. Share with your neighbor about one new thing you learned in class
Day 3 Procedure:
1. Revisit Plant Classification Charts from last week:
a. Angiosperms and Gymnosperms
2. Plant Anatomy and Structure Presentation: Fruit, Flowers, and Seeds
a. What is the purpose of a flower?
b. What is a fruit?
c. What kinds of fruits are there?
d. What is inside a seed?
Day 3 Closing:
1. Exit Ticket
a. Write down any questions you may still have in regards to Plant
Structure and Anatomy
Day 4 Procedure:
1. Plant Anatomy Presentation
a. What is the difference between prokaryotes and eukaryotes?
b. What is the role of the major organelles?
c. How does the cell division process work?
2. If extra time, allow students to work on Plant Model Project or Plant
Management Plan
Day 4 Closing:
1. Exit Ticket
a. Student led Review
i. Instructor ask questions in regards to subject and chooses volunteer
to share what they know. Have 3-4 questions prepared to go over
with the class.
Day 5 Procedure:
1. Administer Plant Structure and Anatomy Quiz
2. Allow students to display their Plant Model Projects around classroom
a. Students may share special things about their model with the class if
time allows
3. If extra time, allow students to work on Plant Model Project or Plant
Management Plan
Day 5 Closing:
1. Exit Ticket
a. Discuss with a partner what you found more interesting about this
week’s lesson.
ASSESSMENT:
United States Department of Agriculture
Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12
Classroom Challenge Grants Program (SPECA)
Dr. Allen Talbert and Sonya Lord
STAR Academy at Arsenal Tech High School, Indianapolis, IN
Formative:
A. Plant Model Project
Summative:
A. Plant Structure and Anatomy Quiz
B. Plant Management Plan
SUPPORTS AND ACCOMMODATIONS FOR SPECIAL NEEDS
A. IEP’s
B. G&T
1. Plant Model Project
a. Project allows for students to express creativity through three plant
model options
2. Day 1
a. Extra credit opportunity for an in-depth report on a plant given in class
during plant and soil sciences module
3. Day 2-5
a. Modify lessons to include more detailed examples of different plant,
flower, and fruit structures.
b. Modify lessons to include more detailed biological information of
plant anatomy