6th Grade Science
Plant Structure, Growth and Development
Drew Watson
Introduction of Unit
My background in Landscape Architecture keeps me interested in
plants, their form, growth, and development. This unit will expound upon
students’ previous knowledge with regard to their exposure to the plant life
cycle; flowering, pollination, fruiting, germination, and growth to sexual
maturity.
This unit will introduce one of the more, maybe the most, important
function of plants… photosynthesis, the foundation of the food/energy cycle
(Indicator 6-2.7 Summarize the processes required for plant survival). Then,
the students will be exposed to the two major categories of plants,
monocotyledons and dicotyledons. The class will be presented with some
examples of familiar plants, i.e. agricultural and horticultural, and be given
the opportunity to explore the parts of those plants in order to compare and
contrast the similarities and differences. Once the analysis is complete, the
students will reconvene to discuss their discoveries. This method will open
avenues to further discussion and presentation of vascular/nonvascular,
seeds/spores, and flowering/cone-bearing plants (Indicator 6-2.3 Compare
the characteristic structures of various groups of plants).
After plant structures and processes are presented, discussed, and
assessed through interaction in the classroom, we will move on to plant
development (Indicator 6-2.5 Summarize each process in the life cycle of
flowering plants). Students will use the knowledge gained in the 3rd grade as
a launch pad to delve deeper into the plant cycle. We will explore different
types of pollinators, and different types of seed dispersal in addition to
germination, plant development, fertilization, and seed production as seen in
the standard.
Finally, there will be a culminating activity, which will involve an
outdoor scavenger hunt in the wooded area that surrounds the school.
There is some old growth as well as some new growth around the new
construction surrounding the campus. Students will be given a list of plant
characteristics, which they must find in the wooded area. The students will
collect samples to bring back into the classroom, where the students will
defend the reasons for collecting those samples as examples of certain
characteristics.
I want to do this unit during spring, when students are itching to get
outside and plants are beginning to bloom. Hopefully, the time of year and
the nature of human beings will provide the students with motivation to get
out and get engaged in the activity. It will be fun too.
Assessments will be made with SmartBoard activities, live plant
cutting identification in labs, and verbal Q&A. The students will earn a unit
grade when they correctly identify the characteristics of the plant samples
they collect in the field.
Days 1-2 Photosynthesis, Respiration, Transpiration, Food/Energy
Cycle
Days 3-5 Plant Structure, Function
Days 6-8 Plant Life Cycle, Pollinators, Seed Distribution
Days 9-10 Scavenger Hunt, Sample Collection, Unit Assessment
Connection to Place
“Place” for me, means more than just a physical, geographical position
on the Earth. I feel that “place” can mean a position in history as well. I
believe our culture will shift its agricultural focus from globally grown to
locally grown fruits and vegetables. A new, high tech group of farmers will
emerge in the next decade or so. The price of fuel for transporting goods
will drive the price of produce and horticultural goods high enough that our
future graduates will enjoy a renaissance in the local farming industry.
That is why I want to get my students outside and exposed to plant
biology, so that they may, perhaps, begin to think about opportunities for
themselves while still in middle school. The Upstate of South Carolina has
not become overdeveloped, and most of it can still be considered rural,
arable land.
In addition to all of this, farming is becoming high-tech. Small farms
in North Carolina, for example, have clients such as grocery stores and
restaurants that can place orders online based on what a farmer posts as
available and in season. In most cases, farmers have sold their produce
before it has been harvested.
This information will be woven into my class instruction and discussion.
However, the students themselves, based on their work out in the field, will
conduct part of the instruction. I do not feel that 6th graders are too young
to handle tactful doses of the “real world”. However, I will not overwhelm
them.
Vertical Development
Timeline
Kindergarten- Basic Plant Needs
1st Grade- Basic Plant Needs Cont'd & Basic Plant Life Cycle
3rd Grade- Life Cycle of Seeded Plants & Basic Plant Needs Cont'd
4th Grade- Basic Plant Classification & Responses to Light
5th Grade- Food Webs, Nutrient Cycle & Energy Cycle
6th Grade- Plant Structures, Photosynthesis & Plant Life Cycle Cont'd
7th Grade- Plant Cellular Structures & Genetics
The vertical development of my topic begins in the 1st grade, where
students are first introduced to the basic needs of plants. They learn that
plants need light to make energy, water to protect against dehydration, air
to breath, space to grow, nutrients to build strong structures. Students
also learn about plant structures like roots, stems, leaves, flowers, fruit, and
seeds. The students learn that plants are classified according to the
environment in which they grow, their physical traits, and their uses for
human beings. Students will learn about the life cycle of a flowering plant,
their germination, growth, flower development, and seed production.
In 3rd grade, students continue their investigation of the flowering
plant life cycle. They also begin discovering processes of plant adaptation,
laying the foundation for the concept of evolution. Food chains and food
webs are introduced in the 3rd grade. These concepts will drive the
discussion of the nutrient and energy cycle later in the 6th grade.
A new break down in plant classification is introduced in the 4th grade.
Students, who have been learning about flowering plants specifically, are
introduced to non-flowering plants. Plants’ responses to environmental
stimuli are also introduced.
In the 5th grade, the topic of food webs are revisited. Now, the
students learn about producers, consumers, and decomposers. They discover
that sunlight is used to create energy in plants, which is then consumed by
secondary consumers. This will be the basis for our discussion of the
nutrient/energy cycle in the 6th grade.
The 7th grade is the final true exposure to plants that most students
will get during their secondary education. Their exposure will include a
microscopic study of plants. Students will explore plants’ cellular structure
as well as the chemical processes involved in the production of plants’ food
(photosynthesis), transpiration and the removal of waste materials at the
cellular level. Students are also introduced to processes within the plant cell
that lead to the cells division and multiplication. Genetic information is
passed from one cell to another in chromosomes. Genes contain traits that
are either dominant or recessive.
This translates to, in the case of plants/agriculture, desirable and
undesirable traits. This is important if you decide to be a small farmer now
or in the future. Farmers who are dealing with smaller harvests must pay
attention to the traits they desire in their crops in order to run their farms
efficiently and successfully.
Lesson Plan 1
Lesson Name: Photosynthesis, Transpiration, Respiration
South Carolina 6-2.7 Summarize the processes required for plant survival (including
Standardsphotosynthesis, respiration, and transpiration).
include the full
standard not just
numbers
The Central
Idea- what is the
central idea you want
the students to take
away from this lesson
Engage-
a way to
connect past and
present/ assess prior
knowledge through
discrepant event,
intriguing question,
acting out a
problematic situation,
etc.
Explore-
students
have the opportunity to
get directly involved
with phenomena and
materials and develop
an experience with the
phenomenon. The
teacher acts as a
facilitator providing
materials, etc.
Explain-
the
learner begins to put
the abstract
experience through
which she/he has gone
through into a
communicable form.
This is where the
teacher can further
assess misconceptions
of knowledge.
Photosynthesis is the process by which plants make their own food. It is the
terrestrial foundation of the energy that is passed from plants to secondary
consumers and into the food web. Respiration combines oxygen with sugar to
form carbon diocide and water. Transpiration is the process of water
evaporating from leaves to draw water and nutrients into the roots of the plant
where it continues up the stem of the plant through cells called xylem and
phloem.
Students engaging activity will involve answering a question posed to them on
the board…”What do plants need to survive?” Once class has begun, the
students and I will talk about their answers. This should be a review from,
particularly, 1st and 3rd grade.
The students will then watch a short rap video about photosynthesis
Students will find, beneath their desks, a post-it with either CO2, water, soil,
sunlight on them. These constitute the vast majority of the post-its, however,
there are a few O2 post-its mixed in to confuse the situation. Students must
find the other three, or four, elements that a plant needs and team up with
those students. Wherever this lesson breaks, the students will take home
cuttings in “ziplock” bags. They must observe what happens inside the bag
overnight, and be prepared to talk about what they observe in class the next
day.
Once the students are in their groups, the question will arise, “What about the
O2?” Or, the students may just accept the O2 students into the group. One
way or the other, the question will arise. We will answer that question as we
move on to the next exercise. After a SmartBoard lesson introducing
transpiration and respiration, the groups will compete against one another
answering questions on the SmartBoard. Some of them will be interactive, and
some of them will be direct Q&A.
Elaborate- the
So, the students have their “ziplock” bags with plant cuttings in them. Those
bags should be covered in condensation on their interiors because of the
transpiration going on in the cutting. The students will use their knowledge to
construct an explanation of what is happening in their bags. I will then add a
“kicker” question, “If plants are the only way that solar energy is turned in to
food for animals, what happens when we cut them down or destroy their natural
environments?
Evaluate-
These students are constantly being assessed throughout this lesson. The final
artifact will be their explanation of what is going on inside their “ziplock” bag.
These will be collected and assigned a grade. If I feel that some students are
not as far along in the learning process as I hoped, I will provide them with
scaffolded worksheets that include “priming” information.
students expand on the
concepts they have
learned, make
connections to other
related concepts, and
apply their
understandings to the
world around them.
an on-
going diagnostic
process that allows the
teacher to determine
if the learner has
attained understanding
of concepts and
knowledge. Evaluation
and assessment can
occur at all points along
the continuum of the
instructional process.
Lesson Plan 2
Lesson Name: Plant Structure
South Carolina 6-2.3 Compare the characteristic structures of various groups of plants
Standards(including vascular or nonvascular, seed or spore-producing, flowering or
include the full
cone-bearing, and monocot or dicot).
standard not just
numbers
The Central
Idea- what is the
central idea you want
the students to take
away from this lesson
Engage-
a way to
connect past and
present/ assess prior
knowledge through
discrepant event,
intriguing question,
acting out a
problematic situation,
etc.
This is the nuts and bolts portion of the unit. I will bring in specimens
(availability will depend on the timing and execution of the unit), which will be
analyzed and discussed. The students will be able to identify vascularity, seeds,
spores, flowers (Spring), cones, monocotyledons and dicotyledons.
The selected specimens would be spread around the room inviting the students to
spend a few moments examining each specimen.
Explore-
students have the
opportunity to get
directly involved with
phenomena and
materials and develop
an experience with
the phenomenon. The
teacher acts as a
facilitator providing
materials, etc.
Explain-
the
learner begins to put
the abstract
experience through
which she/he has
gone through into a
communicable form.
This is where the
teacher can further
assess misconceptions
of knowledge.
Elaborate- the
students expand on
the concepts they
have learned, make
connections to other
related concepts, and
apply their
understandings to the
world around them.
Evaluate-
an on-
going diagnostic
process that allows
the teacher to
determine if the
learner has attained
understanding of
concepts and
knowledge. Evaluation
and assessment can
occur at all points
along the continuum
of the instructional
process.
The specimens around the room will vary in size and type. The students will get
into their established groups (Lesson 1) and choose two specimens to analyze,
compare and contrast. A worksheet will be provided that will provide an outline
of the categories for the students’ observations (Appendix B). The students will
be labeling, with tags, parts of the plant. For example the stem, leaves, roots,
vascular structures, seeds, cones, flowers, nodes, and fruits. I want them to
access their prior knowledge about plant structures to assess their level of
knowledge before we continue on to more detailed instruction.
Once the students feel confident they have labeled everything they know, I will
begin to circulate the room, choosing certain specimens that are the best
examples of certain plant structures. The students can use the
worksheet/diagram that I have provided them to label the correct plant parts.
We will then look at my completed diagram, and the students can edit their
copies if necessary. After this lab is complete, I will begin a SmartBoard lesson
that will further define the plant structures. We will explore the questions,
”What is a monocot or a dicot?”, “What makes them different or the same?”, and
“What are the vascular, reproductive, and nutrient/sunlight collecting structures
of the plant?”
Now that the students have discussed the structures of plants, I want them to
make connections to similar structures out in the world. They, in their groups,
will brainstorm places or things that contain similar structures. It can be a city,
an animal or geological structure/s, where circulation, waste removal, and
nutrient collection take place. The students will again compare and contrast
these places/things with the structures of plants.
Throughout this lesson, the students will be assessed for their level of
understanding. I will be circulating and evaluating informally to gauge my level of
success as the class’s guide and instructor.
Lesson 3
Lesson Name: Flowering Plant Life Cycle
South Carolina 6-2.5 Summarize each process in the life cycle of flowering plants (including
Standardsgermination, plant development, fertilization, and seed production).
include the full
standard not just
numbers
The Central
Idea- what is the
Students will understand, not just the plant life cycle which they have covered in
the 3rd grade, but also the processes and organisms responsible for the plant’s
pollination.
Engage-
Class will begin with a plant life cycle video. The students will be given an
accompanying video worksheet that will require them to focus on key terms and
processes presented in the video.
central idea you want
the students to take
away from this lesson
a way to
connect past and
present/ assess prior
knowledge through
discrepant event,
intriguing question,
acting out a
problematic situation,
etc.
Explore-
students have the
opportunity to get
directly involved with
phenomena and
materials and develop
an experience with
the phenomenon. The
teacher acts as a
facilitator providing
materials, etc.
Explain-
the
learner begins to put
the abstract
experience through
which she/he has
gone through into a
communicable form.
This is where the
teacher can further
assess misconceptions
of knowledge.
Elaborate- the
students expand on
the concepts they
have learned, make
connections to other
related concepts, and
Students are going to make use of the mobile computer lab to research at least
five different types of pollinators and seed dispersal methods. They will use
their research to construct “bookends” to the flowering plant life cycle. The
students will then get into their groups where they will be given a specific plant
as the subject of a presentation, which they will present to the class. Each
group will be “experts” on a specific plant’s pollination and seed dispersion
methods. Groups will receive poster boards on which they will illustrate their
newly discovered “expert” information.
Before the “Explore” portion of the lesson, I will be making my powerpoint “Plant
Lifecycle” presentation to the students. After the presentation, I will, of
course, open the class to Q&A.
In this lesson, the “Explore” and the “Elaborate” portions of the lesson will be
one and the same in that the students will be researching and sharing their
discoveries with the class.
apply their
understandings to the
world around them.
Evaluate-
an on-
going diagnostic
process that allows
the teacher to
determine if the
learner has attained
understanding of
concepts and
knowledge. Evaluation
and assessment can
occur at all points
along the continuum
of the instructional
process.
Once again, throughout this lesson, the students will be assessed for their level
of understanding. I will be circulating and evaluating informally to gauge my level
of success as the class’s guide and instructor. Based on the success of the
groups presentations, I will be providing feedback on correctness, developmental
process, and creativity. This activity will allow students within groups to display
their strengths and styles be they artistic, leaders, public speakers, or
organizers.
Lesson 4
Lesson Name: Culminating Lab and Specimen Collection
South Carolina 6-2.7 Summarize the processes required for plant survival (including
Standardsphotosynthesis, respiration, and transpiration).
include the full
6-2.3 Compare the characteristic structures of various groups of plants
standard not just
(including vascular or nonvascular, seed or spore-producing, flowering or conenumbers
bearing, and monocot or dicot).
6-2.5 Summarize each process in the life cycle of flowering plants (including
germination, plant development, fertilization, and seed production).
The Central
In this outdoor lab, students will have the opportunity to go outside and employ
Idea- what is the all the information they have obtained throughout the unit.
central idea you want
the students to take
away from this lesson
Engage-
a way to
connect past and
present/ assess prior
knowledge through
discrepant event,
intriguing question,
acting out a
problematic situation,
etc.
Explore-
students have the
opportunity to get
directly involved with
This lesson is going to take place, in part, outdoors. So, each class will begin with
me laying out my expectations for behavior from each of my students. The
students will, each, be given a behavior contract to read and sign. The contract
will include my expectations and the consequences for breaking the terms of the
contract.
This lab will be a scavenger hunt for different plant parts. Groups will also
choose one complete plant specimen, which they will use in their final
presentation to the class. Groups will be provided with a worksheet defining the
phenomena and
materials and develop
an experience with
the phenomenon. The
teacher acts as a
facilitator providing
materials, etc.
items to be hunted, a cardboard box top, which they will use to collect their
plant specimens, and a handheld garden spade. This will be an exercise in true
exploration.
Explain-
Once the groups have collected their specimens, they will present their whole
specimens to the class. They must be sure to include descriptions of each plant
part.
the
learner begins to put
the abstract
experience through
which she/he has
gone through into a
communicable form.
This is where the
teacher can further
assess misconceptions
of knowledge.
Elaborate- the
I will address the class, in the end, with the question, “Why is all of this
important?” Each student will take out a sheet of paper and write down 3
reasons why they feel this unit is important. These ideas will be used to initiate
a culminating class discussion where I will introduce the agricultural/horticultural
aspect of the information that our class has just digested.
Evaluate-
This culminating activity will serve as the students’ non-traditional summative
assessment. They will be assessed based on their content knowledge and overall
engagement.
students expand on
the concepts they
have learned, make
connections to other
related concepts, and
apply their
understandings to the
world around them.
an on-
going diagnostic
process that allows
the teacher to
determine if the
learner has attained
understanding of
concepts and
knowledge. Evaluation
and assessment can
occur at all points
along the continuum
of the instructional
process.
Appendix A
http://www.diffen.com/difference/Phloem_vs_Xylem,
Xylem and Phloem Graphic, used to construct powerpoint for lesson 2
http://bobsbeanblog.edublogs.org/2010/01/12/respiration-plants-animals/,
Plant Structures Graphic, used to construct powerpoint for lesson 2
http://www.ftexploring.com/me/photosyn1.html
Photosynthesis Information, used for constructing powerpoint for lesson 1
http://voices.yahoo.com/cross-curricular-hands-plant-science-unit-lesson608632.html
Plant Structures Information, this website is a teacher help website that
requires a subscription. It contains information and ideas for lessons and
labs.
http://www.usoe.k12.ut.us/curr/science/sciber00/8th/energy/sciber/photo
syn.htm
Photosynthesis Information, used for constructing powerpoint for Lesson 1
http://www.bbc.co.uk/bitesize/standard/biology/world_of_plants/growing_
plants/revision/2/
Seed Graphic, used for constructing powerpoint for Lesson 2
www.science-class.net
This is another teacher website dedicated to science, specifically. I used it
to look at examples and graphics to help me get unstuck.
http://www.youtube.com/watch?v=hWXepxV9FmE
This is the plant life cycle video used in Lesson 3
http://www.ehow.com/about_6730910_do-flowers-needpollinated_.html
This website helped me learn a bit about plant pollinators.
http://www.miraclefruitusa.com/products/miracle-fruit-seeds/20/
I used this website to collect graphics used in the video worksheet in Lesson
3
http://www.buncombecounty.org/news_Detail.aspx?newsID=10368
This is also a website used to create the video worksheet.
http://www.blog.designsquish.com/index.php?/site/rob_kessler/
This website contains both information about pollen and a graphic that I
used in the video worksheet.
Appendix B
Lesson 1
What is Photosynthesis?
Photosynthesis
Transpiration & Respiration
The process of photosynthesis is a
chemical reaction.
It is the most important
chemical reaction on our planet.
What is the Equation for the
Chemical Reaction of
Photosynthesis?
What is the equation for the
chemical reaction of
photosynthesis?
What is the equation for the
chemical reaction of
photosynthesis?
Describe Photosynthesis
Six molecules of carbon dioxide react with
six molecules of water to form 1 molecule of
glucose and six molecules of oxygen.
Describe Photosynthesis
• The process of changing light energy to
chemical energy
• Energy stored as sugar
• Occurs in plants and some algae
• Plants need light energy, CO2, and H2O
• Takes place in the chloroplasts, using
chlorophyll, the green pigment in plants
What happens during
photosynthesis?
• Plants capture light energy and use that
energy to make glucose
• Sunlight provides the energy needed by
chlorophyll to change molecules of carbon
dioxide and water into glucose
• Oxygen is also released in this reaction
What happens during
photosynthesis?
What happens during
photosynthesis?
• Carbon dioxide enters the leaf through holes
called stomata
• CO2 combines with the stored energy in the
chloroplasts through a chemical reaction to
make glucose
• The sugar is moved through tubes in the leaf to
the roots, stems and fruits of the plants
• Some of the sugar is used right away by the
plant for energy; some is stored as starch; and
some is built into plant tissue
Why is this important to us?
Why is this important to us?
We cannot make our own food (glucose,
energy), we must get our food from plants.
Plants are the first step in the food chain.
Why is this important to us?
What is Cellular Respiration?
The oxygen released during photosynthesis
is necessary for all living things.
What is Cellular Respiration?
What is Cellular Respiration?
The release of chemical energy for use by
cells.
Once the energy that was in sunlight is
changed into chemical energy by
photosynthesis, an organism has to
transform the chemical energy into a a
form that can be used by the organism.
This process is cellular respiration.
Describe Cellular Respiration
Describe Cellular Respiration
• The breakdown of glucose molecules to
release energy
• Takes place in all living things
• Is a step by step process
What is the chemical equation
for cellular respiration?
What is the chemical equation
for cellular respiration?
Lesson 2
Monocots
Dicots
Embryo with single cotyledon
Embryo with two cotyledons
Pollen with three furrows or pores
Flower parts in multiples of four or
five
Major leaf veins reticulated
Stem vascular bundles in a ring
Roots develop from radicle
Secondary growth often present
Pollen with single furrow or pore
Flower parts in multiples of three
Major leaf veins parallel
Stem vascular bundles scattered
Roots are adventitious
Secondary growth absent
Lesson 3
The mother plant sends
each seed away with a
packed lunch. This
means the seed will
have enough energy to
start germinating, until
it has made its own
leaves which will
supply the seed with
more energy to grow
into a big healthy
plant.
In order for a seed to
germinate, the temperature
must be right and there
must be water to soak the
seed. Some seeds also
need light. If all the seed's
needs are present, it will
start to grow. The food
reserves are turned into a
form the plant embryo can
use for energy to grow.
First, the root (radicle)
emerges from the seed
coat, followed by the shoot
(plumule). The root always
grows downwards into the
soil, while the shoot always
grows upwards towards the
light.
Leaves begin to
grow so the plant
can obtain energy
from the sun.
The bigger seeds are, the
longer the seedling has
to become properly
established before it
must make its own food.
Small seeds, with few
food reserves, must grow
and reach the light
quickly, so that they can
start producing their
own food.
The first two leaves of a
seedling often look different to
the adult leaves. They are
green and as soon as they
open in the light, the little
seedling can begin to make its
own food. It is then no longer
dependent on the food
reserves in the seed. The
seedling makes its own food
using water, carbon dioxide
from air and light, in a process
known as photosynthesis.
Corn matures in only 4-6 months
Oak trees mature in 15-20 years
Once plants are adult, they
can begin to produce flowers.
This may take only a few
weeks for plants such as
grasses, or many years for
plants such as Oak trees.
Flowers contain male and
female parts. In most plants,
these are both together in the
same flowers. However, in
some, they are in separate
flowers on the same plant
(Hazel). Some species may
have separate male and
female plants (Holly).
Pollen grains from the
anthers must get onto
the stigma of (usually)
another flower. When
the pollen lands on a
stigma of a flower of
the same kind, it will
grow a tube down into
the ovary and fertilize
an ovule inside. This
will then grow and form
a seed.
Different kinds of plants
produce different kinds of
seeds. The seeds travel to new
places away from the parent
plant which produced them.
They do this using the help of
wind, water, or animals.
Name:_________________Date:______________
These images represent the different steps in a flowering plants life cycle.
Watch the video and try to name them…
1.________________
2._________________
3.______________________
4._____________________
5._______________________
Lesson 4
Behavior Contract
1. No Running
2. No Inappropriate Horseplay
3. Stay With Your Groups, Not Socializing With Your Friends
4. Use Indoor Voices
5. Be Kind and Patient With One Another
6. Stay Within the Boundaries that I Have Marked
7. When You Hear Me Say “We Will!”, You Say “Rock You!” and Then Be
Silent
Consequences
If you cannot honor our contract, I will have to ask you to leave your group
and accompany me for the rest of the lab.
I may also ask you to sit on the curb until the class has completed the lab.
Ok Everybody,
As long as everyone honors this contract, I promise to work hard to
create more interactive and fun labs for us to do!!
Mr. Watson
Sign Here__________________________
Team
Members:__________________________________________________
Plant Scavenger Hunt
Here are the items that you must find…
1. The primary reproductive
structure
7. Evergreen solar collecting &
transpiration structure
2. Evergreen seed bearing
structure
8. Deciduous solar collecting &
transpiration structure
3. Structure responsible for
vertical support
9. Structure responsible for
water & nutrient transport
4. Structure responsible for
gathering nutrients & water
10. Climbing plant
5. Structure responsible for
germinating a new plant
11. 3 Pieces of Litter
6. Deciduous seed bearing
structure
12. There Are 3 “Easter Eggs”
that Contain Prizes (limit 1
per group)
*You must collect an entire plant specimen in addition to your
plant parts. You will use your knowledge to examine and identify
all the parts of your selected plant, including the reproductive
structures, for the class.