Life+Science-Plant+Life+(pg.328-358)

Life Science-Plant Life (pg.328-358) 11/2

Plants only grow and flourish when the environment provide the right amount of minerals. Water, temperature, light and space are the biggest factors. Different plants will grow in different habitats. You will not find a cactus in a marsh setting not would you find fern in a dessert. A terrarium is a great way to look at conditions.
 * Content || **1. p.339-343 Environmental Conditions-Ashley**
 * Growth Conditions
 * o Too much water the plant will die
 * o Not enough the water will die
 * o Plants are like use we need the right amount of water
 * o Plants need space
 * o Too much space and plants get over crowded and not enough nutrients
 * o Plants need light
 * Three Habitats
 * o Woodland Terrarium are more like what we live in. Soil is thick and just the right amount of moisture (normally).
 * o Marsh Terrarium are much like a rain forest. The land is very wet and various water animals live here.
 * o Dessert Terrarium is well a dessert. Cacti love living here because of the dry conditions.

"Everything alive basically depends on food synthesized from raw materials in the leaves of green plants" (349). - Roots, Stems, and Leaves - the food storage in the roots enables the plant to survive when food making cannot occurr - absorbs soil water - root growth takes place largely at the tip of the root- a tough root cap protects the sensitive growing portion as it punches through the soil - dissolved minerals in the water are depostied within the cells of these parts - when water reaches the leaves, some of it will evaporate into the air - inside of the leaf cell is a green-colored chemical, this is called //chlorophyll// //-// chlorophyll allows the leaf to combine the carbon dioxide from the air with water to form a simple sugar - the sunlight gives the leaves this energy which is absorbed by chlorophyll - //Photosynthesis// means "to put together with light" - with the sugar that the leaves produce the plant's cells make starch which is then stored in all parts of the plant - green plants are the chief source of the world's current oxygen supply - //Stomata//- thousands of microscopic openings - these can be found in a green leaf - the stomata is how gases enter and leave the leaf - each stomata is surrounded by two special cells that control the size of the opening - as water moves into and out of the cells their shape will change slightly - water in the leaf evaporates into the air through stomata, a process called //transpiration// - the flower is the reproductive system of a flowering plant - two organs- //pistil//- contains unfertilized egg cells and the //stamens//- produces dust-like pollen cells - it is best to examine single flowers, like tulips and sweet peas, rather than daisies and sunflowers with children - //self-pollination//- happens when pollen from a flower's own stamens fertilize its ovules - //cross-pollination//- occurs when pollen from another flower performs this function - pollen must be from the same type of flower for fertilization take place - most pollination depends on gravity, when pollen falls from tall stamens onto a shorter pistol or pollen may fall from a flower high up on a stem to one lower down - //annuals-// plants that grow, blossom, produce seeds and die in the same growing season- many garden flowers and vegetables - //biennials-// plants that live for two seasons- beans and tomatoes - //perennials-// plants that live for more than two growing seasons- trees and most shrubs
 * 2. p.343-353 Plant Part and Function-Lindsey**
 * A plant depends on its several parts to be correcting working to produce this food
 * Roots- the plants anchor
 * Stems- the water absorbed by the roots goes into the stem, then is transported by narrow tubes to all parts of the plant
 * Leaves- produces the world's food supply and never been duplicated by scientist
 * Flowers- the only means by which the species can naturally survive
 * Pollination
 * Life Cycles


 * 3. p.353-356 Adaptation and Survival-Bailey**
 * Plants acquire different features to adapt to certain circumstances and environmental factors.
 * Plants require water, and because water soaks down into the soil, the plants roots grow downward.
 * Plants need light, and because light comes certain directions, the plants stem needs to grow toward its light source.
 * Green plants respond to gravity, water, light, and touch. Responses to environmental stimuli are called tropisms.
 * Geotropisms are the plant's response to gravity.
 * Hydrotropisms are the plant's response to water.
 * Chemotropism is a plant's ability to grow roots toward needed nutrients in the enviroment.
 * Phototropism can be defined as a plant's to or away from a light source. When the light source is the sun, the plants response it called heliotropism.
 * Charles Darwin is credited with demonstrating that the growing tips of plants bend toward a light source.
 * When plants grow toward darkness it is called skototropism.
 * Thigomotropism is another tropism the involves contact with a solid or rigid surface.
 * Haptoptropism is a response of an organism to stimulation by touch or contact.
 * Tropistic resposes seen to be the result of plant hormones that concentrate in various parts of the plants.
 * The survival of plant species is more than a matter of properties the organism inherits by chance. The enviroment also plays a part because it is continually changing.

4th Grade- GLE 0407.5.2 Describe how environmental changes caused the extinction of various plant and animal species SPI 0407.5.2 Infer the possible reasons why a species became endangered or extinct 5th Grade- GLE 0507.5.2 Analyze fossils to demonstrate the connection between organisms and environments that existed in the past and those that currently exist SPI 0507.5.2 Explain how fossils provide information about the past
 * 4. p.356-357 Molds & Fungi-Lauren**
 * Molds are a subgroup of a broader group of organisms called fungi.
 * Some common examples of other fungi are mushrooms, mildews, puffballs, and yeasts.
 * Molds will grow on a wide variety of animal and plant materials and some synthetic materials.
 * Tiny, seed-like spores from molds are found in the air almost everywhere and when the spores settle on a substance they may grow.
 * Molds get the nutrients they need to live from the materials on which they grow.
 * Unlike the green plants, molds and other fungi cannot manufacture their own food.
 * Molds grow under a wide variety of conditions; however, they are most likely to thrive in an environment that is dark, moist, and warm. ||
 * TN State Standards || **1. Environmental Conditions-Ashley**

3rd Grade- GLE 0307.1.1 Use magnifiers to make observations of specific plant and animal body parts and describe their functions. SPI 0307.1.1 Identify specific parts of a plant and describe their function.
 * 2. Plant Part and Function- Lindsey**

__3rd Grade__- SPI 0307.2.2 Determine how plants and animals compete for resources such as food, space, water, air, and shelter. GLE 0307.2.2 Explain how organisms with similar needs compete with one another for resources. __4th Grade__- SPI 0407.2.1 Recognize the impact of predation and competition on an ecosystem. GLE 0407.2.1 Analyze the effects of changes in the environment on the stability of an ecosystem.
 * 3. Adaptation and Survival- Bailey**

3rd Grade- SPI 0307.2.1 Distinguish between living and non-living things. GLE 0307.2.1 Categorize things as living or non-living. 4th Grade- SPI 0407.3.1 Determine how different organisms function within an environment in terms of their location on an energy pyramid. GLE 0407.3.2 Investigate different ways that organisms meet their energy needs. 5th Grade- SPI 0507.2.1 Describe the different types of nutritional relationships that exist among organisms. GLE 0507.2.1 Investigate different nutritional relationships among organisms in an ecosystem. SPI 0507.2.2 Distinguish among symbiotic, commensal, and parasitic relationships. GLE 0507.2.2 Explain how organisms interact through symbiotic, commensal, and parasitic relationships. 6th Grade- SPI 0607.2.1 Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web. GLE 0607.2.1 Examine the roles of consumers, producers, and decomposers in a biological community. 7th Grade- SPI 0707.Inq.1 Design a simple experimental procedure with an identified control and appropriate variables. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">GLE 0707.Inq.1 Design and conduct open-ended scientific investigations. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">SPI 0707.3.1 Compare the chemical compounds that make up the reactants and products of photosynthesis and respiration. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">GLE 0707.3.1 Distinguish between the basic features of photosynthesis and respiration. || This is a fun site for children to find the right balance plants need to survive. Students get to water the plant and make sure it has enough heat to grow to its full potential.
 * 4.** **Molds & Fungi- Lauren**
 * Websites || **1. Environmental Conditions-Ashley**
 * Environmental Conditions**

[] This is a great interactive website for students to use. It allows the student to have a visual active way in learning the parts of the plant. This will help students identify the different parts of the plant because you have to take apart the plant and put it into the correct label. Then, after you are finished it will tell you a quick summary of that part's function.
 * 2. Plant Part and Function- Lindsey**

Plant Adaptation This is a great website for students to use. It allows students to click on different environments to see what adaptations plants in those areas have made. It also has games to play after students have reviewed the different environments.
 * 3. Adaptation and Survival- Bailey**

This is a very interactive website with multiple links that allow students to explore the different types of fungi, where fungi grow, and even has games to further their knowledge of what fungi really is. I really like this website because it also has many experiments which students can complete. || This lesson is called a super lesson plan. It may seem like it is for older students but I truly believe with a little tweeking it would be great for younger students. It allows them to look at different soils and text minerals and other factors that cause the plants to grow.
 * 4. Molds and Fungi- Lauren**
 * The Mushroom Club**
 * Lesson Plans || **1. Environmental Conditions-Ashley**
 * Environmental Conditions Lesson Plan**

[] This is a great lesson plan for teachers teaching the parts of a flower. The students get to do a hands- on activity by dissecting a flower. This will also make a diagram of each part of the flower to have to identify a word with a picture.
 * 2. Plant Part and Function- Lindsey**

This is a great lesson plan for teachers. It may be used in an older classroom of 4-6th grade, but it is really good! Students act out different parts that make an adaptation occur in a plant. Some students are wind, dunes, plants, etc. Students would have a great time with this because they get up and actually act out different actions and movements.
 * 3. Adaptation and Survival- Bailey**
 * Lesson Plan: Plant Adaptation**

This lesson allows students to take a hands-approach to exploring the world of fungi. By having tables set up of numerous types of fungi, students get to see how many varieties of these organisms that there are. There are numerous worksheets included in this lesson plan and it also suggests allowing students to go explore outside using a guided worksheet. || media type="custom" key="11082070" || Time: 5 minutes (Volume 2) pgs. 93-99 This formative assessment will be used at the beginning of the lesson. It will be used to see whether students have a good understanding of what a plant really is. First the students will be asked to mark which organisms in a list are plants. Next, as a group they will come up with a rule as to what they think defines a plant. This assessment will serve as a great segway into Lindsey's section on Plant Part and Functions and will also help students to better understand my lesson on fungi. || Time: 5 minutes This book would be a great book to use for younger children when you are introducing plants and how they grow. The book takes you through the steps on how to plant sunflower and how it grows. I think using a sunflower as an example is a great idea because many children know what kind a plant that is and can recognize it. || Making a Terrarium Time: 15 minutes Students will get to make their own terrarium to observe in the classroom for the rest of the semester. The students will get to decide what kind of terrarium they want to make: woodland, marsh or dessert. My formative assessment is Popsicle Stick Questioning, which is a form of no hands questioning. I will randomly select students to answer questions as we go through the activity . Inside a Flower Time: 15 minutes The students will engage in dissecting a flower. I will modify this activity by giving one flower per every two people. Also, I will make a chart for the groups to put the part of the flower under the correct label. My formative assessment is traffic lights. I will give each group a green, yellow and red sticker. If the group completely understands the activity they will put a green sticker in the corner of their paper, if they group understands but is struggling they will put a yellow sticker in the corner of their paper, and if the group does not understand they will put a red sticker in the corner of their paper.
 * 4. Molds and Fungi- Lauren**
 * Lesson Plan on Fungi**
 * Video || **Bailey**
 * Formative Assessment || **Is It A Plant?- Lauren**
 * Children's Book[[image:eled4140juniors2011/51VUVZHqpzL._BO2,204,203,200_PIsitb-sticker-arrow-click,TopRight,35,-76_AA300_SH20_OU01_.jpg width="190" height="190"]] || **Sunflower House- Lindsey**
 * Class Activities || **1. Environmental Conditions-Ashley**
 * 2. Plant Part and Function- Lindsey**

Time: 12-15 minutes Water Loss and Leaf Shape Students will observe that leaf shape and coating can increase runoff of extra water. Students will infer that leaves which shed water quickly keep plants healthy in very damp climates. This lesson will show that different plants have to adapt to different enviromental conditions.l will modify this lesson by already having the different leaves cut out, instead of having students cut them out with construction and wax paper. Formative Assessment: Thinking Logs I will have a series of sentence stems for the class to fill out after the activity. The purpose is to prompt metacognition during and after the activity.
 * 3. Adaptation and Survival- Bailey**

Time: 15 minutes I am going to use these same materials that this activity uses; however, I am also going to incorporate the indicator bromothymol blue in order to show how the yeast is breaking down the sugar in the test tube and producing carbon dioxide. The warm water is used to activate the yeast in the beaker. I am going to do the experiment at the front of the class and call up students to add different parts of this experiment into the beaker. I will have one beaker containing just yeast and have students add the warm water and then bromothymol blue and this will be the control; whereas, the other beaker will contain yeast and sugar. The experimental beaker will show a color change once the bromothymol blue is added, which shows how the yeast goes through a process of fermentation with the sugar that produces carbon dioxide. The purpose of this lesson is to show how yeast is a fungi and even though initially students may not think of it as a living thing, it is. My formative assessment is called "Volleyball--Not Ping Pong". I will "serve" a question to the class in order to see whether they understand the experiment that is taking place. The questions will be more of an open-ended question as opposed to a question that is a simple recall question in order to allow multiple students to "set" up the ball and answer the question and build upon each other's responses. I will bring a volleyball that the students can pass back and forth to each other in order to demonstrate how the questions and answers are passed from one person to another. ||
 * 4. Molds and Fungi-Lauren**
 * Yeast Demo Lesson**