Name Doug Kohlenstein____ Cooperating Teacher: Mrs. Donna Newcomer_
Grade Level 7_____________ Date 4/13/10___
TOPIC: General plant kingdom introduction
RATIONALE: The rationale for this lesson is that the students are to
connect early life in the water, especially that of the plantlike protists
(algae), with the adaptation of plant life on land. They should see the
significance of basic plant structure and function as it pertains to furthering
life on the planet. They will continue to examine how ancient life forms (like
protists and mosses) continue to carve out significant habitats and play
significant roles in the planet’s stability.
ANALYSIS OF PRIOR KNOWLEDGE:
Students have completed a lesson on the history and diversity of algae, its
impact on the planet, and its commercial usage. They have completed a
unit on bacteria, protists, and fungi. They have completed a unit on cells
and have been introduced to blue-green bacteria. Students have outlined
text pages that introduced them to plant adaptations, plant classification, life
NEW JERSEY CORE CURRICULUM STANDARDS AND LESSON OBJECTIVES:
(You should link your Objectives with the appropriate Standard.)
(5.1.8.C.1) Monitor one’s own thinking as understandings of scientific
concepts are refined.
Students will verbally connect the Plant Kingdom to the classification system
with which they have been working, and fill in the next level (non-
Students will define a plant.
(5.3.12.B.1) Cite evidence that the transfer and transformation of matter
and energy links organisms to one another and to their physical
(5.3.12.C.2) Analyze the interrelationships and interdependencies among
different organisms, and explain how these relationships contribute to the
stability of the ecosystem.
Students will discuss the adaptations necessary for life on land.
Students will make the evolutionary connection between algae and land
Students will identify a moss, investigate its capacity for water absorption,
and discuss how people make use of it.
Q/A Assessing for understanding of the results of the lab and agal connection
to land plant adaptation.
moss lab handout
Students will complete the handout on the plants adapting to land,
“Conquering the land”. Questions will be answered using the outline from
the previous night’s homework.
Dissecting microscopes will be placed on desks. Moss samples will be in
view? Question is posed: “What is this stuff? See if you can decide for sure
as we go through the lesson.”
Working at the chalk board, teacher will guide students as they build their
familiar classification system through vascular/non-vascular plants. A
power-point will be presented. Students will take notes. Students will
perform the moss lab.
QUESTIONS AND EXAMPLES:
(At least 3"higher level" questions you would ask your students and then at least three
questions that you anticipate your students might ask you.)
Yesterday I asked you to imagine the condition of the earth and its
atmosphere a very long time ago. Actually, 4 billion years ago. You
followed the dramatic change brought by the dominance of blue-green
bacteria, then plantlike protists. Now imagine you are a mere 400 million
years in the past. Given our work with protists and moss, what do you think
might be going on at the fringes of freshwater ponds that is changing life on
the planet forever.
Summarize how plants “solved the problems” of adapting to life on land.
Predict what comes next in the evolution of plantlife on the planet.
Students: How does moss soak up so much water? Do people use this for
anything like algae? Does anything eat it?
Q/A summarizing results of the lab and reviewing agal adaptation to land
INDIVIDUALIZATION / ACCOMODATIONS
Lecture and discussion will be tailored to individual students throughout the
lesson as understanding is assessed.
Define the vocabulary words in the Ch. 8 Study Guide, p.288, that are
1. The Plant Kingdom
2. Plants Without Seeds
3. The Characteristics of Seed Plants
4. Gymnosperms and Angiosperms
5. Plant responses and Growth
Prepare flip-cards for this exercise.