Science Grade 03 Unit 08 Exemplar Lesson 02: Plants: Structures and Functions
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1 Grade 03 Unit 08 Exemplar Lesson 02: Plants: Structures and Functions Unit: 08 Lesson: 02 Suggested Duration: 4 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students will identify and explore the function of plant structures that allow them to survive in various environments. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Scientific Process TEKS 3.10 Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: 3.10A Explore how structures and functions of plants and animals allow them to survive in a particular environment. 3.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student is expected to: 3.1A Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat. 3.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: 3.2C Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data. 3.2D Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations. 3.2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion. 3.3 Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: 3.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 3.3C Represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials. 3.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: 3.4A Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models timing devices, including clocks and stopwatches materials to support observation of habitats of organisms such as terrariums and aquariums. GETTING READY FOR INSTRUCTION Performance Indicators Grade 03 Unit 08 PI 01 Observe a photo or diagram of a new organism. Identify its special structures and functions and analyze how each unique structure allows the organism to meet its needs and survive in its environment. Choose an appropriate graphic organizer to describe how the function of each structure allows the organism to survive in a particular environment. Standard(s): 3.2C, 3.2F, 3.10A ELPS ELPS.c.1A, ELPS.c.1C Last Updated 05/28/13 page 1 of 12
2 Unit: 08 Lesson: 02 Suggested Duration: 4 days Key Understandings Species have different characteristics that help them survive and reproduce in their environments. What are some structures or behaviors that help plants survive in a particular environment? In what ways do the plant s structure(s) enable it to live in a different environment? Vocabulary of Instruction structure survive food protection support function desert forest tundra wetland environment roots stem leaves/spines Materials paper (plain) resealable plastic bags (to hold cards, see Advance Preparation, 1 per group) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: PowerPoint: Structure and Function in Different Environments Teacher Resource: Plant Cards (see Advance Preparation) Handout: Structures That Help Plants Survive (1 per student) Teacher Resource: Structures That Help Plants Survive KEY Teacher Resource: Imaginary Plant SAMPLE KEY Teacher Resource: Performance Indicator Instructions KEY Resources None Identified Advance Preparation 1. Print the Teacher Resource: Plant Cards on sturdy paper (if possible, in color). Cut out, laminate, and place in a resealable, plastic bag. You will need one set per group). 2. Prepare attachment(s) as necessary Background Information During this lesson, investigations will focus on how the function of structures on a plant may help the plant survive in a variety of environments. Students explore patterns, systems, and cycles within environments by investigating characteristics of organisms, life cycles, and interactions among all components of the natural environment. Students examine how the environment plays a key role in survival. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE/EXPLORE/EXPLAIN Exploring Different Plant Structures and Environments 1. Prepare the Teacher Resource: PowerPoint: Structure and Function in Different Environments for projection. Students will observe the slides, hear the information, and then look at the pictures from the Teacher Resource: Plant Cards and choose a card that has a similar feature. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Days 1 and 2 Materials: resealable plastic bags (to hold cards, see Advance Last Updated 05/28/13 page 2 of 12
3 2. The information in the PowerPoint will provide students with the content needed for this student expectation. As each slide of a plant is shown, read the information and ask students Guiding Questions, such as: What is the structure shown in the picture? In what way does the structure help the plant? (Most structures will help the plant survive by either: protecting, supporting, or obtaining/making food.) 3. Students are expected to understand how the functions of structures help plants survive in a particular environment. In this lesson, students will learn about desert, wetland, tundra, and forest environments. 4. Divide the class into groups of 3 4 students. 5. Distribute the card sets in resealable, plastic bags (from the Teacher Resource: Plant Cards) to each group. Instruct students to place all of the cards face up, so all group members can see them 6. Discuss each slide on the Teacher Resource: PowerPoint: Structure and Function in Different Environments. Allow a few minutes for students to find pictures with similar structures or characteristics. The discussion on this part of the lesson will assist students when they complete the Handout: Structures That Help Plants Survive. 7. After the conclusion of the PowerPoint, distribute the Handout: Structures That Help Plants Survive (1 per student). Attachments: Preparation, 1 per group) Teacher Resource: PowerPoint: Structure and Function in Different Environments Teacher Resource: Plant Cards (see Advance Preparation) Handout: Structures That Help Plants Survive (1 per student) Teacher Resource: Structures That Help Plants Survive KEY Instructional Notes: Students will have two days to view the PowerPoint and complete the Handout: Structures That Help Plants Survive. The PowerPoint is the primary medium from which students will get their information for the Performance Indicator. Encourage students to ask questions. Notebooks: Unit: 08 Lesson: 02 Suggested Duration: 4 days Students should affix their handout in the science notebook. 8. Say/Ask: Look at the cards in front of you. Which pictures illustrate a structure that would provide the plant protection? In which environment might this plant be found? As answers are provided, take the time to complete your Handout: Structures That Help Plants Survive. 9. Allow students the opportunity to complete the section on structures for protection; facilitate the completion as needed. 10. Say/Ask: Look at the cards in front of you. Which pictures illustrate a structure that would provide the plant support? In which environment might this plant be found? As answers are provided, take the time to complete your Handout: Structures That Help Plants Survive. 11. Allow students the opportunity to complete the section on structures for support; facilitate the completion as needed. 12. Say/Ask: Look at the cards in front of you. Which pictures illustrate a structure that would provide the plant a way to make or obtain food? In which environment might this plant be found? As answers are provided, take the time to complete your Handout: Structures That Help Plants Survive. 13. Allow students the opportunity to complete the section on structures for making or obtaining food; facilitate the completion as needed. 14. To formatively assess student understanding of the information just learned, Ask: What are some structures that help plants survive in a particular environment? 15. Instruct students to place the cards back into the resealable, plastic bag and return the bags to you. Last Updated 05/28/13 page 3 of 12
4 EXPLAIN/ELABORATE Structure and Function in Different Environments Suggested Day 3 Unit: 08 Lesson: 02 Suggested Duration: 4 days 1. Say: You will work with a partner to draw or construct a model of an imaginary plant in its environment or habitat. We have learned about four different environments: desert, tundra, wetland, and forests. The plant structures, including the roots, stem, and leaves, will need to be labeled. An explanation about how the structure s function would help the plant survive should be included. Materials: Attachments: paper (plain, 1 sheet per pair or small group) Handout: Structures That Help Plants Survive (1 per student) (from previous activity) Teacher Resource: Imaginary Plant SAMPLE KEY 2. The Teacher Resource: Imaginary Plant SAMPLE KEY provides an example. 3. Provide students about half of the class period to complete the model (physical or conceptual). 4. When students have completed their models, allow time for sharing the models. Instructional Notes: You may wish to have students work in pairs or small groups. Students could use the information on their Handout: Structures That Help Plants Survive to complete this activity. 5. After students have communicated information about their model, Ask: In what ways does the plant s structure(s) enable it to live in a different environment? (Answers will vary, depending upon the plant chosen; however, the structure should provide protection, support, or enable the plant to obtain (make) food.) EVALUATE Performance Indicator Suggested Day 4 Grade 03 Unit 08 PI 01 Observe a photo or diagram of a new organism. Identify its special structures and functions and analyze how each unique structure allows the organism to meet its needs and survive in its environment. Choose an appropriate graphic organizer to describe how the function of each structure allows the organism to survive in a particular environment. Standard(s): 3.2C, 3.2F, 3.10A ELPS ELPS.c.1A, ELPS.c.1C 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Materials: paper (plain, for Performance Indicator, 1 sheet per student) Attachments: Teacher Resource: Performance Indicator Instructions KEY Last Updated 05/28/13 page 4 of 12
5 Plant Cards spreading roots vine buttress roots for very tall trees shallow root system Photo from 123rf.com roots spread in the water grows in very damp soil thorns tendrils to attach on objects 2012, TESCCC 11/19/12 page 1 of 3
6 spines and waxy coating needles for leaves large, flat leaves many small leaves thorns waxy coating waxy coating stems that curl, bend, and grasp 2012, TESCCC 11/19/12 page 2 of 3
7 spines and waxy coating releases an irritating oil (poisonous) leaves have a waxy coating and float roots that spread to support the plant lichens and moss edible taproots Pictures courtesy Wikimedia commons, public domain and A. Venegas, buttress roots: photo use courtesy of CostaRicaDailyPhoto.com copyright David A Selden 2012, TESCCC 11/19/12 page 3 of 3
8 Structures That Help Plants Survive Woodland Tundra Desert Wetlands Structure: Structure: Structure: Structure: Making Food Structure: Structure: Structure: Structure: Protection Structure: Structure: Structure: Structure: Support 2012, TESCCC 11/19/12 page 1 of 2
9 2012, TESCCC 11/19/12 page 2 of 2
10 Structures That Help Plants Survive KEY Forest Tundra Desert Wetlands Making Food Large leaves allow plants to absorb more of the Sun s energy to make food. Plants have many small leaves to absorb the Sun s energy. The cactus stem is the structure that makes most of the food for the plant. Venus fly trap and pitcher plant live in bog soil. They rely on the abundance of insects to get their nutrients that they cannot get from the soil. Protection Thorns on plants protect them from being eaten. Some plants secrete an oil (poison ivy) as a protection from animals. The plants grow close to the ground to protect them from the wind. Plants grow closely together to protect them from the cold. Many plants have waxy coatings to protect against losing water. Many plants have spines for leaves. This protects against animals eating them. Stems are flexible to allow plants to move easily with water currents. Support Buttress roots support very tall trees. Tendrils on vines allow the plant to climb on another object (tree or fence). The stems are very short to protect against breaking in strong winds. The roots of plants are either shallow and spread wide, or they have a long tap root that grows deep into the soil. Leaves are round and flat in order to float. The leaves are supported on the surface of the water. 2012, TESCCC 11/19/12 page 1 of 1
11 Imaginary Plant SAMPLE KEY Has many leaves to absorb energy from the Sun. This will help the plant grow. There are spines on the stem to protect the plant from animals who may want to eat it. The stem is straight and sturdy. The roots are long. They spread out to help the plant get water from a large area. The long roots will support the plant as it grows tall. 2012, TESCCC 05/28/13 page 1 of 1
12 Performance Indicator Instructions KEY Grade 03 Performance Indicator Observe a photo or diagram of a new organism. Identify its special structures and functions, and analyze how each unique structure allows the organism to meet its needs and survive in its environment. Choose an appropriate graphic organizer to describe how the function of each structure allows the organism to survive in a particular environment. (3.2C; 3.2F; 3.10A) 1A, 1C Materials: paper (plain, for Performance Indicator, 1 sheet per student) Instructional Procedures: 1. The teacher could choose a picture of a plant to distribute or project a picture for all students to observe. 2. Each student will complete the Performance Indicator individually. 3. Accommodations for students who need language support should be made. 4. Share the Performance Indicator rubric or expectations with students prior to students beginning the assessment. 5. Answer any questions students may have regarding the assessment. 2012, TESCCC 05/28/13 page 1 of 1
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