Course:

High School Biology (designed for 9th grade)

Unit Number:
7

Estimated Duration:
18 days


Unit Rationale:
This unit occurs after a parallel unit on the structure and function of animals and their component parts. Since students tend to be more interested in and knowledgeable about animals, the course introduces to students some of the vocabulary and scientific process skills of labs within the context of the more familiar animal kingdom. The unit also provides an important knowledge base for the next unit on evolution, allowing students to draw on declarative knowledge in both the plant and animal kingdoms in order to understand varied examples of natural selection and broader evolutionary trends over geologic time.

The unit addresses the following NSTA high school standards: Evolution: Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their relationships. Cells: Cells have particular structures that underlie their functions. Cells carry out such functions as energy production, transport of molecules, waste disposal, synthesis of new molecules, and storage. Cells: Plant cells contain chloroplasts, the site of photosynthesis. Plants use solar energy to combine molecules of carbon dioxide and water into complex, energy rich organic compounds, and release oxygen into the environment. This process of photosynthesis provides a vital connection between the sun and the energy needs of living systems. Matter, Energy, and Organization: The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism. Behavior: Organisms have behavioral responses to internal changes and to external stimuli. Reponses to external stimuli can result from environmental changes. Plants also respond to stimuli; Specialized cells can detect light, sound, and specific chemicals, and enable living things to monitor what is going on in the world around them. Physiology: Students know hormones provide internal feedback at the cellular level, and in whole organisms. Ecology: Students know how to analyze changes in an ecosystem resulting from changes in climate and human activity.


Unit Goal:
SWBAT compare and contrast the structure and function of different plants and plant parts with respect to a plant's environment.

Prior Knowledge:
SWBAT make and test a hypothesis.


Unit Assessment:
SWBAT analyze the effects of acid rain on the growth and development of different types of plants and their component parts.

Lesson Plans:

Lesson Number
Number of Days
Lesson Objective
Lesson Assessment
Benchmark or Standards
LP1 3Acquring & Integrating LPs
SWBAT classify plants as seedless and seed plants.
QuizNSTA evolution
LP2 2SWBAT classify plants as monocots and dicots.
Quiz, exit card
NSTA evolution; matter, energy & organization; cells.
LP3 2SWBAT compare and contrast the structure and function of different plant tissues.
Quiz, exit card
NSTA evolution; cells; matter, energy & organization.
LP4 3SWBAT diagram the flow of nutrients and water among roots, stems, and leaves
Quiz, test
NSTA cells; matter, energy & organization; behavior.
1Traditional test
LP5 2Extending & Refining LPs
SWBAT explain how plant hormones lead to plant tropisms.
Quiz
NSTA cells; behavior; physiology.
LP6 2SWBAT diagram the development of a seed, including the hormones that cause development.
Exit card
NSTA cells; matter, energy & organization; behavior; physiology.
LP73Using Knowledge Meaningfully LP
SWBAT analyze the effects of acid rain on the growth development of different types of plants and their component parts. (Performance Assessment)
PANSTA evolution; matter, energy & organization; behavior; cells; physiology; ecology.
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