ESSENTIAL QUESTION: What defines a plant?/How do organisms grow and reproduce?
RELEVANCE: How are plants like humans?/How do cells divide?
NGSSS: SC.912.L.14.7; SC.912.L.16.17; MAFS.912.N-Q.1.1; LAFS.910.L.3.4d; LAFS.910.W.1.1
LEARNING OBJECTIVES: Students will be able to:
-relate the structures of plant tissues and organs to their roles in physiological processes.
-connect specific events to specific states of the cell cycle.
-state that the mutations that affect the proteins that regulate the cell cycle may result in uncontrolled cell growth.
-take an assessment on photosynthesis and cellular respiration.
BELL RINGER - Look at the pictures. Write to explain what you think is happening and how you think it happened.
VOCABULARY: roots, stems, leaves, flowers, fruits, cones, cambium, guard cells, phloem, root hairs, root cap, seed, stomata, xylem, stamen, pistil, ovary, petals, sperm, egg, sepal, filament, anther, style, stigma, meristematic, ground tissue, dermal tissue, vascular tissue/cell division, asexual reproduction, sexual reproduction, chromosome, chromatin, cell cycle, genetic variation, interphase, DNA replication, mitosis, cytokinesis, prophase, centromeres, chromatid, centriole, metaphase, anaphase, spindle, spindle fiber, cell plate, cancer, tumor, benign tumor, malignant tumor
HOME LEARNING: HL 2 and HL 3 based on reading articles
AGENDA
WHOLE GROUP
We reviewed the current focus calendar benchmarks.
As the bell ringer, students were given the following photos and asked to write what they think is happening and how it might have occurred. ***NOTE: Students should begin a new Cornell notes (be sure to write the date, benchmark and essential question in the table of contents) for this topic, which is How do organisms grow and reproduce. You can find the photos for the bellringer below.
Use these pictures to complete the bell ringer.
Students received home learnings 2 and 3. They can be found below.
These are the handouts for HL 2 and HL 3. You can do them both on the same sheet of loose leaf notebook paper. Be sure to label them as HL 2 and HL 3. Use complete sentences to answer the questions. HL 3 is actually based on the article, which will be found below. Use it and the knowledge you gained from the reading activity above to complete HL 3.
Classes that did not complete and submit the lab on flower dissection completed and submitted.
Classes that did not take the assessment on photosynthesis and cellular respiration completed that assessment.
Students received the article they will read and summarize entitled Researcher's quest to understand cancer by unraveling the mysteries of cell division. Students received a vocabulary chart that they will complete as they read the article, completing the column of what they think the word means in the context of the article. They should then look the word up in a reliable source (biology text or the Sciencesaurius book) and record the definition. Finally, they should use the work in a sentence, list a real-world example of the word, and illustrate the word. This will be graded, so be sure to put your name on your paper!
Students should then, as an exit ticket, write a five to seven sentence summary of the article, being sure to use at least four of the academic vocabulary words correctly in their summary WITHOUT actually writing the definition! This is to be submitted for a grade.
You can find the article and the vocabulary handouts below.
This is the article. Read and complete the chart below. Be sure to write YOUR definition BEFORE you look up the actual definition in a reliable source!
These handouts are to be completed as you read the article.
