ESSENTIAL QUESTION: What defines a plant?
RELEVANCE: How are plants like humans?
NGSSS: SC.912.L.14.7; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1
LEARNING OBJECTIVES: Students will be able to:
-relate the structures of plant tissues and organs to their roles in physiological processes.
-continue Journey To Mars Project.
-continue Million Orchid Project.
-take an assessment on photosynthesis and cellular respiration.
-update lab notebooks.
BELL RINGER - L for the KW chart began last class.
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
HOME LEARNING: update notebook, complete lab handout
AGENDA
WHOLE GROUP
We reviewed the focus calendar for this two week period.
The bell ringer was to complete the Learn section of the KWL chart began last class period
Students submitted and reviewed HL 1.
Students completed the flower dissection lab handout. Because of the Love Myself activities, period 6 did not get to complete the lab. It MUST be handed in next class period!
Students then took the assessment on photosynthesis and cellular respiration. Again, period 6 will take this next class period.
SMALL GROUP/INDEPENDENT PRACTICE/DI
Students who complete work early should go to Edgenuity and work on assigned topics.
HOTS:
-Correlate plant tissues by function to the same tissues in humans.
-Why do some plants like Venus Fly Trap use animal nutrition if they are plants?
EXIT STRATEGY:
Quick write: explain how the reproductive parts of a flower relate to corresponding parts in humans.
