Plant structure Plant Drawing Plant uses for humans and animals (role in environment) Formative How plant gets nutrients/survives of students foundational knowledge of plants 2 Ask we were to grow plants at school, what Planning web VAT students, “If things would we need to consider?” Students work in pods to brainstorm ideas Graphic Organizer Collaboration Questioning Goal: Come up with testable question for upcoming lab Playing cards Used to divide Formative Background Information students into two Students list all information they know pertaining to groups 1 group will – assigned experiment manipulate location, 1 group will manipulate soil type 3 Develop two procedures with the following manipulated Chart Paper VT variables Location Markers Formative B-S.IP.4,5; Soil type PR.1 From procedure, come up with hypothesis and variables 4 Plant seeds Soil K Sand Bean seeds B-S.PR.2 Pots 5 Begin Plant Processes Discussion VATK Discussion (Define) Diffusion vs. Osmosis Frayer Model Discussion, Discussion (Define Terms) video, Video Ask students that things move from high to kinesthetic “do you think Computer low, or low to activity high?” YouTube -If students struggle, remind them about heat transfer with respect to kinetic energy Formative Activity Diffusion is the movement of particles from high Assessment Blue pinnies concentration to low Osmosis: is the movement of water from high levels Demonstration of water to low Distilled water Students fill in a Frayer Model to compare Diffusion and Food colouring Osmosis White carnation Gummy bears Eggs Vinegar Activity Divide students into two groups and place on opposite sides of the room Give some students a blue pinny (water) Ask students which side has more particles? Should the particles move from high to low, or low to high? (Diffusion) Ask students which side has more water on it? Will water move from an area with more or less
Plant structure Plant uses for humans and animals (role in environment) How plant gets nutrients/survives Plant Drawing Formative of students foundational knowledge of plants 2 Ask students, “If we were to grow plants at school, what things would we need to consider?” Students work in pods to brainstorm ideas Goal: Come up with testable question for upcoming lab Background Information Students list all information they know pertaining to assigned experiment Planning web Graphic Organizer Playing cards Used to divide students into two groups – 1 group will manipulate location, 1 group will manipulate soil type VAT Collaboration Questioning Formative 3 B-S.IP.4,5; PR.1 Develop two procedures with the following manipulated variables Location Soil type From procedure, come up with hypothesis and variables Chart Paper Markers VT Formative 4 B-S.PR.2 Plant seeds Soil Sand Bean seeds Pots K 5 Begin Plant Processes Discussion Diffusion vs. Osmosis Discussion (Define Terms) Ask students “do you think that things move from high to low, or low to high?” -If students struggle, remind them about heat transfer with respect to kinetic energy Diffusion is the movement of particles from high concentration to low Osmosis: is the movement of water from high levels of water to low Students fill in a Frayer Model to compare Diffusion and Osmosis Activity Divide students into two groups and place on opposite sides of the room Give some students a blue pinny (water) Ask students which side has more particles? Should the particles move from high to low, or low to high? (Diffusion) Ask students which side has more water on it? Will water move from an area with more or less Discussion (Define) Frayer Model Video Computer YouTube Activity Blue pinnies Demonstration Distilled water Food colouring White carnation Gummy bears Eggs Vinegar VATK Discussion, video, kinesthetic activity Formative Assessment
plants-for-food-fibre-unit-plan.docx