Focus Plan
Texarkana Independent School District
GRADING PERIOD: / PLAN CODE:WRITER: / L. Petty / COURSE/SUBJECT: / 11th grade science
GRADE(S): / 11th / TIME ALLOTTED FOR INSTRUCTION: / 1-1½ hours
TITLE: / Let It Grow, Let It Grow, Let It Grow
LESSON TOPIC: / Plant adaptations
TAKS OBJECTIVE: / Objective 3
The student will demonstrate an understanding of the interdependence of organisms and the environment.
FOCUS TEKS AND STUDENT EXPECTATION: / 11.13 The student knows the significance of plants in the environment. The
student is expected to:
(A) evaluate the significance of structural and physiological adaptations
of plants to their environments.
SUPPORTING TEKS AND STUDENT EXPECTATIONS: / Objective 1: The student will demonstrate an understanding of the nature of
science.
11.1 The student, for at least 40% of instructional time, conducts field and
laboratory investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations
11.2 The student uses scientific methods during field and laboratory
investigations. The student is expected to:
(A) plan and implement investigative procedures including asking
questions, formulating testable hypotheses, and selecting equipment
and technology
(B) collect data and make measurements with precision
(C) organize, analyze, evaluate, make inferences, and predict trends from
data
(D) communicate valid conclusions
CONCEPTS / ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
Plants / Plants are the basis to all food chains on earth.
Groups / There are several groups of plants.
Adaptations / Each group of plant has special adaptations that allow them to survive.
Environment / The adaptations of the plant groups allows them to survive in different environments.
I. SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A. Focus/connections/anticipatory set
When students enter the classroom, have real (or plastic) plants, fruits, vegetables, etc. on one of the tables or
desks in the classroom. Explain that plants are an important part of life on earth. Besides providing food, they
also provide oxygen to enable all other life to exist. Tell them that this activity is designed to help them see
some of the differences in the different types of plants.
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)
Give students a blank copy of Transparency Master – Plant Groups for them to fill in or have them make a
data table similar to this on their own paper. Go over major differences in the 4 types of plants.
C. Guided activity or strategy
Explain to students that one very significant difference between plants is vascular tissue. Have students find a
microscopic picture of a stem with vascular tissue (page 580 in Prentice Hall Biology) and draw it. Students
may also be given the opportunity to view and draw these from microscope slides if they are available.
D. Accommodations/modifications
Students requiring accommodations may need copies of the background data with answers.
E. Enrichment
Students requiring enrichment may be assigned all or part of the background data as homework prior to the
assignment.
II. STUDENT PERFORMANCE
A. Description
Complete Lab – Let It Grow, Let It Grow, Let It Grow.
B. Accommodations/modifications
Students requiring accommodations may be assigned a peer tutor.
C. Enrichment
Students requiring accommodations may serve as peer tutors.
III. ASSESSMENT OF ACTIVITIES
A. Description
Grade Lab – Let It Grow, Let It Grow, Let It Grow.
B. Rubrics/grading criteria
Deduct 4 points for each answer that is incorrect or not answered.
C. Accommodations/modifications
No accommodations should be needed since this whole lab may be done with a peer tutor.
D. Enrichment
Students requiring enrichment may be given a list or pictures of mixed plants and made to determine which
type of plants they are.
E. Sample discussion questions
1. What advantage do gymnosperms and angiosperms have over the other types of plants? Vascular tissues
allow them to grow taller.
2. What is one major characteristic of gymnosperms? Cones with naked seeds.
3. What is one major characteristic of angiosperms? Flowers.
4. What type of environment is mainly inhabited by gymnosperms? Tundra areas like northern areas and
mountain tops.
5. Where would you normally find moss? In wet or very moist areas.
6. In what environment would you find algae? In ponds or moist areas on land or in fresh or marine water.
IV. TAKS PREPARATION
A. Transition to TAKS context
1. Many flowering plants produce fruit. What is the significance of this adaptation?
(a) Food is stored in fruit for the winter.
(b) Fruit helps spread seeds to a new location.
(c) Fruit attracts pollinating animals.
(d) Fruit removes and disposes of waste products.
2. Angiosperm adaptations include the presence of endosperm in their seeds. What benefit do angiosperms
receive from this adaptation?
(a) Endosperm forces the embryo to remain dormant until conditions are favorable for growth.
(b) The roots of germinating embryos are stimulated by the endosperm.
(c) Endosperm causes seeds to germinate when conditions are favorable.
(d) Developing embryos receive nutrients from the endosperm when the seed germinates.
B. Sample TAKS questions
Spring 2003
1. Compared to annual rings of trees that have experienced years of sufficient rainfall, the annual rings of
trees that have experienced a dry period will ___.
(a) be softer
(b) grow at a faster rate
(c) be thinner
(d) photosynthesize at a faster rate
Spring 2004
2. Species of the genus Toxicodendron, which includes poison ivy and poison oak, produce a gummy oil that
causes a severe itchy rash in some animals. This substance is part of the Toxicodendron species’ ____
(a) defense mechanisms
(b) nutritional processes
(c) support system
(d) clinging ability
V. KEY VOCABULARY
adaptation nonvascular plant
angiosperm vascular plant
bryophyte vascular tissue
gymnosperm
VI. RESOURCES
A. Textbook - None needed
B. Supplementary materials/equipment
Lab – Let It Grow, Let It Grow, Let It Grow
Instructor’s Copy – Let It Grow, Let It Grow, Let It Grow
Transparency Master – Plant Groups
Instructor’s Copy – Plant Groups
C. Technology
VII. FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A. Reteaching
Go over graded lab paper.
B. Next lesson in sequence
All subjects - functions of plant parts.
VIII. TEACHER NOTES
Before lab:
1. If students are to receive a copy of Transparency Master – Plant Groups, make enough copies for each student as well as the transparency.
2. Make enough copies of Lab – Let It Grow, Let It Grow, Let It Grow for each student to have one.
3. Collect samples of each type of plant. If classes are large, several examples of each are suggested.
4. Have several microscopes on hand, as well as hand lenses, for students to look more closely at samples.
5. To make lab work more efficiently, it helps to have stations set up and labeled with the type of plant.
During lab:
6. Make sure students put plants back in water so they are available for other classes and turn off the microscopes.