ED421 Elementary Science Methods INSTRUCTIONAL PLANNING TEMPLATE Your name(s): Title of lesson/activity: Teaching date(s) and time(s):

Nicole McIntyre Flower Dissection Wednesday, November 7th, 2012 (2nd hour) Overview and Context Overview: Students will engage in a full scientific investigation in which they consider the following scientific inquiry question: How does the structure and appearance of a flower contribute to the reproductive processes of the plant? Students will activate prior knowledge regarding basic functions of flowers and learn the names and definitions of basic reproductive parts in plants. In a dissection investigation, students will create scientific drawings of the internal and external parts of Alstroemeria flowers (which are perfect flowers because they contain both male and female reproductive organs). Students will consider the shape, size, and number of reproductive parts in their flowers and what implications those features have for plant reproduction. They will also consider how color, design, and shapes of the flower petals serve a reproductive purpose and how those aspects vary across different flower species. Estimated time for 55 minutes (one class period) lesson/activity: The students have been working their way through a unit on plants. The students Context of have now completed a seed dissection lab, taken notes on the different types of lesson: plants (monocots, dicots, angiosperms, gymnosperms, etc.), and are in the process of completing an investigation with fast plants and the effects that fertilizer and artificial light have on plant growth. Following their on plants, which concludes with an investigation of flowers, the students will begin a unit on cells and cellular reproduction. Students will begin to learn about mitosis versus meiosis, as well as consider the similarities and differences between plant and animal cell reproduction. Online resources: Sources: http://www.fs.fed.us/wildflowers/teacher/documents/k5_DesertGardeners_flower Dissection.pdf http://www.theflowerexpert.com/content/mostpopularflowers/morepopularflowe rs/alstroemeria Textbook: Organisms- From Macro to Micro: Student Guide and Resource Book (the textbook used in the classroom) Grade level and school: Scarlett Middle School 7th grade life science

Learning Goals Learning Goals (1-2 in each) Science Content California Standards 7. L. 5. A
ED421 F2012 University of Michigan, Undergraduate Teacher Education Program For interns beginning the program in Fall 2011 (PPP2)

Connection to Standards

Connection to Activities

Class discussion of the parts

page 1 of 10 Rev. July 2012

Students will be able to -Identify the flower as the reproductive part of the plant. -Identify male and female reproductive organs found in the flower. -Formulate claims that are well-supported with observational evidence about how the internal and external structures of perfect flowers aid in pollination Science Practices Students will be able to -Perform a careful, purposeful dissection of a flower using tools such as a hand lens and scalpel to open and observe the reproductive organs of a flower. -Construct appropriate scientific records in the form of drawings of their observations. Claims with evidence students could generate

f. Students know the structures and processes by which flowering plants generate pollen, ovules, seeds, and fruit Common Core: 7. L. 1. 1. Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life

and functions of the organs found within the flower, including which parts are considered male and which parts are considered female. -Investigation and class discussion of the variations observed between flowers and why those variations occur (including internal and external flower structures/features).

S.IP.07.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes, hot plates, pH meters) appropriate to scientific investigations

-Student dissection of flower samples using hand lenses and scalpels -Student investigation packet observation drawings with appropriate flower parts identified and labeled

-Flowers contain the reproductive organs of a plant. -All flowers have the same basic reproductive parts; however, there may be variations in the shape and size of the reproductive organs between plant types. -Plants have more male reproductive organs than female reproductive organs.

Attending to the Learners: First Pass Anticipating student ideas: -Some students may already know that the flower is the reproductive part of the plant, while many will not. -Students will easily notice the differences between the external structures of the flowers they are observing. -Students may not know how to carefully open the ovary of the flower without damaging it. -Students may know about human reproductive organs, like the ovaries, and wonder what the connection between the ovaries of the flower and a human are. -Students may not be aware that every perfect flower

ED421 F2012 University of Michigan, Undergraduate Teacher Education Program For interns beginning the program in Fall 2011 (PPP2)

page 2 of 10 Rev. July 2012

Making the content accessible to all students:

contains both male and female reproductive organs. -The reproductive parts of the flower will be discussed as a group at the start of the lesson. Students will follow along labeling each part of the flower diagram on their own handouts, as the teacher labels them on the ELMO. -Students will work with their table partners so that they can discuss what they are seeing and try to problem solve amongst themselves. -Directions will be given verbally, as well as in written form in the students investigation packets. -The teachers in the room will circulate throughout the investigation answering any questions students might have, and asking probing questions to guide students through the dissection. Assessments

Type of Assessment: Formal: Completed Worksheet packet: accurate, well-labeled scientific drawings with both interior and exterior flower parts labeled. Formal: Making a claim: The inside organs in flowers contribute to reproduction because______. Evidence:___________. The outside appearance of flowers contribute to reproduction because:______. Evidence:____________. Applying knowledge to new situations: Begonias are imperfect flowers. What would happen if there was a decrease in the bee population where many begonias grow? What would happen if their bright petals were spray-painted black?

Learning Goals Connection:

-Identify the flower as the reproductive part of the plant. -Identify male and female reproductive organs found in the flower. Students willFormulate claims that are wellsupported with observational evidence about how the internal and external structures of perfect flowers aid in pollination **Students will discuss common themes and ideas before filling out their assessment sheet, coming up with overall class claims before composing their own claims.

Instructional Sequence

Materials:

Investigation packets (1 per student), Flowers (1 per student), Hand lenses (1 per student), Scalpels/or an alternative instrument for cutting the ovary open (1 per student), classroom textbook for reference (1 per table pair), ruler (2 per table) ELMO (for teacher use)

Engage Element

Time

Steps Describing What the Teacher and Students Will Do Including Management Considerations

ED421 F2012 University of Michigan, Undergraduate Teacher Education Program For interns beginning the program in Fall 2011 (PPP2)

page 3 of 10 Rev. July 2012

~7 mins.

The teacher will: Write the investigation question (How does the structure and appearance of a flower contribute to the reproductive processes of the plant?) on the overhead projector and distribute worksheet packets to students before class begins. Class will begin with a brief overview of class for the day. The teacher will explain to students that they will be thinking about an investigation question. They will use that investigation question, their prior knowledge, and a worksheet of terms and definitions to think about a scientific question. The teacher will ask for a student to read the investigation question. Then, the teacher will engage students in a discussion to elicit thinking: What do you know about how plants and flowers reproduce? What have you learned about flower growth and reproduction from your fast plants? Do different types of flowers reproduce differently? What basic needs does a flower have for survival?

The students will: Engage in an informal discussion with their peers/teacher about how plants reproduce and what the basic needs of plants are. They will practice what a good discussion looks, sounds, and feels like and begin to generate some questions that they may have about reproduction in flowers.

Students will follow along in their worksheet packets as their classmates/teacher read the first page of the packet. Students will label the parts of their blank, basic flower diagram as the master copy of the ELMO is labeled by their teacher. They will use the example in their own packet, as well as the example on the board, to guide them during their flower dissection.

Lead students through the first page of their packet, explaining that they are going to be investigating those ideas, and more, to figure out the different ways that flowers reproduce. The teacher will read through the list of terms and definitions already included on the students worksheet and label those parts on the basic, blank flower diagram displayed on the ELMO. As the teacher labels, students will follow along, getting an understanding of where the structures and organs of the flowers are located. This will be left on the board for the students reference throughout the lesson. Teacher will emphasize the concept of pollination and ask students to pay attention to that concept as they investigate.
ED421 F2012 University of Michigan, Undergraduate Teacher Education Program For interns beginning the program in Fall 2011 (PPP2) page 4 of 10 Rev. July 2012

Management Considerations: Students will probably need to be coaxed to engage in a discussion with one another since theyre not used to a discussion format in their investigations. It will also be helpful to have one of the other teachers in the room circulate as the students begin to label their diagrams, just to make sure theyre keeping up with the rest of the class. Great care will also need to be taken to address the topic of reproduction very clinically with the 7th graders, and explain what is meant by the terms reproduction, male parts, female parts, etc. Promoting the use of scientific terms and language to talk about the topic will help think about the topic academically.

ED421 F2012 University of Michigan, Undergraduate Teacher Education Program For interns beginning the program in Fall 2011 (PPP2)

page 5 of 10 Rev. July 2012

The teacher will: ~3 minutes Set-up and material distribution: Explain to students that for their lab experiment for the day, they will be dissecting their own samples of an Alstroemeria flower. Explain to students that they will first be drawing the outside of their flower before cutting it open. Remind the students to use appropriate scientific drawing skills, which are outlined in their scientific notebooks (putting a label under every drawing in all capital letters, using a ruler to draw straight line from the inside of their drawing to the outside for labeling parts, and include the magnification level for every drawing). Explain that as they draw, they will answer questions about their observations and be asked to use data and evidence from their dissection to draw conclusions. Formality and correctness isnt emphasized here: just ideas and engaging in scientific processes. Tell the students that they are welcome to use their science textbooks to help them generate ideas or to use as reference sources (pages 106-119 are most helpful). ~5 minutes Demonstrate how to dissect flowers: Show the students how to separate the flowers, starting with the sepals and petals. Then, show the students how to use the scalpel to gently cut and remove an entire stamen. Tell the students to look at the anthers, too, which are on the tip of the stamen. The teacher should then demonstrate removing the rest of the petals and stamens carefully. Students should then have an unobstructed view of the pistil. The pistil will then be carefully cut at the place where its fattest, through the middle of the ovary. Instruct students to examine whats inside (the immature seeds [ovules]).

The students will: Listen to the teacher as the experiment process is explained to them. The students will have detailed instructions and steps for completing a successful dissection in their packet, so they can follow along as these aspects are read to or demonstrated for them. Students will work with their lab partners when dissecting the flowers. They will discuss their ideas and think about the different structures in the flowers, as well as the physical appearance of the plant. Students are encouraged to talk and share their ideas amongst each other. They should also share their materials with those around them to see how the parts vary amongst different samples. As students dissect, they will draw and label, according to their lab guidelines, the parts of their flowers and think about the implications of the organs in reproduction. Students will use their ideas about the structures in their flowers to answer observation questions as they label/draw (see attached worksheet for specific questions).

ED421 F2012 University of Michigan, Undergraduate Teacher Education Program For interns beginning the program in Fall 2011 (PPP2)

Experience Element

page 6 of 10 Rev. July 2012

Tell students to remain seated as materials are passed out to them. They can begin working as soon as they have their materials they will work with their lab partners. ~25 minutes Investigation: Circulate as students work in pairs dissecting/drawing their flowers, making sure that students are using their time wisely. Ask facilitating, comprehension questions: Does this flower have more male or female parts? Why do you think that might be? Why does this flower have both male and female parts? What does that allow the flower to DO? Can you see any pollen on your flower? Where? Is the female part of the plant that receives the pollen always the same shape and size? Why do you think that there might be differences between the size, shape, and number of reproductive organs between different plants? Did any of your flowers have lines or dots on the petals? What purpose do you think that those features might serve? As the teacher circulates, students will be asked comprehension questions and asked to share their ideas about what they are seeing.

ED421 F2012 University of Michigan, Undergraduate Teacher Education Program For interns beginning the program in Fall 2011 (PPP2)

page 7 of 10 Rev. July 2012

Management Considerations: Be sure to let the students know that some of the samples may not be as good for observing as others if the students have trouble finding any parts or structures, they can look at a classmates example or come get another flower (if there are extra) from the front of the room. All materials two hand lenses, two flowers, and two dissecting tools will be distributed to the students at their tables by helpers in the classroom of the classroom teacher. Each flower sample will be placed on a white paper towel so students can see the parts more clearly. When students are finished with their lab, they can dispose of their flowers in the trash can and place their hand lenses on the back cart. They will turn keep their work until after we have discussed as a class/they do their assessment. Remind students throughout the lesson to think about the investigation question and the purpose of the lesson. This will help keep the students progressing in the right direction. Also remind students about how to properly create and label scientific drawings. Be sure to place extreme emphasis on using the class materials safely and appropriately. Demonstrate several times how to use the razor blade/cutting implement and remind students to point the blade away from themselves or others at all times.

ED421 F2012 University of Michigan, Undergraduate Teacher Education Program For interns beginning the program in Fall 2011 (PPP2)

page 8 of 10 Rev. July 2012

~ 15 minutes (can extend to a second day if time too short)

The teacher will: Call students back together, making sure that all materials have been properly disposed of and put away. Creating a chart on the board with one column for organs and parts and one for physical characteristics, the teacher will ask the students to share some ideas that they came up with as a result of their dissection. The investigation question will be stated again, so that students remember that theyre trying to create a claim, not just list their observations. Each question on the worksheet will be addressed separately, and the class will work on coming up with a claim or claims that is supported with evidence. Debrief: Explain to the students that the flowers they observed, like the fast plants theyre been growing, are perfect flowers. Explain that perfect flowers have both male and female reproductive parts, so they are able to self-pollinate, meaning that the pollen is able to be transferred from the stamen to the stigma of the flower on the SAME plant (draw a picture to demonstrate this phenomenon). The more male parts there are on a plant, the more pollen the plant can produce. Then, ask students: What do you think an imperfect flower is? Have students generate a few ideas before telling them about cross-pollination (since both reproductive sets of parts do not exist, the pollen must be transferred by insects). Knowing this new fact, ask students what they think brightly-colored or patterned petals might be for. Again, let students talk out the idea before eventually revealing that the petals are landing pads for insects, and their bright colors and patterns attract the insects that pollinate them, letting them know where to land.

The students will: Engage in a productive scientific discussion with their peers, sharing the findings from their dissection with the class and using those findings/evidence to generate general claims about how the specific orientation, arrangement, and structure of reproductive organs in flowers allows for flowers to effectively reproduce. Students will also generate claims, in their own writing, to show their understanding of the lesson. They will write a claim, using data or observations from their dissection lab to back up the scientific reasons we learned about in the debriefing for flower parts. Students will apply their knowledge to an assessment question that presents a hypothetical situation in which an imperfect flowers ecosystem is disrupted. Students will need to apply their knowledge to a new situation, using what they know to explain what will happen to flowers in less-than-ideal reproductive situations (See assessment handout).

ED421 F2012 University of Michigan, Undergraduate Teacher Education Program For interns beginning the program in Fall 2011 (PPP2)

Explain with Evidence Element

page 9 of 10 Rev. July 2012

To end the lesson, the teacher will distribute an assessment to each student. The teacher will tell the students to independently work on their assignments, and use ideas from both their experiences and the new information theyve learned to answer the questions on the handout. Students can hand their papers to the teacher once theyve finished. Management Considerations: Students will likely need to be pushed, again, to discuss their findings and take the wrapup of the lesson seriously. Students will need to be reminded what the purpose of their de-briefing is, and why its important that they discuss their findings as a group. During their individual work, students will likely need to be reminded to work independently and not confer with others at their group. All elements of the lesson should be cleaned up before the discussion begins so that the materials arent distracting to the students.

Reflection on Planning Learning goal for self: To be familiar with every element of the lesson (have all of the probing questions, follow-up questions, the order of the lesson, etc. memorized). I would like to be able to get through the lesson with little to no reliance on my notes. I feel like sometimes I get too comfortable with referencing my lesson plan, and I would like to be confident enough to set it aside and only use it as needed. To prepare for this lesson I will: -Review the parts of the flower myself. I want to be familiar with the terminology, the different structures functions, and the processes of pollination and fertilization. -Prepare the materials before the students arrive. Specifically I will go in first thing in the morning to make sure that everything is in order and ready to go. -Familiarize myself with the various probing and follow-up questions I would like to use throughout the lesson.

Preparing to teach this lesson:

ED421 F2012 University of Michigan, Undergraduate Teacher Education Program For interns beginning the program in Fall 2011 (PPP2)

page 10 of 10 Rev. July 2012