Lesson Plan 8 – Stomata Lab

Grade 7 Science – Unit B: Plants for Food and Fibre

60 minutes

Stage 1: Desired Results

General STSK2 Investigate life processes and structures of plants, and interpret related characteristics
Outcome(s) and needs of plants in a local environment
SO2 Conduct investigations into the relationships between and among observations, and
gather and record qualitative and quantitative data
Specific STSK2.4 describe the processes of diffusion, osmosis, conduction of fluids, transpiration,
Outcome(s) photosynthesis and gas exchange in plants
SO2.3 observe and record data, and create simple line drawings (e.g., describe plant growth,
using qualitative and quantitative observations; draw and describe plant changes resulting
from an experimental procedure)
Learning Students will:
Objectives 1. Identify guard cells and stomata under a microscope
2. Record observations in the form of scientific drawings
3. Explain how guard cells respond to environmental conditions
Student Understanding(s): Essential Question(s):
Students will understand that…
 Microscopy allows us to view objects that  How are scientists able to determine how
can not be seen with the naked eye plants work at a cellular level?
 Guard cells regulate the stomata, allowing  Why do plants need stomata?
CO2 and O2 to enter and exit the cell

Stage 2: Assessment Evidence

Formative -Observation/discussion Summative Quiz 1 (class 12)
Assessment -Stomata Lab - collected formative assessment (mark Assessment
completed or incomplete on D2L)

Stage 3: Learning Experience

Prior to -60 copies of Stomata Lab Resources -Handouts (last lab, remaining lab 1’s,
Lesson: -Input room switch info into D2L to Bring: current lab, crosswords, fieldtrip forms)
-Let students know they’ll need a -Extra pencils
pencil -2 prepared lettuce slides from Lab 2
-Set up microscope stations and
wet mount assembly cart (water,
dropper, iodine, slides, coverslips,
lettuce, tweezers, probe)
Time: Content/Description Notes/Materials
Introduction:
1 min Outline:
1. Housekeeping – hand back Microscopy Lab, Field Trip
Forms, Scientific Drawings
2. Lab Intro and Demonstration 3rd of series of 3
3. Stomata Lab microscopy classes
 “Last class, we practiced focusing the microscopes and
making scientific drawings from our observations. Today,
we’ll learn how to make our own wet mount slides and
identify stomata present on the underside of leaves. But
 first, I have some items to hand back. Please make sure
they’re put into your binders”

H  Hand back previous labs in series

5 min – lab  Debrief previous lab – note: what we see with the naked
intro discussion eye is upside-down and backwards when viewed through
the lens
 Q: From our Topic 2 notes on Monday and Station 4
yesterday, can anyone remember what stomata are and
why they are important?
A: openings on the undersides of leaves important for gas
exchange (CO2 in, O2 and H2O vapor out)
 Hand out Stomata Lab
 Write photosynthesis formula on the board (sun + CO2 +
water  O2 + glucose) and have students copy it in the
space under the stomata paragraph
 Have students identify process; copy it into space under the
paragraph about stomata
 Q: “We know that the CO2 is let into plant cells by the
stomata and sunlight comes from the sun, but who can tell
me how the water component gets there?
A: osmosis; diffusion through semi-permeable membrane
 Q: “One thing to note that the info paragraph does not tell
you is that water vapor also escapes through the stomata.
Can anyone remember what the process of water vapor
leaving the leaves and entering the atmosphere is called?”
A: Transpiration (remember from River in the Sky video)
 Groups of 3 (assigned groups made in lab 1)
 Reminder on process for low to high power (coarse
15 min – how adjustment ONLY ON LOW)
to make a wet  Conclusion can be completed at your desk when you’re
mount done
 Wet mount demo – preparing a specimen to view
 Model procedure:
1. Add 1 drop of water to the microscope slide
2. Bend the lettuce backwards until it breaks
3. With a probe, tease out a thin piece of tissue from the
underside; similar to if you scrape yourself and pull off
a thin piece of skin; walk around and show tissue
sample
4. Snip tissue off and place on water
5. Add 1 drop of iodine (will stain your fingers but is not
dangerous – used as an antiseptic)
10 min – 6. Put one edge of the cover slip (transparent piece of
preparing slides plastic) down beside the specimen than drop it overtop
7. Tap around the cover slip to let the air bubbles out
 Handout crossword topic 1 and 2 review for while they’re
waiting to make the wet mount
28 min – 5 min  Call 2 groups up at a time to make the slides
a station (a few  Students working through lab
 minutes to  Walking around assisting and clarifying which part they’re
revisit stations looking at
as needed)  Have students rinse slides and cover slips; collect on paper
towel
1 min Conclusion:
 Ask that names are put on labs and they are handed in as
students exit
 “Tomorrow we’ll be back in our regular classroom. We’ll be
putting all our knowledge about plant parts and functions
together with a creative independent task that I think you’ll
all enjoy.”
Resources:
- Massey shared Grade 7 Science drive for guided notes, activity and PPT
- Observation of class delivered by another gr 7 science teacher