Projects: UDL : UDL Plant Act 1 - Parts of a Plant
This page last changed on Oct 30, 2007 by mbruozas.
Identifying Picture for this activity - see 3-4 picture directions, confluence does not display pdfs or converted pdfs to jpgs.
all written an in authoring tool/OTML see changes there.
watch the video and construct a short story on what you saw.
Explore - time lapse video of radish seeds growing
Goal - students will identify the parts of a plant through observing radish seeds.
draw a typical plant
watch the radish video and look at the roots.
revisit your drawing and add anything about roots you observed.
watch the radish video and look at the stems
revisit your drawing and add anything about stems you observed
watch the radish video and look at the leaves
revisit your drawing and add anything about leaves you observed
Explain - plant parts model
Goal - Students will explain the function of the parts of a plant identified in the previous step through an interactive flash model.
Elaborate - cactus model
Goal - Students will experience another type of plant to further expand their understanding of the plant parts function.
Evaluate - revisit the discovery question - why do plants look the way they do?
Explain how a typical plant collects water, carbon dioxide and sunlight?
Old version of activity - activity changed 10-14-07 see above for new version.
Engage/Elicit - time lapse photography of plants growing
Discovery Question: Why do plants look the way they do?
Click on the picture below. Watch what happens in the movie.
Describe what you observed when you watched the movie.
Sometimes it is hard to catch all the details the first time you watch the movie. Watch the movie again, and look closely at the roots of the plant.
Watch the movie again, and this time only look at the stems of the plant.
Watch the movie for one last time and look closely at the leaves on the plant.
In this activity, your job is to figure out two things.
Don't forget to think how what you learn in this activity helps answer the bigger question - what do plants eat?
In the time lapse video you saw a seed growing into a seedling. You observed that seedlings growing roots, then stems and leaves. All plants have some version of roots, stems and leaves. They might not look the same but they perform the same job for the plant. Use the model below to figure out the job of roots, stems and leaves.
Pick a biome
Biome picture appears
Directions for creating a plant
Students 'make their plant'
Students 'test their plant' to see if it survived
Students learned why their plant survived or did not survive
[waiting on learning more about the mark up of flash model being created]
Debrief experience from the model above.
Stress the notion of survival. And talk about which situations did not survive and which situations did survive. Link survival to the idea of living.
Give students info and images on the functions that roots, stems and leaves in a plant. Possibly freeze frame and take pictures from the model.
Have the students answer questions about the function of roots, leaves and stems. Don't give the answer -- they will get the answer in activity 2.
Talk about the differences in the different kinds of roots, leaves and stems. Focus only on structure and have the students predict function.
question - why in the time lapse video did we see roots growing first from the seed? what is the advantage of having a longer root system? what is the advantage of having a shorter root system?
(ex. show the transport of water from roots to leaves via stem) Unpack the meaning of these pictures.
Answer the question - why do plants look the way they do?
Give the students certain situations to test out in the model and come back and answer more questions.
The above section is more them playing, this section gives students more direction so we can have a common experience to have a discussion around.
From this activity, Tommy and Sally found two clues to help them answer the question - do plants eat?
Green Team Clue #1: All plants have roots, stems and leaves.
Green Team Clue #2: Plants only survive when they have enough food available.
"Hey Tommy, in the model we saw that plants have food. This must mean that plants eat." explains Sally.
"It explains that plants have food but it does not explain that they are eating the food. I am still not convinced that plants actually eat food." said Tommy.
Do either of these clues help the Green Team answer the question - do plants eat?
What type of evidence do we need to prove that plants eat?
Picture 1.pdf (application/pdf)
|Document generated by Confluence on Jan 27, 2014 16:49|