Vertical Alignment Assignment
Plant Structure and Function
Vertical Alignment of Standards K-5, structure and function of plants
Kindergarte
1st
2nd
3rd
4th
5th
n
SKL1Student
S1L1.
S2L1. Students
S3L1.
S4L1.
S5L1. Students
s will sort living
Students will
will investigate the
Students will
Students will
will classify
and no-living
investigate the
life cycles of
investigate the
describe the
organisms into
materials into
characteristics
different living
habitats of
roles of
groups and relate
groups by their
and basic
organisms
different
organisms and
how they
observable
needs of plants
organisms and
the flow of
determined the
features
and animals
the
energy within
groups with how
changes to
dependence of
an ecosystem.
and why scientists
b. Relate seasonal
c. Group plants
a. Identify the
observations of
organisms on
according to
basic needs of
how a tree
their habitat.
their observable
a plant. 1. Air
changes
features
use classification.
a. Identify the
roles of
b. demonstrate
producers,
how plants are
features of
consumers, and
sorted into groups.
Investigate the life
green plants
decomposers in
parts of a plant
cycle of a plant by
that allow them
a community.
root, stem,
growing a plant
to live and
leaf, and flower.
from a seed and by
thrive in
Demonstrate
recording changes
different
the flow of
over a period of
regions of
energy through
time.
Georgia
a food
2. Water 3.
throughout a
b. Identify
Light 4.
school year c.
c. Identify the
b.
d. Identify fungi
web/food chain
(mushroom) as
beginning with
living organisms
sunlight and
including
producers,
consumers, and
decomposers.
c. Predict how
changes in the
environment
would affect a
community
(ecosystem) of
organisms.
d. Predict
effects on a
population if
some of the
plants or
animals in the
community are
scarce or if
there are too
many
SKL.2
S3L2.
S4L2.
S5L3.
Students will
Students will
Students will
will diagram and
compare the
recognize the
identify factors
label parts of
similarities and
effects of
that affect the
various cells
differences in
pollution and
survival or
(plant, animal,
groups of
humans on the
extinction of
single-celled,
organisms
environment.
organisms such
multi-celled)
as adaptation,
a. Use magnifiers
b. Explain the
a. Explain the
Students
variation of
such as
similarities and
effects of
behaviors
microscopes or
differences in
pollution (such
(hibernation),
hand lenses to
plants. (color,
as littering) to
and external
observe cells and
size,
the habitats of
features
their structure. b.
appearance,
plants and
(camouflage
Identify parts of a
etc.)
animals..
and protection).
plant cell
(membrane, wall,
a. Identify
Misconception
Misconceptio
s:
ns:
1.
Bushes are
baby trees.
1.
1.
2.
Trees are
only
considered
plants
when they
are small.
3.
Trees,
grass,
vegetables,
weeds are
Misconceptions:
Plants and
animals do
not depend
on each
other.
2.
Living/Nonliving Plants,
fungi, and
coral that are
stationary are
not living
Plants and
Fungi are not
living
organisms.
Plants that
shed their
leaves are
dead, but
come to life
cytoplasm,
external
nucleus,
features of
chloroplasts) and
organisms that
of an animal cell
allow them to
(membrane,
survive or
cytoplasm, and
reproduce
nucleus) and
better than
determine the
organisms that
function of the
do not have
parts. c. Explain
these features
how cells in multi-
(for example:
celled organisms
camouflage,
are similar and
use of
different in
hibernation,
structure and
protection,
function to single-
Misconceptio
etc.). b
Misconceptio
celled organisms.
Misconceptions:
ns:
ns:
1.
All plants
and
animals
can live in
any part of
the state.
Animals
and plants
can adapt
to changes
in a habitat
1.
Plants and
animals
dont need
each other
for
survival.
Adaptation
s and
camouflag
e prevent
some
animals
and plants
from
1.
Organisms
contain cells,
such as blood
cells. Cells are
too small and
numerous to
observe.
Microorganis
ms are nonliving. All
microorganis
ms are
harmful.
not plants.
3.
Activities:
Activities:
define
bring a pet
plant Go
rat to
on school
school.
grounds
Students
walk; point
make
out various
hypothesis
types of
about
plants,
whether rat
grass,
will eat a
weeds,
carrot.
trees and
carrot in
bushes; talk
cage with
about parts
rat.
of the
again in spring
Commercial
seeds are
manufactured.
Roots obtain
food for the
plant from the
soil
Fungi/Microsco
pic life
Organisms
seen through a
microscope
are not living.
Activities:
Activities:
Research
Using ball
the habitats
of yarn and
of Georgia.
students in
Choose a
a circle
habitat to
create a
focus on
food web.
and create
Take out key
that
players and
habitat.
see what
Label the
happens to
plants in
the web.
your
Choose an
Observe plant
habitat.
animal
and fungi cells
Students
Make an
research
using a
plants;
observe as
animal from
and see
microscope
complete a
rat eats
clay that
what the
plant
carrot and
would live
animals
comparison
record
in that
sources of
chart.
observation
habitat.
food are.
s in science
Share
Create a
journals;
habitats
food web or
research
with the
chain for
diet of a rat;
group.
that animal.
show video
Discuss
of bee
similarities
pollinating
and
flower;
differences
show
of the
artifacts of
habitats.
Put
fruits and
vegetables
Activities: Sort
pictures of
living and non
living things
(include
pictures of
coral and
fungi);
students
research topic
of choice
fungi or coral;
choose tree on
school grounds
record
changes over
time in a
journal
becoming
food.
Extinction
only
occurred in
the days of
dinosaurs.
Plants and
animals
can
change
features to
adapt.
Activities:
Research
wheatgrass;
grow wheat
grass from
seeds;
Research
fungi - do a
plants vs fungi
sort using
pictures
(conifers,
ferns, flowers,
mosses,
mushrooms)
discuss
importance
of
pollination.
Vertical Alignment of Standards 6 8th; Structure and Function of
plants
6th
7th
S7L1. Students will investigate the diversity of living organisms and how they
can be compared scientifically.
a. Demonstrate the process for the development of a dichotomous key. b.
Classify organisms based on physical characteristics using a dichotomous key
of the six kingdom system (archaebacteria, eubacteria, protists, fungi, plants,
and animals).
S7L3. Students will recognize how biological traits are passed on to
successive generations.
b. Compare and contrast that organisms reproduce asexually and sexually
(bacteria, protists, fungi, plants & animals). c. Recognize that selective breeding
can produce plants or animals with desired traits
S7L4. Students will examine the dependence of organisms on one another
and their environments
a. Demonstrate in a food web that matter is transferred from one organism to
another and can recycle between organisms and their environments. b. Explain
in a food web that sunlight is the source of energy and that this energy moves
from organism to organism. c. Recognize that changes in environmental
conditions can affect the survival of both individuals and entire species. d.
Categorize relationships between organisms that are competitive or mutually
beneficial. e. Describe the characteristics of Earths major terrestrial biomes
(i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and
mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).
S7L5.
Students will examine the evolution of living organisms through
inherited characteristics that promote survival of organisms and the survival of
successive generations of their offspring.
a. Explain that physical characteristics of organisms have changed over
successive generations (e.g. Darwins finches and peppered moths of
Manchester). b. Describe ways in which species on earth have evolved due to
natural selection.
Misconceptions:
1. Plants are not living organisms.
2. Cells are not living organisms.
3. Algae, seaweed, kelp are plants.
4. All bacteria are helpful / harmful.
5. Mushrooms are plants.
6. Adaptations happen over night.
8th
Vertical Alignment of Standards
Plant Structure and Function
9th 12th grade
Botany
SBO1. Students will use
current plant phylogenetic
principles and describe the
structural changes used to
delineate the plant
divisions. a. Describe the
major structures and
evolutionary changes of
major organs, tissues,
cells, and organelle types
in nonvascular/seedless
and vascular/seed plants.
b. Identify and evaluate
plant structures in relation
to their functions. c. Use,
compare, and contrast the
methods and purposes of
plant classification.
SBO2. Students will be
able to identify and
describe Georgias major
physiographic provinces
and their natural plant
communities. b. Use
taxonomic keys to identify
local flora and recognize
major representative
groups of the southeast. c.
Explore the effects of
nonnative invasive plants
on natural communities. d.
Investigate the factors
that cause plants to
become endangered and
the effect that extinction
has on natural
communities
SBO3. Students will
explore the structures and
Ecology
Biology
Microbiology
SEC3. Students will
explore and analyze
community interactions. a.
Compare and contrast
species interactions (e.g.
predation, parasitism,
mutualism,
commensalism, and
competition) and
adaptations that have
evolved in response to
interspecific selective
pressures.
c. Identify dominant,
keystone, foundation, and
endangered species and
their roles in ecosystems
and communities, locally
and globally.
d. Analyze species
diversity as it relates to
the stability of ecosystems
and communities..
SB3. Students will derive
the relationship between
single-celled and multicelled organisms and the
increasing complexity of
systems. a. Explain the
cycling of energy through
the processes of
photosynthesis and
respiration
SMI1. Students will
analyze different types of
microorganisms and their
defining characteristics. a.
Distinguish between
different kinds of
microorganisms based on
cellular structure,
molecular biology and
biochemical composition.
c. Compare relative sizes
of microorganisms,
different types of cell
shapes, and various
methods used to visualize
microorganisms.
processes necessary for
the mutual survival of
plants and animals. a.
Describe and relate plant
structures (organs,
tissues, cells, organelles)
to plant processes
(photosynthesis,
respiration, transport,
growth, reproduction,
dispersal). b. Explore how
flowering plants and
animals have co-evolved
in pollination, which
confers genetic and
evolutionary advantages.
c. Explore how fruit and
seed adaptations help
promote dispersal, which
prevents competition
between plants and helps
in colonization.
SBO4. Students will
explore the defense
systems of plants and
recognize the impact of
plant diseases on the
biosphere. a. Identify plant
diseases and management
strategies. b. Examine
how plant diseases affect
humans and animals. c.
Examine how plants
respond to diseases
caused by pathogens (i.e.
insects, fungi, bacteria,
viruses) and attempt to
protect themselves from
those disease causing
agents. d. Examine the
economic and social
impact of plant diseases.
Title
Plant Structure and Function Vertical
Alignment Project
Teacher
E-mail
School
Lesson Title
Grade Level
Concept Targeted
Leslie Geiger
[email protected]
Teasley Elementary
I am a plant - where do I belong?
5th
Students will demonstrate how plants
are sorted into groups.
Lesson Objective: Students will observe, generate questions and classify or sort
leaves from different plants by physical characteristics. Students will give each
category a name. Students will record observations on lab sheet
Lesson Essential Questions: What are some common characteristics of plants?
Summative Assessment: observations during group discussion, group lab sheets
and explanation of science journal entries
Georgia Performance Standards:
S5L1. Students will classify organisms into groups and relate how they determined
the groups with how and why scientists use classification. b. Demonstrate how
plants are sorted into groups
Safety Considerations:
Students will need to understand that some plants are poisonous to taste.
Method:
Engage: Today we are going to sort things that are alike into groups. Show pictures
of habitats from Georgia such as maritime forest, river, salt marsh, pond, hardwood
forest, swamp, the piedmont area. Ask: Where do you think these pictures are
from? Model sorting pictures into groups by trees or no trees Ask: How did I sort
these pictures? What is something that you see in each picture? Ask: How else
could we sort these pictures? (lead to habitats that have water and habitats that
do not have water).
Opening/Explain Task: Scientists today we are going to sort or classify
leaves from different plants.
Write terms classify, sort, group, on chart paper.
Explore: We are going to divide up into groups. After you are in your groups I
want each of you to look at the leaves on the table and think of questions that are
important to ask about the leaves. Write the questions on your lab sheet. Each
member of the group will then read their questions. As a group decide on 2
questions that you would like to share with our class. Be prepared to tell why you
thought these would be good questions.
The teacher will listen to the questions and write 2 - 3 of the questions on chart
paper.
Teacher then explains that Scientists take good records of what they observe using
their eyes, nose, touch, ears and taste. Today we will be using our eyes, nose, and
touch to explore the leaves. You can record your observations on your recording
sheet. Once you have explored the leaves I want you, as a group, to sort or classify
the leaves. Give each group a name. Write the name of the group on an index card
and place the card next to the leaves. Be prepared to explain why you chose each
name for the group.
.
Explain: After students are finished sorting and recording observations ask groups
to share how they classified the leaves and the names that they gave to the groups.
Teach another way to classify plants: that all plants have one major thing in
common; they produce their own food. Explain that scientists can classify plants
into 2 major groups by how they pollinate or reproduce. There are seed
producers(flowering plants and cone bearing plants) and spore producers. Write
terms on chart paper. Have students name some of the common seed bearing
plants that they know such as pine trees, roses, daisies.and spore producers
mushrooms, ferns, and mosses.
As a group write 5th grade friendly definitions of terms pollinate, seed producer and
spore producer. Students write terms in science journals and draw and name
examples of each.
Summarize Learning: Student volunteers state something that they
learned.
Extend: Students think about what happens to a plants leaves in different
seasons. Students infer why a plant loses its leaves in colder weather.
Students will learn the definition of deciduous plant and coniferous plant.
Students will go on a walk on school grounds and classify plants by whether
they are deciduous or coniferous.
Evaluate:
Materials: Pictures of habitats in Georgia, several kinds of leaves including leaves
from flowering plants that have visible seeds (such as sunflowers, daisies, marigolds
and black eyed Susans) , needles from evergreen trees, and fern fronds with spore
cases on the underside, lab sheets and index cards, science journals.
Title
Plant Structure and Function Vertical
Alignment Project
Teacher
E-mail
School
Lesson Title
Grade Level
Concept Targeted
Leslie Geiger
[email protected]
Teasley Elementary
Plants same and different
Kindergarten
Recognizing the similarities and
differences in plants.
Lesson Objective: students will explain through writing or drawing and
verbalizing 2 ways that 2 self- selected plants are the same and 2 ways that they
are different.
Lesson Essential Questions: What are some ways that plants are alike and
different?
Summative Assessment: Students Venn diagram or drawing of plants and
verbal explanation
Georgia Performance Standards:
SKL2 Student will compare the similarities and differences in groups of organisms.
b. Explain the similarities and differences in plants (color, size, appearance, etc.)
Safety Considerations:
Students will need to understand not to put plants in their mouths. Students will
need to wash hands after handling plants
Method:
ASK: Who sees a plant in our room? Show carrot pulled from classroom garden.
Who knows what kind of plant this is? Then show Impatient (flowering),
Philodendron (classroom plant since beginning of year) and Radishes that we
planted in March in terrarium.
Explain Task: Scientists your job today is to explore these 4 plants and
explain how some of them are the same and different. What does same mean?
What does different mean? Write terms on whiteboard. Ask: What senses can
we use to explore these plants? Write: sight, touch, smell, and hear Emphasize
no taste and why.
Review: Before we can talk about plants we need to understand the parts of a
plant. Who can help us remember the parts of a plant? Students volunteer(s) help
us remember as we look at a photograph in the Science Big Book.
Model: Choose 2 students to model going to a station and correctly using senses
to smell, touch, see and listen to explore a plant. Student volunteers model pair
and share of observations.
Active Learning/Explore: Divide students into 4 groups. Each student is given
a magnifying glass. Each group goes to a station. Students spend 3-4 minutes at
station exploring plant and then groups rotate to the next station.
Explain: After rotation is complete gather together. A student helper
selects one plant and teacher selects another plant. Whole group complete
Venn diagram on chart paper for similarities and differences of 2 plants.
Students then each choose 2 plants to compare. Students are given choice
to draw the 2 plants and verbally explain similarities and differences to
teacher and paraprofessional or to write their comparison using words on a
Venn Diagram.
Both drawing and Venn diagram will be done in their science journals.
Early Finishers: Think of and write a question they have about plants in
general, or a specific plant studied that day. Question will be written in
science journal. Opportunities will be given to research and find answers to
questions.
Summarize Learning: Student volunteers state something that they
learned.
Extend: Students gain understanding about why plants are important by
identifying foods from cafeteria lunch that come from plants. Students
compare plant foods from cafeteria using 5 senses. Note: allergies should be
taken into consideration. Math: Students measure plants using string
teacher ask: what do the lengths of the string tell us? What did we find out
about the plants? Lead to which is taller and shorter.
Evaluate: The students will draw 2 of the 4 plants in their science journals
and verbally explain to teacher or paraprofessional 2 ways that the plants
are the same and different OR student will complete a Venn Diagram writing
the words to explain similarities and differences Venn Diagram will go in
pocket of science journal.
Materials: Philodendron, Impatient, carrot with greens, radish plant; 21
magnifying glasses, science Big Book, student science journals, Venn diagram on
chart paper, blank copies of Venn diagram for students, pencils, colored pencils
Name: Date:
Classify_____________________________________________________________________________
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Categorize__________________________________________________________________________
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Science Skill 1: Questioning
1. Get into teacher assigned group 2. Examine or look at the leaves on the table 3.
Write down at least 3 questions you have about the leaves.
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4. Take turns sharing your questions with your group and listen carefully. 5. Pick one
question from your group that you liked the best and record it.
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Science Skill 2: Making Observations 1. Look closely at the front and back of each
leaf. 2. Touch and describe how each leaf feels. 3. Draw each leaf in the space
below.
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4. Are there any other ways you could learn about this leaf?
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