Activity 6.2: Functions of All Plants (50 min)

Target Student Performance

Students develop integrated accounts of how all plants grow, move and function through the processes of photosynthesis, cellular respiration, and biosynthesis.

Resources You Provide

computers (1 per pair of students, for option 2 in step 2)
blank posters (1 per pair of students or small group, for option 3 in step 2

Resources Provided

6.2 Functions of All Plants PPT
6.2 Functions of All Plants Worksheet (1 per student for option 1 in step 3)
6.2 Grading Functions of All Plants Worksheet

Recurring Resources

Three Questions 11x17 Poster (1 per class)
Three Questions Handout (Color Version) (1 per student)
Three Questions Handout (BW Version) (1 per student)

Setup

Decide how students will construct their explanations (see options in step 3 of the directions). If students will use the worksheet, prepare one copy of 6.2 Functions of All Plants Worksheet for each student. If students will create a PowerPoint, check that computers or tablets are working and ready. If students will make a poster, get one poster for each pair of students or small group. Decide how you will have students present their explanations (see step 4 of the directions). Prepare a computer and a projector to display the PPT.

Directions

1. Use the instructional model to show students where they are in the course of the unit.

Display slide 2 of the 6.2 Functions of All Plants PPT.

2. Have students explain the primary functions that plants have in common.

Display slide 3 of the 6.2 Functions of All Plants PPT. Tell students they will be constructing explanations that answer three questions about the functions of plants that are shared by all plants.

Option 1: Have students construct their explanations on 6.2 Functions of All Plants Worksheet in pairs. Students’ explanations can include words, illustrations, diagrams, and/or charts. Students may need additional sheets to answer each of the questions.

Option 2: Have students construct their explanations in a PowerPoint presentation in pairs for each of the questions.

Option 3: Have students construct their explanations on a poster in pairs or small groups.

For all options, display slide 4 of the PPT and remind students that good answers to questions about plants cells should address each of the four numbered questions of the Three Questions 11x17 Poster (or Handout).

3. Allow students to share their explanations with the class.

Display slide 5 of the 6.2 Functions of All Plants PPT. Provide students an opportunity to share their explanations with the class.

Decide how you will have students present depending on the option you chose in step 2 and the needs of your students and classroom.

If students did option 1, they could verbally share their explanations or share them with the class using a document camera.
If student did option 2, they could present their PPT to the class
If students did option 3, they could share their posters with the whole class or you could organize a gallery walk in which students circulate the classroom and view the posters.

Have students share feedback on their classmates’ explanations as to if the explanations addressed each of the Three Questions.

4. Lead a discussion about how student ideas have changed over time.

Display slide 6 of the PPT. Have students consider how their ideas changed with regard to scale, movement, and carbon. What do they know about how plants grow and move now that they didn’t know before this unit?

Assessment

Use the 6.2 Grading Functions of All Plants Worksheet to grade students’ explanations. Regardless of how students constructed their explanations, they should include similar information.