Aliya+Waheed+and+Stephanie+Smith

Hello Everyone, Below is our finished lesson plan on Plant Reproduction (in 4 parts). It's a research-based lesson with students using different sources to gather information and then reporting their findings to the class.





Hi Aliya

How about we use this page to discuss our topic?

I was reading the curriculum. I noticed F2.4 says to //investigate// the topics that are pretty much also listed in F3.3. I'm not sure whether this investigation would be like an experiement, or just find out for yourself. But either way, as we're planning a lesson and not a lab, I figure the "find out for yourself" idea would be most applicable.

So I was thinking for the action part of the lesson to have the students research each topic in groups (we'd need to find info to bring to class). They have to find out a certain number of specific things for their topic, and figure out a way to present it to the class using a visual aid or acting it out. The rest of the students in the class will have a handout with spaces for those specific pieces of info to fill in for each presentation.

I'll try to think of an approach that's more "investigative" over the weekend, but I wanted to throw out an idea to get us started.

Hey Stephanie

That is a great idea! Yeah, I think the //investigation// part of it would be best done by letting them do the research. However, we would need to give them a break down or criteria for direction and to ensure that each group has a standard outline of what to present.

We should consider if this should be a major presentation though since we already have other presentations planned for this unit, unless we make this the major presentation…

Also, in terms of research topics, I don't think natural reproduction should be one of them, I think that should be taught prior to their research assignment. (This is making me think that this topic should be divided into two periods: natural reproduction and artificial propagation?) They can research the various artificial propagation methods.

I’m trying to find ideas for how to investigate the different artificial propagation methods further, it would be cool for them to see it through a lab but again we already have the other lab. Maybe it can be done as a demo by the teacher at the beginning of the lesson as part of the minds on? This can start as a discussion and lead into their “investigation.”

I agree that the presentation should be short; like a present to the class in five minutes, like we do in class sometimes. Just to get them to articulate what they found out.

Maybe we can do the natural reproduction part as a lesson and spend the second half of the class getting them to do research. I was thinking that it would be neat if we could find about 4 different resources for each topic (like a newspaper article, a journal article, a diagram, a text excerpt, etc) and assign one method to a group and give each person a different resource (and that can also be how we differentiate the lesson, in part). Each member presents their info to their group, and the group has to fill in an information sheet, which will be the basis for their short presentation to the class. We could then (if it was a real lesson) photocopy the information sheets for the rest of the class.

I also like the idea of a demo at the beginning; could we introduce all our topics through a short demo at the start (ie, seed germination, root-cutting, stem-cutting, etc?) I think we also have to figure out if we have to cover natural reproduction in only angiosperms, or in gymnosperms aswell, or even ferms. Maybe that way we could also have more topics to spread around the class?

I know that kids to plant reproduction in like grade 4 or something; maybe we start with a quiz to activate prior knowledge? In general, I'm not sure exactly how much we have to cover; the curriculum doc doesn't give very much detail.

I was looking at the curriculum and I think we can work in most of: A1.3 identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately A1.9 analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers F2.4 investigate various techniques of plant propagation (e.g., leaf cutting, stem cutting, root cutting, seed germination) [PR] F3.3 explain the reproductive mechanisms of plants in natural reproduction and artificial propagation (e.g., germination of seeds, leaf cuttings, grafting of branches onto a host tree)

We can involve the career part if we can find a resource that has to do with the actual practise of artificial propagation.

I really like the idea of the 4 different resources! That would be awesome. I'm still concerned about the content of this lesson because there is so much to cover in natural reproduction I really doubt the research part could be done as part of the same lesson. I guess for starters we should really identify what should be covered for natural reproduction. If we do decide to split the topics, the demo can only be used for the artificial propagation lesson I guess. which means we need a new minds on for our natural reproduction lesson and still need to figure out how to get the content across.

I was thinking last night about possible consolidation. What if we filled in our chart as a group, calling on the group assigned to topic x for info on topic x. Once we're done the chart, we have a series of questions that are either yes/no answers. We ask them and get the class to raise left hand for no, right for yes, and that way we can check understanding and maybe get them to think in terms of the big picture. I.e. below:

Possible Consolidation Chart topics & questions to think about: Chart topics: (we came up with a few yesterday, I'm going to put them here) Asexual/sexual reproduction? Involves meiosis/mitosis/both? Genetically distinct individual formed? Used in commercial food production? Example of species it works for? Reproduction accomplished naturally or with human intervention?

Questions to ask: Does this method of reproduction increase or decrease biodiversity? --> think about cloning vs. sexual reproduction Does this method impact human life (food, economy, etc)? --> think about stewardship for a reason

As for resources, I'm going to make out a list here and we can both add to it as we find stuff for it. If we have more than 5 we can pick and choose the best ones.

Resources: Angiosperm Pollination: 1. Textbook 2. Article from Washington Post on honeybee decline and effect on food crops; a bit long (DELETE) 3. Article from Eureka Alerts on pollenation and food crops; sustainability; ~2 pages 4. Fact sheet on value of pollentation services in economic terms 2 pages big type (for students) (DELETE) 5. Additional image of pollenation cycle/ should we use a video instead? (DELETE) 6. Studying plants book + transparency with diagram 7 . Odyssey Adventures in Science Magazine article 8. Plants - Angiosperms book + transparencies 9. Plant Life a lot of pages on parts of a flower, pollination, fertilization

Gymnosperm Pollination: 1. Textbook 2. Article on conifers in Northern Ontario (I'm trying to tie logging into this section to make it applicable to human activity...Thoughts?) 3. of gymnosperms; overview includiStudying Plants book + transparency with diagram

4. Odyssey Adventures in Science Magazine article 2 pages 5. Fact page on two types ng pollination

Seed germination: 1. Textbook (DELETE) 2. ~1pg text on seed dormancy and overview of reasons; from uni textbook, but it's straight-forward. 3. Explanation in gardening book ~4 pages w/ illustrations; includes some scientific terms 4. From gardening book; list of things seeds need to germinate; ~1.5 pages 5. From a textbook: has step-by-step pictures of seeds germinating, root formation, leaves, etc. 2 pages 6. Plant Life Book 2 pages

Leaf Cutting: 1. Textbook 2. From gardening book; how to guide with pictures (but no explanation of how it works--someone ripped that section out of the book!) 3. Plant life book, there is only a few lines under the section "Making Identical Plants" 4. Propagate houseplants using leaf cuttings. Canadian Gardening mag online. []

5.

Root Cutting: 1. Textbook 2. From gardening book; explanation and one example of how-to; ~2pages 3. Article on propagating rhubarb from website; pictures 4. Grow new plants from root cutting. Canadian Gardening magazine online. []

5.

Grafting: 1. Textbook 2. From gardening book; explanation; 1.5 pages 3. From gardening book, 2 examples of techniques with lots of pictures 4. Article from LiveScience on grafting designer trees in NYC 5. "How to Graft" online article from Toronto Botanical Garden. []

I think we now have enough resources. I found some good books at the lib yesterday. I think we should meet up on Friday so that we can look at all the resources and decide on which ones are the most appropriate. I have class 1-5pm, would you prefer meeting before or after? Let me know. I like your consolidation idea, I'm trying to think of more yes/no quesions which could serve as an assessment of their overall understanding. Also, something to think about is if a show of hands will actually mean they have learnt it, because since they'll be able to see what hand most students are putting up even students who might not really know will get swayed into putting that hand up.

I have class 10:30-12:30, but we usually get out a bit before the end of class. I'm also downtown before my class if you happen to be there early. I agree that the hands might not show individual comprehension; I was thinking we do ask a few students they say why/why not to get some better feedback? Or maybe we can do a ticket-out-of-class instead so we have individual feedback for each student. How about if we do some planning for the lesson plan template and write-up individually and then tomorrow we can merge our stuff and make sure we've got it all covered?

That sounds good. I also started the chart, so I'll make an answer copy tonight as well as the template write-up. Do you think we'll have enough time if we meet up around 12:20? I just found out that I cant stay after class. So if need be I can come earlier in the morning before your class. Let me know!

I think 12:20 should be fine. My class is in room 2-296 of OISE. If you want to come up to that area, we can work right away.

I've listed the Fact Sheet that each group will complete here. I also have a chart I think we should put in front of all our resources to keep them organized. We can each fill that out.

Appendix 1
 * Plant Reproduction Fact Sheet**

Type of Plant Reproduction:

Explain how this method of reproduction occurs in five steps:

Asses and explain whether this method:


 * 1) uses mitosis or meiosis:


 * 1) produces a genetically distinct individual:

__


 * 1) is an example of asexual or sexual reproduction: _

Does this method of reproduction occur naturally or with human interference?

Example species that uses/is made to use this method:

How does this method of reproduction impact human industry?

__

(here we list what resources we have for each topic and their complexity; I've moved down the ones I have/listed above)

Appendix 3 Resource Handout Table

2. 3. 4. 5. || 2. Summary of gymnosperm characteristics from university textbook; 1 page (2) 3. Article on conifers in Boreal Forest; 4 pages (5) 4. 5. || 2. Explanation in gardening book; 4 pages (3) 3. List of things needed for seeds to germinate; 2 pages (2) 4. Illustrations of germination process; 2 pages (2) 5. || 2. How-to guide on technique; 2 pages (3) 3. 4. 5. || 2. From a gardening book; explanation and how-to; 2 pages (3) 3. Article on propagating rhubarb; 4 pages (5) 4. 5. || 2. Explanation from gardening book; 2 pages (3) 3. How-to guide from gardening book; 3 pages (2) 4. Article on grafting designer trees in NYC; 2 pages (4) 5. ||
 * **Method of Reproduction** ||  **Resources - Description; length (Complexity 1 [low] - 5 [high])**  ||
 * Angiosperm Pollination || 1. Eureka Alerts Article - Pollinators and Sustainability; 3 pages (3)
 * Gymnosperm Pollination || 1. Students' textbook
 * Seed Germination || 1. Overview of seed dormancy from university textbook; 2 pages (4)
 * Leaf Cutting || 1. Students' textbook
 * Root Cutting || 1. Students' textbook
 * Grafting || 1. Students' textbook

Steph I've been trying to send you all the files, but the one file was too big, so now i've split up the stuff. I'm still trying so let's see if it works now. Can you please let me know when you've gotten all the stuff, thanks!

I've got the stuff and I'm compiling it into one long document that I will then split up to be able to send to Cheryl. I was looking at your pictures, and I think scans would be better because the rubric for the lesson plan states that "appendix contents are in ready to use form" and the pictures aren't. If you can scan them, email them to me and I will add them to the document. Once I have that and have given the whole thing a once-over with the rubric in mind, I'll send it to Cheryl, if that's alright with you.

You're right I'll scan it and resend it. I'm just wondering though, if my scanner isn't able to scan the books, do you think it will be okay if I take pics of each page separately? But other than that everything else is ready to go right? I'm going to try to have it scanned and sent over to you by 3pm. Is that okay or is that too late?

Okay just figured out I can't scan the books with the scanner at home, so I'm going to go out and scan them from my brothers work. I'm sorry this is going to take longer than 3pm...maybe by 4:30pm I'll have them emailed to you. Sorry again!

No problem; that's fine. Just also send me the bibliographic information about the book so we have our sources documented.

I have sent you the scans. Check it out. If you are not able to separate the pdf docs you can send the big doc to me so I can insert the scans and send it off to Cheryl. I don't know how exactly the pages can be separated but my brother told me there is a way and he can show me when he gets home.