Science Grade 5 AZ

Subject: Grade 5 Science

Unit: Plants and Life Cycles

Day: 1

Topic: Introduction to Plants: Vascular and Nonvascular

Materials: Plants and Life Cycles Day 1 Lesson Plan Plants and Life Cycles Day 1 PowerPoint

Lesson objective(s): SWBAT differentiate between vascular and non-vascular plants SWBAT identify the different types of plant reproduction; asexual vs sexual

ENGAGEMENT Bullet points in the power point marked with an asterisk (*) are important concepts included on quiz questions. They should, therefore, be included in student notes. It may be important to preface these lessons with a reminder about expected student decorum. Just as in the animal world, plants reproduce, and some of the terms are the same.

Slide 3 & 4: Vascular vs Non-Vascular Plants Ask S what category they believe the plants are in (vascular or non-vascular). Encourage them to think of the definition of vascular (using previous knowledge from classification) and how that could be seen in the body structure of the plants. Point out the top right photo is on a rock and the bottom left is in water, giving it different structure than the other two. Slide 6: Plant reproduction Ask S the difference in growth between the two types of growths (asexual and sexual), and hypothesis what is different. TW guide the conversation if needed, ask where the roots are growing out of (you may point out that the bottom photo is a seed.) The response to expect should be that the top photo is growing out of the plant itself and the bottom is growing from a seed.

Science Grade 5 AZ

EXPLANATION

Slide 1: Botany: Plant Science

TW introduce this topic with stating that this unit will be on Botany (plant science). The first subject will go over vascular vs non-vascular plants as well as they type of reproduction plants have (asexual or sexual).

Slide 2: Characteristics of Plants

TW remind students what the characteristics of plants are based on what they went over in classification and in cell science. All plants produce their own food with water, sun, and minerals in the soil or environment around them. The cell structure of plants include chlorophyll (ASK what this does), a ridged cell wall, and large vacuoles (ASK why). Based on the topic, we are studying what makes the cell vascular vs non-vascular and how they reproduce (asexual or sexually).

Slide 3 & 4: Plant Identification Ask S what category they believe the plants are in (vascular or non-vascular). Encourage them to think of the definition of vascular (using previous knowledge from classification) and how that could be seen in the body structure of the plants. Point out the top right photo is on a rock and the bottom left is in water, giving it different structure than the other two.

Slide 5: Plant reproduction

TW explain that non-vascular plants lack specialized structures to transport and store water. The three classes are mosses, hornworts, and liverworts (to be addressed soon).As seen in previous slides, the plant on the rock and in the water is in very damp areas so they do not need to store water as it is easily accessible. To aid in getting water they are smaller and low to the ground plants, because they cannot store water.

TW explain that vascular plants have Xylem and Phloem for transporting water, taking water from roots to leaves. Point out that in the previous photos, vascular plants are more rigorous and have similar structures to one another.

Slide 6: Plant reproduction

Ask S the difference in growth between the two types of growths (asexual and sexual), and hypothesis what is different.

Science Grade 5 AZ

Slide 7: Asexual Reproduction

TW explain that asexual plant goes not combine gametes – the egg and sperm also known as the female and male reproductive properties. This process is more of a cloning process, where if there are no mutations, the daughter plant will be like the original. This process takes place by a plant growing stems on the original plant, like the potato in the previous slide. Algae is another example of a plant who asexually reproduces, it clones itself rather than uses gametes. Other plants use spores in which spores are the reproductive bodies that develop into new plants.

Slide 8: Vegetative Reproduction

TW explain that Vegetative Reproduction is a type of asexual reproduction as there are no gametes involved. Three types of vegetative reproduction are runners, bulbs, and tubers. A runner grows long stems above the ground, then that stem spreads out, it grows copies of the original plant. Strawberries are an example of this. A bulb has short stems that grow at the base of the plant, all under ground. An onion is an example of this. Tubers are also underground, but they develop at the stem or root of the plant, and even grow new roots off their surface, like a potato.

Slide 9: Explain runner, bulb, and tuber based on photos

Slide 10: Plant Sexual Reproduction

TW explain that this type of reproduction involves gametes – or the male and female cells. The seeds in plants are the female gametes and pollen is male gametes. When these two meet, fertilization of the seed talk place to develop new plants. This can only happen with pollination, or spreading of the pollen to reach a seed (the egg). Seeds can also spread, in an effort to grow the area of plant; it would be ineffective if plants stayed in one spot. Seeds use wind, animals, bugs, and even people to spread!

Science Grade 5 AZ

Slide 11: Reproduction Benefits and Disadvantages

SW hypothesis why they think there are benefits to both asexual and reproductive reproduction. TM (teacher may) help to guide the conversation to being why cloning can be both good and bad based on the picture provided.

Key points: asexual reproduction benefits include making a mass amount of the same plant as they can occur if you have the original plant – this is helpful in farming, but if one of the plants is bad, the rest will be cloned the same way so it could ruin an entire family of plants. Sexual reproduction has the benefit of less of a chance that the daughter plants will be diseases (different for asexual reproduction), but a disadvantages is that plants may only grow if the seeds are fertilized. As specific pollinators (bugs and animals) are going endangered, there is less spreading of the pollen.

EVALUATION

Complete Vascular and Nonvascular Plants Worksheet

-Short answer on back of benefits of types of reproduction

Science Grade 5 AZ

Subject: Grade 5 Science

Unit: Plants and Life Cycles

Day: 2

Topic: Non-Vascular Plants

Materials: ● Plants and Life Cycles Day 2 Lesson Plan ● Plants and Life Cycles Day 2 PowerPoint ● https://www.youtube.com/watch?v=iWaX97p6y9U for overview teacher use

Lesson objective(s): ● SWBAT identify Non-vascular plant characteristics and the three types (moss, liverworts,

and hornworts). ● SWBAT draw and describe non-vascular plant reproduction (alteration of generation).

ENGAGEMENT Bullet points in the power point marked with an asterisk (*) are important concepts included on quiz questions. They should, therefore, be included in student notes. It may be important to preface these lessons with a reminder about expected student decorum. Just as in the animal world, plants reproduce, and some of the terms are the same.

Slide 2: Pictures Ask students to explain the differences they see in the three photos, specifically in the different shapes and structures. Note the size and ask why they think that is.

EXPLANATION

Slide 1: Nonvascular plants

TW introduce this topic with stating that one of the two categories of plants are non-vascular plants and within this is three categories: Mosses, Liversworts, and hornworts. They should title a new page just as the slide is titled.

Slide 2: Pictures Ask students to explain the differences they see in the three photos, specifically in the different shapes and structures. Note the size and ask why they think that is. Write ideas on the board, no matter what it is to address at the end to see for an understanding check.

Science Grade 5 AZ

Slide 3: Nonvascular Plants – Bryophytes

TW say: Bryophytes are another way to say nonvascular plants and can be used interchangeably through the unit. Bryophytes are different that vascular plants because they are simpler types of plants that lack the tissues and structures needed to transport water up a plant, and it is this reason that bryophytes are small/ low to the ground to get water and nutrients straight from the environment they are interacting. So, they need to be in damp environments. Unlike vascular plants that have specialized structures, they do not have roots, stems, or true leaves. Finally they reproduce with alterations of generation.

Slide 4: Mosses, Liverworts, and Hornworts Life Cycle

TW say: alteration of generation is how nonvascular plants reproduce. It is a cycle involves two phases in which the gametophytes produce a sporophyte, and the sporophyte will produce a gametophyte. Gametophytes are haploid which means that it has half of the genetic information needed to produce a new plant. Male and female gametes combine which leads to a zygote that grows to be a sporophyte. The sporophyte is diploid meaning it has both sets of genetic information it needs in the form of a spore. It releases spores to produce gametophytes – this is an example of asexual reproduction. The cycle then starts again.

Define: (write on definition page)

● *Gametophytes: the gamete-producing haploid phase, producing the zygote from which the sporophyte produces

● *Sporophyte: Diploid, asexual reproduction by release of spores, remains attached to parent plant (gametophyte) and produces more gametophytes

Slide 5: alteration of generation picture

Start at the top at sporophyte, show that in this example the sporophyte is a projection off of the base of the plant (the gametophyte), which then will release spores into the air. The spores are diploid (meaning they have all the genetic information they need) and asexually produce gametophytes. Meiosis takes place here because it is it divides the DNA in half to make the gametophytes which reproduce by combining gametes. The gametophytes grow and mature until it fertilized (or combines) both male and female gametes to produce a zygote that grows into a sporophyte. Thus, to repeat the process. A spore is a dust like partial that is diploid that floats off to make gametophytes asexually.

Science Grade 5 AZ

Slide 6 and 7: Mosses

Mosses grow in damp environments (ASK WHY). They do not have pollen, flowers, or seeds like other plants. Thus, they must reproduce with spores, just as we have seen in alteration of generation. They can grow on soil, trees, rocks, or any surface as long as it is damp.

7 – They appear like green carpet because they are soft and leafy (not true leaves). Their sporophyte is a long projection that releases spores at the top. The leafy part of the moss is the gametophyte

Slide 8 & 9: Liverworts

Like mosses, liverworts grow in damp environments low to the ground (ASK: as they do not have transport structures). They again reproduce with spores like mosses, but they look different from mosses. Liverworts have larger, flat rubbery appearing leaves and may have round cups on them. Mosses are the largest group of nonvascular plants and liverworts are second with more than 8000 types

9 – The cups that appear on liverworts can break off and form new gametophytes asexually. The sporophytes appear in the photos as either like rubbery, green flowers or globes on a stem.

Slide 10: hornworts

Hornworts are named for their look as they appear to have long horn like structures – which are the sporophytes. They are not as common as mosses or liverworts having less than 150 types but are similar in that they grow in damp environments and reproduce with spores. A unique thing about this group is they produce slime between their cells

Slide 11: follow up

EXPECTED ANSWERS

● Why are non-vascular plants small? They are simple plants (lacking proper structural characteristics) and need to get water directly from environment (lack transport).

● How are they unique to other plants (vs vascular plants) in structure and size? They do not have same transport properties, and are much smaller than vascular plants

● Why does the structure effect size? Without the ridged transport properties there is no way to grow tall.

Science Grade 5 AZ

EVALUATION

Briefly describe how each of the classes of non-vascular plants is unique in appearances (minimum of three sentences total).

-Draw the life cycle (alteration of generation) including gametophore, sporophyte, spores, gametes, and zygote.

Science Grade 5 AZ

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Subject: Grade 5 Science

Unit: Plants and Life Cycles

Day: 3

Topic: Vascular Seedless Plants

Materials: ● Plants and Life Cycles Day 3 PowerPoint ● Plants and Life Cycles Day 3 Lesson Plan

Lesson objective(s): ● SWBAT describe the life-cycle of spore producing seedless vascular plants. ● SWBAT describe a vascular plant structure ● SWBAT list the three types of seedless vascular plants

ENGAGEMENT TW show intro/ first slide and ask S to describe the difference between the photos of this slide to last class presentation.

EXPLANATION Intro slide: observe photos, tell of new features compared to last lesson Slide 1: Vascular Plants TW say: Vascular plants are more complex than nonvascular plants because they have transport tissue and specialized structures, and this helps vascular plants to live in a variety of environments. These specialized structures include roots, stems, and leaves. Roots absorb water and nutrients from soil, anchor plants down for stability. Stems contains xylem and phloem, transports water and sugar, gives support to plant. Leaves are where most of the photosynthesis occurs. There are two categories of vascular plants: Seedless and Seeded, which determines the reproduction methods. Slide 2: Transport Structures Picture Within the stem of vascular plants are the xylem and phloem, the specialized transport structures. The Xylem transports water and nutrients from the soil from the roots to the leaves, shown with the red arrow is the larger white openings. The Phloem transports sugar made in the leaves to the other parts of the plant, which is shown by the arrow to the smaller blackish circles. This picture is if you cut a stem across (horizontal) and looked at it under a microscope.

Science Grade 5 AZ

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Slide 3: Seedless Vascular Plants The first category of vascular plants is seedless, meaning they do not have seeds or flowers. Seedless vascular plants have transport tissue, which makes them more complex than nonvascular plants. These transport tissues were just stated: xylem and phloem. There are three categories of seedless vascular plants Ferns, Club Moss, and Horsetails. They are like nonvascular plants in the way that they use spores in the process of alternation of generation. Since they use spores, they grow best in damp environments as the spores grow best where the ground is wet. Slide 6: Seedless Vascular Reproduction All seedless vascular plants use alternation of generation involving spores. Mature sporophytes release spores that get dispersed by the wind. Each spore may develop to be gametophytes, which has male and female gametes. The male gamete needs water to travel to the egg, to fertilize it and make a zygote. The zygote grows into a sporophyte, and the process starts again. As a reminder: Gametophytes are haploid and sporophytes are diploid. Reproduction picture Definition of plant germination: the growth of a new plant (embryo) Definition of plant fertilization: combination of gametes to create a new plant Slide 7: Ferns TW have students take notice of the background; ask them to describe the appearance of a fern. TW say: Ferns are vascular because they have true stems, roots, and leaves, the stems are mostly underground for nutrient absorption and stability. TW read the last two points. TW point out the spores grow on the fern leaves and look like rust colored bumps Slide 8: Club Mosses TW read points off slide and have students take notice of the structure of the club moss as seen in the background photo. Note that these look very different than nonvascular mosses. Slide 9: Horsetails TW read slide points, emphasizing on the 2nd & 3rd bullets. Define silica (a hard, unreactive, colorless compound that occurs as the mineral quartz and as a principal constituent of sandstone and other rocks.) S may think silica to be cilia which is finger like projections. When something packaged needs to stay dry they put silica bead (clear small beads) in with the package.

Science Grade 5 AZ

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Slide 10: Class Disc Club mosses are different because they are vascular (specialized structures), also meaning they have structures to help them grow larger than nonvascular mosses. They even look different. The xylem is larger because water is evaporating from the leaves quicker than the plant needs sugar so it needs to transport more material than the phloem EVALUATION SW draw the life-cycle of a fern

Science Grade 5 AZ

Subject: Grade 5 Science

Unit: Plants and Life Cycles

Day: 4

Topic: Seeded Vascular Plants and new plant growth

Materials: Plants and Life Cycles Day 4 Lesson Plan Plants and Life Cycles Day 4 PowerPoint

Lesson objective(s): SWBAT identify seeded plant characteristics (as well as what a gymnosperm and

angiosperm is) SWBAT tell what seed dispersal and germination are in plant growth

ENGAGEMENT After going through the power point, the students will play a game in which they are a seeds and will pull cards to see if they get ideal conditions and grown. The students will then see how it varies for every seed of every plant depending on the conditions around it. Explanation

Slide 1: Intro

Introduce the lesson

Slide 2: Seeded Plant Characteristics

Of most of the plants we see, flowers, trees, grass, corn, eta are seeded vascular plants, they are the most abundant type of plant on Earth. To be put in this category, as the name suggest, these plants need to have vascular tissue to transport nutrients, water, and sugar as well as seeds to reproduce. The seed itself is a young plant, covered for protection waiting for fertilization. These plants have seed (egg) and pollen (sperm) to reproduce, but they do not need water for the combination of gametes as they use other means of dispersal. In seedless plants, there are gymnosperms and angiosperms.

Science Grade 5 AZ

Slide 3: Types of Seeded Vascular Plants

As stated before, seeded vascular plants have two categories: gymnosperms and angiosperms. Gymnosperms are plants that produce and uncovered or naked seed and do not produce flowers. An example of gymnosperms are conifers or pine trees. Angiosperms are vascular plants that seed is covered by an ovary and produce flowers and/ or fruit, example of these would be sunflowers or apple trees.

Slide 4: Differences in plant types in vascular and nonvascular

Seeded plants have more predominant sporophytes and the gametophytes are much smaller, this is opposite of the nonvascular plants where the gametophytes are noticeable and the sporophyte is much smaller. As we saw in the moss, the grassy green rug part was the gametophyte and the sporophyte was small and stuck up from it, which blended in if you didn’t look closely. Seeded vascular plants on the other hand have large sporophytes, this is the visible part of a pine tree, and the gametophytes are much smaller in the pine tree they are just the cones.

Seed producing plants are at an advantage to spore producing plants because it does not require water to reproduce. In ferns, they need water for the sperm to reach the egg, but in seeded vascular plants do not need water for the pollen to travel to the egg. Since many of the Earth’s climates vary in moisture, seed producing plants can live in more environments. Seed producing plants can store water and needed nutrients as well as protect its seeds.

Slide 5: seed dispersal

Seeds are useful if they travel away from their parent plant, if they stayed close to their parent they would be competing for resources. Seed dispersal aids in spreading out plants over a larger area. The definition of seed dispersal is literally spreading seed. Gymnosperms or naked seeds use mostly the wind to spread, although they can use animals and people to. Flowering plants use mostly animals and bugs to spread their seeds. Farmers throw or use machines to spread seed, although you make get seeds in your hair and clothes as well. Water is also a way that seeds spread; this can help move seeds away from parents. Sometimes seeds will be spread by animals eating them. The seeds that have covers don’t get digested and get pooped out. Then the seed has fertilizer, water, and heat to start growing!

Slide 6: Pollination

Pollination: The act of transferring pollen (male, sperm) to the seed (female, ovary) of a plant. Pollen, once it reaches the seed, fertilizes it, meaning a plant zygote is formed. Pollen can be carried by the wind, animals, bugs, water (rain, rivers), and even you! In the photos below you can see the animals and the bee eating from the flowers, and getting the pollen on them

Science Grade 5 AZ

Slide 7: Germination

Once the male gametes reach the female seed, fertilization occurs. After fertilization and the seeds leaving the parent plant, it needs sun and water to grow. The start of growth is germination. The definition of Germination is process by which seeds find favorable condition (sun and water) and start to grow into a new plant. In covered seeds: this is when the embryo breaks through its coating

Slide 8: seed growth

Pay attention to the picture as I go through the steps of a typical seed growth. Fertilized seeds may stay dormant until conditions are right, meaning they can go years without growing if they do not have water. Once a seed is dispersed and absorbs water, the casing of a seed with break. A tiny root and tiny shoot emerge out of the seed. The root dives down into the soil; the shoot grows up and becomes a stem. A stem grows one or two seedling leaves. Once the true leaves come in (like the parent leaves) it has finished germination and can grow a new plant. Let’s watch this video

Slide 9: Class discussion

Discuss how beneficial seeds are to plants, what are the advantages?

- Live in more climates, can spread farther easily, have lots of workers (animals, bugs, wind), can stay dormant and still grow

EVALUATION

Homework: Write a 5 sentence paragraph going from a seed to a new plant using what we learned in class today

Pine Cone seed Pollinated with wind

Seed spread by water and wind

Grow with water and sun

Seeds eaten by squirrels

3 rounds growth to sporophyte (then no eaten by squirrels)

Fully grown in 7 growth rounds

Fern Spore NEED water to grow

Spores spread by wind

(Fully grown in 5 growth rounds)

Moss spore NEED water to grow

Spores spread by wind

Cannot grow tall (fully grown in 3growth rounds)

Flower seed Pollinated with bees

Seed spread by water, animals, and wind

Grow with water and sun (Fully grown in 3growth rounds)

Apple Tree Seed Pollinated with animals and bees

Seed spread wind, animals, or water

Grow with water and sun (Fully grown in 7 growth rounds)

Seeds eaten by squirrels and people

Squirrel - love to eat pine seeds (1 per round)

Pine Cone seed Pollinated with wind

Seed spread by water and wind

Grow with water and sun

Seeds eaten by squirrels

3 rounds growth to sporophyte (then no eaten by squirrels)

Fully grown in 7 growth rounds

Fern Spore NEED water to grow

Spores spread by wind

(Fully grown in 5 growth rounds)

Moss spore NEED water to grow

Spores spread by wind

Cannot grow tall (fully grown in 3 growth rounds)

Flower seed Pollinated with bees

Seed spread by water, animals, and wind

Grow with water and sun

Fully grown in 3growth rounds

Apple Tree Seed Pollinated with animals and bees

Seed spread wind, animals, or water

Grow with water and sun (Fully grown in 7 growth rounds)

Seeds eaten by squirrels and people

Bee -spends most of time with the flowers/ apple tree (Pollinate 1 per round)

Pine Cone seed Pollinated with wind

Seed spread by water and wind

Grow with water and sun

Seeds eaten by squirrels

3 rounds growth to sporophyte (then no eaten by squirrels)

Fully grown in 7 growth rounds

Pine Cone seed Pollinated with wind/ Seed spread by water and wind

Grow with water and sun

Seeds eaten by squirrels

3 rounds growth to sporophyte (then no eaten by squirrels)

Fully grown in 7 growth rounds

Fern Spore NEED water to grow

Spores spread by wind

(Fully grown in 5 growth rounds)

Moss spore NEED water to grow

Spores spread by wind

Cannot grow tall (fully grown in 3growth rounds)

Flower seed Pollinated with bees

Seed spread by water, animals, and wind

Grow with water and sun (Fully grown in 3growth rounds)

Apple Tree Seed Pollinated with animals and bees

Seed spread wind, animals, or water

Grow with water and sun (Fully grown in 7 growth rounds)

Seeds eaten by squirrels and people

Pine Cone seed Pollinated with wind

Seed spread by water and wind

Grow with water and sun

Seeds eaten by squirrels

3 rounds growth to sporophyte (then no eaten by squirrels)

Fully grown in 7 growth rounds

Fern Spore NEED water to grow

Spores spread by wind

(Fully grown in 5 growth rounds)

Flower seed Pollinated with bees

Seed spread by water, animals, and wind

Grow with water and sun

Fully grown in 3growth rounds

Apple Tree Seed Pollinated with animals and bees

Seed spread wind, animals, or water

Grow with water and sun (Fully grown in 7 growth rounds)

Seeds eaten by squirrels and people

Flower seed Pollinated with bees

Seed spread by water, animals, and wind

Grow with water and sun

Fully grown in 3growth rounds

Flower seed Pollinated with bees

Seed spread by water, animals, and wind

Grow with water and sun (Fully grown in 3growth rounds)

Apple Tree Seed Pollinated with animals and bees

Seed spread wind, animals, or water

Grow with water and sun (Fully grown in 7 growth rounds)

Seeds eaten by squirrels and people

Pine Cone seed Pollinated with wind/ Seed spread by water and wind

Grow with water and sun - Fully grown in 7 growth rounds

Seeds eaten by squirrels

3 rounds growth to sporophyte (then no eaten by squirrels)

Pine Cone seed Pollinated with wind/ Seed spread by water and wind

Grow with water and sun- Fully grown in 7 growth rounds

Seeds eaten by squirrels

3 rounds growth to sporophyte (then no eaten by squirrels)

Pine Cone seed Pollinated with wind/ Seed spread by water and wind

Grow with water and sun - Fully grown in 7 growth rounds

Seeds eaten by squirrels

3 rounds growth to sporophyte (then no eaten by squirrels)

Pine Cone seed Pollinated with wind/ Seed spread by water and wind

Grow with water and sun

Seeds eaten by squirrels

3 rounds growth to sporophyte (then no eaten by squirrels)

Fully grown in 7 growth rounds

Pine Cone seed Pollinated with wind/ Seed spread by water and wind

Grow with water and sun

Seeds eaten by squirrels

3 rounds growth to sporophyte (then no eaten by squirrels)

Fully grown in 7 growth rounds

Each plant has to spread its seeds or spores before it can grow.

Apple trees start to blossom at 6 growth days, attract bees.

Pinecones start to grow pine cones at 5 days growth

Flowers start to bloom at day 3, attract bees, then after 5 days grows new flowers

To show you are growing, start laying then slowly get bigger (sit, knees, squat, stand, branch out arms)

This is not a time to goof around, we are still learning

Round 1:

It is a dry one out there today, all spores don’t get spread.

The farmer spreads the apple seeds.

The squirrels are hungry; they eat one pine cone to the shell.

Round 2:

There is a nice breeze, sunny day and the wind blows through the meadow. So, all the pinecones get pollinated and fall off the tree (one growth round).

The bee pollinates a (1) flower and the seeds are spread with the wind.

The apple trees get watered by the farmer.

The squirrel eats one pinecone

Round 3:

There is a nice sprinkle outside by a few scattered clouds, the spores are spread and the other seeds grow.

The squirrel hides, and does not eat today.

Round 4:

The farmer is sick and does not water the flowers or apple trees.

The forest by the farm has a little stream built up from the rain so the pinecones, ferns, and mosses grow so they all grow.

The squirrel finds another pine cone to eat. The bee is looking for a flower to bug.

Round 5:

The squirrel is starting to store for winter so it takes the seeds from two pine cones. The bee is still looking for flowers to bug.

The fern and the mosses grow nicely in the damp forest. The apple trees and flowers grow as normal in the meadow.

Round 6:

It is a normal day, every one grows.

The squirrel looks for any pinecones not grown to a sporophyte. The bee is looking for flowers to pollinate.

Round 7:

All grows as normal, except one fern and one flower is eaten by a wild rabbit, as there is a carrot shortage in the area.

The squirrel takes a break from the pinecones and spends the day in an apple tree.

Round 8:

It is an especially dry few days, there is no growth today.

Two mosses dry out and die.

Round 9:

It is still dry, but a small rain cloud sprinkles enough to water the trees, the pines and the apple trees grow.

Another moss dies.

The farmer cuts down the biggest apple tree.

The squirrel, if they don’t fine a pine tree, eats a flower.

Round 10:

The monsoon rolls in, RAIN GLORIOUS RAIN, everyone grows!

Science Grade 5 AZ

Subject: Grade 5 Science

Unit: Plants and Life Cycles

Day: 5

Topic: Gymnosperms

Materials:

Plants and Life Cycles Day 5 Lesson Plan

Plants and Life Cycles Day 5 PowerPoint

Lesson objective(s):

SWBAT identify a gymnosperm and its characteristics

SWBAT identify the lifecycle of a conifer

ENGAGEMENT

Bullet points in the power point marked with an asterisk (*) are important concepts included on quiz questions. They should, therefore, be included in student notes. It may be important to preface these lessons with a reminder about expected student decorum. Just as in the animal world, plants reproduce, and some of the terms are the same.

Plant Reproduction pg 37

Studying Pinecones

Our goal is to open up immature pine cones to reveal seeds

Science Grade 5 AZ

EXPLANATION

Intro slide: based on the photo, ask students what type of plants are gymnosperms.

Slide 2: Gymnosperms

Gymnosperms means naked seed from the Greek roots gymno= naked, and sperm= seed. Have the students talk about what that means together. S should decide that Gymnosperms are vascular plants that produce an uncovered seed. The definition of a naked seed is that the seed itself is not within a protective covering - no shells or fruit to hide in. As seen from the photos to the right, the seeds grow on cones, with no shell. As we learned in the previous PowerPoint, gymnosperms are nonflowering, so they do not produce them. The gymnosperms that are most commonly known to us are trees such as pine and evergreen.

Slide 3: Cone-Bearing Plants

Gymnosperms are divided into 4 groups: cycads, ginkgos, gnetophytes, and conifers. But we will focus on the conifers. Conifers produce pine cones and needle like leaves, which help reduce water loss. The gymnosperms we know best are conifers, which are the large cone-bearing trees.

Slide 4: Types of Gymnosperms

The four photos show examples of each of the different types of gymnosperms. Have students observe photos and explain what plants they have personally seen that look like the photos. Ginkgo trees are Asian trees, popular in gardens. Cycads are similar to palm trees, and gnetophyte are dessert plants.

Slide 5: Types of Cones

***the underline words on this slide will help with the homework

The male cones develop pollen and from the photos you can see they are much smaller cones, know as the pollen cones. They will release pollen into the wind in hopes that it finds a seed to fertilize. The female cones are larger and it is responsible for growing seeds and protecting them with their scales, known as the seed cone . When the pollen joins with the seed it is Fertilization. The top photo shows an immature cone that is closed as it is still developing and the bottom photo shows when it has already released or dispersed the seeds. You can seed form the two seed cone photos, when it matures it grows larger and changes from green to brown.

Science Grade 5 AZ

Slide 6: Conifer Reproduction Photo

The sporophyte (visible tree) is dominant and the gametophytes (cones) depend on the sporophyte for nutrition.

The sporophyte develops pollen-bearing cones and seed-bearing cones.

Male cones spread pollen grain via the wind (this is pollination).

Female cones open up and produce sap to trap pollen grain (this is fertilization).

A fertilized egg develops into a plant embryo.

The seed is dispersed by the wind, animals, or water.

The embryo grows into a young sporophyte (new tree).

Slide 7: Conifer Reproduction

You may give them time to write the abbreviated steps

Slide 8: Class Discussion

Expected answers: it can be eaten by animals, they are easier to get at

The cone gives it a little bit of protection until it is fertilized and ready to spread

EVALUATION

Creation of a Conifer fill in the blank

Science Grade 5 AZ

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Subject: Grade 5 Science

Unit: Plants and Life Cycles

Day: 6

Topic: Parts of a flower

Materials: Classification Day 6 Notes Plant reproduction SCI-HI book (only 6 total books) 1 flower per 3 students 1 lab worksheet per group

Lesson objective(s): ● Students will identify and describe the parts of a flower and their functions in relation to development

of seeds. ENGAGEMENT

● S will read out loud together about the flower parts ● S will use the readings to aid in dissecting a flower.

EXPLANATION ● Select 3 students to read pages 8-13 of Plant Reproduction. Students will need to write down each of

the definition of each of the different parts of flowers as well as the definition of pollination. ● Students will dissect a flower in groups of approx. 2-4, separating each of the parts they just learned

about and labeling them. Teacher will need to go to each group and cut the ovary of the plant to see inside. As a group they are to fill in the lab with the questions.

EVALUATION Homework: Reproductive structure of flowering plants worksheet Extension Activity (if extra time is available): SW write the answers to the following questions using complete sentences. 2pts each question

1)Which does your flower produce in greater numbers: ovules or pollen grains? Explain why this would be important in terms of reproductive success. 2)What are some adaptations of flower petals to help attract pollinators? 3)Explain the differences between pollination and fertilization. 4)Which part of the flower becomes the seed?

Parts of a Flower Lab

Names: _______________________________________________________________________

Part One: Procedure

1. Observe your flower specimen. Write three descriptive sentences of your particular flower.

a) _____________________________________________________________________

b) _____________________________________________________________________

c) _____________________________________________________________________

Based on the readings done in class, carefully take apart the flower into the separate parts with a

group. You will take turns finding and dissecting all the parts, then pasting/ taping them to a

separate sheet of paper (to be turned in with all group member names). Below, you will follow

the order below, starting from the outside (petals and sepals) and moving inward.

Petals and Sepals

Pluck the petals and the sepals off; paste them on a page in a display that looks like the flower

before you removed them.

How many colored petals are present? __________________________________________

What advantage to the flower are colored petals? __________________________________

____________________________________________________________________________

How many green leaves surround the bottom of the flower? __________________________

What are their name/ function?

_____________________________________________________________________________

Stamen

After removing enough petals from the flower so that you can observe the inner parts. Remove

the stamens, and label the different parts.

What is the stamen and what are all of its parts?

______________________________________________________________________________

______________________________________________________________________________

What does the anther produce?

______________________________________________________________________________

______________________________________________________________________________

Pistil

Remove the pistil, a teacher will come and cut it longitudinally for you to observe the inside

chambers, and then label the different parts.

What is the pistil and what are all of its parts?

______________________________________________________________________________

______________________________________________________________________________

Is the ovary divided into parts? If so, how many?

______________________________________________________________________________

What is held in the ovary?

______________________________________________________________________________

______________________________________________________________________________

1. Write a function for each of the following flower parts.

Stamen ______________________________________________________

Anther ______________________________________________________

Pistil ______________________________________________________

Stigma ______________________________________________________

Ovary ______________________________________________________

Petals ______________________________________________________

Pollen Tube ______________________________________________________

Write a definition for pollination.

________________________________________________________________________

________________________________________________________________________

Science Grade 5 AZ

1

Subject: Grade 5 Science

Unit: Plants and Life Cycles

Day: 7

Topic: Angiosperms

Materials: Classification Day 7 PowerPoint Classification Day7 Notes Classification Day 7 labeling worksheet

Lesson objective(s): SWBAT define an angiosperm SWBAT give the differences between a monocot and a dicot

ENGAGEMENT Have students go out to the court yard and pick one angiosperm to observe. Have the students observe the plant, drawing it, then using knowledge of flower part guessing the process of fertilization for this plant.

EXPLANATION Slide 1: intro Introduce subject, taking note of the photos Slide 2: Angiosperms As we know, angiosperms are vascular plants, containing xylem and phloem. Angio means covered or enclosed by a seed or blood vessel, sperm again in greek means seed. These plants, as we saw from last slide, grow flowers and reproduces using the flowers. The seeds of these plants grow and are protected by the the ovary of the flower. The flowers of these plants because of scent and color, attract bugs and animals, who pollinize the flowers. There are two types of flowers – monocot and dicot. (ASK what mono and di mean.) Slide 3: Fruit We saw the ovary when dissecting the flower, and we know this is where the seeds develop. From the photo on the bottom, we can see that the flowers themselves develop into fruit, as the ovary ripens and grows large. The photo below shows a strawberry developing, the flower parts (petals) fall off and the ovary swells, creating the final strawberry. As with apples, watermelon, and any other fruit, the seeds are kept inside the fruit (this is the protective covering.) The seeds within fruit, if they become fertilized, will grow into a new plant. The new plant as it grows develops seed leaves called cotyledons. We will use cotyledons to identify what monocot and dicot mean.

Science Grade 5 AZ

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Slide 4: Monocot ASK – what does mono mean? What was a cotyledon? Monocots have one cotyledon or seed leaf, that is how we can first identify a new plant. As you see in the photos below, monocots have flower petals that grow in multiples of 3. The leaves once developed are long and narrow, having veins that are straight (not spread out). The xylem and phloem in the stem have no order and are scattered randomly. Grass is an example of a monocot – having long narrow, single leaves, we can see it is a monocot. Slide 5: Dicot ASK- What does di mean? Knowing that, how many cotyledons do they have? Dicots have two cotyledons or seed leaves. The leaves on these plants are much broader and have net like veins. The flower petals are in multiples of 4 or 5, and the transport system in the stems is arranged in a ring. Bean plants are an example of dicots, in which two small seed leaves can be seen at the start of growth. The drawing below on the left compares the shapes of the leaves of the monocots and dicots. Slide 6: Monocot vs dicot chart Explain the graph, it puts an image to what we learned about monocots and dicots, with cotyledons, leave shape, vascular tissue, and flower petals. Slide 7: simple picture of reproduction The adult tree is the sporophyte, it is diploid and has the genetic information to grow the gametophyte – the flower. We know that the pollen is the male gametophyte and has to travel through the pistil to reach the female gametophyte (ovary holding the egg). Then, the ovary swells, to create the fruit, and if conditions are favorable, will develop into a seedling to grow a new plant. Slide 8: more complex photo of angiosperm reproduction Explain the process of the pollen reaching the egg, to lead to a zygote through fertilization. Embryo means the zygote has matured, this is all within the fruit of the plant, and if the conditions are right, it can germinate to grow the sporophyte. Slide 9: class discussion Watch the video of plants growing, ask which they think are monocot and dicot (give reasoning). Scent and color help to attract bugs The flowers have other living objects do the pollination plus the male and female parts are close together.

EVALUATION S will complete in class worksheet on monocot vs dicot SW complete the Classification Day 1 Homework using their notes from class.

Name:____________________________

State the entire female part of a flower and the parts that make it up:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

State the entire male part of a flower and the parts that make it up:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Define pollination and give 2 examples of pollinators:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

For Reproduction to occur in plants the _________________ must fertilize the ___________________.

Name:____________________________

Science Grade 5 AZ

1

Subject: Grade 5 Science

Unit: Plants and Life Cycles

Day: 8

Topic: Photosynthesis

Materials: Photosynthesis power point Photosynthesis Homework Stem of mint Candle Covering; class bowl or otherwise

Lesson objective(s): SWBAT define photosynthesis SWBAT describe why plants make their own food

ENGAGEMENT Light a candle then put it under a container. The fire should die. Then light the candle and put the piece of mint under with it. The candle should stay lit, ask students why this happens

EXPLANATION Slide 1: Photosynthesis – have students guess at what it is based on what they know of plants and plant parts

Slide 2: Photosynthesis intro Plants make their own food, that’s why they are known as autotrophs (auto=self, troph=food) Photosynthesis is the process by which plants make their own food. They use sunlight, water, and carbon dioxide in the chloroplast to produce the glucose they need to grow. (WHERE IS THE CHLOROPLAST?) Slide 3: Plant cell We already know that the plant cell has two main differences from animal cells (Ask what they are). Chloroplast and cell wall. The chloroplast is the part of the plant cell that is responsible for making the food needed. Chloroplast are found most abundantly in the leaf cells (WHY?) The leaves are responsible for taking in most of the sunlight for the plant, so they are most abundant there. Within the chloroplast is chlorophyll, which is the part of the cell that absorbs the light and gives the plant the green color. Notice the white leaf, what can you tell us about the amount of chlorophyll? Slide 4: Cell photos Remind them we already learned this, review the plant cell including the chloroplast. The bottom right photo shows a microscope photo that has distinct chloroplasts. Slide 5: large microscope photo

Science Grade 5 AZ

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Point out the labeled organelles, not the chloroplast are very green Slide 6: Photosynthesis recipe Let’s think about this like cooking. We need ingredients to cook. The plant needs Light energy from the sun, water (H20), Carbon Dioxide (CO2), and chlorophyll to make its food. The steps are: 1)Chlorophyll absorbs sunlight and the roots take in water, which travels up the xylem. *2) The clorophyll uses the light energy to break water into 2 hydrogen and 1 oxygen. *3) Plant takes in CO2 and hydrogen from water joins to make sugar (glucose) *4) Sugar (glucose) is carried to rest of plant in the phloem and oxygen is released into the environment. Slide 7: Photosynthesis photos Go over the ingredients and steps with the photo. MAKE SURE STUDENTS KNOW THE EQUATION Carbon Dioxide + water + light -> glucose + oxygen Slide 8: Respiration Students should know the opposite of photosynthesis is respiration Animals take in oxygen and use energy/ glucose to breath, then with we exhale we release CO2 and water. Slide 9: It’s a cycle Have students take turns explaining the cycle, using the photo to explain. EVALUATION Photosynthesis worksheet

Botany Study Guide

- Classifications of plants (groups included and characteristics of each)

i) Vascular & Nonvascular (vs)

ii) Groups of nonvascular, seedless vascular, and gymnosperms

iii) Gymnosperm and angiosperms

- Reproductive bodies of plants (spore, pollen, seed)

- Transport system parts (what each is and what it transports)

- Vegetative Reproduction (define each: runner, tuber, bulbs)

- Define each of the specialized structures of vascular plants

- Seed dispersal, pollination, fertilization, germination

- Alternation of generation (define each part, what it grows, and if it is haploid/ diploid)

- How each type of plant reproduces (with spores, gametes, or vegetative reproduction )

- Types of reproduction (asexual, sexual, and vegetative reproduction)

- Types of Angiosperms and their characteristics

- Photosynthesis

Botany Study Guide

- Classifications of plants (groups included and characteristics of each)

iv) Vascular & Nonvascular (vs)

v) Groups of nonvascular, seedless vascular, and gymnosperms

vi) Gymnosperm and angiosperms

- Reproductive bodies of plants (spore, pollen, seed)

- Transport system parts (what each is and what it transports)

- Vegetative Reproduction (define each: runner, tuber, bulbs)

- Define each of the specialized structures of vascular plants

- Seed dispersal, pollination, fertilization, germination

- Alternation of generation (define each part, what it grows, and if it is haploid/ diploid)

- How each type of plant reproduces (with spores, gametes, or vegetative reproduction )

- Types of reproduction (asexual, sexual, and vegetative reproduction)

- Types of Angiosperms and their characteristics

- Photosynthesis

Plants and Life Cycles: Unit Assessment Part I: Matching -Directions: Match the term with its description or definition. 1pt each

1. Classifications of nonvascular plants ________

2. Classifications of seedless vascular plants ________

3. Classifications of gymnosperms________

4. Seed ________

5. Pollen ________

6. Gymnosperm ________

7. Angiosperm ________

8. Xylem ________

9. Phloem _______

A. Male plant gamete

B. Fern, Club Moss, Horsetails

C. Transport tissue carrying water from roots to

leaves

D. Non-flowering seeded vascular plant

E. Moss, Hornworts, Liverworts

F. Female plant gamete

G. Conifer, Ginkgo, Cycad, Gnetophyte

H. Transport tissue carrying sugar from leaves

to rest of plant

I. Flowering seeded vascular plant

Part II: Fill-in-the-Blank

Directions: Using the word bank, write the answer on the line after its description. 1pt each

10. The growth of a new plant if conditions are favorable _________________________________________

11. Dust-like reproductive bodies: Diploid _________________________________________

12. Where most of photosynthesis occurs _________________________________________

13. Where the haploid gametes meet to form a diploid zygote _________________________________________

14. Type of vegetative reproduction where the new plant grows on the roots of the old plant ___________________________________________________________

15. The haploid plant within alternation of generation _________________________________________

16. Contains the xylem and the phloem _________________________________________

17. The diploid plant within alternation of generation _________________________________________

18. Type of vegetative reproduction where the new plant grows from the original spherical plant _______________________________________________________

19. Gets water and nutrients from soil; stability for plant _________________________________________

20. The act of spreading seed _________________________________________

Seed Dispersal Fertilization Germination Pollination Bulbs Runners Tubbers Roots Stem Leaves Spores Sporophyte Gametophyte

21. The act of brining pollen to a seed __________________________________________

22. Type of vegetative reproduction where the roots run above the ground, then break off ___________________________________________

Match the answers Determine how each of the types of plants reproduces.1pt each

1) Moss___________________________________________________ 2) Sunflower _______________________________________________ 3) Pine tree ________________________________________________ 4) Ferns___________________________________________________ 5) Onion___________________________________________________

Short Answers Directions: Read the following questions. Then, write a complete response on the lines provided.

1. 3pts Describe the process of Photosynthesis (including formula):

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2. 2pts What advantages do vascular plants have over non-vascular plants:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3. 2pts Define asexual reproduction and sexual plant reproduction: _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Asexually with spores Sexually with gametes Vegetative Reproduction

4. 3pts What is the difference between a monocot and a dicot? _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

BONUS Draw the Reproductive Cycle of a Moss or Fern