Summer Research Program for Science Teachers

Jeremy Szerlip

Scarsdale High School

Scarsdale, NY

2004

FEED ME, SEYMOUR

OR

HOW TO TEND TO YOUR MAN-EATING PLANT

 

Course: Living Environment (Biology)

Grade:             9th grade

Unit:                Plants

Time              One Week or 6 class periods

 

AIM:  To have students learn about the three major organs of the plant.

 

Overview: As you know, the cells of gymnosperms and angiosperms are organized into different tissues and organs. The three main organs of seed plants are roots, stems, and leaves.

 

Divide and Conquer: Each person in your group will assume the role of a specialist of an organ type. In your group of eight there will be two root specialists, two stem specialists, and two leaf/transport specialists.  The specialists for each organ will then leave their group and gather at a “conference” for their organ. 

 

The Mission: There you will create a poster with the help of the other specialists that covers all the important facts and functions of the plant organ. Specialist groups will work together, sharing ideas and pictures, but each pair of specialist will create a separate poster to bring back to their original group. The specialist groups will also create handouts for the pairs of specialists to bring back to their original group.

 

Back to the Beginning: The specialists will then rejoin their original group and teach what they know to their group members.  As each specialist covers his/her topic the other group members should make sure that they are able to answer all the questions on the “Topics Covered” sheet for that organ. 

 

Assessment: Each pair of specialists will be graded on their poster and handouts. The posters and handouts must cover all the topics.  There will also be a grade on the presentation of the topics.  This covers both the oral part and the written part.  Things that will be looked at are the following:  Overall composition of poster.  Is poster easy to read and follow?  Are both specialists knowledgeable in their topic; are they able to explain it to their group?  Did both students participate equally?

Students are responsible for all material covered – this will be on PLANT TEST at end of unit.

 

Standards:

Standard 1:Scientific Inquiry        

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. 

 Standard 7: Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of

mathematics, science, and technology to address real- life problems

and make informed decisions. 

Standard 4: Science

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. 

Materials: You will need poster board, markers, colored pencils, tape, glue, text books, an internet connection (or they can do that part at home) and anything else that the students feel they need in order to teach the material to their group.

 

Roots Specialists: Topics Covered Sheet

Your mission, if you choose to accept it, is the following. With your fellow specialists, create a poster that teaches the following information. Remember that you, with your roots specialist partner, will be teaching this information to your original group.

 

You know you’ve accomplished your mission when your original group can answer the following questions without prompting.  They should also be able to label each of the diagrams that you showed above.

 

Stems Specialists: Topics Covered Sheet

Your mission, if you choose to accept it, is the following. With your fellow specialists, create a poster that teaches the following information. Remember that you, with your roots specialist partner, will be teaching this information to your original group.

You know you’ve accomplished your mission when your original group can answer the following questions without prompting.  They should also be able to label each of the diagrams that you showed above.


Leaves and Transport Specialists: Topics Covered Sheet

Your mission, if you choose to accept it, is the following. With your fellow specialists, create a poster that teaches the following information. Remember that you, with your roots specialist partner, will be teaching this information to your original group.

 

You know you’ve accomplished your mission when your original group can answer the following questions without prompting.  They should also be able to label each of the diagrams that you showed above.

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