sixth grade curriculum project: plant kingdom, photosynthesis, and global effects amy aieta and...
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Sixth Grade Curriculum Project:Plant Kingdom, Photosynthesis, and
Global Effects
Amy Aieta and Sarah Carter
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Day 1: Introduction to the Plant Kingdom
• Ask students to brainstorm their thoughts on the plant kingdom; what is it, what makes plants unique from other living things?
• Mini-lecture regarding plant life, cell structures, and the different types (vascular/non-vascular).
• In STAD groups.
• Vocabulary worksheets on the definitions.
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Vocabulary for Day 1
Cell Wall
Cellulose
Chloroplasts
Vacuole
Chlorophyll
Vascular Tissue
Cuticle
Bryophytes
Vascular and Non Vascular plants
Ferns
Shrubs
Trees
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Day 2: Non Vascular Plants: Bryophytes
• Notes on bryophytes.• STAD worksheets on new
vocabulary.• The students will perform a lab
“Will Mosses Absorb Water?” shown right.
• Vocabulary for Day 2:RhizoidsBog/PeatGametophyteSporophyte• Students will be asked to study
their new vocabulary for the quiz the next day on non-vascular plants.
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Day 3: Vascular Plants, an introduction to Ferns
• Students will begin the class by taking a quiz on non-vascular plants.
• Students will take notes on vascular plants.
• Students will perform a lab called “How quickly can water move upward?”.
• Students will be asked to study for their vocabulary quiz the next day on vascular plants and ferns.
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Day 4: Compare and Contrast Vascular and Non-Vascular Plants
Photosynthesis; its history and makeup
• A quiz on vascular plants and ferns will be given.
• Venn diagrams will be shown and a discussion will be held regarding the differences/comparisons between vascular and non-vascular plants.
• Second part of the class will be used to understand how photosynthesis was historically discovered.
• Students will be divided into STAD groups and will read over the photosynthesis lab to be performed the next day.
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Day 5: Photosynthesis Lab and an Introduction to Global Issues Project.
• Lab, “Eye on Photosynthesis” • There is a 30 minute waiting
period during the lab and during this time the students will be introduced to the global issues research project.
• Students will be shown different internet search engines and sites to use and will be given a library tour to gain research materials.
• They will finish the lab and take books or printed internet resources home to prepare their global issues project.
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Day 6: Global Issues• In groups of four mixed by race, gender,
and ability students will present the global issue assigned to them to research.
• Students will be able to choose from: – global warming
– greenhouse effect
– clear cutting
– Biosphere
– Deforestation
– Ozone depletion
• Students will have research time in class on Friday afternoon to use internet connections and the school library. Over the weekend the students are expected to create a presentation to aide them in teaching the rest of the class their assigned global issue.
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Criteria for Global Issues Presentations
• Students are asked to answer the following questions in their presentations:
– What is your Global Issue?– Why is it a problem in the
environment today?– Have any reforms or laws formed
to protect or fix your global issue?– When was it discovered (realized
to be a problem)?– Is there anything students can do
to prevent this global issue from intensifying?
• These questions will be expected to answered in the presentation given.