Lesson plan "Plant nutrition and growth" 7 grade

Topic

Plant nutrition and growth

Lesson

№6

Date

07.10.21

Class / school

7th grade / School №3

Teacher

Mihailidi S.I.

Teaching aims

• form the concept of the рlant nutrition and growth

Content objectives

By the end of the lesson students will be able to: 3.2 study the process of plant nutrition and growth

Language objectives

Lexis: capture energy, carbon dioxide, photosynthesis.

Functional language: comparing, explaining , discussing, analyzing, sorting the cards, describing

Assessment

• students will be able to create captions that describe the function of plant structures.

Cognition

working with definitions and doing research about the topic of “Plant nutrition and growth”

Culture

understanding that topic of the рlant nutrition and growth

Communication

• discussing properties of the рlant nutrition and growth

• defining key terms

Content

working with text about “Plant nutrition and growth” and present understanding of the topic

Stage / Aim

Time

45 m

Procedure

Lead in

2

Greetings.

Positive attitude.

Warm up

(to set the context and activate prior knowledge)

5

Plants meet their needs in different ways in different environments because the availability of resources varies from one ecosystem to another. Plants, like all living things, have basic needs that must be met for them to survive.

These needs include: light, air, water, a source of nutrition, space to live and grow and optimal temperature.

There is an easy acronym to help remember basic plant needs, these are the things that plants need to survive and thrive. LIGHT: Leaves capture energy from the sun, then convert and store that energy as a type of sugar called glucose. Plants use glucose to grow strong and eventually flower and reproduce. Sunlight also provides heat which is needed for plants to

survive. Each plant has an optimal temperature range depending on the crop and the variety. The sunlight and changing seasons allow us to grow a variety of crops at different times during the year based on the optimal growing season.

AIR: Plants take in carbon dioxide (CO2) from the air and convert it into glucose (a type of sugar) through the process of photosynthesis, which is powered by sunlight.

WATER: All living things including plants are comprised mostly of water. In fact, the human body is made up of 2/3 water. Water supports the transportation of nutrients, from the soil up into the structures of the plant, is used in the process of photosynthesis, helps keep plants standing strong and upright and not wilted or droopy, and water helps keep plants cool as it evaporates from the leaves.

In today's lesson, you will learn more about

plant needs using the acronym L.A.W.N.S.

Presentation

( to present new topic)

10

The «NetLogo program». The students will be using the computer program Inspiration to create their concept map. Students identify five things they believe plants need to survive (soil, light, nutrients, water, air) and propose ways to test the hypothesis that each factor is actually necessary for plant development. Students seek conclusions through prior

knowledge, research, and experiment.

The class divided into groups, assigning each group a “need” to investigate (i.e. soil or light). Start each group

off with a well-defined scientific question: “Do plants require soil to survive?” really is tested by asking, “Can some plants survive without soil?”

Video http://www.youtube.com/watch?v=QaFRbWsuWyA

Practice

( to consolidate the material, to check understanding of the topic)

10

Activity 1.

Lab Procedure: Students will be put into a group of twos. Students will locate 6 beakers, 6 planters, and 12 seeds. Students will pour 200 mL of control media into 2 beakers, 200 mL of calcium deficient media into 2 beakers, and 200 mL of magnesium deficient media into the last 2 beakers. They will place their 2 seeds into each of the planters and place the planters into the beaker. The planter should be placed where the seed is barely covered with media. Students will label their beakers with their group name, date, media type, and class period. Students will then place their plants in the greenhouse. Students will check on their plants twice a week. While checking on their plants, they will note the media level (add more if necessary), measure the stem length, measure the leaves width and length, note the color, texture, or any other characteristics. Also, students will have the opportunity to take a picture of their plants each week to refer to in their lab report

Activity 2.

Organizer Sheet –What Do Plants Need?

Fills the organizer sheet.

Student reports should include artistically detailed drawings of their experimental design and results, graphic representation of data, and complete sentences using appropriate vocabulary words.

Production (to speak and present)

5-6

T: Well done. Good job!

ICQ: I ask the class to think about how the plant is like a community. I listen to the answers that will lead them to

the conclusion that the plant nutrition and growth work and support its life, while structures in the community work.

Let me remind you that every structure of a plant has an important function for it to survive.

Ss: Students speak about their topic.

Reflection (to reflect on what they have studied)

5

Biology: Plants Test Quiz https://www.ducksters.com/science/quiz/plants_questions.php

What is the name of the process used by most plants to make their food from sunlight?

Which structure of the plant supports the plant and has tissues that move food and water around the plant?

Which structure of the plant grows underground and keeps the plant from falling over?

Which structure of the plant is designed to capture sunlight and carbon dioxide for photosynthesis?

Conclusion (to finish the lesson and set the homework)

2

Now, I’d like to recap. Today we have explored the topic of “Plant nutrition and growth”. Have a nice day! I will see you on Thursday. Goodbye!