Jaclyn+Dudas+Water+Uptake+10

Editor: Pamela Kirsten Ellis
 * [[file:plant control systems.doc]]

Grade: 10 Subject: Science Unit: C: Cycling of Matter in Living Systems Topic: Water Uptake in Plants** **ABSTRACT:**

It is important for students to be engaged in useful activities that promote learning. It is a useful tool to combine authentic web pages with text book material to give students the opportunity to learn from more than one perspective as it helps students connect details in different contexts. Learning about water uptake in plant systems is an important topic in this unit. Using internet sources, students will be able to learn how to look for accurate web pages that present specific information electronically.

Students will understand the properties of water and how it applies to water forces in a plant. Students will investigate, by computer, plant control systems
 * Lesson Objectives:**

1. Analyze plants as an example of a multicellular organism with specialized structures at the cellular, tissue and system levels. o Explain and investigate the transport systems in plants; i.e., xylem and phloem tissues and the processes of transpiration, including the cohesion and adhesion properties of water, turgor pressure and osmosis; diffusion, active transport and root pressure in root hairs. o Explain and investigate phototropism and gravitropism as examples of control systems in plants trace the development of theories of phototropism and gravitropism (e.g. from Darwin and Boysen- Jensen to Went)
 * Outcome(s):**
 * Students will:**

2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs)
 * ICT Outcomes:**
 * C.1. Students will access, use and communicate information from a variety of technologies. **

C.4 **Students will use organizational processes and tools to manage inquiry.** 1.1 follow a plan to complete an inquiry 1.2 formulate new questions as research progresses 1.3 organize information from more than one source

C.6. **Students will use technology to investigate and/or solve problems.** 1.1 identify a problem within a defined context 1.2 use technology to organize and display data in a problem-solving context 1.3 use technology to support and present conclusions 2.2 use data gathered from a variety of electronic sources to address identified problems

F.1. **Students will demonstrate an understanding of the nature of technology.** 2.1 apply terminology appropriate to the technologies being used at this division level 2.2 identify and apply techniques and tools for communicating, storing, retrieving and selecting information

P.2. **Students will organize and manipulate data.** 1.1 read information from a prepared database

**Introduction**  - Ask leading questions in regards to properties of water  - Provide students with handout. Have students look over worksheet about properties of water and how it is related to transpiration in groups of six and hypothesize answers to the first question. Students will then share their hypothesis. Students then choose a partner from their small group and are asked if they have any questions?

-  Today we are going to go into the computer lab and explore the very last topic of the unit: Plant control systems. As before, you will only need to bring a pencil with you. You will be working in groups of two you have just picked to complete this research activity. Upon arrival at the lab, log in, type in the i nitially specified web address and follow the instructions on the handout. Follow the links and/or the key words specified to help you locate further websites. Ask students why this would be useful. (Confirm that the keywords and links they use will assist them in the completion of the worksheet and aid them in the discovery of water uptake in plants).
 * Body:** L__esson explanation to students__

-  If you run out of time, you can access the websites from home or locate the details in the textbook

-  Any questions? -  If you finish early, you will be provided with a list of websites to explore, videos to watch, and games to play that may assist in your understanding of the unit.

-  <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial Narrow','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-fareast-language: ES; mso-ansi-language: EN-US; mso-bidi-language: AR-SA;">With 7 minutes left, have students log off computers and return to the classroom (Or should it be an option, allow students to leave from the computer room). - <span style="font-size: 7pt; line-height: 115%; font-family: 'Arial Narrow','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: ES; mso-ansi-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 12pt; color: green; line-height: 115%; font-family: 'Arial Narrow','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-fareast-language: ES; mso-ansi-language: EN-US; mso-bidi-language: AR-SA;">Students will rejoin their teams of six and groups will ask prepared questions related to previously learned information to another team of six prior to leaving. <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial Narrow','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-fareast-language: ES; mso-ansi-language: EN-US; mso-bidi-language: AR-SA;"> - Inform students that tomorrow we will review this information and begin a review of the whole entire unit (using Socratic Method and in groups). - <span style="font-size: 7pt; color: green; line-height: 115%; font-family: 'Arial Narrow','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: ES; mso-ansi-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial Narrow','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-fareast-language: ES; mso-ansi-language: EN-US; mso-bidi-language: AR-SA;">If you have any concerns at all, please come and see me!! <span style="color: #008000; font-family: 'Times New Roman', Times, serif;">
 * Close:**
 * Assessment**

<span style="font-size: 12pt; color: green; line-height: 115%; font-family: 'Arial Narrow','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-fareast-language: ES; mso-ansi-language: EN-US;">During research, I will use an observation checklist to note how students are progressing throught the activity and students will quiz each other at the end of the class. The following class I will have students work in teams to compare their answers for a different segment of the worksheet (each student will have a specific role i.e. secretary, maestro (this person will be able to check the answer key if the team is unsure of an answer, timer, speaker, and researchers). Students will then present their findings in a unique and informative way. I will also use the Socratic Method of questioning to determine student understanding about the properties of water. Lastly, students will be provided with a metacognitive questionnaire in order to assess their own learning and thoughts on using the internet to locate information. <span style="font-family: 'Arial Narrow','sans-serif'; mso-ansi-language: EN-US;">