QCS 501 Teaching Package

SCIENCE, SYSTEMS IN LIVING THINGS TEACHING PACKAGE

Flowering Plants Transport System Part 1 (1st Session, 2 periods) Student Profile Primary 5, Mixed Ability, Class Size of 40 Time, Venue 2 Periods (60 minutes), Classroom Pre-Requisite Knowledge Before the lesson, students should be able to: ‣ Recognize the different parts of a plant, namely: root, stem and leaf ‣ Identify the organs of the human circulatory system and describe their functions Objectives

Materials List

At the end of the lesson,

‣ Red-dyed Carnation (Teacher-example)

pupils should be able to:

‣ White Carnations (6, one for each group)

❖ Knowledge, Understanding & Application:

‣ Science Journal (One per individual)

‣ Recognize the different parts of a plant, namely: root, stem and leaf

‣ Magnifying Glasses (One per group)

‣ State the ways in which nutrients, water and oxygen are transported within plants through its parts, namely: root, stem and leaf

‣ Teaching Slides (Prezi)

❖ Skills & Processes:

‣ Roots (Any plant) (6, one per group)

‣ Compare the ways in which nutrients, water and oxygen are transported within plants and humans:

‣ My Pals Are Here (Systems) Workbook

- Plants: tubes that transport food and water

‣ Beakers of Coloured Water (3 red, 3 blue)

- Humans: blood vessels that transport digested food and other substances

‣ Problem-Based Activity Sheet

‣ Video: Plant Transport System ‣ Banana Leaves (6, one per group)

‣ Measuring Cylinders (12, 2 per group)

❖ Ethics & Attitudes: ‣ Show curiosity in exploring the stem of a plant and questioning its function as a part of the transport system in a flowering plant

‣ Flowering Plants Transport System Google Site ‣ Adaptations of Leaves, Stems, Roots Google Quiz

‣ Value individual work and team effort PAGE 1 OF 8

Lee Wei Loong

PLANT TRANSPORT SYSTEM

ENGAGE (5 Minutes) Time 5 mins

Lesson Development

Notes

Arrange students in 10 groups of 4.

Materials Red-Dyed Carnation in red water solution

Show students teacher set-up of two stalks of carnation, one white in clear water and the other in water with red dye.

(Teacher example, pre-prepared)

“Why do the 2 flowers have different colours?”

Have students discuss.

White Carnation in clear water

“Is a plant a system?”

Science Journal

Have students post their answers into the “What I Know” column in their Science Journal.

(Individual)

EXPLORE (5 Minutes) Time

Lesson Development

Notes

5 mins

“Which part of the plant do you think helped get the red dye up to to the flower? Why?” (Stem) Cut a portion of the stem off and show it on the visualizer. Distribute six pre-dyed and pre-cut carnations to each group. Have them observe the cross-section of the stems.

“What are these red-coloured parts of the stem called?

Safety:

Materials Red-Dyed Carnation

Have students inform (One for each group, the teacher if their skin pre-cut) gets irritated upon contact with the Carnations Magnifying Glass (One for each group)

Science Journal “What will the colour of these parts be if the flower was placed in blue water instead? Why?”

(Individual)

Discuss as a class.

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Lee Wei Loong

PLANT TRANSPORT SYSTEM

EXPLAIN (25 Minutes) Time 5 mins

Lesson Development

Notes

Show video: Plant Transport System

Key Concepts

Inform students that questions about the video will be asked after the video ends.

5 mins

Plant as a whole “Why does a plant need a transport system?”

5 mins

Why do plants need transport systems?:

Video: Plant Transport System Red-Dyed Carnation

(One for each group, ‣So that food, water and minerals can get to pre-cut) all parts of the plant

Have students discuss and then post answer on Prezi slides. Have students record what they learnt into the “What I Have Learnt” column and Functions of stems: questions they may have into the “What I Want to Stems joins the ‣ Know” column in their Science Journals. leaves and the roots Stem together.

“How do stems act as a transport system for the plant?”

‣Stems help keep plants upright

“What are these red-coloured parts of the stem for?”

‣The stem also contains tubes which carry food, water and mineral salts in the plant.

Have students observe their stems again, then volunteer answers. Explain in further detail the functions of stems with the aid of Prezi slides.

Have students record the answers in their Science journal.

Materials

‣Some tubes are food carrying tubes (phloem) while some are water carrying tubes (xylem)

Magnifying Glass (One for each group)

Science Journal (Individual) Prezi slides

Key Terms ‣Water carrying tubes (Xylem) ‣Food carrying tubes (Phloem) ‣Mineral salts Post the key terms on the board and have them record what they learnt into the “What I Have Learnt” column them in their Science Journal.

Have students post questions they have into the “What I Want to Know” column.

PAGE 3 OF 8

Lee Wei Loong

PLANT TRANSPORT SYSTEM

EXPLAIN (25 Minutes) Time 5 mins

Lesson Development

Notes

Materials

Leaves

Key Concepts

Banana Leaves

Distribute banana leaves to each group.

Function of leaves:

(One for each group)

“What do leaves do for a plant?”

‣Green pigment found in leaves is called chlorophyll

“What are the veins on the plants for?” (Show banana leaf on visualizer and point to the veins)

‣Chlorophyll allows leaves to make their own food (starch, glucose) in the presence of sunlight, carbon dioxide and water (photosynthesis) Have students observe their leaves, then volunteer answers.

Explain in further detail the functions of the leaves with the aid of Prezi slides.

‣Veins are found on leaves and they contain small tubes which transport water from roots to the leaves while some transport food made by the leaves to other parts of the plants

Magnifying Glass (One for each group)

Science Journal (Individual)

‣Carbon dioxide (for photosynthesis), oxygen (for respiration) and water (for transpiration) are exchanged through tiny openings (stomata) in the leaves Post the key terms on the board and have them record what they learnt into the “What I Have Learnt” column them in their Science Journal.

Have students post questions they have into the “What I Want to Know” column.

Key Terms ‣Leaf veins ‣Chlorophyll ‣Photosynthesis ‣Respiration ‣Transpiration ‣Stomata ‣Starch ‣Glucose

PAGE 4 OF 8

Lee Wei Loong

PLANT TRANSPORT SYSTEM

EXPLAIN (25 Minutes) Time 5 mins

Lesson Development

Notes

Roots

Materials

Key Concepts

Roots

“What do roots function as for plants”

Functions of roots:

(One set for each group)

“What are these root hairs for?” (Show roots on the visualizer and use the magnifying glass to zoom in on the root hairs)

‣The roots hold a plant to the ground so that it is strong and stable.

Distribute one set of roots to each group.

‣They also take in water and mineral salts from the soil. ‣Some roots can be eaten as food or medicine.

Have students observe their leaves, then volunteer answers.

Explain in further detail the functions of the leaves with the aid of Prezi slides.

Magnifying Glass (One for each group)

Key Terms ‣Root hairs

Science Journal (Individual)

Post the key terms on the board and have them record what they learnt into the “What I Have Learnt” column them in their Science Journal.

Have students post questions they have into the “What I Want to Know” column.

PAGE 5 OF 8

Lee Wei Loong

PLANT TRANSPORT SYSTEM

ELABORATE (10 Minutes) Time 10 mins

Lesson Development

Notes

Show an image of a transport system of a flowering plant by the side of an image of a transport system of a human being.

“Recall what you remember about the transport system of humans... How is it similar to the transport system of a flowering plant?”

Group Arrangement

Materials My Pals Are Here, Systems Workbook (Upper Block)

Ensure groups are evenly distributed based on their abilities, ensure an even mix of high-ability, middleAssignment ability and lowerability students to (In pairs) ensure that students have suitable people to - Activity 1.5 learn from and learn with.

An example of a suitable sitting position is shown below:

Distribute My Pals Are Here, Upper Block Systems Workbook to each student.

Have the students attempt Activity 1.5 in their pairs collaboratively: low ability-mixed ability, mixed ability-mixed ability and mixed abilityhigh ability pairs.

Give students a time limit of 5 minutes.

HA:High Ability, MA; Middle Ability, LA; Lower-Ability Ensure that HA students and LA students are not face or shoulder partners so as to maximize meaningful interaction

Have students volunteer their answers.

Take this opportunity to highlight wrong terms used or and common misconceptions such as: ‣Plants do not breathe ‣The tubes which transport water in a flowering plant are found only in its roots and stems ‣Plants have only one type of transport tube

PAGE 6 OF 8

Lee Wei Loong

PLANT TRANSPORT SYSTEM

EVALUATE (10 Minutes) Time 10 mins

Lesson Development

Notes

Show Problem-Based Video:

Safety:

PBL Plant Transport System “How would you create such a Carnation with both blue and red colours?”

Distribute one stalk of carnation to each group.

Distribute 2 measuring cylinders per group.

Point to the students that 6 beakers of coloured water (3 red, 3 blue) are available at the back of the classroom.

Give the students 2 minutes to discuss in their groups.

Give the students 2 minutes to complete their setups.

Have the students place their set-ups at the back of the classroom.

‣Have students tape down the boiling tubes with tape to prevent the tubes from tipping over. ‣Place paper under the measuring cylinders to tilt them towards one another and make it easier to insert the stalks.

Materials White Carnations (One per group, precut) 20 measuring cylinders (2 per group) 6 beakers of coloured water (3 red, 3 blue)

Problem Based Learning Studies have shown that students assimilate new concepts better when they learn through problembased situations and problems are based on real-life situations.

Problem-Based Activity Sheet

Have the students fill in their Problem-Based Activity Sheet.

PAGE 7 OF 8

Lee Wei Loong

PLANT TRANSPORT SYSTEM

END (5 Minutes) Time 5 mins

Lesson Development

Notes

Remind students to top up the water in the measuring cylinders over the period of time till the next lesson.

Select students to share with the class items they have jotted in their “What I Have Learnt” column in their Science Journal.

Select students to share with the class items they have jotted in their “What I Want to Know” column in their Science Journal.

Timing of Periods

Science Journal

‣This 2-period lesson should be scheduled at least 2 days prior to next 1-period lesson.

Sciber Diver

‣This is to allow time for the colours to be visible in the flowers.

Google Site

“Is a plant a system? Why?”

Formative “What are the main parts of the transport system Assessment in a flowering plant?”

The prior activity in “What are the functions of stems?”

“What are the functions of leaves?”

“What are the functions of roots?”

Select students (mix of high, medium and lower ability students) to volunteer answers.

Direct students to pose questions they have in their “What I Want to Know” column in their Science Journal and any further questions they may have on the Google Site for this lesson.

Direct students to explore the transport system of flowering plants further using the following website: 1. Sciber diver http://www.sciberdiver.edu.sg/level.asp? pageCode=PU2A 2. Explore the adaptations of leaves, stems and roots with an online quiz on their class Google Site: Encourage students to seek answers on their own but assure them that they are free to pose questions to the teacher after school or through the Google Site.

PAGE 8 OF 8

Materials

the previous segment “Evaluate” and the activities in this segment “End” serve as formative assessment, the primary purpose is to assess effectiveness of lesson. If students demonstrate weak grasp of concepts, the teacher could alter the next lesson to revisit concepts taught in this lesson again.

www.sciberdiver.edu.sg/ level.asp?pageCode=PU2A

(For this lesson) (Shared on students’ Lead.com account) Google Quiz (Adaptations of leaves, stems and roots)

Self-Directed Learning Promote self-directed learning with out-ofclass activities and create avenues for students to ask questions beyond the classroom.

Lee Wei Loong

SCIENCE, SYSTEMS IN LIVING THINGS TEACHING PACKAGE

Flowering Plants Transport System Part 2 (2nd Session, 1 period) Student Profile Primary 5, Mixed Ability, Class Size of 40 Time, Venue 1 Period (30 minutes), Computer Laboratory Pre-Requisite Knowledge Before the lesson, students should be able to: ‣ Recognize the different parts of a plant, namely: root, stem and leaf ‣ State the ways in which nutrients, water and oxygen are transported within plants through its parts, namely: root, stem and leaf Objectives

Materials List

At the end of the lesson,

‣ Carnations (From previous lesson)

pupils should be able to:

‣ Problem-Based Activity Sheet (To be collected)

❖ Knowledge, Understanding & Application:

‣ Science Journal (To be collected)

‣ Explain how roots, stems and leaves are integral to the transport system in a flowering plant and what would happen if any were to be missing or damaged

‣ Flowering Plants Transport System Google Site

❖ Skills & Processes: ‣ Record observations of a change in a plant’s petal’s colours over a period of time

‣ Adaptations of Leaves, Stems, Roots Google Quiz ‣ “What Will Happen” Quiz ‣ Flowering Plants Transport System Revision Worksheet (Homework)

❖ Ethics & Attitudes: ‣ Show curiosity in exploring the stem of a plant and questioning its function as a part of the transport system in a flowering plant ‣Value individual work and pair effort

PAGE 1 OF 4

Lee Wei Loong

PLANT TRANSPORT SYSTEM

ENGAGE (10 Minutes) Time 10 mins

Lesson Development

Notes

Have students present their carnations from the previous lesson.

Photos Take photos of the students with their carnations. Build a meaningful and memorable lesson environment for the students.

Materials Red-blue dyed Carnations (Prepared by students in the previous lesson) Problem-Based Activity Sheet Science Journal (Individual)

“What did you observe over the past _(at least 1) days?”

Have students volunteer their answers.

“Which part of the plants helped to turn the carnation red and blue?” (Roots, stems) “How did they help turn the carnation red and blue?” (Water carrying tubes or xylems) Collect Problem-Based Activity Sheet.

Collect Science Journal.

PAGE 2 OF 4

Lee Wei Loong

PLANT TRANSPORT SYSTEM

EVALUATE (15 Minutes) Time 15 mins

Lesson Development

Notes

Split the students into pairs.

Suitable Pairings

Materials Google Site

Ensure that students are in suitable pairs, i.e. lower-ability students are not paired with highability students.

(Shared on Lead.com)

Assign students to their laptops in the computer laboratory (one pair to one computer)

Google Quiz

Inform students that they will be answering three questions relating to the concepts they learned about the transport system in flowering plants.

Brief students on how to access their Google Site and answer the Google Quiz (What Will Happen Quiz) and how to upload their answers.

Provide students with 10 minutes to attempt the questions.

HA:High Ability, MA; (What Will Happen Middle Ability, LA; Quiz) Lower-Ability Ensure that HA students and LA students are not face or shoulder partners so as to maximize meaningful interaction What If Quiz ‣What will happen to a plant if there are no roots? ‣What will happen to a plant if its stem is broken? ‣What will happen to a plant if there are no leaves?

Have a quick analysis of the answers provided by the students.

Pick out correct answers (with correct science vocabulary) and affirm the students’ efforts.

Pick out answers that had errors (misconceptions and erroneous science language) and discuss with students reasons for their errors.

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Summative Assessment This online exercise serves to act as a form of summative assessment. If students are able to answer the questions correctly, it can be interpreted that they understand that each part is essential as part of a flowering plant transport system and that they know the functions of each part.

Lee Wei Loong

PLANT TRANSPORT SYSTEM

END (5 Minutes) Time 5 mins

Lesson Development

Notes

Refer to Google Quiz on adaptations of leaves, stems and roots.

Self-Directed Learning

There is so much to learn in Science.

Have a pop quiz and provide simple prizes (such Students will not be as green bean seeds) for students who provide able to have all their correct answers. questions answered in class and therefore should have an avenue “Is it true beyond the classroom ‣… cactus does not have leaves? where they can ‣… the ginger that we add to our food is the root immerse in selfof the ginger plant? directed learning and be inquisitive science ‣… all roots grow underground? learners. ‣… roots are used for feeding?

Materials Google Quiz (Adaptation of leaves, stems and roots) Homework - Flowering Plants Transport System Revision Worksheet

‣… sweet potatoes are underground stems? ‣… all stems grow above the ground? ‣… only leaves can make food?”

Encourage students to seek more information on the topic on their own but assure them that they are free to pose questions to the teacher after school or through the Google Site.

Distribute homework “Flowering Plants Transport System Revision”. Inform students of deadline (next Science lesson).

End with final question: “So... is a plant a system?”

PAGE 4 OF 4

Lee Wei Loong