Lesson

Class #4: Topic 2 Monday March 12 Course Science 7

Title/Focus

PROGRAM OF STUDY OUTCOMES

 GLO 2: Investigate life processes and structures of plants, and interpret related
characteristics and needs of plants in local environments, and the culture and use
of living things
 2.1 investigate and describe the development of plant varieties through selective
breeding, and identify related needs and problems
 2.2 investigate and identify intended and unintended consequences of
environmental management practices
 2.3 Investigate and interpret variations in needs of different plants and their
tolerance for different growing conditions (tolerance for drought, soil salinization
or short growing seasons)
 2.4 Describe the processes of diffusion, osmosis, conduction of fluids,
transpiration, photosynthesis and gas exchange in plants

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Understand components of seeds and environmental effects on its growth
2. Understand the process of diffusion and osmosis as well as the different parts of
roots
3. Apply what they have learned about the different variable components of the lab
and begin building the germination lab
MATERIALS AND EQUIPMENT
 Dissection worksheet
 Topic 2 notes
 Lab write up worksheet
PREPARATION AND LOGISTICAL CONSIDERATIONS
 Hand out topic 2 notes
 Hand out lab worksheet

PROCEDURE
Introduction Time
 Review seed dissection worksheet: what are the different
components of the seeds, what does each part do, what 10 min
environmental factors could affect the seed?
Body Time
Topic 2 Notes 1) The teacher will pass out the notes from topic
2 and display the fill in answers on the board.
2) The teacher will fill in extra details when
25 min
necessary
3) The teacher will allow for discussion to occur
where applicable and ensure that the students
are remaining on track.
 4) The teacher will also supplement the notes
with images, videos in order to assist learning
Accommodations/modifications: The topic 2 notes
with the fill in answers to students who may need it.
Experiment 1) The students will then take up the lab-write
up.
2) The teacher will review any components of
the lab that may need review: what is a
controlled, responding, manipulated variable?
What are the components of a hypothesis?
What materials may we need to complete a
lab? What are the components of a good
procedure? 20 Min
3) Explain each part of the lab that they will
complete over the next coming weeks
4) Students will be put in groups and discuss
what they would like to test in their
experiment? The teacher will walk around the
room monitoring the groups and ensuring that
they are on task.
5) This will also provide students with the
opportunity for any questions they may have
about lab components or plants in general
Accommodation/modification: students will be
paired in groups and this can help students who may
need extra support. The teacher can also write
certain components of what makes up a hypothesis
or other components of the lab to help in
understanding
Conclusion Time
 If time permits, the teacher will ask some students to share some
of the hypothesis that they have come up with
5 min
 The teacher will collect the hypothesis and write any feedback
on them in order to help the students successfully complete their
lab
Assessment
 Formative assessment: worksheet that the students will fill out during their
note-taking task. This allows the students to capture important information
and they can choose to highlight whatever they wish. They may also write
questions they may have on any of the content and wish to take it up with the
teacher.
 Formative assessment: by taking in the lab-write up the teacher will be able
to see where the students are at in terms of their understanding. By giving
students feedback it also allows for the students to be aware of their
understanding and learning.
Reflection: