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Differentiated unit- plant CSI

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Differentiated unit- plant CSI

  1. 1. “Special Education isn’t special, it is effective. Every student deserves special education.” (Nunley, 1998)
  2. 2. During year 8, content such as this needs to be taught in a manner that increases motivation, interest and sparks further development in scientific literacy. The unit will be based on investigations of plants put into a CSI context. Instead of investigating the human body students will investigate plant growth and structure. Students will take a look at photosynthesis and respiration and the various organelles needed in each of the cycles. Students will develop scientific literacy, being able to communicate recent scientific concepts.
  3. 3. The unit is an example of a differentiated unit, containing layers in the type of activities chosen to achieve the same goal. Students of higher ability are encouraged to complete level A components. During each lesson there is a maximum amount of points that can be scored. Students should work towards completing as many tasks as possible or completing complex tasks to achieve a maximum result. The layers have been broken down in the following manner using Blooms Taxonomy. Layer A: Knowledge and Comprehension Layer B: Analysis and Application Layer C: Evaluation and Synthesis
  4. 4. Content and knowledge 4.8.1. Cell Theory a) Identify that living things are made of cells b) Identify and describe the functions of the nucleus, cytoplasm, cell membrane, cell wall and chloroplast. 4.8.4 Multicellular Organisms d) identify the materials required by multicellular organisms for the processes of respiration and photosynthesis. e) describe the role of the root, stem and leaf in maintaining flowering plants as functioning organisms.
  5. 5.  8F is a mixed ability class consisting of 20 % of the students who are at a performing level, 50 % of them who have behavioural problems and 30% of them at ESL level.  Despite the wide range of abilities in this class all students are given a chance to perform at a level appropriate to their strengths by differentiating the unit of work.
  6. 6. 4.8.4 e) describe the role of the root, stem and leaf in maintaining flowering plants as functioning organisms. Layer C Layer B Layer A Students complete a worksheet where words related to plants are matched with the correct grammatical pronoun such as verbs, nouns and adjectives. In addition students draw a picture where possible to help visualize the term (10 points). Imagine you are a tiny human in this big world called “THE PLANT”, create a brochure explaining the different stops (plant parts) and describe what you see in each stop- (i.e. you start at the roots and make your way up the stem) 20 points. Hand- on- lab- You will conduct an experiment on plant roots examining its role and relating that to how it maintains an optimum function in plants (30 points).
  7. 7. 4.8.4 e) describe the role of the root, stem and leaf in maintaining flowering plants as functioning organisms. Layer C: Layer B: Layer A Make a chart or Venn diagram to compare the different parts of a flower and its functions (15 points). Make flashcards for 10 vocabulary words from chapter 7. be prepared to be orally quized. (15 marks) Pair up with a friend and make your own model of a plant and its parts. It is up to you to collect the required objects or material to make up your model. Be creative and present a poster showing what each of your chosen object represents, with labels (25 points). Make a poster showing the links between all parts of a flower and how each organ needs to function together for the plant to function properly (15 points).
  8. 8. 4.8.4 e) describe the role of the root, stem and leaf in maintaining flowering plants as functioning organisms. Layer A Layer B Layer C Watch a video on plant development and write 5 points you learned from it. Be prepared to fluently explain those points to the teacher when asked (15 points). Imagine you are a new person visiting this new country called “Inside A Plant”. You are very curious about the different stations you have visited, including the leaf, stem and root. Working in pairs, make a movie (using Microsoft Movie Maker) explaining what you see in your tour around the country. Include at least 5 questions you may want to know more about or explore in the future (20 points). Choose one of the “5 plant experiment ideas” and write your own experimental report including a hypothesis, method, results, and conclusion.
  9. 9. 4.8.4a) identify that living things are made of cells. Layer A Layer B Layer C Use the microscope to observe and sketch the cells in different types of living things. Label at least THREE cells. Observe the “unknown” samples of cells available under the microscope. You need to identify what type of cell you may be looking at and compare what features are different between at least THREE of those cells. Identify ways microscopes are used in various careers and evaluate the advantages and disadvantages of using different types of microscopes to view cells. You can present your findings in any way you like. You must be creative and include examples of cells under different types of microscopes.
  10. 10. 4.8.1 b) Identify and describe the functions of the nucleus, cytoplasm, cell membrane, cell wall and chloroplast Layer C Layer B Layer A In workbooks, create a line down the middle of the page. On one side write down the organelle and on the other make a drawing of that organelle and its location in the cell. (10 marks) Listen to and watch teacher’s demonstration on how a microscope should be handled safely and how it should be used. Follow a planned procedure to draw and label a plant cell using a microscope. (20 marks) Create an ad campaign for one of the organelles. Try to sell it to aliens who visit earth. Why do they need it? Why is it the best organelle to have? Include a slogan and visuals. This can be presented in any format such as powerpoint, video, brochure or poster. 25 marks
  11. 11. 4.8.1 b) Identify and describe the functions of the nucleus, cytoplasm, cell membrane, cell wall and chloroplast Task 1 Layer C Layer B All students take part in a spelling test. The test is collected and redistributed so that each person will mark another test. The papers are then given back to the owner. This is compulsory (15 marks). Read 2 books on plant and animal cells writing down 15 interesting facts. Have these checked by the teacher. (10 marks) Write an essay explaining the differences between plant and animal cells. The internet as well as other sources of secondary information may be used. A resource list is to be included and the essay should have a length of one page. (20 marks)
  12. 12. 4.8.4 d) identify the materials required by multicellular organisms for the processes of respiration and photosynthesis Layer C Layer B Layer A Students read about the process of photosynthesis and complete fill in the blank sentences as well as a diagram on photosynthesis. 10 marks In groups of 3 perform a play on the process of photosynthesis. 20 marks Make a recipe for plant growth. Choose one aspect that affects plant growth, making an experimental procedure to see its actual effects. (25 marks)
  13. 13. 4.8.4 d) identify the materials required by multicellular organisms for the processes of respiration and photosynthesis Layer C Layer B Layer A A table is made noting the differences of photosynthesis and respiration based on secondary sources brought by the teacher, for example textbooks, animated books and articles. (10 marks) Create a song on life that includes photosynthesis, respiration and the cell theory. (20 marks) Using secondary sources, explain why some leaves are brown in colour. Do they not contain chlorophyll? How is the food obtained? OR Is it true that banana’s contain chlorophyll? Explain.
  14. 14.  Students choose activities from each of the levels and work towards achieving the maximum amount of marks they can for each activity.

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