plant CSI, a differentiated unit

1. “Special Education isn’t special, it is
effective. Every student deserves special education.”
(Nunley, 1998)

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. 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. 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.  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. 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. 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. 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. 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. 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. 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. 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. 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.  Students choose activities from each of the levels and
work towards achieving the maximum amount of
marks they can for each activity.