Tropism in Plants, PBL Unit
This unit was designed for High School Biology students by Rhanda Sharaiha
CORE 21 UNIT PLANNING WORKSHEET
Name: Randa Sharaiha
Grade Level: 10 IGCSE
Unit topic: Tropism in Plants
Curriculum Area or Areas to be Integrated: Biology, research skills, IT skills, character education (presentation).
Duration of the Unit: Two weeks - four blocks
Statement of the Problem to be Solved:
If plants no longer existed, to what extent do you think life on Earth will be affected?
Entry Document: What will you use to engage the students?
Entry Document for Block 1:
My main objective will be to change the students’ idea about the plants. They have a misconception that plants are very boring and learning about them is for no use.
I will spend some time introducing the unit to make the students feel engaged.
The students will watch two movies at home; “The Unknown” and “Kiss the Ground”.
I will plan for a movie night (with popcorn and drinks) at the school to watch the movie “Avatar”. After the movie, we will discuss ''The Tree of Souls'' which the Na'vi people believe that it is connected to Eywa that acts to keep the ecosystem of Pandora in perfect equilibrium. We will discuss the importance of equilibrium for the Na’vi and what happened when it was disturbed.
We will watch the below exciting videos that show how plants are extraordinary organisms.
Journey to the Center of the Earth (7/10) Movie CLIP - Large Carnivorous Plant (2008) HD
Interesting scene from a fictional movie that has carnivorous plants
The wild world of carnivorous plants - Kenny Coogan
Real carnivorous plants which feed on frogs and rats.
Why is cotton in everything? - Michael R. Stiff
This video illustrates how the Inca people developed suits of armor from cotton that could protect warriors from even the fiercest physical attacks.
Orchids: The Masters Of Lying, Cheating & Stealing
This video shows how orchids can deceive other organisms into feeding them and can use disguise to tempt and attract insects to pollinate them.
10 Carnivorous Plants You Won't Believe! Ep.1
10 weird plants that use different techniques to feed on insects.
This Mushroom Starts Killing You Before You Even Realize It | Deep Look
A real story about how some types of mushroom kill silently.
We will have a discussion about whether plants will rule the earth one day. I will divide them into groups to search for more videos and try to answer this question.
We will discuss how plants are active organisms that resemble humans in many ways.
I will also ask them to watch “The Unknown” before the class and we will discuss whether it is worth it to save a biochemist (a biologist). I will lead them in discussion to realize the importance of plants to save the earth.
In order for the students to appreciate the presence of plants more, I will ask them to discuss in groups whether there are lessons to be learned from plants or not. Then, we will watch this video that takes us in a meditative trip to learn 5 lessons from the plants
5 Life Lessons I Learned from My Plants | Om & The City
ln a world that always praises fast achievements, plants teach us to celebrate all the small things around us. Enjoy and celebrate everything you accomplish.
True illness beagin from the soil we grow in. Our wellness begins at home; where we are planted. Surround yourself with good support.
Always grow towards the light. Focus on the good things in your life and you will attract goodness.
It is okay to outgrow your pot. Get over the expectations and limitations that people put for you. Give yourself space and time to grow. Define your own pace.
Prune your life and cut off the dead leaves. Eliminate what or whom causes stress in your life. Dead weight can hold you back.
I will also introduce the summative assessment so they can start thinking of the big picture.
I will ask them to watch “Kiss the Ground” which is a documentary about activists, scientists, farmers, and politicians who initiate a movement called "Regenerative Agriculture" that could balance our climate and feed the world.
I subscribed and downloaded the free educational cut version (45 minutes).
The student will answer the following question in the form of a presentation:
If plants no longer existed, to what extent do you think life on Earth will be affected?
The instructions will be given as a formal invitation where they are asked to dress-up as scientists and present in front of the science department. It is added to the unit plan.
The students will be assessed according to a rubric. It is added to the unit plan.
Entry Document for Block 2:
Playing hangman to guess the vocabularies that will be used during the lesson: EXPERIMENT, AUXIN, DIFFUSION, PROMOTE
Watching the below video to remind them of how animals respond to stimuli.
I will ask them if they think that plants can show response and they search and then we can discuss their answers together
We will watch six videos (20 seconds each) from Plants In Motion that show different responses in different plants and the difference in response between shoots and roots.
I will ask them why they think the response in the shoot is different from the root.
Entry Document for Block 3:
We will watch this really funny video that is called “If insects had to introduce themselves” and I will put the students in groups and ask them to prepare a sketch assuming that they are plants and want to introduce themselves to us.
CalebCity ANIMATIC | If insects had to introduce themselves
I want my students to be more engaged and appreciate that plants are complex and fascinating organisms, the below video shows how plants can defend themselves against other organisms. We will compare their defense techniques to the animals’.
The amazing ways plants defend themselves - Valentin Hammoudi
I will ask them what chemicals do plants have that are close to humans. They can share their hypothesis then search and check if they are true.
Entry Document for Block 4:
After watching this video, we will discuss how each organism is special and different in its own way. Top 10 Most Beautiful But Strange Flowers
Plants show many responses, but what if they could talk?
After they finish the summative assessment, each student will get seeds for sunflowers to plant them and care for them. I want them to be a constant reminder that they (my students) should always follow the light, look up and move slowly but surely.
We will start by watching this video Why sunflowers follow the sun and discuss how it is different from normal plants who have auxin.
Enter Your Standards: These will come either your own state standards or from the Common Core Standards.
Include:
● Twenty-first century skills and standards
● Content Standards
★ Cambridge Assessment International Education Standards:
➔ Increase their understanding of the technological world.
➔ Take an informed interest in scientific matters.
➔ Recognise the usefulness (and limitations) of scientific method, and how to apply this to other disciplines and in everyday life.
➔ Develop relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness
➔ Develop an interest in, and care for, the environment
➔ Better understand the influences and limitations placed on scientific study by society, economy, technology, ethics, the community and the environment.
➔ Develop an understanding of the scientific skills essential for both further study and everyday life.
This programme balances a thorough knowledge and understanding of a subject and helps to develop the skills learners need for their next steps in education or employment.
★ Content Standards:
➔ Define gravitropism as a response in which parts of a plant grow towards or away from gravity
➔ Define phototropism as a response in which parts of a plant grow towards or away from the direction from which light is coming
➔ Investigate gravitropism and phototropism in shoots and roots
➔ Explain phototropism and gravitropism of a shoot as examples of the chemical control of plant growth
➔ Explain the role of auxin in controlling shoot growth, limited to:
➢ auxin made in shoot tip (only)
➢ auxin spreads through the plant from the shoot tip
➢ auxin is unequally distributed in response to light and gravity
➢ auxin stimulates cell elongation
★ Twenty-first century skills
Health Literacy:
Plants are the organisms that absorb light energy to pass it along every food chain. The student will discuss this point to answer the essential unit question.
Creativity and Innovation:
The students will be applying the shoot experiment in their books (P.173) and use storyboards to explain the results.
Critical Thinking and Problem Solving:
Students will investigate the importance of plants in sustaining the life of other species in the ecosystem by answering the EQ.
Communication and Collaboration:
I will divide them into groups in the activities and assign a different role for each student each time. Students will deliver complex ideas by using digital objects. They will present the content to the science department teachers.
Flexibility and adaptability:
Flexible grouping approach. The students will be divided randomly and join a different group every time.
Leadership & Responsibility:
Each member of the group will have a certain responsibility; keeping track of the time, leading the discussion, taking notes.
Accountability:
The students will sign a contract that has two main aspects; the students’ behavior inside the class with his classmates and teacher, and his commitment to work and learn.
Objectives: Write your objectives for student mastery clearly using the verbs of Bloom’s taxonomy such as analyze, create etc. If your standards include 21st century skills and write objectives for those too.
Objective 1: The student will be able to define tropism.
Objective 2: The student will be able to examine and show the similarities and differences in shoot and root cells.
Objective 3: The student will be able to compare between the phototropism and gravitropism.
Objective 4: The student will be able to identify the source of auxin secretion in the shoot and root.
Objective 5: The student will be able to investigate how auxin controls Phototropism.
Objective 6: The student will be able to investigate how auxin controls Gravitropism.
Objective 7: The student will be able to discuss and justify the importance of auxin in a plant.
Objective 8: The student will be able to predict what happens if the plant does not have auxin.
Assessments: What will you use to measure their mastery of the content and
21st C skills and knowledge
● You must have formative assessments for your objectives.
● You must have a summative assessment to measure the success of students’ ability to solve the problem. This should include some type of presentation of their findings at the end of the unit.
Please check this Google Doc
https://docs.google.com/document/d/1eZgLjvZN9oCyu6HaGNW3-DPMAbUxqGpfQ4OnT1J13Og/edit?usp=sharing
9. Design rubrics for your assessments to be working on.
Include: Summative and Formative
Summative Assessment Invitation and Rubric
المدرســــة المعمدانيـــــة Amman Baptist School
استخراج الحكمة يفوق استخراج اللآلئ. ها مخافة الرب هي الحكمة واجتناب الشر هو الفطنة. ( ايوب 28: 18، 28)
Date: 10 February 2021
Title: Mission Impossible II
Grade: 10 IGCSE
Attn: Team Earth Warriors
Our esteemed scientists,
I am Ms. Randa Sharaiha, a biology teacher at Amman Baptist School. I heard about your work, knowledge, intelligence and your constant battles to defend our planet. I am sending this letter to ask for your immediate and urgent help…
Our science department is having a serious conflict about the following question:
If plants no longer existed, to what extent do you think life on Earth will be affected?
You are kindly requested to prepare a ten-minute presentation to answer this question according to the rubric attached. You need to prepare enough evidence to support your presentation and give us practical steps (plan) to save the Earth.
The presentations will be held in the school’s auditorium on 14 February 2021. Prepare yourselves to answer the questions of the science department members.
Your presentation is our last hope to resolve this conflict & save our planet.
Come equipped with knowledge and wearing your best science costume.
Regards
Ms. Randa Sharaiha
1
2
3
4
Organization
No sequence of information so the audience cannot understand the presentation.
The student jumps around so the audience has difficulty following the presentation.
The student presents information in a logical sequence which the audience can follow.
The student presents information in logical and interesting sequence which audience can follow easy
Content
The student cannot answer questions about the subject.
The student is uncomfortable with information and answers only simple questions.
The student is at ease with content, but fails to elaborate.
The student has full knowledge and can explain and elaborate easily.
Visuals
The student did not use visuals.
The student used visuals rarely to support text and presentation.
The student used visuals related to text and presentation.
The student enriched the text and presentation by enough visuals.
Mechanics
The student presentation had four or more spelling errors and/or grammatical errors.
The student presentation had three or more spelling errors and/or grammatical errors.
The student presentation had no more than two spelling errors and/or grammatical errors.
The presentation had no spelling or grammatical errors.
Delivery
The student speaks too quietly for the audience in the back of the class to hear and pronounces the terms incorrectly.
The student does not make eye contact.
The student speaks too quietly so the audience has difficulty hearing the presentation and pronounces terms incorrectly. The student has occasional eye contact.
The students voice is clear so the audience can hear well and pronounces most words correctly. The student makes eye contact fairly.
The student uses a clear voice and correct and precise pronunciation of terms. The student makes direct eye contact and holds the audience attention
Formative Assessments Grading Scales and Rubric
Grading Scale for Formative Assessment 1:
Score
The student can:
4.0
Answer 5 questions correctly
3.0
Answer 3 to 4 questions correctly
2.0
Answer 2 questions correctly
1.0
Answer 1 or less questions correctly
Grading Scale for Formative Assessment 2:
Score
Meaning
Rationale
4
Mastery
Can identify two differences and two similarities
3
Proficient
Can identify two differences and one similarities or vica versa
2
Emerging
Can identify one difference and one similarity
Or can identify two differences or two similarities
1
Not yet
Can identify one difference or similarity
Checklist for Formative Assessment 3:
Student’s Name
Yes
No
Can identify the stimulus for the root
Can identify the stimulus for the shoot
Can name the hormone that controls the response
Can name the part responding to the hormone in the shoot
Can name the part responding to the hormone in the root
Can distinguish the type of growth shown in the root
Can distinguish the type of growth shown in the shoot
Can label the direction of the growth shown in the root
Can label the direction of the growth shown in the root
Rubric:
1
2
3
4
Required Elements
Storyboard is missing three or more required elements.
Storyboard is missing two required elements.
Storyboard is missing one required element.
Storyboard includes: Title setting, 6 days check ups, observations and conclusion.
Content; answering the question of the investigation
The student did not answer it.
The student gave simple or unclear information.
The student gave clear and direct to the point answers.
The student’s work is exceptionally detailed.
Mechanics
The student storyboard had four or more spelling errors and/or grammatical errors.
The student storyboard had three or more spelling errors and/or grammatical errors.
The student storyboard had no more than two spelling errors and/or grammatical errors.
The storyboard had no spelling or grammatical errors.
Attractiveness
Storyboard is distractingly Messy or very poorly designed; it's not attractive.
Storyboard is acceptably attractive though it may be a bit messy
Storyboard is attractive in terms of design, layout and neatness.
Storyboard is exceptionally attractive in terms of design, layout and neatness.
10. Clearly work out and share your unit’s essential questions.
Unit’s essential question:
If plants no longer existed, to what extent do you think life on Earth will be affected?
Unit’s essential questions:
➢ Plants are sensitive creatures, what does this mean to you?
➢ Plants play an essential role in the ecosystem, how do they prevent the extinction of other species?
➢ How can plants' response stop soil erosion, floodings and atmospheric change?
➢ Explain how gravitropism and phototropism enhance photosynthesis.
➢ How can plants undo the destruction man has added to the planet?
11. Plan your anticipated sequence of instruction for the unit. List the concepts in the order you want to teach them.
★ Defining of tropism
★ Formative assessment 1
★ Examine a root cell and a shoot cell under the microscope.
★ Formative assessment 2
★ Explaining gravitropism and phototropism
★ Formative assessment 3
★ The students will investigate the effect of auxin in shoots and roots
★ Formative assessment 4
★ Discuss and justify the importance of auxin
★ What if auxin was not secreted
★ Q&A to answer the graffiti wall questions
★ Summative assessment
12. What will you have to differentiate? Which students will need a different way of learning the information?
I was able to differentiate according to the product, environment and student’s interest
13. What special needs of students have to be addressed?
I have a dyslexic student who is very smart, persistent and hardworking. She is always doing her best in class and everyone is helpful and friendly. I will provide her with a reader and writer for any written assessment and I will allow her to draw instead of writing on the exit cards.
Fadia is very artistic and she is extremely good in using technology. In storyboard assignment, she will be responsible for the technical aspects.
14. What potential problems might come up?
Students may face technical issues while working with the applications. I will notify the IT department and provide the students with the email address of the school’s IT technician.
The idea of a plant's response is new to my students that they don’t have any previous idea about. I must be ready to follow this iterative process and redefine or re-explain certain concepts.
I can also give the students 15 minutes at the beginning of each class to ask about anything they missed from the previous lessons.
15. Check the level of rigor. Go back to your problem and see if you have stated in a way that meets upper- level quadrants.
Quadrant D Learning comes from the extensive research and work of Dr. Bill Daggett, Chairman of the International Center for Leadership in Education. Students who experience Quadrant D learning have the ability to solve real world problems. Here, students think in creative ways and apply the knowledge they have and skills they acquired to solve predictable, and unpredictable problems. Quadrant D lessons ensure students’ engagement and investigation of concepts beyond the curriculum.
Having said all that I can see that this unit plan covers all of the above by following Bloom’s Taxonomy; from the simple knowledge and comprehension to application, analysis, synthesis and evaluation. Accordingly, the students will have different tasks. Some are very simple; such as differentiating between the root and the shoot. While others (like the problem they have to solve or the questions they will answer) need researching, a high level of analyzing, problem solving, drawing conclusions and using some higher-order thinking skills.
According to the formative assessments:
Objective 1: Level 1 - Remember
Objective 2: Level 2 - Understand
Objective 3: Level 3 - Apply
Objectives 4, 5 and 6: Level 4 - Analyze
Objective 7: Level 5 - Evaluate
Objective 8: Level 6 - Create
16. What instructional tools do you need?
Whiteboard and markers
Laptops
HDMI Wires
Speakers
Biology lab access, tools and lab coats
Coleoptile seedlings
Contact the IT technician to set up accounts for www.storyboardthat.com
17. What vocabulary do you have to teach?
Sensitivity, phototropism, gravitropism, auxin, promotes, diffusion, stimuli, shady region, rotation, accumulation, radicle, bends, inhibition.
18. If you are working on a PBL students will have to make a final presentation. Plan your audience.
The science department teachers will attend the presentations. Each teacher can evaluate the group and fill a rubric sheet.
I will also invite the parents to be well informed of what their children were doing during the past weeks.
19. Resources
5 Life Lessons I Learned from My Plants | Om & The City. (2020, June 24). [Video]. YouTube. https://www.youtube.com/watch?v=usgKG1gtEkk
5-Minute Aerobic Dance | Group 3. (2018, September 14). [Video]. YouTube. https://www.youtube.com/watch?v=q_ebeq7REZw
10 Carnivorous Plants You Won’t Believe! Ep.1. (2019, November 13). [Video]. YouTube. https://www.youtube.com/watch?v=0EElFe_zaIo
Allott, A., & Mindorff, D. (2014). Biology: Course companion. Oxford: Oxford University Press.
Anticipation Guide | Classroom Strategy. (2020, January 3). Reading Rockets. https://www.readingrockets.org/strategies/anticipation_guide
Auxins - Plant Growth Regulators. (2014, November 13). [Video]. YouTube. https://www.youtube.com/watch?v=v93g_g5r3Cw
CalebCity ANIMATIC | If insects had to introduce themselves. (2019, May 9). [Video]. YouTube. https://www.youtube.com/watch?v=F0p900FOxR8
Chandross, D. V. (2015). Synergy and synthesis for teaching in the 21st century: Core 21, a model for moving into inquiry and problem-based learning without stress. North Charleston, SC: CreateSpace.
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Dean, M. (2020, December 14). 12 innovative and fun ways to start class - Classcraft Blog. Resource Hub for Schools and Districts. https://www.classcraft.com/blog/innovative-and-fun-ways-to-start-class/
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Hickner, S. Smith, S. (Directors). (2007). Bee Movie [Film]. DreamWorks Animation
If plants could talk. (2021, January 26). [Video]. YouTube. https://www.youtube.com/watch?v=Tb3EDwYPNjo
ISTE Standards for Students | ISTE. (n.d.). ISTE.Org. https://www.iste.org/standards/for-students
Jones, M., & Jones, G. (2014). Cambridge IGCSE biology. Cambridge: Cambridge University Press.
Liebhardt, M. (2020, July 1). Contextualizing Approaches to Learning in Shared Language for Student Outcomes. Inflexion. https://www.inflexion.org/marzanos-nine-high-yield-instructional-strategies/
MeisterLabs. (n.d.). Online Mind Mapping and Brainstorming. Retrieved August 21, 2020, from http://www.mindmeister.com/
MyLife (2017, September 28) Mindful Breathing Meditation (5 Minutes) [Video]. YouTube. https://www.youtube.com/watch?v=nmFUDkj1Aq0
Phototropism & photoperiodism (article). (n.d.). Khan Academy. https://www.khanacademy.org/science/biology/plant-biology/plant-responses-to-light-cues/a/phototropism-photoperiodism
Plant Hormones - Tropisms & Auxins #77. (2020, February 23). [Video]. YouTube. https://www.youtube.com/watch?v=rKHIfsHX1aA&t=8s
Plants In Motion. (2000). Plants In Motion. https://plantsinmotion.bio.indiana.edu/plantmotion/movements/nastic/nastic.html
Principal's Corner / Quad D Learning. (n.d.). Retrieved August 21, 2020, from https://www.lcps.org/Page/205060
Steps for Preparing a Lesson Plan. (n.d.). [Image]. Lesson Planning Centre for Teaching Excellence. https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning
Stimulus & Response #TMU1043. (2019, March 19). [Video]. YouTube. https://www.youtube.com/watch?v=AVDbLjods7A
TeacherVision. (n.d.). Teaching Resources & Strategies for K-12. https://www.teachervision.com/
The amazing ways plants defend themselves - Valentin Hammoudi. (2017a, August 28). [Video]. YouTube. https://www.youtube.com/watch?v=Hja0SLs2kus
The sexual deception of orchids - Anne Gaskett. (2019, February 14). [Video]. YouTube. https://www.youtube.com/watch?v=hmI-rJuYAjw
The wild world of carnivorous plants - Kenny Coogan. (2019, April 11). [Video]. YouTube. https://www.youtube.com/watch?v=ee7muQ_qKU0
This Mushroom Starts Killing You Before You Even Realize It | Deep Look. (2016, February 23). [Video]. YouTube. https://www.youtube.com/watch?v=bl9aCH2QaQY
Top 10 Most Beautiful But Strange Flowers. (2014, November 6). [Video]. YouTube. https://www.youtube.com/watch?v=3qNlk3FAb5c
Tropism Song. (2013, January 4). [Video]. YouTube. https://www.youtube.com/watch?v=uX5eoxKbzHE
Why is cotton in everything? - Michael R. Stiff. (2020, January 23). [Video]. YouTube. https://www.youtube.com/watch?v=tKLJ6KQAcjI
Why sunflowers follow the sun. (2016, August 4). [Video]. YouTube. https://www.youtube.com/watch?v=1gaWrMCiZR8