Chapter 4 Lesson 2"Seed Plants"

Materials:

• Look around this weekend for different types of leaves for Monday your students will need: [conifer needles, dicot leaf (house plants, branching leaf veins) and monocot leaves (parallel leaf veins)]
• Worksheet, "Monocot or Dicot."

Objective:

• Students will explain how seed plants are different from the other plant groups.
• Explain the differences between angiosperms and gymnosperms.
• Students will explain the differences between dicots and monocots.

Alaska Standards:

• SCI A-12 Students will distinguish the patterns of similarity and differences in the living world in order to understand the diversity of life and understand the theories that describe the importance of diversity for species and ecosystems.
• SCI A-15 Students will use science to understand and describe the local environment.
• SCI B-1 Students will use the processes of science: classifying.
• SCI C-3, Students will understand that society, culture, history, and environment affect the development of scientific knowledge.

Anticipatory Set: Students will be shown a picture of a cocklebur. They will discuss what things can be learned from this "seed". After a little discussion students will be shown a microscopic picture of the cocklebur and again discuss the same question. Students will then be infomed that one scientist while looking at these same pictures decided to invent velcro. Now he is a millionaire. What else can be learned from plants? What will you discover?

Show the students several types of seeds.(from both angiosperms and gymnosperms) Ask the students if all these seeds came from a flower? Lead into the teacher Imput section.

Teacher Input: Students will use the plant classification tree to discuss the evoloution of seed plants. Students will discuss the characteristics of seed plants. Tiny to huge, well-developed leaves, stems, and roots, the largest group of plants.

The break into two groups, Angiosperms and Gymnosperms. Define each: have the students take out a scratch peice of paper and on it number 1 to 6. Then show the students a series of 6 pictures and ask if it is a Gymnosperm or Angiosperm.

Have the students write down an "A" for Angiosperm and a "G" for gymosperm. Have them put it away but keep it close for the end of the lesson.

Teacher Modeling: Teacher will discuss an Angiosperm and then students will be shown a diagram of a Dicot and a Monocot. Students will reveiw the definition of the prefixes di - (two) mono - (one) How do those prefixes relate to the diagram of a monocot and dicot. Students will use the diagram and the reading in the book to list the differences between the two. This is summed up on the worksheet, "Monocot or Dicot?"

Check for Understanding: Have the students read the Science Myth on P 73. What is an "evergreen"? Explain that an evergreen is a plant that holds its leaves all year long. Are all evergreens gymnosperms? What is the difference between a conifer and other gymnosperms? Hint Conifer means cone bearing.

Guided Practice: Have the students fill in the blanks at the bottom of the Monocot or Dicot sheet. Then after they have given it a shot show the students how it should go. Students will discuss the question at the end of the section on page 74.

Closure: Students will be shown the pictures again and see how they did identifying angiosperms and gymnosperms.

Independent Practice:

• Students will take quiz 04-1, "How Plants are Classified" quiz.
• For 10 more challenge points find out what people in China have used the gingkoe tree for for thousands of years.

Duration:

30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).