Plant Growth & Development
Lesson 13
Making a Brassica Model
In the past several lessons, students have been engaged in hands-on learning using the Brassica flower and the bee. Now they are ready to demonstrate what they have learned by constructing a scientifically accurate model of the Brassica.
Objectives: Students apply skills they have learned to construct an accurate model of the Brassica. Students work together on a group project.
4. Lesson set up and Management
GLE 1.2.1 Analyze how the parts of a system go together, and how these parts depend on each other.
(Lessons 1-14, 16)
*Identify the parts of a system (e.g., roots, stems, leaves, flowers, fruits, and seeds) and how the parts go together.
*Describe the function of a part of a system (e.g., leaves are the food factories of Wisconsin Fast Plants.)
*Explain how one part of a system depends upon other parts of the same system.
*Predict and explain how a system would work if one of its parts was missing or broken.
GLE 1.2.6 Understand that organisms can be a single cell or many cells that form parts with different functions.
(Lessons 13, 14, and EXTENSIONS)
*Describe how plant and animal cells are similar and different.
*Describe the life function of a part of a living thing (e.g., leaves on plants, wings on bees).
(EXTENSION: students learn information from listed books, videos, web sites)
GLE 2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.
(Lessons 1-16)
*Ask questions about objects, organisms, and events based on observations of the natural world.
GLE 2.1.2 Understand how to plan and conduct simple investigations following all safety rules.
(Lessons 1-16)
*Make predictions of the results of an investigation (e.g., growth rate of the Wisconsin Fast Plant during the growth spurt).
* Generate a logical plan for, and conduct, a simple controlled investigation with the following attributes: 1) appropriate materials, tools, and available computer technology, 2) gather, record, and organize data using appropriate units, charts, and/or graphs
*Identify and use simple equipment and tools (such as magnifiers, rulers) to gather data and extend the senses.
*Follow all safety rules during investigations.
GLE 2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.
(Lessons 13, 14)
*Create a simple model to represent common objects, events, systems, or processes (e.g., model of Wisconsin Fast Plant; model of bee).
GLE 2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.
(Lessons 1-16)
*Report observations or data of simple investigations without making inferences.
*Summarize an investigation by describing: -materials used in the investigation, -observations, data, results, -explanations and conclusions in written, mathematical, oral, and information technology presentation formats, -safety procedures used
The plans described in this lesson are meant to serve at starting points. You may decide to have students design and build their own Brassica models.
4. Lesson set up and Management
PROCEDURES:
Share the assessment criteria/guidelines (pg. 82) with students before they create their models. Remind students to revisit the assessment criteria/guidelines to help them before, during and after their model construction. If possible, keep one or more exemplary student models to show your class next year.
FINAL ACTIVITIES
The next lesson will involve building models of bees. Have students begin reviewing their drawings and observing real bees in preparation for model-building.
EXTENSIONS
Begin planning ahead for the dramatization detailed in the extensions for lesson 14.
EVALUATION
Have students critique their own or each other’s models using the suggested guidelines listed on page 82 of the teacher’s guide.
Reading Support: Students use non-fiction reading skills.
- ScienceSaurus (use as a resource)
- How A Plant Grows
Have students partner-read and write interesting facts and questions they may have on sticky notes. Students leave their sticky notes on the pages of the book until they are ready to transfer their sticky notes into their student notebooks. Students will read this book cover to cover over the course of this science unit.