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ARCHIVED WEBSITE from Spring 2020 schools closures due to pandemic. Note: Some content may not be available to students & families after June 2020.
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Week 1: April 6-10
Week 1: April 6-10
Learning Goal: Explain how angiosperm diversity is due to multiple complex interactions with animals.
Learning Goal: Explain how angiosperm diversity is due to multiple complex interactions with animals.
Estimated Time for The Week: 2 hours (120 minutes)
Estimated Time for The Week: 2 hours (120 minutes)
Learn & Practice:
Learn & Practice:
- ENGAGE: Read this article - Orchid Sports Freaky Little Demon Face
- EXPLORE: Explore Orchid Types - Click HERE to explore orchids!
Document your observations of 3 different Orchids on a sheet of paper.
Write one question, regarding the variations (differences) in the structure of the orchids based on your three observations.
- EXPLAIN: Read this article & in your notebook or on a sheet of paper:
- Define Angiosperm & Gymnosperm
- Explain the similarities and differences between Angiosperms & Gymnosperms
- Create an Argument
Claim: Are orchids classified as an angiosperm or gymnosperm?
Evidence: List the evidence that supports your claim?
Reasoning: Justify & explain why the evidence listed supports your claim.
- EXTEND: Over the last 140-180 million years of angiosperm evolution, natural selection has resulted in many different variations.
- Click HERE to open Google Earth Voyager: Global Gardens & select “Start Exploring” when the button becomes available on your screen.
- Investigate the variations of angiosperms found in the 13 gardens across the globe. Document at least 5 variations (different) angiosperms in your notebook (or on paper), along with their location.
- For each of the 5 angiosperms you select, answer the following question: “How do you think the structure of each plant helps it survive & reproduce in that environment?”
- EVALUATE: Design your own orchid
1) Where would your orchid be located?
2) What type of pollinator would be responsible for pollinating your orchid?
3) Based on the geographical location and the pollinator, determine the appropriate colors, structure, and name for your orchid.
4) Sketch and color your orchid design on a blank sheet of paper or using a digital sketching tool.
5) Take a picture of your orchid & share it with your classmates or teacher.
Week 2: April 13-17
Week 2: April 13-17
Learning Goal:
Learning Goal:
I can compare and contrast the structures and reproductive processes of mosses, ferns and conifers - Gymnosperms.
Estimated Time for The Week: 45 - 60 minutes total
Estimated Time for The Week: 45 - 60 minutes total
Learn & Practice:
Learn & Practice:
- Watch Reproduction of Mosses
- Watch Reproduction of Ferns
- Watch Reproduction of Conifers
- Practice Non-Flowering Plants Flash Cards Quiz Yourself with these vocabulary flash cards. Once you feel good about the terms challenge yourself with the tests and games.
- Read Life Cycle of Gymnosperms
- Go for a nature walk, Martin Nature Park, Mitch Park, Hefner Park or just around your neighborhood. Take pictures of as many gymnosperms as you can find on your walk. Classify each plant as a moss, fern or conifer. Which did you find to be the most common? Why do you think that is? Describe where (what type of habitat) each type of gymnosperm can be found. For example; near water, on or around rocks, dry, grassy areas….
- Create a Venn Diagram comparing and contrasting the reproduction of mosses, ferns and conifers.
- Test Yourself Mosses, Ferns and Conifers Quiz use code 036988
Week 3: April 20-24
Week 3: April 20-24
Learning Goal:
Learning Goal:
I can label and describe the parts of a flower and how they pertain to plant reproduction.
Estimated Time for The Week: 1 hour
Estimated Time for The Week: 1 hour
Learn & Practice:
Learn & Practice:
- Watch Reproduction of Flowering Plants
- Discover the parts of a flowering plant by completing this Virtual Lab
- Create a 3D model of a flower using various items from around the house. For example; paper, straws, plastic utensils, toilet paper rolls, ect…. Make sure to include the following parts: anther, carpel, filament, overy, ovule, petal, stigma, style
- Explore and Dissect. Go for a walk and find 3 - 5 different flowers. Locate the reproductive parts in each flower. Compare and contrast the parts in the different flowers.
- Reflect. Go to quizizz and take the quiz over Flowering Plant Reproduction. Use the code 120010.
Week 4: April 27 - May 1
Week 4: April 27 - May 1
Learning Goal:
Learning Goal:
I can diagram and describe the life cycle of flowering plants.
Estimated Time for The Week: 2 hours & 30 minutes total
Estimated Time for The Week: 2 hours & 30 minutes total
Learn & Practice:
Learn & Practice:
- Engage:
- Explore:
- Use the links provided on this webquest to answer the questions about flowering plants reproduction and life cycle.
- Spring is in the air! Go out and look for different flowering plants. Watch for pollinators. Compare the different pollinators on the different flowering plants.
- Learn & Explain: Use the content below to learn some key information. Take notes as you learn:
- Essential Vocabulary: Use this quizlet
- Read this article about the effect of bees on pollination fruit trees.
- Watch this video: Germination
- Elaborate: Use the resources below to go deeper and apply the learning to new levels.
- Do & Connect:
- Create a comic strip of the steps of a flowering plant’s life cycle. Begin with pollination and end with seed germination.
- Follow the instructions in this article to grow your own plant from seed. Document by taking pictures or drawing diagrams and share them with me and other classmates.
Week 5: May 4-8
Week 5: May 4-8
Learning Goal:
Learning Goal:
- Understand the process of fertilization and seed formation in flowering plants.
- Describe the different methods of seed dispersal.
Estimated Time for The Week: 2 hours & 30 minutes total
Estimated Time for The Week: 2 hours & 30 minutes total
Learn & Practice
Learn & Practice
Engage:
- Read this article about seed dispersal
- Watch this video about seed dispersal
Explore:
- Complete Activity 1 and Activity 2 Seed Dispersal Activities
- Go on a walk to a field. Take off shoes and walk through the field in socks. At the end of the walk, examine socks to find out what hitchhiker seeds are attached to your socks (be sure to scout the area first for any sharp objects or poison ivy!)
Learn & Explain: Use the content below to learn some key information. Take notes as you learn:
- Essential Vocabulary: Use the flashcards on this quizlet to practice
- Essential Questions: Which seed characteristics are successful adaptations for effective dispersal? How (and perhaps why) does this change from species to species?
- Task: Use scientific reasoning to support an explanation for how specialized plant structures affect the probability of successful reproduction.
Elaborate: Use the resources below to go deeper and apply the learning to new levels.
Do & Connect:
Choose one of the following:
- Design and build a new seed with a new method of seed dispersal
- Write a story, create a comic strip, or make a poster about the adventures of a seed as it travels away from its original plant
- Create a booklet which shows different ways wind, water, animals, humans, and seed shapes can contribute to seed dispersal.
Week 6: May 11-13
Week 6: May 11-13
Learning Goal:
Learning Goal:
I can use a dichotomous key to identify a variety of native to Oklahoma trees and shrubs.
Estimated Time for The Week: 1 hour, 30 minutes total
Estimated Time for The Week: 1 hour, 30 minutes total
Learn & Practice
Learn & Practice
Engage:
- Watch this video about dichotomous keys
Explore:
- Read and take notes Tree Identification Guide
- Go to 3-4 different parks in different parts of town. Collect as many different types of leaves as you can find. (you will use these leaves later in the week)
Learn & Explain: Use the content below to learn some key information. Take notes as you learn:
- Essential Vocabulary: For each of the following leaf identifying features, draw a picture. Seperate each category. (For example, draw a simple leaf next to a compound leaf, label accordingly. Below that, draw a compound leaf next to a pinnate leaf next to a palmate leaf, label. Continue this for each category below.)
- Leaf structure: simple or compound
- Compound leaf structure: if compound, pinnate or palmate
- Arrangement on the stem: opposite, alternate or whorled
- Leaf shape: linear, cordate, lanceolate, reniform, spatulate or something else
- Leaf margins: entire, serrate, lobate or other
- Leaf veins: pinnate venation or palmate venation
- Task: Use the leaf dichotomous key to identify the leaves you gathered before. Tape each leaf to a poster board and write the name of the tree below it. Take a picture and share with your classmates.
Elaborate: Use the resources below to go deeper and apply the learning to new levels.
Do & Connect:
- Make a pamphlet for your favorite tree. Design the pamphlet as if you were selling this type of tree to new homeowners. Follow these guidelines:
- Front Cover
- Picture of the tree
- Name of the tree
- Inside pages
- Basic information about the tree, such as how tall it will get, how fast it grows, what type of leaves it has, ect.
- Advantages to having this tree in your yard
- What type of animals might live in this tree
- Where can you buy this tree and approximate cost
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