1. Plant kingdom Designed By Mater Hadadi Biology class Spring- 2016

2. Target Audience:  6 Grade class  25 students  45 minutes  Classroom Environment: Respectful – Active – Safe

3. Goals and objectives  Students will be able to know specific important part of plant that makes photosynthesis  Students will be able to discuss photosynthesis  Students will be able to explain how plant product its food  Student will be able to know plant structure  Student will be able to know leaf structure

4. Technology  Projector  Video  White board  Smart board

5. Lesson procedures Prime Time 1 :  More information about plant and leaf structure  What is photosynthesis?  Photosynthesis equation Down Time :  The difference between animals and plants  Small group instruction Prime Time 2:  Discuss between plant and animal  Go over answers to independent group work  More explain about photosynthesis

6. NJ Common Core Standards  5.3.2.A.1 Group living and nonliving things according to the characteristics that they share.  5.3.P.B.1 Observe and describe how plants and animals obtain food from their environment, such as by observing the interactions between organisms in a natural habitat.  5.3.2.B.1 Describe the requirements for the care of plants and animals related to meeting their energy needs.  5.3.12.A.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation).  5.3.P.C.1 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., dig outside in the soil to investigate the kinds of animal life that live in and around the ground).

7. Plant Kingdom plant kingdom definition:  One of the five kingdoms of living things. Most plants derive energy from photosynthesis Kingdom Plantae consist of:  living multicellular organisms and are also known as green plants. They form a group that includes plants of different varieties like the flowering plants, confers, gymnosperms, ferns, mosses, liverworts, and also green algae etc.  Plants are present on land, in fresh and marine waters. Plants have been living on earth from millions of years. There are about 2million species of plants.

8. Features of plants The distinctive features of plants are:  Cell walls of plants have cellulose.  They have chlorophyll pigments in chloroplast which is used to obtain energy from sunlight by the process of photosynthesis. The chlorophyll pigment gives them green color.  Some plants are parasitic, and they cannot undergo the process of photosynthesis.  Asexual reproduction is common in plants, though sexual reproduction is possible.  Plants show indeterminate growth and alternation of generations

9. Plant Structure

10. Structure of leaf

11. Photosynthesis Definition

12. Photosynthesis Process

13. Photosynthesis Equijoin

14. Brainy Bits  Temporal lobe : will activate throughout the lesson. For example, when students are listening to me during the explain plant and leaf structure and photosynthesis.  Frontal lobe: will activate at many points throughout the lesson. Because, these lobes deal with the planning and thinking. For example, when students are thinking about photosynthesis.

15. Learning Styles  Concrete Random: Individual will enjoy the hands on leafs activity Brainstorm for product plant its food Self ‐ directed learning.  Abstract Random: The abstract random learners from all discussion points through the lesson. For example, discuss as a group work activity about leaf structure and give them personal attention and emotion support

16. Citations  http://biology.tutorvista.com/plant-kingdom.html http://biology.tutorvista.com/plant-kingdom.html  http://www.biologyjunction.com/images/plantbody.jpg http://www.biologyjunction.com/images/plantbody.jpg  https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF- 8#q=plant%20kingdom%20definition https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF- 8#q=plant%20kingdom%20definition  http://images.slideplayer.com/13/3922699/slides/slide_7.jpg http://images.slideplayer.com/13/3922699/slides/slide_7.jpg  http://image.slidesharecdn.com/photosynthesis-in-leaves-1222538814738661- 8/95/leaves-structure-and-function-5-728.jpg?cb=1222513625 http://image.slidesharecdn.com/photosynthesis-in-leaves-1222538814738661- 8/95/leaves-structure-and-function-5-728.jpg?cb=1222513625  http://www.lifeadrift.info/media/2316/photosynthesis_equation.jpg http://www.lifeadrift.info/media/2316/photosynthesis_equation.jpg  https://bioweb.uwlax.edu/bio203/f2011/proft_paxt/images/Photosynthesis.jpg https://bioweb.uwlax.edu/bio203/f2011/proft_paxt/images/Photosynthesis.jpg  https://cnx.org/resources/2bac3b10162ba08571bef31d573a5a5d/CNX_Psych_03_04_ Lobes.jpg https://cnx.org/resources/2bac3b10162ba08571bef31d573a5a5d/CNX_Psych_03_04_ Lobes.jpg  http://cdn-7.incredibleart.org/files/images/gregorc.jpg http://cdn-7.incredibleart.org/files/images/gregorc.jpg  Sousa, David A. How the Special Needs Brain Learns. Thousand Oaks, CA: Corwin, 2001. Print.  Gregorc, Anthony F. Gregorc Style Delineator: A Self-assessment Instrument for Adults. Columbia, CT: Gregorc Assoc., 1985. Print.