1. Opening Activity: Nov
Your notebooks have been graded, pick up on your class shelf. If you have a question you can save it for me tomorrow.
Read the handouts at your table to help answer:
Besides structure, how is the cell wall helpful?
One structure we did not see on Friday was a vacuole – what is a vacuole and how does it help plants?
I can…Identify plant cell structures and predict how they contribute to plant growth
Homework:
Test Retake Ticket 11/6
Test Retake 11/8-9 8am

2. Complete Lab #7 Plant Cells
1. Elodea and Onion
Identify and label cell structures
Self and Peer-Assess with checklist. Have your partner check it over and SIGN that it is correct.
2. When finished w/ Labels:
Copy data tables into journal and complete.
Answer Questions
Pick up Plant Cell Check in,
Complete BY YOURSELF and put into basket.
Checklist for labeling sketches:
Cell Membrane
Cell Wall
Chloroplast (Elodea only)
Nucleus (Onion only)
Cytoplasm
Include Color
Outline one cell

3. Plant Cell Check-in: Complete BY YOURSELF and turn into basket

4. Chocolate Research- Due 11/14
When your Lab #7 and Check-in is complete pick up a Chocolate Research handout at front table.
Read through your tasks, add due date of November 14th to your planner.
Complete tasks 1 and 2
On task 3 description, circle which issue most interests you.

5. Opening Activity: Nov
Lets do a lab with our radish plants to investigate matter and energy transformation while plants are growing. Think about how to measure:
Matter movement in plants
Matter changes in plants
Energy changes in plants
2. Look at your zooming into foods, what molecules are in plants
I can… Predict changes in matter and energy when plants grow
Homework:
Plant Predictions due 11/7Test Retake 11/8-9 8am
Chocolate Research due by 11/14

6. Show students the first section of the Carbon TIME Growing Plants video.
Show slide 8 of the PPT.
Watch the video until the first intermission where Darryl and Nina ask the students to make predictions about what happens when plants are in the light and in the dark (from 0:00 to about 2:30).
Pause the video to discuss the questions posed on the screen before students complete the predictions tool.
Design an Investigation to test how matter moves, matter changes and energy changes as plants grow. Draw out on a whiteboard a diagram of your set up.

7. What do plants look like at different scales?
What are plants made of?
Discuss ideas that students can consider in making their predictions
Use Slides 5-7 to help student connect scales and learn about atoms in plants
Slide 6 “zooms in” to plants from the macroscopic to the atomic-molecular scale
Slide 7 reminds students of rules to follow from the Movement Question and inform them about the kinds of atoms found in plants
What do plants look like at different scales?

8. Plants are made of cells
Plant cells are made of molecules
Plant molecules are made of atoms
Benchmark Scale
Power of Ten
Decimal Style
Large scale
Larger
Larger 100,000 10,000 1,000
Macroscopic
meter
Microscopic
Atomic-molecular
Smaller
Smaller
Discuss ideas that students can consider in making their predictions
Use Slides 5-7 to help student connect scales and learn about atoms in plants
Slide 6 “zooms in” to plants from the macroscopic to the atomic-molecular scale
Slide 7 reminds students of rules to follow from the Movement Question and inform them about the kinds of atoms found in plants
Scale: 10-8 meters = meters
Scale: 10-9 meters = meters
Scale: 10-7 meters = meters
Scale: 10-5 meters = meters
Scale: 10-1 meters = 0.1 meters
Scale: 100 meters = 1 meters
Scale: 10-2 meters = 0.01 meters
Scale: 10-3 meters = meters
Scale: 10-4 meters = meters
Scale: 10-6 meters = meters

9. Planning the Investigation
How will you observe changes in the color of BTB?
Follow the instruction in Part B of the Lesson 2.1 Investigating Plants in Light and Dark Worksheet. Slide 5 has a picture of the setup.

10. Making Predictions
Use your Three Questions handout to be sure you are following the rules as you make your predictions!
Have students complete the Predictions Tool for Plants Growing.
Show slide 9 of the PPT. Pass out one copy of the 2.1 Predictions Tool for Plants growing to each student, and ask them to record their ideas as individuals for each of the Three Questions for plants growing
Remind students that these are just predictions, and that there are no wrong answers at this point. Encourage them to write down all of their ideas on the tool.

11. Lab #8 Goals Tales 1-4 LIGHT, 5-8 DARK
Set up lab using procedure and roles for each students:
Blue BTB – get BTB, label blue, record BTB color on data sheet.
Yellow BTB – get BTB, make it yellow, label yellow, record BTB color on data sheet.
Plant – collect 1 plant.
Container– Use masking tape and sharpie to label container, put all items in container and put away at back table EVERYONE IS RESPONSIBLE FOR CLEAN-UP

12. Do initial ideas on plant investigation
HOMEWORK
Do initial ideas on plant investigation