Chapter 2: Concept Development

 

 

 

TN STANDARDS:

§ 5.3.2 Recognize the function of specific structures in organisms that allow them to obtain and use energy.

o   Describe how various plant structures are associated with food production (i.e., stems, leaves, stomata).

 

OBJECTIVES:

·         TSWBAT use Semantic Feature Analysis to determine the relationship between a concept and its facts.

·         TSWBAT summarize plant part functions and processes concerning nutrient movement in a plant.

 

MATERIALS:

·         Concept Clue Card W/S

·         Summary Report Exit Slip

·         Star stickers

 

SET/FOCUS:

·         IAL/RRL: Have students divide up into and equal fractional groups. (22 children – 11 groups of 2; 25 children – 5 groups of 5). Without telling students how they are divided, have them figure out how many groups would be needed to have 1/5 of the group, 3/5, and one whole.

·         ABK: What makes up a whole? (parts, sections, etc) How many groups of students did we have to have to make the whole class? (answer depends on number of groups)

·         LL: Just like number can be divided into parts, ideas can also be divided into parts. Today, we are going to talk about the different parts that make up the whole idea about plants. We are going to use a worksheet to help us see how the different parts can be seen and how they relate to the big idea.

 

INSTRUCTION:

·         I did not tell you what our “big idea” about plants is today. That is because I want you to figure out what our big idea is. We are going to use just the vocabulary in chapter 2 as clues. Each word will help you figure out an important big idea about plants that we need to learn.

·         I am handing out our clue cards. I do not want you to look at your clue cards yet. You have two sides on your clue cards.

·         The first side you are going to use to help you figure out what each word means. Just using the definition given on the side of the page will not help you figure out your clue. You will have to read the paragraph that the word is in. Some of the clues may even be found in other paragraphs that the bold word is not in.  When you get finished looking for all your clues, bring it up to me and I will see if you are close to figuring out our mystery “big idea” for every word and clue you figure out you will get a star. When you get four stars you can make a guess at the bottom of your page about the mystery idea.

·         Then, you will flip you page over. On the second page there are lists of words or phrases that are facts about our vocabulary clue words. You have to use your detective skills to find out what vocabulary word that the clues point to. When you finish this, look for two extra clues that you think are important in your book. It can be a picture, definition, headings. There is a section for you to write your extra clues.

·         Are you ready? (all students must answer before they are allowed to start)

 

CLOSURE:

·         Think/Pair/Share: Have students review what they think the mystery idea is. Then pair students (maybe higher students with those who are struggling) have them decide together what they think the mystery idea is. Have students line get into three groups “we know the mystery idea”   “we are almost sure we know the mystery idea”   “we think we know the mystery idea”.

·         Then each of these groups must decide on one idea for the big groups – must have reasons to support their idea. Groups share ideas. If there are disagreements discuss the clues and ask if there are any students who would like to change groups.

·         Each detective will then receive a paycheck (candy) for their work

·         Students are then to return to their desks to write up their reports (summaries) concerning the mystery. (Use report page)

 

Modifications:

·         Students who may have difficulty with reading or special needs may be placed in detective pairs.

 

 

 

 

 

 

 

 

 

 

 

 

Name:__________________________________________ Date:_________________

 

Clue Card # 1

 

Directions: In each row is a vocabulary word from the chapter. There are a list of characteristics that will help your figure out the word. Read through the chapter to find out whether each word has that characteristic. If it does, place a check. If it does not leave the box blank.

 

 

 

 

Plant

Part

 

Moves Nutrients

 

Moves

 Water

 

Gets rid of Water

 

Makes

 Food

 

Captain’s Approval

 

Root Hairs

 

 

 

 

 

 

 

Transpiration

 

 

 

 

 

 

 

Stomata

 

 

 

 

 

 

 

Chlorophyll

 

 

 

 

 

 

 

 

 

What do you think the mystery idea is? ____________________________________

 

 

 

 

Clue Card # 2

 

Directions: Each list is a set of clues that points to one vocabulary word in the text. Write the vocab word over the list of clues. Underneath the clue list, make a note of any other clues you find.

 

 

           

 .______________________.                                              ._____________________.

 1. Part used in transpiration                                                1. Takes in water

 2. Releases water                                                              2. Grows into spaces in soil

 3. Takes in carbon dioxide                                                  3. Takes in nutrients

 4. Specials makes it open and close                                     4. Covers roots

 

 

 

 

 .________________________                                       ______________________________

1.    In top of the leaf                                                          1. Uses tubes

2.    Used sun to make food                                                 2. Moves water from plant roots

3.    Makes the plant green                                                  3. Releases water by stomata.

 

   Extra Clues:

 

 

 

 

 

 

What do you think is the mystery idea?_______________________________________

 

Detective’s Name: _______________________________     Date:_________________

 

Detective Report Form

 

Detectives please summarize each of the following words according to your findings.

 

Nutrient Movement in Plants

·         Root Hairs: ____________________________________________________________________________________________________

____________________________________________________________________________________________________________________

 

·         Stomata: ______________________________________________________________________________________________________

____________________________________________________________________________________________________________________

 

·         Transpiration: __________________________________________________________________________________________________

____________________________________________________________________________________________________________________

 

·         Chlorophyll: ____________________________________________________________________________________________________

____________________________________________________________________________________________________________________