AEE 412: Model Unit Plan - Introduction to Greenhouse Production

Plant Identification Unit Plan

Greenhouse Production

Unit Rationale: Students enrolled in the Greenhouse Production course will gain knowledge on plant-based careers and knowing harmful and helpful plant species in Washington County.  These students participated are in grades 9-12. Plant identification is relevant in a way where students will develop sophisticated observational skills while becoming familiar with outside educational resources. About 4.9 million dollars worth of nursery, greenhouse, floriculture and so products were sold in Washington County in 2012. (Census of Agriculture, 2012)

Number of Class Sessions Needed: 15

Length of Each Session: 43 minutes

PA Academic Standards and Assessment Anchors Addressed:

CC.3.5: Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CC.3.5.11-12.D. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

CC.3.6: Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CC.3.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CC.3.6: Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CC.3.6.9-10.E. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

PA Agricultural Standards and Benchmarks Addressed:

Plant Science.02.01. Classify plants according

to taxonomic systems.

Plant Science.02.01.01.c. Classify agricultural and ornamental plants according to the hierarchical classification system

Plant Science.02.01.02.a. Describe the morphological characteristics used to identify agricultural and herbaceous plants (e.g., life cycles, growth habit, plant use and as monocotyledons or dicotyledons, woody, herbaceous, etc.).

Plant Science.02.01.02.b. Identify and describe important plants to agricultural and ornamental plant systems by common names.

Plant Science.02.01.02.c. Identify and describe important plants to agricultural and ornamental plant systems by scientific names.

Plant Science.02.01.01.a. Identify and summarize systems used to classify plants based on specific characteristics.

Plant Science.02.02. Apply knowledge of plant anatomy and the functions associated with plant systems.

Plant Science.02.02.05.b. Apply knowledge of flower structure to differentiate between the types of flowers and flower inflorescence (e.g., complete, incomplete, perfect, imperfect).

Plant Science.02.02.06.b. Analyze and categorize the major types of seeds and fruit.

Plant Science.02.02.05.a. Identify and summarize the components of a flower, the functions of a flower and the functions of flower components.

Plant Science.04.02 Create designs using plants

Plant Science.04.01.01.a. Identify and categorize plants by their purpose (e.g., floral plants, landscape plants, house plants, etc.).

Unit Goals:

·      Students will be able to:

·      Identify common regional plants

·      Use a dichotomous key

·      Identify and categorize plants by their purpose

·      Explain the functions of a flower and seed

·      Identify different types of flowers

·      Distinguish the hierarchical classification system

Lesson Titles, Daily Objectives, & Realia:

Essential Questions	At the conclusion of instruction, students will be able to:	Materials and Supplies
1.     What are some different methods of identifying plants?	1.1  Explain different methods of identifying plants to 100% accuracy. 1.2  Identify key aspects to observe when looking at different plant species to teacher satisfaction.	5 Paint Brush (Interest Approach) 15 Sticky notes 8 packs of Markers 6 Plants 3 Tree branches 3 Leaves
2.     What is a dichotomous key and how do we use it?	2.1 Use a dichotomous key to teacher satisfaction. 2.2 Identify a specific plant using a dichotomous key with 100% accuracy. 2.3 Identify parts and usage of a dichotomous key to teacher satisfaction.	15 Dichotomous Key 15 Playdough 8 Sticks 8 Legos 15 packs of Markers/Colored 30 Pencils 6 Plants 1 per student, Computer/Tablet
3.     How do we classify plant species?	3.1  Describe how to correctly identify plant species to 100% accuracy. 3.2  Identify specific plant species to teacher satisfaction. 3.3  Identify at least three plant species classification to 100% accuracy.	1/student: Notebook 6/student: Paper 15 packs of Colored Pencils 6 Plants 6 Plant Images 1/student: Resource books
4      What is the difference between monocots and dicots?	4.1  Identify the difference between monocots and dicots to teacher satisfaction 4.2  Identify monocots and dicots to teacher satisfaction	5 Monocot and dicot seeds 5 Knife 18 Surgical trays 18 Magnified glass
5      How can we identify and classify different leaf shapes?	5.1  Identify different leaf shapes to 100% accuracy 5.2  Describe the different leaf outlines to 100% accuracy 5.3  Identify elements needed for leaf identification to 100% accuracy	1/student: Graphic Organizer – Hand made 10/student: Paper 15 packs of Colored pencils 15 Scissors 15 Glue bottles
6      What are different types of flowers?	6.1  Describe different types of flowers to 100% accuracy 6.2  Identify the need for different types of flowers to teacher satisfaction	1/student Poster 15 packs of Markers 1/student: Computer/iPad 15 Glue bottles 25 colored Papers 1/student Magazines
7      How do lifecycles affect the plant/flower? (2 day lesson)	7.1  Identify different lifecycles of plants to 100% satisfaction 7.2  Describe the different lifecycles of each type of flowering plant to teacher satisfaction	100 Story paper 1/student Pencils 15 packs of Colored pencils
8      How to identify specific flowers?	8.1  Identify common flowers of Washington County to 100% accuracy 8.2  Describe common methods of   identifying specific flowers to teacher satisfaction	1/student Brochure 15 packs of Markers 100 Papers 15 Glue bottles 15 Scissors
9      How are trees identified? (2 day lesson)	9.1  Identify major trees of the forestry industry to 100% accuracy 9.2  Describe the top two methods of identifying hardwoods to teacher satisfaction 9.3  Identify the way foresters tag trees to 100% accuracy	Poster Competition 1/studentPoster board 15 packs of Markers & colored Pencils 2 packs of Paper 2 packs of Craft paper A box of Styrofoam 3 bags of Pipe cleaners
10   How are different shrubs identified?	10.1 Identify different types of shrubs found in the local area to 100% satisfaction 10.2 Describe the top 3 methods to identify shrubs to teacher satisfaction	1/ student Notebook 1/ pair of students Field guides 1/ student Pencils 15 packs of Colored pencils
11   What are common weeds in our area? (2 day lesson)	11.1        Identify weeds in the local area to teacher satisfaction. 11.2        Describe ways to control weeds efficiently to teacher satisfaction	1/ student Weed notebooks 6/student Paper 2 packs of Colored paper 15 packs of markers & pencils
12   How do we identify unknown plant species without foliage?	12.1        Demonstrate proper identification of unknown plant species teacher satisfaction with foliage. 12.2        Demonstrate proper identification of unknown plant species teacher satisfaction without foliage.	1/ student Camera/Cell phone 1/student Field guides Previous class materials 1/student Notebooks 1/student Pencil

Unit Assessments/Evaluation Strategy:

Plant lifecycle Project: Students will be spaced into groups and then instructed to create a story of a specific plant and its type of lifecycle.  Students will be assessed on knowledge they have learned throughout the class and how much each has specifically wrote to have a fair grade.

Poster Challenge Project: Students will have several class periods to create a poster and then will presented to small groups of the class. Students will be assessed on content knowledge that is put into the poster as well as appearance.

Shrub walk/verbal quiz: Students will work in pairs and be assigned to walk around to different shrubs around the building.  The students will then identify each shrub on an evaluation sheet and give feedback of how they identified each shrub.

Dichotomous Key Quiz: Students will have a written assessment evaluating their knowledge and skills on usage of a dichotomous key. This will be a fill in the blank, matching and open-ended question quiz.

Exceptional Children Strategies/Accommodations/Adaptations:

Advanced students are required to submit all of the same work that other students are assigned, but different and more elaborate rubrics will be assigned along with extra classroom readings. Special needs students will be provided guided worksheets if they ask for accommodations. Examples include more thought out sentences and phrases as well as clear and simplified at the top of each document. Instructor will identify additional accommodations based on individual students’ IEPs.

Specific Science, Math, or English Enhancement:

Science: Biology – Lifecycle, plant parts

English: Narrative story writing, objective essay writing

SAE Integration:

Assist in program greenhouse

·      Experimental-Farm field based research

·      Placement-Employment, floricultural shop, landscaping

FFA Integration:

·      Floriculture CDE

·      Forestry CDE

·      Landscape and Design CDE

Careers Prepared For:

·      Horticulturalist

·      Foresters

·      Farmer

·      Researcher

·      Extension agent/teacher

References (APA):

Census of Agriculture - Washington County. (n.d.). Retrieved September 14, 2016, from https://www.agcensus.usda.gov/Publications/2012/Online_Resources/County_Profiles/Pennsylvania/cp42125.pdf

PDE SLO Template: