PLANTS:THELIVINGWORLDAROUNDUSPhotosynthesis,Adaptation&theEnvironmentTableofContentsIntroductionIntroduction&Goals..………………………………………………………..OurCurricularIdeologies……………………………………………………OurRationale……………………………………………………………………..PreVisitBeforeYouBegin……………………………………………………….…..….Lesson1:IntroductiontoPhotosynthesis…………………..………Lesson2:Stomata,Plants&Adaptation…………………………….Lesson3:BeginningResearch…………………………………………….VisitLesson4:LookingUndertheMicroscope……………………………Lesson5:TheLivingRoof&CaliforniaNativePlants…………..PostVisitLesson6:MuseumDebrief…………………………………………………Lesson7:CreatingtheBrochure…………………………………………AppendixProjectPacket……………………………………………………….…..………JournalRubric……………………………………………………….…..……….AlignmentwithStandards………………………………………………….

p.2p.3p.4p.6p.7p.15p.22p.26p.29p.32p.34p.37p.43p.44

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PLANTS:THELIVINGWORLDAROUNDUSPhotosynthesis,Adaptation&theEnvironmentIntroductionInthistwo‐weekunit,designedtoaccompanyavisittotheCaliforniaAcademyofSciences,studentswillexploreconceptsofphotosynthesis,plantadaptation,andplants’roleintheenvironment.Theunitisstructurednotonlytohavestudentslearnscientificprinciples,buttohavethemactivelyengageintheprocessofscientific‐inquiry.Studentswillkeepjournalsoftheirinvestigationsandcontinuouslyreflectonandrefinetheirideas.Eachlessonbuildsuptothefinalproject,wherestudentsworkinsmallgroupstocreateabrochurefortheCalAcademy’sLivingRoofexhibit.Whilethecontentofthebrochurewillbesciencebased,theprojectisinterdisciplinary,involvingreadingcomprehension,note‐taking,writingskills,andart.Itisourhopethattheexperiencewillleavestudentswithagreaterappreciationforthenaturalworld,adeeperunderstandingoftheconnectednessofallspecies,andabroadscientificliteracyfoundation.OurGoals

• Studentswillunderstandtheintegralroleplantsplayinmaintainingandshapingtheenvironment.

• Studentswillunderstandtheuniqueadaptivenatureofplants.• Studentswillunderstandtherolenativeplantspeciesplayinmaintainingsustainablegreen

spaces.• Studentswillbeabletoconductscientificinquiriesthroughtheprocessofdatacollection

andmakinginferencesbasedonevidence.

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OURCURRICULARIDEOLOGIESWebelievemeaningfullearningoccurswhenlearnersaregiventheopportunitytodeveloptotheirownunderstandingthroughdiscoveryandactiveparticipation.EleanorDuckworthillustratesthat,“Youhavetoput[learners]inasituationwheretheydevelopthatunderstanding—it’snotgoingtohappenfromyourtellingthem.”1Tothisend,ourcurriculumisbuiltaroundactivitiesandassessmentsthatencouragemultipleinterpretationsratherthansingle,correctanswers.Learnersshouldbechallengedandguidedtoarticulate,reflecton,andrevisetheirinterpretations,buttheyshouldnotbetoldwhatconclusionstheyshouldarriveat.Webelievethelearnerscometothelearningexperiencewithpriorknowledgeandpastexperiencesthatmustbeconsidered.AcknowledgingDewey’spointinwhich“everyexperiencebothtakesupsomethingfromthosewhichhavegonebeforeandmodifiesitinsomewaythequalityofthosewhichcomeafter,”2webelievewecanequiplearnersforbetterfutureunderstandingbyfirstprobingtheircurrentunderstanding.Thus,throughjournalpromptsandreflections,ourcurriculumcreatesopportunitiestobuilddeepermeaningbynotonlyconnectingwithlearners’priorknowledge,butalsobyaddressingscientificmisconceptionsthatlearnersmayhave.Webelieveinthevalueofassumingtheidentityofexpertsinthefield.ThepoweroflearningbydoingisendorsedbyBrunerwhowrites,“Theschoolboylearningphysicsisaphysicist,anditiseasierforhimtolearnphysicsbehavinglikeaphysicistthandoingsomethingelse.”3Clearly,workingwithinthemuseumcontextprovidesauniqueopportunitytoallowlearnerstobehavelikescientistsduringtheirvisit,butwebelievethisopportunityshouldbepresentthroughouttheentiretyofthelearningexperience.Activitiesemphasizeobservationandinquiry‐baseddiscoveryinordertochallengestudentstothinklikescientistsintheclassroomand,ultimately,intheireverydaylives.Thiswillhopefullynotonlyhelpstudentsunderstandthescientificcontentmoredeeply,butwillgivethemavaluableframeworkwithwhichtointerprettheworld.WebelieveinaphilosophyofCare:Lastly,ourcurriculumisstructuredaroundNodding’sphilosophyofcare,4whichadvocatesfortheimportanceofteachingcareforoneself,others,andtheenvironment.Suchaphilosophyisdirectlyrelevanttooursite’scoremission“…toprotectthenaturalworld.”5Craftinggoalsandobjectivescenteredaroundthenotionofcareensuresthatthecurriculumisinlinewithoursite’svaluesandthatthelearningobtainedisenduringandrelevant.

1Meek, A. (March 1991). On Thinking about Teaching: A Conversation with Eleanor Duckworth. Educational Leadership, pp. 30-34.2Dewey, J. (1938). Experience and Education. New York: Collier Books. pp. 25-50. 3Bruner, J. (1960). The Process of Education. Cambridge: Harvard University Press. pp. 1-32, 43-54.4Noddings, N. (1992). The Challenge to Care in Schools. New York: Teachers College Press. pp.44-62.5California Academy of Sciences (2011). About the Academy. Retrieved from http://www.calacademy.org/academy/about/

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OURRATIONALEWhyaproject‐basedcurriculum?Amainconcernofthecurriculardesignwastobridgestudents’experiencesacrossthevariouslearningsituations.Aunitconsistsofpre‐visitactivities,on‐sitelaboratorytimeandexhibitexploration,andpost‐visitfollow‐up.Becauseeachofthesecomponentsarequitedifferentinnature,itpresentsachallengetoconnectlearningfromeachelementaswellasencouragetransferbeyondtheunit.Toaddressthis,we’vecreatedaproject‐basedcurriculumthatwilltietogetherthedifferentexperiencesforstudentsthroughthecollaborativepracticeofworkingtowardsacumulativeendproduct.Webelievethatbyworkingtogetherandengagingintheactivecreativeprocess,studentshavetheopportunitytotakeresponsibilityfortheirownlearningandbringintheirownpersonalunderstandingsandpriorknowledgetotheactivity.Wehopethatthiswillencourageenduringunderstandingsandoutcomes.Also,havingafinalproductnotonlyofferstangibleworkforbothteachersandthemuseumtoutilizeaspartoftheirevaluation,butallowslearnerstosharewiththeirfamiliesandthelargercommunitythefruitsoftheirlabor,providingconnectionsandrelevancebeyondtheclassroom.Whythejournals?Theprompts,notes,andreflectionscompletedinthejournalareintendedtoscaffoldstudentsfromtheirpastexperiencestonewunderstandings.Increatingthejournals,studentsengageinthescientificprocessofdatacollectionandinferencemaking.Itgiveslearnerstheimportantopportunitytoreflectonandrevisetheirideas,aprocesswebelieveisattheheartofscientificinquiry.Inaddition,thejournalwillserveasaportfolioofinformationthatstudentswillrefertowhilecompletingthefinalgroupproject.Forteachers,thejournalsprovideanopportunityforbothsummativeaswellasformativeassessment.TheFrameworkforMuseumPractice(FMP)Becauseofitsuseasafieldtripcurriculum,anothermainconcernwasflexibilityaroundtheconstraintsandneedsofteachers.Thoughresearchhasshownthathavinglessonsintheclassroomaroundthemuseumvisitiseffectiveinhelpingstudentslearn,oftentimesteachersdonotorareunabletocompleteamuseum’scurricularprogram.Thesecouldbeforlogisticalorresourcereasonsorthatthecurriculumprovideddoesnotfitintotheteacher’slearningagenda.Thus,wewanttoincorporatetheFrameworkforMuseumPractice(FMP)thatwasdesignedexplicitlytotacklethisissue6.FMPismadeupoffourmainprinciples:1.Adopttheperspectiveoftheteacher2.ProvideStructure3.EncourageJointProductiveActivity4.SupportDialogue,Literacyand/orResearchSkills.Theframework’sbasisisfromtheoreticalandempiricalperspectivesthatareinlinewithourowncurricularideologiesandwasdevelopedespeciallywithsciencetopicsinmind.6Further,aproject‐basedcurriculumcouldfitappropriatelywiththedesignprinciplesinprovidingabalanceof

6DeWitt, J., & Osborne, J. F. (2007). Supporting Teachers on Science-focused School Trips: Towards an integrated framework of theory and practice. International Journal of Science Education, 29(10), 685-710.

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structureandflexibilitythatmeetbothstudentandteacherneeds.ThetopicofourcurriculumusestheAcademy’sLivingRoofasaspacetohelpstudentslearnaboutphotosynthesisandadaptation.ByincorporatingCaliforniacontentstandardsandkeepinginmindresourcelimitationsandteachergoals,wehopetoadequatelyadopttheperspectivesoftheteacher.Wehavealsomadeanefforttoincludeallsupportingresourcesandtoavoidtoomanydemandsforoutsidematerials.Toprovidestructure,pre‐visitactivitieswilllaunchstudents’largerunit‐wideprojectinconnectiontotheactualdayofthevisit,aswellasconnectittothespecificlearningcontent.Themuseumvisitwillbeusedforstudentstoexploreandlearnmoreaswellascollectartifactstowardstheirproject.Post‐visitactivitieswillbeusedtofollowuponwhatstudentslearnedduringthemuseumvisitandallowthemtosynthesizetheirlearninginthepresentationoftheirproject.Eachcomponentoftheunitwillincorporatespecificdetailsofthemuseuminordertoorientstudentstotheenvironmentandprovidefurtherstructurearoundtheiractivities.Theprojectwillbedoneingroups,includingthevisittothemuseumandTheLivingRoof.Studentswillbeencouragedtoincorporatetheirownperspectivesandinterests,whilekeepinginmindthattheyareworkingjointlytowardsacollaborativeproduct.Studentswillalsobeencouragedtodiscusstopicsthroughouteachunitcomponentandincorporateinterdisciplinaryskillsoutsideofthesciences,suchaswriting,readingcomprehension,andarttomaketheirfinalproduct.

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BEFOREYOUBEGINJournalPreparationForthisunit,eachstudentwillneedhisorherownjournal.Thinthree‐ringbinders,three‐holdpunchedfolders,ornotebookscanbeused.Journalpagesareprovidedattheendofeachlessonforwhichtheyareneeded.Studentswilladdpagestotheirjournalsaseachlessonisconducted.Ifnotebooksareused,studentscanglueorstapleinpages.ProjectPacketPreparationTheprojectpacketisincludedintheappendix.BeforeLesson3,makeenoughcopiesforeachgrouptohaveone.Thepackethassixpagestotal,whichcanbestapledtogetherorkeptinafolder.ForgoingthefinalprojectWhileeachlessoninthisunitisdesignedtoscaffoldthefinalproject,partsoftheunitcanbedoneasindependentactivitiesifteachersprefertoforgotheproject.Intheseinstances,thejournalpagesforLessons1,2,4,and5canbecompletedasseparateworksheets.Inordertobepreparedforthelabactivityandtouratthemuseum,studentsmustatleastcompleteLessons1and2beforehand.

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LESSON1:IntroductiontoPhotosynthesisEstimatedtime:30minutesIntroductionInthislesson,studentswillbeintroducedtophotosynthesisandtheinteractionbetweenplantsandtheenvironment.Ingroupstheywillusetheirpriorknowledgetomakeguessesabouttheprocessofphotosynthesis.Studentswillpresenttheirideastotheclassandexplainhowtheycameupwiththeirguesses.Studentswillthenlearntheprocessofphotosynthesis.

Objectives• Studentswillunderstandthatplantsusesun,

carbondioxide(CO2)andwater(H2O)tomakecarbohydrates(C6H12O6)andoxygen(O2).

• Studentswillpracticemakingeducatedguessesfromevidence.

Materials(*notprovided)

• *Paper• *Scissors• *TapeorGlue• *Journals(bindersorfolders)• PhotosynthesisProcessworksheet• PhotosynthesisElementsworksheet• JournalPage:PhotosynthesisInferences• JournalPage:Reflection1‐Photosynthesis

Instructions

1) Handoutthejournalsandexplaintostudentsthattheywillbeaddingpagestothesethroughouttheunit.

2) HavestudentscompletePart1ofthe“Reflection1”journalpage.1

3) Havestudentsformgroupsof3‐4.Letstudentsknowthatthesegroupswillbethegroupstheywillbeworkingwiththroughouttheunitandforthefinalproject.

4) Giveeachgroupone“PhotosynthesisProcess”worksheetandone“PhotosynthesisElements”worksheet.

1Thereflectionisintendedtoengagestudents’priorknowledgeaboutplants.Usethisopportunitytoassessyourstudents’currentunderstanding.

LessonBackgroundProvidedatendofthislesson

Vocabulary

Photosynthesis:Theprocessbywhichproducersmakeenergy‐richmolecules(food)fromwaterandcarbondioxideinthepresenceoflight.Carbohydrate:Foodintheformofsugarorstarch.CarbonDioxide:Awastegasproducedduringcellularrespiration.Plantsusecarbondioxideduringphotosynthesistomakefood.Glucose:Asugarfoundinfood;thesugarbrokendownbyincellstoreleaseenergy.Oxygen:Awastegasproducedbyplantsduringphotosynthesis,whichisusedbyallplantsandanimalsduringcellularrespiration.

source:http://www.fossweb.com/modulesMS/PopulationsandEcosystems/vocab.htmlsource:http://www.fossweb.com/CA/modules3‐6/LivingSystems/vocab.html

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5) Havestudentsworkingroupstocutandplacetheelementsontheplantillustrationandmakeaguessastohowtheythinkthecycleoccurs.Studentsshouldusethe“PhotosynthesisInference”journalpageduringthisactivity.2

6) Havestudentspresenttheirprocesstotheclassexplainingwhytheymadetheguessesthattheydid.

7) Aftereachgrouphaspresented,askstudentstocompletePart2ofthe“Reflection1”journalpage.

8) Gothroughtheprocessofphotosynthesiswiththeclass.Correctanymisconceptionsandanswerquestions.3

2Encouragestudentstoworkoutdifferentopinionswithintheirgroupsthroughdiscussionandaskingoneanotherquestions.

3Acompleted“PhotosynthesisProcess”worksheetandlessonbackgroundisincludedwiththematerialsforthislessonforteacherreference.

EvidenceofUnderstanding:_Studentsparticipateindiscussion_Studentsuseevidencetosupporttheirinferencesandexplaintheirreasoning_Studentsraisequestionsthatfurtherexplorecontent_Studentsusescientifictermswhendiscussingtheprocessofphotosynthesis

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Lesson1Background:Photosynthesissource:http://www.britannica.com/EBchecked/topic/458172/photosynthesis

Photosynthesisistheprocessbywhichgreenplantsandcertainotherorganismstransformlightenergyintochemicalenergy.Duringphotosynthesisingreenplants,lightenergyiscapturedandusedtoconvertwater,carbondioxide,andmineralsintooxygenandenergy‐richorganiccompounds.Ingreenplants,lightenergyiscapturedbychlorophyllinthechloroplastsoftheleavesandusedtoconvertwater,carbondioxide,andmineralsintooxygenandenergy‐richorganiccompounds(simpleandcomplexsugars)thatarethebasisofbothplantandanimallife.Photosynthesisconsistsofanumberofphotochemicalandenzymaticreactions.Itoccursintwostages.Duringthelight‐dependentstage(lightreaction),chlorophyllabsorbslightenergy,whichexcitessomeelectronsinthepigmentmoleculestohigherenergylevels;theseleavethechlorophyllandpassalongaseriesofmolecules,generatingformationofNADPH(anenzyme)andhigh‐energyATPmolecules.Oxygen,releasedasaby‐product,passesintotheatmospherethroughporesintheleaves.NADPHandATPdrivethesecondstage,thedarkreaction(orCalvincycle,discoveredbyMelvinCalvin),whichdoesnotrequirelight.Duringthisstageglucoseisgeneratedusingatmosphericcarbondioxide.Inchemicalterms,photosynthesisisalight‐energizedoxidation–reductionprocess.(Oxidationreferstotheremovalofelectronsfromamolecule;reductionreferstothegainofelectronsbyamolecule.)Inplantphotosynthesis,theenergyoflightisusedtodrivetheoxidationofwater(H2O),producingoxygengas(O2),hydrogenions(H+),andelectrons.Mostoftheremovedelectronsandhydrogenionsultimatelyaretransferredtocarbondioxide(CO2),whichisreducedtoorganicproducts.Otherelectronsandhydrogenionsareusedtoreducenitrateandsulfatetoaminoandsulfhydrylgroupsinaminoacids,whicharethebuildingblocksofproteins.Inmostgreencells,carbohydrates—especiallystarchandthesugarsucrose—arethemajordirectorganicproductsofphotosynthesis.PhotosynthesisiscrucialformaintaininglifeonEarth;ifitceased,therewouldsoonbelittlefoodorotherorganicmatterontheplanet,andmosttypesoforganismswoulddisappear.IntimetheEarth’satmospherewouldbecomenearlydevoidofgaseousoxygen.Theonlyorganismsabletoexistundersuchconditionswouldbethechemosyntheticbacteria,whichcanutilizethechemicalenergyofcertaininorganiccompoundsandthusarenotdependentontheconversionoflightenergy.

AdditionalResources:http://www.brainpop.com/science/cellularlifeandgenetics/photosynthesis/preview.wemlhttp://www.youtube.com/watch?v=LgYPeeABoUshttp://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html

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PhotosynthesisProcessWorksheet

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PhotosynthesisElementsWorksheet

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PhotosynthesisProcessWorksheet(Completed)

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JournalPage:PHOTOSYNTHESIS INFERENCES

Whydidyouplaceeachitemwhereyoudid?Whatisyourguessastowhatishappeninginthedifferentpartsofthediagram?Water(H20)EnergyCarbonDioxide(CO2)Oxygen(O2)Carbohydrate(CH20)

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JournalPage:REFLECTION 1- PHOTOSYNTHESIS

Part1Whataresomeobservationsthatyouhavemadeaboutplants?

Part2Doyouagreeordisagreewithothergroups'guessesaboutphotosynthesis?Why?Whataresomethingsyoulikedabouttheirguesses?Whataresomequestionsthatcameupforyou?Whydoyouthinktheprocessofphotosynthesisisimportanttootherorganismsintheenvironment?

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LESSON2:Stomata,Plants&AdaptationEstimatedTime:60minutesIntroductionInthislesson,studentswilllearnaboutstomataandtheirroleinphotosynthesis.Becausestomatadifferinplantsfromdifferenthabitats,thiswillserveasanintroductiontotheconceptofadaptationandadaptiveplantstructures.InPart2,studentswillmakeinferencesaboutaplant’senvironmentbasedonthecharacteristicsofsomeofitsotherstructures,suchasrootsandleaves.Objectives

• Studentswillunderstandtheconceptofadaptationandthatplantstructuresareadaptedforspecificpurposes.

• Studentswillunderstandtherolethatstomataplayintheprocessofphotosynthesisandthetrade‐offofcarbondioxideintakeandwaterrelease.

• Studentswillunderstandhowplants’stomataareadaptedtotheenvironmentoftheplantinorderforsurvival.

Materials(*notprovided)

• Stomataimage• Journals• JournalPage:AdaptiveStomata• JournalPage:PlantAdaptations

Instructions

Part1:IntroductiontoStomata1) Showstudentsthepictureofstomata.Havestudents

makeguessesastowhattheythinkstomatadoandhowitmightrelatetophotosynthesis.1

2) Discussthefunctionofstomatawithstudents:StomataareopeningsintheleafthatallowfortheintakeofCO2

necessaryforplantstoperformphotosynthesis.WhenthestomataisopenitcangettheCO2itneeds,butatthesametimeitalsoloseswater.So,aplantthathasalotofstomatacangetalotofCO2,butalsolosesmorewater.2

1Encouragestudentstoapplywhattheylearnedinlesson1aboutwhatplantsneedforphotosynthesis.2LetstudentsknowthatonthefieldtriptotheCalAcademy,studentswillbeviewingrealstomataundermicroscopes.

LessonBackgroundProvidedatendofthislesson

Vocabulary

Adaptation:Anytraitofanorganismthatincreasesitschancesofsurvivingandreproducing.Stomata:Minuteopeningsintheepidermisofaplantorgan(asaleaf)throughwhichgaseousinterchangetakesplaceSpecies:Akindoforganism;membersofaspeciesareallthesamekindoforganismandaredifferentfromallotherkindsoforganisms.

source:http://www.fossweb.com/modulesMS/PopulationsandEcosystems/vocab.htmlsource:http://www.fossweb.com/CA/modules3‐6/LivingSystems/vocab.html

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Part2:OtherAdaptiveStructures

3) Havestudentsmakeguessesaboutwhyplantspecieshavedifferenttypesofstomatabycompletingthe“AdaptiveStomata”journalpage.Havethemsharetheirideaswithapartner,andthendiscussasawholeclass.3

3Usethisopportunitytomaketheconnectionbetweenthestomataandtheideaofanadaptivestructure.

1) Explainthatinadditiontostomata,plantshaveotherstructuresthatareadaptedtohelpthemsurviveandphotosynthesizeintheirenvironments.

2) Havestudentsdiscussandcompletethe“PlantAdaptations”journalpageingroups,athendiscussasaclass.4

4See“LessonBackground:PlantAdaptations”forexplanationsofplantcharacteristics.

EvidenceofUnderstanding:_Studentsparticipateindiscussion_Studentsuseevidencetosupporttheirinferencesandexplaintheirreasoning_Studentsusescientifictermswhendiscussingphotosynthesisandplantadaptations.

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LessonBackground:Stomatasource:http://evolution.berkeley.edu/evolibrary/article/0_0_0/mcelwain_02Stomata(singular:stoma)aremicroscopicporesonthesurfacesofleaveswhichplantsuseto"breathe."Plantsneedcarbondioxide,justasweneedoxygen,andstomataallowtheplanttotakeincarbondioxidetoperformphotosynthesis.Intheprocessofphotosynthesis,theplantwillchemicallyconvertthatgasintosugar,whichtheplantcanusetofuelcellularprocesses,grow,andreproduce.Stomata,whichmeans"mouths"inGreek,doindeedresembletinymouthssurroundedbyswollenlips.The"lips"areactuallyindividualcells(calledguardcells)thatcanswellupevenfurthertocloseoffthestomata.Butwhywouldaplantwanttocloseoffitsstomata,effectivelycuttingitofffromessentialcarbondioxide?Well,plantsalsoneedwater,andanytimethatastomaisopen,theplantloseswater(alongwithoxygen,oneofthewasteproductsofphotosynthesis).Byclosingthestomawhentheplanthasenoughcarbondioxide,theplantcanpreserveitswaterandpreventitselffromdryingout.Thus,stomatacontrolatradeofffortheplant.Thenumberandarrangementofstomatadifferbasedonaplant’senvironment.Plantsindry,hotareasusuallyhavelessstomatathanplantsinwetteronesbecauseoftheirneedtopreservewater.Plantsintheseenvironmentscanalsoreduceevaporationandtranspirationofwaterbyhavingthestomataonlyopenatnightwhenitiscooleroronlyhavingstomataontheundersideoftheirleaves.

AdditionalResources:http://tiee.ecoed.net/vol/v1/experiments/stomata/stomata_description.htmlhttp://evolution.berkeley.edu/evolibrary/article/0_0_0/mcelwain_02http://www.youtube.com/watch?v=cFX4JrsPaUs

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LessonBackground:PlantAdaptationsBeachPrimrose(Camissoniacheiranthifolia)source:http://nrs.ucop.edu/host/curricula/duneplants.htmlThebeachprimroseisfoundallalongCalifornia’ssandyshores.Plantslikethisoneintheforeduneareasareprostratetothegroundduetohigherwindspeeds.Theprostrateformandswingingstemsallowtheplanttosurvivewellonthewindy,shiftingsandsofthecoast.Thisplanthasyellowflowers,andtheleaveshaveabluishcolorduetothehairsthathelpretainmoisture.Longtaprootsallowittocollectwaterintheharshenvironment.CreosoteBush(Larreatridentate)source:http://www.californiadesert.gov/plants.phpsource:http://mojavedesert.net/plants/shrubs/creosote.htmlTheCreosoteBushisoneofthemostcommonspeciesfoundintheCaliforniaMojaveDesert,coveringapproximately70%ofit.Thesharpsmellofcreosotebushcomesfromnaturaloilsandwaxwhichcoatitsleavestosealinwater.Thisthickresinnotonlykeepswaterin,butalsopreventswildlifefromeatingitsleaves.Whentimesgetdrier,creosoteleavesfoldinhalftocuttheirexposuretothesun.Duringtheworstdryspells,thecreosotebushwilldropitsleavesentirely,untiltherainsreturn.LaurelSumac(Malosmalaurina)source:http://www.chinohillsstatepark.org/CHSP/shrubs.htmsource:http://en.wikipedia.org/wiki/MalosmaLaruelSumacisanevergreenshrubnativetoCalifornia’ssemi‐aridchaparral.Thisareaischaracterizedbysummerdrought,mild,wetwinters,andnaturallyrecurringfiresevery30to150years.Onetraitthathelpsidentifythisplantareitsfolded,tacoshapedleaves.Thisshapehelpskeepportionsoftheleafintheshade,tolimittheamountofwaterlostthroughevaporationandtranspiration.Thickleavesandalong,extensiverootsystemalsohelpsthisspeciesavoiddrought.Anundergroundburlallowsittore‐sproutquicklyafterfirehasdestroyedthestemsandleavesaboveground.

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ImageofStomata

Imagefrom:http://evolution.berkeley.edu/evolibrary/article/0_0_0/mcelwain_02

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JournalPage:ADAPTIVE STOMATA Allplantshavestomata,butstomataarenotthesameonallplantspecies.Someplantshavemorestomata,whileothershavefew.Thelocationofstomatadiffersaswell.Foreachpair,circlethetraitsthatyouthinkwouldbesthelpaplantsurviveinahot,drydesert.Explainhowyouthinkeachtraityouchosewouldhelptheplantsurvive.RemembertoconsiderthetradeofftheplanthastomakebetweenCO2andwater.

1)FewstomataORManystomata?Why?2)StomataontopandbottomofleafORStomataonlyonbottomofleaf?Why?3)StomataopenduringthedayORStomataopenduringthenight?Why?

Whydoyouthinknotallplantshavethesamenumberandarrangementofstomata?

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JournalPage:PLANT ADAPTATIONS

Beach Primrose (Camissonia cheiranthifolia) is native to sandy California beach dunes. It has an extremely long main root. It grows in sprawling patches low to the ground and has flexible stems that can bend. Image:BeatriceF.Howitt©CaliforniaAcademyofSciences

Howdoyouthinkthecharacteristicsofthesestructureshelptheplantsurviveinitsenvironment?

The Creosote Bush (Larrea tridentata) is native to the California Mojave desert. It has small leaves that are thickly coated with natural oils and wax. Imagefrom:http://www.explorenm.com/plants/Zygophyllaceae/Larrea/tridentata/

Howdoyouthinkthecharacteristicsofthesestructureshelptheplantsurviveinitsenvironment?

Laurel Sumac (Malosma laurina) is native to the California chaparral, a hot, dry area prone to fires. This plant has thick, taco-shaped leaves that are folded down the middle. It also has an underground growth called a burl, that can sprout new stems and leaves. Imagefrom:http://wiki.ocregister.com/Orange_County/Environment/Plants/Laurel_sumac

Howdoyouthinkthecharacteristicsofthesestructureshelptheplantsurviveinitsenvironment?

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LESSON3:BeginningResearchEstimatedTime:45minutesIntroductionInthislesson,studentswillbeintroducedtothefinalproject.Theywillbrainstormasetofresearchcriteriatohelpthemgatherdatafortheirfinalbrochures,andpracticetheresearchprocessasagroup.Objectives

• Studentswillknowwhattypesofinformationtheywillneedtocompletethefinalproject.

• Studentswillreadarticlesaboutonenativeplantspecies,andrecordrelevantinformationasagroup.

Materials(starreditemsarenotprovided)

• ProjectPacket• Journals• Journalpage:ResearchNotes(2perstudent)• PlantCaseStudy• *Postitnotes(3perstudent)

InstructionsPart1:IntroducetheFinalProject

Part2:PracticeResearch1) Explaintostudentsthattheywillhavetodosome

researchtogathertheinformationtheyneedforthesection:“WhataresomenativeCaliforniaspeciesIcouldincludemygarden?”

2) Doa“think‐pair‐share”aboutwhattypesofinformationtheythinktheymightneedtoknowaboutaplanttowriteasectionforitintheirbrochure.1

3) Handouttheplantcasestudyandhaveeachstudentreaditindividually,underliningthetypesof

1Think‐pair‐share:studentsthinktothemselves,discusswithapartner,thenshareaspartofaclassdiscussion.

1) Handouttheprojectpacketstogroups.2) Goovertheprojectdescriptionandprojectchecklistasa

class.

IMPORTANTNOTE:Betweenthecompletionofthislessonandthebeginningoflesson6studentswillneedanopportunitytoresearchatleastfournativeplantsoftheirchoosingfortheirfinalprojects.Studentscanchoosefromthelistbeforetheirmuseumvisitorchooseonestheyseeduringthevisit.Nootherresearchlessonsareincludedinthiscurriculum,butthereareseveraloptionsforstructuringresearchtimeforstudents.1) Usethemuseum’slibraryresources

duringyourvisit(seelesson5).2) Useclasstimeandyourschool’s

libraryoronlineresources,3) Havestudentsdoresearch

independentlyashomework.

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informationmentioned.

4) Intheirprojectgroups,havestudentswrite3‐4piecesofimportantinformationfromthearticleonpostits.Letstudentsknowthattheycansketchtorecordimportantinformationifnecessary.

5) Ontheboardwritethefourheadings:habitat,appearance/structures,adaptation,androleinenvironment.

6) Havegroupssticktheirpost‐itsunderoneofthefourheadings.

7) Asaclass,reviewanddiscussthetypesofinformationplacedundereachcolumn.Askstudentsiftheythinkthisinformationwouldbeenoughtoaddressallthepointsontheprojectchecklistforaplantspecies.Ifnot,findmoredetailsasaclass.2

8) HandouttwoResearchNotesjournalpagesperstudenttoputintheirjournals.Letthemknowthattheycanusethistohelpthemrecorddatafortheotherplantstheyresearchlater.3

2Usethisasatimetomakesurestudentsunderstandthetypesofinformationthattheyshouldbelookingforwhendoingtheirownresearch.

3Theheadingsmatchthoseusedforthediscussion,sostudentsshouldbepreparedtocompletethesheetsindependentlyatthispoint.

EvidenceofUnderstanding:_Studentsparticipateindiscussion_Studentsrecordaccurateandrelevantinformation

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CASESTUDY:HairyManzanita(Arctostaphyloscomlumbiana)source:plants.usda.gov/plantguide/doc/pg_arco3.doc

Images:http://calphotos.berkeley.edu/cgi/img_query?enlarge=0000+0000+0709+1252http://calphotos.berkeley.edu/cgi/img_query?enlarge=0000+0000+1107+1013http://www.nps.gov/redw/naturescience/what‐is‐blooming‐now‐page‐2.htm

ThisisoneofthemanyspeciesofmanzanitanativetoCalifornia.Hairymanzanitaisanevergreenshruborsmalltree1‐3mhigh,withabroad,rounded,densecanopy.Thebarkofyoungtwigsisdenselywhite,butthematurebarkissmoothanddarkred‐brown.Leavesare2.5‐6cmlong,1.5‐3cmwideandpalegray‐green.Theflowers,whichopenfromMarchtoMay,arearrangedinshort,densebunches.Theyareurn‐shaped,white(sometimestingedwithpink)and6‐7mmlong.Theseflowersaregreatatattractingbutterflies,bees,andhummingbirds.TheHairymanzanitaproducesfruit,whichishairywhenyoung,butbecomessmoothandreddishbrown.Thesefruitsareedibleandafavoriteofbear,deer,coyote,foxes,andothersmallmammals.Hairymanzanitainhabitswell‐drained,rockyslopesbelow2500feetfromsouthernBritishColumbiasouthtonorthwesternCalifornia.Itiscommonincoastalshrubcommunities,butalsolivesinconiferousforestsrangingfromthecoasttothewesternslopesoftheCascadeRange.Itsgeneralgeographicrangeischaracterizedbycool,relativelydrysummersandwetwinterswithrainrangingfrom50to120inchesperyear.Hairymanzanitapreferswell‐drainedsoilsinopensunnysites.Ithasamildfrosttolerance,butalowtoleranceforfrozensoils.Unlikesomeoftheothertypesofmanzanita,thisonecannotgrowinthedriest,hottestareasofCalifornia.However,likemostCaliforniaplants,ithasadaptationsthatmakeitdroughtresistant.Hairymanzanitahasthickandleatheryleavesthatprotectitfromloosingtoomuchwater.Itsleavesstandverticallyinsteadoflayingflat,solessoftheleafisexposedtodirectsunlight.ThishelpskeeptheleaffromdryingoutonhotCaliforniadays.Itsleavesalsoremaingreenthroughouttheyearsothatitisalwaysabletophotosynthesize.Inadditiontothesecommonfeatures,whichmostmanzanitahave,Hairymanzanitaisuniqueforthehairsonitsleavesandstem.Thesetrapwatervaporandhelpslowthelossofmoisture.

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JournalPage:RESEARCH NOTES PlantName:Sketch:Habitat(temperature,rainfall/moisture,soiltype,etc.)

Appearance&structures(color,shape,height,roots,stems,leaves,stoma,etc.)

Adaptations(Howdoitsstructureshelpitadapttoitshabitat?)

Roleinenvironment(attractswildlife,preventserosion,etc.)

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LESSON4:LookingUndertheMicroscopeEstimatedTime:60minutesIntroductionInthislesson,studentswillutilizethelabfacilityattheCalAcademytoexaminestomataofCalifornianativeplants.TheCalAcademyeducatorswillleadthelesson,guidingstudentsintheuseofmicroscopesandhelpingstudentsreflectonwhatthey’veobserved.Thislessongivesstudentstheopportunitytoexperienceatruelabfacility,andto“dowhatscientistsdo.”Inaddition,studentswillbeabletousethisactivitytomakeconnectionswithwhattheyhavelearnedinthepre‐visitlessons.Objectives

• Studentswilllearnaboutthelabenvironmentandgainageneralunderstandingoflabequipment.

• Studentswillusethemicroscopetoexaminevariousplants’stomata.

• Studentswillmakesketchesintheirjournalsofwhattheyseethroughthemicroscopes.

Materials(*notprovided)

• Microscopes• Leafslides• Journals• JournalPage:SlideObservations(4per

student)• *Pencils,pens,andcoloredpencils

Instructions

FortheTeacher: Seatstudentsinthelabintheirgroups.Eachgroupshouldsitatastationwithamicroscope.

Forthelabinstructor:

1) Beforestudentsarrive,setupthelabintostationswithatleastonemicroscopeandplantslidesforeachgroup.1

1Groupsaremadeupof3‐4studentsandeachgroupshouldhaveastation.

LessonBackground:MicroscopesThetwocommonlyusedmicroscopesatthelaboratoryattheAcademyarethecompoundmicroscopeandthestereomicroscope.Compoundmicroscopeshaveoneeyepiece,morethanoneobjectivelens,andareusedtostudythinslicesofaspecimenmountedonaglassslide;stereomicroscopeshavetwoeyepieces,appeartohaveonlyoneobjective(butactuallyhavetwo),andareusedtostudywholespecimens.source:http://www.calacademy.org/teachers/upload/docs/AllAboutMicroscopes3‐8Summary_Standards.pdf

AdditionalResources• http://www.calacademy.org/t

eachers/upload/docs/AllAboutMicroscopes3‐8Summary_Standards.pdf

• http://www.cnps.org/cnps/grownative/identification.php

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2) Atthebeginningofthelabsession,introducethelabenvironmentandgiveageneraloverviewoflabproceduresandequipment.

3) HavetheclasslookattheirjournalpagesfromLessons1and2.Askthefollowingquestionstoreviewinformationthatthestudentshavelearnedduringthepre‐visitlessons:Whatistheprocessofphotosynthesis?Whataresomebasicplantandleafstructures?Whataresomeexamplesofhowstructuresofplantsdifferbasedontheirenvironment?

4) Demonstratetheproperusageofmicroscopesandgivepointersandcautionsforstudents.

5) Passout“SlideObservations”journalpagestostudents.Allow30minutesforstudentstolookatslides,makesketches,andanswerthequestions.Encouragestudentstodiscusswiththeirgrouptocompletethe"SlideObservations”pages.2

2Makesurestudentsaretakingturns,andthateveryoneintheirgrouphasachancetousethemicroscopes.

6) Whenstudentsarefinished,goaroundtheroomandhaveeachgroupshareoneuniqueobservation.

7) Asaclassdiscussthefollowingquestions:Whatkindsofhabitatswouldsuitdifferentleavesandfeaturesdescribed?Whatwouldhappentotheseplantsinadifferenthabitat?WhydoyouthinktheCalAcademyusedonlynativeplantsontheirlivingroof?3

3Letstudentsknowtheywillhearmoreabouttheimportanceofnativeplantsontheirtour.

EvidenceofUnderstanding:_Studentsparticipateindiscussion_Studentsrecordaccurateandrelevantinformation_Studentsusescientifictermswhendiscussingtheirobservations

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JournalPage:SLIDE OBSERVATIONS SketchArea:

Discussingroupsandanswerthequestionsbelow:

PlantName:1.Howmanystomatadoyousee?

2.Whataresomesimilaritiesthatthisplant’sleafhastoanotherplant’sleaf?(Thiscanincludeleafshapes,colors,andtextures,aswellasstomata.)

3.Whataresomedifferences?Whatdoyouthinkcausedthesedifferences?(Thiscanincludeleafshapes,colors,andtextures,aswellasstomata.)

4.Makeaguessastowhatkindofhabitatthisplantmightbefound.Whydoyouthinkthatis?

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LESSON5:TheLivingRoof&CaliforniaNativePlantsEstimatedTime:15minutes(guidedtour),15minutes(activityontheroof),30minutes(optionalresearchtime),40‐60minutes(freetimeformuseumexploration)IntroductionInthislesson,studentsareledonaguidedtourofTheLivingRoofwiththestaffattheCalAcademy.TeachersthenhavetheoptiontogivestudentstimeattheAcademy’sNaturalistCenter(themuseum’spublicvisitors’library)todoresearchfortheirfinalprojects.ThisisagoodopportunityforschoolsthathavelimitedaccesstoscientificinformationonCalifornianativeplantstotakeadvantageoftheresourcesatthemuseum.Thevisitendswithfreetimeforstudentstoexplorethemuseum.Objectives

• StudentswillbecomefamiliarwiththelandscapeofTheLivingRoofandwillunderstanditsdesignandpurpose.

• Studentswillreflectandmakeconnectionsintheirjournalsbetweentheobservationsontheroofandwhattheyhavepreviouslylearnedinthepre‐visitlessonsandinthelab.

• Studentswillutilizethemuseum’sresourcestocollectresearchdatafortheirfinalgroupproject(optional).

Materials(*notprovided)• *Pensandcoloredpencils• Journals• JournalPage:IntheField(2pagesper

student)• RelevantbooksonCalifornianativeplants

InstructionsPart1:TheLivingRoof1) HavestudentsjoinmuseumstaffmembersonTheLiving

Roof.2) AfterthetourofTheLivingRoof,havestudentsgather

withtheirgroups.Allotthem15minutestopickaplantorareatosketchandtakenotesonintheir“InTheField”

1Encouragestudentstojotideasorobservationsaboutthespacethatrelatetoconceptstheyhavebeenlearning.

LessonBackground:TheLivingRoofTheCalAcademyhascreatedauniqueLivingRoofspacethatishometo1.7millionnativeCaliforniaplants.ThescientistsattheCalAcademyspeciallypickedninespeciesofplants,andlandscapedtherooftoptoallowfortheseplantstoself‐propagate.The197,000‐square‐footspaceprovideshabitatforawidevarietyofnativespeciesthatthrivewithlittlewater,resistthesaltsprayfromoceanair,andtoleratewind.source:http://www.calacademy.org/academy/building/the_living_roof/

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journalpages.13) Asaclosingactivity,gatherthestudentstogetheronthe

roofandhavestudentsbreatheinandoutdeeply.4) Discussthefollowingquestionsasagroup.

Whatdidtheybreatheinandwhatdidtheybreatheout?Whatdoplants“breathe”inandwhatdoplants“breatheout”?Whatdoesthisshowabouttheroleofphotosynthesis?

Part2:ResearchTime(optional)2

ForclassesthatneedadditionalresourcestoresearchCalifornianativeplants,teacherscanbringstudentstotheAcademy’slibrary,theNaturalistCenter,inordertousethebooksandresourcestheretogatherinformationforthefinalproject.Thebookslistedonthe“SuggestedResource”pageintheprojectpacketareavailableattheNaturalistCenter.3

Part3:FreeTime

Givestudentsfreetimetoexplorethemuseum.Establishameetingtimeandmakesurethatstudentshavewatchestokeeptrackofthetime.

2IfyouwouldliketodothislettheCalAcademystaffknowbeforeyourvisitsothattheycanarrangefortherelevantbookstobereadywhenstudentsarrive.3TheNaturalistCenterisonthethirdfloorofthemuseum.

EvidenceofUnderstanding:_Studentsreflectandmakeobservationsrelevanttoconceptsdiscussedinpreviouslessons.

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JournalPage:IN THE FIELD

Usethisspacetosketch,reflect,andnoteobservations.

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LESSON6:MuseumDebriefEstimatedtime:30minutesIntroductionInthislessonstudentswillsynthesizetheirobservationsfromthemuseumandarticulatetheconnectionstheyhavebeenexploringbetweenplantsandtheirenvironment.Theywillreviewtheirunderstandingbyfindingrelevantinformationforsection1oftheirbrochure.Objectives

• Asaclass,studentswillcreateagraphicorganizerbasedontheobservationstheymadeatthemuseum.

• Studentswillmakeconnectionsbetweenplantsandtheirenvironmentthroughgroupdiscussionandsynthesizingtheworkintheirjournals.

Materials(*notprovided)

• Journals• *Highlighters

Instructions Part1:MuseumDebrief

1) Dividetheboardintotwocolumns:“Howplantsadapttotheirenvironment”and“Howplantsimpacttheirenvironment”

2) Havestudentsshareobservationstheymadeorideastheyhadatthemuseumthatbelongineachcategory.

3) Havestudentsdoa“think‐pair‐share”aboutthefollowing:Whatwouldhappentoplantsiftheenvironmentchangeddrastically.Whatwouldhappentotheenvironmentifplantpopulationsdecreased?Whatdoesthissayabouttherelationshipbetweenplantsandtheenvironment?

Part2:Finishinguptheresearchprocess

1) Letstudentsknowtheywillfinishuptheirresearchbyreviewingtheirjournalstofindinformationforsection1oftheirbrochure.1

1Atthispointgroupsshouldhavehadtimetoresearchatleastfournativeplantsfromthelist.

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2) Havegroupsgothroughtheirjournalsandhighlightinformationtheythinkwillhelpthemanswerthequestion,“Whyarelivingroofsandothergreenspacesareimportant?”Remindthemthattheyneedtoincludeadiscussionofphotosynthesisinthissection.

3) Havestudentslookoutforideasandanswersthathave

changedsincethebeginningoftheunit.Havethemnoteanyrevisedornewunderstandingsbesidetheirpreviousresponsesinadditiontohighlightingusefulinformationthatisalreadythere.2

2Thisisagoodoverviewoftheunit’sgoals.Usethisopportunitytomakesurestudentsunderstandtherelationshipbetweenplantsandtheirenvironment.

EvidenceofUnderstanding:_Studentsparticipateindiscussion_Studentsusescientifictermswhendiscussingtheirobservations_Studentsfindrelevantinformation_Studentsreviseorbuildonpreviousideasandunderstandings

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LESSON7:CreatingthebrochureEstimatedtime:60minutes+(maytakemorethanoneclassperiod)IntroductionInthefinalactivitystudentsplantheirbrochure,divideupresponsibilities,andcreatetheproject.Objectives

• Studentswillplantheirbrochuresanddelegatetasks.

• Studentswillcreatebrochuresexplainingtheimportanceofplantstotheenvironmentanddescribingtheadaptationsandbenefitsof4nativeplants.

Materials(*notprovided)

• *11x17paper• *Indexcards• *Markers• *Glue• *Othermaterialstoenhanceprojects

(coloredpaper,stickers,etc.)• ProjectPacket• Journals

Instructions:Part1:Foldingthebrochure

1) Gooverthebrochurediagramintheprojectpacketanddemonstratehowtofolda4‐panelbrochure.1

2) Handout11x17sheetsofpaperandhaveeachgroupfoldtheirbrochure.

Part2:Planningthebrochure

1) Havegroupschooseatleast4plantstheytooknotesontoincludeintheirbrochure.

2) Explainthattheywillwriteupalltheinformationfortheirbrochureonindexcardsandglueitin.Ifstudentsareincludingillustrations,theycanbedrawndirectlyonthebrochureoronindexcardsaswell.2

3) Haveeachgroupdiscussandfilloutthebrochuredesignsheetintheirprojectpacket.

1Makesureeveryoneunderstandswhatgoesoneachpanelofthebrochure.

2Indexcardsareusedsonoteverystudentneedstobeworkingdirectlyonthebrochureatthesametime.Makesuretoletstudentsknowthattheyhavetousethecardsverticallytogetthemtofitonthebrochurepanels.

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4) Havegroupsdivideupthetasksbywritingmembers’namesontheprojectchecklistnexttothesectiontheyareresponsiblefor.3

Part3:Creatingthebrochure

Havestudentsworkontheirself‐assignedjobs.

3Ifgroupsthinkofothertasksthatneedtobedonefortheirprojectthatisnotonthechecklist,encouragethemtoaddit.

EvidenceofUnderstanding:_Studentsworkonandcontributeequallytothefinalproduct_Usetheprojectchecklisttoassessthefinalbrochures_Usethejournalrubricstoassessthefinishedjournals

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APPENDIX:ProjectPacket,Rubrics,&Standards

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PROJECT PACKET: CAL ACADEMY BROCHURE Project Description

We’re so excited that you’ll be visiting us at the Cal Academy. Your teacher has told us that you are studying plants and photosynthesis, and we were hoping you could help us teach others about the importance of plants. Here at the Cal Academy we have a 197,000 square foot roof garden that we call The Living Roof, and we would like you to create a brochure to go along with this exhibit. We want to let visitors know why green spaces are important, and we’d like to tell them about four or more native plants they could plant to start their own living roofs and gardens in California. An exact checklist of what we’d like is included in this packet. To help you get started, you’ll be able to take a closer look at plants in our lab, and you’ll get a tour of our Living Roof as part of your visit. See you soon!

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PROJECT PACKET: CAL ACADEMY BROCHURE Project Checklist TitlePage:_TitleforyourbrochureSection1:“Whyarelivingroofsandothergreenspacesimportant?”_Descriptionofplants’roleintheenvironment_Descriptionofphotosynthesisandwhyit’simportantforthesurvivalofotherlivingthingsSection2:“WhataresomenativeCaliforniaspeciesIshouldincludeinmygarden?”Species1:_Aphotoordrawing_Shortdescriptionoftheplant_Adescriptionofatleast1structureithasthathelpsitadapttoitsenvironment_Adescriptionofatleast1benefitofplantingitSpecies2:_Aphotoordrawing_Shortdescriptionoftheplant_Adescriptionofatleast1structureithasthathelpsitadapttoitsenvironment_Adescriptionofatleast1benefitofplantingitSpecies3:_Aphotoordrawing_Shortdescriptionoftheplant_Adescriptionofatleast1structureithasthathelpsitadapttoitsenvironment_Adescriptionofatleast1benefitofplantingitSpecies4:_Aphotoordrawing_Shortdescriptionoftheplant_Adescriptionofatleast1structureithasthathelpsitadapttoitsenvironment_Adescriptionofatleast1benefitofplantingitOtherRequirements:_Accurateinformation_Easytounderstand_Neat

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PROJECT PACKET: CAL ACADEMY BROCHURE Brochure Diagram Hereisthelayoutwewouldlikeforthebrochure.

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PROJECT PACKET: CAL ACADEMY BROCHURE Plant List ThisisalistofCalifornianativeplantsthatyoucouldincludeinyourbrochure,butfeelfreetoincludeanyothersyoufindthatarenotonthislist.PlantsontheLivingRoof

ScarletMonkeyflower(Mimuluscardinalis)

SeepMonkeyflower(Mimulusguttatus)

CaliforniaWildRose(Rosacalifornica)

SeasideDaisy(Erigeronglaucus)

CliffBuckwheat(Eriogonumparvifolium)

CaliforniaPoppy(Eschscholziacalifornica)

HairyGumplant(Grindeliahirsutula)

CoyoteMint(Monardellavillosa)

DeerGrass(Muhlenbergiarigens)

YerbaBuena(Saturejadouglasii)

Blue‐EyedGrass(Sisyrinchiumbellum)

IndianPink(Silenecalifornica)

BeachSagebrush(Artemisiapycnocephala)

CommonSandAster(Lessingiafilaginifolia)

Goldfields(Lastheniacalifornica)

IrisleafRush(Juncusxiphioides)

MiniatureLupine(Lupinusbicolor)

Yampah(Perideridiakelloggii)

WesternSwordFern(Polystichummunitum)

HummingbirdSage(Salviaspathacea)

CreepingSage(Salviasonomensis)

DouglasIris(Irisdouglasiana)

SeaLettuce(Dudleyacaespitosa)

CliffCaliforniaLilac(Ceanothusmaritimus)

PlantsofCalifornia’scoastalstrand

MockHeather(Ericameriaericoides)

SandVerbena(Abroniamaritima)

SandhillSage(Artemisiapycnocephala)

PlantsofCalifornia’smarshlands

Pacificwillow(Salixlasiandra)

SouthernCat‐Tail(Typhadomingensis)

SpikeRush(Heleocharismacrostachya)

WhiteAlder(Alnusrhombifolia)

PlantsoftheCalifornia’sMojavedesert

BeavertailCactus(Opuntiabasilaris)

Waterjacket(Lyciumandersonii)

CreosoteBush(Larreatridentata)

DesertTrumpet(Eriogonuminflatum)

PlantsofCalifornia’sconiferousforests

BushChinquapin(Castanopsissempervirens)

CaliforniaStrawberries(Fragariacalifornica)

Huckleberry(Vacciniumovatum)

AntelopeBitterbrush(Purshiatridentata)

PlantsofCalifornia’schaparral

CaliforniaPitcherPlant(Lepechiniacalycina)

Chamise(Adenostomafasciculatum)

Toyon(Heteromelesarbutifolia)

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PROJECT PACKET: CAL ACADEMY BROCHURE Suggested Resources Websites:http://www.calflora.orghttp://www.laspilitas.com/plants/california_plants.htmlhttp://www.laspilitas.com/nature‐of‐california/communitieshttp://www.theodorepayne.org/mediawiki/index.phphttp://mojavedesert.net/plants/http://www.santacruzsandhills.com/flora.htmlBooks:Dale,N.(1986).Floweringplants:TheSantaMonicamountains,coastal&chaparralregionsofSouthernCalifornia.SantaBarbara,CA:CapraPress.Harlow,Nora.(2004).Plantsandlandscapesforsummer‐dryclimatesoftheSanFranciscoBayregion.Oakland,Calif.:EastBayMunicipalUtilityDistrict.Keator,G.(2007).DesigningCalifornianativegardens:Theplantcommunityapproachtoartful,ecologicalgardens.Berkeley,CA:UniversityofCaliforniaPress.Munz,PhilipA.(2004).IntroductiontoCaliforniadesertwildflowers.Berkeley:UniversityofCaliforniaPress.Munz,PhilipA.(2003)IntroductiontoCaliforniamountainwildflowers.Berkeley:UniversityofCaliforniaPress.Ornduff,Robert.(2003).IntroductiontoCaliforniaplantlife.Berkeley:UniversityofCaliforniaPress.Potter,DonaldA.(2006).Riparianplantcommunityclassification:westslope,centralandsouthernSierraNevada,California.Vallejo,CA:U.S.Dept.ofAgriculture,PacificSouthwestRegion.Quinn,RonaldD.(2006).IntroductiontoCaliforniachaparral.Berkeley,Calif.:UniversityofCaliforniaPress.Ritter,Matt.(2006)PlantsofSanLuisObispo:theirlivesandstories.Dubuque,Iowa:Kendall/HuntPub.Co.Smith,N.M.(2006).Nativetreasures:GardeningwiththeplantsofCalifornia.Berkeley,CA:UniversityofCaliforniaPress.

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PROJECT PACKET: CAL ACADEMY BROCHURE Brochure Design

exampleofabrochure

Asagroupdiscussthefollowingdesignquestionsandtakenotesonwhatyoudecide.Feelfreetosketchandusethebackofthissheetifnecessary.

1) Whatwillyourtitlepagelooklike?Willithaveanimageorjusttext?2) Wherewillyouputtheimagesandtextforsection1?Willyouincludeadiagramof

photosynthesisorjusttext?3) Wherewillyouputtheimagesandtextforsection2?Willeachusethesamelayoutforeach

plantorwilleachonelookdifferent?4) Whatcolorswillyouuseforyourbrochure?5) Willyouhaveaspeciallookfortitlesandheadings?6) Willyouincludeextradesignslikeborders,backgrounds,oricons?

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JOURNALRUBRICUsethisrubricforthesummativeassessmentofthestudentjournalsattheendoftheunit.1 • Noevidenceofdatacollectionandinferencesinjournal.

• Noexplanation,ortheexplanationcouldnotbeunderstood,orwasunrelatedtotheactivitiesinthelessons.

• Noevidenceofunderstandingobservablecharacteristicsandpropertiesofplants,theiradaptivestructures,andtheirroleinshapingandmaintainingtheenvironment.

• Doesnotraiseanyquestionsrelatedtoactivity

2 • Someevidenceofdatacollectionandinferencesinjournal.• Incompleteexplanationsofinferencesrelatedtotheactivitiesinthelessons.• Attemptatunderstandingobservablecharacteristicsandpropertiesofplants,

theiradaptivestructures,andtheirroleinshapingandmaintainingtheenvironment,butsomeinformationisinaccurateorincomplete.

• Raisesafewquestionsrelatedtoactivity

3 • Evidenceofdatacollectionandappropriateuseofdatatomakeinferencesinjournal.

• Provideexplanationsofinferencesrelatedtotheactivitiesinthelessons.• Evidenceofunderstandingobservablecharacteristicsandpropertiesofplants,

theiradaptivestructures,andtheirroleinshapingandmaintainingtheenvironment.

• Raisesquestionsrelatedtoactivityandconceptsofphotosynthesisandadaptation.

4 • Detailedevidenceofdatacollectionandeffectivelyusedatatomakeinferencesin

journal.• Provideclearandstrongexplanationsofinferencesrelatedtotheactivitiesinthe

lessons.Thereaderdoesnotneedtoinferhowandwhyinferencesweremade.• Revisedpriormisconceptionswhenappropriate.• Strongevidenceofunderstandingobservablecharacteristicsandpropertiesof

plants,theiradaptivestructures,andtheirroleinshapingandmaintainingtheenvironment,andmakeotherconnectionsorextendedthinkingwhenappropriate.

• Raisesquestionsrelatedtoactivity,conceptsofphotosynthesisandadaptation,andinquiriesthatencouragesfurtherexploration.

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ALIGNMENTWITHCALIFORNIASTATESTANDARDSGrade4:SCIENCELS3b;I&E6a,6c3b.Studentsknowthatinanyparticularenvironment,somekindsofplantsandanimalssurvivewell,somesurvivelesswell,andsomecannotsurviveatall.6a.Differentiateobservationfrominference(interpretation)andknowscientists’explanationscomepartlyfromwhattheyobserveandpartlyfromhowtheyinterprettheirobservations.6c.Formulateandjustifypredictionsbasedoncause‐and‐effectrelationships.Grade5:SCIENCELS2f,2g;I&E6g2f.Studentsknowplantsusecarbondioxide(CO2)andenergyfromsunlighttobuildmoleculesofsugarandreleaseoxygen.2g.Studentsknowplantandanimalcellsbreakdownsugartoobtainenergy,aprocessresultingincarbondioxide(CO2)andwater(respiration).6g.Recorddatabyusingappropriategraphicrepresentations(includingcharts,graphs,andlabeleddiagrams)andmakeinferencesbasedonthosedata.