G7 Week 15 – S2

Last week in science!

Lesson 1 – Monday, May 3rd (Day 14 – No school)

Today in science: —

Homework: —

Lesson 2 – Tues/Wed, May 4-5th (Day 15-16)

Today in science: While Dr. Merritt worked to help stabilize the plants (which grew so much during the long weekend!) with wooden stakes and wire ties, students were asked to make their sixth Lab Notebook entry today following the normal template. This meant entering/recording…

  1. Time data
  2. Height data
  3. TWO accurately labelled drawings (flower-focused: open and closed flowers?)
  4. Key words and their definitions: (leaf) shape, (leaf) margin, photosynthesis
  5. Noticings (observations)…try to incorporate today’s key words!
  6. Wonderings (questions)…try to incorporate today’s key words!
  7. Plant photographs (uploaded to the Digital Lab Notebook and transformed into labelled diagrams)

Homework: In their Lab Notebook, students were asked to record the definitions of the three key vocabulary words listed above. The definitions should be taken (only!) from the SCIENCEsEDiment Glossary pages.

Lesson 3 – Wed/Thurs, May 5-6th (Day 16-17)

Today in science: Rather than measure their plants today, students were asked to document the names of the major flower structures (unlabelled version / labelled version) and the major flower structure functions (unlabelled versionlabelled version) found on their fast-growing mustard plants. These structures and functions will form the basis of a quiz in one of next week’s classes (either Wednesday/Thursday or Friday).

Homework: Prepare for next week’s Structure/Function plant quiz, which will include the following terms–cotyledon, hypocotyl, radicle, root hairs, roots, stem, and true leaves–as well as all of the flower structures and flower functions. Additional (printable) study resources are available in the Google Science Classroom.

Lesson 4 – Friday, May 7th (Day 18)

Today in science: After measuring and recording the height of their plants, students were encouraged to pollinate their open flowers with the help of some imitation bees (fuzzy pipe cleaners). Afterwards, students were asked to perform a basic flower dissection, which meant carefully removing the following parts in the following order (working from outside to inside):

4 sepals
4 petals
4-6 stamens (anther + filament)
1 pistil complex (stigma + style + ovary + receptacle + pedicel/pedicle)

The dissected parts are to be carefully placed, aligned, oriented, and secured to a page of the Lab Notebook with the help of (clear, transparent) pieces of scotch tape supplied by the teacher. Each collection of parts must be clearly titled AND labelled. Dr. M also encouraged students to make labelled drawings/sketches of each major part in a space near the taped specimens.

Homework: Prepare for next week’s Structure/Function plant quiz, which will include the following terms–cotyledon, hypocotyl, radicle, root hairs, roots, stem, and true leaves–as well as all of the flower structures and flower functions. Additional (printable) study resources are available in the Google Science Classroom.