Guide to the ARCHIVES of The Norwegian-American Historical Association

Guide to the ARCHIVES of The Norwegian-American Historical Association

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Guide to the ARCHIVES of The Norwegian-American Historical Association by LLOYD HUSTVEDT NORWEGIAN-AMERICAN HISTORICAL ASSOCIATION NORTHFIELD, MINNESOTA 2001
  • letters from b. j. muus
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  • johan a.
  • pastor ole h. aaberg
  • c. k. preus from o.
  • ole herbrandsen
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GK12 Program ALASKA DISCOVERY LESSON Terrariums Lesson 4  Plant Classification How are land plants classified? What are the differences between dicots and monocots? Developer’s Name:Corinne Munger Check all subject areas your lesson addresses. Physical SciencesLife SciencesSciencesMathematics Earth Other (please specify) Select all grades / educational levels that apply to this lesson: st ndrd th th th th th K1 2 3 4 5 6 7 8 What is the objective of this Alaska Discovery Lesson? Students will become familiar with the classification of land plants and will be introduced to the structure of dichotomous keys. Enter keywords that others can use to find your lesson in the TASK database. Use commas between keywords. Plant classification, dichotomous keys 1 Duration of lesson:hours minutes What background or foundational information will a teacher need to have prior to this lesson? Teacher should have basic understanding of land plant classification.Most necessary information is included in accompanying handouts. How does the lesson address/follow the learning cycle model?Gearup consists of discussion of purpose of classification in science, lesson proceeds with explorations and explanations of classification of land plants.List the Grade Level Expectation(s) from the June 2005 Alaska Content Standards addressed by this lesson.SC2.1How are School District curriculum guidelines addressed by this lesson?“All organisms are scientifically classified by their structure.” How does this lesson pertain to Alaska issues?Plant classification is important in all ecosystems.This activity will introduce students to the structure of dichotomous keys, helping to prepare them for a later activity in which they will create their own dichotomous keys for some common plants of interior Alaska.
List the supplies, materials and/or equipment needed to complete this lesson (consider consumables, nonconsumables, locations, etc.)Overhead projector Classification chart handouts (“Plant Classification1”) are best printed on legal sized paper. LESSON Students will become familiar with the classification of land plants.The layout of the handout will also help students become familiar with the use of dichotomous keys.Lesson stresses the distinction between dicots and monocots.The following lesson of this unit includes a game to help reinforce these differences. Gear up: Lead brief class discussion :Why do scientists classify objects in the natural world?How are plants classified?What are some different plant structures that you’ve observed that scientists might use for classification?Explore: Students will each receive a handout showing a flowchart of plant classification (“Plant Classification1”). Eachbranch of the flow chart is separated by a yes/ no question.For example, the first question that separates land plants into two general groups is “Does it have a vascular system?” Theplants that do not have vascular systems are called nonvascular plants and examples include mosses and liverworts. Yes/No questions are the basis of dichotomous keys, so this lesson should help build a foundation for students to learn about and how to use dichotomous keys.This lesson should help prepare the students for the interior Alaska plant id activity that is included in this unit. Explain: Teacher should walk through classification chart on overhead projector, giving a couple examples and possibly drawing a small sketch of each type of plant (see classification key).The classification of plants on this chart general follows the evolutionary history of land plants, meaning that the oldest land plants colonized terrestrial systems about 500 million years ago and did not have vascular systems.Plants eventually developed the ability to produce seeds.Flowering plants, which we are most familiar with, are actually the youngest of the plants, in evolutionary terms. Explore: Teacher can spend the most time focusing on the difference between dicots and monocots, as this is part of the Northstar Borough’s curriculum guidelines.Have students come to the board and draw a sketch of each of the major distinctions between monocots and dicots.For example, one student might draw an iris with 3 petals as an example of a monocot and another student might come to the board and draw what parallel veins on a monocot leaf might look like.When completed, give students a few moments to study their classification sheets and memorize as much as possible for the flyswatter game that follows in the next lesson.
Plant Classification 1
Plant Classification 1 ke