Topic: Types of plant tissues

Author: Elżbieta Szedzianis

Target group

5th grade student of an elementary school.

Core curriculum

5. The diversity and unity of plants:

1) plant tissues - the student observes and recognises (under the microscope, in a diagram, in a picture or on the basis of a description) plant tissues; indicates the adaptation features of plant tissues for performing specific functions (meristematic tissue, protective tissue, ground tissue, mechanical supporting tissue, vascular tissue).

Lesson objectives

Students name plant tissues and specify their basic functions.

The criteria for success

• you will name five types of plant tissues;

• you will give five examples of the presence of plant tissues in different organs.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• mathematical competence and basis competences in science and technology; 

• digital competence;

• learning to learn.

Methods/forms of work

Direct observation, workshop method, talk, traffic lights method.

Individual activity and activity in groups.

Teaching aids

• abstract;

• interactive whiteboard or traditional blackboard;

• tablets/computers;

• poster with a plant drawn on it;

• plant organs: leafless tree branches, trunk cross‑sections (slices), apples, sliced potato tubers, aloe vera leaves, walnuts or linseed, grass stems, cress seedlings, roots;

• instructions for observation;

• table tents.

Lesson plan overview

Introduction

1. The teacher specifies the subject and the objective of the lesson as well as the criteria for success.

2. The teacher hangs a poster on the board showing a plant with all the organs, including the modified ones. The teacher asks students to specify the functions of its organs.

Realization

1. Students indicate organ structure features facilitating the performance of their assigned functions.

2. The teacher writes down the following sentences on the board: “The structural feature (for example, shape or size of an organ) is related to the function performed by the organ. The relationship between structure and function describes adaptations for the performance of basic vital functions, adaptations to environmental conditions”. The teacher asks the students to confirm the validity of these sentences by indicating and discussing the features of the structure of pot plant grown in the classroom. Students rewrite the sentences from the board in their notebooks.

3. The teacher asks the students what elements the interior of the plants is made of. The teacher explains what tissues are and stresses that their structure is also strongly connected with their function. Students write down the definition of tissue in their notebooks. The teacher checks whether they have included the relationship between structure and function in their notes.

4. Students do interactive exercise no. 1.

5. The teacher divides the students into groups. Each group is given a different plant organ and the instructions for observation prepared by the teacher. Based on the external structure of the individual organs, the students determine the functions they perform and the type of tissue needed to perform them.

6. The teacher presents photographs of the organs observed. The teacher asks the students to discuss them.

7. The teacher suggests to the students that they create a map of concepts on the board, showing the types of tissues. The students are asked to make up their names. The teacher writes down the names used in biological terminology (e.g. stiffening tissue - mechanical supporting tissue) next to the students’ proposals.

Summary

1. Students do interactive exercise no. 2 and 3. The teacher discusses the answers with them.

2. The teacher displays the criteria for success and asks the students to assess their skills acquired during the classes using coloured table tents.

Homework

Students do interactive exercise no. 4.