Lesson Plan | Active Learning | Plant Kingdom: Plants

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

This stage aims to establish a solid foundation of knowledge that enables students to recognize, differentiate, and describe plants, both in terms of morphology and classification. By achieving these objectives, students will be able to apply this information in practical and situational contexts, facilitating the understanding of ecosystems, biotechnology, and agriculture, among other fields of study.

Main Objectives:

1. Understand the definition and distinction between plants and vegetables, elucidating the characteristics that differentiate them from other biological kingdoms.

2. Identify and describe the basic structure of plants, including their main parts and respective functions.

3. Explore the main subgroups of the kingdom Plantae, highlighting their distinctive characteristics and adaptations to the environment.

Side Objectives:

1. Stimulate critical thinking and analytical skills of students by comparing and contrasting different plant subgroups.
2. Foster interest in botany and natural sciences through relevant examples and curiosities.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to activate students' prior knowledge about the kingdom Plantae, using problem-based situations that challenge students to apply concepts of classification and plant structure. Additionally, by contextualizing the importance of plants in real and varied situations, it stimulates students' interest and curiosity, laying the groundwork for a more in-depth and engaged exploration of the topic.

Problem-Based Situations

1. Imagine you are in a botanical garden and come across two unknown plants. How could you differentiate if one is a fern and the other a cactus, without looking at the flowers?

2. Consider the cultivation of plants in a greenhouse: what characteristics would indicate that a plant is suffering from a lack of or excess of sunlight, and how would this manifest in the different parts of the plant?

Contextualization

Understanding plants goes far beyond biology, directly influencing agriculture, medicine, and even fashion. For example, the discovery of new plant species often leads to advances in medicine, such as the use of plant compounds in treatments. In addition, plants like cotton and linen, besides providing essential fibers for clothing, have significant historical roles, shaping cultures and economies over the centuries.

Development

Duration: (70 - 75 minutes)

The development stage is designed for students to apply and deepen their pre-acquired knowledge about the kingdom Plantae in a practical and engaging way. Through playful and challenging activities, they will explore plant classification, their interactions in ecosystems, and adaptations to different environments, reinforcing understanding of the content in an active and contextualized manner.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - The Plant Classification Challenge

> Duration: (60 - 70 minutes)

- Objective: Develop the skill of taxonomic classification of plants and the understanding of morphological characteristics that differentiate them.

- Description: In this activity, students will be challenged to classify a series of plants based on their morphological and functional characteristics. Images of different plants will be presented, and students, in groups, should use cards with the names of plant subgroups (angiosperms, gymnosperms, pteridophytes, bryophytes) to classify them correctly.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute to each group a set of cards representing the main plant subgroups.

• Show slides with images of various plants and ask students to classify each one using the cards.

• Each group must justify their classification, explaining the characteristics they observed in the plants.

• At the end, discuss the classifications with the whole class, correcting and clarifying doubts.

Activity 2 - Ecosystem Builders

> Duration: (60 - 70 minutes)

- Objective: Understand the interaction between plants and other organisms in an ecosystem and the importance of biodiversity.

- Description: Students, in groups, will design and build small ecosystems in transparent boxes, using different types of plants. The goal is to create a balanced ecosystem that can sustain the life of small animals, such as insects and arachnids, which will be introduced later.

- Instructions:

• Organize students into groups of up to 5 people.

• Provide each group with a transparent box, soil, stones, small plants, and decorating materials.

• Guide the groups to plan and assemble their ecosystem, considering the water, light, and space needs of each plant.

• After assembly, introduce small animals into the ecosystem and observe its functioning for a few days.

• Ask each group to present their ecosystem, explaining the chosen plants and how they contribute to the system's balance.

Activity 3 - Journey to the World of Plants

> Duration: (60 - 70 minutes)

- Objective: Promote understanding of plant adaptations to different environments and reinforce knowledge about plant diversity.

- Description: In this playful activity, students will be 'explorers' who must plan an expedition to collect plants from different biomes. Each group will receive a different biome and, through brief research, must plan a route and list the plants they expect to find.

- Instructions:

• Divide the room into groups of up to 5 students.

• Assign each group a different biome (tropical forest, desert, tundra, etc.).

• Guide students to quickly research their designated biome, its characteristics, and the typical plants found there.

• Based on the research, the groups should plan an expedition route and list the plants they hope to collect.

• Each group presents its expedition plan, justifying the chosen plants and how they adapt to the biome.

Feedback

Duration: (15 - 20 minutes)

The purpose of the group discussion is to consolidate the knowledge acquired during the practical activities, allowing students to articulate their discoveries and challenges, as well as hear their peers' perspectives. This moment is crucial for developing communication and argumentation skills, as well as deepening the understanding of the concepts of classification, structure, and importance of plants in the environment. Moreover, the discussion may reveal gaps in understanding that the teacher can address again, ensuring more effective and lasting learning.

Group Discussion

To start the group discussion, the teacher should gather all students and begin with a brief introduction about the importance of sharing discoveries and reflections. It is suggested that the teacher use a directed approach, starting with a general review of the activities carried out and then asking each group to share their main observations and learnings. Encourage students to explain the reasoning behind their classifications and choices during the practical activities, promoting an open and respectful exchange of ideas.

Key Questions

1. What were the biggest difficulties encountered while classifying the plants during the activity? How did you overcome these difficulties?

2. How do the plants you chose for your ecosystems relate to the concepts of adaptation and interdependence?

3. Was there any surprise or unexpected discovery during the activities that changed your initial understanding of plants?

Conclusion

Duration: (5 - 10 minutes)

The purpose of this stage is to ensure that students have consolidated the acquired knowledge, understanding the interconnection between theory and practice and recognizing the relevance of botanical studies in their daily lives and the world around them. Furthermore, it aims to reinforce the importance of active and contextualized learning for the formation of conscious and critical citizens.

Summary

In conclusion, the teacher should summarize the main points addressed, reiterating the definition and distinction between plants and vegetables, as well as the basic structure of plants and the subgroups of the kingdom Plantae. It is essential to recapitulate the characteristics of each subgroup, such as angiosperms, gymnosperms, pteridophytes, and bryophytes, and how these plants adapt to the environment.

Theory Connection

It is important to highlight how the practical activities conducted during the lesson allowed for the direct application of the theoretical concepts studied, such as plant classification and their adaptations. This approach not only reinforces learning but also demonstrates the relevance and usefulness of botanical knowledge in real and varied contexts.

Closing

Finally, the teacher should emphasize the importance of plants not only in biology but also in practical applications such as agriculture, medicine, and environmental conservation. Understanding and valuing plants is essential for our own survival and for maintaining ecological balance.