This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

• use a key to identify a variety of local plants with their scientific and common names
• describe the habitat requirements of a variety of local plants
• differentiate between:
  • vascular and non-vascular plants
  • herbaceous and woody plants
  • annuals and perennials
  • trees and shrubs
  • monocotyledons and dicotyledons
• describe the processes of photosynthesis, respiration, and transpiration
• analyse factors affecting plant survival and growth

SUGGESTED INSTRUCTIONAL STRATEGIES

• Obtain dormant twigs from local trees and set up a classroom lab. Ask students to germinate seeds or break the dormancy of buds under various light and temperature conditions.
• Invite a forest professional to discuss the principles of environmentally sensitive sample collection. Then organize a visit to a local forest to observe, collect, and press plant samples (e.g., mosses, liverworts, lichens, ferns, wildflowers, grasses, shrubs). Students should record the environment in which each sample is found (e.g., moisture, light, slope).
• Co-ordinate with a biology teacher to set up stations with microscopes and slides for students to explore plant samples. Ask students to describe the structures, life cycles, requirements, and functions of various plants.
• Create student handouts with information on herbaceous and woody plants, vascular and non-vascular plants, annuals and perennials, trees and shrubs, and monocots and dicots. Ask students to develop charts outlining similarities and differences between groupings.
• Have students test the effects of light intensity and colour on rates of photosynthesis. Students can measure varying rates by collecting-in inverted, water-filled test tubes-oxygen bubbles produced by Elodea stems and leaves.
• Ask students to work in groups to design gardens that are suitable for specific regions. Students should consider the environmental conditions (e.g., water supply, soil, elevation, lighting, temperature, seasonal changes, availability of land) when choosing plants.
• Ask students to collect several examples of foliage and then hypothesize about the reasons for differences in size, shape, colour, and so on. Ask students how they could test their hypotheses.

SUGGESTED ASSESSMENT STRATEGIES

• Have students demonstrate their knowledge of the processes and life cycles of local plants by creating posters, models, or multimedia presentations based on field study observations. Note how well students' presentations illustrate:
  • types of habitat required by the plants
  • how the plants have adapted to their environments
  • the processes of growth and decay in the life cycles of plants
  • the effects plants have on human activity and the effects of humans on plants
• Ask students in small groups to discuss the significant aspects of the processes of photosynthesis, respiration, and transpiration. During group conferences, note the extent to which students:
  • are aware of the different processes and plant structures involved in photosynthesis, respiration, and transpiration
  • use relevant terminology accurately
  • provide information that is accurate, relevant, thorough, and well supported
• Have students use print, non-print, and electronic resources to research and present information on similarities and differences between herbaceous and woody plants, annuals and perennials, and trees and shrubs. Look for evidence that they are able to:
  • use correct terminology
  • explain how different plant types carry out the processes of photosynthesis, respiration, and transpiration
  As a follow-up, have students identify and classify specimens as herbaceous or woody plants, annuals or perennials, or trees or shrubs.

• Plants of Coastal British Columbia
• Plants of Northern British Columbia
• Plants of Southern Interior British Columbia
• Plants of the Western Boreal Forest & Aspen Parkland
• Seeing the Forest Among the Trees
• Trees, Shrubs and Flowers to Know in British Columbia & Washington

• Vanishing Forests

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