Learning Ch6 plants 1HVTTO

• Biologie
• Middelbare school
• havo, vwo
• Leerjaar 1

Learning Chapter 6

• Jacket in your locker
• Put your things on your desk

       Laptop/Book

       Notebook, pencil case

• Bag on the floor

Lessongoals

• I know about the learning goals for each paragraph

Tips

• Bold words in the text are very important! You should always be able to explain what these words mean and are about. Learn and practice them well (Quizlet)
• Homework assignments are good practice for your knowledge of the topics. Be sure to also correct them and learn from mistakes!
• Practice is paramount! Test yourself using: practice questions, practice tests, flashcards, lessonup, Digital Book, AI, helpful sites with practice material
• Make use of the Biology-AI, They can help you: practice, understand, explain, make practice material.

Sites

Lessonup 

• Go through all given lessons again.
• Answer questions from those lessons again.
• Do a practice test

Digital method (Bricks)

• Do and correct homeworkassignments
• Do a test yourself per paragraph of the chapter.

Quizlet

• Practice important words with digital flashcards

Research has shown that: Students that only learn by reading or watching videos/listening to explanations, score much worse than students that mostly practice after the initial reading.

!

6.1 The basics

• Remember: I can name the main organs of a plant and describe their basic functions.
• Understand: I can explain how all the organs of a plant work together as one system.
• Apply: I can describe the stages of a plant’s life cycle using the example of the common bean.

6.2 Roots

• Remember: I can identify the two types of root systems by naming their structure and giving one example of each.
  
• Understand: I can explain how osmosis helps roots take in water by describing the movement of water from the soil into the plant.
  
• Apply: I can use the concept of surface area to explain why root hairs help a plant absorb water more efficiently.
  
• Analyse: I can analyse the function and short lifespan of root hairs by explaining why a plant needs to constantly grow new ones..

Skip: The inside of a root, plants communicate

Do study: What are root hairs?

6.3 Stems

• Remember: I can define the difference between woody and herbaceous plants by naming at least two characteristics of each type.
• Understand: I can explain how vascular bundles work by describing their role in the transport of water, minerals, and nutrients in plants.
• Apply: I can use the concept of osmosis and evaporation to describe how water is pushed and pulled up through the stem, using correct biological terms in a short explanation.
• Analyze: I can analyse annual rings by identifying what thick and thin layers say about the growing conditions in a given year.

Skip: Parts of a stem, The stem of a tree: the trunk

6.4 Leaves: the green machine

• Remember: I can list the ingredients needed for photosynthesis and the products that result from it
• Understand: I can explain how photosynthesis works by using the terms sunlight, water, carbon dioxide, glucose and oxygen correctly.
• Apply: I can use the structure of a leaf to explain how it supports photosynthesis and limits water loss.
• Analyse: I can analyse the effect of limiting factors on the rate of photosynthesis by giving examples of different environmental conditions.

6.5 Flowers

• Remember: I can name the parts of a flower and describe whether they belong to the male or female reproductive organ.
• Understand: I can explain the function of each part of a flower in reproduction.
• Apply: I can label a diagram of a flower with the correct names and functions.
• Analyse: I can compare flowers of different species by identifying variation in structure and function.

6.6 a game of attraction

• Remember: I can define self-pollination and cross-pollination and give an example of each.
• Understand: I can explain how pollination by insects, animals or wind works and what features flowers have to attract pollinators.
• Apply: I can use the characteristics of flowers to predict if they are insect- or wind-pollinated.
• Analyse: I can compare wind- and insect-pollinated plants by identifying differences in structure and pollination strategies.

Skip: Perfect and imperfect flowers

6.7 Melting together

• Remember: I can describe the process of fertilisation in plants using the correct terms (pollen tube, ovule, egg cell).
• Understand: I can explain how fertilisation leads to seed and fruit formation.
• Apply: I can use examples like apples and peaches to explain differences in seed and fruit development.
• Analyse: I can analyse how fertilisation leads to variation in fruit structure by comparing different plant species.

6.10 Asexual reproduction

• Remember: I can list different types of asexual reproduction in plants (bulbs, corms, tubers, rhizomes, runners, cuttings, grafts, spores).
• Understand: I can explain how each type of asexual reproduction works and what advantages or disadvantages it has.
• Apply: I can use examples like strawberries and onions to describe how new plants grow without seeds.
• Analyse: I can analyse the difference between sexual and asexual reproduction in terms of genetic variation and survival.

1st choice: + OR Cheat sheet +1 cm2 OR Wheel

2nd and 3rd choice: Cheat sheet +1 cm2 OR Wheel

4th en 5th: Wheel 

TTO

Tidy Duty

3 people each lesson

• Desks: empty and straight
• Chairs:  underneath the desks OR end of day: on the desks
• Floor: no rubbish