This learning video introduces high school students to a topic they would not ordinarily study in school, biotechnology, and to different applications of biotechnology that relate to the main theme of the module - making the desert greener. After reviewing traditional methods used for manipulating plants to produce desired traits, students will learn about the methods of making transgenic plants. Dr. Ziad discusses a real world problem that is critical in his country, Jordan, where much of the land is desert. A prerequisite to this video lesson is some background in biology.

This learning video introduces high school students to a topic they would not ordinarily study in school, biotechnology, and to different applications of biotechnology that relate to the main theme of the module - making the desert greener. After reviewing traditional methods used for manipulating plants to produce desired traits, students will learn about the methods of making transgenic plants. Dr. Ziad discusses a real world problem that is critical in his country, Jordan, where much of the land is desert. A prerequisite to this video lesson is some background in biology.

***LOGIN REQUIRED*** This lesson will discuss the process of respiration. We will also compare the similarities and differences between respiration and photosynthesis.

This video will help students, particularly those not in AP-level classes, have a practical application for knowing about the major divisions between plants, particularly about the details of plant anatomy and reproduction. Students will be able to :Identify the major evolutionary innovations that separate plant divisions, and classify plants as belonging to one of those divisions based on phenotypic differences in plants. Classify plants by their pollen dispersal methods using pollen dispersal mapping, and justify the location of a _„ƒcrime scene_„Ž using map analysis. Analyze and present their analysis of banding patterns from DNA fingerprinting done using plants in a forensic context.

This video will help students, particularly those not in AP-level classes, have a practical application for knowing about the major divisions between plants, particularly about the details of plant anatomy and reproduction. Students will be able to :Identify the major evolutionary innovations that separate plant divisions, and classify plants as belonging to one of those divisions based on phenotypic differences in plants. Classify plants by their pollen dispersal methods using pollen dispersal mapping, and justify the location of a _„ƒcrime scene_„Ž using map analysis. Analyze and present their analysis of banding patterns from DNA fingerprinting done using plants in a forensic context.

This simulation shows the relationship between the inputs and outputs in the chloroplasts of plants to help explain how they convert water and carbon dioxide to glucose and water with the help of energy absorbed from light. It is used in Lesson 5 of Unit 7.4 in the OpenSciEd curriculum.

Using this lesson plan students will be more aware of how plants and animals adapt to wildland fire. They will: Discuss the adaptive strategies of plants and animals to survive fire. Observe plants and animals in your local area. Design a plant or animal that is adapted for fire survival.

Students will explore hybridization, selective breeding and genetic engineering through a jigsaw approach. Then they will go through a series of articles that help them formulate their own opinions about genetic manipulation. Lastly, they will debate the merits of genetic manipulation as a class.

***LOGIN REQUIRED*** This lesson will focus on the process of photosynthesis. It will review the steps in the process, the resources needed to make the process happen, and the results. Students will interact with the steps in the process through pictures that help make memory connections.

***LOGIN REQUIRED*** This lesson is designed as a basic introduction into botany, and understanding the parts and functions of plants. After completion of this lesson students will have identified the main parts of plants including: roots, stems, leaves, flowers, and fruit - as well as their respective functions. This lesson is geared for a 90 minute block-schedule However, activities can and should be modified to fit within other instructional periods.

This lesson is part 2 in a 6 part unit on Biotechnology use in agriculture. It sets the foundation for the culminating project by teaching students about germination and the factors that effect germination. Students will be introduced to the factors that effect germination and then perform an experiment that allows them to evaluate germination rates.

During this lesson students will be exposed the requirements of plants for growth. Students will have the opportunity to become familiar with each requirement for plant growth, and what effect that requirement has on the plant.

Students gain an understanding of the parts of a plant, plant types and how they produce their own food from sunlight through photosynthesis. They also learn about transpiration, the process by which plants release moisture to the atmosphere. With this understanding, students test the effects of photosynthesis and transpiration by growing a plant from seed. They learn how plants play an important part in maintaining a balanced environment in which the living organisms of the Earth survive. This lesson is part of a series of six lessons in which students use their evolving understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

The goals of the International OER Exchange Pilot project are to: facilitate the development and use of Open Educational Resources (OER) by teachers and students globally, track the development and use of the science learning materials and data collection, especially around climate change study, created in the project through OER Commons, and highlight the process and results through workshops and conference presentations.The broader purpose of the project is to support the international exchange of information and understanding through freely available resources among teachers and students, especially in the area of environmental science and climate change investigation.

Week 34, Day 4-5
How Do You Raise a Raisin? written by Pam Muñoz Ryan illustrated by Craig Brown.
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
This is a mixed-genre book, with a poetry strand that parallels information text. One approach to reading it aloud would be to read the poetry and prose during separate sessions, but it seems wiser to take advantage of the humorous verse while making sure that students acquire the substance of the text.
A world map or globe will be useful in indicating other countries where raisins are grown.
Note that the last page contains recipes. These would make a delicious finale to the book. Another idea is to bring a cluster of different kinds of grapes for a grape tasting party. Just make sure you have one of each type for all your students.
Bringing actual raisins in boxes would also provide an excellent prop as well as a reward. These activities could take place later in the day.
Note that the verse that appears on each page is fanciful and fun, but there is also a slight risk that by saying aloud the incorrect information it contains you run the risk of students coming away with misinformation. (For example, the verse asks whether raisins are wrinkled because they are placed in bathtubs.) Simply be careful that the correct information is made clear on each page.

Week 34, Day 1---Day 3
How a Plant Grows written by Bobbie Kalman and illustrated by Barbara Bedell.
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
This book contains many excellent diagrams that explain the process of plant growth. These diagrams also contain technical words. Because of their number, we do not attempt to preview all of these words at the beginning of the read-aloud. Instead, this lesson plan discusses the new words as each diagram is encountered.
This lesson plan does not include the activities at the end of the book, but any of these would make a good follow-up.
A short time-lapse YouTube video (1:43) showing a bean developing over 18 days could be useful: http://www.youtube.com/watch?v=fYY9X5Lw1V4
Bring the following: a green leaf, a dried brown leaf, an apple, a paring knife.

Week 13, Day 3---Day 4
Miss Rumphius--fiction--Barbara Cooney
Miss Rumphius was inspired by the real life "Lupine Lady," Hilda Hamlin, who spread lupine seeds along the Maine coast, as well as Cooney's own experiences traveling the world. Cooney and William Steig (Doctor De Soto) shared the 1983 National Book Award for Children's Books in the hardcover Picture Books category. (Wikipedia).
Develop or Activate Background Knowledge:
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Obviously, it would be wonderful to bring some lupines to class if you can find them. And you can make some tie-ins with science at the same time!
The next best thing is to project a photo that gives a close-up view. Search for lupine online.

The topic of photosynthesis is a fundamental concept in biology, chemistry, and earth science. Educational studies have found that despite classroom presentations, most students retain their naive idea that a plant's mass is mostly derived from the soil, and not from the air. To call students' attention to this misconception, at the beginning of this lesson we will provide a surprising experimental result so that students will confront their mental mistake. Next, we will help students better envision photosynthesis by modeling where the atoms come from in this important process that produces food for the planet. This lesson can be completed in 50-60 minutes, with the students working on in-class activities during 20-25 minutes of the lesson. As a prerequisite, students need an introductory lesson on photosynthesis, something that includes the overall chemical equation. If students have already studied the intracellular photosynthetic process in detail, this video can still be very helpful because students often miss the big picture about photosynthesis. Materials needed include red, white and black LEGO bricks (described in downloadable hand-out) or strips of red, white and black paper plus paper clips (directions provided in downloadable hand-out). In addition to class discussions, the major in-class activity of this video involves the students' modeling with LEGO bricks or colored paper where the atoms come from in photosynthesis.

The topic of photosynthesis is a fundamental concept in biology, chemistry, and earth science. Educational studies have found that despite classroom presentations, most students retain their naive idea that a plant's mass is mostly derived from the soil, and not from the air. To call students' attention to this misconception, at the beginning of this lesson we will provide a surprising experimental result so that students will confront their mental mistake. Next, we will help students better envision photosynthesis by modeling where the atoms come from in this important process that produces food for the planet. This lesson can be completed in 50-60 minutes, with the students working on in-class activities during 20-25 minutes of the lesson. As a prerequisite, students need an introductory lesson on photosynthesis, something that includes the overall chemical equation. If students have already studied the intracellular photosynthetic process in detail, this video can still be very helpful because students often miss the big picture about photosynthesis. Materials needed include red, white and black LEGO bricks (described in downloadable hand-out) or strips of red, white and black paper plus paper clips (directions provided in downloadable hand-out). In addition to class discussions, the major in-class activity of this video involves the students' modeling with LEGO bricks or colored paper where the atoms come from in photosynthesis.