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Identification of the source of light, carbon dioxide and water for photosynthesis in leaf cells.

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Identification of dicotyledons and monocotyledons under the headings: woody/herbaceous, arrangement of floral parts, arrangement of vascular bundles, cotyledon or seed leaf number.

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Students will be able to...
Define and establish the role of "photosynthesis".
Represent a balanced equation of the overall sequence of reactions
Identify the sources of light, carbon dioxide and water for photosynthesis in leaf cells.
Describe the location of chlorophyll within the cell

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Students will be able too..
Organise the complexity of the flowering plant as exemplified by the root, stem, leaf, flower, seed, and transport/vascular structures.
Give the function of the root and shoot system.
Explain of the term "meristem" – location in the root and shoot. Identify the location of three tissue types – dermal, ground and vascular in transverse and in longitudinal sections of the root and stem. Xylem and phloem as examples of vascular tissues – their function and structure.

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Students will be able to...
Understand the role that gel bead technology plays in science.
Give an account for the steps involved in gel bead technology.

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For this experiment guided inquiry could be used. You could achieve this by allowing students to get into groups and discuss how they will carry out this experiment. Ask them to write a procedure and hypothesis before starting the experiment. Them get let them carry out the investigation according to their procedure. You could use higher order questions in order to prompt the students and guide them in the right direction without telling them directly. This will allow the students to reflect on their previous knowledge and further develop their understanding.

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Open inquiry can be used when carrying out this experiment with students. Put students into groups and allow them to discuss how they are going to carry out this experiment. Then ask them to come up with a procedure of how to carry out this experiment. Go around to each group and see what they have come up with. Prompt students who are finding it difficult by asking them questions in order to help them.

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For this experiment an open level of inquiry will be used. This will allow students to use self-directed learning to enhance their learning experience of the experiment. Students will generate hypothesis prior to the experiment and predict the outcome. After carrying out the investigation, students will then reflect on their predictions and compare them to their collected data. By using an open level of inquiry students will be free to explore the topic and use their own critical thinking to enhance their investigation.

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Simple strategies:
- Lab skills: Organising equipment.
Problem solving:
- Get students to write a hypothesis.
- Ask the students to predict what will happen as a result of the experiment, allow the students to observe what happened during the experiment then ask the students to explain the results.

Metacognition:
Knowledge of cognition:
Procedural:
- Ask students to take notes during the experiment

Motivation:
Self-efficacy
- Vicarious learning by allowing students to discuss how they are going to carry out the experiment.

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Cognition:
lab skills: organising equipment
Problem solving: identifying the steps of the examination and making sure they are done in the right order

Metacognition:
Conditional: students need to think about why the steps are done in a certain order

Motivation:
Self-efficacy: students should have the confidence to perform the examination with the use of the microscope

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Cognition:

- Lab Skills
- Critical Thinking:
By using an open level of inquiry for this lab students will be allowed to use their own curiosity and initiative to carry out the experiment.

Metacognition:

- Understand and creating a procedure:
In the open level of inquiry students will be creating their own procedure to carry out, they will need to ensure that the experiment is fair and accurate and that they have accounted for and safety issues that could arise. Therefore students must have a clear understanding of the objectives of the experiment before they begin

Motivation:

- Group-work Skills :
Students will need to work as a team like scientists in order to have a successful investigation. They will need to use their communication and leadership skills to equally delegate duties and roles within the team.

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If you are allowing the students to come up with a procedure for this experiment you must make sure that you check all the students procedures before allowing the students to start the experiment to insure that it is safe.
In laboratory you must make sure that all students are aware of the dangers of being in a lab. Inform all students of the rules that need to be followed while in the lab. It is important to inform the students of how to use scissors/scaple when cutting the elodea stem.
Make sure that students wear gloves, goggles and lab coats. Tie back their hair if required.

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When students are creating their own procedure it is important that the teacher ensures the procedures are safe and that all risk hazards are taken into account.
In laboratory you must make sure that all students are aware of the dangers of being in a lab. Inform all students of the rules that need to be followed while in the lab. It is important to inform the students of how to use scissors/scaple when cutting the transverse section of a stem.

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When students are creating their own procedure it is important that the teacher ensures the procedures are safe and that all risk hazards are taken into account.

The students must be wearing goggles, gloves and lab coats for the duration of the experiment.

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The 5 E's include:
Engage: engage students by allowing them to discuss and create a procedure for. the experiment.
Explore: allow students to carry out the experiment using their own procedure.
Explain: allow students to explain their results.
Elaborate: allow students to research in order to develop and aid their understanding.
Evaluate: ask students to compare their hypothesis to their results obtained from their own experiment.