Course: Biology Agricultural Science & Technology



Course: Biology Agricultural Science & Technology

Unit: Plant Systems

State Standard III:

Students will understand the relationship between structure and function or organs and organ systems.

State Objectives 1:

Describe the structure and function of organs.

a. Diagram and label the structure of the primary components of representative organs in plants (e.g., leaf – veins, stomata; stem – xylem, phloem, cambium; root – tip, elongation, hairs).

b. Describe the function of various organs (e.g. leaf, stem, root).

c. Relate the structure of organs to the function of organs.

d. Compare the structure and function of organs in one organism to the structure and function of organs in another organism.

e. Research and report on technological developments related to organs.

State Objectives 2:

Describe the relationship between structure and function of organs systems in plants.

a. Relate the function of an organ to function of an organ system.

b. Describe the structure and function of various organ systems and how these systems contribute to homeostasis of the organism.

c. Examine the relationships of organ systems within an organism (e.g. leaves to roots) and describe the relationship of structure to function in the relationship.

d. Relate the tissues that make up organs to the structure and function of the organ.

e. Compare the structure and function of organ systems in one organism to the structure and function in another organism (e.g., fern to peach reproductive system).

Unit Objectives: After completing this unit students will be able to;

A. Identify parts of the plants and discuss their functions;

B. Determine the importance of photosynthesis, respiration, and transpiration;

C. Determine the difference between monocots and dicots;

D. Identify flower anatomy, and functions; and

E. Explain plant life cycles.

Materials Needed (Equipment):

• Overhead projector

▪ Gather and pull plants or weeds showing the different types of root systems

▪ Optional – Flower anatomy hand-out

Activity #1

▪ White plain paper

▪ Stapler (or other type of fastener)

Activity #2

▪ Collected leaves – previously collected or include a walk as in the activity for students to collect them

▪ Crayons

Activity #3

• Copies of flower dissection lab for each group of students

• Flowers: tulips or gladiolus are suggested – order from a wholesale place

Facilities:

• Classroom

Interest Approach: Tell the students that they are going to become authors today and begin writing their own book about plants. Brainstorm for a few minutes on some of the things they would include in a book about plants writing their ideas on the board…continue with activity #1

Activity #1: Suggestion for note taking: Provide the students with several pieces of white paper to create a “know book”. Folding the stacked paper in half (hamburger style) and stapling or fastening them in the middle. Have them color or write a title page calling the book, “All about Plants!” allow them to color or draw if they would like, make sure they include the author of the book (themselves). While taking notes have the student “illustrate” their “know book” the drawing, labeling and defining during this unit will help them retain the knowledge better. And it adds a twist to note taking.

Objective A: A. Students will be able to identify parts of the plants and discuss their functions;

|Curriculum (Content) |Instruction (Methodology) |

|(What to teach) |(How to teach) |

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|A1. The Importance of Plants |A1. PPT Slide 2 – Review the importance of plants. |

|Primary source of food | |

|Major producers of oxygen | |

|Keep us cool | |

|Renew the air | |

|Slow down the wind | |

|Hold soil in place | |

|Provide a home for wildlife | |

|Beautify our surroundings | |

|Perfume the air | |

|Furnish building materials and fuel | |

| |A2. Review objective A PPT Slide 3 & |

|A2. Major Parts of the plant |PPT Slide 4 |

|Vegetative Parts: | |

|Roots | |

|Stems | |

|Leaves | |

|Reproductive Parts: | |

|Flowers | |

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| |A3. PPT Slide 5 – if possible show real examples of root systems.|

|A3. Root Functions | |

|Absorb water and nutrients | |

|Anchor plant and support the aboveground part of plant | |

|Store food to be used later | |

|Need to grow constantly for plant to stay healthy | |

|First structure to form from seed | |

|Plant health is closely tied to root health | |

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|A4. Root Structure | |

|Primary Root- first root to grow from the seed. |A4. PPT Slide 6 – this is a great time to have your students |

|Secondary Roots – grow from primary root |start “illustrating” in their “know books”. Also show examples of|

|Both have Root Hairs – they help anchor the plant, absorb water &|previous gathered plants |

|nutrients | |

|[pic] | |

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|A5. Root Structure cont. | |

|Apical Meristem | |

|Root Cap: Covers and protects apical meristem as it pushes | |

|through soil particles | |

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|Epidermis: Where water and minerals enter root | |

|Root Hairs: Projections that increase root surface area allowing| |

|greater moisture and nutrient uptake | |

|A6. Root Systems | |

|Fibrous Root :A system that has no dominant primary root |A5. PPT Slide 7 show examples of previous gathered plants |

|Taproot: A system composed of one primary root and many | |

|secondary roots that branch off | |

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|A7. Root Nodules | |

|Swellings (bumps) on the roots | |

|Rhizobium bacteria live in these bumps | |

|they take nitrogen from the air and combine it with oxygen to | |

|make it useable to the plant | |

|puts nitrogen in the soil so that crops that grow there later may| |

|use the nitrogen | |

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|A8. Legumes | |

|Legumes are the group of plants that can do this |A6. PPT Slide 8 – show examples of previous gathered root systems|

|Soybeans, clover, alfalfa, beans, peas | |

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|A9. Root Health | |

|Healthy Roots: Roots are white or nearly white, and smell fresh.| |

|Unhealthy Roots: Roots are black, brown, or dark orange and |A7. PPT Slide 9 |

|smell rotten and sour. | |

|Root Health | |

|Watering properly drastically affects the plant’s health | |

|Drainage holes in the pot | |

|Soaked with water until it drains out the bottom encourages plant| |

|growth throughout the entire pot | |

|Allow soil to dry slightly between watering. | |

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|A10. Stems | |

|All stems look very similar, but upon closer observation there |A8. PPT Slide 10 – discussion about legume crops and how the |

|are many differences! |nitrogen is re-used over the years etc. |

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|A11. Functions of Stem | |

|Support leaves, and position them so they can receive as much | |

|sunlight as possible |A9. PPT Slide 11 &12 |

|Responsible for size and shape of plant | |

|Move water, minerals, and manufactured food throughout whole | |

|plant | |

|Green stems produce food through photosynthesis | |

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|A12. Stems – External Structure | |

|Terminal Bud: Bud located at end of stem | |

|Apical Meristem: Contained inside terminal bud; responsible for | |

|stem growth. | |

|Node: Place where leaves are attached to stem | |

|Internode: Area between nodes | |

|Lateral Buds: Buds located on side branches | |

|Bud Scales: Protective structures located on outside of terminal| |

|and lateral buds | |

|Lenticels: Small spots on stem that allow a stem to exchange | |

|gases with its environment | |

|[pic] | |

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|A13. Stems – Internal Structures |A10. PPT Slide 13 |

|3 Types of Tissues used for transport of materials | |

|Xylem, Phloem, and Cambium | |

|Arranged by | |

|Small bundles scattered throughout stem | |

|OR |A11. PPT Slide 14 |

|Rings or a ring of bundles | |

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|[pic] | |

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|A14. Stems – Internal Structures | |

|Xylem: Tissue responsible for carrying water and nutrients from | |

|roots to leaves; located near center of stem | |

|Xylem Up!! | |

|Phloem: Tissue responsible for carrying food produced in leaf to|A12. PPT Slide 15, 16 & 17– note check – make sure students are |

|rest of plant; usually located near outside of stem |taking notes in know book and that you allow them time to |

|Phloem Down!! |illustrate them. |

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|Cambium: Tissue responsible for the production of new xylem and | |

|phloem. It is found between the xylem and phloem. | |

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|A15. Specialized Stems | |

|Bulbs: Short flattened stem which has several fleshy leaves. | |

|Bulbs are found beneath the soil. | |

|Example: Onions | |

|Corm: Spherical structure similar to a bulb | |

|Example: Gladiolus | |

|Rhizome: Thick underground stem which lies horizontally. | |

|Example: Mother in Law’s Tongue | |

|Stolon: Horizontal stem which lies above the ground (often | |

|called runners). | |

|Example: Strawberry runners | |

|Tuber: Rhizome with a tip swollen with stored food | |

|Example: Potatoes | |

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|A16. Leaves | |

|Functions | |

|Produce food for the plants | |

|Efficiently collect light and use that light to make energy | |

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|A17. Activity #2 |A13. PPT Slide 18 |

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| |A14. PPT Slide 19, 20 & 21 – utilize “motion moment” having |

| |students stand up while you talk about Xylem and sit down while |

| |you talk about Phloem. Allow them to take their notes and have |

| |the class repeat the motion a few times to help remember Xylem |

| |Up, Phloem Down!! |

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| |A15. PPT Slide 22, 23 & 24 |

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| |A16. PPT Slide 25 |

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| |A17. PPT Slide 26 |

Activity#2: When I say “giddy up” come to the front of the room and gather the supplies listed on the overhead, return to your seat and follow the remainder of the instructions on the overhead. You will have 10 minutes to complete this activity. What questions are there? “Giddy Up”

|A18. Label your Picture |A18. PPT Slide 27 - Have students label their leaf as you discuss the parts|

| |& functions – this can be folded and placed inside their “know books” |

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| |A19. PPT Slide 28 & 29 – describe functions main leaf parts |

|A19. Leaf Parts | |

|Leaf Blade: Large, broad, flat surface whose job is to collect | |

|sunlight | |

|Petiole: supports the leaf and holds it away from the stem. | |

|Midrib: Main vein running down the center of the leaf. It helps| |

|hold the leaf so it is facing the sun. | |

|Parallel: Veins never cross; found in monocots | |

|Netted: Veins form a network; found in dicots | |

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|A20. Leaf Types | |

|Simple Leaf: Has only one leaf on the petiole. | |

|Compound Leaf: A leaf with multiple blades. | |

| |A20. PPT Slide 30 |

|A21. Leaf Layers | |

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|Cuticle: Top waxy, non-cellular part of leaf; prevents water | |

|escaping | |

|Epidermis: Skin like layer of cells found on top and bottom; | |

|protects leaf |A21. PPT Slide 31, 32, & 33 |

|Palisade Mesophyll: Layer of cells standing on end directly | |

|below upper epidermis; responsible for photosynthesis | |

|Spongy Mesophyll: Loosely packed cells located beneath palisade | |

|mesophyll; responsible for holding products of photosynthesis | |

|Stomata: Holes in lower epidermis responsible for gas exchange. | |

|Guard Cells: Surround stomata's which open and close them. | |

Objective B: Determine the importance of photosynthesis, respiration, and transpiration;

|B1. Review objective B |B1. PPT Slide 34 |

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|B2. Photosynthesis |B2. PPT Slide 35, 36, & 37 |

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|Photosynthesis: A chemical process by which a plant turns light | |

|energy from the sun into chemical energy in the form of sugar. | |

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|Water + Carbon dioxide Sugar and Oxygen | |

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|Palisade layer -- full of cells containing Chloroplasts | |

|Chloroplasts -- where light dependent reaction takes place | |

|Plants don’t photosynthesize. Chloroplasts do! Plants just happen to| |

|be lucky enough to have chloroplasts in their cells. | |

|B3. Respiration | |

|Cellular Respiration: The opposite of photosynthesis. This process | |

|breaks sugars down so plants can use them. | |

|Similar to digestion in animals. | |

|Takes place in a place in the cell called the mitochondria. | |

|B4. How are photosynthesis and respiration important to us as human | |

|beings? | |

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|B5. Transpiration | |

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|Loss of water from a plant |B3. PPT Slide 38 |

|Lost mostly by the leaves | |

|Water goes out of leaves through stomata | |

|Too much water loss damages plants | |

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|Every plant is different | |

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| |B4.PPT Slide 39 – Have a class discussion… |

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| |B5. PPT Slide 40 |

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Objective C: Determine the difference between monocots and dicots;

|C1. Review objective C |C1. PPT Slide 41 |

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|C2. Plant Classification |C2. PPT Slide 42 & 43 |

|Non Flowering | |

|Ferns | |

|Cone-Producers (Conifers) | |

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|C3. Monocots | |

|Leaves have parallel Veins | |

|Fibrous Roots |C3. PPT Slide 44 (NOTE CHECK – make sure students have time to |

|Flower parts in 3’s |illustrate in their “know books” and that all are following along. |

|Seed has one part (cotyledon) | |

|Vascular bundles are scattered | |

|C4. Dicots | |

|Leaves have branched Veins | |

|Tap Roots | |

|Flower parts in 4’s & 5’s | |

|Seed has two parts (cotyledons) |C4. PPT Slide 45 |

|Vascular bundles are in a ring | |

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Objective D: Identify flower anatomy and functions;

|D1. Review objective D |D1. PPT Slide 46 |

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|D2. Flower Anatomy |D2. PPT Slide 47-52 – Option: Hand out a blank copy of the flower to |

|Male Anatomy |allow student to label and color |

|Stamen: Male part of flower | |

|Filament: Stalk-like object in the stamen that holds up anther | |

|Anther: Sack-like structure that contains pollen. | |

|Female Anatomy | |

|Pistil: Female part of flower | |

|Stigma: Sticky part of pistil receptive to pollen. | |

|Style: Rod-shaped middle part that has a swollen base (ovary) | |

|containing eggs | |

|Ovary: Female reproductive organ | |

|Ovule: Reproductive cell which becomes the seed when fertilized by | |

|pollen. | |

|Flower Anatomy – neither male or female | |

|Petals: Colorful leaf-like structures that attract animals and | |

|insects | |

|Calyx: When all sepals are fused together | |

|Sepals: Green leaves that protect flower before it opens | |

|Peduncle: Stem | |

|D3. Sexual Reproduction of Plants | |

|Two parents (meiosis) | |

|The stamen releases pollen. | |

|Pollen is carried by wind, gravity, animals, or insects to the stigma | |

|of another flower. (This is when pollination occurs) |HOLE IN ONE MOMENT: Review the plant parts with a “Hole in One Moment”|

|Pollen moves from stigma down pollen tube in the style depositing | |

|sperm in ovary | |

|When sperm has been deposited in ovary, fertilization has occurred. | |

|When eggs have been fertilized, ovary and surrounding tissue start to |D3. PPT Slide 53-57 |

|enlarge to become fruit and fertilized eggs become seeds. | |

|[pic] | |

|Flower Types: | |

|Perfect Flower: Has both male and female parts | |

|Imperfect Flower: Flower that is missing either male or female parts | |

|Complete Flower: Flowers that have sepals, petals, pistils, and | |

|stamens | |

|Incomplete Flowers: When flower is missing sepals, petals, pistils, | |

|or stamen. | |

|Imperfect Flowers are always incomplete. | |

|Incomplete flowers may or may not be imperfect | |

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|D4. ACTIVITY #3 – Flower Dissection | |

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| |D4. Activity #3 – see dissection lab handout. |

Hole in One Moment: Review of flower parts

One way to help students learn the parts of the flower is to help them visualize the parts in the room. For instance you can have students imagine one wall in the room is Pink – that stands for girls or female parts of the flower. And on the wall is painted not a shotgun or rifle, but a "Pistol" or PISTIL. The opposite wall is painted Blue – blue for boys, or male parts – and boys grow up to be men, tell them to stay – “STAMEN.” Along the Pink wall you will need three volunteers. Remind students that this is the PISTIL (a pistol is painted on the pink wall) - volunteer 1 has been to the eye doctor, has an astigmatism - eye is goopy, sticky - "sticky astigmatism" (volunteer rubs eyes) – “sticky STIGMA.” Volunteer 2 - is "stylin'" - (volunteer moves hand back through hair) - "stylin'" – STYLUS. Ask Volunteer 3, What did you have for breakfast?” No matter what they say, insist they had eggs. “Eggs! How do you like them?” – Again, insist they like them Over easy - (volunteer pretends to turn eggs over - easy) - eggs are in the OVARIES. Along the Blue wall (STAMEN) Volunteer 4 (be careful who you have volunteer for this one) has a lisp - when he/she is asked a question he/she gives the "answer" (said with a lisp) – ANTHER. Volunteer 5 - volunteer 5 - picks up a dish and a bag of mints - the dish is empty, what should the volunteer do - fill it with mints - fill-a-mint – FILAMENT. Volunteer 6 - likes to ride a bike - rides around the PISTIL and STAMEN - as they ride - they "pedal" – PETALS. Volunteer 7 stands in the front of the room and looks at the other volunteers. They are his friends, or his “Pals” and he can “see” them – Sepals.

Follow this up by giving students a blank diagram of a flower to label. You will be amazed at how this engages students in learning the parts of the flower.

Objective E: Explain plant life cycles.

|E1. Review objective E |E1. PPT Slide 59 |

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|E2. Plant Life Cycle |E2. PPT Slide 60-66 |

|Annual | |

|Biennial | |

|Perennial | |

|Annuals | |

|Completes a life cycle in 1 year | |

|Grow, mature, bloom, produce seeds & die | |

|Summer Annuals – complete cycle during spring & summer | |

|Winter Annuals – complete cycle during fall & winter | |

|Example: Zinnia | |

|Biennial | |

|2 years to complete its life cycle | |

|1st year – vegetative structure & food storage | |

|Over winter it goes dormant | |

|2nd year produces flowers, fruit & seed | |

|Example: carrots & beets | |

|Perennial | |

|Live 2 or more years | |

|Herbaceous perennials | |

|soft, non-woody stems | |

|die back to the ground each winter | |

|New stems grow from the plant's crown each spring. | |

|Woody Perennials | |

|Trees & shrubs | |

|Withstand cold winter temperatures | |

Evaluation:

Plant Systems Test

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Why on earth do we need plants?

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