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Unit 5: Plants: Anatomy, Growth, and Function (17 hours)
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Curriculum objectives: U=understanding concepts (U1-U7) D=developing skills (D1-D4) R=relating science (R1-R4) |
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Text: Biology 11
Addison-Wesley
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Lesson One
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| Summary:(U2) -plant organs and tissues -label root diagrams -view video on diversity (virus) |
Homework: -read p.530-533 -do p.540, #1,2 |
| organ |
function |
| leaf |
-photosynthesis |
| stem |
-support |
| root |
-absorb nutrients |
| flower |
-reproduction |
| tissue |
example |
function |
| MERISTEMATIC |
vascular
cambium |
-increase width of plants |
| apical
meristem |
-increase length of stem and roots
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| PROTECTIVE |
epidermis |
-living outer layer prevents water loss |
| cork |
-dead tissue covering surface of woody
plants |
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| VASCULAR |
xylem |
-dead cells move water and dissolved material
from root |
| phloem |
-living cells move sugar from leaves
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| FUNDAMENTAL |
parenchyma |
-unspecialized cells in fruit and leaves |
| collenchyma |
-long thick support cells |
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| sclerenchyma |
-support/protective
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Lesson Two
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| Summary:(U2,U4,D3) -describe root types, functions -draw slides of roots -label diagrams of stems |
Homework: -read p. 534-536 -do p.540, #3,4 |
Roots:
function:
-absorb water and nutrients
-anchor plant in soil
-store food
Primary Roots:
-first root from seed
Secondary Roots:
-any new root after primary root (from pericycle)
| ROOT
TYPE |
DESCRIPTION |
EXAMPLE |
| Tap |
-longest
root is the primary root |
dandilion |
| Fibrous |
-many
roots of equal size |
carrot |
| Adventitious |
-roots
come from middle of stem |
ivy |
-draw slides of root tip, monocot and dicot
-label diagrams of monocot and dicot stems|
Lesson Three
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| Summary:(U2,U4,D3) -describe stems -do leaf classification lab |
Homework: -do p. 540, #5 |
Stems:
function:
-support leaves and flower, may store food
Herbaceous Stems:
-soft, green, survive one year, contain xylem and phloem in vascular bundles
-some of these stems are hollow
| stem |
description |
| herbaceous
monocot |
-vascular
bundles are scattered |
| herbaceous
dicot |
-vascular
bundles are in a ring -vascular cambium between xylem and phloem |
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Lesson Four
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| Summary:(U2,D3) -describe leaves -describe vascular transport -do drawings of leaves |
Homework: -read p. 536-540,545-549 -do p.540, #6,7 |
Leaves:
function:
-make sugar for the plant
structure:
-use diagram on p. 537
cuticle:
-waxy waterproof layer around leaf
mesophyll:
palisade mesophyll layer:
-photosynthetic cells stacked together to catch light at top of leaf
spongy mesophyll layer:
-photosynthetic cells spread out for gas exchange
stomata:
-hole in lower part of leaf for gas exchange, opened by guard cells
monocot leaves:
-parallel veins
dicot leaves:
-veins branch off central vein
xylem:
-dead cells which move water and dissolved nutrients up from the roots
-transport in xylem is explained by three theories
capillary action:
-adhesion (attraction of unlike particles) allows the water to stick to
the xylem
-cohesion (attraction of like particles) allows other water to follow water up the xylem
root pressure:
-roots have low water concentration relative to soil
-osmosis occurs moving water into the root
-water then moves up the stem which also has low water concentration
transpiration pull:
-leaves lose water by transpiration (water loss through stomata)
-transpiration results in low water concentration in leaves relative
to the stem
-osmosis occurs pushing water into the stem
-then water moves into the stem from the
roots by osmosis
-then water moves from the soil into root by osmosis
phloem:
-live cells which move sugar down from the leaves
-transport in the phloem is explined by one theory
pressure flow:
-cells in leaves carry out photosynthesis now they
have a high concentration of sugar
-these cells now have a low concentration
of water relative to their neighboring cells
-water enters these cells by osmosis, forcing some
of the sugar out into the next phloem cell
-the next phloem cell now has a reduced concentration
of water
-this results in a continuation of the process of water into cells and sugar out
-sugar moves down the phloem
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Lesson Five
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| Summary:(U4,D1) -describe seeds -describe germination -design and do germination experiments |
Homework: -read p. 562-563 -do p. 567, #4 |
Seeds:
-embryo in a shell containing food for the new plant
structure:
seed coat:
-protective shell
embryo:
-young plant containing three parts
epicotyl:
-develops into leaves and top of stem)
hypocotyl :
-develops into bottom of stem, top of root)
radicle:
-develops into root
endosperm: food for the young plant
cotyledon: first seed leaf which shrivels
and drops of in early development
monocots seeds:
-have endosperm and one cotyledon (seed leaf)
eg. corn
dicot seeds:
-have all the endosperm absorbed into two cotyledons
eg. bean
label monocot and dicot seeds using p. 562, figure 17.10
-seeds are dormant plants and can last years before germination
-germination requires heat, moisture, oxygen, some need light, fire (pine
cones), cold (acorns)
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Lesson Six
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| Summary:(U1,D2) -describe macronutrients/micronutrients -describe plant adaptations |
Homework: -read p. 558-561,563-567 -do p.56, # 1,2,3,4 |
| macronutrient |
function |
| N |
-fixed
by bacteria to make nitrate -needed for DNA, RNA, protein |
| P |
-needed
for DNA, RNA |
| K |
-helps
stomata open -needed for water intake in root |
| Ca |
-needed
for cell walls |
| Mg |
-part
of chlorophyll |
| micronutrient |
function |
| Fe |
-needed
for cellular respiration |
| Cu |
-needed
for cellular respiration |
| Zn |
-part
of chlorophlast |
fertilizer packages usually
indicate the amount of N-P-K
-N helps with green growth on lawns, shrubs
-P helps grow roots, form flowers
-K helps plant hardiness, for survival in late autumn/winter
-vegetables need the same amount of all three
-do "discovery" activity on p. 560, choosing fertilizers
Desert:
-cactus have needles as leaves (low surface area, protective, no photosynthesis)
-cactus stem is green for photosynthesis and
is thick to store water
-desert plants grow quick during rain, flower
and seed in weeks
-seeds survive until next rain
-roots are very good at absorbing available
water
Wetlands:
-carry out respiration well with surface parts (eg. water lily)
-often have hollow stem to carry oxygen
-seeds often float
Fire:
-makes soil better for new growth (with burned plants acting as fertilizer)
-some seeds germinate in extreme heat, allowing
them to take advantage of the lack of competitors
Cold:
-flowers may be used to heat ovary of plant by concentrating light
-ovary matures quickly in short growing season
-deciduous trees reabsorb chlorophyll and
drop leaves, nutrients moved into roots via sap
-sap flows into new leaves in spring
-evergreens have needle leaves to reduce surface area for water loss
Nutrient Poor:
-may eat animals for
nutrients
eg. venus fly trap
-may act as parasites on other plants
eg. mistletoe
Shade:
-may bloom early spring on forest floor
eg. trilliums
-roots store energy underground
-life cycle occurs before canopy forms on
forest
Assign cell model project
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Lesson Seven
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| Summary:(U5,D4,R1,R2) -describe plant hormones -describe plant movement |
Homework: -read p. 568-573 -do p. 573, #1-4 |
Plant Hormones:
-chemical messages in the plant (3 main groups)
Auxins:
-produced from the tip of the stem when exposed to light, causes cell elongation
-move down the side of the plant away from light, the
stem bend towards light
-roots use auxin to inhibit elongation and
as auxin goes to unlit cells
-the lit cells will elongate, allowing the
root to grow down
-buds produce auxin to slow other bud growth (apical
dominance)
-buds without much auxin are found in bushes
(no dominant bud)
-auxins prevent the formation of abscission
layers which cause leaves to fall off
-artificial auxins cause dicots (not monocots) to grow themselves to death
-used as a defoliant (eg. agent orange: causes
health problems in humans)
Gibberellins:
-produced in apical meristems and leaf chloroplasts
-work with auxins to promote elongation of
stem and root
-promote leaf growth, flowering, germination and fruit growth
-used commercially to promote fruit growth
Cytokinins:
-produced in the roots, promote cell division and differentiation
-slows aging
-used to preserve flowers commercially
Other chemicals:
absorbic acid:
-inhibits growth
ethylene:
-ripens fruit
-is chemically inhibited to preserve green
fruit during transport to market
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Lesson Eight
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| Summary:(U3,U6,U7,R3,R4) -describe nonvascular plants -describe medicinal plants -complete germination experiments |
Homework: -read p. 550, 519-522 -do p.522, #4 |
MEDICINALPLANTS
-use encyclopedias to complete the chart on plant source and medical
use of the following:
-antihistamines
-atropine
-cocaine
-codeine
-digitalis
-estrogen (yams)
-morphine
-quinine
-reserpine
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Lesson Nine
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| Summary: -exam review |
Homework: |
-exam review
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Lesson Ten
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| Summary:(U1) -exam review |
Homework: |
-exam review