SBI 3UO LESSON PLANS


Unit 5: Plants: Anatomy, Growth, and Function (17 hours)
Students will describe the major processes and mechanisms by which plants grow and develop, and supply various products, including energy and nutrition, needed by other organisms. Demonstrations will be made to show an understanding, based in part  on their own investigations, of the connections among the factors that affect the growth of plants, the uses of plants, and the ways in which plants adapt to their environment. Students will evaluate how the energy and nutritional needs of a population influence the development and use of plant science and technology.



Ontario Curriculum objectives:
U=understanding concepts (U1-U7)
D=developing skills (D1-D4)
R=relating science (R1-R4)

Text: Biology 11
Addison-Wesley

 

Lesson One
Summary:(U2)
-plant organs and tissues
-label root diagrams
-view video on diversity (virus)
Homework:
-read p.530-533
-do p.540, #1,2


PLANT ORGANS

organ
function
leaf
-photosynthesis
stem
-support
root
-absorb nutrients
flower
-reproduction

PLANT TISSUES
 
tissue
example
function
MERISTEMATIC
vascular cambium
-increase width of plants

apical meristem
-increase length of stem and roots
PROTECTIVE
epidermis
-living outer layer prevents water loss

cork
-dead tissue covering surface of woody plants
VASCULAR
xylem
-dead cells move water and dissolved material from root

phloem
-living cells move sugar from leaves
FUNDAMENTAL
parenchyma
-unspecialized cells in fruit and leaves

collenchyma
-long thick support cells

sclerenchyma
-support/protective

ROOTS
label root tip,  monocot and dicot root diagrams

root cap:
-fluid filled cells which are crushed and lubricate the root tip as it moves through the soil

meristematic zone:
-cells divide

elongation zone:
-cells grow in size

maturation zone:
-cells become specialized

pericycle:
-makes new roots

endodermis:
-controls movement in/out of central cylinder

epidermis:
-protective outer layer controls movement in/out of root

root hair:
-increase surface area of root for water absorption



Lesson Two
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 (continued)

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
Summary:(U2,U4,D3)
-describe stems
-do leaf classification lab
Homework:
-do p. 540, #5

STEMS

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


Woody Stems:
-hard, tough, survive many years

-vascular cambium is in a ring make xylem and phloem every year
-old phloem is crushed in the outer layer
-new active xylem forms light  sapwood, which carries water
-old inactive xylem forms dark heartwood in the middle of the stem
-spring wood is quick growing xylem found on the inside of annual rings
-summer wood is slow growing xylem found on the outside of annual rings


Lesson Four
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

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

VASCULAR TRANSPORT

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

Draw a cross section of a monocot and dicot leaves using microscope slides and p. 537



Lesson Five
Summary:(U4,D1)
-describe seeds
-describe germination
-
design and do germination experiments
Homework:
-read p. 562-563
-do
p. 567, #4

SEEDS

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

Germination:
-seed ends dormancy and grows into a plant

-seeds are dormant plants and can last years before germination
-germination requires heat, moisture, oxygen, some need light, fire (pine cones), cold (acorns)

-do experiments on germination using school equipment and seeds
 

Lesson Six
Summary:(U1,D2)
-describe macronutrients/micronutrients
-describe plant adaptations
Homework:
-read p. 558-561,563-567
-do 
p.56, # 1,2,3,4

PLANT NUTRIENTS
plant macronutrients:
-chemicals required in large amounts by plants

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

plant micronutrients:
-chemicals required in small amounts by plants

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

PLANT ADAPTATIONS

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

Draw and distinguish between leaves of xerophytic, hydrophytic and mesophytic plants using slides

Assign cell model project



Lesson Seven
Summary:(U5,D4,R1,R2)
-describe plant hormones
-describe plant movement 
Homework:
-read p. 568-573
-do 
p. 573, #1-4

PLANT HORMONES

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

PLANT MOVEMENT

tropism:
-directional response of plant to external stimulus (positive-towards, negative-away)

eg. -phototropism (light, eg. positive in stems)
      -geotropism (gravity, eg. positive in roots),

      -thigmotropism (touch, eg. positive in vines)
      -chemotropism (chemicals)
      -hydrotropism (water)

nastic movement:
-movement without direction in response to stimulus
eg. flower opens in light

turgor pressure:
-sudden changes in turgor pressure are used for quick responses

-trigger results in a sudden water loss

eg. venus fly
trap


Lesson Eight
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


NONVASCULAR PLANTS
Bryophytes:
-plants which have no xylem or phloem
e.g. mosses, liverworts

-lack of xylem means they must live in moist shaded areas to get water to cells
-
water moves into cells by osmosis and capillary action
-height is limited to approximately 2 cm to allow this water transport
-lack of phloem means each cell must carry out their own photosynthesis to make sugar

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

-complete collection of data on germination experiments, write conclusions
 

Lesson Nine
Summary:
-exam review
Homework:


EXAM REVIEW

-exam review  



Lesson Ten
Summary:(U1)
-exam review
Homework:


EXAM REVIEW

-exam review


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