STS plant-astic · 2018-10-08 · LS 2.6.7 Describe the relationship between organ function and the...

Frameworks

sCIeNCeLS 2.6.1 Observe, describe, and illustrate plant and animal tissues: muscle, blood, xylem, phloemLS 2.6.5 Model and explain the function of plant organs: leaves, roots, stems and flowersLS 2.6.7 Describe the relationship between organ function and the following needs of cells: oxygen, food, water, waste removal.LS 2.7.3 Identify organ systems in vertebrates and plantsLS 2.7.4 Analyze the structure and function of tissues, organs and organ systems of a vertebrate and an angiosperm using various models or methods of dissection. LS 2.7.7 Relate the structure of vertebrate and plant body systems to their functions.

LaNGUaGe arTsOV 1.6.6 Contribute appropriately to class discussion.OV 1.7.6 Contribute appropriately to class discussion.OV 1.8.6 Contribute appropriately to class discussion.

s objeCTIvesThe students will learn:

objeCTIve #1 To identify a root, stem, leaves and flower of plants.

objeCTIve #2 To describe the organ functions of leaves.

objeCTIve #3 To explain photosynthesis.

objeCTIve #4 To appropriately use verbal speaking skills in class discussion with the teacher and Garden Program Specialist.

Living SyStemS

plant-asticpart 2: structure and function of plant organs

ACHRI/DGS/KFK/073112/V1 DRAFT COPY • ©2012 Delta Garden Study.


LIVING SYSTEMS • Plant-astic, Part 2: Teachers’ Guide

overvIewLeaves take in sunlight, which plants use to make glucose through photosynthesis.

GardeN aCTIvITIes▲s Examining leaves and identify organs for photosynthesis

▲s Plant, harvest and work in the garden following the Garden Guide

▲s Recipes and Taste tests as time permits (refer to Delta Garden Study Recipe Book)

Gar

den

prod

uce p

rovides real-life specimens to examine plant structures.



TIps For THe CLassroomPre-lesson preparation:

1. Determine whether the “Principal Parts of a Vascular Plant” visual will be used in class and prepare appropriately.

LessoN oUTLINe

activities estimated duration actual duration

in the classroom

▲s Offer the icebreaker 5 minutes

in the garden Explain plant structure and function during the activities:

▲s Examine dicot and monocot vascular systems. Discuss simple and compound leaves.

10 minutes

▲s Explain photosynthesis. 10 minutes▲s Explain stomata and their role in

photosynthesis and the vascular system.

5 minutes

back in the classroom

▲s Have students label the reproductive organs of a plant (diagram is in homework).

10 minutes

▲s Hand out Student Workbooks, review and assign “Take it Home Activity” as homework

5 minutes

TIps For THe GardeNPre-lesson preparation:

1. Determine which leaves in the garden will best illustrate dicot and monocot vascular systems and leaf shapes.

2. Prepare to discuss dicot and monocot vascular systems, leaf shapes, and photosynthesis.

3. Prepare a brief garden work activity for students in the garden.

classroommaterials needed

▲s Student Workbooks

gardenmaterials needed

▲s Garden tools



LessoN pLaN

I. Start in the classrooma. Icebreaker

Ask the students: “Did you know that some plants are carnivores, gaining nutrients by eating various small insects and spiders? A well known example of a carnivorous plant is the Venus Flytrap.” “Did you know that Bamboo can be a fast-growing plant? Some types can grow almost a meter (3.28 feet) in just one day.”

II. Take class to the garden▲s Ask students to make their own observations about vascular

patterns of various leaves in the garden. Examine both dicot and monocot vascular systems of leaves in the garden.

meeTs objeCTIves #1,2, 4

▲s Ask students to make their own observations about various leaf shapes. Then discuss simple and compound leaves, as well as various the shapes of leaves students observe in the garden. Describe how leaves are designed to take in sunlight.

meeTs objeCTIves #1,2, 4

▲s Explain photosynthesis. meeTs objeCTIve #3▲s Describe stomata. In your discussion describe:

▲✔ The release of water through the stomata from the vascular system

▲✔ The exchange of carbon dioxide and oxygen from photosynthesis through stomata.

meeTs objeCTIves #2–3

III. Take class back to classroom▲s Hand out the Student Workbook as reference material and class

assignment. Review take it home activities and encourage students to do them.

meeTs objeCTIve #5



sUpporTING INFormaTIoN For TeaCHers

baCkGroUNd

The last lesson provided a general overview of plant parts and organs. This lesson will provide a more in depth look at leaves, the vascular system, and photosynthesis.

Leaves

Leaf shapes: leaves can be classified as simple or compound:

▲s Simple: A single leaf is connected to the stem, like oak or maple leaves.

▲s Compound: the leaf blade consists of separate small leaves (leaflets) attached to the stem, like clover.

Vascular systems: The vascular system carries water and minerals from the root through the stem and to the leaves using an internal network of bundles, tubes or pipelines. Vascular plants fit into one of two different categories.

▲s Monocot: vascular bundles are randomly scattered through the stem. Monocot vascular systems can be observed as parallel vein patterns (straight lines) in leaves. Examples of monocots that may be found in the garden are corn, garlic, onion, grasses, and flowering bulbs, such as iris.

▲s Dicot: vascular bundles are arranged in a ring around the edge of the stem. Dicot vascular systems can be observed as net or web-like veins. Examples of dicots that may be found in the garden are tomatoes, peppers, eggplants, squash, cucumber, potatoes, and beans.

Photosynthesis

▲s Plants and a few microorganisms have the ability to make their own food through a process called photosynthesis. Leaves and green stems contain a complex chemical called chlorophyll. Chlorophyll gives leaves and stems their green color. A plant takes carbon dioxide from the air and water from the soil. Then, using sunlight, the chlorophyll helps convert these ingredients into glucose. This glucose acts as food for the plant. Without glucose, the plant could not grow or reproduce.

▲s During photosynthesis oxygen, which supports all forms of life, is released through stomata. (The singular form is stoma.) Stomata are small openings in plant leaves that open when the plant needs to release oxygen, take in carbon dioxide, or transpire (draw or pump nutrients through the vascular system by releasing water). Stomata will also shut when it is necessary for the plant to conserve water.



soUrCes

Google Imageshttp://www.uic.edu/classes/bios/bios100/summer2005/lect14.htm

Queensland science Teachershttp://qldscienceteachers.tripod.com/junior/biology/plants.html

Master Gardener Manual ReferenceArizona Cooperative Extension, College of Agriculture, University of Arizona, Plant Parts and Functionshttp://ag.arizona.edu/pubs/garden/mg/botany/plantparts.html

U.s. department of educationhttp://www2.ed.gov/pubs/parents/Science/celery.html

The Complete book of scienceGrades 5-6, American Education Publishing, 2005

Master Gardener Arkansas HandbookUniversity of Arkansas, Division of Agriculture, Cooperative Extension Service, 2001-2002

Growing Food Pamela Koch (Teacher’s College Columbia University 2007)

project GsCehttp://www.projectgcse.co.uk/gcse_biology/plant_organs

dictionary.comhttp://dictionary.reference.com/browse/vascular

wisegeek.comhttp://www.wisegeek.com/how-many-species-of-plants-are-there.htm



Principal Parts of a Vascular Plant

study guide for students we learned in the last lesson that plants have multiple organ systems, just like we do. Although theirs are different from ours, we both share vascular systems that pump nutrients through our bodies and we both have reproductive organs to produce offspring. We will look at plant reproductive systems and flowers more in the next lesson. For now, we’re going to take a closer look at plant leaves and a process called photosynthesis.

photosynthesis

When we’re hungry, we have to search for food by opening the refrigerator, shopping at the market, or picking vegetables in the garden. A plant, on the other hand, has the ability to make food using three ingredients that they absorb from the environment. These ingredients are:

1. carbon dioxide

2. water

3. sunlight.

Green leaves and stems contain a complex chemical called chlorophyll which gives leaves and stems their green color. The plant takes in carbon dioxide from the air through tiny openings in plant leaves called stomata. (The singular form is stoma.) The roots take in water from the soil, and then chlorophyll uses sunlight to convert this carbon dioxide and water into glucose. This glucose provides energy for the plant to grow and reproduce. This whole process by which plants make food is called photosynthesis.

During photosynthesis a plant opens its stomata like little mouths to take in carbon dioxide (similar to how we take in oxygen). Once the plant has used the carbon dioxide for photosynthesis, it releases oxygen (similar to how we release carbon dioxide).

We use the oxygen that plants release and plants use the carbon dioxide that we release. This flow of carbon dioxide and oxygen through the Earth’s ecosystems is called the carbon dioxide-oxygen cycle. Oxygen supports all forms of life. Without plants (especially larger trees) releasing oxygen, we wouldn’t have oxygen to breath!

Stomata open up to take in carbon dioxide and release oxygen, but they have to shut sometimes, too. Every time a plant opens its stomata to

Continued next page

Living SyStemS

plant-asticpart 2: structure and function of plant organs



LIVING SYSTEMS • Plant-astic, Part 2: Study Guide Page 2

exchange gases, it also gives off water. When water is drawn out of the stomata the rest of the water is pulled upward through the vascular system like a straw connecting from the roots to the stomata in leaves. But when weather is too hot or dry, the stomata will close so a plant can hold onto its water. While the stomata are closed, a plant must postpone exchanging gases and pumping nutrients through its vascular system.

Leaves and vascular systems

A plant depends on its vascular system to carry water and minerals from the roots, through the stem, and to the leaves in order to photosynthesize. Once glucose is made through photosynthesis, the vascular system transports the newly made glucose through the entire plant (similar to how we transport our nutrients in blood through our vascular system).

A plant’s vascular system uses an internal network of bundles, tubes or pipelines to transport these important nutrients. Vascular plants fit into one of two different categories.

▲s Monocot: vascular bundles are randomly scattered throughout a stem. You can observe monocot vascular systems as parallel vein

patterns (straight lines) in leaves. You can also spot a monocot, because their seedlings (baby plants) start with only one leaf. Examples of monocots that may be found in the garden are corn, garlic, onions, and grasses.

▲s Dicot: vascular bundles are arranged in a ring around the edge of a stem. You can observe dicot vascular systems as webbed or net-like veins in leaves. Unlike monocots, dicot seedlings start with two leaves. Examples of dicots that may be found in the garden are tomatoes, peppers, eggplant, squash, cucumber, potatoes, and beans.

Leaf shapes

Leaves play a large role in photosynthesis because they spread out around a plant to act as solar catchers. Plants have different shapes and patterns of leaves that help them catch sunrays. Leaves can be classified by two types of shapes, simple or compound:

▲s Simple: a single leaf is connected to the stem, like oak or maple leaves.

▲s Compound: the leaf blade consists of separate small leaves (leaflets) attached to the stem, like clover.

carbon dioxide oxygen cycle – the flow of carbon dioxide and oxygen through Earth’s atmosphere

chlorophyll the green coloring matter of leaves and plants, needed in the production of carbohydrates by photosynthesis

dicot with bundles arranged in a ring around the edge of the stem that carries water and nutrients

monocot with internal bundles or tubes scattered throughout the plant that carries water and minerals

photosynthesis the process by which plants make food

stomata tiny openings in leaves that open and close to release water and exchange gases (carbon dioxide and oxygen) during photosynthesis


plant-astic, part 2Living SyStemS

Aclass

assignment

LS 2.6.7 Describe the relationship between organ function and the following needs of cells: oxygen, food, water, waste removal.

1. Name the three main ingredients a plant needs to absorb to make glucose through photosynthesis.

1. ______________

2. ______________

3. ______________

2. plant leaves take in carbon dioxide and release oxygen through their stomata. This process supplies the carbon dioxide-oxygen cycle. why is the carbon dioxide-oxygen cycle so important for humans and other life on earth?

3. Chlorophyll makes a plant’s stem and leaves the color __________.

4. describe the difference between a monocot and a dicot.

Take it HomeTake a walk today after school with your family.

Find a plant and describe the parts to them, teaching them

what you learned today in the garden.



Aclass

assignment

answer key

1. Name the three main ingredients a plant needs to absorb to make glucose through photosynthesis.1. sunlight

2. carbon dioxide

3. water

2. plant leaves take in carbon dioxide and release oxygen through their stomata. This process supplies the carbon dioxide-oxygen cycle. why is the carbon dioxide-oxygen cycle so important for humans and other life on earth?The carbon dioxide-oxygen cycle makes it possible for us and other organisms to breathe and live on earth.

3. Chlorophyll makes a plant’s stem and leaves the color green.

4. describe the difference between a monocot and a dicot.Monocots have one leaf when they start as seedlings, randomly scattered vascular bundles, and parallel veins. Dicots have two leaves when they start as seedlings, vascular bundles arranged in a ring, and net-like veins.



B-Cclass

assignment

1. Chlorophyll makes a plant’s stem and leaves the color __________.

2. describe the process of photosynthesis. Use the words chlorophyll and stomata in your description.

3. plant leaves take in carbon dioxide and release oxygen through their stomata. This process supplies the carbon dioxide-oxygen cycle. why is the carbon dioxide-oxygen cycle so important for humans and other life on earth?

4. describe the difference between a monocot and a dicot. Take it Home

Take a walk today after school with your family.

Find a plant and describe the parts to them, teaching them

what you learned today in the garden.



B-Cclass

assignment

answer key

1. Chlorophyll makes a plant’s stem and leaves the color green.

2. describe the process of photosynthesis. Use the words chlorophyll and stomata in your description.Answers will vary, but might include the following:

Leaves take in carbon dioxide through stomata. Then chlorophyll uses the carbon dioxide, sunlight, and water collected from roots to photosynthesis them into glucose. The glucose is then pumped through the vascular system to feed the plant so it can grow and reproduce.

3. plant leaves take in carbon dioxide and release oxygen through their stomata. This process supplies the carbon dioxide-oxygen cycle. why is the carbon dioxide-oxygen cycle so important for humans and other life on earth?Answers will vary, but might include the following:

The carbon dioxide- oxygen cycle makes it possible for us and other organisms to breath and live on earth.

4. describe the difference between a monocot and a dicot.Answers will vary, but might include the following:

Monocots have one leaf when they start as seedlings, randomly scattered vascular bundles, and parallel veins. Dicots have two leaves when they start as seedlings, vascular bundles arranged in a ring, and net-like veins.

STS plant-astic · 2018-10-08 · LS 2.6.7 Describe the relationship between organ function and the...

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