living systems plant-astic · ls 2.7.3 identify organ systems in vertebrates and plants ls 2.7.4...

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: root, stem, leaves and flowers.LS 2.7.3 Identify organ systems in vertebrates and plantsLS 2.7.4 Analyze the structure and function of tissues and organ systems of a vertebrate and an angiosperm using various models or methods of dissectionLS 2.7.7 Relate the structure of vertebrate and plant body systems to their functions. LS 2.8.9 Investigate careers, scientists and historical breakthroughs related to organisms.

LaNGUaGe arTsOV 1.6.1 Develop vocabulary from content area texts and personal reading. OV 1.7.1 Use vocabulary from content area texts and personal reading. OV 1.8.1 Use vocabulary from content area texts and personal reading/literature.

s objeCTIvesThe students will learn:

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

objeCTIve #2 To explain each organ’s function.

objeCTIve #3 To describe the edible parts of a vegetable as plant organs.

plant-asticpart 1: structure and function of plant organs

Living SyStemS

ACHRI/DGS/KFK/080212/V1 DRAFT COPY • ©2012 Delta Garden Study.


LIVING SYSTEMS • Plant-astic, Part 1: Teachers’ Guide

overvIewMost land plants are vascular plants. They contain a system of tubes through which they move water and nutrients. Their organic structure consists of a root, stem, leaves and a flower. The flower contains the elements necessary for reproduction, which involves a seed (and a fruit).

GardeN aCTIvITIes▲s Identifying the available vegetables as plant organs

▲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)

CLassroom aCTIvITIes▲s Labeling plant parts

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den

prod

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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 ▲s Explain plant structure and function during the activities:

▲s Examine plant specimen for structure and function. Have students label drawing of basic plant structure.

20 minutes

▲s Describe vegetables in terms of plant organs.

5 minutes

▲s Plant, harvest or work with plants in the garden

back in the classroom

▲✚ Optional (8th grade): discuss careers, scientists and historical breakthroughs related to plants.

▲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 plants and vegetables in the garden will best illustrate the parts of a plant. Prepare to discuss and explain plant parts and organ functions.

1. Prepare a brief garden work activity working with plants or seeds in the garden.

classroommaterials needed

▲s Student Workbooks in the garden

▲s Keep the “Principal Parts of a Vascular Plant” visual handy during class

gardenmaterials needed

▲s Garden tools appropriate for working with plants and/or seeds



LessoN pLaN

I. Start in the classrooma. Icebreaker

Ask the students: “Did you know that onions might taste good, but they can be painful to chop? A gas is released when you cut onions that irritates your eyes; the tears you produce while this happens are your body’s way of washing it from your eyes.”

II. Take class to the garden▲s Using the image provided in the Student Workbook for guidance,

explain the organ functions of a plant. Instruct students to fill in the plant parts as they are discussed.

meeTs objeCTIves #1–2

▲s Identify various vegetables and herbs in terms of edible plant organs.

exampleA carrot is the root of a plant; broccoli is the flower.

meeTs objeCTIve #4

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

III. Take class back to classroom▲✚ Optional (8th grade): Discuss careers, scientists and historical

breakthroughs related to plants and botany.▲s Hand out the Student Workbook as reference material and class

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



sUpporTING INFormaTIoN For TeaCHersThe more than 375,000 species of plants (kingdom Plantae) currently known to man fall into two main categories: green algae and the much larger group of land plants (embroyophytes). Among land plants, vascular plants are the most common. The entire ecosystem is sustained by vascular plants.

Vascular plants all share the same organic structure (plant body). “Vascular” describes the process of moving water and nutrients within the plant. Think of it as an internal freeway system. Vascular plants contain an internal system of tub-like bundles to transport water, minerals and food. Their vascular system also enables them to grow in length and girth. Plants without vascular systems can only grow a few inches. These non-vascular plants, commonly mosses, usually grow in moist areas where the surrounding water moves food and waste for them.

A detailed discussion of the structure of vascular plants follows on the Study Guide for Students pages. Plant structure and basic function are examined in this lesson Plantastic part 1; leaf functions and photosynthesis will be studied in Plantastic part 2; and, pollination and reproduction will be studied in the subsequent lesson, Flower Power.

Plants can be divided into four main parts:

1. Root system

2. Stem

3. Leaves

4. Flower

The root system is usually underground. It has two functions:

1. It anchors the plant in place so it can withstand wind and other forces. Think of how tall trees sway back and forth in heavy storms. Let’s hope they have strong roots and won’t be uprooted!

2. It absorbs and provides water and minerals from the soil to the plant.

Root systems are either fibrous or tap:▲s Fibrous roots spread out like a dense mat

close to the surface of the soil. Grass and cornstalks have fibrous root systems.

▲s Tap roots grow one main root deep into the soil. They look like tails. Dandelions have tap roots, and so do carrots.

stem▲s It connects the roots to the leaves and the

flower.▲s It holds the leaves upright in the air and facing

the light.▲s It can be long or short.▲s It carries water and minerals from the root

to the leaves and food made by the leaves to the rest of the plant through an internal system of bundles tubes or pipelines. The tube bundles have different names depending on their function. Tubes that transport water and minerals from the soil are called xylem. Tubes that transport food made by the leaves are called phloem.

Completing the plant’s vascular system is a layer inside the bark called cambium. This is where cell division and growth occurs so the plant can get bigger. The process of how a plant moves water, minerals and food is called capillary action. It means that molecules of one substance (water or food) are more attracted to the surface they travel along (xylem, phloem) than to each other.

Leaves▲s Plant leaves have two major functions for the

plant: photosynthesis and releasing water and oxygen through their stomata. Again, these will be further discussed in the next lesson Plantastic 2.

Flower▲s One function only: It is responsible for the

plant’s sexual reproduction.

key points As you are presenting the lesson, review with the students these key points:

▲s What are vascular plants?

▲s What are the four plant parts in a vascular plant?

▲s What are the functions of each plant part?

▲s What are the two types of roots?

▲s What is the difference between xylem and phloem?

▲s What’s cambium?



▲s How does photosynthesis work?

▲s Why is the flower part so showy with colored leaves and fragrant smell?

✚▲ 8TH Grade eNrICHmeNT Botany is the study of plants. Scientists that study plants are called botanists.

George washington Carver

George Washington Carver is a man who devoted his life to agriculture. He is best known for his work with peanuts where he developed over 300 products containing this legume.

Despite his great success as a scientist, Carver overcame many obstacles throughout his life. In 1864, he was born into slavery, and his father died in an accident shortly after his birth. As an infant, he and his mother were abducted by slave raiders. He was eventually returned to the plantation, but his mother was not.

While working on the plantation as a farm hand, he managed to obtain a high school education. Although he was denied admission to the first university he applied

to due to his race, Carver gained admission to Simpson College, where he studied piano and painting. Even though he excelled in the arts, his professors recognized his love of plants and nature and encouraged him to pursue a career in agriculture. He became the first African-American to attend the Iowa State College of Agriculture and Mechanic

Arts, which is now Iowa State University. By 1897, he had

obtained a Bachelors as well as a Master’s in agriculture. He also became their first African-American faculty member. Upon completing his education, Booker T. Washington

offered Carver a position as the agriculture director at

the Tuskegee Institute.

One of the biggest problems in agriculture in Carver’s day was cotton crops depleting the soil of its nutrients. Carver found that by changing the crops every season, the soil would maintain its nutrients. Upon his death, Carver donated his life savings to establish a research institute at Tuskegee.

Here are examples of edible plant parts:roots stems leaves flowers fruitsbeet

carrothorseradish

parsniprutabaga

sweet potatoturnipgarlicginger

asparaguswhite potato

cabbagecollards

kalelettucemustardparsleyspinach

broccolichive blossoms garlic blossoms

nasturtiumssquash blossoms

violets

applescucumbers

grapespeachespears

pepperspumpkin tomatoes

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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

8th Grade Enrichment: George washington Carverhttp://www.encyclopediaofalabama.org/face/Article.jsp?id=h-1064http://www.gale.cengage.com/free_resources/bhm/bio/carver_g.htmhttp://www.lib.iastate.edu/spcl/gwc/bio.htmlhttp://www.invent.org/hall_of_fame/30.html



Principal Parts of a Vascular Plant

study guide for students a rose is a daisy is a tomato plant is a magnolia tree. Say what? Okay, not quite. Yet as different as these plants are in size, structure, texture and shape, they all belong to the same group of plants called vascular plants. Most plants around you are vascular plants. “Vascular” describes the process of moving water and nutrients within the plant. Think of it as an internal freeway system. (Another, smaller group of plants is called nonvascular plants, commonly mosses. They usually grow in moist areas where the surrounding water moves food and waste.) Vascular plants all share the same organic structure (plant body). Mainly, they are divided intofour major parts.

1. Root system

2. Stem

3. Leaves

4. Flower

rooT sYsTem

The root system is usually underground. It has two functions:

1. It anchors the plant in place so it can withstand wind and other forces. Think of how tall trees sway back and forth in heavy storms. Let’s hope they have strong roots and won’t be uprooted! Or picture how an ivy plant climbs up the side of a building. Roots hold it in place as it makes it way to the top.

2. It absorbs and provides water and minerals from the soil to the plant.

Root systems are either fibrous or tap:▲s Fibrous roots spread out like a dense mat close to the

surface of the soil. Grass and cornstalks have fibrous root systems.

▲s Tap roots grow one main root deep into the soil. They look like tails. Dandelions have tap roots.

Continued next page

fibrous roots

tap root

plant-asticpart 1: structure and function of plant organs

Living SyStemS



Page 2 LIVING SYSTEMS • Plant-astic, Part 1: Study Guide

stem▲s It connects the roots to the leaves and the

flower.▲s It holds the leaves upright in the air and facing

the light.▲s It can be long or short.▲s It carries water and minerals from the root

to the leaves and food made by the leaves to the rest of the plant through an internal system of bundles tubes or pipelines. The tube bundles have different names depending on their function. Tubes that transport water and minerals from the soil are called xylem. Tubes that transport food made by the leaves are called phloem.

Completing the plant’s vascular system is a layer inside the bark called cambium. This is where cell division and growth occurs so the plant can get bigger. The process of how a plant moves water, minerals and food is called capillary action. It means that molecules of one substance (water or food) are more attracted to the surface they travel along (xylem, phloem) than to each other.

LeavesPlant leaves serve two major functions for the plant: photosynthesis (making food for the plant) and releasing water and oxygen into the atmosphere. We will take a closer look at these in the next lesson.

Flower▲s One function only: It is responsible for the

plant’s sexual reproduction.

✚▲ 8TH Grade eNrICHmeNT Botany is the study of plants. Scientists that study plants are called botanists.

George washington Carver

George Washington Carver is a man who devoted his life to agriculture. He is best known for his work with peanuts where he developed over 300 products

containing this legume.

Despite his great success as a scientist, Carver overcame many obstacles throughout his life. In 1864, he was born into slavery, and his father died in an accident shortly after his birth. As an infant, he and his mother were abducted by slave raiders. He was eventually returned to the plantation, but his mother was not.

While working on the plantation as a farm hand, he managed to obtain a high school education. Although he was denied admission to the first university he applied to due to his race, Carver gained admission to Simpson College, where he studied piano and painting. Even though he excelled in the arts, his professors recognized his love of plants and nature and encouraged him to pursue a career in agriculture. He became the first African-American to attend the Iowa State College of Agriculture and Mechanic Arts, which is now Iowa State University. By 1897, he had obtained a Bachelors as well as a Master’s in agriculture. He also became their first African-American faculty member. Upon completing his education, Booker T. Washington offered Carver a position as the agriculture director at the Tuskegee Institute.

One of the biggest problems in agriculture in Carver’s day was cotton crops depleting the soil of its nutrients. Carver found that by changing the crops every season, the soil would maintain its nutrients. Upon his death, Carver donated his life savings to establish a research institute at Tuskegee.

xylem vessels in a plant that carry water and nutrient from the roots to the leavescambium a layer of delicate tissue between the inner bark or phloem and the wood, or xylem. vascular plants plants that move water and nutrients within themselves. tap root a single root of some plants that grows deep into the soil. fibrous consisting of or resembling fibers; fibrous roots spread out like a matphloem tubes that move food in plants

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A-B-Cclass

assignment

plant-astic, part 1Living SyStemS

Label the parts of a vascular plant.

flowerinternodeleaf axilleaf bladenode

petioleprimary rootroot caproot hairsterminal bud

WORD BANK



A-Bclass

assignment

LS 2.6.5 Model and explain the function of plant organs: leaves, roots, stems, flowers.

1. most common land plants belong to a group known as ______ plants, which move nutrients through tissue and tubes knows as ______.

a. fibrous, cambium

b. vascular , veins

c. non-vascular, xylem and phloem

d. vascular, xylem and phloem

2. The root system of the plant has two functions. List them and describe one of them.

take it HomeUnlike plants, people are

mobile. 60 minutes of daily mobility (physical activity) are

recommended for teens to stay healthy. Plan to be physically active today!



A-Bclass

assignment

answer key

1. most common land plants belong to a group known as ______ plants, which move nutrients through tissue and tubes knows as ______.d. vascular, xylem and phloem

2. The root system of the plant has two functions. List them and describe one of them.The root system anchors the plant is place so it can withstand wind and other forces. The root system also obsorbs minerals and water from the soil and provides them to the plant.



Cclass

assignment

LS 2.8.9 Investigate careers, scientists and historical breakthroughs related to organisms. ( here plants)

1. research one of the following people relating to plants. write 2-3 paragraphs about this person and how their lives contributed to the study of plants.

s Charles Darwin

s Carl Linneaus

s John Bartram

s Luther Burbank

take it HomeUnlike plants, people are

mobile. 60 minutes of daily mobility (physical activity) are

recommended for teens to stay healthy. Plan to be physically active today!

living systems plant-astic · ls 2.7.3 identify organ systems in vertebrates and plants ls 2.7.4...

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