new bps4 · 2018. 7. 16. · bps4 plant systems basic foundational lesson unit: basic plant science...
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BPS4
Plant Systems
Basic Foundational Lesson
Unit: Basic Plant Science
Lesson Title: Plant Parts, Structures, and Functions
Competency: Examine plant parts, structures, functions, processes, characteristics
and purpose.
Standards
PS.02.02. Apply knowledge of plant anatomy and the functions of plant
structures to activities associated with plant systems.
CCSS.ELA.9-10. SL.1.A.Work with peers to set rules for collegial discussions
and decision-making, clear goals, deadlines, and individual roles as needed.
CCSS.ELA.9-10.RIT.3.D. Synthesize Ideas from Multiple Texts (Approaching
Texts as a Researcher) Read and comprehend informational text independently
and proficiently.
Student Learning Objectives
Slide 3 in BPS4 Plant Parts, Structures, and Functions
Lesson Objective— After completing this lesson on Plant Parts, Structures and Functions,
students will demonstrate their ability to apply the concept in real-world situations by obtaining a
minimum score of 80% on the Plant Cartography evaluation.
Enabling Objectives
As a result of this lesson, the student will…
1. Identify and describe each plant cell organelle
2. Compare and contrast monocot and dicot structures
3. Identify and describe the functions and types of roots, stems, leaves, and flowers
Page 2
Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Time: Approximately 200 minutes
List of Resources
Bertz, M., & Bossaller, H. (2000). Advanced crop science. Columbia, MO: Instructional
Materials Laboratory.
Botany for gardeners. (n.d.). Retrieved from https://extensiongardener.ces.ncsu.edu/
DeFacio, P., Pickerle, L., & Rhyne, S.M. (2002). Greenhouse operation and
management. Columbia, MO: Instructional Materials Laboratory.
Geneve, R. (n.d.). Leaf venation [PDF File]. Retrieved from
http://www.uky.edu/Ag/Horticulture/Geneve/teaching/PLS220/leafvenation01.pdf
Leaf margins. (n.d.). Retrieved from http://waynesword.palomar.edu/
Miller, K. R., & Levine, J. S. (2010). Miller & Levine biology. Boston, MA: Pearson.
Reiley, H. E., & Shry, C. L. (2007). Introductory horticulture (7th ed.). Clifton Park, NY:
Delmar Thomson Learning.
Rodekohr, S., & Waeckerle, D. (1990). Landscape and turf management. Columbia, MO:
Instructional Materials Laboratory.
Ross, A. (2006). Plant parts and functions interactive PowerPoints [PowerPoint Slides].
Colombia, MO: Instructional Materials Laboratory.
List of Tools, Equipment, and Supplies
PowerPoints
Activity sheets
Diagrams
Post-it notes (10-15 per group)
Organelle Categories Posters – 1 set for Class
Organelle Labels – 1 set per student
Variety of plants
Tree/sapling (outside)
Cross-section of tree trunk
Flower Dissection Set (rose, carnation, and lily); 1 set per group or student
Seeds for dissection (1 lima bean and 1 corn seed per student)
Key Terms
Slide 4 in in BPS4 Plant Parts, Structures, and Functions
The following terms are presented in this lesson (shown in bold italics):
Page 3
Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Cell
Nucleus
Cytoplasm
Organelles
Monocot
Dicot
Root
Stem
Leaf
Flower
Page 4
Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Interest Approach: Use an interest approach that will prepare the students for the lesson.
Teachers often develop approaches for their unique class and student situations. A possible
approach is included here.
Slide 5 in in BPS4 Plant Parts, Structures, and Functions
Label It! – Divide students into small groups (5-6 to a group) and provide each group with post-it
notes and a live plant. This can be done indoors or outside but it is important that each group has
a different plant with different appearances. Give students five minutes (time frame is variable)
to label their plants by placing a post-it with the part name on the actual plant. Tell them you are
looking for a minimum of ten things. At the end of the time ask the following questions in a
discussion format:
• Raise your hands if you believe your group successfully labeled their plants.
• What are the ten parts of the plant that were labeled?
• Do you think there are more than ten parts you could label on the plant? Why or why
not?
• Should (insert group name) have the same labels as (insert group name)? Why or why
not?
• Do all plants have the same parts? Explain.
• Because each plant may be shaped differently or is a different color does that mean it is a
different part? Why?
Plants are made up of a complex system involving a number of parts and processes. Each is
important and plays a vital role in plant functions. We will be taking an in-depth look at the parts
and processes and learn about each one.
Page 5
Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Summary of Content and Teaching Strategies
Objective 1: Identify and describe each plant cell organelle.
Slide 6 in BPS4 Plant Parts, Structures, and Functions
Teaching Strategies Related Content
Ask students, “What is a plant anyway?”
Slide 7 in BPS4 Plant Parts, Structures,
and Functions
Follow up by asking, “What is a plant made
of?”
Listen for: Students will probably answer with
things like stems, branches, leaves, flowers,
etc.
Share that there are even more parts that make
up plants. In order to understand the entire
plant, we need to start with the basics—many
of which can’t actually be seen by the human
eye.
Ask students, “What are some of those
parts?”
Listen for: Students may give you the same
answers as above. Hopefully you will be able
to get cells as an answer.
Hand out Activity Sheet 4.1for students to
complete and label while going through the
notes from slide deck.
Slides 8-9 in BPS4 Plant Parts,
Structures, and Functions
Have posters or spaces on wall space labeled:
• Cellular Control Center
• Store, Clean-up, and Support
• Build Proteins
• Capture and Release Energy
• Cellular Boundaries
Students can do this as a class, broken into
groups, or individually. Give them post-its or
Cells – Basic Units of Life
Nucleus – A large membrane enclosed
structure that contains DNA and controls the
cell.
Cytoplasm – Fluid portion of the cell.
Organelles – structures of the cell that
perform important task
Page 6
Basic Plant Science BPS4 Plant Parts, Structures, and Functions
paper and tape with the following organelles:
• Nucleus
• Vacuoles
• Vesicles
• Lysosomes
• Cytoskeleton
• Ribosomes
• Endoplasmic reticulum
• Golgi apparatus
• Chloroplasts
• Mitochondria
• Cell wall
• Cell membrane
Students will place the organelle in the
category they think it belongs in. Review the
answers. Leave the organelles there through
the unit.
We have already discussed the nucleus so
what category does it belong in and what is its
function? Cellular Control Center Contains
DNA; Controls Cell
Let’s look at all the other organelles. Where
in the cell will we find them? Cytoplasm.
Ask students to share what cytoplasm is made
of.
Share that these are the functions that relate to
the storage, cleanliness and support of the
cell.
Slides 10-13 in BPS4 Plant Parts,
Structures, and Functions
Use the following discussion questions while
going through these parts:
How do you think that large vacuole helps the
plant? Keeps it rigid, helps with support
Vacuoles
• Store materials like water, salts,
proteins, and carbohydrates
• Many plant cells have one large
central vacuole filled with liquid
Page 7
Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Who knows what lipids are? Fats
What could happen if we didn’t have the
cytoskeleton? Cell would lose its form.
Where is the DNA that is sending the code
located? Nucleus
Let’s talk more about this coding and what
happens in the nucleus and what happens
when the cell builds proteins.
Slides 14-16 in BPS4 Plant Parts,
Structures, and Functions
The cell is also in charge of capturing and
releasing energy.
Slides 17-18 in BPS4 Plant Parts,
Structures, and Functions
Do you think other cells besides plant cells
have chloroplast? Why or why not? No –
animals eat food to gain energy
Why do you think the Mitochondria have the
nickname "mighty mitochondria?" Provide
the cell it's energy – making the cell "mighty"
Now, let’s talk about the cellular boundaries.
Vesicles
• Store and move materials between cell
organelles, as well as to and from the
cell surface
Lysosomes
• Break down lipids, carbohydrates, and
proteins into small molecules that can
be used by the rest of the cell.
• Involved in breaking down organelles
that have outlived their usefulness.
Cytoskeleton
• Helps the cell maintain its shape
• Involved in movement
Ribosomes
• Produce proteins
• Follow coded instructions from DNA
Endoplasmic Reticulum
• Assembles lipid components, proteins,
and other materials that are exported
from the cell.
Golgi Apparatus
• Modifies, sorts, and packages proteins
and other materials from the
endoplasmic reticulum for storage in a
cell or release outside the cell.
Chloroplasts
• Capture the energy from sunlight and
convert it into food that contains
chemical energy – Photosynthesis
Mitochondria
• Convert chemical energy stored into
food compounds that the cell can use
Cell Wall
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Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Ask students the following questions:
• What does porous mean? Allows
materials to pass through
• Why do you think plant cells need a
cell membrane and a cell wall? For
structure – they don’t have a skeleton.
Slides 19-20 in BPS4 Plant Parts,
Structures, and Functions
Have students go back through their answers
from BPS4.1 and reassign any organelles to
categories now that they know what they are.
Review the content in this objective by having
students complete BPS4.2.
• Strong supporting layer around the
cell membrane
• Porous
Cell Membrane
• Regulates what enters and leaves the
cell
• Protects and supports the cell
Objective 2: Compare and contrast monocot and dicot structures.
Slide 21 in BPS4 Plant Parts, Structures, and Functions
Teaching Strategies Related Content
Pose the following questions:
• What do these two plants have in
common?
• What are their differences?
Take a few minutes to answer those questions
on a piece of paper.
Possible answers will vary based on plant but
could include things about their color, their
size, their shape, etc.
Slide 22 in BPS4 Plant Parts,
Structures, and Functions
The big differences are because one plant is a
monocot and the other is a dicot and would
stay the same no matter what plant we
substituted in.
Ask students what they think monocot and
dicot means.
Let’s dig into more specifics about monocots
and dicots.
Monocots are plants with one cotyledon (one
seed leaf). Some of the characteristics of a
Page 9
Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Slides 23-24 in BPS4 Plant Parts,
Structures, and Functions
What are some plants that you see every day
that are monocots and dicots?
What do monocots and dicots have in
common?
Review the differences and similarities
between monocots and dicots.
Slide 25 in BPS4 Plant Parts,
Structures, and Functions
Then, walk students around the school (or
show pictures if you do not want to go
outside). Point out a plant and have students
determine if it is a monocot or dicot. Make
them defend their answer using the
characteristics they learned.
Have students complete BPS4.3.
monocot are:
• Parallel veins in the leaves
• Vascular bundles are scattered within
the stem
• Flower parts are displayed in
multiples of three
• Examples: corn and grasses
Dicots are plants with two cotyledons (two
seed leaves). Some of the characteristics of a
dicot are:
• Branched vein in leaves
• Vascular bundles are in a circular
pattern
• Flower parts come in multiples of
fours and fives
• Examples: Soybeans and trees
Monocots and Dicots do have some
similarities:
• They contain the four main parts of a
plant (roots, stem, leaves, flower).
• They internally both have xylem,
phloem, and apical meristems.
Objective 3: Identify and describe the functions and types of roots, stems, leaves, and flowers
Slide 26 in BPS4 Plant Parts, Structures, and Functions
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Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Teaching Strategies Related Content
Hand out Activity Sheet 4.4. Let students
know we will need to use this packet for the
entire lesson and will be adding to it
throughout.
When learning about monocots and dicots, we
determined that one of the things they have in
common are their major parts. Who will share
what those major parts are?
Before we dive into the parts of a plant, let’s
look at the seed.
Prior to class, gather a bunch of different
seeds. Give each student a handful, and have
them examine the seed – both inside and out.
See if they can hypothesize about what parts
we will identify and their function.
Slide 27 in BPS4 Plant Parts,
Structures, and Functions
Parts of a Seed
• Seed Coat
o Tough exterior surface
o Protects embryo from drying
out or from injury
• Embryo
o Cotyledon
▪ Seed leaves
▪ Monocots – protects
the epicotyl
▪ Dicots – protects
epicotyl and provides
food storage for new
plants
o Epicotyl
▪ Growth bud of embryo
▪ Develops into shoot
that emerges from
germinating seed
o Hypocotyl
▪ Stem section
▪ First tree stem
▪ Lengthens plant
o Radicle
▪ Root tip
▪ First root of plant
▪ First part to emerge
from germinating seed
▪ Holds plant in soil,
absorbs water and
nutrients
• Endosperm
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Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Ask students to list the four main parts of a
plant.
Slide 28 in BPS4 Plant Parts,
Structures, and Functions
Let’s start at the bottom of the plant and work
our way up.
Slides 29-34 in BPS4 Plant Parts,
Structures, and Functions
What do you think is meant by root system?
Do you think that sometimes it is difficult to
tell the primary and secondary roots apart?
Why?
Probable answers: look the same, roots are
same size, do not know what grew first, they
all spread out
Are root hairs something we would be able to
see without a microscope? Why or why not?
It is a single cell so it will not be seen. By the
time we can see it, it technically has become a
root.
Why would the root need to be protected as it
grows?
Some soil is very dense and hard to move
through. There are rocks, wood chips, other
roots to navigate through.
o Food storage tissues
o Nourishes the developing
embryo upon germination
o Only in monocots
Parts of a Plant
• Roots
• Leaves
• Stem
• Flowers
Roots
• Vegetative part of the plant that are
most likely found underground
• System of roots
o Primary Root
o Secondary Root
o Root Hairs
o Root Cap
The primary root is the main part of the root
system. It’s the first root to develop from the
seed and continues to grow and branch off
during the plant’s life.
The secondary root is any root that grows
from the primary root. There are a large
number of secondary roots in the root system.
Both primary roots and secondary roots have
root hairs. These root hairs are single root
cells found near the tips of the roots.
The root cap is a mass of cells at the very tip
of the root. As the root grows, the root cap
helps to protect the root from damage.
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Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Have students double check diagram on
handout to make sure it is labeled correctly.
Pull a couple of plants so that their roots are
showing or have a couple of pictures of roots.
Have students identify the external parts of
the root.
Share content on internal parts of root. Have
students label the next diagram.
Slides 35-36 in BPS4 Plant Parts,
Structures, and Functions
What externally is directly covering the apical
meristem? Root cap
Let’s do an easy rhyme together to help us
remember what the internal parts do:
Xy goes high (raise hands up)
Phlo goes low (lower hands down)
Apical Meristem makes things grow (put
hands out wide)
Share that when you combine the internal and
external root parts, you have a root system.
The two common root systems are fibrous
and tap.
Slides 37-39 in BPS4 Plant Parts,
Structures, and Functions
Share content on root system. Have students
label diagrams.
Are these the only type of root systems? No
What do you think are some other roots
systems? Possible answers: air, water,
Internally the following parts are important to
a root:
• Phloem
o Phloem is the vascular tissue
responsible for carrying food
DOWN the root.
• Xylem
o Xylem is the vascular tissue
responsible for carrying water
and nutrients UP the root.
• Apical Meristem
o The apical meristem is where
new growth takes place.
A fibrous root system is a made of a bunch of
small primary and secondary roots.
A tap root is made up of one primary root that
grows straight down from the stem. The
primary root has some small secondary roots
growing off of it.
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Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Pose the following questions for discussion:
• We know the parts of the root and the
different types of roots but what is the
purpose of a plant's roots? Possible
answers: Suck up water, hold the
plant, etc.
• What is absorption? The process
where the roots take up water and
nutrients for the plant.
• Why are the roots be a good place to
store food? They can send it up to any
part of the plant, they are protected.
• Why is it necessary for a plant to have
an anchoring system? It could fall or
blow over.
• Have you ever seen trees that are
growing on the sides of hills,
mountains, and/or canyons? What
keeps them steady and secure? Strong
root system to anchor them.
Using the same plants or pictures you had out
for the last ID activity, have students
determine if these plants have fibrous or tap
roots and defend their position.
Wrap up the roots by reminding students of
their primary functions.
Aquatic roots – absorb nutrients and oxygen
from water
Adventitious roots – develop in places other
than nodes and can form on cuttings and
stems.
Aerial roots – grow horizontally from the
stem and fasten the plant to a support
structure.
Absorptive Air Roots (another type of aerial
root) - absorb and store water from the air.
The primary functions of the root are:
• Absorption
• Food Storage
• Anchoring the Plant
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Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Slide 41 in BPS4 Plant Parts,
Structures, and Functions
Let’s move from the roots up to stem. We
will start with the basic stem structure and
then go into specialized structures.
Slide 42 in BPS4 Plant Parts,
Structures, and Functions
What do we reference when we use the term
stem? Possible answers: Trunk, part that
holds plant up, part that holds flower, etc.
If we were comparing the stem to the human
body what are some parts that would be
nodes? Shoulders, hips, neck
Let’s discover more.
Slide 43 in BPS4 Plant Parts,
Structures, and Functions
Let’s take a closer look at these external parts.
Slides 44-47 in BPS4 Plant Parts,
Structures, and Functions
How many internodes can a stem have?
Depends on the number of nodes. Only
limited by the size of the stem.
Why is it called the terminal bud? What does
the word terminal mean? Terminal means end
The stem is the main part of the plant that
leaves and flowers grow out of. It is
important to remember when we talk about
the stem we are not just talking about the
main trunk but the branches of a plant as well.
The external parts of the stem include:
• Node
• Internode
• Bud
• Terminal bud
• Axillary bud
• Bud scale
• Bud scale scar
• Leaf scar
• Lenticels
Node – a point along the stem where leaves or
other stems are attached
Internode – the area between two nodes
Bud – the undeveloped part of a plant that
will become a leaf, stem, or flower
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Basic Plant Science BPS4 Plant Parts, Structures, and Functions
so it is the terminal bud because it is at the
end of the stem.
Some years there will be a lot of space
between the scars and some years there will
be hardly any. What do you think causes the
difference? Growing conditions and age.
Some years the conditions are optimal and it
will be easy for the plant to get what it needs
to grow. Some years there is barely enough
for the plant to live let alone grow. Younger
plants often grow faster/more than older
plants do.
Why do you think it leaves a scar when it falls
off? It is connected and leaves an open wound
that has to heal. Just like if you were to lose a
limb or when you cut yourself you get a scar.
Take students outside to a tree. Younger
saplings work best but large trees will suffice
if necessary.
Have students point out the different external
parts of the tree. Help them find some
terminal bud scale scars that show different
years of the tree's growth.
Let’s look at the internal parts of the stem.
What do you think are some of the internal
Terminal bud – the bud positioned at the tip
of the stem
Axillary bud – also known as a later bud, is a
bud located along the side of the stem
Bud scale – the structure, similar to a leaf,
that covers the bud before it opens
Bud scale scar – a ring-like scar that is formed
when the terminal bud begins to grow. The
length of one terminal bud scale scar to the
next represents one year of growth
Leaf scar – the scar that forms when a leaf
drops off of the stem
Lenticels – are tiny pores on the stem that
allow for gas exchange between the plant and
the environment. Most of the time they cannot
be seen.
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Basic Plant Science BPS4 Plant Parts, Structures, and Functions
parts of the stem? Probable answer: Same as
the root.
Recall what students know about xylem and
phloem.
• We have seen these three before. Who
remembers what they do? Students
share response. Review the rhyme and
actions as a class: (xy goes high, phlo
goes low, apical meristem makes
things grow)
Slides 48-49 in BPS4 Plant Parts,
Structures, and Functions
Why do you think woody dicots have more to
them? Probable answers – they are bigger,
they live longer, they need more stuff
What does the number of rings left by the
cambium tell us? How old the tree is.
Slides 50-52 in BPS4 Plant Parts,
Structures, and Functions
Using a cross-section of a tree (one in the
classroom, one left in stump, or a picture)
have students find the different internal parts
of a woody dicot. Once they have identified
the parts see if they notice a difference in
thickness of rings as well as have them
estimate how old the tree was when it was
cut. Finally assuming the tree was cut this
year have them find the ring that represents
the year of their birthday.
Woody dicots have more internal stem
structure than monocots.
The cambium is actively growing tissue
where new xylem and phloem stem cells are
produced. As it creates new tissues each year
it leaves a ring behind.
The pith is the center portion of the stem
where food and moisture are stored.
The bark is old, inactive phloem that makes
up the outside of woody dicots
Heartwood is the old, inactive xylem
Sapwood is the new active xylem
Page 17
Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Pose the following questions:
• What purpose does the stem serves in
the plant? Probable answers: holds it
up, makes it taller, moves food and
water
• What is the stem supporting?
Branches, leaves, flowers, fruit, nuts,
etc.
• Who remembers what translocation
is? The movement of water, food, and
nutrients through the plant by the
vascular tissues.
Remind students of the primary function of
stems.
Slide 53 in BPS4 Plant Parts,
Structures, and Functions
Share that there are also specialized stems.
Slide 54 in BPS4 Plant Parts,
Structures, and Functions
Now You Know – Radio Broadcast.
Break students up into groups (you will need
at least seven groups). Assign each group a
modified stem to research. They will need to
find the definition, special structures and
functions of the modified stem. They will
then present it to the class in the following
format:
"Have you ever wondered how a (insert stem)
is different than other stems? (insert research)
Now You Know!"
The stem has two very important functions:
• Support
• Translocation
Specialized stems are stems that grow above
or below the ground, not upright or vertically
like other stems. They also have some
features that are different. Sometimes they
are called modified stems.
These include:
• Stolon
• Rhizome
• Bulb
• Corn
• Spur
• Tuber
• Crown
Page 18
Basic Plant Science BPS4 Plant Parts, Structures, and Functions
From the roots, to the stem, next move to the
leaves.
Slides 55-59 in BPS4 Plant Parts,
Structures, and Functions
Why do you think we use the term petiole
instead of calling it a stem? To distinguish it
from the actual stem since it does not have the
same structure.
We often use vein patterns to help identify
plants.
Share that the margin is a key identifiable
characteristic when identifying plants.
Slide 60 in BPS4 Plant Parts,
Structures, and Functions
How can we remember that the top of the leaf
is called the apex? Apex means top.
There are a variety of tips you may see when
looking at leaves.
Slides 61-62 in BPS4 Plant Parts,
Structures, and Functions
Finally, the base should be looked at to help
with identification.
Slides 63-64 in BPS4 Plant Parts,
Structures, and Functions
The important external parts of a leaf are:
• Petiole
• Blade
• Midrib
• Veins
• Margin
• Apex
• Base
The petiole is the stem of the leaf
The blade is the large, flat surface of the leaf
The midrib is the large center vein of the leaf
The veins of the leaf form its basic structure.
Veins that branch off from the midrib are
known as lateral veins. The pattern of the
veins is known as the venation pattern.
The margin is the outer edge of the leaf. Leaf
margins vary and are used as an identifying
characteristic.
The apex is the tip of the leaf.
Page 19
Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Now, let’s talk about the internal makeup of
the leaf.
Slide 65 in BPS4 Plant Parts,
Structures, and Functions
Review the internal parts of the leaf by
watching one or more of the following videos:
• https://youtu.be/UG08SsO8zQA
• https://youtu.be/YeD9idmcX0w
•
Just like there are two root systems, there are
two different leaf types.
Leaf Anatomy
• Upper and lower epidermis
o Cuticle
▪ Waxy substance that
covers epidermis
▪ Keeps water in plants
o Stomata
▪ Openings on underside
of leaves
▪ Allow for exchange of
gases
o Guard Cells
▪ Open and close the
stomata
• Mesophyll Layer
o Palisade Mesophyll
▪ Under upper epidermis
▪ Contains chloroplasts
▪ Primary site of
photosynthesis
o Spongy Mesophyll
▪ Between palisade
mesophyll and lower
epidermis
▪ Air space between cells
▪ Site of photosynthesis
and gas exchange
• Vascular Bundles
o Phloem
▪ Move food from site of
photosynthesis to rest
of plant
o Xylem
▪ Move water and
minerals to
photosynthesizing cells
in leaves and stems
Leaf Types
• Simple
Page 20
Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Slide 66 in BPS4 Plant Parts,
Structures, and Functions
Instructor note: See lesson FL2 Identifying
Plants in the Floral Industry and LM4 Identify
and Classify Landscape Plants for more
compound leaf descriptions including pinnate,
palmate, etc.
Ask students to use the information they’ve
just learned about leaves to determine the
function. Share out responses and then share
the slide.
Slide 67 in BPS4 Plant Parts,
Structures, and Functions
Next, have students partner up to talk about
the leaf’s role in the major plant processes.
Share out these responses with the class.
Share with students that there are also
specialized leaves that have modifications to
help the plant.
Slide 68 in BPS4 Plant Parts,
Structures, and Functions
Divide students into groups and assign each a
leaf modification. Each group needs to
research the description of the modified leaf
as well as create two false descriptions. The
group will read their truth and two lies to the
class (in random order) and the class will try
and decide which one is the true description.
Now, on to the flowers; the part of the plant
that everyone notices.
Slides 69-70 in BPS4 Plant Parts,
Structures, and Functions
o Has a petiole and one simple
blade
• Compound
o Has a petiole and two or more
blades known as leaflets
Leaf Functions
• Manufactures food through
photosynthesis
Leaf’s Role In Plant Processes
• Transpiration
• Photosynthesis
• Respiration
Specialized Leaves
• Xeromorphic foliage
• Thorns
• Prickles
• Tendrils
• Sacs
• Hydrophytes
Flowers are the reproductive part of the plant.
They grow on plants in one of two ways:
• As an inflorescence
o Cluster of flowers on a stem
• As a solitary flower
o One flower on a stem
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Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Regardless of how the flower grows, the same
parts exist.
Slide 71 in BPS4 Plant Parts,
Structures, and Functions
Share that whether or not specific parts are
present determines the type of flower.
Slide 72 in BPS4 Plant Parts,
Structures, and Functions
Parts of a Flower
• Sepals
o Also known as calyx
o Vegetative part
o Protect stamens and pistils in
bud stage
• Stamens
o Male reproductive Part
o Anther
▪ Produces pollen
o Filament
▪ Supports anther
• Petals
o Also known as corolla
o Vegetative part
o Bright color and fragrance
attracts pollinating insects
o Protect stamens and pistils
• Pistil
o Female reproductive part
o Stigma receives and holds
pollen
o Style connects stigma with
ovary and supports stigma
o Ovary is the site of fertilization
• Pedicel or Peduncle
o Stalk of flower
• Receptacle
o Base of flower below ovary
Types of Flowers
• Complete
o Contains four major parts
▪ Sepals, petals, stamens
and pistils
• Incomplete
o Missing one or more of the
four major parts
• Perfect
o Have both the stamen and
pistil
• Imperfect
o Missing either the stamen or
the pistil
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Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Have students find a YouTube video that
accurately depicts how to dissect a flower.
From there, have students create a list of steps
to dissect a flower and perform the dissection.
As an alternative, lead students through a
dissection of a flower while labeling the parts
in BPS4.4. Choose flowers with conspicuous
and complete sets of parts such as Lily or
Peruvian lily.
When finished, students should lay out all of
the pieces and label them.
Students will then conduct a gallery walk to
review others’ dissections, making corrections
as needed.
Have students use their knowledge of the
flower to identify the function of the flower.
Slide 73 in BPS4 Plant Parts,
Structures, and Functions
Flower Function
• Attract pollinators
• Reproduction
Review/Summary
Slide 74 in BPS4 Plant Parts, Structures, and Functions
Plant cells are a complex system of organelles that each has a function important to the life of the
plant. Plants are classified as monocot or dicot based on certain characteristics. Regardless of
how they are classified they contain roots, stems, leaves, and flowers. Each part plays an
important role in the life of the plant and has its own unique parts and functions.
Review
Slide 75 in BPS4 Plant Parts, Structures, and Functions
Exit cards Students will answer the following questions on a note card or small slip of paper and
hand to teacher as they exit:
• What did you learn about plant cells, monocots, dicots, and plant structures?
• What questions do you still have about plant cells, monocots, dicots, and plant structures?
Scavenger Hunt Have students complete BPS4.5.
Application
Extended Activities
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Basic Plant Science BPS4 Plant Parts, Structures, and Functions
Create a plant cell Jell-O mold with other edible items (dried fruit, candy, nuts, grapes, etc.)
being the different organelles.
Students with plant systems SAEs can use the information to create identification sheets for their
plants. Have students share with entire class.
Identify parts of the Agronomy, Floriculture, and Nursery Landscape CDE that reinforce the
lessons and have mini-contest or competition within the class.
Research precision planting of seeds.
Evaluation
Project-Based Evaluation (BPS4.6)
Students will create a "map" of plant systems parts. This can be done on poster board, large
paper or using an online mind mapping account. Students will label the different structures
including representations of the functions for both monocots and dicots.
Paper-Pencil Quiz Evaluation (BPS4.7)
1. Chromosomes carrying genetic information are found in the ____________?
2. What does the chloroplast of a cell do?
3. What are two differences between monocots and dicots?
4. What are the four main parts of a plant?
For questions 5-6, choose whether the flower is complete or incomplete and perfect or imperfect.
5. The flower consists of the petals, sepals, pistil, and stamen.
6. The flower consists of the petals, stamen, and pistil.
7. What is the purpose of the apical meristem?
8. Define what the phloem and xylem transport through the plant.
Answers to Evaluation
Project-Based Evaluation (BPS4.6)
Use scoring guide provided on BPS4.6 to assess student work.
Paper-Pencil Quiz Evaluation (BPS4.7 KEY)
1. Nucleus
2. Captures the energy of sunlight and turns it into usable food.
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Basic Plant Science BPS4 Plant Parts, Structures, and Functions
3. Monocots have parallel leaf veins; dicots have branching leaf veins; Monocots have
vascular bundles scattered through the stem; dicots have vascular bundles in a circular
pattern; Monocots have flowers with parts in threes; Dicots have flowers with parts in
fours and fives
4. Roots, stem, leaves, flowers
5. Complete and perfect
6. Incomplete and perfect
7. To create new cells in order for the plant to grow.
8. Phloem – food/sugars; Xylem – water and nutrients