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NGSSS SCIENCE SUPPLEMENTAL RESOURCES

STUDENT PACKET

Biology

SC.912.L.14.7DEPARTMENT OF MATHEMATICS AND SCIENCE

SCIENCE

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THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, ChairDr. Lawrence S. Feldman, Vice-Chair

Dr. Dorothy Bendross-MindingallMs. Susie V. Castillo

Dr. Wilbert “Tee” HollowayDr. Martin Karp

Ms. Lubby NavarroMs. Raquel A. RegaladoDr. Marta Pérez Wurtz

Mr. Logan Schroeder-StephensStudent Advisor

Mr. Alberto M. CarvalhoSuperintendent of Schools

Ms. Maria L. IzquierdoChief Academic Officer

Office of Academics and Transformation

Dr. Maria P. de ArmasAssistant Superintendent

Division of Academics

Mr. Cristian CarranzaAdministrative DirectorDivision of Academics

Department of Mathematics and Science

Dr. Ava D. RosalesExecutive Director

Department of Mathematics and Science

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Introduction

The purpose of this document is to provide students with enhancement tutorial sessions that will enrich the depth of content knowledge of the Biology 1 course. Each tutorial session is aligned to Biology Annually Assessed Benchmarks of the Next Generation Sunshine State Standards (NGSSS) as described in the course description and the Biology Item Specifications and include an ExploreLearning Gizmos activity and/or a science demonstration followed by assessment questions.

The Nature of Science Body of Knowledge (BOK) is embedded in all lessons. Teachers are encouraged to generate an inquiry-based environment where students grow in scientific thinking while creating and responding to higher-order questions.

NGSSS Science Supplemental Resources Page 1Biology SC.912.L.14.7

Table of Contents

Organisms, Populations, and Ecosystems - SC.912.L.14.7 Relate the structure of each of the major plant organs and tissues to physiological processes.

Activity 1 -Plant Tissues and Organs..........................................................................................3


Activity 1 – Plant Tissues and Organs

Engage

Vocabulary: Stomata, Vascular tissue, Stems, Roots, Leaves, Flowers, Fruits, Guard cells, Phloem, Xylem

1. What are the basic components of any plant? Why are they important?

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2. Draw the different tissues and organ parts of a plant that you have learned before.

3. Observe the pictures of the basic parts of a plant and its tissues* and then redraw your pictures here:


Explain

Background on Fruits and Vegetables and Plant Parts

Each part of a plant has characteristic features that can be used for identification. Many plant parts have been modified by natural selection or artificial selection and no longer serve their original purpose, but still resemble the original parts in most ways and can be identified with careful observation.

Stems can be located either above or below ground. They have segments, which consist of nodes and internodes. Lateral buds are located at the nodes and can give rise to lateral branches or leaves. The main purpose of stems is to connect leaves and roots and to support the above ground part of the plant so leaves can capture sunlight. Stems contain vascular tissue like the vessels and tracheids of the xylem that transport water and inorganic solutes (dissolved minerals) from the roots to other plant organs like leaves, flower and fruit. The sieve tubes and sieve cells of the phloem are transporting organic products from the leaves to other plant organs like stem growing points, flowers, fruit, seed and roots where it is utilized for energy or stored as reserve food. Some underground stems, such as white potatoes, have been modified for storage and can be quite fat and fleshy. The presence of branches or leaves emerging from nodes (eyes) indicates that the structure is a stem. The internodes in some root vegetables can be very compressed leading to extremely short stems, but small leaves can sometimes be seen protruding. In onions and garlic the stem is reduced into a flat plate below the bulb, which connects the leaves, which form the bulb to the stringy roots below.


Leaves can be located either above or below ground. If they are above ground, their primary purpose is photosynthesis and they will be green. Developing leaves emerge from the stem at lateral buds, which occur at the nodes. Most of the leaves we eat as vegetables come from dicot plants, which have a wide flat portion, called a blade and a stalk-like part called the petiole. In monocot plants such as onions, garlic and scallions, some leaves located underground are modified for storage and may be fleshy, while others aboveground are green and slender. A conspicuous feature in all leaves is the presence of veins.

Roots are primarily located below ground. Their two main functions for plants are anchorage and absorption of water and nutrients, but many root vegetables are important storage organs. Sugars manufactured above ground through photosynthesis are stored in large taproots such as sugar beets, carrots and sweet potatoes. Do not confuse yams, which are underground stems similar to white potatoes, with the sweet potatoes they resemble, Large taproots can have lateral roots and root hairs, but they do not have nodes and internodes like stems.

The epidermis is also a complex plant tissue, and an interesting one at that. Officially, the epidermis is the outermost layer of cells on all plant organs (roots, stems, leaves). The epidermis is in direct contact with the environment and therefore is subject to environmental conditions and constraints. Generally, the epidermis is one cell layer thick, however there are exceptions such as tropical plants where the layer may be several cells thick and thus acts as a sponge. Cutin, a fatty substance secreted by most epidermal cells, forms a waxy protective layer called the cuticle. The thickness of the cuticle is one of the main determiners of how much water is lost by evaporation. Additionally, the cuticle provides some resistance to bacteria and other disease organisms.


Some plants, such as the wax palm, produce enough cuticle to have commercial value: carnauba wax. Other wax products are used as polishes, candles and even phonographic records. Epidermal cells are important for increasing absorptive surface area in root hairs. Root hairs are essentially tubular extensions of the main root body composed entirely of epidermal cells. Leaves are not left out. They have many small pores called stomata that are surrounded by pairs of specialized epidermal cells called guard cells. Their main function is to allow gases such as carbon dioxide, water vapor and oxygen to move rapidly into and out of the leaf. Guard cells are unique epidermal cells because they are of a different shape and contain chloroplasts. They control the water evaporating off of the leaves and the amount of gas exchange that is needed by the plant.

Flowers and flower buds are located above ground. They are the reproductive structures of the plant designed to attract pollinators. They are often, but not always attached to the terminal ends of branches. In broccoli and cauliflower small round buds are clustered tightly together. If these buds are opened, the small pistils and stamens of flowers can be seen with a hand lens. An artichoke is the bud of a larger flower and the pistils and stamens can be found in the central choke portion.


Fruits are located above ground. They are reproductive structures of the plant designed for seed dispersal. A common way for plants to disperse their seeds is to attract animal dispersers by making their fruit sweet and colorful. The animals will then eat the fruit and disperse the seeds later in their feces. The same qualities that attract animal dispersers also make fruit attractive and tasty to humans. Botanically, a fruit is defined by the presence of seeds. If a plant part has seeds it is a fruit.


Explore

What parts of a plant do we eat?© 2009 Dr. Jennifer Doherty and Dr. Lori Spindler, Department of Biology, University of Pennsylvania

All flowering plants have the same general body plan: roots, stems, branches, leaves, flowers, and fruits. Complete the table below by describing the function for each plant part.

Plant Part Function

Leaves

Stems and Branches

Flowers

Fruits

Roots

Xylem

Phloem

Stomata


Over the last 140-180 million years of angiosperm evolution natural selection has resulted in many different variations on this basic form and not all of the parts are where you might expect them to be. For example, much of a tulip’s belowground energy storage is not in roots like most plants but in an underground stem surrounded by fleshy leaves, a bulb. (See the figure on the next page.)

Humans began domesticating plants over 12,000 years ago. During domestication, plants (and animals) undergo evolution by selection as farmers choose which individuals in the population will reproduce. When this human preference is the environment that exerts a selective force on a population, we call the selection artificial selection. By only allowing plants with traits we enjoy, like larger and sweeter fruits, to reproduce, humans, like nature, have caused many changes in plant form.

In today’s lab your goal is to identify which part (root, stem, leaf, flower, or fruit) of a domesticated plant we eat. Before you start it will be helpful to review the structure of flowers and the meaning of the word “fruit.”


Label the parts of a flower in the diagram shown below.

A. ________B. ________C. ________D. ________E. ________F. ________G. ________H. ________

Which part of the flower becomes a fruit?

How can you tell if a plant organ is a fruit?

Sometimes, a plant organ that is biologically a fruit is called a “vegetable” in everyday English. This is because these fruits have lower amounts of the sugar fructose and are used in savory rather than sweet cooking. Can you think of two fruits that are called vegetables?

Your teacher will supply several foods and vegetables for you to examine. In the table below, record which part of the plant each of these is, what evidence you used to make that conclusion, and whether it is a fruit or a vegetable in everyday English. It will be helpful to refer to the figures and table on pages 1 and 2 and ask yourself, “How can I tell if this plant part is a root/stem/leaf etc.?” If you have conflicting evidence, what else would you need to know to make your decision?


Name Plant Part Evidence/Further informationFruit or

Vegetable in everyday English?

Which parts(s) of the plant observed would the xylem is found?

Which part(s) of the plant would the material carried by the xylem go to?

What type of material is transported by the xylem?

Where do most of the organic products transported by the phloem end up in a flowering plant?


Evaluate - Plant Tissues and Organs

1. What are some of the functions of roots?

2. What is the function of phloem?

3. What does the xylem do?

4. In a rainforest, water pools on the leaves of the different plants and can stay stagnant on the stomata of the leaves. What would be a negative effect of this occurrence?

5. Terrestrial plants have stomata on the surface of their leaves. A single stoma is surrounded by two guard cells that change shape in response to environmental factors and open or close the stoma. Which of the following best explains how the structure of the leaf is used in processes that occur in the plant?

A. Water enters the plant through the surf ace of the leaf for transpiration.B. Gases for photosynthesis are exchanged through the surface of the leaf.C. Energy for cellular reproduction is absorbed through the surf ace of the leaf. D. Carbon dioxide enters the plant through the surf ace of the leaf for cellular respiration

6. Draw the main parts of the plant. Write down its function and importance for the plant.

Plant Parts Drawing Function and Importance

Stem

Root

Leaves

Flower

Fruit


Anti-Discrimination Policy

Federal and State Laws

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.

Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.

Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.

The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against employees or applicants because of genetic information.

Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair opportunity for groups to meet on school premises or in school facilities before or after school hours, or discriminate against any group officially affiliated with Boy Scouts of America or any other youth or community group listed in Title 36 (as a patriotic society).

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.

In Addition: School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally prohibited basis. Retaliation for engaging in a protected activity is also prohibited.

Revised: (07.14)

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