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GENERAL CERTIFICATE IN ORNAMENTAL HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the basic structure of ornamental plants
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© AgriSETA.
A c k n o w l e d g e m e n t s
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With special thanks to:
Tasha Tollman
Rick Smit from Dynamic Solution Synergies
Di Goodwin from Peebles Nursery
description / PG NOStudy Session Overview / 4
The Unit Standard : Demonstrate an understanding of the basic structure of ornamental plants / 7
Introduction / 12
Lesson 1 : Why Plants have Roots / 14
Lesson 2 : Why Plants have Stems / 35
Lesson 3 : Why Plants have Leaves / 49
Lesson 4 : Why Plants have Flowers / 67
Study Session Summary / 82
References / 84
Purpose
The purpose of this study session is to equip you with the knowledge necessary to recognize the different parts of a plant and their function.
This study session forms part of the General Certificate in Horticulture, NQF level 1 and is aligned with the Unit Standard: Demonstrate an understanding of the basic structure of ornamental plants, which carries 4 credits.
Who is it for?
This study session and unit standard form the knowledge base for people working with plants within the ornamental horticulture or landscaping industry and gives the learner an understanding of:
§ The functions of the root system in the structure and development of a plant.
§ The functions of the stem in the structure and development of a plant.
§ The role of the leaf in the plant’s structure and growth.
§ The role of the flower in the reproductive process of a plant.
What's in it for you?
The skills acquired in this study session will equip you with the knowledge needed to be able to recognise the different parts of a plant and know their functions. This knowledge will form the basis of your horticultural studies and help you to understand:
§ The structure of the root and the root systems.
§ The function of the root in absorbing water and nutrients from the soil.
§ The importance of the anchoring function of the roots.
§ The structure and support role that the stem plays in plants.
§ The transportation of water and nutrients through the stem to the leaves and flowers.
§ The structure and form of various common leaves.
§ The role of photosynthesis in plant growth.
§ The factors that influence photosynthesis.
§ The structure and components of the flowers.
§ The factors that aid pollination.
§ The importance of pollination.
What about assessment?
If you can correctly answer all the knowledge questions in the summative assessment, you will receive credits for a competent rating on your assessments.
These credits contribute 1 unit standard and 4 credits towards the General Certificate in Ornamental Horticulture, at NQF Level 1.
The laid down policies and procedures with regard to assessment, moderation, RPL and appeals govern this assessment.
You will be rated "Competent" or "Not Yet Competent" against the assessment criteria.
Unit Standard
Title / Demonstrate an understanding of the basic structure of ornamental plantsNumber / 119711
Level / 1
Credits / 4
Field / Agriculture and Nature Conservation
Sub field / Horticulture
Issue date / 2006-02-09
Learning assumed to be in place / Demonstrate knowledge of communication and Numeracy at Abet level 3.
Specific Outcomes / Assessment Criteria /
1. Explain the role of the leaf in the structure and growth of a plant. / 1.1 Describe the structure and form of various common leaves.
1.2 Outline the role of photosynthesis in plant growth.
1.3. Name the factors that influence photosynthesis.
2. Indicate the functions of the root in the structure and development of the plant / 2.1. Describe the structure of the root and root systems.
2.2. Explain the function of the root in absorbing water and nutrients from the soil.
2.3. Explain the importance of the anchoring function of the roots.
3. Identify the functions of the stem in the structure and development of a plant / 3.1. Describe the structure and support role that the stem plays in plants.
3.2. Explain the transportation of water and nutrients through the stem to the leaves and flowers.
4. Explain the role of the flower in the reproductive process / 4.1. Describe the structure and components of the flower.
4.2. Describe the factors that aid pollination.
4.3. Outline the importance of pollination.
Embedded Knowledge
Embedded knowledge is reflected within the assessment criteria of each specific outcome and must be assessed in its own right, through oral and written evidence. Observation cannot be the only assessment.
Critical Cross Field Outcomes
§ Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made – specific outcome 3.
§ Work effectively with others as a member of a team, group, organisation or community. Specific outcome embedded in the learning for this level of learner.
§ Organise and manage oneself and one’s activities responsibly and effectively.
§ Collect, analyse, organise and critically evaluate information. Specific outcome 1,2, 3 and 4.
§ Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. Specific outcome embedded in the learning for this level of learner.
§ Use science and technology effectively and critically, showing responsibility toward the environment and health of others. Specific outcome 1,2, 3 and 4.
§ Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. Specific outcome 1, 2, 3 and 4.
Unit Standard Accreditation and Moderation Options
1. Internal moderation.
2. External moderation.
3. Moderation of assessment will be overseen by the relevant ETQA, according to the moderation guidelines in the relevant qualification the agreed ETQA procedures.
4. Internal assessment.
5. External assessment with the relevant registered/accredited industry body/ETQA.
6. An Assessor accredited by the relevant ETQA, will assess the Learner’s competency.
7. Formative and summative assessment of qualifying Learners against this unit standard should be in alignment with the requirements of the NSB.
8. Practical assessment activities will be used that are appropriate to the contents in which the qualifying Learners are working.
9. Assessment will include self and peer assessment, practical and oral assessment, observations, questions and answers, etc.
10. Direct observation is required in simulated or actual work conditions.
11. Reporting skills are demonstrated by effective communication, using verbal and/or writing skills.
12. Assessment is to be structured to include formative and summative component, as well as the submission of a Portfolio of Evidence.
13. The assessment should ensure that all the specific outcomes, critical cross field outcomes and embedded knowledge are assessed.
14. Specific outcomes must be assessed in their own right, through oral and practical evidence and cannot be assessed by observation only.
Essential embedded knowledge must be assessed in their own right, through oral and practical evidence and cannot be assessed by observation only.
15. Special outcomes and essential embedded knowledge must be assessed in relation to each other.
16. If qualifying Learners are able to explain the essential embedded knowledge, but are unable to perform the specific outcomes, then they should not be assessed as competent.
17. If qualifying Learners are able to perform specific outcomes, but are unable to explain the essential embedded knowledge, they should not be assessed as competent.
18. Evidence of the specified critical cross-field outcomes should be found, both in performance and in essential embedded knowledge.
19. Assessment activities must be fair, so that all Learners have equal opportunities. Activities must be free of gender, ethnic or other bias.
20. This unit standard can be assessed together with any other relevant registered unit standard.
Who does what?
You are expected to actively take part in the lessons by:
· Asking questions.
· Planning and preparing for your training and assessment.
· Completing the assessment tasks that you are given.
· Telling your trainer when you need help or don’t understand.
Your learning will be supported in the following ways:
· Your trainer will provide you with all the necessary training material.
· Your trainer will manage the learning process during the training.
· The assessor will plan and prepare you for assessment, assess your competence and provide feedback to you and any follow up assessments that may be necessary.
Plants look after our planet by releasing oxygen, which we need to breathe into the air and by taking in carbon dioxide, which protects the ozone layer (shield) around the earth.
Some water plants filter and clean water in polluted rivers. Other plants control soil erosion on steep slopes.
Throughout time, plants have looked after people and animals by giving us food, medicine, shade and shelter.
What types of plants do you eat?
What types of plants do you use for medicine?
We use plants to make fires that can cook our food, warm us on cold days, light up the night and protect us from animals.
We use plants to build our homes, make furniture, make brooms, rakes, baskets, plates and paper.
What types of plants do you use in your home?
We use plants with spines and thorns to keep our cattle safe.
We use plants to make our homes more beautiful,
Because we use plants for so many things, we needed to learn how to grow plants.
Learning how to grow plant for food is called agriculture.
Learning how to grow plants for pleasure is called horticulture and there is so much exciting information to learn about horticulture. Did you know that there are 250 000 species of flowering plants in the world?
Let’s begin our learning by discovering:
§ Why plants have roots?
§ Why plants have stems?
§ Why plants have leaves?
§ Why plants have flowers?
Specific outcomes of this lesson :Indicate the functions of the root in the structure and growth of a plant
After you have worked through Lesson 1, you should be able to:
q Describe the structure of the root and the root systems.
q Explain the function of the root in absorbing water and nutrients from the soil.
q Explain the importance of the anchoring function of the roots.
Introduction
We use the roots of plants as food, medicine and fuel.
What roots do you eat?
What roots do you use as medicine?
What roots do you use as fuel?
You need to learn about the roots of plants, so that you know how to:
§ Water plants.
§ Carry plants.
§ Transplant plants.
§ Grow plants.
The Main Functions of the Root
The first part of a plant to grow from the seed is the root and the roots of a plant are normally the biggest part of the plant.
The root is the most important part of the plant because it:
1. Takes up water and nutrients from the soil. These nutrients are minerals, which dissolved from the soil into the water and are used by the plant to help it grow.
2. Carries water and nutrients to the plant’s stem. The stems then carry the water and nutrients to other parts of the plant.
3. Acts as a storage organ, to store water and food for the plant, which helps the plant to survive during dormant months and dry periods.
4. Anchors the plant so that the plant does not get blown away by the wind or washed away by rain. The root keeps the plant at the same level within the soil and holds the topsoil in place around the root, stopping the soil from being carried away by wind and water.
Let’s begin our learning by finding out how water and nutrients are taken up by the plant’s roots.
Your Turn…
ACTIVITY 1Osmosis Experiment
Insert picture
§ Peel a large potato and cut off a bit at one end.
§ Now shape the potato into a cup by hollowing out the inside of the potato. The walls of the potato should be about half a centimeter thick.
§ Insert sosatie sticks or “blou draad” into the side walls of the potato cup. Be careful not to split open the sides of the potato.
§ Rest your potato onto the sides of a transparent glass.
§ Dissolve 5 heaped teaspoons of sugar into ¼ cup of hot water.
§ Allow the sugar water to cool down and then fill the hollowed out section of the potato ¾ full with the sugar water solution.
§ Fill the glass container with water, to the same height as the liquid in the potato.
§ Mark the level of liquid in both the potato and the glass container using a marker.
§ Now wait and watch the liquid in the potato cup and the water. Depending on how thick your potato walls are it can take between 2 to 6 hours to see a big change.
So how does the root take up water and nutrients from the soil?
The plant’s roots take up water and nutrients from the soil through a process called osmosis. During osmosis the water and nutrients in the soil, which are in low concentration pass into the walls of the root which, is an area of high concentration.
To understand how the plant’s roots take up water and minerals from the soil, we need to take a look at the structure of a root.
The Structure of the Root
The root that grows out of a seed is known as the primary root. The branches that come from this root are called the secondary roots and the roots coming from the secondary roots are known as tertiary roots.
All the roots of a plant together are called a root system and healthy strong roots are needed if we want healthy strong plants.
Let’s take a look at a root.
Your Turn…
ACTIVITY 2Go outside and dig up some weeds, remember we want to see the roots of the weeds.
Your Turn…
ACTIVITY 3Why is the root’s anchoring function important for the plant?
External structure of a root