Section: Plant & Soil Science

Colorado Agriscience Curriculum

Section: Plant & Soil Science

Unit: Plant Physiology and Growth

Lesson Number: 2

Lesson Title: Plant Organs and Their Functions

Colorado Agricultural Education Standards:

Agriculture Science 11/12.4: The student will demonstrate and understanding of

physiological processes in agriculturally important plants.

Enabler AGS 11/12.4.8: Identify plant structures and their functions

Colorado Science Standards:

SCI 3.3.1, SCI 3.3.5

Student Learning Objectives (Enablers)

As a result of this lesson, the student will …

1. Understand the functions of leaves, roots, flowers, and stems

2. Understand the form and function of various plant components

Time: Instruction time for this lesson: 50 minutes.

Resources:

· AgriScience Lesson Plan Library, Unit C, Problem Area 4, lesson 2

· Biology; The Dynamics of Life, Glencoe

Tools, Equipment, and Supplies

One copy, per student, U3, L2, Attention getter

One copy, per student, U3, L2, Handout 1

One copy, U3, L2, Teacher Aide 1, cut into strips

White board and markers

Scotch tape

Celery bunch

Microscopes

Glass slides

Water

Cover slips

One copy, U3, L2, Lab, per student

Key Terms

Unit 3, Lesson 2, Plant Organs and Their Functions

None

Unit 3, Lesson 2, Plant Organs and Their Functions

Interest Approach

Hand out one copy to each student of “Attention Getter” for interest approach.

This interest approach may see a little “out there”, but it’s actually a fun activity. In short, students will look up the real definitions of 5 given plant parts, and make up the other 5 definitions or functions, and try to convince the class that the wrong ones are actually right. This activity should encourage creativity as students are going to practice their lying and convincing skills! All other directions are included on the “Attention getter” handout, which should be given to each student. (This may work better by splitting students into groups of two instead of presenting to the entire class, as students will soon learn the real functions).

Summary of Content and Teaching Strategies

Objective 1. Understand the functions of leaves, roots, flowers, and stems

Pass out handout #1 for students to fill in as you project slide number 2. Go over each function with them verbally so they both hear it and see it.

When you are ready to go on, give me a big “Let’s go!” Wait for students to yell in unison. Sounds like everyone is ready! This lesson is going to focus on some basic parts of the plant. We are going to learn the importance of a functional leaf, stem, root, and flower system. As I project the first slide, please capture the notes on handout number 1. Because each structure varies in its makeup, so will the function of each structure.

Project the unlabeled slide (slide number 3). Split the students into groups of three alphabetically by first name, and have them work together on the white board to label the image of the plant with the functions of each component (ie…Photosynthesis should be taped beneath “Leaf Function”). Cut up Teacher Aide #1 into strips, with each function being a different strip. Students will then come up to the board, one group at a time, and label the functions. Repeat as many times as needed and make it a contest to see which group can label the drawing the fastest.

Raise your hand when you are finished copying the notes. Wait for students to raise their hands. It’s time to jump up out of your seats and into your groups. I will give you two minutes to split yourselves into groups of three, alphabetically by first name. Begin.

Give students two minutes to group themselves.

Raise your hand if you found a home inside a group! Great! We are going to take the information we just learned and use it to review. As I project this image on the board, I will have you come to the board, one group at a time, to label the functions of each component. After you are done, go back to your seats. Each group will be given two turns, and both turns will be timed. Group 1, please come forward and attach a piece of tape to each strip. Remember, when you are done, I will check them over, and then you will remove the label for the next group. The group with the fastest time overall (first and second round combined) will win two extra points on ______(test, homework, daily grade, etc.).

Objective 2. Understand the form and function of various plant components

Now that we have a brief overview of some of the major parts of a plant, we can look a how the form of an organ relates to the function. This term actually refers to the idea that cells are joined together in order to serve a function instead of just being formed together by chance. We are going to explore exactly how the need of a function is fulfilled by form, today in the case of celery! You are going to get back into your groups of three to complete a lab for this unit. You will need to come get a lab sheet and read it over with your group. Once you have done that, collect the materials listed and get started. Turn in your completed lab sheets to me when you are done, and put your lab equipment back.

Students will complete the worksheet and project called U3, L2, Lab. Answers can be found below.

Review/Summary

Application

Extended classroom activity:

· Explore other examples in nature where form fits function

· Explore exceptions to the rule of normal plant components, such as bulbs as root system. A whole lesson could be created on this topic.

FFA activity:

· Encourage students to become involved in a nursery or horticulture event at the state level.

· Tour greenhouses as a chapter where students can better see the relationship between form and function.

SAE activity:

· Have students with horticulture SAE’s present their projects or jobs to your advisory council, and require a set amount of science-based explanation in the presentation.

Evaluation

See attached evaluation

Answers to lab:

1. tubelinek, pipelike, stringlike, nongreen or colorless; transport of materials

2. cubelike, square cells, green in color; storage

3. Yes. Long, narrow cells are ideal for transporting water and nutrients. Cubelike cells would be most suitable for food storage.

Answers to evaluation:

Must include one of each of the following.

1. Roots: Absorb water and minerals, Anchor plant, Store food reserves

2. Female: Reproduction, Anchor Plant, Store food in seeds and fruits

3. Male: Pollination

4. Leaf: Photosynthesis, Transpiration, Food storage

5. Stem: Conducts water and minerals from soil to leaves

Conducts manufactured food from leaves to other plant parts

Produces leaves and displays them to light

Supports leaves, flowers, and fruit

Stores food reserves in some plants

U3, L2, “Attention Getter”

Name:

Date:

TRUE OR FALSE?

This game involves lying! Many of you may be naturals at this! It will be similar to “Drew or false”, as seen on Channel 9 News (Denver). In this case, you are given a labeled diagram of a plant. It will be your job to actually look up the function of 5 of the specific labeled parts of the plant. Write these definitions down on the back of this page. These are obviously the “true” answers since you looked them up! Then, you are going to invent your own definitions or answers to the other five labeled parts. It is your job to convince the class that all 10 of them are true! Be as creative as possible!

Ex. Real Definition of a root: Plant organ that absorbs water and minerals

from the soil.

Fake definition of a root: Plant organ which allows one to examine the

history of the plant, from the time of planting to harvesting. Similar to a microchip, implanted in the stem. It is called a root because it traces the plants’ “roots” back in time.

Unit 3, Lesson 2, Handout 1

Name:

Date:

FUNCTIONS OF LEAVES, STEMS, ROOTS, AND FLOWERS

U3, L2, Teacher Aide 1

(cut up into strips for objective 1)

Reproduction

Anchor Plant

Store food in seeds and fruits

Conducts water and

minerals from soil to leaves

Conducts manufactured food from

Leaves to other plant parts

Produces leaves and displays

Them to light

Supports leaves, flowers, and fruit

Stores food reserves in some plants

Pollination

Photosynthesis

Transpiration

Food storage

Absorb water and minerals

Anchor plant

Store food reserves

Unit 3, Lesson 2, Lab

Name:

Date:

Lab Partners:

Materials Needed:

Microscope

Celery stalk

Cover Sheet

Glass Slide

Access to water

Procedure:

1. Snap a celery stalk in half and remove a small section of “stringy tissue” from the inside.

2. Place the material on a glass slide. Add several drops of water. Place a second glass slide on top.

3. Press down evenly on the top glass slide with your thumb directly over the plan material.

4. Remove the top glass slide. Add more water if needed. Add a cover slip.

5. Examine the celery under low and high power magnification. Diagram what you see.

6. Repeat steps 2-5 using some of the soft tissue inside the celery stalk.

Analysis:

1. Describe the appearance of the stringy tissue inside the celery stalk. What may be the function of this tissue?

2. Describe the appearance of the soft tissue inside the celery stalk. What may be the function of this tissue?

3. Does the structure of these tissues suggest their functions?

U3, L2 Evaluation

Name:

Date:

1. Name one function of the root system

2. Name one function of the female reproductive system.

3. Name one function of the male reproductive system.

4. Name one function of leaves.

5. Name one function of the stem.

Unit 3, Lesson 2, Plant Organs and Their Functions