Unit: Plant Structure and Function

Curriculum: SBI 3U

Unit: Plant Structure and Function

[Knowledge and Understanding]

1.  Label the following diagram:

A Level 4 Answer:

[Thinking and Investigations]

2.  Indicate the growth and development patterns for short- and long-day plants by adding the following labels to the graph: seeds germinate, dormant period begins, short-day plants flower, vegetative growth begins, long-day plants flower, dormancy.

A Level 4 Answer:

The long-day plants mainly flower from mid May through mid July, and they are triggered to flower during this time period by the increasing day lengths that occur before this time. The short-day plants flower mainly in August and September, and the decreasing day lengths preceding this time induce them to flower.

[Communication]

3.  Review the information on factors that affect plant growth, and then complete the Venn diagram below. Use all the items given in the key words list. (Hint: Consider only those factors that influence plants in some way—either through internal or external mechanisms. Therefore, the factors altered by humans must lie in the overlap area of either factor.)

Key Words
sunlight, pollinators, photoperiod, plant-growth regulators, plant hardiness zones, climate, snow cover, drainage, synthetic chemicals, plant growth habits, geographic barriers, metabolic activity, water levels, disease, fire, herbivores, soil conditions, temperature, genetic makeup, plant hardiness

A Level 4 Answer:

[Application]

4.  Aboriginal peoples living near Canada’s boreal forest rely on forest plants for food and medicine. Plants are harvested by traditional methods to maintain natural habitats and local biodiversity. However, these traditional practices are threatened as more areas are subject to development and commercial resource exploitation. Provide some solutions to this issue.

A Level 4 Answer:

This issue can be solved at a number of levels. Firstly on a government level, there needs to be regulations and policed concerning the clear cutting of trees in aboriginal areas. Clear cutting is a dangerous trend and putting a stop to this is a must. Certain regions of Canada’s Boreal forest needs to be sealed off. In other areas, placing and enforcing size limitations on the areas that can be cut might be an efficient strategy in getting the needed wood as well as protecting the biodiversity of the area.

On a community level, general education is needed about the aboriginal way of life and the boreal ecosystem. The varied uses of trees and the importance of sustaining the boreal ecosystem needs to be addressed. If people become more aware of this issue, there will be more voices and a stronger support will be shown for the preservation of the boreal ecosystem.

On an individual level, letters and presentations can be created and voiced at community meetings. It is important to remember that one person can make a huge difference.

Assessment Rubric that will be used for the questions above:

-  Specific sections were taken from the achievement chart from the Ontario Science 11-12 Curriculum 2008