SUBJECT: Integrated Science TEACHER: Mr. S. Campbell DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce

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1 SUBJECT: Integrated Science TEACHER: Mr. S. Campbell DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce

2 Living Things and How They Reproduce

3 Students will be able to:- 1) Identify root, stem, leaf and flower as the main parts of a flowering plant. 2) State functions of each part of flowering plant. 3) Suggest ways in which plants are important to the environment. 4) Classify flowering plants into shrubs, herbs and trees. 5) Identify xylem in stems for transport of H 2 O. 6) Research and report on the meaning of adventitious roots and give examples of plants with these kinds of roots. 7) Draw and label parts of a typical flower. 8) Examine and draw a real flower (specimen). 9) Identify parts of a real flower. 10) Describe functions of parts of a flower. 11) Discuss how flowers are adapted to their function. 12) Recall the reproductive organs of a flower. 13) Cut a longitudinal structure of a flower and draw the parts.

4 The Parts Of A Flowering Plant STRUCTURES ROOT FUNCTIONS STEM LEAF FLOWER FRUIT Reference Text- pg 75

5 Activity Draw and label a plant with a pencil Place TITLE beneath the diagram and write same in BLOCK CAPITALS Labels should be written in script No shading nor coloured pencils Labelling lines should be parallel and not cross each other etc.

6 The importance of plants to the environment Make food for animals Remove CO 2 from air, prevent global warming. Produce O 2 needed by plants and animals for respiration. Provide medicine Help in the water cycle. Cool the environment by absorbing light, and heat energy. Prevent soil erosion. Provide shelter and habitat for animals & other plants.

7 SHRUBS HERBS TREES - Woody stems - Soft stem - Hard stem (woody) - Multiple stems for root - Non- woody plant - Single main stem/trunk - Has no distinct main stem - Single main stem - Branches are distant from the ground - Branches or trunk close to the ground. - Not many branches eg. Exoria, Holly, etc. eg. basil, thyme etc. eg. Oak, tamarind etc.

8 Xylem Phloem } Vascular Bundle Epidermis Pith Cadmium layer Xylem Phloem Cross section of a stem used in the transport of H 2 O and Food

9 ADVENTITIOUS ROOTS:- Roots developed from unusual areas along the stem. This is how stem cutting are propagated. They grow near the vascular bundles in order to have access to food and H 2 O e.g. Sweet potato, corn, sugar cane etc.

10 Activity Read page 76 (3.10- Looking at flowers) as assignment in preparation for lesson on the flower. Take in samples of hibiscus to draw, disect and observe all the structures present in same. Essential and non- essential parts will be discussed. Examine and differentiate between two different flowers i.e a wind-pollinated and an insect-pollinated.

11 STRUCTURES RECEPTACLE SEPALS PETALS FUNCTIONS The receptacle is the thickened part of a stem from which the flower organs grow. Help protect the flower when it is a bud. Attracts insects to the flowers. STIGMA STYLE OVARY ANTHER FILAMENT NECTARY Nectary is nectar-producing tissue that is found in the wall of a plant ovary. Septal nectaries function as a way of attracting pollinators.

12 Male and Female parts of the Flower Stigma Style Ovary FEMALE PARTS Anther Filament MALE PARTS N.B- A zygote is a fertilized egg cell that results from the union of a female gamete (egg, or ovum) with a male gamete (sperm).

13 SUBJECT: Integrated Science TEACHER: Mr. S. Campbell DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce

14 Sexual Reproduction In Flowering Plants

15 Students will be able to:- 1) Identify parts of a real flower 2) Describe functions of parts of a flower 3) Discuss how flowers are adapted to their functions 4) Recall the reproductive organs of a flower 5) Cut a longitudinal structure of a flower and draw the parts 6) Describe the process of pollination 7) State definitions of pollination and fertilization 8) Explain the importance of flowers 9) State that the fertilized ovule develops into the seed and the ovary into fruit 10) Explain why some fruits have one seed while others have more than one and that some seeds are not enclosed in a succulent or edible fruit.

16 Activities:- 1) Students with Teacher will review the essential parts of a flower i.e as it relates to pollination and fertilization. A video presentation will be done via youtube to demonstrate the processes of pollination and fertilization. Following same, students will define the terms pollination and fertilization. 2) Students will, through brainstorming, list the importance and purpose of flowers in relation to content read on pages Further discussion will take place to explain the difference between a fruit and a seed as well as why some fruits have one seed and others have many. We will also observe seeds that are borne outside of a fruit e.g strawberries and cashews.

17 3) Reference will be made to the coconut as it relates to a dry fruit; tomato- succulent fruit. The reason for number of seed present in fruits will be explained that the type of dispersal is what determines quantity and location. For assignment, students should read up on the different ways that seeds are dispersed.

18 A fruit has 2 scars A seed has one scar ORANGE BEAN

19 SUBJECT: Integrated Science TEACHER: Mr. S. Campbell DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce

20 Reproduction without seeds and Germination

21 Students will be able to:- 1) Identify and list some plants that can reproduce without seeds. 2) Describe some ways in which new plants can be grown without seeds. 3) Perform simple activity to illustrate reproduction without seeds. 4) Compare sexual and asexual reproduction. 5) Complete concept map for asexual reproduction. 6) identify the main parts of a seed. 7) Draw labelled diagrams to illustrate internal structure of seeds. 8) Classify seeds as monocotyledons. 9) Plan and design an experiment to determine. 10) Discuss conditions needed for seedling growth. 11) Complete test on previous objectives covered.

SUBJECT: Integrated Science TEACHER: DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce SPECIFIC TOPIC: Living Things and How They

SUBJECT: Integrated Science TEACHER: DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce SPECIFIC TOPIC: Living Things and How They SUBJECT: Integrated Science TEACHER: DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce SPECIFIC TOPIC: Living Things and How They Reproduce Living Things and How They Reproduce Students

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