SUBJECT: Integrated Science TEACHER: DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce SPECIFIC TOPIC: Living Things and How They
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1 SUBJECT: Integrated Science TEACHER: DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce SPECIFIC TOPIC: Living Things and How They 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 STRUCTURES FUNCTIONS ROOT Take in water and mineral salts Anchors the plant in the soil STEM Hold up the leaves for photosynthesis Pass water and mineral salts up the stem LEAF Stop water from falling heavily on the soil and so help prevent soil erosion Lose water by transpiration to pull water up the plant and cool the plant FLOWER Make the fruit and seeds Supply food for insects and birds FRUIT Contain seeds Supply food for many animals, including humans Reference Text- pg 75
5 DIAGRAM OF A FLOWERING PLANT N.B Draw and label 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 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, ginger etc. ASSIGNMENT Read up on Bryophyllum
10 STRUCTURES RECEPTACLE SEPALS FUNCTIONS The receptacle is the thickened part of a stem from which the flower organs grow. PETALS 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.
11 Assignment Describe in detail the process of pollination and fertilization.
12 FEMALE PARTS MALE PARTS
13 SUBJECT: Integrated Science TEACHER: DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce SPECIFIC TOPIC: Sexual Reproduction in Flowering Plants
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 A fruit has 2 scars A seed has one scar ORANGE BEAN
17 SUBJECT: Integrated Science TEACHER: DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce SPECIFIC TOPIC: Reproduction without seeds and Germination
18 Reproduction without seeds and Germination
19 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 and dicotyledons. 9) Plan and design an experiment to determine conditions for germination and seedling growth. 10) Discuss conditions needed for seedling growth. 11) Complete test on previous objectives covered i.e classification.
20 Activities:- Research, discuss(in groups) and describe the different ways in propagating plants without seeds. eg. Cuttings, budding, grafting, suckers, rhizomes etc.
21 Asexual (vegetative propagation) reproduction Takes place in Roots, buds, stems from using Root tubers or suckers Grow into buds Grow into Adventitious roots and internode or tubes Grow into New plant
22 Advantages of asexual reproduction Plants same as parent (identical) Do not need seasons Do not depend on agents eg. Wind + bees Quicker way to reproduce
23 With seeds SEXUAL Needs 2 (plants) sex cells i.e male+female Uses flowers Needs pollinating agent Without seeds Needs 1 plant ASEXUAL Uses different parts eg. Stem, root, etc. Needs humans
24 SUBJECT: Integrated Science TEACHER: DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce SPECIFIC TOPIC: Seed Structure And Germination
25 Seed Structure And Germination
26 Students will be able to:- 1) Identify the main parts of a seed 2) Draw labelled diagrams to illustrate internal structure of seeds. 3) Classify seeds as monocotyledons and dicotyledons 4) Plan and design experiment to determine conditions for germination and seedling growth. 5) Record observations in lab books 6) Discuss conditions needed for seedling growth 7) Complete test on previous objectives covered i.e classification
27 Comparison between Dicot and Monocot seeds
28 Comparison between Dicot and Monocot seeds Question Where would the Hilum be located (on the above diagram) and what is its function?
29 testa hilum micropyle cotyledon plumule radicle STRUCTURES FUNCTION
30 SUBJECT: Integrated Science TEACHER: DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce SPECIFIC TOPIC: Seed Structure And Germination and Reproduction in Humans
31 Seed Structure And Germination and Reproduction in Humans
32 Students will be able to:- 1) Record observations of germinating seeds 2) Discuss conditions that are necessary for a seed to grow into a seedling 3) Identify main parts of female reproductive system 4) State function of parts of female reproductive system
33 Activities:- 1) Students along with the Teacher will observe the germinating seeds and recall the difference between monocot and dicot as well as fruits and seeds. 2) Special observation will be taken of the leaves and roots of the pea and corn seedlings. Different students will discuss problems or challenges associated with their germination experiment. 3) Teacher and students will discuss the importance of each condition for the experiment. The following points will discussed. I. WATER:- Softens testa so that embryo can grown and burst or emerge through.
34 Activates enzyme in cotyledon to convert starch to sugar for absorption by the young plant. Allows minerals in cotyledons to be transported into young plant. II. OXYGEN:- Plants need oxygen to respire and breakdown glucose to produce energy for growth. Glucose + Oxygen Carbon dioxide + Water + Energy III. SUITABLE TEMPERATURE:- Allows enzyme in seed to start working since enzymes stop working at low temperature.
SUBJECT: Integrated Science TEACHER: Mr. S. Campbell DATE: GRADE: 7 DURATION: 1 wk GENERAL TOPIC: Living Things Reproduce
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