HOW PLANTS GROW. Lesson D 1

Transcription

1 Lesson D 1 HOW PLANTS GROW Unit D. Horticulture Science Lesson 1. How Plants Grow Academic Standard. Science: 11 Observe and describe that some source of energy is needed for all organisms to stay alive and grow. Student Learning Objectives. Instruction in this lesson should result in students achieving the following objectives: 1 Define horticulture. 2 Explain the process of photosynthesis. 3 Name and define three types of tropisms. 4 Explain the environmental requirements needed for plants to grow. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 1.

2 Recommended Resources. One of the following resources should be selected to accompany the lesson: Lee, Jasper S., et al. AgriScience Discovery. Upper Saddle River, New Jersey: Prentice Hall Interstate, Newton s Apple. Teacher Guides Index List of Equipment, Tools, Supplies, and Facilities Writing surface Overhead projector Transparencies from attached masters Copies of student worksheets Various plants from each area of horticulture Paper and a pen or pencil for each group of three or four students Terms. The following terms are presented in this lesson (shown in bold italics): Chlorophyll Geotropism Glucose Horticulture Photosynthesis Phototropism Thigmotropism Tropisms Interest Approach. Use an interest approach that will prepare the students for the lesson. Teachers often develop approaches for their unique class and student situations. A possible approach is included here. Divide the students into groups of three or four students. Give each group a plant that comes from the horticulture industry. Have the groups come up with ideas on possible processes and/or requirements that are needed for the plant to thrive. Have each group write the ideas on a sheet of paper to be discussed later. Each group should also identify what they believe the horticulture industry is. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 2.

3 SUMMARY OF CONTENT AND TEACHING STRATEGIES Objective 1: Define horticulture. Anticipated Problem: What is horticulture? I. Horticulture is an area of agriculture that produces plants for food, comfort, and beauty. Horticulture involves several areas of plant growth, including ornamental crops, vegetable crops, and fruit and nut crops. A. Ornamental crops are plants that are used for their beauty (flowers, bushes, shrubs, foliage plants, etc.) B. Vegetable crops are plants that produce vegetables (corn, carrots, beans, etc.) C. Fruit and nut crops are plants that produce fruits (strawberries, apples, cherries, etc.) and nuts (walnuts, pistachios, pecans, etc.). Use TM: D 1A through TM: D 1C to cover the content of the objective. Have students discuss additional plants that could be included in each of the three horticulture areas presented on the transparencies. Have students complete WS: D 1A to help them understand how horticulture can affect our daily lives. Have a horticulturalist from your area visit the class to discuss the different types of horticulture products he or she produces and/or the type of work he or she does. Objective 2: Explain the process of photosynthesis. Anticipated Problem: How does the photosynthesis process work? II. Green plants manufacture their own food. Photosynthesis is the process plants use to make food. A. Photosynthesis has two major phases: energy gathering and sugar making. 1. Energy is gathered from sunlight by the chlorophyll a green pigment in the leaves of the plant. The light energy is changed to chemical energy. 2. Sugar is produced when the chemical energy rearranges the combinations of carbon dioxide and water in the plant. B. Photosynthesis produces two products: oxygen and glucose. 1. Most of the oxygen is given off into the air. It replenishes the oxygen used by animals, the combustion of engines, and other activities. The plant also uses some of the oxygen. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 3.

4 2. The sugar made by photosynthesis is known as glucose, or simple sugar. Sugar is transported to various parts of the plant and stored for future use. C. For photosynthesis to occur, plants must be in an environment that supports the process. Plants need the following for photosynthesis: 1. Chlorophyll Chlorophyll is located in bundles known as chloroplasts. Sugar is made in the chloroplasts. 2. Sunlight Chlorophyll transforms the light energy of the sun into chemical energy. 3. Carbon dioxide Plants get carbon dioxide from the air through stomata. Carbon dioxide is a major substance from which glucose is made. 4. Water Water is absorbed by the roots of a plant and goes to the leaves through the vascular system. Chemical energy splits water apart and partially combines it with the elements of carbon dioxide. D. Photosynthesis can be expressed as an equation that shows the splitting apart and recombining of ingredients. A simplified equation for photosynthesis is: Carbon dioxide + Water Light Chlorophyll Sugar + Oxygen + Water (from the air) (from soil) (stored in (released (released plant) into air) into air) Use TM: D 1D and TM: D 1E to aid in the discussion of the process of photosynthesis. Have students complete WS: D 1B to further their understanding of the photosynthesis process. Objective 3: Name and define three types of tropisms. Anticipated Problem: What are three types of tropisms? III. A tropism is a change in a plant s growth in response to a stimulus. There are several types of tropisms. The three most common tropisms are phototropism, geotropism, and thigmotropism. A. Phototropism is a plant s response to light. The stems and the leaves of plants grow toward the light. For example, a plant sitting in a window sill will bend toward the window or light. If the plant is turned around, it will bend toward the window again, if given enough time. B. Geotropism is a plant s response to gravity. Roots grow downward because of geotropism. If you turn a seed upside down in its pot, it will still send its root downward and its shoot upward. C. Thigmotropism is a plant s response to physical contact with another object. For example, a plant may wind around a pole or grow in a curving line once it touches a post or other solid object. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 4.

5 Use TM: D 1F through TM: D 1H to cover the content of the objective. Use WS: D 1C to demonstrate to students the effects of gravity on germinating seeds. Objective 4: Explain the environmental requirements needed for plants to grow. Anticipated Problem: What are the environmental requirements plants need to grow? IV. In order for plants to grow, there are certain conditions that need to be met. The most important requirements are light, air, and water. Each of the requirements is necessary in plant growth, specifically the photosynthesis process. When all of these requirements are met, plants will thrive, but some plants may require different amounts of each. For example, a cactus requires sunlight but not a lot of water. A. Light can be either natural or artificial. Natural light comes from the sun. There are many sources of artificial light, including incandescent lights, fluorescent lights, metal halide lamps, low pressure sodium lamps, high pressure sodium lamps, etc. B. Air is important because it carries the necessary carbon dioxide that plants need to make food. Air flows through the stomatas in the leaves of the plant. C. Water is an important environmental factor for plant growth. The water flows from the roots throughout the plant system. It breaks down during the photosynthesis process to help the plant make food. Water is used in the transpiration process to help the plant stay at its healthiest temperature. Use TM: D 1I to cover the content of the objective. Have students do the activity presented in WS: D 1D. This activity will demonstrate to students the importance of water in the plant growth cycle. Visit a local greenhouse and allow students to observe the environmental conditions that are present there. Have the greenhouse owner explain to students the different methods used to maintain the requirements needed for plant growth. Review/Summary. Use the student learning objectives to summarize the lesson. Have students explain the content associated with each objective. Student responses can be used in determining which objectives need to be reviewed or taught from a different angle. Use observations as the basis for reteaching areas where student mastery may need improvement. Application. Students can apply the knowledge gained from the lesson as they complete WS: D 1A, WS: D 1B, WS: D 1C, and WS: D 1D. Evaluation. Focus the evaluation of student achievement on mastery of the objectives as stated in the lesson. A written test can also be used to assess student achievement of the objectives. A sample written test is attached. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 5.

6 Answers to Sample Test: Matching 1. b 2. c 3. d 4. a Fill-in-the-Blank 1. photosynthesis 2. glucose 3. Horticulture 4. chlorophyll Short Answer 1. Answers will vary. Students should name the tropisms discussed in this lesson phototropism, geotropism, thigmotropism and give an example of each. 2. Answers will vary. Students should name the three plant growth areas ornamental crops, vegetable crops, fruit and nut crops and give an example of each. 3. light, air, and water Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 6.

7 Test D 1 Name HOW PLANTS GROW Matching Instructions. Match the word with the correct definition. a. phototropism b. tropism c. geotropism d. thigmotropism A change in a plant s growth in response to a stimulus. A plant s response to gravity. A plant s response to physical contact with another object. A plant s response to light. Fill-in-the-Blank Instructions. Complete the following statements. 1. The process in which plants make food is called. 2. The sugar made by photosynthesis is as known. 3. is an area of agriculture that produces plants for food, comfort, and beauty. 4. The green pigment in the leaves of a plant is known as. Short Answer Instructions. Answer the following questions. 1. Name the three most common tropisms and give an example of each. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 7.

8 2. Name the three areas of plant growth involved in horticulture and give an example of each. 3. Name the three most important requirements for plant growth. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 8.

9 TM: D 1A ORNAMENTAL CROPS Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 9.

10 TM: D 1B VEGETABLE CROPS Turnips Potatoes Cabbage Celery Red Peppers Radishes Green Beans Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 10.

11 TM: D 1C FRUIT AND NUT CROPS Pistachios Fig Grapes Pears Cherries Walnuts Oranges Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 11.

12 TM: D 1D REQUIREMENTS FOR PHOTOSYNTHESIS For photosynthesis to occur, plants must be in an environment that supports the process. Plants need the following for photosynthesis: Chlorophyll Chlorophyll is located in bundles known as chloroplasts. Sugar is made in the chloroplasts. Sunlight Chlorophyll transforms the light energy of the sun into chemical energy. Carbon dioxide Plants get carbon dioxide from the air through stomata. Carbon dioxide is a major substance from which glucose is made. Water Water is absorbed by the roots of a plant and goes to the leaves through the vascular system. Chemical energy splits water apart and partially combines it with the elements of carbon dioxide. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 12.

13 TM: D 1E PHOTOSYNTHESIS Carbon dioxide + Water Light Chlorophyll Sugar + Oxygen + Water (from the air) (from soil) (stored in plant) (released into air) (released into air) Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 13.

14 TM: D 1F PHOTOTROPISM Phototropism is a plant s response to light. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 14.

15 TM: D 1G GEOTROPISM Geotropism is a plant s response to gravity. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 15.

16 TM: D 1H THIGMOTROPISM Thigmotropism is a plant s response to physical contact with another object. This oak seedling encountered an obstruction and redirected its growth. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 16.

17 TM: D 1I ENVIRONMENTAL REQUIREMENTS FOR PLANT GROWTH The most important requirements are: Light natural or artificial Air carries the necessary carbon dioxide that plants need to make food Water flows from the roots throughout the plant system Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 17.

18 WS: D 1A Name HORTICULTURE IN OUR DAILY LIVES Directions Read the following scenario and underline each of the contacts that are made to horticulture. Use a red pen or pencil for ornamental crops, a green pen or pencil for vegetable crops, and a blue pen or pencil for fruit and nut crops. Scenario Brittany wakes up and gets ready to go to school. She takes time to water the ivy plant in the hallway outside her room. For breakfast, Brittany has a plate of blueberry pancakes and some orange juice. For lunch, she packs a chicken sandwich with lettuce and mayonnaise, an apple, a bottle of grape juice, and some sliced peaches for dessert. On her way out the door, she stops to smell the roses that have just begun blooming on the bushes outside her house. Brittany waits for the bus under the flowering cherry tree at the end of the driveway. On the way to school, Brittany s best friend, Hunter, offers her a chocolate bar with almonds to repay her for the candy bar she gave Hunter at lunch yesterday. After arriving at their school, Brittany and Hunter pass by the flowering dogwood tree that was just recently planted by one of the other classes. In biology class, their teacher, Mr. Bryant, is proudly displaying the flower arrangement he just received for his birthday. At lunchtime, Brittany grabs her bag lunch while Hunter gets in line for the cafeteria lunch. Hunter chooses pizza with tomato sauce, cheese, and onion; a side dish of green beans; some sliced pears; and cranapple juice. For dessert, she chooses a brownie with walnuts. After lunch, Brittany and Hunter go back to their classes to complete the rest of their day. Conclusions How many times did the students in the scenario come into contact with horticulture products? Is horticulture an important part of your life? On a separate sheet of paper, make a list of the products related to the horticulture industry that you have had contact with recently. Divide your list into ornamental crops, vegetable crops, and fruit and nut crops. Which area of horticulture do you have the most contact with? Compare your list to other students to see if you left anything out. Discuss how your lives would be different without horticulture. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 18.

19 WS KEY: D 1A HORTICULTURE IN OUR DAILY LIVES KEY Brittany wakes up and gets ready to go to school. She takes time to water the ivy plant in the hallway outside her room. For breakfast, Brittany has a plate of blueberry pancakes and some orange juice. For lunch, she packs a chicken sandwich with lettuce and mayonnaise, an apple, a bottle of grape juice, and some sliced peaches for dessert. On her way out the door, she stops to smell the roses that have just begun blooming on the bushes outside her house. Brittany waits for the bus under the flowering cherry tree at the end of the driveway. On the way to school, Brittany s best friend, Hunter, offers her a chocolate bar with almonds to repay her for the candy bar she gave Hunter at lunch yesterday. After arriving at their school, Brittany and Hunter pass by the flowering dogwood tree that was just recently planted by one of the other classes. In biology class, their teacher, Mr. Bryant, is proudly displaying the flower arrangement he just received for his birthday. At lunchtime, Brittany grabs her bag lunch while Hunter gets in line for the cafeteria lunch. Hunter chooses pizza with tomato sauce, cheese, and onion; a side dish of green beans; some sliced pears; and cranapple juice. For dessert, she chooses a brownie with walnuts. After lunch, Brittany and Hunter go back to their classes to complete the rest of their day. There are 18 references to horticulture mentioned in the scenario. Help students realize how horticulture is an important part of our daily lives. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 19.

20 WS: D 1B Name PHOTOSYNTHESIS Use the terms below to fill in the equation for photosynthesis. Terms Sugar Water (used twice) Carbon dioxide Oxygen Chlorophyll Equation Light (from the air) (from soil) (stored in (released (released plant) into air) into air) Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 20.

21 WS KEY: D 1B PHOTOSYNTHESIS KEY Carbon dioxide + Water Light Chlorophyll Sugar + Oxygen + Water (from the air) (from soil) (stored in (released (released plant) into air) into air) Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 21.

22 WS: D 1C Name OBSERVING GEOTROPISM IN GERMINATING SEEDS Introduction Plant roots respond to geotropism. They grow downward through the soil in response to gravity. In this activity, we will be observing the effects of gravity on germinating seeds. Materials One ½-inch slice of floral foam Sandwich-size sealable plastic bag Water 4 corn seeds that have been soaked in water overnight Procedure 1. Push four corn seeds firmly into the floral foam. Place each seed in a different direction pointed side up, pointed side down, pointed side to the right, and pointed side to the left. 2. Place the slice of floral foam into the plastic bag. 3. Add enough water to saturate the foam. Pour off excess water and close the bag. 4. Place the bag in a bright location. Avoid putting the bag in direct sunlight because heat could build up and kill the seeds. 5. Observe the seeds daily. Predictions and Observations 1. What do you think the seeds will do? 2. How quickly did the roots emerge from the seeds? 3. What direction did the roots grow? Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 22.

23 WS: D 1D Name ENVIRONMENTAL NEEDS OF PLANTS Objective Perform an experiment to test the effect water has on plant growth. Materials 2 bean plants, 3 4 weeks old, in 4" containers with saucers Watering can Water Ruler Writing utensil and paper Procedure 1. Label one plant A and one plant B. 2. Measure the height of the plants and count the number of leaves. Record this information on a separate sheet of paper. 3. Place the plants in a sunny location. 4. For the next three weeks, water the A plants every day and water the B plants only once a week. For each watering, add water until it begins to come out the bottom drainage hole. After 15 minutes, dump the excess water out of the saucer. 5. Measure the plants and count the number of leaves once a week and record the results. Also write down your observations about the appearance of the plants. (What color are the leaves? Are all the plants standing up? Are the leaves extended or are they drooping?) 6. Continue the same watering pattern for eight weeks and keep track of your observations. What happens to the plants? What does this tell you about the importance of water to plant growth? Discuss your findings and comments in class. Agricultural Literacy Lesson Plan Library Unit D. Lesson 1. Page 23.