plants 3.l.1.1. students are able to identify the basic structures, functions, and needs of plants...

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PLANTS 3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves, stems, roots, flowers. By: Sydney Hart

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Page 1: PLANTS 3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves,

PLANTS3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves, stems, roots, flowers.

 By: Sydney Hart

Page 2: PLANTS 3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves,

VIDEO ON THE PARTS OF A PLANT!

Page 3: PLANTS 3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves,

Provide support by anchoring the plant

Absorb water and nutrients needed for

growth

Can store sugars and carbohydrates the

a plant uses to carry out other functions.

Can either be a taproot or a fibrous root

system

Taproot: like a carrot

Main root of plant

Fibrous root system: like turf grass

Mass of skinny roots spreading

from the stem.

About roots

Page 4: PLANTS 3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves,

Carry water and nutrients from the roots to the

leaves.

Have xylem cells carry water and phloem cells carry

food.

Provide support for the plant

Allow leaves to reach the sunlight to make food

Where leaves join the stem is called the node

Space between the leaves and stem is called the

internode.

About the stem

Page 5: PLANTS 3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves,

The food making factories of green plants.A simple leaf is a single leaf blade connected by a

petiole to the stem.Example: an Oak leaf or a Maple leaf

A compound leaf is a leaf made up of separate leaflets connected by a petiole to the stem.Example: an Ash or a Locust.

Made to catch light and allow openings for air and water to go through.

Leaves have a waxy coating called a cuticle which protects the leaf

The veins carry water and nutrients within the leaf.

Leaves are the site of photosynthesis, the food making process.

About the leaves

Page 6: PLANTS 3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves,

In this process, carbon dioxide and water, when in the presence of the green pigment called chlorophyll, and sunlight, it is transformed into glucose. Which is the main source of food for green plants and produces the oxygen that we breathe in.

Photosynthesis

Page 7: PLANTS 3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves,

Flowers may look pretty, but they are important when it comes to making the seeds.

The female parts of a flower are: Pistil- the female part, located in the center

of the flower. Has three different parts: The stigma- the sticky knob at the top of

the pistil. The style- a long tube-like structure

connected to the stigma and leads to the ovary.

The ovary- contains female egg cells called ovules.

Sepals are tiny green leaves that protect the flower during the budding process.

About the Female Parts of a flower

Page 8: PLANTS 3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves,

Stamen- the male parts, they surround the pistil. It has two different parts: The anther- produces

pollen, the male reproductive part.

The filament- holds the anther up.

About the male parts of a flower

Page 9: PLANTS 3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves,

During fertilization, pollen lands on the stigma a tube grows down the style and into the ovary. Male reproductive cells travel down the tube and connect to the ovule. The fertilized ovule then becomes a seed.

The petals help attract pollinators like bees, butterflies, and bats.

Fertilization

Page 10: PLANTS 3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves,

A fruit is the ripened ovary of a pant.After being fertilized, the ovary swells and turns

fleshy or hardens and becomes dry to protect the seeds.

Many fruits help seeds spread.Some things we call vegetables but are really fruits

like:TomatoesCucumbersBeans

About the Fruits

Page 11: PLANTS 3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves,

About the seeds

A seed is an embryo containing leaves, stems, and roots that are waiting to be germinated s that they can grow.

All embryos have a coating surrounding them that is either thin or thick and hard.

Seeds contain short-term food supply called endosperm that is formed at fertilization but is not part of the embryo.

Seeds are plants ways of getting from one place to another.

Page 12: PLANTS 3.L.1.1. Students are able to identify the basic structures, functions, and needs of plants in relation to their environment. Examples: leaves,

A PLANT’S LIFE

seedgerminati

on

Stems and roots

Flowers and leaves

Pollination