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

Living Things and How They Reproduce

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 H2O.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.

STRUCTURES FUNCTIONSROOT ● 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

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.

IMPORTANCE OF PLANTS TO THE ENVIRONMENT

● Make food for animals● Remove CO2 from air, prevent global warming.● Produce O2 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.

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.

XylemPhloem

Vascular Bundle}

Phloem

Xylem

Pith

Epidermis

Cadmium layer

Cross – section of a stem used in the transport of H2O and Food

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 H2O e.g. Sweet potato, corn, sugar cane, ginger etc.

ASSIGNMENT

● Read up on Bryophyllum

STRUCTURES FUNCTIONS

RECEPTACLE The receptacle is the thickened part of a stem from which the flower organs grow.

SEPALS

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.

Assignment

Describe in detail the process of pollination and fertilization.

FEMALE PARTS MALE PARTS

SUBJECT: Integrated Science TEACHER: DATE: GRADE: 7DURATION: 1 wk GENERAL TOPIC: Living Things ReproduceSPECIFIC TOPIC: Sexual Reproduction in Flowering Plants

Sexual Reproduction In Flowering Plants

Students will be able to:-

1) Identify parts of a real flower2) Describe functions of parts of a flower3) Discuss how flowers are adapted to their functions4) Recall the reproductive organs of a flower5) Cut a longitudinal structure of a flower and draw the parts6) Describe the process of pollination7) State definitions of pollination and fertilization8) Explain the importance of flowers9) State that the fertilized ovule develops into the seed and the ovary into fruit10) 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.

A fruit has 2 scars

ORANGE

A seed has one scar

BEAN

SUBJECT: Integrated Science TEACHER: DATE: GRADE: 7DURATION: 1 wk GENERAL TOPIC: Living Things ReproduceSPECIFIC TOPIC: Reproduction without seeds and Germination

Reproduction without seeds and Germination

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.

Activities:-

Research, discuss(in groups) and describe the different ways in propagating plants without seeds. eg. Cuttings, budding, grafting, suckers, rhizomes etc.

Asexual (vegetative propagation) reproduction

Takes place in

Roots, buds, stems

using

Adventitious rootsand internode or tubes

from

buds

Grow into

New plant

Root tubersor suckers

Grow into Grow into

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

SEXUAL ASEXUAL

With seeds Without seeds

Needs 2 (plants) sex cells i.e male+female

Needs 1 plant

Uses flowers Uses different parts eg. Stem, root, etc.

Needs pollinating agent Needs humans

SUBJECT: Integrated Science TEACHER: DATE: GRADE: 7DURATION: 1 wk GENERAL TOPIC: Living Things ReproduceSPECIFIC TOPIC: Seed Structure And Germination

Seed Structure And Germination

Students will be able to:-

1) Identify the main parts of a seed2) Draw labelled diagrams to illustrate internal structure of seeds.3) Classify seeds as monocotyledons and dicotyledons4) Plan and design experiment to determine conditions for germination and seedling growth.5) Record observations in lab books6) Discuss conditions needed for seedling growth7) Complete test on previous objectives covered i.e classification

Comparison between Dicot and Monocot seeds

Comparison between Dicot and Monocot seeds

Question

Where would the Hilum be located (on the above diagram) and what is its function?

STRUCTURES FUNCTION

testa

hilum

micropyle

cotyledon

plumule

radicle

SUBJECT: Integrated Science TEACHER: DATE: GRADE: 7DURATION: 1 wk GENERAL TOPIC: Living Things ReproduceSPECIFIC TOPIC: Seed Structure And Germination and Reproduction in Humans

Seed Structure And Germination and

Reproduction in Humans

Students will be able to:-

1) Record observations of germinating seeds2) Discuss conditions that are necessary for a seed to grow into a seedling3) Identify main parts of female reproductive system4) State function of parts of female reproductive system

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.

● 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.