Unit 2:Plants

Essential Questions

How do plants obtain water and nutrients needed for survival?

How do plants minimize water loss through their leaves?

What is photosynthesis and how is it accomplished?

What factors affect the rate of photosynthesis?

Day 1: Mineral and Water Uptake by Plants

Required Readings: 2.22, 2.27

Learning Objectives: To know that plants require minerals and what

their functions are To understand that water can enter and leave

cells by osmosis To understand that dissolved substances may

enter and leave cells by diffusion and active transport

Starter

Read the “Mineral Nutrients” informationChoose 5 minerals and explain why they are

important for plant growth and development.Time: 15 minutes

Activity 1

Design an experiment that would test how different mineral deficiencies affect the growth of a plant

Include: Question – what are you testing? Variables & control Method and materials Expected outcomes

Time: 20 minutes

Activity 2

How do fertilizers have a negative effect on the environment?

Research the various ways that fertilizers can be harmful to the environment and the other organisms that can be effected (with a partner).

Write a 1-2 page paper on the harms fertilizers can cause

Due: September 24Time: 30 minutes

Activity 3

Draw a picture (on paper provided) to show how water and minerals (ions) are taken into a plant.

Include: What processes are occurring? (What mode of

transport? There are 3 different ones occurring.)

The structures needed in order for this to happen

How does the shape of these structures allow the transport of water to occur?

Time: 20 minutes

Closing and Homework

Discuss the following questions: Why would farmers drain fields that are

susceptible to flooding? Why would farmers cover their fields with black

polythene? Why would they not cover it with white polythene?

Homework: Fertilizer paper (September 24)

Day 2

Required Readings: 2.28

Learning Objectives: To appreciate that water and dissolved

substances are transported around the plant in specialized transport tissues

Starter

Look at the microscope drawings in the backDraw a picture of what you seeCompare and contrast the different slidesHow do these structures accomplish water

and mineral transport?Time: 20 minutes

Activity 1

Create a slide of a piece of celery to view under the microscope

The celery needs to be thinly slicedDraw a diagram of what you seeTime: 20 minutes

Activity 2

Look at the picture of the potato plant.What is a source and what is a sink in plants?How can a potato be both?Time: 15 minutes

Activity 3

Create a concept map to show how various materials are transported from the roots to the leaves of a plant.

You may include diagrams/pictures as wellTime: 25 minutes

Closing and Homework

Discuss the following questions: What are the two vascular tissues in flowering

plants and what is their job? Why does the direction of sugar transport vary

from season to season? Why must sugar be transported to sinks?

Homework: Fertilizer paper (September 24)

Day 3: TranspirationRequired Readings:

2.29 Transpiration: Water Movement Through the Plant

Questions from wikiLearning Objectives

To recall that water movement through a plant begins with water loss from the leaves

To understand that water is lost from leaves via the stomata, through which the exchange of gases occurs

To understand how environmental conditions can affect water movement through plants

Starter

Draw a picture that shows the following water flow in a plant: Where is water lost from? Where and how does water uptake occur? What structure does water flow up the plant in? What causes water to move up the stem of the

plant?Time: 15 minutes

Activity 1

Brainstorm with your group the various conditions (environmental and physical) that affect the rate of transpiration in plants.

From these different conditions, rank them in order of highest transpiration to lowest transpiration.

Time 10 minutes

Activity 2Move and sit with your lab groupTogether choose one of the environmental factors

(humidity, light intensity, wind, temperature) to test

Using the “Measuring Transpiration” sheet, devise a plan for how you will test your factor Remember you will need 3 plants to test: 1 control

and 2 in extremesWhat are you going to measure (what data will

you collect?)? How often will you measure it?Time: 20 minutes

Activity 3

Carry out the investigation, we will make a change to the set up (as per previous diagram)

Give yourself 15 minutes to set up and 20 minutes to record data

You need to create a table to record your dataTime: 35 minutes

Closing Activity

Sit with 2-3 other people who are not in your lab group and discuss your results

Questions: How did your results compare to your expected

outcomes? Do you think the results would be different if you

used different plants? How so? What structure(s) is/are responsible for water loss

in a plant?Time: 5 minutes

Homework

Reading for section 2.30Completed plan for your investigation done

today. To be included: Aim/Objective of lab What variable you tested and how you changed

it What was controlled What materials you needed Procedure Due: Tuesday, October 2

Day 4 (60 minutes)

Required Readings: 2.30: The Leaf and Water Loss Questions from wiki

Learning Objectives: To understand that stomata are opened to allow

carbon dioxide to enter the leaf, and that this allows water vapor to diffuse out of the leaf

To describe adaptations of leaves to reduce water losses

Starter

Draw a picture of a stoma when it is open and closed.

In what conditions is a stoma closed?When does a stoma open?Where are stomata usually located?Time: 15 minutes

Activity 1

Obtain 2 leaf samples from outside from 2 different plants

Using the “Stomata Lab” handout, complete the procedure

Draw the 2 pictures of the stomata on the different leaves

Time: 30 minutes

Closing & Homework

Complete the discussion questions on the “Stomata Lab” handout

Due: Friday, September 28Transpiration Lab: October 2

Day 5

Required Readings: 2.17: Photosynthesis and Plant Nutrition

Learning Objectives: To understand that plants, like all living

organisms, must receive nourishment To know the basic definition for photosynthesis To know word and symbol equations for

photosynthesis To remember that a plant body has organs that

are well suited to carry out particular functions

Starter

If plants make energy in the form of sugar, why do they need to store it?

What do plants need energy for?Time: 15 minutes

Activity 1

What is photosynthesis and where does it occur?

Write a word and symbol equation for photosynthesis

Time: 10 minutes

Activity 2

Look at the graph on the next slide. What do you think it is representing?Chloroplasts are green because of the

pigment chlorophyll. At what colour of light do you think plants absorb light best in? What colour of light are plants not effective at absorbing light in?

Would this change if a leaf had a different colour?

Time: 20 minutes

Activity 3

Photosynthesis has 2 stages: Light dependent Light independent

Use the picture on the following slide to figure out which reactants are used for each stage, and what is produced in each stage.

What would happen if there was no light available?

Time: 15 minutes

Activity 4

What are the four macromolecules present in living organisms?

What do plants need these four macromolecules for?

How are the macromolecules synthesized from the products of photosynthesis?

Time: 15 minutes

Closing and Homework

You may use this time to work on your lab plan for the transpiration lab

You may use this time to get caught up on any missing work or re-do any assignments

You may use this time to make your test corrections

Day 6

Required Readings: 2.18: The rate of photosynthesis

Learning Objectives To understand a quantitative method of

investigating photosynthesis To perform an exercise in experimental design

Starter

What are the two products of photosynthesis?How can the rate of photosynthesis be

measured? (Two ways)Which method is more accurate?Time: 15 minutes

Activity 1

Read through “Photosynthesis and Oxygen”Complete steps 1-4.Time: 30 minutes

Activity 2

Graph the data on page 65 of your text bookBe sure to include an appropriate title and

label the axesWhat type of graph will you use?Time: 15 minutes

Activity 3 You are going to plan an experiment to test how

much starch is produced in different colours of light You will set this experiment up on Thursday You will be given 4 of the same plant to test There will be coloured celophane paper to use The amount of time for the experiment will be 1

week You will need to bring in other supplies with your

group Time: 30 minutes

Closing and Homework

All outstanding work due by Friday, October 5

Day 7

Required Readings: 2.19: The Leaf and Photosynthesis

Learning Objectives: To understand how the structure of the leaf is

adapted for photosynthesis To recall the structure of a palisade cell To understand how whole plants can be

adapted to make the most of light energy

Starter

The leaf is a very important structure in the plant

What are the functions of the three structures of a plant (roots, stem, leaves)?

Which structure do you think has the most important job and why?

Time: 15 minutes

Activity 1

Set up your plants for your investigation. The materials I have available are at the backTime: 45 minutes

Activity 2

The leaf of a plant needs to exchange gases, make sugar, obtain minerals and absorb light energy

What are the different structures in the leaf that makes this possible?

Explain the interdependence of the other structures in a plant in order to maintain homeostasis

Time: 15 minutes

Activity 3

How would the following affect the rate of photosynthesis? Use a picture to help your explanation. Size of the leaf Number of stomata Carbon dioxide in the atmosphere Shape of the leaf

Time: 15 minutes

Closing and Homework

All work due by Friday, October 5