New BPS4 · 2018. 7. 16. · BPS4 Plant Systems Basic Foundational Lesson Unit: Basic Plant Science Lesson Title: Plant Parts, Structures, and Functions Competency: Examine plant

BPS4

Plant Systems

Basic Foundational Lesson

Unit: Basic Plant Science

Lesson Title: Plant Parts, Structures, and Functions

Competency: Examine plant parts, structures, functions, processes, characteristics

and purpose.

Standards

PS.02.02. Apply knowledge of plant anatomy and the functions of plant

structures to activities associated with plant systems.

CCSS.ELA.9-10. SL.1.A.Work with peers to set rules for collegial discussions

and decision-making, clear goals, deadlines, and individual roles as needed.

CCSS.ELA.9-10.RIT.3.D. Synthesize Ideas from Multiple Texts (Approaching

Texts as a Researcher) Read and comprehend informational text independently

and proficiently.

Student Learning Objectives

Slide 3 in BPS4 Plant Parts, Structures, and Functions

Lesson Objective— After completing this lesson on Plant Parts, Structures and Functions,

students will demonstrate their ability to apply the concept in real-world situations by obtaining a

minimum score of 80% on the Plant Cartography evaluation.

Enabling Objectives

As a result of this lesson, the student will…

1. Identify and describe each plant cell organelle

2. Compare and contrast monocot and dicot structures

3. Identify and describe the functions and types of roots, stems, leaves, and flowers

Page 2

Basic Plant Science BPS4 Plant Parts, Structures, and Functions

Time: Approximately 200 minutes

List of Resources

Bertz, M., & Bossaller, H. (2000). Advanced crop science. Columbia, MO: Instructional

Materials Laboratory.

Botany for gardeners. (n.d.). Retrieved from https://extensiongardener.ces.ncsu.edu/

DeFacio, P., Pickerle, L., & Rhyne, S.M. (2002). Greenhouse operation and

management. Columbia, MO: Instructional Materials Laboratory.

Geneve, R. (n.d.). Leaf venation [PDF File]. Retrieved from

http://www.uky.edu/Ag/Horticulture/Geneve/teaching/PLS220/leafvenation01.pdf

Leaf margins. (n.d.). Retrieved from http://waynesword.palomar.edu/

Miller, K. R., & Levine, J. S. (2010). Miller & Levine biology. Boston, MA: Pearson.

Reiley, H. E., & Shry, C. L. (2007). Introductory horticulture (7th ed.). Clifton Park, NY:

Delmar Thomson Learning.

Rodekohr, S., & Waeckerle, D. (1990). Landscape and turf management. Columbia, MO:

Instructional Materials Laboratory.

Ross, A. (2006). Plant parts and functions interactive PowerPoints [PowerPoint Slides].

Colombia, MO: Instructional Materials Laboratory.

List of Tools, Equipment, and Supplies

PowerPoints

Activity sheets

Diagrams

Post-it notes (10-15 per group)

Organelle Categories Posters – 1 set for Class

Organelle Labels – 1 set per student

Variety of plants

Tree/sapling (outside)

Cross-section of tree trunk

Flower Dissection Set (rose, carnation, and lily); 1 set per group or student

Seeds for dissection (1 lima bean and 1 corn seed per student)

Key Terms

Slide 4 in in BPS4 Plant Parts, Structures, and Functions

The following terms are presented in this lesson (shown in bold italics):

https://extensiongardener.ces.ncsu.edu/

http://www.uky.edu/Ag/Horticulture/Geneve/teaching/PLS

http://waynesword.palomar.edu/

Page 3


Cell

Nucleus

Cytoplasm

Organelles

Monocot

Dicot

Root

Stem

Leaf

Flower

Page 4


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.

Slide 5 in in BPS4 Plant Parts, Structures, and Functions

Label It! – Divide students into small groups (5-6 to a group) and provide each group with post-it

notes and a live plant. This can be done indoors or outside but it is important that each group has

a different plant with different appearances. Give students five minutes (time frame is variable)

to label their plants by placing a post-it with the part name on the actual plant. Tell them you are

looking for a minimum of ten things. At the end of the time ask the following questions in a

discussion format:

• Raise your hands if you believe your group successfully labeled their plants.

• What are the ten parts of the plant that were labeled?

• Do you think there are more than ten parts you could label on the plant? Why or why

not?

• Should (insert group name) have the same labels as (insert group name)? Why or why

not?

• Do all plants have the same parts? Explain.

• Because each plant may be shaped differently or is a different color does that mean it is a

different part? Why?

Plants are made up of a complex system involving a number of parts and processes. Each is

important and plays a vital role in plant functions. We will be taking an in-depth look at the parts

and processes and learn about each one.

Page 5


Summary of Content and Teaching Strategies

Objective 1: Identify and describe each plant cell organelle.


Teaching Strategies Related Content

Ask students, “What is a plant anyway?”

Slide 7 in BPS4 Plant Parts, Structures,

and Functions

Follow up by asking, “What is a plant made

of?”

Listen for: Students will probably answer with

things like stems, branches, leaves, flowers,

etc.

Share that there are even more parts that make

up plants. In order to understand the entire

plant, we need to start with the basics—many

of which can’t actually be seen by the human

eye.

Ask students, “What are some of those

parts?”

Listen for: Students may give you the same

answers as above. Hopefully you will be able

to get cells as an answer.

Hand out Activity Sheet 4.1for students to

complete and label while going through the

notes from slide deck.

Slides 8-9 in BPS4 Plant Parts,

Structures, and Functions

Have posters or spaces on wall space labeled:

• Cellular Control Center

• Store, Clean-up, and Support

• Build Proteins

• Capture and Release Energy

• Cellular Boundaries

Students can do this as a class, broken into

groups, or individually. Give them post-its or

Cells – Basic Units of Life

Nucleus – A large membrane enclosed

structure that contains DNA and controls the

cell.

Cytoplasm – Fluid portion of the cell.

Organelles – structures of the cell that

perform important task

Page 6


paper and tape with the following organelles:

• Nucleus

• Vacuoles

• Vesicles

• Lysosomes

• Cytoskeleton

• Ribosomes

• Endoplasmic reticulum

• Golgi apparatus

• Chloroplasts

• Mitochondria

• Cell wall

• Cell membrane

Students will place the organelle in the

category they think it belongs in. Review the

answers. Leave the organelles there through

the unit.

We have already discussed the nucleus so

what category does it belong in and what is its

function? Cellular Control Center Contains

DNA; Controls Cell

Let’s look at all the other organelles. Where

in the cell will we find them? Cytoplasm.

Ask students to share what cytoplasm is made

of.

Share that these are the functions that relate to

the storage, cleanliness and support of the

cell.



Use the following discussion questions while

going through these parts:

How do you think that large vacuole helps the

plant? Keeps it rigid, helps with support

Vacuoles

• Store materials like water, salts,

proteins, and carbohydrates

• Many plant cells have one large

central vacuole filled with liquid

Page 7


Who knows what lipids are? Fats

What could happen if we didn’t have the

cytoskeleton? Cell would lose its form.

Where is the DNA that is sending the code

located? Nucleus

Let’s talk more about this coding and what

happens in the nucleus and what happens

when the cell builds proteins.



The cell is also in charge of capturing and

releasing energy.



Do you think other cells besides plant cells

have chloroplast? Why or why not? No –

animals eat food to gain energy

Why do you think the Mitochondria have the

nickname "mighty mitochondria?" Provide

the cell it's energy – making the cell "mighty"

Now, let’s talk about the cellular boundaries.

Vesicles

• Store and move materials between cell

organelles, as well as to and from the

cell surface

Lysosomes

• Break down lipids, carbohydrates, and

proteins into small molecules that can

be used by the rest of the cell.

• Involved in breaking down organelles

that have outlived their usefulness.

Cytoskeleton

• Helps the cell maintain its shape

• Involved in movement

Ribosomes

• Produce proteins

• Follow coded instructions from DNA

Endoplasmic Reticulum

• Assembles lipid components, proteins,

and other materials that are exported

from the cell.

Golgi Apparatus

• Modifies, sorts, and packages proteins

and other materials from the

endoplasmic reticulum for storage in a

cell or release outside the cell.

Chloroplasts

• Capture the energy from sunlight and

convert it into food that contains

chemical energy – Photosynthesis

Mitochondria

• Convert chemical energy stored into

food compounds that the cell can use

Cell Wall

Page 8


Ask students the following questions:

• What does porous mean? Allows

materials to pass through

• Why do you think plant cells need a

cell membrane and a cell wall? For

structure – they don’t have a skeleton.



Have students go back through their answers

from BPS4.1 and reassign any organelles to

categories now that they know what they are.

Review the content in this objective by having

students complete BPS4.2.

• Strong supporting layer around the

cell membrane

• Porous

Cell Membrane

• Regulates what enters and leaves the

cell

• Protects and supports the cell

Objective 2: Compare and contrast monocot and dicot structures.



Pose the following questions:

• What do these two plants have in

common?

• What are their differences?

Take a few minutes to answer those questions

on a piece of paper.

Possible answers will vary based on plant but

could include things about their color, their

size, their shape, etc.

Slide 22 in BPS4 Plant Parts,


The big differences are because one plant is a

monocot and the other is a dicot and would

stay the same no matter what plant we

substituted in.

Ask students what they think monocot and

dicot means.

Let’s dig into more specifics about monocots

and dicots.

Monocots are plants with one cotyledon (one

seed leaf). Some of the characteristics of a

Page 9




What are some plants that you see every day

that are monocots and dicots?

What do monocots and dicots have in

common?

Review the differences and similarities

between monocots and dicots.



Then, walk students around the school (or

show pictures if you do not want to go

outside). Point out a plant and have students

determine if it is a monocot or dicot. Make

them defend their answer using the

characteristics they learned.

Have students complete BPS4.3.

monocot are:

• Parallel veins in the leaves

• Vascular bundles are scattered within

the stem

• Flower parts are displayed in

multiples of three

• Examples: corn and grasses

Dicots are plants with two cotyledons (two

seed leaves). Some of the characteristics of a

dicot are:

• Branched vein in leaves

• Vascular bundles are in a circular

pattern

• Flower parts come in multiples of

fours and fives

• Examples: Soybeans and trees

Monocots and Dicots do have some

similarities:

• They contain the four main parts of a

plant (roots, stem, leaves, flower).

• They internally both have xylem,

phloem, and apical meristems.

Objective 3: Identify and describe the functions and types of roots, stems, leaves, and flowers


Page 10



Hand out Activity Sheet 4.4. Let students

know we will need to use this packet for the

entire lesson and will be adding to it

throughout.

When learning about monocots and dicots, we

determined that one of the things they have in

common are their major parts. Who will share

what those major parts are?

Before we dive into the parts of a plant, let’s

look at the seed.

Prior to class, gather a bunch of different

seeds. Give each student a handful, and have

them examine the seed – both inside and out.

See if they can hypothesize about what parts

we will identify and their function.



Parts of a Seed

• Seed Coat

o Tough exterior surface

o Protects embryo from drying

out or from injury

• Embryo

o Cotyledon

▪ Seed leaves

▪ Monocots – protects

the epicotyl

▪ Dicots – protects

epicotyl and provides

food storage for new

plants

o Epicotyl

▪ Growth bud of embryo

▪ Develops into shoot

that emerges from

germinating seed

o Hypocotyl

▪ Stem section

▪ First tree stem

▪ Lengthens plant

o Radicle

▪ Root tip

▪ First root of plant

▪ First part to emerge

from germinating seed

▪ Holds plant in soil,

absorbs water and

nutrients

• Endosperm

Page 11


Ask students to list the four main parts of a

plant.



Let’s start at the bottom of the plant and work

our way up.



What do you think is meant by root system?

Do you think that sometimes it is difficult to

tell the primary and secondary roots apart?

Why?

Probable answers: look the same, roots are

same size, do not know what grew first, they

all spread out

Are root hairs something we would be able to

see without a microscope? Why or why not?

It is a single cell so it will not be seen. By the

time we can see it, it technically has become a

root.

Why would the root need to be protected as it

grows?

Some soil is very dense and hard to move

through. There are rocks, wood chips, other

roots to navigate through.

o Food storage tissues

o Nourishes the developing

embryo upon germination

o Only in monocots

Parts of a Plant

• Roots

• Leaves

• Stem

• Flowers

Roots

• Vegetative part of the plant that are

most likely found underground

• System of roots

o Primary Root

o Secondary Root

o Root Hairs

o Root Cap

The primary root is the main part of the root

system. It’s the first root to develop from the

seed and continues to grow and branch off

during the plant’s life.

The secondary root is any root that grows

from the primary root. There are a large

number of secondary roots in the root system.

Both primary roots and secondary roots have

root hairs. These root hairs are single root

cells found near the tips of the roots.

The root cap is a mass of cells at the very tip

of the root. As the root grows, the root cap

helps to protect the root from damage.

Page 12


Have students double check diagram on

handout to make sure it is labeled correctly.

Pull a couple of plants so that their roots are

showing or have a couple of pictures of roots.

Have students identify the external parts of

the root.

Share content on internal parts of root. Have

students label the next diagram.



What externally is directly covering the apical

meristem? Root cap

Let’s do an easy rhyme together to help us

remember what the internal parts do:

Xy goes high (raise hands up)

Phlo goes low (lower hands down)

Apical Meristem makes things grow (put

hands out wide)

Share that when you combine the internal and

external root parts, you have a root system.

The two common root systems are fibrous

and tap.



Share content on root system. Have students

label diagrams.

Are these the only type of root systems? No

What do you think are some other roots

systems? Possible answers: air, water,

Internally the following parts are important to

a root:

• Phloem

o Phloem is the vascular tissue

responsible for carrying food

DOWN the root.

• Xylem

o Xylem is the vascular tissue

responsible for carrying water

and nutrients UP the root.

• Apical Meristem

o The apical meristem is where

new growth takes place.

A fibrous root system is a made of a bunch of

small primary and secondary roots.

A tap root is made up of one primary root that

grows straight down from the stem. The

primary root has some small secondary roots

growing off of it.

Page 13


Pose the following questions for discussion:

• We know the parts of the root and the

different types of roots but what is the

purpose of a plant's roots? Possible

answers: Suck up water, hold the

plant, etc.

• What is absorption? The process

where the roots take up water and

nutrients for the plant.

• Why are the roots be a good place to

store food? They can send it up to any

part of the plant, they are protected.

• Why is it necessary for a plant to have

an anchoring system? It could fall or

blow over.

• Have you ever seen trees that are

growing on the sides of hills,

mountains, and/or canyons? What

keeps them steady and secure? Strong

root system to anchor them.

Using the same plants or pictures you had out

for the last ID activity, have students

determine if these plants have fibrous or tap

roots and defend their position.

Wrap up the roots by reminding students of

their primary functions.

Aquatic roots – absorb nutrients and oxygen

from water

Adventitious roots – develop in places other

than nodes and can form on cuttings and

stems.

Aerial roots – grow horizontally from the

stem and fasten the plant to a support

structure.

Absorptive Air Roots (another type of aerial

root) - absorb and store water from the air.

The primary functions of the root are:

• Absorption

• Food Storage

• Anchoring the Plant

Page 14




Let’s move from the roots up to stem. We

will start with the basic stem structure and

then go into specialized structures.



What do we reference when we use the term

stem? Possible answers: Trunk, part that

holds plant up, part that holds flower, etc.

If we were comparing the stem to the human

body what are some parts that would be

nodes? Shoulders, hips, neck

Let’s discover more.



Let’s take a closer look at these external parts.



How many internodes can a stem have?

Depends on the number of nodes. Only

limited by the size of the stem.

Why is it called the terminal bud? What does

the word terminal mean? Terminal means end

The stem is the main part of the plant that

leaves and flowers grow out of. It is

important to remember when we talk about

the stem we are not just talking about the

main trunk but the branches of a plant as well.

The external parts of the stem include:

• Node

• Internode

• Bud

• Terminal bud

• Axillary bud

• Bud scale

• Bud scale scar

• Leaf scar

• Lenticels

Node – a point along the stem where leaves or

other stems are attached

Internode – the area between two nodes

Bud – the undeveloped part of a plant that

will become a leaf, stem, or flower

Page 15


so it is the terminal bud because it is at the

end of the stem.

Some years there will be a lot of space

between the scars and some years there will

be hardly any. What do you think causes the

difference? Growing conditions and age.

Some years the conditions are optimal and it

will be easy for the plant to get what it needs

to grow. Some years there is barely enough

for the plant to live let alone grow. Younger

plants often grow faster/more than older

plants do.

Why do you think it leaves a scar when it falls

off? It is connected and leaves an open wound

that has to heal. Just like if you were to lose a

limb or when you cut yourself you get a scar.

Take students outside to a tree. Younger

saplings work best but large trees will suffice

if necessary.

Have students point out the different external

parts of the tree. Help them find some

terminal bud scale scars that show different

years of the tree's growth.

Let’s look at the internal parts of the stem.

What do you think are some of the internal

Terminal bud – the bud positioned at the tip

of the stem

Axillary bud – also known as a later bud, is a

bud located along the side of the stem

Bud scale – the structure, similar to a leaf,

that covers the bud before it opens

Bud scale scar – a ring-like scar that is formed

when the terminal bud begins to grow. The

length of one terminal bud scale scar to the

next represents one year of growth

Leaf scar – the scar that forms when a leaf

drops off of the stem

Lenticels – are tiny pores on the stem that

allow for gas exchange between the plant and

the environment. Most of the time they cannot

be seen.

Page 16


parts of the stem? Probable answer: Same as

the root.

Recall what students know about xylem and

phloem.

• We have seen these three before. Who

remembers what they do? Students

share response. Review the rhyme and

actions as a class: (xy goes high, phlo

goes low, apical meristem makes

things grow)



Why do you think woody dicots have more to

them? Probable answers – they are bigger,

they live longer, they need more stuff

What does the number of rings left by the

cambium tell us? How old the tree is.



Using a cross-section of a tree (one in the

classroom, one left in stump, or a picture)

have students find the different internal parts

of a woody dicot. Once they have identified

the parts see if they notice a difference in

thickness of rings as well as have them

estimate how old the tree was when it was

cut. Finally assuming the tree was cut this

year have them find the ring that represents

the year of their birthday.

Woody dicots have more internal stem

structure than monocots.

The cambium is actively growing tissue

where new xylem and phloem stem cells are

produced. As it creates new tissues each year

it leaves a ring behind.

The pith is the center portion of the stem

where food and moisture are stored.

The bark is old, inactive phloem that makes

up the outside of woody dicots

Heartwood is the old, inactive xylem

Sapwood is the new active xylem

Page 17


Pose the following questions:

• What purpose does the stem serves in

the plant? Probable answers: holds it

up, makes it taller, moves food and

water

• What is the stem supporting?

Branches, leaves, flowers, fruit, nuts,

etc.

• Who remembers what translocation

is? The movement of water, food, and

nutrients through the plant by the

vascular tissues.

Remind students of the primary function of

stems.



Share that there are also specialized stems.



Now You Know – Radio Broadcast.

Break students up into groups (you will need

at least seven groups). Assign each group a

modified stem to research. They will need to

find the definition, special structures and

functions of the modified stem. They will

then present it to the class in the following

format:

"Have you ever wondered how a (insert stem)

is different than other stems? (insert research)

Now You Know!"

The stem has two very important functions:

• Support

• Translocation

Specialized stems are stems that grow above

or below the ground, not upright or vertically

like other stems. They also have some

features that are different. Sometimes they

are called modified stems.

These include:

• Stolon

• Rhizome

• Bulb

• Corn

• Spur

• Tuber

• Crown

Page 18


From the roots, to the stem, next move to the

leaves.



Why do you think we use the term petiole

instead of calling it a stem? To distinguish it

from the actual stem since it does not have the

same structure.

We often use vein patterns to help identify

plants.

Share that the margin is a key identifiable

characteristic when identifying plants.



How can we remember that the top of the leaf

is called the apex? Apex means top.

There are a variety of tips you may see when

looking at leaves.



Finally, the base should be looked at to help

with identification.



The important external parts of a leaf are:

• Petiole

• Blade

• Midrib

• Veins

• Margin

• Apex

• Base

The petiole is the stem of the leaf

The blade is the large, flat surface of the leaf

The midrib is the large center vein of the leaf

The veins of the leaf form its basic structure.

Veins that branch off from the midrib are

known as lateral veins. The pattern of the

veins is known as the venation pattern.

The margin is the outer edge of the leaf. Leaf

margins vary and are used as an identifying

characteristic.

The apex is the tip of the leaf.

Page 19


Now, let’s talk about the internal makeup of

the leaf.



Review the internal parts of the leaf by

watching one or more of the following videos:

• https://youtu.be/UG08SsO8zQA

• https://youtu.be/YeD9idmcX0w

•

Just like there are two root systems, there are

two different leaf types.

Leaf Anatomy

• Upper and lower epidermis

o Cuticle

▪ Waxy substance that

covers epidermis

▪ Keeps water in plants

o Stomata

▪ Openings on underside

of leaves

▪ Allow for exchange of

gases

o Guard Cells

▪ Open and close the

stomata

• Mesophyll Layer

o Palisade Mesophyll

▪ Under upper epidermis

▪ Contains chloroplasts

▪ Primary site of

photosynthesis

o Spongy Mesophyll

▪ Between palisade

mesophyll and lower

epidermis

▪ Air space between cells

▪ Site of photosynthesis

and gas exchange

• Vascular Bundles

o Phloem

▪ Move food from site of

photosynthesis to rest

of plant

o Xylem

▪ Move water and

minerals to

photosynthesizing cells

in leaves and stems

Leaf Types

• Simple

https://youtu.be/UG08SsO8zQA

https://youtu.be/YeD9idmcX0w

Page 20




Instructor note: See lesson FL2 Identifying

Plants in the Floral Industry and LM4 Identify

and Classify Landscape Plants for more

compound leaf descriptions including pinnate,

palmate, etc.

Ask students to use the information they’ve

just learned about leaves to determine the

function. Share out responses and then share

the slide.



Next, have students partner up to talk about

the leaf’s role in the major plant processes.

Share out these responses with the class.

Share with students that there are also

specialized leaves that have modifications to

help the plant.



Divide students into groups and assign each a

leaf modification. Each group needs to

research the description of the modified leaf

as well as create two false descriptions. The

group will read their truth and two lies to the

class (in random order) and the class will try

and decide which one is the true description.

Now, on to the flowers; the part of the plant

that everyone notices.



o Has a petiole and one simple

blade

• Compound

o Has a petiole and two or more

blades known as leaflets

Leaf Functions

• Manufactures food through

photosynthesis

Leaf’s Role In Plant Processes

• Transpiration

• Photosynthesis

• Respiration

Specialized Leaves

• Xeromorphic foliage

• Thorns

• Prickles

• Tendrils

• Sacs

• Hydrophytes

Flowers are the reproductive part of the plant.

They grow on plants in one of two ways:

• As an inflorescence

o Cluster of flowers on a stem

• As a solitary flower

o One flower on a stem

Page 21


Regardless of how the flower grows, the same

parts exist.



Share that whether or not specific parts are

present determines the type of flower.



Parts of a Flower

• Sepals

o Also known as calyx

o Vegetative part

o Protect stamens and pistils in

bud stage

• Stamens

o Male reproductive Part

o Anther

▪ Produces pollen

o Filament

▪ Supports anther

• Petals

o Also known as corolla

o Vegetative part

o Bright color and fragrance

attracts pollinating insects

o Protect stamens and pistils

• Pistil

o Female reproductive part

o Stigma receives and holds

pollen

o Style connects stigma with

ovary and supports stigma

o Ovary is the site of fertilization

• Pedicel or Peduncle

o Stalk of flower

• Receptacle

o Base of flower below ovary

Types of Flowers

• Complete

o Contains four major parts

▪ Sepals, petals, stamens

and pistils

• Incomplete

o Missing one or more of the

four major parts

• Perfect

o Have both the stamen and

pistil

• Imperfect

o Missing either the stamen or

the pistil

Page 22


Have students find a YouTube video that

accurately depicts how to dissect a flower.

From there, have students create a list of steps

to dissect a flower and perform the dissection.

As an alternative, lead students through a

dissection of a flower while labeling the parts

in BPS4.4. Choose flowers with conspicuous

and complete sets of parts such as Lily or

Peruvian lily.

When finished, students should lay out all of

the pieces and label them.

Students will then conduct a gallery walk to

review others’ dissections, making corrections

as needed.

Have students use their knowledge of the

flower to identify the function of the flower.



Flower Function

• Attract pollinators

• Reproduction

Review/Summary


Plant cells are a complex system of organelles that each has a function important to the life of the

plant. Plants are classified as monocot or dicot based on certain characteristics. Regardless of

how they are classified they contain roots, stems, leaves, and flowers. Each part plays an

important role in the life of the plant and has its own unique parts and functions.

Review


Exit cards Students will answer the following questions on a note card or small slip of paper and

hand to teacher as they exit:

• What did you learn about plant cells, monocots, dicots, and plant structures?

• What questions do you still have about plant cells, monocots, dicots, and plant structures?

Scavenger Hunt Have students complete BPS4.5.

Application

Extended Activities

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Create a plant cell Jell-O mold with other edible items (dried fruit, candy, nuts, grapes, etc.)

being the different organelles.

Students with plant systems SAEs can use the information to create identification sheets for their

plants. Have students share with entire class.

Identify parts of the Agronomy, Floriculture, and Nursery Landscape CDE that reinforce the

lessons and have mini-contest or competition within the class.

Research precision planting of seeds.

Evaluation

Project-Based Evaluation (BPS4.6)

Students will create a "map" of plant systems parts. This can be done on poster board, large

paper or using an online mind mapping account. Students will label the different structures

including representations of the functions for both monocots and dicots.

Paper-Pencil Quiz Evaluation (BPS4.7)

1. Chromosomes carrying genetic information are found in the ____________?

2. What does the chloroplast of a cell do?

3. What are two differences between monocots and dicots?

4. What are the four main parts of a plant?

For questions 5-6, choose whether the flower is complete or incomplete and perfect or imperfect.

5. The flower consists of the petals, sepals, pistil, and stamen.

6. The flower consists of the petals, stamen, and pistil.

7. What is the purpose of the apical meristem?

8. Define what the phloem and xylem transport through the plant.

Answers to Evaluation

Project-Based Evaluation (BPS4.6)

Use scoring guide provided on BPS4.6 to assess student work.

Paper-Pencil Quiz Evaluation (BPS4.7 KEY)

1. Nucleus

2. Captures the energy of sunlight and turns it into usable food.

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3. Monocots have parallel leaf veins; dicots have branching leaf veins; Monocots have

vascular bundles scattered through the stem; dicots have vascular bundles in a circular

pattern; Monocots have flowers with parts in threes; Dicots have flowers with parts in

fours and fives

4. Roots, stem, leaves, flowers

5. Complete and perfect

6. Incomplete and perfect

7. To create new cells in order for the plant to grow.

8. Phloem – food/sugars; Xylem – water and nutrients

Documents

New BPS4 · 2018. 7. 16. · BPS4 Plant Systems Basic Foundational Lesson Unit: Basic Plant Science Lesson Title: Plant Parts, Structures, and Functions Competency: Examine plant