Plant Life Cycles

Lesson 11
Plant Life Cycles

Standards
Content Standard
Students know that the life cycle includes birth, growth, development, reproduction, and death.
Overview Engage
In this section, students observe and make inferences about plants and seeds.
Process Standard
Students know that differences in things being investigated may produce dissimilar results.
Explore
In this section, students create gardens in plastic bags to observe seed germination and beginning plant growth.
Vocabulary
germinate: to cause a seed to sprout or grow node: the place on a plant stem where the leaf attaches nutrients: substances a living organism needs to grow radicle: the first part of a new plant to emerge from the seed during germination
Explain
In this section, students learn about the stages of life for all plants and the factors that support healthy plants.
Elaborate
In this section, students learn how owering plants reproduce.
Essential Question
What are the stages of plant life cycles?
Evaluate
In this section, students examine the Essential Question of the lesson and reect on their learning. Students also take the Plant Life Cycles Assessment.
Teacher Created Materials
#10798 (i2290)Earths Systems and Cycles Teachers Guide
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Lesson 11
Plant Life Cycles

Background Information for the Teacher
Stages
The stages of the plant life cycle are germination (birth), growth, development, reproduction (sexual or asexual; produces seeds), death, and back to germination. In between reproduction and death, plants rely on outside forces, such as wind, animals, or water, to disperse their seeds in new locations so that life may begin anew. Thus, seed dispersal is sometimes considered another stage to the life cycle of a plant.
Growth and Development

The plants will sprout leaves on their stems at the nodes. The stem of a plant continues to grow taller, helping new leaves seek light. The spaces between leaves are called internodes. Leaves have breathing holes called stomates. The chlorophyll in the leaves uses carbon dioxide from the air and combines it with water and light to produce oxygen (which it dispels into the air) and sugars (which the plant uses for food or stores for later use). This complex process is photosynthesis, a topic not explored in depth during this lesson. While the plant continues to grow above ground, the roots spread out or grow deeper below ground. They continue to absorb water for the stem to carry to the leaves. Amazingly, most of the water absorbed by the roots is used to cool the plant. This process is called transpiration. Water from the plants leaves evaporates into the air.
Seeds
Plants begin their life cycles as seeds. Seeds store everything a plant needs to grow inside the embryo. The embryo can be seen best in peanuts. Open a peanut, and the embryo is the tiniest bump toward the top of the seed. Seeds will remain dormant, sometimes for years, until just the right conditions combine to allow the seed to germinate.
Germination
With the right moisture * and warmth, a seed will sprout. The first budding root is the embryonic root, or radicle. It grows downward to tap the soils water and nutrients. The hypocotyl follows upward, the beginning stem of the plant. It carries the two cotyledons along with it. These are the two halves of the seed between which the embryo was wedged. They look like little leaves. In fact, they are called seed leaves. These drop to the ground when the plant no longer needs them. As the plant grows, the seed coat also falls off.
Reproduction
Flowers bloom. Their petals are encased between four sepals. Flowers have both male and female parts to aid fertilization. The pistil is the female part of the flower. The stamen is the male part of the flower. The stamens house powdery yellow pollen grains. Insects seek the sweet nectar buried deep within the flowers. As they move from flower to flower, they carry pollen granules with them. The pollen sticks to the pistils of other plants. The pollen travels down a long tube to the bottom of the pistil, where the eggs are. The eggs become fertilized and become the embryos of new seeds. Once a plants seeds have been successfully moved to a new location and the conditions for growth are met, a new plant will germinate, grow, develop, reproduce, and die.
*This image is available on the Teacher Resource CD. Image Credit: Timothy J. Bradley
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Lesson 11
Plant Life Cycles

More to Know
Additional Vocabulary
bud: a growth on a plants stem that grows into a flower carbon dioxide: a colorless gas that is taken in by plants during photosynthesis and given out by animals during exhalation fibrous root: a root system that branches out beneath the ground directly from a plant nectar: sweet liquid produced by flowering plants photosynthesis: the process in which plants use sunlight to combine water and carbon dioxide to make their own food (glucose) pistil: the female reproductive parts of a flower; includes the stigma, style, and ovary pollen: powder granules produced by anthers that contain sperm for plant reproduction sepal: the protective green leaf-like growth that protects budding flowers stamen: the male reproductive part of a flower which produces pollen; includes filament and anther taproot: a long, main root that grows straight down from a plant
Plant Growth and Create a bottle Development terrarium using clea r two-liter bottles. plants in fertile so Cut off the top an il. Tape the cut to d plant seeds or p securely to the bo wrap and secure it ttle or wrap the to with a rubber band p with plastic . Create classroom environments that can support both Have students rese desert dwellers an arch to discover th d tropical plants. e needs of each ty the materials to su pe of plant and th stain these plants en obtain in the classroom. plants needs. Discuss the differen ces in each Plant a vegetabl e or ower garden . Use an area arou administration. Fo nd the building ap llow the directions proved by on the seed packet Begin a school s for optimal grow or community beau th. tication project. donations. Enlist As k lo ca the help of the PT l nurseries for smal A or parents for ga l shovels, and bucket rdening supplies, s. With parent pe in cl ud ing gloves, rmission, spend ti time allows) pulling me once a week (o weeds and trimmin r as of ten as g plants around the Take a nature w school or commun alk. Have students ity. illustrate the differ in the classroom, ent plant life they have students cate observe. Back gorize the plants. categories in smal Have them share th l groups. As a clas eir plant s, have the groups in common. share categories th ey had
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Ideas for Observin
g Real-life
Lesson 11
Plant Life Cycles

Engage
Materials
two similar plants; one having had sufcient water and light, the second having been denied water birdseed paper paper towels magnifying glasses rulers scales chart paper and markers
In this sec tion, stude nts observe an d make inferences about plan ts and seeds.
Procedure
Note: Before beginning this lesson, you will need to acquire the two plants mentioned in the Materials section. Make sure that the plant that has been denied water does not die. Water this plant in particular after the activity is complete. 1. Display the two similar plants so that each student can easily observe them. Have students use the magnifying glasses, rulers, and scales to make further observations. Note: Pass them around, or set them at a center table and invite four students at a time up to observe the plants. 2. After students have observed the plants, have them record their observations on sheets of paper. 3. Have students share their observations while you list them on a sheet of chart paper. Circle any facts and put a star next to any inferences that students mention. Note: One inference that they may note is that one plant has not been watered. 4. Provide each group of three or four students with a handful of birdseed on a paper towel and the scientic tools (used in step 1) needed to observe them. Have the students observe the seeds. 5. Discuss what the students already know about plant growth. Keep the student-led discussion going by asking students the following questions: How are the seeds similar and different? What do the seeds need to start growing? What do the seeds need to keep growing? What will emerge rst: root, stem, leaf, or ower? How do owering plants reproduce? What will happen at the end of the plants life cycles? What do all the seeds have in common? What do all plants have in common?
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Lesson 11
Plant Life Cycles

Explore
Materials
Inquiry Handbook: You Be the Botanist (page 91) sandwich-size zipper bags paper towels stapler birdseed water beaker ruler a sunny place masking tape and pen
In this sec tion, stude nts create gard ens in plastic bag s to observ e seed germin ation and beginning plant grow th.
Procedure
Note: Before beginning this experiment, decide if each student will each create his or her own garden in a plastic bag. Students could also create gardens in pairs or groups. Acquire the necessary amount of materials based on your choice. 1. Review what the students observed about the birdseed during the Engage activity. Ask students which seeds they think will germinate or sprout rst. Ask them if this same seed will grow the fastest. 2. Distribute copies of the You Be the Botanist activity sheet to the students. Review the procedure. Take a class vote. Hold up a handful of each type of seed, one at a time, and have students choose which type of seed they will germinate. If a seed receives no votes, use this type to demonstrate how to make the baggie garden for the class. Each seed should be represented in one or more baggies. 3. Divide students into groups and distribute materials to each group. 4. Have students formulate their hypotheses and design their experiments. 5. Provide a suitable location for students to hang their bags. Use masking tape in one corner of the bags so students can write their names with pens. 6. Allow time each day for students to check their seeds, measure growth, and record their data and observations. At the end of the week, have students write their conclusions. 7. As a class, discuss the individual results by asking students the following questions: Which seed germinated rst? Did this same seed also grow the fastest? 8. Have students compare their data with others who planted the same seed. Ask students if all the same seeds grew at the same rate. Discuss why individual results might vary.
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Lesson 11
Plant Life Cycles

Explain
Materials
Inquiry Handbook: From Seed to Plant (page 92) A Plant Grows Tall (page 93) Plant Life Cycles Vocabulary (page 94) colored pencils sprouted seeds from the Explore activity
In this sec tion, stude nts learn abou t the stage s of life for a ll plants an d the factors that suppo rt healthy pla nts.
Procedure
1. Discuss how the seeds were able to germinate, or sprout, in the Explore activity. Ask if the seeds would have sprouted if the students had left them on the dry paper towels. Have students justify their answers. 2. Explain that seeds need the right temperature, light, water, air, nutrients, room to grow, and time. Tell students that too much or too little of any one thing can kill the plant or keep it from germinating at all. 3. Review the order in which the plant parts emerged from the seeds in the Explore activity. As a class, discuss why the roots emerged rst. Explain that every plant part (root, stem, leaf, and ower) helps the plant grow and develop and each has its own job to do. 4. Distribute copies of the From Seed to Plant background page to students. Read the information together as a class. 5. Discuss the background page by asking the following questions: What does a seed need to germinate? What do all plants have in common? How are plant life cycles different? 6. Distribute copies of the activity sheet A Plant Grows Tall to the students. Note: Students will need colored pencils to complete the activity. Allow time for them to complete the activity in groups. Have students use the background information to aid in completion of the activity. 7. Allow time for the group members to share pictures with partners. 8. Distribute copies of the Plant Life Cycles Vocabulary activity sheet and allow students time to complete it. Encourage the students to work independently.
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Lesson 11
Plant Life Cycles

Elaborate
Materials
Inquiry Card: Flowering Plant Reproduction Inquiry Handbook: Flowering Plant Reproduction (page 95) hibiscus (optional) scientic inquiry tools: hand lenses, rulers, scales, etc. (optional)
In this sec tion, students le arn how flowering p lants reproduce.
Procedure
1. If possible, provide each group of four students with one hibiscus bloom and scientic inquiry tools. Allow the groups time to observe the ower. 2. Display the Flowering Plant Reproduction Inquiry Card and distribute copies of Flowering Plant Reproduction from the Inquiry Handbook. 3. Tell the students the front of the card shows the names of different owering plant parts and an insect that helps plants reproduce. Have the groups nd each part on the hibiscus. 4. Read the background information to the students. Use the Inquiry Discussion Questions to help review the purpose of each reproductive part of the plant. 5. Use the differentiation suggestions for students to complete the Analyzing Science questions. 6. Allow students time to complete the Nonction and Fiction Writing Prompts, as well as the Scientic Challenge. These activities can be completed in centers or workstations, if desired.
Inquiry Discussion Questions

What might happen if pollen from a daisy was used to pollinate an apple blossom? What other ways besides pollen-carrying insects might owers get pollinated? Why are insects important to the reproduction process of owering plants?
Differentiation
Above-Level Learners
Have students complete the triangle Analyzing Science question.
On-Level Learners
Have students complete the square Analyzing Science question.
Below-Level Learners
Have students complete the circle Analyzing Science question.
English Language Learners

Review the vocabulary from the lesson. Help students draw diagrams of a plant and have them label all of the parts of the plant. Have students use these diagrams as a reference during the lesson. Make sure students understand the life cycle of all plants. Have students complete an Analyzing Science question that is appropriate for their abilities.
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Lesson 11
Plant Life Cycles

Evaluate
Materials
Inquiry Handbook: Plant Life Cycles Journal (page 96) Plant Life Cycles Assessment (pages 9798)
In this sec tion, stude nts examine th e Essential Question o f th reflect on th e lesson and eir learning . Students als o take the Pla Life Cycles Assessment. nt
Procedure
1. Conclude the lesson by reviewing the parts of a plant, their roles in the life cycle of the plant, and the things plants need to live through their life cycles. 2. Discuss the Essential Question (page 115) of the lesson as a class. Students should be able to articulate the stages of life all plants experience. 3. Distribute copies of the Plant Life Cycles Journal activity sheet to students and have them use it as a way to reect on the lesson and synthesize the major concepts studied. This can also serve as a review for the nal assessment. 4. Distribute copies of the Plant Life Cycles Assessment to students and allow them adequate time to complete it. Answers for the assessment, as well as the other Inquiry Handbook activity sheets used in this lesson, are provided below.
Answer Key
You Be the Botanist (page 91) Responses and data collected will vary. A Plant Grows Tall (page 93) Illustrations will vary. Plant Life Cycles Vocabulary (page 94) Diagrams may vary but should include all four vocabulary words as labels or explanations. Plant Life Cycles Journal (page 96) Responses will vary. Plant Life Cycles Assessment (pages 9798) 1. A 2. C 3. B 4. B 5. D Open Response Responses will vary.
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Lesson 11 Name_____________________________________
Plant Life Cycles

You Be the Botanist
Directions: Read the question below and formulate a hypothesis. Then use the provided materials to conduct the experiment. Make your observations and draw your conclusions. Create a record of your experiment on a separate sheet of paper. Make sure to copy the table below to record your data.
Question
What do plants need to germinate (sprout) and grow?
Hypothesis
Formulate your hypothesis. (What is the answer to the question?) Record your hypothesis.
Experimental Design
1. Fold a paper towel so that it fits inside a resealable plastic bag. 2. Staple a line along the bottom edge of the bag, about 5 cm (2 in.) above the bottom. 3. Look through the birdseed. Choose the type of seed you believe will germinate or sprout first. Place 5 or 10 of the seeds you chose in the bag. They should not fall below the staple line. 4. Measure 75 mL (2.5 fl. oz.) of water. Pour the water down the paper towel. There should be a small puddle of water in the bottom of the bag. The paper towel should be moist, but not soaking wet. 5. Zip up the bag and hang it in a sunny spot. 6. Record your observations once a day while the plant grows.
Observation
What happened to your seeds? Record your observations. Length of the First Seed that Germinated date mm
Conclusion
What is the answer to the question? Do your findings support your hypothesis? Is your hypothesis correct? Write your conclusion.
Teacher Created Materials #12450Earth Systems and Cycles Inquiry Handbook
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Lesson 11
Plant Life Cycles

From Seed to Plant
A Seed Sprouts
Plants, like animals, are born (germinate), grow, develop, reproduce (with seed), and die. Some plants live for many years, while some plants, called annuals, live for just one year or so. If a plant does not get what it needs to grow (water, light, and nutrients), it will die before it can live through its whole life cycle. All plants begin their lives as seeds. Inside every seed is an embryo. The embryo has all the plant parts, like roots, stems, and leaves, that will grow. The outside of the seed is the seed coat, which protects the seed from harm. When all the right events happen, the seed will germinate, or sprout. The first plant part to emerge is the embryonic root, or radicle. Roots keep the plant steady and set firmly into the ground. They also absorb water and nutrients from the soil. The radicle will grow deeper as the plant grows taller. It will turn into a taproot or a fibrous root. A taproot is one big root that grows straight down. A fibrous root system spreads out in many little roots under and all around the plant.
A Plant Grows
After the root is set, the plant grows a small stem upward, toward light. Besides water, plants need light to grow. The stem will hold the plants leaves and carry water, nutrients, and food to the leaves and to other parts of the plant. The leaves attach to the stem at the node. The spaces between the leaves are the internodes. Spaces allow the leaves to be in the best position to catch light. Leaves make food for the plant in a process called photosynthesis. The leaves have openings to allow air to move in and out. The leaves use light, water, and carbon dioxide to make carbohydrates (or sugar) for the plant. The plant gives off oxygen. Veins in the leaves carry food and water throughout the whole leaf. Some plants have flowers. Flowering plants reproduce sexually. They have special parts that all work together to make new seeds. But flowers cannot reproduce without some help. Insects play a key role in plant reproduction. After reproduction, the plant has new seeds that will find their way to new places. They will float on the wind, wash away with water, or hitch a ride with animals. Each seed holds an embryo that is ready for the things it needs to grow. The plant life cycle starts again. 92
#12450Earth Systems and Cycles Inquiry Handbook Teacher Created Materials
Lesson 11 Name_____________________________________
Plant Life Cycles

A Plant Grows Tall
Directions: Think about the information you read. In order for a plants life cycle to begin, a plant needs room to grow, the right temperature, light, water, and nutrients to grow healthy. Think about the factors below. Illustrate what might happen if a plant received just enough of, or too little of something it needs. Healthy Unhealthy
light This plant has just the right amount of light. It stands tall. This plant does not have the light it needs. It turns brown.
water This plant has the right amount of water. It has many leaves. This plant has too little water. It has just a few wilted leaves.
room This plant has its own space. Its roots grow deep into the earth. These plants are crowded with too many roots below the ground.
nutrients This plant has nutrient-rich soil. The plant is tall and green.
This plant is in poor soil. It has yellow leaves. 93
#12450Earth Systems and Cycles Inquiry Handbook
Lesson 11 Name_____________________________________
Plant Life Cycles

Plant Life Cycles Vocabulary
Directions: Draw a diagram of a plants life cycle in the space provided. Include each of the vocabulary words in your diagram. They can be used as labels or to explain a process. Use the definitions to help you.
Denition Box
germinate node nutrients radicle to cause a seed to sprout or grow the place on a plant stem where the leaf attaches substances a living organism needs to grow the first part of a new plant to emerge from the seed during germination
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Lesson 11
Plant Life Cycles

Flowering Plant Reproduction
Lesson 11
Parts of Flowering Plants

pollen stigma pistil style ovule ovary receptacle petal sepal
SHUTTERSTOCK SHUTTERSTOCK
anther filament
stamen
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Lesson 11 Name_____________________________________
Plant Life Cycles

Plant Life Cycles Journal
What Is the Same?
Question: How is the life cycle of all plants alike? _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________
Thinking About Plants

Question: What job does each plant part have during its growth and development? root _ ______________________________ ___________________________________ stem _______________________________ ___________________________________ leaf ________________________________ ___________________________________ flower _ ____________________________ ___________________________________ seed _______________________________ ___________________________________
Plant Vocabulary
Directions: Write words related to the term plant life cycle here. _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ 96
Drawings and Illustrations: Plants

Directions: Draw a picture of a growing plant. Label: root (taproot or fibrous), stem, leaf, flower, node, and internode.
Lesson 11 Name_____________________________________
Plant Life Cycles

Plant Life Cycles Assessment
Multiple Choice
Directions: Fill in the bubble next to the correct answer for each question below. 1. What stages do all plants follow through their life cycle? A germination, growth, development, reproduction, death B seed, stem, leaf, flower, fruit C seed, water, sunlight, soil, nutrients D germination, photosynthesis, reproduction, death 2. What is the role of the stem in the plants growth and development? A to give off oxygen B to carry energy to the roots C to carry water and nutrients to the leaves D to make food for the plant 3. Why are a plants leaves usually spaced apart by internodes? A to keep the plant growing tall B to space the leaves apart so they can catch the most sunlight C to make the plant look nice D to balance the plant
Comprehension
Directions: Read the paragraph below. Then answer questions 4 and 5. Fill in the bubble next to the correct answer for each question. Getting a Head Start Chris was excited to begin a springtime garden. He bought different vegetable seeds. He used egg cartons to start growing the seeds before planting them outside in the ground. This allowed Chris to begin growing his plants earlier than usual. The ground would be ready by the time he had seedlings (baby plants). He used one egg carton per plant type. He placed potting soil in each cup. He placed three seeds about 2 cm (1 in.) below the surface of the soil in each cup. He sprayed water on the soil.
Teacher Created Materials #12450Earth Systems and Cycles Inquiry Handbook
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Lesson 11
Plant Life Cycles

Plant Life Cycles Assessment (cont.)
Comprehension (cont.)
4. What should Chris do next with his egg carton planter? A record when the seeds germinate B place it in a sunny location C plant more seeds D add more water 5. How did planting the seeds in the egg carton allow Chris to plant the seeds earlier? A The seeds have a longer growing cycle than other plants. B Chris can watch his seeds germinate. C Chris can keep track of the seeds that germinate and the ones that do not. D The ground would not yet be warm enough to allow the seeds to germinate.
Open Response
Directions: Read the statements below and respond on the lines provided. You are thinking about growing flowers from seeds. Think about all the factors that affect plant growth. Explain how you would begin growing your plants, and how you would keep them growing through their life cycle. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 98
#12450Earth Systems and Cycles Inquiry Handbook Teacher Created Materials
Lesson 11
Parts of Flowering Plants

pollen stigma pistil style ovule ovary receptacle petal sepal
SHUTTERSTOCK SHUTTERSTOCK
anther filament
stamen
Flowering Plant Reproduction

Background Information
People use flowers for many reasons. Their colors and shapes make beautiful decorations. In the wild, flowers have a very important role. They make seeds so that new plants can grow. A flower bud will emerge from the protective sepals. These are leaf-like parts at the bottom of a flower. When flowers bloom, the sepals are sometimes hidden. Flowering plants reproduce sexually. They may look different on the outside, but flowers all have the same basic parts for reproduction. The female part is the pistil. It is usually located in the center of the flower. It has three parts. They are the stigma, the style, and the ovary. The male parts are the stamens. They usually surround the pistil. The stamen has two parts: the anther and the filament. The filament holds the anther up. The anther produces pollen. Insects are very helpful during flowering-plant reproduction. The bright petals tell the insect that they can find delicious nectar there. The insects dig for nectar. The pollen granules from the stamens stick to little hairs on the insect. The insect flies to another bright flower. The pollen sticks to the stigma on the pistil of this other flower. The pollen slides down a tube to the ovary and fertilizes the eggs (ovules). These eggs become the embryos of new seeds. The ovary becomes the fruit.
Analyzing Science
Why
Fiction Writing Prompt

Many flowers bloom in spring. Think about the sights, smells, sounds, and feel of springtime flowers. Write a poem to describe the blossoms of spring and the importance of flowers in the life cycle of plants.
are flowers an important part of theplant? What is the role of each flower part: sepal, ovule, pistil, stigma, and stamen? are great pollinators. What might happen to flowering plants if bee populations decline in a particular area?
Bees
Nonction Writing Prompt

Write a paragraph explaining why flowers are an important part of the plants life cycle. Use specific vocabulary to explain how flowering plants produce new seeds.
Bees are great pollinators. Find out more about the anatomy of bees and how they are helpful to reproducing plants. Write a how-to manual for a bee in training. Explain how its anatomy helps the fertilization process. Use specific vocabulary related to both bees and flowers.
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Scientic Challenge

Plant Life Cycles

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Lesson 11