ISEC1

UNIT I
Fundamentals
Plant Science and Soils
Principles of Pest
Management
By James Martin
Unit I. Fundamentals Table of Content
Uni t I
Fundamentals
Section I. Plant Science
Lesson 1 Leaves, Stems, Buds, and Roots 4

Lesson 2 Flowers, Beauty, and Purpose 12
Lesson 3 The Food Chain Starts Here 20
Lesson 4 Plant Power: Energy and Water 26
Lesson 5 Perpetuating the Species 34
Lesson 6 What Makes Plants Do What They Do 44
Lesson 7 Plant Can’t Live Without It! 51
Lesson 8 Some Like It Hot 59
Lesson 9 Getting Down and Dirty 67
Lesson 10 Water Is Critical 75
Section I. Principles of Pest Management
Lesson 11 Read the Label 82

Lesson 12 IPM and BTM 90
Glossary 97
1
Unit I Fundamentals Introduction
PLANT SCIENCE
Introduction
The unit on plant science is intended to give the student basic information on how
plants grow. It will provide the reasons for what we do in turf and landscape
maintenance. It is, in reality, the botany of landscape horticulture and turf
management.
The lessons may be used together for a short-term study in plant science or individual
lessons may be pulled out to supplement material on landscape/turf practices. Each
lesson is complete within itself and not dependent on any other. The format is the one
to be used throughout the Guide, including terms used in that lesson, performance
objectives, and a complete list of the materials you will need to do the activities
included on the student sheets. Also, there is background information to assist the
teacher in presenting the lesson, preparation reminders for the teacher, step-by-step
procedures for the activities, reflections on logical extensions of the material covered,
and, finally, some ideas for enhancing and enriching the lesson.
For each lesson, there are student sheets to guide the student through the hands-on
activities. Resources are often suggested, such as websites, to provide additional
material necessary to complete the work. There are scoring rubrics to assist in the
evaluation of student performance. The students will first evaluate him/herself to see
if they grasp what is expected of them, then the teacher will grade the performance
and discuss the similarities and differences in the evaluations with the student.
The topics covered and their significance to the Teacher's Guide as a whole is grouped
into the following areas:
Plant Structure. Lessons 1 and 2 deal with the structure and function of the
vegetative and reproductive parts of the plant. Students will have hands-on
experiences to help them recognize and learn the names of the various parts. It is
important for the teacher to stress the various functions of these parts so the students
will become aware of the plant as a system, i.e., how the plant parts work together.
Additional information on the structure of turfgrass plants is found in Unit IV, Lesson
4.
Photosynthesis. Lesson 3 helps the student better understand photosynthesis as the
most significant process that takes place in plants. Since it is the source directly or
indirectly of all the food that exists on our planet, it should be considered of the
greatest importance. It is, of course, what brings about growth in plants whether they
be turfgrass or pine trees. Looking critically at the in- puts, the students should come
to realize that good light, water, and fertilizers enhance the process. This is a direct
tie-in to maintenance practices.
Respiration and Transpiration. These processes are important to understand when

maintaining plants. For example, proper drainage and transplanting practices impact
plant respiration and transpiration. In other words, understanding these processes
help us understand how plants function and grow.
Plant Growth Regulators. There are many complex chemical compounds within every
plant that regulate the growth and development of the plant. By knowing about these,
2
Unit I Fundamentals Introduction
the students will have a better idea of why plants do what they do. Many number of
compounds have been synthesized that duplicate the activity of natural growth
regulators and can serve as aids in rooting, growth reduction, or stimulation.
Plant Reproduction. This is a very basic concept that explains the perpetuation of the
species through sexual reproduction. It will help students understand hybridization
and the development of new cultivars.
Environmental Factors: Temperature, Light, and Soils. The emphasis in these
three lessons is on the external conditions that impact plant growth and development.
The lessons will make the students aware of the different needs plants have for good
growing conditions.
3
Unit I Plant Science Lesson 1
Lesson 1. Leaves, Stems, Buds, and Roots

Vegetative Plant Parts
Terms
vegetative parts: the shoot (stem, leaves, buds) and
National Science
root Education
Standards, Grades
reproductive parts: parts of a plant (flower, seed, fruit) 9-12
involved in sexual reproduction Unifying Concepts
and Processes:
tissue: a group of cells organized in a layer, the part of
the plant structure with specific function or location Systems, order, and
organization
phloem: the plant tissue that carries food Evidence, models and
(carbohydrates) throughout the plant explanation
Science as Inquiry:
xylem: the plant tissue that carries water and minerals
up through the plant from the root to the leaf Understanding about
scientific inquiry
meristem: the tissue where cells divide to form new Abilities to do
cells scientific inquiry
cambium: a layer of tissue in trees and shrubs where Life Science:

cells divide and increase the diameter of the trunk or a Matter, energy, and
branch organization in living
systems
leaf blade: the expanded part of the leaf History and Nature of
Science:
epidermis: outermost layer of cells, one cell thick
Science as human
petiole: the stem–like structure of a leaf that is attached endeavor
to the stem Nature of scientific
knowledge
root hair: an expansion of an epidermal root cell which
facilitates uptake of water in many plants
Standards for
pith: central core of stems, slightly different color than School Mathematics
surrounding xylem tissue Standard 3: Geometry
and Spatial Sense
Performance Objectives
Use visualization and
The student will spatial reasoning to
solve problems both
• identify individual parts of a cut specimen of a woody within and outside
mathematics
plant provided.
• label four parts of a leaf: stem, bud, blade, and petiole.
• identify root hairs on a root.
Materials Needed
• For each student
• one cut branch, approximately 12 long, with leaves and
buds present
4
• seedling plants, like a marigold, or grass plants dug from the lawn
• one fresh root with root hairs visible
• a hand lens (10 X, more or less)
• a knife or razor blade for slicing through stem
• Student Sheets “Leaves, Stems, Buds, and Roots” (3 pages)
• “A Scoring Rubric” (2 pages)
Background Information
The parts of plants are organized into two categories: vegetative parts and
reproductive parts. The vegetative parts are essentially the shoot, (which
includes stems, leaves, and buds) and the roots. The reproductive parts include
the flower, seed, and fruit. All of these parts work together as a system for
growth, development, and the continuation of the species. Parts are easily seen
with normal vision.
The interior of the stem is organized into tissues, which, though visible, may
require some magnification to see them clearly. It is particularly important to
understand the vascular tissue: the xylem includes the cells that conduct water
and minerals from the roots upward throughout the rest of the plant, and the
phloem conducts food—the products of photosynthesis—up and down
throughout the plant. Often associated with these cells is the meristem, which
produces new cells.
Teacher Preparation
• Obtain seedling plants with roots.
• Collect branches of a familiar tree or shrub that has large, visible buds. Keep
them fresh in water until ready to use. For this exercise, it would be less
confusing to have the branches come from just one or two plants.
• Gather supplies.
• Copy student sheets.
• Complete the items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 =
partial performance; No. 3 = full performance; No. 4 = excellent performance. (A
blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.) Then, make
a front-and-back copy of the sheets for each student.
Procedure
1. Pass out the stems and have the students name the parts they can. Label the
drawing on the student sheet. Ask the students to describe the two distinct
parts of the leaf (blade and petiole). Ask them to describe the location of the
buds on the stem. Note: it is always at the base of each leaf.
5
2. Distribute knives and have the students cut crossways through a bud and
determine what is inside. Does anyone find leaf or stem parts? How about
flower parts?
3. Have students make a long, angled slice through the stem to expose as much
interior area as possible. Using hand lenses, students should identify and
describe any differences in the cells or tissues. Discuss the arrangement of the
tissues, phloem, cambium, xylem. Discuss the function of each, described in
the Background Information.
4. Have students clean the soil from the roots of their plants and observe the roots
carefully. Ask them to look critically at the area where roots join the stem. Is
this area discernable? How does the mass of roots compare with the shoot?
What functions do roots perform for the plant?
5. With a hand lens, students should look at the roots. Are root hairs visible?
What are their functions?
Reflection
How is the stem of an ivy vine different from the stem of an oak tree? How is it
alike?
Do you think a cactus plant has a stem? If yes, what is it like? Does a cactus
plant have leaves? If yes, what are they like?
Do you think stems are ever below ground?
Do you think roots are ever above ground?
Enhancement
• Have students make a collection of different kinds of leaves on stems that
illustrate all possible variations of structure and arrangement. Press them
between sheets of newspaper, mount them, and label the basic parts.
Assessment
Give each student a copy of “A Scoring Rubric,” which is designed for this
lesson. The goal is for students to score a “3” (full performance). Students can
score themselves and then you, as the teacher, can score the students.
Compare and contrast the evaluations with the students so that the students
can learn to evaluate their own work more effectively.
6
STUDENT SHEET Name_______________________ Date __________
LEAVES, STEMS, AND BUDS
1. Write the definitions.
vegetative parts: ___________________________________________________________________
_____________________________________________________________________________________
reproductive parts: ________________________________________________________________
_____________________________________________________________________________________
epidermis: _________________________________________________________________________
_____________________________________________________________________________________
tissue: _____________________________________________________________________________
_____________________________________________________________________________________
phloem: ____________________________________________________________________________
_____________________________________________________________________________________
pith: _______________________________________________________________________________
_____________________________________________________________________________________
xylem: _____________________________________________________________________________
_____________________________________________________________________________________
meristem: _________________________________________________________________________
_____________________________________________________________________________________
cambium: __________________________________________________________________________
_____________________________________________________________________________________
leaf blade: _________________________________________________________________________
_____________________________________________________________________________________
petiole: ____________________________________________________________________________
_____________________________________________________________________________________
root hair: __________________________________________________________________________
_____________________________________________________________________________________
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2. Label the leaf parts: stem, blade, petiole, and bud.
3. Use a hand lens and knife to cut through the buds crossways and identify the
parts you see.
Are there flower parts? _________ Describe.____________________________________
______________________________________________________________________________
Are there leaf or stem parts? ________ Describe. _______________________________
______________________________________________________________________________
4. Carefully cut through the stem lengthways and, with a hand lens, see if you can
find any of these tissues in the stem:
epidermis________ describe ___________________________________________________
______________________________________________________________________________
phloem__________ describe ___________________________________________________
______________________________________________________________________________
xylem____________ describe ___________________________________________________
______________________________________________________________________________
pith _____________ describe ___________________________________________________
______________________________________________________________________________
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5. What is the function of each of the above –named tissues?
epidermis_____________________________________________________________________
______________________________________________________________________________
phloem_______________________________________________________________________
______________________________________________________________________________
xylem_________________________________________________________________________
______________________________________________________________________________
pith __________________________________________________________________________
______________________________________________________________________________
6. How does the size (volume) of the root system compare with that of the stem and
leaves?
_________________________________________________________________________________
_________________________________________________________________________________
7. Can you find the root hairs? _________
Describe where they appear on an individual root.
_________________________________________________________________________________
_________________________________________________________________________________
9
A SCORING RUBRIC Name__________________________Date________
LESSON TITLE: Leaves, Stems, Buds, and Roots
The purpose of this lesson was to ______________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The method we used was to ____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The information I learned can be applied to ______________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
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WHAT I DID: Leaves, Stems, Buds, and Roots HOW WELL I DID IT Í
Performance 1 2 3 4 .
1. Participated in the investigation Minimal Partial Full Excellent

of the vegetative parts of a plant. participation participation participation participation
_________________________________________________________________________________________
2. Completed the student sheet Minimal Completed Completed Completed

“Leaves, Stems, Buds, and Roots” report with without with
according to instructions. reminders reminders details
_________________________________________________________________________________________
3. Participated in reflection on the No 1 response 1 response 2 or

lesson. response with without more
prompting prompting responses
_________________________________________________________________________________________
4.
_________________________________________________________________________________________
5.
_________________________________________________________________________________________
6.
_________________________________________________________________________________________
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Lesson 2. Flowers, Beauty, and Purpose

Reproductive Plant Parts
Terms
reproductive parts: parts of plant (flower, seed, fruit)
involved in sexual reproduction National Science
Education
sepal: outermost whorl of flower Standards, Grades
9-12
whorl: an arrangement of similar parts on a plant in a Unifying Concepts
circle around a point or axis and Processes:
petals: second whorl of a flower from the outside, often Systems, order, and
organization
the most colorful part
Evidence, models and
stamens: the male, pollen-bearing part of a flower explanation
Science as Inquiry:
filament: the stem–like portion of a stamen
Understanding about
anther: the upper section of the stamen that houses the scientific inquiry
pollen Abilities to do
scientific inquiry
pistil: the female portion of the flower, the part which
receives the pollen and forms the seed Life Science:
Matter, energy, and
stigma: the slightly sticky upper portion of the pistil organization in living
that collects the grains of pollen systems
History and Nature of
style: the stem–like portion of the pistil Science:
ovary: the bottom of the pistil where the seed and the Science as human
fruit form endeavor
Nature of scientific
carpels: compartments or chambers within the ovary knowledge
Standards for
The student will School Mathematics
• identify and label individual parts of a flower provided. Standard 2: Patterns,
Functions, and
Materials Needed Algebra
For the class Understand various

types of patterns and
functional
• an assortment of flowers from different kinds of plants, relationships
including those of grasses, to show the similarities and
differences.
For each student
• one large flower, such as: hibiscus, Easter lily, petunia,
etc., where stamens and pistils are present
• hand lens (10 X, more or less)
• knife or razor blade for slicing through the flower ovary
• glue stick or paste
12
• Class Sheet “Parts of a Flower”

• Student Sheets "Flowers for Beauty and Purpose" (2 pages)
Flowers are often, but not always, the prettiest part of a plant. Their prime
importance, however, is in reproduction—the formation of seed that can
produce a new plant. Flowers come in an endless variety of colors and
configurations, but there are just four basic parts that can be identified: the
sepals, petals, stamens, and pistils.
Not all parts are necessarily present in every flower. Flowers that possess all
four parts are said to be complete. Those that don’t have all four parts are
considered incomplete. Flowers with the stamens and pistil are said to be
perfect; those with one or the other are imperfect. Imperfect flowers require a
second plant to complete pollination and fertilization, one plant with stamens
(male) in the flowers and the other with pistils. The American holly is a common
landscape plant that has the sexes separate.
Flowers of grasses are small and require a hand lens to discern the parts, but
the parts are there none the less.
Teacher Preparation
• Collect flowers, in season, that have visible stamens and pistils—the larger the
better. For example, go to a florist and get two stems of gladiolas, and break off
the individual flowers.
• Collect a variety of flowers.
• Copy the student sheet. "Flowers for Beauty and Purpose."
• Make an overhead transparency of the class sheet.
• Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 = partial
performance; No. 3 = full performance; No. 4 = excellent performance. (A blank
page 2 of “A Scoring Rubric” is in the Appendices of Unit II.)
Procedure
1. Give each student a copy of the student sheet on which students should write
the definitions to the terms that you will give them. Use the overhead
transparency to help students understand the terms.
2. Give each student a glue stick that they will use to glue parts of a flower to the
student sheet.
3. Distribute the flowers and have students note the four whorls of structures
from the outside in.
4. First, the students should look for and remove the sepals from the outside
layer. Have them paste one on the student sheet at number 2.
13
5. Then, the students should move into the next whorl—the petals—and follow the
directions at number 3 on the student sheet. Ask the students the following
questions: How are the petals alike? How are they different? What do you think
their function might be?
6. Now the stamens should be visible. Have students remove one and look at it
carefully. They should paste one on the student sheet at number 4. Have them
describe the two distinct parts, filament and anther.
7. Ask students to carefully cut through the anther and describe what they see at
number 5 on the student sheet. Have students use a hand lens to see grains of
pollen.
8. Now, have students remove the rest of the stamens, leaving the pistil to be
investigated. Ask students if they can see three distinct parts of the pistil—
stigma, style, and ovary. Then have students slice through the ovary
crossways. Ask them if they can find the carpels in the ovary
9. Have students share their records of flower parts and discuss their findings.
Reflection
What is the most unusual flower that you have ever seen?
What do you think is the largest seed?
What do you know about pollination?
What are some ways that pollen is transferred to a stigma?
Do you think that all fruit have seeds?
Do you think that grass has flowers?
What do you think the title “Flowers, Beauty, and Purpose” means?
Enhancement
• Visit a garden or a florist shop to see the great variety of flowers, and make a
list of different kinds.
• Grow different kinds of grasses and record any flower that is formed.
Assessment
14
CLASS SHEET
PARTS OF A FLOWER
15
STUDENT SHEET Name_______________________Date_____________
FLOWERS FOR BEAUTY AND PURPOSE
reproductive parts:_________________________________________________________________
_____________________________________________________________________________________
whorls:_____________________________________________________________________________
_____________________________________________________________________________________
sepals:______________________________________________________________________________
_____________________________________________________________________________________
petals: _____________________________________________________________________________
_____________________________________________________________________________________
stamens:___________________________________________________________________________
_____________________________________________________________________________________
filament:___________________________________________________________________________
_____________________________________________________________________________________
anther:_____________________________________________________________________________
_____________________________________________________________________________________
pistil: _____________________________________________________________________________
_____________________________________________________________________________________
stigma:_____________________________________________________________________________
_____________________________________________________________________________________
style:_______________________________________________________________________________
_____________________________________________________________________________________
ovary:______________________________________________________________________________
_____________________________________________________________________________________
carpels: ____________________________________________________________________________
_____________________________________________________________________________________
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2. Remove the outermost structures of a flower, paste one sample below, and write
the name of the part next to the specimen.
3. Remove the next whorl of structures, paste one sample below, and write the name
of the part next to the specimen.
4. Remove the next whorl of structures, paste one ample below, and write the name of
the part next to the specimen.
5. Cut through an anther and use a hand lens to look closely at the cross section.
Describe what you see.
______________________________________________________________________________
______________________________________________________________________________
6. Remove the final structure, paste it below, and write the name of the part next to
the specimen.
7. Cut crossways through the ovary. Use a hand lens to observe the carpels. How
many do you see? ________________________________
17
LESSON TITLE: Flowers, Beauty, and Purpose
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
______________________________________________________________________
18
WHAT I DID: Flowers, Beauty, and Purpose HOW WELL I DID IT .
1. Participated in lab investigation Minimal Partial Full Excellent

of the parts of a flower. participation participation participation participation
_________________________________________________________________________________________

“Flowers for Beauty and Purpose” report with without with added
_________________________________________________________________________________________

_________________________________________________________________________________________
4.
_________________________________________________________________________________________
5.
_________________________________________________________________________________________
6.
____________________________________________________________________________
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Unit IA Plant Science Lesson 3
Lesson 3. The Food Chain Starts Here

Photosynthesis
Terms
National Science
photosynthesis: the plant process by which carbon Education
Standards, Grades
dioxide and water are converted to sugar and oxygen in 9-12
the presence of light and chlorophyll
Unifying Concepts
chlorophyll: the green pigment in some plant cells that and Processes:
captures light energy and converts it to chemical energy Systems, order, and
(sugar) through photosynthesis organization
autotroph: an organism, green plant, that produces its explanation
own food Science as Inquiry:
heterotrophs: biological organisms that depend on Understanding about
outside sources for food scientific inquiry
Abilities to do
food chain: the path along which energy is transferred scientific inquiry
within a natural plant and animal community (from Life Science:
producers to consumers to decomposers)
Interdependence of
foot candle: a unit of light on a surface that is one foot organisms
from a candle and equal to one lumen per square foot Matter, energy, and
organization in living
Performance Objectives systems
The student will Behavior of

organisms
• determine, by simple experiment, the difference of History and Nature of
chlorophyll levels when the plant is in the light and in Science:
the dark. Science as human
endeavor
• write the simple formula for photosynthesis to better
understand the needs of plants for growth and for what knowledge
they produce, including food and oxygen.
Materials Needed Standards for
School Mathematics
For each student Standard 2: Patterns,
Functions, and
• 1 rapid growing green plant, such as a three-week-old Algebra
bean plant
Understand various
• several small pieces of thin poster board types of patterns and
functional
relationships
• several paper clips
• Student Sheet “The Food Chain Starts Here”
Photosynthesis is the single most import biological
process that takes place in this world. It is through
20
photosynthesis that the sun’s energy can be harnessed and converted into
stored, chemical energy in the form of basic sugars—glucose—which is
generally converted to sucrose. This is the beginning of the food chain. All other
biological organisms are directly or indirectly dependent on this energy source.
Green plants, the ones that have chlorophyll in their cells, that can
photosynthesize and produce the basic carbohydrates, are called autotrophs.
Organisms that depend on autotrophs for their food are called heterotrophs.
Through research that has been carried on over generations, there is much we
know about photosynthesis that give us clues to how we should care for plants
so that we maximize their potential. The basic formula for photosynthesis gives
us those clues:
carbon dioxide + water in the presence of light and chlorophyll produce
sugar, oxygen, and water vapor
Water is obviously important for plant growth. Keeping plants in proper light is
also very important. This need for light is the reason we can’t grow plants in the
middle of a room without artificial light. In addition to the need for factors in
the process of photosynthesis, plants need 16 essential elements for plant
growth and development, as well as for photosynthesis to proceed. Therefore,
we must provide these elements through fertile soil and fertilizers.
Teacher Preparation
• Sow the beans at least three weeks before class.
• Collect materials.
• Make copies of the student sheet “The Food Chain Starts Here.”
page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)
Procedure
1. Have students cut 2 or 3 strips of poster board small enough to cover leaf.
2. Then, students should fold the strips over and cover ½ of two or three newer
leaves on the plant. They can hold the strips in place with paper clips.
3. Instruct students to place the plants in a sunny window or in the greenhouse.
4. After two weeks, students remove the poster board strips and observe any
changes that have taken place in the covered portion. What changes are visible?
What inferences can be drawn?
Reflection
What organisms are in a food chain in your area?
How do organisms like mushrooms survive?
Why is it that some plants can grow and develop in low intensity light, 150 Foot
Candles (FC), and others require thousands of FCs?
What would happen if all the green plants in the world suddenly died?
21
Enhancement
• Prepare a short paper on one of the scientists who played a significant role in
advancing our knowledge of photosynthesis.
Assessment
22
STUDENT SHEET Name________________________Date____________
THE FOOD CHAIN STARTS HERE
photosynthesis:___________________________________________________________________
____________________________________________________________________________________
chlorophyll:_______________________________________________________________________
____________________________________________________________________________________
autotroph: ________________________________________________________________________
____________________________________________________________________________________
heterotroph:_______________________________________________________________________
_____________________________________________________________________________________
food chain:_________________________________________________________________________
_____________________________________________________________________________________
2. Write the formula for photosynthesis.

___________________________________________________________________________
___________________________________________________________________________
3. Cut 3 strips from the poster board that are large enough to fold over the margin of
a leaf of the bean plant, and cover ½ of each of three leaves. Hold the poster board
on the leaf with paper clips.
4. Label your plant with today’s date and your name.
5. Place your plant in a sunny window or the place indicated by your teacher.
6. In two weeks, remove the poster board and record your observations below. Explain
any changes to the chlorophyll and the significance of this change to
photosynthesis?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
23
LESSON TITLE: The Food Chain Starts Here
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
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WHAT I DID: The Food Chain Starts Here HOW WELL I DID IT

of photosynthesis participation participation participation participation
_________________________________________________________________________________________

“The Food Chain Starts Here” report with without with added
_________________________________________________________________________________________

_________________________________________________________________________________________
4.
_________________________________________________________________________________________
5.
_________________________________________________________________________________________
6.
_________________________________________________________________________________________
25
Lesson 4. Plant Power: Energy and Water

Respiration and Transpiration
Terms
respiration: the oxidation (breakdown) of food by plants
and animals to yield energy for cellular activities National Science
Education
transpiration: the loss of water vapor through the Standards, Grades
leaves of plants 9-12
transpiration stream: the upward movement of water Unifying Concepts

and Processes:
from the roots up through the xylem and out the
stomata Systems, order, and
organization
xylem: the plant tissue that carries water and minerals Evidence, models and
up through the plant from the root to the leaf. explanation
Science as Inquiry:
stomata: small openings in the leaves that permit the
exchange of gasses with the surrounding environment Understanding about
scientific inquiry
Performance Objective Abilities to do
scientific inquiry
The student will
Life Science:
• set up two basic experiments to observe the signs of Interdependence of
transpiration and respiration. organisms
Matter, energy, and
Materials Needed organization in living
systems
For each student
Behavior of
• 12 small plants, such as beans, started three weeks organisms
prior, in pots History and Nature of
Science:
• 6 beakers or glass jars large enough to fit over the top of
Science as human
the plants endeavor
• Student Sheets “Respiration” and “Transpiration” Nature of scientific

knowledge
Background Information Standards for
School Mathematics
Two important life processes are going on in plants to Standard 3: Geometry
complement photosynthesis. Whereas photosynthesis is the and Spatial Sense
process where by carbohydrates are built up, respiration is Use visualization and
the process in which they are broken down and the energy spatial reasoning to
is released. Respiration is a process requiring oxygen. It solve problems both
within and outside
accelerates as the temperature increases. mathematics
The other process is transpiration, which is the loss of

water through the stomata on the leaves. It is this
movement that provides the pull to carry water up a tree
that might be as much as 300 tall. The movement from the
26
roots to the tip of the plant is known as the transpiration stream.

Teacher Preparation
• Gather materials for the experiments.
• Copy the student sheets “Respiration” and “Transpiration.”
• Complete items on “A Scoring Rubric.” No. 1 = none or minimal; No. 2 =
partial performance; No. 3 = full performance; No. 4 = excellent performance.
(A blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit I.) Then,
make a front-and-back copy of the sheets for each student.
Procedure
Experiment A.
1. Use 6 of the plants for the respiration experiment. Plants need to be similar in
size and grown in identical pots. Place each plant (or pot) in a saucer, and in a
well lighted spot, preferably a greenhouse or under fluorescent lights
2. Water all plants well. For three of them, water until the saucer is filled with
water. Each day, water those three plants to overflowing so that the soil
remains saturated. For the other three, our controls, water as needed; do not let
any water stand in the saucers of the “control plants.”
3. Have the students observe the growth of each of the plants on a daily basis.
Note differences in color, size, posture etc. After two weeks, make final
comparisons, count the number of leaves, and measure the height of the plants.
Using this data, discuss why things occurred the way they did. Remember what
is required for respiration.
Experiment B.
1. Use the other 6 plants for the transpiration experiment. Put 3 in a well–lighted
spot, the other 3 in a dim spot. Cover each plant with a beaker or glass jar.
2. Observe condensation on the inside of the glass. Where does it come from? Is
there more in the plants with the bright light or the dim? Are there any physical
differences at different times of the day? Why?
Reflection
Why do flower pots have holes in the bottom?
Why is it important to have well drained soil or pots with good drainage?
Under what conditions do plants lose the most water?
How would you compensate for that loss?
Enhancement
Spray some plants with an antidesicant such as Wilt Pruf, and compare the
loss of water from those plants with unsprayed plants. These materials are
often used as a method to reduce transpiration and water loss from plants
being transplanted while in full leaf.
Assessment
27
28
STUDENT SHEET Name________________________Date____________
RESPIRATION
respiration: _________________________________________________________________
______________________________________________________________________________
transpiration: _______________________________________________________________
______________________________________________________________________________
transpiration stream: _______________________________________________________
______________________________________________________________________________
xylem: ______________________________________________________________________
______________________________________________________________________________
stomata: ____________________________________________________________________
______________________________________________________________________________
2. With your student group, select six of the plants provided that are as similar in
size as possible.
3. Label three of the plants “A-1,” “A-2,” and “A-3,” and the other three “B-1,” “B-
2,” and “B-3.”
4. Place each pot in a saucer.
5. Place the plants in a sunny window or the place indicated by your teacher.
6. Water the “A” plants daily and leave the saucer filled with water.
7. Water the “B” plants as needed (when top of soil feels dry), do not leave any
water remain in the saucers.
8. Measure the height of the plants at the beginning of the experiment and count
the number of leaves for each plant. Record data.
9. At the end of the first week, measure height again and count the number of
leaves. Record the data.
10. At the end of the experiment, make bar graphs to represent the data collected.
11. Evaluate the data and make your conclusions.
29
PLANTS HEIGHT LEAVES HEIGHT LEAVES HEIGHT LEAVES

BEGINNING BEGINNING 1 WEEK 1 WEEK 2 WEEKS 2 WEEKS
A1
A2
A3
AVG.
B1
B2
B3
AVG.
Bar Graphs:
Conclusions:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
30
TRANSPIRATION
1. With your student group, select 6 more plants that are similar in size.
2. Labe l three of the plants “C-1,” “C-2,” and “C-3,” and the other three “D-1,” “D-
2,” and “D-3.”
3. Place “C” plants in a well-lighted place in the classroom or greenhouse. Put the
“D” plants in a dimly lit spot (away from windows, in the center of the room, if
possible).
4. Put a beaker or glass jar over each plant.
5. Observe the plants each day in the morning, at mid-day, and at the end of the
school day, if possible. Look for condensation on the inside of the beaker or jar.
6. Where does this moisture come from? _________________________________________
7. Is there a difference in quantity of moisture deposited between the “C” plants

and the “D” plants? ___________ If so, describe the differences and give your
explanation of the differences.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
31
LESSON TITLE: Plant Power: Energy and Water
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
32
WHAT I DID: Plant Power: Energy and Water HOW WELL I DID IT
1. Participated in lab investigation. Minimal Partial Full Excellent

participation participation participation participation
_________________________________________________________________________________________

“Leaves, Stems, and Buds” report with without with added
_________________________________________________________________________________________

_________________________________________________________________________________________
4. Labeled leaf parts.
_________________________________________________________________________________________
5.
_________________________________________________________________________________________
6.
_________________________________________________________________________________________
7.
____________________________________________________________________________
33
Lesson 5. Perpetuating the Species

Sexual Reproduction
Terms
reproductive parts: parts of plant (flower, seed, fruit)
involved in sexual reproduction National Science
Education
sepal: the outermost whorl of a flower Standards, Grades
9-12
petals: the second whorl of flower from the outside, Unifying Concepts
often the most colorful part and Processes:
stamen: the male, pollen bearing part of the flower Systems, order, and
organization
filament: the stem-like portion of a stamen Evidence, models and
explanation
anther: the upper section of the stamen that houses the
Science as Inquiry:
pollen
Understanding about
pistil: the female portion of the flower, the part which scientific inquiry
receives the pollen and forms the seed Abilities to do
scientific inquiry
stigma: the slightly sticky upper portion of the pistil
that collects the grains of pollen Life Science:
Interdependence of
style: the stem–like portion of the pistil organisms
ovary: the bottom of the pistil, the part where the seed Matter, energy, and
and the fruit form systems
pollinator: the organism that carries the pollen from the Behavior of
anther to the stigma organisms
Mendel’s Laws: findings of Gregor Mendel, an Austrian Science:
monk, on the basic principles of genetics
Science as human
genetics: the science or study of inheritance endeavor
pollination: the transfer of pollen from the anther to the know ledge
stigma
fertilization: the union of the male and female sex cells Standards for
School Mathematics
embryo sac: the site in the ovary where the egg
Standard 2: Patterns,
develops; the whole structure gives rise to a seed Functions, and
Algebra
genotype: the genetic makeup of the nucleus of an
individual, inheritance Understand various
phenotype: the e xternal physical appearance of a plant; functional
relationships
phenotype = genotype + environment
heterozygous: having different genes for a particular
trait in a plant
meiosis: a form of cell division which takes place in the
formation of sex cells (It is sometimes called “reduction
34
division” because the resulting cells have only half the hereditary information
as the mother cell.)
diploid: the condition in a cell in which the chromosomes are in pairs
haploid: the condition in a cell in which the chromosomes are singular
dominant trait: in a genotype, the trait that determines the phenotype
recessive trait: in a genotype the trait that may be present but is not expressed
in the phenotype
The student will
• perform a genetic experiment that involves the transfer of pollen from the
anther to the stigma.
• calculate the ratios of genotypes and phenotypes in a cross of heterozygous
plants.
Materials Needed
For the class
• “Monohybrid Genetics” kit from Carolina Biological Supply
• overhead transparency of class sheet “Pollination and Fertilization”
• Student Sheet “Creating a Hybrid”
Reproduction in plants can be achieved in two ways, sexual and asexual. By far the
more common is sexual, which includes the processes of pollination and
fertilization. The entire process takes place within the flowers of plants. The most
directly involved parts are (1) the anther, in which the pollen of the male sex cell is
formed, and (2) the pistil, where the pollen grain alights and its sperms travel
through the stigma, style, and ovary to penetrate the embryo sac and fertilize the
egg (as pictured on overhead). The result is the formation of seed and fruit.
In the formation of the pollen grain and the egg, the type of cell division called
meiosis takes place. Meiosis separates the hereditary material into individual sex
cells, which may recombine to create a new genotype and phenotype for the
progeny. The simple table below illustrates the possibilities as Mendel observed
them. In this table, “T” is the code for tall, a dominant factor; “t” is short, a
recessive character trait.
Genotypes Possible
T t
T TT Tt
t Tt tt
35
This table indicates that there is a 50/50 chance that a gene for tall from the
pollen will cross with a gene from the egg for tall, and a 50/50 chance that it will
cross with a small gene. In like manner, the recessive gene has a 50/50 chance of
crossing with either a tall or short gene. Thus, the ratio of genotypes is 1:2:1. The
phenotypes possible are 3:1 for tall to short, because any combination that has the
dominant tall gene will result in a tall plant. The only short plant will occur in the
union of a short pollen grain and a short egg cell.
The first step in the process of sexual reproduction after the formation of the sex
cells is pollination. When the pollen ripens, the anther splits open and discharges
the pollen. In some plants, the pollen falls onto the stigma of the same flower. In
other plants, the pollen is carried by the wind to other flowers. In yet other
situations, a pollinator such as a bee, butterfly, or bat carries the pollen to a
stigma of another plant.
Once on the stigma, the pollen grain forms a tube, which grows down through the
pistil to the embryo sac. At this time, the sperms within the tube are freed inside
the embryo sac to fertilize the egg. This is an amazing feat when you think of the
great distance the tube must go in respect to the original size of the pollen grain.
Once fertilization is complete, the seed begins to form, and so does the fruit around
it.
Teacher Preparation
• Order the “Monohybrid Genetics” kit from Carolina Biological Supply about 2
weeks prior to the lesson.
• Make an overhead transparency of the class sheet “Pollination and
Fertilization.”
• Copy the student sheets.
Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)
Procedure
1. Show students the overhead transparency and discuss the process.
2. Distribute copies of the student sheet “Creating a Hybrid.” Have students write
the definitions of the terms.
3. Have students sow seed from the “Monohybrid Genetics” kit according to
instructions in the kit and follow the experiment as indicated in the kit.
4. Work out genotypes and phenotypes on page 2 of the student sheet “Creating a
Hybrid.”
Reflection
What is the most unusual pollinator you have heard of?
What do you think an orchardist does to ensure good pollination of apple trees?
36
How might this information be useful to someone in the Green Industry?

Enhancement
• Invite a bee keeper to visit the class and explain bee care and the importance of
bees in pollination.
Assessment
37
STUDENT SHEET Name_______________________ Date __________
CREATING A HYBRID
1. Write the following definitions.
reproductive parts: ________________________________________________________________
sepal: ______________________________________________________________________________
petals: _____________________________________________________________________________
stamen: ____________________________________________________________________________
filament: ___________________________________________________________________________
anther: ____________________________________________________________________________
pistil: ______________________________________________________________________________
stigma: ____________________________________________________________________________
style: ______________________________________________________________________________
ovary: ______________________________________________________________________________
pollinator: _________________________________________________________________________
Mendel’s Laws: ____________________________________________________________________
genetics: ___________________________________________________________________________
pollination: ________________________________________________________________________
fertilization: _______________________________________________________________________
genotype: __________________________________________________________________________
phenotype: ________________________________________________________________________
heterozygous: _____________________________________________________________________
meiosis: ___________________________________________________________________________
diploid: ____________________________________________________________________________
haploid: ____________________________________________________________________________
dominant trait: ____________________________________________________________________
recessive trait: ____________________________________________________________________
38
2. As a class, perform the exercise in the Monohybrid kit from Carolina Biological
Supply.
3. Complete the following table, using the principles of the single character trait. Use
this table for predicting the phenotypes based on two characters, and list the
anticipated phenotypes.
Y = yellow (the dominant trait)

y = white (the recessive trait)
R = round (the dominant trait)
r = pear shape (the recessive trait)
Male Sex Cells

YR Yr yR yr
YR
Yr
yR
yr
4. Out of a total of 16 possible genotypes, calculate the expected number of

phenotypes:
yellow, round ________________
yellow, pear ________________
white, round ________________
white, pear ________________
39
CLASS SHEET Name_______________________Date_____________
POLLINATION AND FERTILIZATION
40
LESSON TITLE: Perpetuating the Species
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
41
WHAT I DID: Perpetuating the Species HOW WELL I DID IT


of seed sowing. participation participation participation participation
_________________________________________________________________________________________

“Creating a Hybrid” according report with without with added
to instructions. reminders reminders details
_________________________________________________________________________________________

_________________________________________________________________________________________
4.
_________________________________________________________________________________________
5.
_________________________________________________________________________________________
6.
_________________________________________________________________________________________
42
Lesson 6. What Makes Plants Do What They Do?

Plant Growth Regulators
Terms
auxin: a plant growth regulator that stimulates cell
growth; it is responsible for apical dominance, and National Science
Education
stimulates the development of roots. Standards, Grades
9-12
apical dominance: the condition in a plant where the
Unifying Concepts
terminal growth exceeds or dominates the lateral growth and Processes:
cytokinins: plant growth regulators that control cell Systems, order, and
division organization
ethylene: a plant growth regulator that promotes explanation
ripening and maturation
Science as Inquiry:
perlite: white, inert granular material that is formed Understanding about
from volcanic debris; heated to high temperatures, it is scientific inquiry
used in potting media and for propagation Abilities to do
scientific inquiry
node: site on a stem where leaves emerge
Life Science:
rooting hormone: a rooting enhancing substance Interdependence of
containing auxin compounds organisms
Performance Objectives Matter, energy, and

The student will systems
Behavior of
• pinch out the growing tip of a plant to observe the effect organisms
on plant growth. History and Nature of
Science:
• use rooting hormones on plants to determine the
effectiveness on root growth. Science as human
endeavor
Materials Needed
For the class Standards for
School Mathematics
• container of rooting hormone
For each student Functions, and
Algebra
• 6 rooted chrysanthemum cuttings Understand various
• 6 unrooted cuttings of greenhouse plants functional
relationships
• Student Sheet “Apical Dominance”
• Student Sheets “Rooting Hormones” (2 pages)
44
Within plants there are five different classes of hormones and growth regulators
that control different aspects of plant growth and development: (1) auxins,
which control apical dominance, accelerate rooting, stimulate cell growth, and
many other activities; (2) cytokinins, which control cell division; (3) gibberellins,
which increase the length of internodes; (4) ethylene, which leads to plant
maturation and fruit ripening; and (5) abscisic acid, which is the primary
growth inhibitor. Many of these naturally occurring compounds have also been
synthesized in the chemistry lab and are used to bring about change in plant
growth when applied externally.
Teacher Preparation
• Obtain rooted chrysanthemum cuttings from a local greenhouse operation or
plant supplier.
• Pot these cuttings up in 4 pots about two weeks before class. Pea seeds can be
ordered through a garden catalog from one of the major seed companies.
Rooting hormone and Gibberellic Acid can be procured through biological
supply houses, such as Carolina Biological Supplies. The greenhouse plant
cuttings could be taken from pothos vines, philodendron vines, English ivy,
Swedish ivy, Wandering Jew, or similar fast-rooting plants.
blank Page 2 of “A Scoring Rubric” is in the Appendices in Unit II.)
Procedure
Experiment A.
1. Give each student six chrysanthemum cuttings that have been potted up for
two weeks.
2. Distribute the student sheets “Apical Dominance,” and provide students
with the definitions to the terms.
3. Have each student pinch out the growing tips of three of the plants. Do not
pinch out the growing tops of the other three plants; these three are the
controls.
4. Have each student watch subsequent development of the plants, with
special attention given to the formation of side branches.
5. For one month, have students count and measure side branches and
complete appropriate information on the student sheet “Apical Dominance.”
Experiment B.
1. Give each student six cuttings from the greenhouse plants provided.
Cuttings should be approximately 3 long and contain at least three nodes.
2. Have students remove the bottom leaf of each cutting to facilitate its
placement in perlite.
45
3. Ask students to dip the bottom end of three of the cuttings in the rooting
hormone; then, stick them in a 4 pot filled with perlite. The other three
cuttings will not be dipped in rooting hormone. They should stick those
three in another 4 pot of perlite.
4. Students should water all containers well and place them in a greenhouse or
under fluorescent lights. Keep cuttings well watered for one month; then,
pull all cuttings out of the perlite, wash off the root systems, and count and
measure new roots that have formed.
5. Have students enter the data on the Student Sheet “Rooting Hormones.”
Reflection
What practical applications of these procedures do you see?
How can we grow plants better by knowing the effect of growth regulators?
How might this knowledge be useful in the Green Industry?
Assessment
46
APICAL DOMINANCE
auxin: ______________________________________________________________________________
_____________________________________________________________________________________
cytokinins: ________________________________________________________________________
_____________________________________________________________________________________
ethylene: __________________________________________________________________________
_____________________________________________________________________________________
gibberellins: _______________________________________________________________________
_____________________________________________________________________________________
apical dominance: _________________________________________________________________
_____________________________________________________________________________________
perlite: ____________________________________________________________________________
_____________________________________________________________________________________
node: ______________________________________________________________________________
_____________________________________________________________________________________
rooting hormone: _________________________________________________________________
_____________________________________________________________________________________
2. With your student group, select six of the plants provided that are as similar in size
as possible.
3. On three of the plants, pinch out the growing point, the section of the stem tip
above the topmost recognizable leaves. Do this simply using the fingernails of your
thumb and index finger. Do nothing to the other three plants.
4. Place the plants in a bright, sunny spot or under strong artificial light.
5. Place the plants in a sunny window or the place indicated by your teacher.
6. Observe the plants every two or three days and note when the first buds at the
base of the leaves starts to grow.
7. At the end of one month, count the number of new branches on each of the six
plants. Make a graph of the data.
8. Write a brief statement of what you have observed and its significance in
landscaping.
47
STUDENT SHEET Name_________________________Date___________
ROOTING HORMONES
1. With your student group, select six of the cuttings provided that are as similar
in size as possible.
2. Remove the bottom leaf from each cutting.
3. For three of the cuttings, dip the cut end into the rooting hormone provided
according to the instructions of your teacher.
4. Place the cuttings in the 4" pot of perlite, inserting the cutting up to the second
node if possible. Label cuttings: date, rooting hormone, name or number of the
student group.
5. Insert the remaining cuttings in another 4" pot of perlite without dipping the
cuttings in the rooting hormone. Label the cuttings: date, no rooting hormone,
and the name or number of the student group.
6. In four weeks, pull all cuttings from the perlite, measure the length of the roots
on the cuttings, and record the measurements. Count the number of roots on
the cuttings and record the number.
Cutting & No. of

Treatment Roots
1. Hormone
2. Hormone
3. Hormone
Total
1. No Hormone
2. No Hormone
3. No Hormone
Total
Cutting & Length

Treatment of
Roots
1. Hormone
2. Hormone
3. Hormone
Average
1. No Hormone
2. No Hormone
3. No Hormone
Average
48
7. Write your conclusions on the basis of your observations and data.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
49
LESSON TITLE: What Makes Plants Do What They Do?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
50
WHAT I DID: What Makes Plants Do What They Do? HOW WELL I DID IT

of apical dominance. participation participation participation participation
_________________________________________________________________________________________

“Apical Dominance” report with without with added
_________________________________________________________________________________________

of rooting hormones. participation participation participation participation
_________________________________________________________________________________________

“Rooting Hormones” report with without with added
_________________________________________________________________________________________

_________________________________________________________________________________________
6.
51
Lesson 7. Plants Can't Live Without It!

Light—Intensity, Duration, and Color
Terms
intensity: the brightness of light, expressed in foot National Science
candles Education
Standards, Grades
foot candles (FC): a measure of light intensity; the 9-12
amount of light emitted by one candle, placed one foot Unifying Concepts
from a surface 1 on each side and Processes:
Systems, order, and
photoperiod: number of hours of light in a 24 –hour organization
cycle
phytochrome: pigment in the cytoplasm of green plants explanation
that is associated with the absorption of light that Science as Inquiry:
affects growth, development, and differentiation in the Understanding about
plant (Phytochrome is responsible for a plant’s response scientific inquiry
to the change in day length.) Abilities to do
scientific inquiry
critical day length: that day length at which a plant
Life Science:
changes growth patterns, such as vegetative to
reproductive in response to photoperiod, which varies Interdependence of
organisms
considerably among the various genera of plants that
are photoperiodic. Matter, energy, and
systems
short-day plant: a plant that changes from vegetative to
reproductive growth when day length drops below the Behavior of
organisms
critical day length (Note: this term assumes a
corresponding, uninterrupted dark period.) History and Nature of
Science:
long-day plant: a plant that changes from vegetative to Science as human
reproductive growth when the day length rises above the endeavor
critical day length Nature of scientific
knowledge
day-neutral plant: a plant that does not respond to
change in day length
Standards for
solstice: the point in the celestial calendar when the School Mathematics
Earth is the farthest from the sun, hence marking the Standard 1: Number
day with the fewest hours of daylight in the Northern and Operation
Hemisphere, approximately December 21, (the Winter Understand
solstice) and the day with the most hours of daylight, numbers, ways of
representing
approximately June 21, (the summer solstice] numbers,
relationships among
Performance Objectives numbers, and
number systems
The student will
• measure light intensities in the classroom and outside
the school building in open and shaded areas.
51
• obtain climatological data and calculate the difference of day length from the
winter solstice to the summer solstice.
• observe and describe the color range of visible light as diffused through a prism.
Materials Needed
For the class
• a light meter
• prism
For each student
• Student Sheets “Let There Be Light” (2 pages)
Light is the primary energy source for plants. Plants possessing green pigment,
chlorophyll, can capture light energy and convert it, through the process of
photosynthesis, to stored energy for plant and animal use. There are three main
aspects of light that affect pl ant growth and development—intensity, wave
length, and photoperiod.
Intensity. Intensity of light is measured in foot candles. Plants vary in their
photosynthetic efficiency and the number of foot candles required to achieve full
photosynthetic activity. That is, some can reach optimal levels of
photosynthesis at very low light intensities, while others require high light
intensity for the same process. Many indoor plants, which in their native
environment grow under the canopies of dense foliage, can survive with 150 FC.
Outdoor landscape plants, trees, and shrubs, grown in full sun, may need
8000–10000 FC to photosynthesize at the maximum rate.
Photoperiod. Another aspect of light that affects plant growth and development
is photoperiod. In the latitudes above the tropical regions of the world, the
number of daylight hours varies considerably through the seasons. Some plants
will change their growth from vegetative to reproductive, or vice versa, in
response to this change. Some plants are classified as short-day plants, others
as long-day plants. Those designated day–neutral do not respond to change in
photoperiod.
Short-day plants change from vegetative to reproductive growth when day
length drops below the critical day length. Other changes may take place under
these conditions, such as the formation of tubers underground and, very
importantly, leaf drop and hardening off of plants for winter. Long-day plants
react just the opposite of short-day plants; they change from vegetative to
reproductive growth when the day length rises above the critical day length.
The change in day length is “measured” by the phytochrome in the leaves. It
actually changes form in response to the change in photoperiod and thereby
triggers the change in growth patterns.
Wave length. The final aspect of light to be considered is wave length, which we
register as color. In the visible spectrum, the blue end and the red end are both
required in plant growth and development. Both of these types of light are
52
readily available through sunlight and many artificial sources as well, so it is

seldom a concern for optimal plant growth.
Teacher Preparation
• Copy the two pages of student sheet “Let There Be Light” and gather materials.
• Select sites for measuring light in the classroom.
• Labe l each area to be measured, picking spots close to a window and at 6
increments away from the window. Also identify outdoor spots in the open,
under shade trees, or under a building overhang.
Procedure
1. Distribute the student sheets and have students write the definitions of the
terms.
2. Have students use the light meter provided to measure light inside the room at
each of the spots identified, and record data. Then have students measure light
at outdoor spots and record the data.
3. Have students place a prism on a sheet of white paper on the window ledge
where it catches the sun’s rays. Students will record the colors of the spectrum
that are visible, and record the colors on the Student Sheet “Let There Be
Light.”
4. Have a student call your nearest weather station to get the time of sunrise and
sunset on December 21 and on June 21. Use that data to calculate the total
change in photoperiod possible each year.
5. Have students use data collected to answer questions on Student Sheet “Let
There Be Light.”
Reflection
What are some plants you can think of that grow in reduced light levels?
Which plants can you think of that would not grow indoors under normal
conditions (i.e., without high intensity bulbs)?
Is there greater change in photoperiod where you live, or in the Arctic Circle?
What about plants that grow in tropical regions where there is little or no change
in photoperiod? How do they change to a flowering stage?
Enhancement
• Investigate the production of crops like chrysanthemums where it is necessary
to manipulate daylength to force flowering.
53
Assessment
54
LET THERE BE LIGHT
intensity: __________________________________________________________________________
_____________________________________________________________________________________
foot candles: _______________________________________________________________________
_____________________________________________________________________________________
photoperiod: _______________________________________________________________________
_____________________________________________________________________________________
phytochrome: _____________________________________________________________________
_____________________________________________________________________________________
critical day length: ________________________________________________________________
_____________________________________________________________________________________
short-day plant: ___________________________________________________________________
_____________________________________________________________________________________
day-neutral plant: _________________________________________________________________
_____________________________________________________________________________________
solstice: ___________________________________________________________________________
_____________________________________________________________________________________
2. With your student group, measure light intensities at designated spots in

classroom and record data. ______________________________________________________
3. With your student group, measure light intensities at designated spots in the
outdoors, and record data. ______________________________________________________
55
4. Compare your results and discuss them with the class.
Ø How did the foot candles measured outdoors compare with those measured in
the classroom?
Ø How much difference in foot candles were there in the different spots within the
classroom?
Ø Using this information, how would these light intensity differences impact the
placement of plants?
Ø What plants can you think of that would require the greatest amount of light
intensity?
Ø What plants might grow in the shade of the trees?
Ø What plants can you think of that would live in the light intensities you
measured in the classroom?
5. Place the prism on a piece of white paper in a spot where the prism will intercept
the sun's rays.
Ø What colors can you see? _____________________________________________________
Ø Which of these colors are most important for plant growth? ____________________
6. How much change in daylight hours are there in your area from December 21 to
June 21? ________________________________________ In what way does that change
affect plant growth and development? ____________________________________________
_________________________________________________________________________________
56
LESSON TITLE: Plants Can’t Live Without It!
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
57
WHAT I DID: Plants Can’t Live Without It! HOW WELL I DID IT

of light. participation participation participation participation
_________________________________________________________________________________________

“Let There Be Light” report with without with added
_________________________________________________________________________________________

_________________________________________________________________________________________
4.
_________________________________________________________________________________________
5.
_________________________________________________________________________________________
6.
_________________________________________________________________________________________
58
Lesson 8. Some Like It Hot

Temperature and Plant Growth
Terms
microclimate: climatic conditions around a single
plant. National Science
Education
Zone of Hardiness: areas depicted on the USDA Plant Standards, Grades
Hardiness Map that have similar average minimum 9-12
winter temperatures. Unifying Concepts
and Processes:
frost pocket: generally low lying areas where cold air
Systems, order, and
settles and frosts occur. organization
row cover: a transparent or translucent material like Evidence, models and
polyethylene or glass placed over rows of crops to explanation
protect them from frost and cold temperatures. Science as Inquiry:
wave length: a way of measuring light energy that we Understanding about

scientific inquiry
perceive as color
Abilities to do
Performance Objectives scientific inquiry
Life Science:
The student will
Interdependence of
• locate on the USDA Plant Hardiness Zone Map, five organisms
major American cities to determine their zones. Matter, energy, and
• use the local weather service for the average minimum systems
winter temperature to determine whether or not the Behavior of
USDA Plant Hardiness Zone Map has identified the organisms
proper zone for your community. History and Nature of
Science:
• Identify and describe several microclimates around the
Science as human
school building. endeavor
• record the effect of temperature on seed germination. Nature of scientific
knowledge
Materials Needed
For the class Standards for
School Mathematics
• USDA Plant Hardiness Zone Map
For each group of three or four students Functions, and
Algebra
• a thermometer Understand various
For each student functional
relationships
• Student Sheet “Some Like It Hot”
59
Plants respond to the stimulus of temperature. The most favorable temperature
range varies among the various plant species used for the landscape. Species
vary in the amount of cold temperature they can tolerate, as well as the amount
of heat. One of the criteria used extensively for determining the plants that can
survive in a particular location is the average minimum winter temperature of
that site.
The United States Department of Agriculture (USDA) has produced a map of the
United States which divides the country into zones based on this minimum
winter temperature. Most of the zones depicted on the USDA Plant Hardiness
Zone Map stretch across the country, linking together otherwise diverse areas
on the basis of that one bit of data. But, it is an important clue as to whether or
not a given plant has a chance of survival in a particular area. These Zones of
Hardiness designations appear in most standard references concerning
landscape plants and grasses.
These zones represent macroclimates—climates that extend over an area
hundreds to thousands of miles. Within each zone there are many micro-
climates where temperatures may average several degrees warmer or colder
than nearby spots. This phenomenon can be created by shade from a tree or
building, elevation, presence or absence of barriers to wind, protection of
buildings or other structures, large bodies of water, underground thermal
features and many other factors. This may explain why one specimen of a
particular species may survive a winter while another specimen of the same
species, planted just a few yards away, is killed. In an orchard, the peach trees
on a hill top are more likely to escape a frost than those in nearby valleys.
Many devices have been used to protect plants from a sudden drop in
temperature, frosts, and normal winter cold. Water from mist nozzles and
sprinklers can protect many plants from a sudden temperature drop or frost.
Mulch, applied to the surface of the soil, will protect root systems for long-term
cold in the winter. Row covers make it possible to put out warm season crops
before the danger of frost has passed. Planting fruit trees near large bodies of
water takes advantage of the moderating influence of lakes or rivers; that is to
say, plants cool down and warm up much more slowly when water is nearby.
Large bodies of water serve to protect plants and trees against early-frost and
late-frost damage.
Teacher Preparation
• Obtain a USDA Hardiness Zone Map from www.ars-
grin.gov/ars/Beltsville/na/hardzone/ushzmap.html then, make an
overhead transparency of the class sheet “USDA Hardiness Zone Map.”
• Copy the student sheets “Some Like It Hot.”
• Gather materials.
• Select the sites for measuring temperature in various microclimates around the
school building. Use spots close to the building, on all four sides, the middle of
the parking lot, and a spot under the shade of a large tree.
60
• Number each area to be checked.

Procedure
1. Distribute the student sheet “Some Like It Hot.” Have students write the
definitions of the terms.
2. Each group of students should place a thermometer in each of the numbered
microclimates, wait three minutes, and record the temperature.
3. Select one student to call the local weather bureau, or otherwise find out the
average minimum winter temperature for your area. This information will be
shared with the rest of the class.
4. Using the data gathered have each student make a bar graph of the
temperature readings for each numbered spot.
5. In class, have students compare the charts and discuss the findings.
6. Have each student answer the questions on the student sheet.
Reflection
What impact might the various microclimates have on plant growth and
development?
What plant growth problems might there be with excessive heat?
How might knowledge of plant hardiness be useful in the Green Industry?
Enhancement
• Invite a local nursery worker to discuss the methods used to protect plants
from frosts or freezes.
• What are some plants that grow well in your area (climactic zone] that would
not do well in the next colder zone?
Assessment
61
SOME LIKE IT HOT

microclimate: _____________________________________________________________________
_____________________________________________________________________________________
Zone of Hardiness: _________________________________________________________________
_____________________________________________________________________________________
frost pocket: _______________________________________________________________________
_____________________________________________________________________________________
row cover: _________________________________________________________________________
_____________________________________________________________________________________
2. The teacher has marked off several different spots on the school grounds,
representing a variety of microclimates. With your student group, put the
thermometer in each of those spots and take a temperature reading after the
thermometer has been in place for three minutes.
3. Make a bar graph of those temperatures. Discuss your findings with the class.
Ø In what ways might these temperature differences affect plant growth and
development? ________________________________________________________________
______________________________________________________________________________
Ø Would these differences be similar at other times of the year? __________________
______________________________________________________________________________
4. Look at the USDA Plant Hardiness Map. Locate your area and determine your
Zone of Hardiness.
Ø What is your Zone? ______________
Ø What average, minimum, winter temperature does that zone represent? ________
62
5. One student will call the local weather bureau and get the records for the average
minimum temperature for your area.
Ø What is the average minimum winter temperature from that source? ___________
Ø How does that compare with the USDA map? _________________________________
6. According to the map, what is one plant that will grow in your area that will not
grow in the next coldest one? _________________________________________
63
LESSON TITLE: Some Like It Hot
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
64
WHAT I DID: Some Like It Hot HOW WELL I DID IT


of temperature. participation participation participation participation
_________________________________________________________________________________________

“Some Like It Hot” according report with without with added
_________________________________________________________________________________________

_________________________________________________________________________________________
4.
_________________________________________________________________________________________
5.
_________________________________________________________________________________________
6.
_________________________________________________________________________________________
65
66
Lesson 9. Getting Down and Dirty

Soils and Essential Elements
Terms
soil horizon: a layer of soil, parallel to the soil surface, National Science
with distinct characteristics produced by the soil- Education
forming processes Standards, Grades
9-12
soil profile: a vertical section of soil through all of its Unifying Concepts
horizons and into the parent material and Processes:
clay: the smallest particle of the mineral portion of the Systems, order, and
organization
soil; it has good water holding capacity
sand: the largest soil particle; it does not hold water but explanation
provides for good drainage Science as Inquiry:
silt: a soil particle between clay and sand in size Understanding about
scientific inquiry
loam: a mixture of clay, silt, and loam, generally good Abilities to do
for growing crops scientific inquiry
pH: the relative alkalinity or acidity of the soil Life Science:

Matter, energy, and
organic matter: decaying plant or animal parts or organization in living
waste systems
soil texture: percentage of sand, silt, and clay Science:
soil structure: the arrangement of soil particles Science as human
endeavor
pore space: the openings among soil particles that hold
air or water knowledge
essential elements: the sixteen elements that every
plant must have to complete its life cycle
Standards for
macro elements: those essential elements used in the School Mathematics
greatest quantity Standard 1: Number

and Operation
micro elements or trace elements: those elements Understand
used in very small quantities numbers, ways of
representing
Performance Objectives numbers,
relationships among
The student will numbers, and
number systems
• examine a core sample of soil and identify the A and B
horizons.
• prepare a soil sample for analysis.
Materials Needed
For the class
• probes for taking soil samples
67
• soil sample kits available from the Cooperative Extension

Service
For each student
• Student Sheets “Down and Dirty” (2 pages)
Soil is the portion of the Earth’s crust in which plants grow. It serves as a
reservoir for water and minerals required by the plant, provides anchorage, and
serves as a buffer for sudden changes in temperature. Soil is composed of
minerals, organic matter, water, and air—in varying amounts. The mineral
fraction of the soil is made up of particles in three distinct size ranges: Clay the
smallest and most active; silt, the next larger particle; and sand, the largest of
the three.
Clay, because of its size and plate-like structure, has the greatest water holding
capacity and the greatest chemical activity. Because the particles are so small,
there is not much pore space among them, so drainage is poor; the water
cannot easily penetrate clay. Sand, on the other hand, cannot hold much water,
because of its granular structure and size. But it provides excellent drainage.
The best soil for growing plants is a loam, a blend of the three types of particles.
Soil Texture. The term used to describe the percentage of sand, silt, and clay is
soil texture. Soil texture impacts the soil structure—the arrangement of those
particles. A soil with good structure has pore space large enough for water and
air to move through without restriction, and small pores to retain water against
the pull of gravity. Soil structure can be improved through cultivation, aeration,
or the addition of organic matter.
Soil Horizons. Soil is arranged in layers referred to as horizons. The upper
most horizon is the A horizon, where organic matter is found and much root
growth takes place. The next layer down is the B horizon. In this layer, plant
nutrients, silts, clays, and other materials from the upper layer are leached
accumulated. The color is generally lighter than that of the A horizon, and less
organic matter is present. Deep-rooted plants do penetrate the B horizon. The A
and B horizons are known as the root zone. The next zone is the C horizon,
which consists of unweathered to slightly weathered material. This layer does
not support root growth. The deeper the A and B horizons, the better they are
for growing a wide assortment of plants.
Soil Fertility. Another aspect of soils, important to plant growth and
development, is fertility. Plants require sixteen elements to complete their
growth cycle. They include carbon, hydrogen, and oxygen, which are supplied
when carbon dioxide is taken in through the leaves and the water is taken up
by the root system. The remaining 13—nitrogen, phosphorus, calcium,
potassium, sulfur, iron, zinc, copper, magnesium, manganese, chlorine,
molybdenum, and boron—enter the plant from the soil. The three elements that
most often limit plant growth are nitrogen (N), phosphorus (P), and potassium
(K). To ensure good plant growth, it is necessary to add N, P, and K from time to
time. The frequency and amount can be determined by taking a soil sample.
68
The sample can be analyzed by the Cooperative Extension Service in your

county. The Service can also determine the need for the other elements and
prescribe the quantities and type of fertilizer to add.
Teacher Preparation
• Gather the materials needed.
• Get soil sample forms from Cooperative Extension Service.
• Select the sites on the school grounds for taking soil samples.
Procedure
terms.
2. Divide the class into groups of five students.
3. Have each group take a soil sample from the designated sites on the school
grounds.
4. Have students measure the A and B horizons, if they appear in the sample.
5. Ask students to prepare soil samples for analysis by the Cooperative Extension
Service, according to the instructions on the kit.
6. Have students complete the student sheet “Down and Dirty.”
Reflection
What type of organic matter might be used for soil improvement?
What might happen to soil structure if the soil is cultivated while it is wet?
Enhancement
• Invite the County Agricultural Exchange Agent or one of his/her staff to visit
the class and explain the services offered by their office.
Assessment
69
CLASS SHEET
A SOIL PROFILE
70
STUDENT SHEET Name__________________________Date________
DOWN AND DIRTY

soil horizon: _______________________________________________________________________

_____________________________________________________________________________________
soil profile: ________________________________________________________________________
_____________________________________________________________________________________
clay: _______________________________________________________________________________
_____________________________________________________________________________________
sand: ______________________________________________________________________________
_____________________________________________________________________________________
loam: ______________________________________________________________________________
_____________________________________________________________________________________
pH: ________________________________________________________________________________
_____________________________________________________________________________________
organic matter: ____________________________________________________________________

_____________________________________________________________________________________
soil texture: _______________________________________________________________________
_____________________________________________________________________________________
soil structure: _____________________________________________________________________
_____________________________________________________________________________________
pore space: ________________________________________________________________________

_____________________________________________________________________________________
essential elements: ________________________________________________________________
_____________________________________________________________________________________
macro elements: ___________________________________________________________________
_____________________________________________________________________________________
micro elements: ___________________________________________________________________

_____________________________________________________________________________________
71
2. With your student group, take a soil sample at the site designated by the teacher.
Ø Measure the depth of the A and B horizons, and record _______________________
Ø How does this measurement compare with the findings of the other groups?
_____________________________________________________________________________
Ø Based on the depth of the A and B horizons, how suitable is this soil for
growing trees and shrubs? ___________________________________________________
_____________________________________________________________________________
3. Prepare a soil sample for analysis with the kit provided by the Cooperative
Extension Service. When the analysis is returned, answer the following questions:
Ø How long did it take to get the analysis? ______________________________________
Ø What is the pH of your sample? ______________________________________________
Ø Is the pH level similar to the other samples taken by your class?

______________________________________________________________________________
Ø What fertilizer recommendations were made ba sed on your soil sample?
______________________________________________________________________________
______________________________________________________________________________
Ø What other comments or recommendations were made on the analysis report?
______________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
72
LESSON TITLE: Getting Down and Dirty
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
73
WHAT I DID: Getting Down and Dirty HOW WELL I DID IT


of soil. participation participation participation participation
_________________________________________________________________________________________

“Down and Dirty” according report with without with added
_________________________________________________________________________________________

_________________________________________________________________________________________
4.
_________________________________________________________________________________________
5.
_________________________________________________________________________________________
6.
_________________________________________________________________________________________
74
WHAT I DID: Getting Down and Dirty HOW WELL I DID IT


of soil. participation participation participation participation
_________________________________________________________________________________________

“Down and Dirty” according report with without with added
_________________________________________________________________________________________

_________________________________________________________________________________________
4.
_________________________________________________________________________________________
5.
_________________________________________________________________________________________
6.
_________________________________________________________________________________________
74
Unit 1 Plant Science Lesson 10
Lesson 10. Water Is Critical

Environmental Needs for Plants
Terms
saturation: soil condition in which all pore spaces are National Science
filled with water Education
Standards, Grades
field capacity: the ideal soil water condition in which 9-12
all large pores are free of moisture, but small pore space Science as Inquiry:
is filled Identify questions
tensiometer: device for measuring soil moisture and concepts that
guide scientific
mulch: material, organic or inorganic, used to cover soil investigations
around plants Design and conduct

scientific
Performance Objective investigations
As a result of
The student will activities in grades
9-12, all students
• perform an experiment on the effect of an even water should develop an
supply on plant growth. understanding of
--matter, energy, and
Materials Needed organization in living
systems.
For each group of 5 students
• 6 bean plants, 3-4 weeks old, in 4” containers with
Standards for
saucers School
Mathematics
• watering can
Standard 1: Number
For each student and Operation
Understand
• Student Sheets "Water is Critical" (2 pages) numbers, ways of
representing
• “A Scoring Rubric” (2 pages) numbers,
relationships among
Background Information numbers, and
number systems
Water is one of the most critical environmental needs of
Standard 8:
all kinds of plants. Actually, the most common
compound in plants is water. Plants do vary in the Express
mathematical ideas
quantity and frequency of water needed to keep them coherently and clearly
growing vigorously. Whereas, turf and landscape plants to peers, teachers,
and others. Use the
generally require about an inch of water per week, language of
certain plants native to arid regions can go for weeks or mathematics as a
months without additional moisture. precise means of
mathematical
Water is absorbed through the root system and expression
transported throughout the plant in the xylem tissue. It
is present in all living cells; it is an essential raw
material for photosynthesis; and it is responsible for the
growth or increase in size of all newly divided cells.
Much of the water absorbed actually passes out of the
plant as water
75
vapor through stomata, tiny pores located primarily in the leaves.

Landscapes and gardens today are often equipped with irrigation systems to
provide the water as needed. Some of these systems are described in Unit V,
Lesson 6.
Teacher Preparation
• Start bean plants approximately one month before class.
• Gather materials and copy the student sheets.
Procedure
1. Give each student group a set of 6 bean plants of similar size.
terms.
3. Assign a spot in the greenhouse, windowsill, or indoor light garden to grow the
beans.
4. Ask students to label two of their plants “A,” two “B,” and two “C.”
5. Have students measure the height of the plants, count the number of leaves,
and record the data.
6. For the next three weeks, have students water the “A” plants daily, the “B”
plants every other day, and the “C” plants every Monday. With each watering,
students will apply enough water to come out the bottom drainage hole. Fifteen
minutes after watering, students should dump the water out of the saucers.
7. Have students measure the height of each plant and count the number of
leaves.
8. Have students write comments about the appearance of the plants just before
watering: Is there any change in color of leaves? Are all plants standing up well?
Are the leaves extended? Or, are they drooping?
9. At the end of the experiment have students create a bar graph of the changes in
the plants and analyze the data.
10. Each student should write the conclusions that these data suggest.
11. Discuss findings and comments in class.
Reflection
How can we be sure plants are getting adequate water for optimal growth?
For what type of plants would an automatic watering system be valuable?
Enhancement
• Get climatic data from your area to see the pattern of rainfall week by week
during the growing season.
76
Assessment
77
WATER IS CRITICAL
saturation: _________________________________________________________________________
_____________________________________________________________________________________
field capacity: _____________________________________________________________________
_____________________________________________________________________________________
tensiometer: _______________________________________________________________________
_____________________________________________________________________________________
mulch: _____________________________________________________________________________
_____________________________________________________________________________________
2. With your student group select 6 bean plants of similar size.
3. Label 2 of the plants “A,” 2 plants “B,” and 2 plants “C.” Put your groups
number or name on the label.
4. Measure the height of each of the plants and record the measurements on the
data sheet.
5. Count the number of leaves and record the number on the data sheet.
6. Put the six plants in the spot designated by the teacher.
7. For the next 3 weeks, water the “A” plants daily, the “B” plants every other day,
and the “C” plants every Monday. Apply enough water so that it runs through
the drainage holes in the bottom of the pots. Fifteen minutes after watering,
dump excess water out of the saucers of plants “B” and “C.”
8. Every Friday, measure the plants, count the leaves, and record the data.
9. Create bar graphs to represent the ending data.
10. Analyze the data and write your conclusions.
11. Discuss the findings in class.
78
PLANT HEIGHT
Plants Beginning First Week Second Week Third Week
A-1
A-2
Average
B-1
B-2
Average
C-1
C-2
Average
NUMBER OF LEAVES
Plants Beginning First Week Second Week Third Week
A-1
A-2
Average
B-1
B-2
Average
C-1
C-2
Average
Conclusions:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
79
LESSON TITLE: Water Is Critical
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
80
WHAT I DID: Water Is Critical HOW WELL I DID IT

1. Participated in the investigation Minimal Pa rtial Full Excellent

of a plant’s need for water. participation participation participation participation
_________________________________________________________________________________________

“Water Is Critical” according report with without with added
_________________________________________________________________________________________

_________________________________________________________________________________________
4.
_________________________________________________________________________________________
5.
_________________________________________________________________________________________
6.
_________________________________________________________________________________________
81

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UNIT I

Plant Science and Soils

Lesson 1 Leaves, Stems, Buds, and Roots 4

Section I. Principles of Pest Management

Lesson 11 Read the Label 82

Respiration and Transpiration. These processes are important to understand when

Lesson 1. Leaves, Stems, Buds, and Roots

cambium: a layer of tissue in trees and shrubs where Life Science:

STUDENT SHEET Name_______________________ Date __________

LEAVES, STEMS, AND BUDS

1. Write the definitions.

vegetative parts: ___________________________________________________________________

reproductive parts: ________________________________________________________________

leaf blade: _________________________________________________________________________

root hair: __________________________________________________________________________

2. Label the leaf parts: stem, blade, petiole, and bud.

Are there flower parts? _________ Describe.____________________________________

Are there leaf or stem parts? ________ Describe. _______________________________

epidermis________ describe ___________________________________________________

phloem__________ describe ___________________________________________________

xylem____________ describe ___________________________________________________

pith _____________ describe ___________________________________________________

5. What is the function of each of the above –named tissues?

7. Can you find the root hairs? _________

Describe where they appear on an individual root.

A SCORING RUBRIC Name__________________________Date________

LESSON TITLE: Leaves, Stems, Buds, and Roots

The purpose of this lesson was to ______________________________________________

The method we used was to ____________________________________________________

The information I learned can be applied to ______________________________________

1. Participated in the investigation Minimal Partial Full Excellent

2. Completed the student sheet Minimal Completed Completed Completed

3. Participated in reflection on the No 1 response 1 response 2 or

Lesson 2. Flowers, Beauty, and Purpose

For the class Understand various

• Class Sheet “Parts of a Flower”

STUDENT SHEET Name_______________________Date_____________

FLOWERS FOR BEAUTY AND PURPOSE

1. Write the definitions.

A SCORING RUBRIC Name__________________________Date________

LESSON TITLE: Flowers, Beauty, and Purpose

The purpose of this lesson was to ______________________________________________

The method we used was to ____________________________________________________

The information I learned can be applied to ______________________________________

WHAT I DID: Flowers, Beauty, and Purpose HOW WELL I DID IT .

1. Participated in lab investigation Minimal Partial Full Excellent

2. Completed the student sheet Minimal Completed Completed Completed

3. Participated in reflection on the No 1 response 1 response 2 or

Lesson 3. The Food Chain Starts Here

The student will Behavior of

STUDENT SHEET Name________________________Date____________

THE FOOD CHAIN STARTS HERE

1. Write the definitions.

2. Write the formula for photosynthesis.

A SCORING RUBRIC Name__________________________Date________

LESSON TITLE: The Food Chain Starts Here

The purpose of this lesson was to ______________________________________________

The method we used was to ____________________________________________________

The information I learned can be applied to ______________________________________

1. Participated in the investigation Minimal Partial Full Excellent

2. Completed the student sheet Minimal Completed Completed Completed

3. Participated in reflection on the No 1 response 1 response 2 or

Lesson 4. Plant Power: Energy and Water

STUDENT SHEET Name_____________ Date

Are there flower parts? _ Describe.____________________________

Are there leaf or stem parts? Describe. _______________________

epidermis describe ___________________________________________

phloem describe _________________________________________

xylem describe _______________________________________

pith _ describe _______________________________________

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Name___________Date_

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Name____________Date

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Name____________Date

STUDENT SHEET Name___________Date_

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Name_____________ Date

CLASS SHEET Name___________Date_

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Name___________Date_

STUDENT SHEET Name_______________Date_

A SCORING RUBRIC Name__________________Date