Name:
Omelia Mullings
Subject:
Agricultural Science
Date:
March 1- 9, 2018
Class:
10 C/H/E
Duration:
50 minutes (3 sessions)
Topic:
Plant Anatomy and Physiology
Subtopic:
Structure and function of plants
General objective: At the end of this lesson students should demonstrate an understanding of the
structure and functions of plants;
Specific objectives: As a result of this lesson students should be able to:
1. State the three conditions needed for germination to occur.
2. Explain the roles of photosynthesis, respiration, transpiration, absorption,
translocation, photoperiodism and phototropism in the life of plants
3. Discuss the effects four (4) environmental factors on plant growth and development.
Previous Knowledge: Students know and understand the characteristics of living things, the
diversity of life, and how living things interact with each other and their environment.
Instructional material: Text book (CXC Agricultural Science), laptop, projector.
Content summary
Transpiration
Large quantities of water are absorbed by the plant for photosynthesis. However, excess water
escapes in the form of water vapor from the stomata of leaves, lenticels of the stem, and fruits or
cuticle of leaves. The process of losing water in the form of water vapour from a living plant is
known as transpiration.
Factors affecting transpiration
1. More transpiration takes place on a hot day as compared to cold day.
2. Transpiration rate is higher if the wind is blowing as the water vapor is removed faster
from the leaves.
3. If air is humid, transpiration is slow.
Respiration
Since plants are living beings, they also respire by taking in oxygen and giving out carbon
dioxide. The exchange of oxygen and CO2 takes place by diffusion through small pores called
stomata present in the leaves and stem. The expansion and shrinking of guard cells occurs due to
supply of moisture and light, resulting in opening and closing of stomata.
In respiration glucose molecules react with O2 and break down into CO2 to release energy.
Chemical reaction of respiration as follows.
C6H12O6 (Glucose) + 6O2 (Oxygen) —> 6CO2 (Carbon dioxide) + H2O (water) + Energy
Photosynthesis
Green plants are able to prepare their own food from simple raw materials around them CO2
from air, and water from soil. The energy is obtained from sunlight by chlorophyll.
Using the energy of sun, a chemical reaction takes place in the green parts of plant in which CO2
and H2O are converted into food in form of glucose.
6CO2 (Carbon dioxide) + H2O (Water) —> (Sunlight +Chlorophyll) —> C6H12O6 (Glucose) +
6O2 (Oxygen)
In most plant glucose is converted into starch and stored in leaves, stems. The process of
manufacturing food in green plants is known as photosynthesis.
Germination
Plant seed growth, or germination, is an intriguing process by which tiny seedlings emerge from
dry, wrinkled seeds. There are several phases of seed germination. Water absorption--the first
stage--leads to increased enzyme respiration as plant cells are duplicated. When the embryo
grows large enough, the seed coat bursts open and a growing plant emerges. The root's tip is first
to emerge as it anchors the seed, allowing the embryo to absorb nutrients and water from the soil
There are two types of germination: Hypogeal germination and Epigeal germination. Hypogeal
germination occurs when the cotyledons--seed leaves--are below the soil's surface. A pea seed
provides an example of this type of germination. Epigeal germination occurs when seed leaves
stay on the new shoot and are brought above ground. Beans and ash trees provide examples of
Epigeal germination
Methodology
Introduction
This lesson will be introduced to the students as a part of a unit of study about plants. Students
will be asked to list five ways in which plants are used.
Step 1: Students will be asked to state where seeds come from and label the 3 parts of a seed.
Step 2: Students will define the term "germination." and will state the necessary conditions for
germination through brainstorming.
Step 3: In cooperative learning groups students will brainstorm ideas on how plants reproduce
and will record information formulated into their books. One person from each group will
present findings and teacher will clarify and make corrections when necessary.
Step 4: Students and teacher will discuss the relation between reproduction in plants and crop
production.
Step 5: Students will be asked “what are some of the processes carried out by plants?’ Their
answers will be validated and written in the form of a semantic map and teacher will add any
plant process not included. There will then be a brief discussion on each plant process.
Step6: Students will watch a video from the ppt. discussing the effects of environmental factors
on plant growth and development and will be told to record information from the video.
Practical Activity:
Introduction:
Teacher will start practical activity by explaining to students what they are expected to do.
Students will fork up the soil, till it, remove weeds then transplant pak chow seedling with the
correct planting space.
Step 1.The teacher will demonstrate to students the use of a fork in breaking clods of soil that
have already been turned.
Step 2.Students will use machetes, hoes and forks in breaking up the soil.
Step 3.students will drive stakes at either end of the plough plot
Step 4.Teacher will explain then demonstrate the use of the hoe in making the furrows.
Step 5.Students will take turns using the tools until the plot has been furrowed.
Step 6.Students will be instructed by the teacher to dig holes in the furrow and add poultry
manure to it and mix it in the soil.
Step 7. Teacher will demonstrate to students the way to remove a seedling from the seed bed and
transplant it to the furrow bed.
Step 8.Students will remove seedlings with a hand spade from the seed bed and place it in the
holes in the furrow bed. Students will cover the roots with the soil and use their hands to press
the soil down on the root of the seedling.
Step 9.Seedlings will be watered immediately after planted.
Assessment:
1. Students will be place in groups and each group will be given different activity
and will take turn with the other groups to prepare the soil for transplanting
seedlings and transplanting the seedlings to the field. Teacher will work closely
with each group and monitor the process.
Evaluation # 1.
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Culminating activity:
1. State the three conditions needed for germination to occur.
2. Explain in no more than two sentences the roles of photosynthesis, respiration,
transpiration, absorption, translocation, photoperiodism and phototropism in the life
of plants
3. Describe the effect of three (3) environmental factors on plant growth and
development.
4. What is a seedling?
5. What are the conditions necessary to transplant the seedlings?
Evaluation
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