SBI 3UI Vascular Plant Project
Part 1: Notes on Knowledge Content
Each student is to make their own notes on this unit. The knowledge objectives on the next page should be
covered in your notes. Your course text "Nelson Biology 11" -chapters 10,13,14 - and other library resource
books should help you. Include a proper bibliography of title, author, publisher and copyright date for each
resource used according to the APA reference system used in senior science. Submit the completed
assignment for evaluation.
1. Compare the structure of a monocot and a dicot seed (include diagrams).
2. Compare the structures of a monocot and a dicot stem (include diagrams).
3. Compare the structures of an herbaceous and a woody stem (include diagrams).
4. Compare the structures of a monocot and a dicot root (include diagrams).
5. Explain the mechanisms of transport for the movement of liquids and minerals through xylem cells.
6. Explain the mechanisms of transport for the movement of liquid glucose through phloem cells.
7. Explain the reproductive mechanisms of plants in natural reproduction (e.g. seeds, cones, ovary, pistil
etc.). Include the labeled parts as well as method of dispersal.
Part 2: Making Connections and Communication – Research and Display
Select a single bullet topic to investigate to apply your knowledge of plants (see the list below of topics).
You may also propose your own research topic, under one of the four topic headings, but you must get
your topic approved by your teacher. When the investigation is complete, you will present the information
Science-Fair style to the class. Include a proper bibliography of title, author, publisher and copyright date for
each book used according to the APA reference system used in senior Science.
A display board will be supplied by your teacher. Include information in an easy to understand and copy
format for students in the class that will visit your display. A presentation rubric is included to help guide
you in terms of evaluation.
Plant Project Topics – Making Connections and Communication
Agricultural Practices
 Compare sexual reproduction in angiosperms
vs. gymnosperms
 Compare various methods of (natural) asexual
reproduction in plants
 Twin scaling
Factors Affecting Plant Growth
 Gravitropism
 Thigmotropism
 Phototropism
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Scooping
Scoring
Chipping
Striking or cutting
Chemotropism
Hydrotropism
Artificially altering growth pattern: Apical/lateral
meristems, auxins and gibberelins
Evolutionary Pathways
 Create a dichotomous key to show the evolutionary process followed by types of plants
 Research methods of sustainable harvest or yield of plants that help support sound
environmental practices
 Explain how an ecosystem responds following a disturbance, such as a forest fire. Research the
process of ecological succession, including the maintenance of biodiversity and the survival of
organisms. Diagrams may help create a visual “film” of the process over time.
 Physical adaptations for defense
Importance of Plants to Society
 Plants for biofuel
 Plants used in medicine
 Plants used to produce illegal drugs
 Uses of plant leaves/roots/stems
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Genetically modified plants/seed
Growing seedless plants
Artificial ripening of plants (use of cytokinins,
ethylene gas, abscisic acid)
Part 3: Plant Experiment – Internet Gizmo Project
Print the 4 page gizmo handout that comes with instructions for you to complete your lab work on-line and
follow the instructions. Your teacher will give you your username and password to get in at the
explorelearning.com website. Submit the completed assignment for evaluation.
Assessment Rubric: ISU – Plants
CRITERIA
LEVEL 1
Student identifies few
plant structures including
similarities and few
differences between
monocot and dicot plants
LEVEL 2
Student identifies many
plant structures including
some similarities and
differences between
monocot and dicot plants
LEVEL 3
Student identifies most
plant structures including
similarities and
differences between
monocot and dicot plants
LEVEL 4
Student identifies all
plant structures including
similarities and
differences between
monocot and dicot plants
Students describes the
mechanisms of transport
through plant tissue to a
limited degree
Student explains
reproductive
mechanisms utilized by
different plants to a
limited degree
Student applies
knowledge of plants to a
limited degree to one of
the following:
1) Agricultural practices,
2) Evolutionary
pathways,
3) Plant growth, or
4) Importance of plants
to society.
Students sufficiently
describes the
mechanisms of transport
through plant tissue
Student sufficiently
explains reproductive
mechanisms utilized by
different plants
Students adequately
describes the
mechanisms of transport
through plant tissue
Student adequately
explains reproductive
mechanisms utilized by
different plants
Students completely
describes the
mechanisms of transport
through plant tissue
Student completely
explains reproductive
mechanisms utilized by
different plants
Student applies some
knowledge of plants to
one of the following:
1) Agricultural practices,
2) Evolutionary
pathways,
3) Plant growth, or
4) Importance of plants
to society.
Student adequately
applies knowledge of
plants to one of the
following:
1) Agricultural practices,
2) Evolutionary
pathways,
3) Plant growth, or
4) Importance of plants
to society.
Student thoroughly
applies knowledge of
plants to one of the
following:
1) Agricultural practices,
2) Evolutionary
pathways,
3) Plant growth, or
4) Importance of plants
to society.
Student seldom employs
appropriate terminology
related to plants
Student sometimes
employs appropriate
terminology related to
plants
Student usually employs
appropriate terminology
related to plants
Student always uses
appropriate terminology
related to plants
Student work is seldom
presented in an
organized, visually
pleasing manner
Student seldom employs
proper grammar, spelling
and sentence/paragraph
structure
Student work is usually
presented in an
organized, visually
pleasing manner
Student usually employs
proper grammar, spelling
and sentence/paragraph
structure
Student work is always
presented in an
organized, visually
pleasing manner
Student always employs
proper grammar, spelling
and sentence/paragraph
structure
Student attempts to use
APA format to reference
all resources
Student work is
sometimes presented in
an organized, visually
pleasing manner
Student sometimes
employs proper
grammar, spelling and
sentence/paragraph
structure
Student uses APA format
to reference all resources
with many errors
Student correctly uses
APA format to reference
all resources
Most or all research was
conducted using a single
source and/or sources
are not reliable
Student uses a limited
variety of resources
and/or some sources are
not reliable
Student uses APA format
to reference all
resources, with few
errors
Student accesses some
different types of reliable
resources to conduct
research
Student designs scientific
experiments with major
technical errors
Student designs scientific
experiments with many
technical errors
Student designs scientific
experiments with few
technical errors
Student demonstrates
limited skill in recording
data and drawing
conclusions
Student records data and
is able to draw
conclusions based on
data with some errors
Student records data and
is able to draw
conclusions based on
data
Student designs proper
scientific experiments
through appropriate
manipulation of variables
Student records data
accurately and is able to
draw logical conclusions
based on data
Knowledge &
Understanding
Plant Structure and
Function
Making
Connections
Relating Science to
Technology, Society
and the Environment
Communication
Language, Visual
Appeal
Thinking Inquiry
Skills of Research
and Investigation
Student accesses many
different types of reliable
resources to conduct
research