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The Structure of Plants
Grades 5 - 8
Teacher's Guide
Written and Produced by
John Colgren and Paul Fuqua
AGC/United Learning
1560 Sherman Avenue, Suite 100
Evanston, Illinois 60201
(800) 323-9084, Fax (847) 328-6706
http://www.agcunitedlearning.com
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means, without prior written permission from the copyright
holder is prohibited (Title 17, U.S. Code Sections 501 and
506).
©MM John Colgren and Paul Fuqua
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The Structure of Plants
Table of Contents
Introduction ..................................................... 1
Instructional Notes .......................................... 1
Links to Curriculum Standards ....................... 1
Student Objectives ......................................... 2
Assessment Tools ............................................. 2
Teacher Preparation ...................................... 2
Introducing the Video .................................... 2
View the Video ............................................... 2
Discussion Questions ....................................... 2
Blackline Master Descriptions ........................ 3
Enrichment Activities ...................................... 3
Answer Key ...................................................... 4
Internet Resources .......................................... 6
Script of Video Presentation .......................... 7
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THE STRUCTURE OF PLANTS
GRADE LEVELS: 5 - 8
INTRODUCTION
This lesson is designed for use in grades 5 - 8 as an introduction to the major
ideas and concepts associated with the structure of plants. The three main
parts of plants - roots, stems, and leaves - are discussed. The role each
plays in the survival of the plant is described.
INSTRUCTIONAL NOTES
Before presenting this lesson to your students, we suggest that you preview
the video and review this guide and the accompanying blackline master
activities in order to familiarize yourself with their content.
As you review the materials presented in this guide, you may find it necessary to make some changes, additions, or deletions to meet the specific
needs of your class. We encourage you to do so, for only by tailoring this
program to your class will they obtain the maximum instructional benefits
afforded by the materials.
It is also suggested that the video presentation take place before the entire group under your supervision. The lesson activities grow out of the context of the video; therefore, the presentation should be a common experience for all students.
LINKS TO CURRICULUM STANDARDS
As stated in the the National Science Education Standards, "In the middleschool years, students should progress from studying life science from the
point of view of individual organisms to recogninizing patterns in ecosystems." The specific content standards addressed in this Unit of Study are:
• A population consists of all individuals of a species that occur
together at a given place and time. All populations living together and
the physical factors with which they interact compose an ecosystem.
• Populations of organisms can be categorized by the function
they serve in an ecosystem.
• For ecosystems, the major source of energy is sunlight. Energy
entering ecosystems as sunlight is transferred by producers (plants) into
chemical energy through photosynthesis. This energy then passes from
organism to organism in food webs.
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STUDENT OBJECTIVES
After viewing the video and participating in the follow-up activities, students/participants should be able to ...
•Describe the important roles roots, stems, and leaves play in the success
and survival of plants.
•Define photosynthesis.
ASSESSMENT TOOLS
This lesson provides you with three different assessment tools. Together
they make it possible to follow closely the progress of your students and to
judge their mastery of the subject matter.
The Pre-Test (Blackline Master #1) can be used to get some idea of students' understanding of the topic before the video is presented.
The Post-Test, presented as Blackline Master #8, can be used as a final test
for this lesson.
The Video Quiz and its accompanying answer sheet (Blackline Master #2)
can be used either as a way to introduce the topic prior to showing the
video or to judge student mastery once the video has been presented.
TEACHER PREPARATION
View the video and review the accompanying activities. Duplicate any
blackline masters you wish to distribute. If you plan to use the Video Quiz,
which immediately follows the video presentation, you may wish to have
copies of the quiz ready to distribute at the completion of the video program. Also, plan to pause the tape between questions if students require
more time.
INTRODUCING THE VIDEO
This videotape is about the three main structures of plants; roots, stems,
and leaves. Each is described and the role it plays in helping the plant to
survive is presented. Also, the relationship between all three main plant
parts is described.
VIEW THE VIDEO
Viewing Time is 10 minutes for the program and about 5 minutes for the
Video Quiz.
DISCUSSION QUESTIONS
1. Review the three main plant parts and ask students to describe what
role each plays.
2. Ask the students to describe how the three main plant parts are like
human body parts.
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BLACKLINE MASTER DESCRIPTIONS
This program contains eight blackline masters that can be used to reinforce ideas and information presented in the video.
• Blackline Master #1: Pre-Test provides a way of finding out how much
students know about the material covered in this lesson before you
present it. Student scores on the Pre-Test can be compared with their
scores on the final Post-Test (Blackline Master #8).
• Blackline Master #2: Video Quiz is to be used at the end of the video
program. At the completion of the video, there is a short quiz. The
narrator will read the questions which are displayed on the screen. Students can use Blackline Master #2: Video Quiz to record their answers.
Answers to the questions are provided in the Answer Key section of this
teacher's guide.
• Blackline Master #3: Crossword is a crossword puzzle of terms from the
video.
• Blackline Master #4: Collecting Leaves describes methods for collecting
and displaying leaves.
• Blackline Master #5: If a Stalk Could Talk is an experiment to demonstrate how water is transported through the stem and leaves of a plant.
• Blackline Master #6: Cut-Ups describes how many plants can grow from
cuttings or buds.
• Blackline Master #7: Leaf Skeleton is an experiment designed to examine the fibrous skeleton structure of a leaf.
• Blackline Master #8: Post-Test is the formal test for this lesson.
ENRICHMENT ACTIVITIES
1. Have students design a bulletin board display on the topic of plant
structure. They could create oversized versions of the three main parts
of a plant.
2. Ask students to build a three-dimensional model of the chemical formula for photosynthesis. They could use styrofoam balls to build the
various chemical components.
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ANSWER KEY
• PRETEST, Blackline Master #1
1. Roots provide support for a plant. They also absorb water and
minerals
2. Stems support the leaves and provide the connection between
roots and leaves.
3. Leaves are responsible for the making of food for the plant.
4. Xylem tubes carry water and minerals from the roots to the
leaves through the stem.
5. Phloem tubes or tissue carry food from the leaves to other parts
of the plant.
6. Root hairs are tiny hairs that grow from the roots and add
additional surface area for the absorption of water and
minerals.
7. A trunk is the stem of a tree.
8. Deciduous trees loose their leaves in the fall and winter.
9. Photosynthesis is the food-making process that takes place
within the leaves of green plants.
10. Chlorophyll is the green chemical responsible for
photosynthesis.
Short Answer:
1. Roots, stems ,and leaves are the three main parts of a plant.
2. Roots provide support and absorb water and minerals.
3. Stems provide support for leaves and also a method for
transporting water, minerals ,and food throughout the plant.
4. Leaves are the food makers of the plant.
5. Bark provides protection to the tree.
6. The age of a tree can be determined by counting the rings of
a tree trunk.
7. Photosynthesis is the food-making process used by plants. It
occurs in the plant's leaves. Water and minerals from the roots
are carried to the leaves. Carbon dioxide is taken in on the
underside of the leaves and also used in the process of making
glucose.
8. Roots can also be used to store some of the food produced by
plants.
• VIDEO QUIZ, Blackline Master #2
1. true
2. false
3. true
4. food
5. needles
6. stems
7. food
8. chlorophyll
9. water
10. xylem
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• CROSSWORD, Blackline Master #3
ACROSS
DOWN
1. photosynthesis
1. phloem
2. root
2. stem
3. leaves
4. stem
• COLLECTING LEAVES, Blackline Master #4
Descriptions of two methods for collecting and displaying
leaves.
• IF A STALK COULD TALK, Blackline Master #5
Observations: The water which has been colored with food
coloring will have moved up the stalk and into the leaves of the celery. The xylem tubes will be easily viewed when stained by the food
coloring.
• CUT-UPS, Blackline Master #6
Students should grow new plants from cuttings and buds.
• LEAF SKELETON, Blackline Master #7
An experiment to break down the leaf structure and expose
the fibrous skeleton which provides strength to the leaf.
• POST-TEST, Blackline Master #11
1. a. Roots provide support and absorb water and minerals for
the plant. Some roots also store food made by the plant.
b. Stems support the leaves and position them towards the
sun. They are also a part of the transport system carrying water and
minerals to the leaves and food from the leaves to all parts of the
plant.
c. Leaves are the food-making part of the plant.
2. Xylem tissue brings water and minerals from the roots to the
leaves. Phloem tissue carries food from the leaves to all parts of the
plant.
3. The annual rings of a woody plant tell the age of the tree and
can also be used to examine the climatic changes occuring during
the plant's life.
4. Evergreens have thin, needle-like leaves. Deciduous plants
have broad leaves that they keep during the warm months and then
drop during the fall months.
5. Photosynthesis
6. Photosynthesis occurs when water and minerals from the soil
and carbon dioxide from the air interact in the presence of chlorophyll and sunlight.
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INTERNET RESOURCES
The following websites may be valuable sources of additional information
to reinforce the objectives of this lesson:
(1.)
Tropical Feast at http://www.mobot.org/mobot/education/feast illustrates various edible plants and fruits.
(2.)
Tropical Rain Forests at http://www.mobot.org/mobot/education/
tropics.
(3.)
Coloring Book Drawings at http://www.nps.gov/plants/color/
20.htm.
(4.)
Plant Watch at http://www.devonianm.ualberta.ca/pwatch.
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THE STRUCTURE OF PLANTS
Script of Narration
Hello. My name is Paul Fuqua, and, as a naturalist, I’ve spent years traveling from
place to place studying plants and the environments where they grow. Today
you’ll join me as I explore how plants are put together and what their main parts
do.
Green plants come in many different kinds. Some thrive in the water, while for
others the dry desert makes a great home. Some green plants sprout showy leaves,
while others specialize in gorgeous blooms. But, as different as they can be, most
green plants share the same basic structure. Or, to put it another way, most plants
have the same key parts and body plan. Here, for example, is a typical green
plant from Africa. Like most, it has three main parts: roots, stems, and leaves.
These work as a team to help the plant carry on the business of living.
We’ll begin our look at how plants are put together at the bottom of things, at the
roots. Roots, be they those of this little garden plant or forest giants, serve plants in
several ways. For one thing, roots anchor plants firmly where they’re growing. Along
with holding plants in place, roots also absorb water and the dissolved minerals it
contains. These are the tiny hairs that are at the heart of this absorption. Called
“root hairs,” they greatly increase the surface area of roots, making them very
efficient absorbers. The water and minerals roots absorb are then carried up to the
rest of the plant by special hollow cells that form tubes called “xylem tissue.” Still
different cells make up other tubes. We call these “phloem tissue.” The phloem
carries food manufactured in its leaves down to the rest of the plant.
While the two main functions of roots are to anchor and to absorb, they can also
help plants in other ways. Take, for example, such common root crops as beets,
turnips, carrots, and yucca. They’re all roots in which plants have stored some of
the food their leaves made. Along with helping the plants to survive, such root
crops also provide us with a rich source of highly nutritious food.
Well, now we’ve explored the world of roots. Let’s move on to stems. They’re what
hold plants together. When we’re talking about trees, we call the main stem a
“trunk” and the smaller ones “branches.” This ocotillio bush demonstrates how stems
provide a framework and give plants their particular shape and form. Stems also
support a plant’s leaves and position them so they get as much sunlight possible.
Connecting a plant’s roots with its leaves, stems are also a part of the plant’s transport system. Water moves up a plant’s stem through xylem tissue, and food made
by the leaves travels back down the stem to the plant’s other cells through phloem
tissue. Along with supporting plants and linking their various parts, stems can also
help plants in other ways. Take orchids for example. Many, such as this one, are so
called “air” plants living on the trunks and branches of trees. To keep from being
dried out by the sun and wind, such orchids store water in their oversized stems. In
addition to helping the plants of which they’re a part, the stems of many are also
important to us. Take, for example, straw and hay. Both are largely composed of
the stems of grasses and other pasture plants. And here’s a popular spice: cinnamon. It’s made from the inner bark of cinnamon tree stems.
However, of all the many things we get from plant stems, none is more important
than lumber. Lumber is cut from logs, or the main woody stems of trees, such as
these, ready to be floated down the Amazon river to a sawmill. And while we’re
talking about logs, here’s something interesting - a cross section cut from a huge fir
tree. Most of it, the part we call “wood,” is made up of dead xylem tissue. And
notice the rings. Called “annual growth rings,” a new one forms each year as a
tree’s trunk grows thicker. That means we can tell a tree’s age by counting the
rings. And that’s how scientists found out that this mighty forest giant was 280 years
old when it was blown over in a wind storm. Growth rings also give important clues
about past climate conditions. Notice how some of these rings are wider than
others. That’s because growth rings are thick in wet years and thin in dry years.
Such information tells much about what conditions were like years ago.
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So far today, we’ve talked about what roots and stems do for plants. Now let’s
move on to their leaves, the third major part of most plants. Leaves come in many
different kinds. Some, such as this one from the rain forest, are big. While others,
such as those on this creosote bush, a hardy desert dweller, are small to help cut
down on the water that’s lost through evaporation. Still other plants, such as these
pines, produce their own special kind of leaves. Thin, and often long, these specialized leaves are called “needles.” Because plants that grow needles usually
keep them all year, we call them “evergreens.” Most other common plants produce broad leaves, such as these, instead of the thin needles evergreens grow.
In temperate climates, most such plants are deciduous. That means that they
keep their leaves during the warmer seasons, and then shed them when the weather
turns chilly in the fall. Before they drop, however, the leaves of many deciduous
plants liven up the landscape by changing from green to glorious shades of red
and yellow. Travel to the tropics, however, and the leaf story changes. There, the
leaves of many plants behave very differently than they do in colder climates.
Instead of dropping each year, in the tropics the leaves of many plants stay attached for years. Take this veteran, for example. It’s been around so long it’s
coated with a layer of mold, moss, and other such organisms.
But no matter what kind they are, or how they behave, all leaves have the same
major role, and that’s to make food for the plant of which they’re a part. Look at
green plants and you’ll see that their leaves are arranged so that as much sunlight
as possible falls on them. That’s because plants use the sun’s energy to turn water
and carbon dioxide the leaves have taken in into sugar. Plants then use this sugar
as food and to make other substances they need. Called “photosynthesis,” this
food-making process only takes place in the presence of chlorophyll. That’s the
green-colored chemical that gives so many plants their typical green color.
Today we’ve seen some interesting plants. We’ve learned something about how
they’re put together, and the roles their three main parts play in helping plants to
survive and prosper in the world around us.
Now let’s take a few moments to answer some review questions. The directions
are simple. When you hear this tone, either check your answer sheet “true” or “false,”
or fill in the blank with the correct word. Good luck, and now let’s get started.
True or False. A tree’s stem is composed of its trunk and its branches.
True or False. The three main parts of a typical green plant are its roots, stem, and
bark.
True or False. Wood is, for the most part, composed of dead xylem tissue.
Now let’s do things a bit differently. Instead of checking “true” or “false,” from now
on fill in the blanks with the correct words after you hear the tone.
Leaves produce a green plant’s _______ .
The long, thin leaves many evergreens produce are called _______ .
Straw and hay are made mostly of plant ______ .
tissue carries a plant’s ______ .
The green-colored chemical that is involved in a plant’s food-making process is
called ______ .
Root hairs absorb nutrients and ______ .
Water and minerals are transported through a plant’s ______ tissue.
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1
Name ___________________________
The Structure of Plants
PRE-TEST
Directions: Write a definition for each of the terms listed below:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
roots
stems
leaves
xylem
phloem
root hairs
trunk
deciduous
photosynthesis
chlorophyll
Short Answer Questions:
1. What are the three main parts of plants?
2.
What role do roots play in helping a plant to survive?
3.
What is the job stems perform?
4.
How do leaves help a plant to grow?
5.
What is the role bark plays in a tree's survival?
6.
How can the age of a tree be determined?
7.
What is the process of photosynthesis?
8.
In some plants, such as carrots and beets, the roots do more than provide
support. What else do they do?
"The Structure of Plants
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.
2
Name ___________________________
The Structure of Plants
VIDEO QUIZ
Directions: At the end of the video production is a short quiz. You may write the
answers to the quiz on this sheet.
True or false section:
1. True or False A tree's stem is composed of its trunk and its branches.
2. True or False The three main parts of a typical green plant are its roots,
stem and bark.
3. True or False Wood is, for the most part, composed of dead xylem tissue.
Fill-in-the-blank section:
4. Leaves produce a green plant's _________________.
5. The long, thin leaves many evergreens produce are called ____________.
6. Straw and hay are made mostly of plant _______________.
7. Phloem tissue carries a plant's _______________.
8. The green colored chemical that is involved in a plant's food making
process is called _________________.
9. Root hairs absorb nutrients and ________________.
10. Water and minerals are transported through a plant's ___________ tissue.
"The Structure of Plants
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.
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Name ___________________________
The Structure of Plants
CROSSWORD
DIRECTIONS: Use the clues at the bottom of the page to help yo fill in the blanks
of the crossword.
Across
Down
1. the chemical process plants
use to manufacture food
2. anchors the plant and collects
water and minerals from the soil
1. carry food manufactured
in leaves downward to all
parts of plant
2. transport water and minerals from the roots to the
leaves
3. where photosynthesis
takes place
4. supports the plant and
provides a link between
roots and leaves
"The Structure of Plants
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.
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Name ___________________________
The Structure of Plants
COLLECTING LEAVES
Here are two ways you can collect and display leaves.
PRESERVING LEAVES: Collect a leaf while it is still fresh. Place it between several
sheets of newspaper. Lay something heavy on top of the newspaper so that it
completely covers the area taken up by the leaf. Let it sit for about a week. When
you remove the weight and newspaper, you will find a flattened leaf that can be
mounted on cardboard.
LEAF RUBBINGS: Cover a leaf with thin paper. Use charcoal or crayon to rub
over the area of the leaf. Use the broad side of the charcoal or crayon and
don't rub too hard. The image of the leaf and its veins will slowly show up on the
paper.
"The Structure of Plants
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.
5
Name ___________________________
The Structure of Plants
CUT-UPS
Many house plants will grow from parts of another plant. Ivy, coleus, African
violets, geraniums, and willow tree twigs are examples of plants that can grow
from cuttings.
To grow a plant from a cutting, just remove a leaf or stem and put it in water.
Once the roots begin to grow, transplant it into soil.
Some plants can grow from buds. When famers want to plant potatoes, they
usually only plant pieces of a single potato. They cut potatoes into sections that
each contain an eye or bud. A new plant will grow from the bud. You can try this
by placing a potato in a glass of water as shown.
Directions: Try one of the following as a home project.
1. Grow a new plant from a cutting.
2. Grow a new plant from a bud.
"The Structure of Plants
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.
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Name ___________________________
The Structure of Plants
IF A STALK COULD TALK
PURPOSE:
of a plant.
To demonstrate how water is transported through the stem and leaves
MATERIALS: 1.
2.
3.
4.
PROCEDURES:
a celery stalk
knife
food coloring
two drinking glasses
1. Fill the glasses with water.
2. Add a different food coloring to each glass and mix well.
3. Use the knife to cut the celery in the following two ways:
a. Near the bottom of the celery, make a slanted cut.
b. Cut the length of the celery from the bottom of the celery
to within about an inch of the leaves. This cut should
divide the stalk in half with only the leaves and topmost
part of the stalk connected.
4. Place each stalk section in a glass of food coloring.
5. Move this set-up to a window so that the celery is in sunlight.
OBSERVATIONS: Make observations after a few hours have passed. Examine the
leaves and stalk (stem) of the celery. Take apart a section of stem and examine
the colored tubes. Describe what you see.
CONCLUSION:
How does this show that water can travel through the stem and
leaves of a plant?
"The Structure of Plants
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.
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Name ___________________________
The Structure of Plants
LEAF SKELETON
PURPOSE: To examine the fibrous skeleton structure of a leaf. Leaves contain
woody hollow vessels that conduct water and glucose. Following the procedures
outlined below will allow you to see these tubes.
MATERIALS:
1.
2.
3.
4.
PROCEDURE:
1. Mix washing soda with water in the pot.
2. Place leaves in the pot and boil for an hour.
3. After boiling the leaves, place them in a solution of bleach
and water.
4. Let them sit in this bleach solution overnight.
OBSERVATIONS:
Draw what the fibrous skeleton looks like.
"The Structure of Plants
leaves
washing soda
bleach
goggles
5. water
6. pot
7. hot plate
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.
8
Name ___________________________
The Structure of Plants
POST-TEST
Directions: Answer the following questions in the spaces provided.
1.
Describe the roles each of these parts play for the plant's
survival.
a. roots
b. stems
c. leaves
2.
The transportation system of the plant is made up of xylem and phloem
tissue. What is the function of each of these tissues?
3.
What do the annual rings of a woody plant tells us?
4.
How are the leaves of conifers and deciduous plants different?
5.
The leaves of a plant make the food for the plant. What is the name of
this food-making process?
6.
What are the necessary ingredients for food making to take place in a
leaf?
"The Structure of Plants
© 2000 Paul Fuqua & John Colgren
All rights to print materials cleared for classroom duplication and distribution.