Table of Contents
Unit Overview ............................................................................................................................................................ 1
Lesson Breakdown .................................................................................................................................................. 2
Ministry Expectations ............................................................................................................................................. 4
Relationships amongst Science, Technologies, Societies, and Environment........................................................... 7
Deforestation .......................................................................................................................................................... 8
Dry Lab: Classroom Scavenger Hunt..................................................................................................................... 11
Group Discussion Questions............................................................................................................................. 12
Teacher Notes .................................................................................................................................................. 13
Scavenger Hunt Possible Answers .................................................................................................................... 14
Nature of Science .................................................................................................................................................... 15
Article Analysis: Student Worksheet ................................................................................................................... 16
Rubric................................................................................................................................................................ 18
Teacher Resource ............................................................................................................................................. 19
Basic Concepts of Science ........................................................................................................................................ 20
Plant Nutrition Lesson Plan .................................................................................................................................. 21
Student Worksheet .......................................................................................................................................... 23
Teacher Worksheet: Answer Key ..................................................................................................................... 27
Wet Lab: Celery Stalk Transport ........................................................................................................................... 30
Student Worksheet .......................................................................................................................................... 32
Skills of Inquiry and Communication ...................................................................................................................... 33
Inquiry Activity: Design your own plant Student Worksheet ............................................................................... 34
Teacher Guide .................................................................................................................................................. 37
Summative Test ....................................................................................................................................................... 38
Summative Test ................................................................................................................................................ 39
Job Responsibilities Outline .................................................................................................................................... 45
1
Lesson Plan
#
Lesson Plan Concept
Ministry
Topic
Expectations/Learning
Goals
F2.1, F1.1, 2.2,3.4
Diagnostic Day
A1.1, A1.2, A1.4
What are the needs of plants
Introduce Summative
Assignment (Factors that affect
plant growth)
F1.1, F1.2
Uses of Plants
Nature of Science History Case
study assignment
F3.1, F3.2
Bill Nye Plants Video
Classification of Plants
F3.1, F3.2, F2.3, 3.4
Kingdom Plantae
A1.1, A
Plant structure and function
Plant Tissue/Structure Lab
Inquiry
F3.1, 2.3
Structure of a flowering & nonflowering plants
1
Plants as Resources
2
Plants as Resources
3
Structure of Plants
4
Structure of Plants
5
Plant Organs and Function
6
Plant Organs and Function
F3.1, F2.3
Plant Life cycle
7
Plant Organs and Function
8
Transport in Plants
F3.2, 2.1, 2.3
A1.1,
F3.1, F2.3
Monocots and Dicots
Lab investigation
The Leaf
The Stem
The Roots
9
Transport in Plants
F3.3, F3.2
Wet Lab transport
10
Transport in Plants
F3.1, F2.4, 2.1
11
Plant Growth and
Development
F3.4, F3.2
Plant Organ Cross Section Quiz
Vascular Systems & transport
in plants
Plant Development
Soil Elements
12
Plant Growth and
Development
F3.4, F2.2
Plant Nutrition
Plant Hormones
13
Plant Reproduction
F3.5, F1.2, 2.1, 3.3
14
Plant Reproduction
F3.5, F1.1
Pollination & Fertilization in
Flowers
Flower Dissection
Bill Nye Flowers
15
Succession and Sustainability
F1.1, F2.1, F2.2, 2.4,
3.3, 3.5
2
Plant Propagation
Primary & Secondary
Succession
16
Succession and Sustainability
F1.1, F2.1, F2.2, 2.4,
3.3, 3.5
Plant Uses
F1.1, 1.2, A1.7
17
Review
18
Unit Test
Plant Propagation
Primary & Secondary
Succession
Plant Internet Scavenger Hunt
Cue Card Work
In class Games/Activities
BINGO Review
Summative Test
Hand in summative
assignment
3
Ministry Expectations
SBI3U
Plants: Anatomy, Growth, and Function
BIG IDEAS:
Plants have specialized structures with distinct functions that enable them to respond and adapt to their
environment.
Plant variety is critical to the survival and sustainability of ecosystems.
OVERALL EXPECTATIONS
By the end of this course, students will:
F1. Evaluate the importance of sustainable use of plants to Canadian society and other cultures;
F2. Investigate the structures and functions of plant tissues, and factors affecting plant growth;
F3. Demonstrate an understanding of the diversity of vascular plants, including their structures, internal
transport systems, and their role in maintaining biodiversity.
SPECIFIC EXPECTATIONS
F1. Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
F1.1 Evaluate, on the basis of research, the importance of plants to the growth and development of Canadian
society (e.g., as a source of food, pharmaceuticals, Aboriginal medicines, building materials, flood and erosion
control; as a resource for recreation and ecotourism) [IP, PR, AI, C]
F1.2 Evaluate, on the basis of research, ways in which different societies or cultures have used plants to sustain
human populations while supporting environmental sustainability (e.g., sustainable agricultural practices in
developing countries such as crop rotation and seed saving; traditional Aboriginal corn production practices) [IP,
PR, AI, C]
F2. Developing Skills of Investigation and Communication
By the end of this course, students will:
F2.1 Use appropriate terminology related to plants, including, but not limited to: mesophyll, palisade,
aerenchyma, epidermal tissue, stomata, root hair, pistil, stamen, venation, auxin, and gibberellin [C]
F2.2 Design and conduct an inquiry to determine the factors that affect plant growth (e.g., the effects on plant
growth of the quantity of nutrients, the quantity and quality of light, and factors such as temperature and water
retention or percolation rate) [IP, PR, AI]
F2.3 Identify, and draw biological diagrams of, the specialized plant tissues in roots, stems, and leaves (e.g.,
xylem, phloem), using a microscope and models [PR, AI]
4
F2.4 Investigate various techniques of plant propagation (e.g., leaf cutting, stem cutting, root cutting, seed
germination) [PR]
F3. Understanding Basic Concepts
By the end of this course, students will:
F3.1 Describe the structures of the various types of tissues in vascular plants, and explain the mechanisms of
transport involved in the processes by which materials are distributed throughout a plant (e.g., transpiration,
translocation, osmosis)
F3.2 Compare and contrast monocot and dicot plants in terms of their structures (e.g., seeds, stem, flower, root)
and their evolutionary processes (i.e., how one type evolved from the other)
F3.3 Explain the reproductive mechanisms of plants in natural reproduction and artificial propagation (e.g.,
germination of seeds, leaf cuttings, grafting of branches onto a host tree)
F3.4 Describe the various factors that affect plant growth (e.g., growth regulators, sunlight, water, nutrients,
acidity, tropism)
F3.5 Explain the process of ecological succession, including the role of plants in maintaining biodiversity and the
survival of organisms after a disturbance to an ecosystem
Scientific Investigation Skills and Career Exploration
Overall Expectations
Throughout this course, students will:
A1. Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills
(initiating and planning, performing and recording, analyzing and interpreting, and communicating);
A2. Identify and describe careers related to the fields of science under study, and describe the contributions of
scientists, including Canadians, to those fields.
Specific Expectations:
Throughout this course, students will:
Initiating and Planning [IP]*
A1.1 Formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make
informed predictions, and/or formulate educated hypotheses to focus inquiries or research
A1.2 Select appropriate instruments (e.g., sampling instruments, a microscope, a stethoscope, dissection
instruments) and materials (e.g., dichotomous keys, computer simulations, plant cuttings), and identify
appropriate methods, techniques, and procedures, for each inquiry
A1.3 Identify and locate a variety of print and electronic sources that enable them to address research topics
fully and appropriately
A1.4 Apply knowledge and understanding of safe laboratory practices and procedures when planning
investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols;
by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of
laboratory and biological materials (e.g., preserved specimens); and by using appropriate personal protection
5
Performing and Recording [PR]*
A1.5 Conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using
appropriate materials and equipment safely, accurately, and effectively, to collect observations and data
A1.6 Compile accurate data from laboratory and other sources, and organize and record the data, using
appropriate formats, including tables, flow charts, graphs, and/or diagrams
A1.7 Select, organize, and record relevant information on research topics from a variety of appropriate sources,
including electronic, print, and/or human sources, using suitable formats and an accepted form of academic
documentation
Analysing and Interpreting [AI]
A1.8 Synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the
evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific
theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood
of error
A1.9 Analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias
A1.10 Draw conclusions based on inquiry results and research findings, and justify their conclusions with
reference to scientific knowledge
Communicating [C]
A1.11 Communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic
presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports,
presentations, debates, simulations, models)
A1.12 Use appropriate numeric, symbolic, and graphic modes of representation (e.g., biological diagrams,
Punnett squares), and appropriate units of measurement (e.g., SI and imperial units)
A1.13 Express the results of any calculations involving data accurately and precisely, to the appropriate number
of decimal places or significant figures
A2. Career Exploration
6
Relationships Amongst Sciences,
Technologies, Societies and Environments
Deforestation Lesson Plan
Scavenger Hunt: Plant Product
7
Deforestation Lesson Plan:
Date: Feb 27,
Lesson 16 of 18
2011.
Unit: Plant
Time:
Course:
Anatomy,
75 min
Grade
Growth and
11
Function
Biology
Lesson: STSE Deforestation Lesson
Big Ideas: What resources do plants provide for us and how does
Materials:
deforestation in turn effect our society?
-chart paper
-markers
-access to
internet
Curriculum Expectations:
F1.1 Evaluate, on the basis of research, the importance of plants to the
growth and development of Canadian society (e.g., as a source of food,
pharmaceuticals, Aboriginal medicines, building materials, flood and
erosion control; as a resource for recreation and ecotourism) [IP, PR, AI,
C]
F1.2 Evaluate, on the basis of research, ways in which different societies
or cultures have used plants to sustain human populations while supporting
environmental sustainability (e.g., sustainable agricultural practices in
developing countries such as crop rotation and seed saving; traditional
Aboriginal corn production practices) [IP, PR, AI, C]
Learning Goals:
1. Understand the ways in which plants provide us resources
2. Understand how deforestation is linked to climate change
3. Think about some ways in which we can reduce deforestation
Prior Knowledge: understanding the uses of plants and trees
30
min
MINDS ON
Youtube videos:
- Nature Inc - Standing Profits 1 of 2 Forest Conservation - BBC Environmental
Documentary
http://www.youtube.com/watch?v=zCZDDQ5h
MBY&feature=related
- Nature Inc - Standing Profits 2 of 2 Forest Conservation - BBC Environmental
Documentary
http://www.youtube.com/watch?v=wfuXV
RdbMuc&feature=related
Rationale for choice of
T/L Strategy:
 Focuses attention on
different viewpoints on
the topic of
deforestation
 Addressing the major
issues surrounding the
topic of deforestation
 Getting the mind thinking
about how deforestation
8
Assessment:
- circulating
around the
room checking
for
understanding
of the
questions
asked
-worksheet
positively and negatively
affects our society
can be
collected for
marks or can
be taken up
as a class
ACTION
25
min
Rationale for choice of
Around the World Brainstorming
T/L Strategies:
5 stations:
-Allow students to explore
Station 1: What resources do we gain from
deforestation?
and think about the
Station 2: What benefits do trees provide
for us when they are standing?
Station 3: How does deforestation effect
the surrounding environment?
effects of deforestation
on our society
-allowing for students to
question how their daily
practices contribute to
deforestation
Station 4: How does deforestation affect
our climate?
Station 5: How can we reduce
deforestation?
-based on what the students learned from
the documentary they brainstorm answers
to these questions in groups
-each groups gets 5 minutes at each station
and then rotates
9
Forms of
assessment:
-assessment
as learning
based on the
ideas
generated on
chart paper
5
min
CONSOLIDATION
Rationale for choice of
Class Discussion:
-each group reads their points aloud to
the class
T/L Strategy:
 revisiting initial
information
 summarising classroom
ideas a whole
Assessment:
-look for
evidence of
learning
based on
changes
added from
each group
10
Plant Product Scavenger Hunt
In your group, look around the classroom and identify the plant materials or products that fit into the categories
below. All examples that you identify should contain or be made from plants. Be sure to record what you find!
Scavenger Hunt List:
• Living Plants
• Unprocessed food
• Food that contains processed plant material
• Packaging material made from plants
• Technology made from plants
• Textiles made from plants
• Jewellery made from plant materials
• Furniture made from plants
• Building materials made from plants
• Other products made from plants
11
Group Discussion Questions
In your group, consider how your plant product might be important to Canadian society. Use the questions
below to guide your brainstorm. Assign one person in the group to record your ideas on the chart paper
provided.
1. How important is this product/material to you? People in your community? Other
communities?
2. What function(s) does it serve? Does anything else serve similar functions?
3. What plant material is present in your product? Where does it come from?
4. How is this product/material produced or processed to make the final product?
5. What are the benefits or positive outcomes associated with this product/material?
6. What are some of the negative consequences or risks associated with this product/material?
12
Dry Lab Activity - Plant Functions Scavenger Hunt (TEACHER NOTES)
Purpose: To recognize and appreciate the many functions and/or uses of the plants in our own environment.
Specific Curriculum Expectations:
F1.1 evaluate, on the basis of research, the importance of plants to the growth and development of Canadian
society (e.g., as a source of food, pharmaceuticals, Aboriginal medicines, building materials, flood and erosion
control; as a resource for recreation and ecotourism) [IP, PR, AI, C]
F2.1 use appropriate terminology related to plants, including, but not limited to: mesophyll, palisade,
aerenchyma, epidermal tissue, stomata, root hair,pistil, stamen, venation, auxin, and gibberellin [C]
Materials:





Various plant materials (if you would like to add to those that are already in the room)
Scavenger hunt list
Discussion questions (for brainstorm session)
Chart paper
Markers
Activity:
1. Divide students in to small groups (3-4 people). Each group will have a few minutes to search for plant
materials in the classroom guided by a list of criteria.
2. After a few minutes of hunting for items, re-group all the students and compile a master list of the
products/plant material.
3. Allow each group to select a product/plant material to investigate. If it is easier, you may pre-select a few key
plant products and assign one to each group.
4. Each group will be given chart paper and markers, and asked to brainstorm about their plant product. The
group brainstorm will be guided by the provided discussion questions.
5. If time permits, you may choose to have the students present their brainstorm to the class. The brainstorm
could also be used as a starting point for a small STSE research project.
Assessment:
The way in which you assess this activity will depend on how you assign the final component in step 5
(Presentation, Research Paper, Website/Pamphlet, Exit Ticket etc).
13
Dry Lab – Scavenger Hunt Possible Answers
 Some examples of possible answers to the scavenger hunt are listed below. Answers will depend on the
classroom environment, but you may choose to supplement the room with additional items to improve
the learning experience.
• Living Plants: any plants growing in the classroom, grass/trees/flowers outside the window
• Unprocessed food: apple, banana, strawberries, potato
• Food that contains processed plant material: ketchup, salsa, vanilla yogurt, chocolate, candy (sugar), vegetable
oil, meat & dairy products (animals consume plant material)
• Packaging material made from plants: cardboard, many plastics (using crude oil, corn, sugar, seaweed etc.),
bioplastic films (biodegradable!)
• Technology/teaching materials made from plants: paper, pencils, some cellphones (bioplastics), some
televisions (bioplastics)
• Textiles made from plants: cotton, wool (indirectly), nylon, polyester, acrylic, and olefin (all four are made
from wood pulp, cotton linters, or petrochemicals)
• Jewellery made from plant materials: hemp bracelets, wooden beads,
• Furniture made from plants: anything made of wood (desks, chairs, tables…)
• Building materials made from plants: paints/varnishes/wax (made from plant oils), walls, floors, ceiling,
insulation (foam from soya beans, insulating flax fibres), roofing materials,
• Other products made from plants: shampoo (with fruit extracts), crude oil, oxygen, soap (many contain
vegetable oils), household cleaners (usually containing lemon juice),
14
Nature of Science (NOS)
Article Analysis: Historical Plant Use s
15
Nature of Science/Research Development
Student Handout
We have outlined in class the different uses there are for plants within society. Below are FIVE
different articles that analyze historical plant uses and how these may or may not have changed with
respect to modern activities. You are required to choose ONE of these articles and write a short
analytical report commenting on the different plant uses and the historical references made in this
article. Reading scientific articles can be very challenging but is an asset that will play great importance
in any post secondary education. Articles are a way to inform yourself of past and present information
that may be useful to your education. You can locate these articles by using a simple search in Google.
Articles:
Callis, K. L. (2005). The history of plant use in laos: Analysis of european accounts of plant use for
primarily religious and medicinal purposes. (Dissertation, NCSU).
Gosden, C. (1997). Plant remains from waterlogged sites in the arawe islands, west new britain
province, papua new guinea: Implications for the history of plant use and domestication.
Economic Botany, 51(2), 121-133.
Gruber, J. W., & DerMarderosian, A. (1996). An emerging green pharmacy - modern plant medicines
and health. Laboratory Medicine, 27(3), 170-176.
Sõukand, R., & Kalle, R. (2011). Change in medical plant use in estonian ethnomedicine: A historical
comparison between 1888 and 1994. Journal of Ethnopharmacology, 135(2), 251-260.
INSTRUCTIONS: Be sure to double check the rubric to make sure that you have included all necessary
information.
After reading this article you may find members who have read the same article to brainstorm and
gather data to complete the following sections.
1. Provide a brief (half a page max), description of the article you have read . Think about : What is the
main intention of this article?
16
2. Identify 6-10 words you came across that you did NOT understand. Provide definitions for these
words and explain how they are significant in your article.
3. Identify at least TWO different plant uses that were described in the article and relate it to any of
the plant uses we have identified in class. (ex/ plant x was used to treat illness x, therefore, this
plant was used for a medical purpose)
4. Identify how plants have changed or maintained their uses throughout history. Were there
differences between the way plants were used in the past compared to modern day. You may
not have modern day information in your article, which you will then have to think of or use
alternative sources to create this comparison.
5. Comment on how you feel about reading an article like this. Does it help you to understand course
content? Was this article difficult to read, why or why not? Did this article interest you?
17
Rubric:
Category
Criteria
Marks Assigned
Description of Article
Title is clearly stated
Author of original paper is mentioned
Goal of the article is mentioned
Main points are summarized well
[A]
[A]
[A]
[I]
/2
/2
/2
/5
Terms/Definitions
Terms chosen present significance in
article
Sufficient Definitions are stated
[I]
/6
[A]
/3
Plant Uses are described and clearly
identified
Plant Uses are related to course content
[I]
/4
[A]
/4
Historical Uses are identified/described
An analysis is drawn between historical
plant uses and modern uses
[I]
/5
[A]
/5
Reflection on Article
Description of feelings towards articles
are thoroughly justified
[C]
/4
Overall Impression
Flow/continuity
Spelling and grammar
Organization
[C]
[C]
[C]
/3
/5
/3
TOTAL
Application
Thinking/Inquiry
Communication
Plant Uses
Historical Significance
/18
/20
/15
18
Nature of Science
Article Analysis - Historical vs. Modern Plant Uses
Teacher Resource
Big Ideas: Are there differences between the way plants were used historically and are used today?
Why are journal articles a good way to obtain information?
Curriculum Expectations:
F1.1 Evaluate, on the basis of research, the importance of plants to the growth and development
of Canadian society (e.g., as a source of food, pharmaceuticals, Aboriginal medicines, building
materials, flood and erosion control; as a resource for recreation and ecotourism) [IP, PR, AI, C]
F1.2 Evaluate, on the basis of research, ways in which different societies or cultures have used
plants to sustain human populations (e.g., sustainable agricultural practices in developing countries
such as crop rotation and seed saving; traditional Aboriginal corn production practices) [IP, PR,
AI, C]
Learning Goals:
1. Understand the ways in which plants provide us with resources
2. Link relevant information to course material, understand the importance of understanding
words when reading work
3. Understand the History of Plant Uses
4. Understand how journal articles are a great way to obtain information
19
Basics Concepts of Science
Plant Nutrition Lesson
Wet Lab: Celery Stalk
20
Plant Nutrition Lesson Plan
Date: Feb 27,
Lesson 12 of 18
2011.
Unit: Plant
Time: 75 min
Course:
Anatomy,
Grade 11
Growth and
Biology
Function
Lesson: Plant Nutrition
Big Ideas: Plants have specialized structures with distinct
Materials:
functions that enable them to respond and adapt to their
-worksheets
-reading
environment.
Curriculum Expectations:
F2.2 Design and conduct an inquiry to determine the factors
that affect plant growth (e.g., the effects on plant growth of
the quantity of nutrients, the quantity and quality of light, and
factors such as temperature and water retention or
percolation rate) [IP, PR, AI]
F3.4 Describe the various factors that affect plant growth
(e.g., growth regulators, sunlight, water, nutrients, acidity,
tropism)
Learning Goals:
4. Understand the nutrients involved in the process of
plant growth and survival
Prior Knowledge: understanding that plants need nutrients to
survive
MINDS ON
Rationale for choice
30
Plant Nutrition Article:
of T/L Strategy:
min
-read the article and answer the
questions individually
 Assesses prior
knowledge and
readiness about
plants
 Focuses the topic
of attention for the
day
 Allows students to
look at the big
picture first
21
Assessment:
- circulating around the
room checking for
understanding of the
questions asked
-worksheet can be
collected for marks or
can be taken up as a
class
before narrowing
into the leaf
specifically
ACTION
Rationale for choice
20
Board Notes/Discussion
of T/L Strategies:
min
-powerpoint presentation outlining
the main topics regarding plant
nutrition
-Allow students to
explore and
investigate the
nutrients involved in
Forms of assessment:
questioning during the
powerpoint presentation
(checking for
understanding)
plant processes
5
min
CONSOLIDATION
Brainstorming:
-summarising the main points of the
lesson
Rationale for choice
of T/L Strategy:
 revisiting initial
information
 building upon preconceived notions
22
Assessment:
-look for evidence of
learning based on
changes added after the
lesson
Name:__________________
Date:___________________
PLANT NUTRITION
The attached information was obtained from the Plant-Prod Feeding Guide. Read each section
and answer the following questions.
INTRODUCTION
1. In your own words describe the “Law of the Minimum”.
2. How many nutrients are essential for healthy plant growth? What are they?
PLANT NUTIRITION EXPLAINED
3. What are the three primary nutrients?
4. If a fertilizer was labeled as 15-18-10, what does each number refer to?
23
5. What does each primary nutrient do?
You’ve decided to start fertilizing your plants. At your local garden centre you find there are
many different types of fertilizers (granular, liquird, water soluble, slow-release) and many
different combinations of nutrients. From the following list, pick one fertilizer for each question
and explain why it would be your first choice.
20-20-20
10
15-30-15
10-52-10
15-15-30
6. You’ve just transplanted a flower into your garden._________________
7. You want a really green healthy lawn._____________________
24
30-10-
8. You’d like to increase the quality of your tomatoes._________________
9. You want to promote an overall healthy plant.____________________
10. You’d like your garden to flower more frequently and with larger blooms.________________
7 EASY STEPS
11. What are the 10 things you should think about to improve the health of a garden?
12. Knowing the science behind plant growth, why would pruning plants stimulate new growth?
What has been removed and what grows instead?
25
13. What do you think the word ”antidesiccant” means? Thinking about the ideas from this course,
why would it be important to protect the plant with an antidesiccant?
26
Name:____Teacher copy____
Date:___________________
PLANT NUTRITION
The attached information was obtained from the Plant-Prod Feeding Guide. Read each section
and answer the following questions.
INTRODUCTION
1. In your own words describe the “Law of the Minimum”.
All nutrients play an important part in plant growth and survival so a lack of any one
nutrient will affect the growth of the plant.
2. How many nutrients are essential for healthy plant growth? What are they?
17 nutrients: water, sunlight, temperature levels, air quality, potassium, nitrogen,
phosphorus, sulphur, copper, magnesium, zinc, iron, chlorine, calcium, manganese, boron,
molybdenum
PLANT NUTIRITION EXPLAINED
3. What are the three primary nutrients?
Nitrogen
Phosphorus
Potassium
4. If a fertilizer was labeled as 15-18-10, what does each number refer to?
15% nitrogen, 18% phosphorus, 10% potassium
5. What does each primary nutrient do?
Nitrogen: building protein and encourages plant branching
27
Phosophorus: strong root and stem growth and solid overall structure, encourages larger
longer-lasting flowers and blooming times
Potassium: overall strengthener, increases resistance to disease and insects, important in
the formation and storage of sugars and starches
You’ve decided to start fertilizing your plants. At your local garden centre you find there are
many different types of fertilizers (granular, liquid, water soluble, slow-release) and many
different combinations of nutrients. From the following list, pick one fertilizer for each question
and explain why it would be your first choice.
(APP
/5)
20-20-20
10
15-30-15
10-52-10
30-10-
15-15-30
6. You’ve just transplanted a flower into your garden. 15-30-15
A greater percentage phosphorus is important to ensure strong roots and stem after
transplanting
7. You want a really green healthy lawn. 30-10-10
A greater percentage of nitrogen promotes vigorous growth and more green foliage
8. You’d like to increase the quality of your tomatoes. 15-15-30
A greater percentage of potassium will encourage the production and storage of sugars
therefore leading improved tomato harvesting
9. You want to promote an overall healthy plant. 20-20-20
An equal balanced percentage of all nutrients will promote an overall healthy plant
10. You’d like your garden to flower more frequently and with larger blooms. 10-52-10
A greater percentage of phosphorus will ensure larger blooms for a longer period of time
7 EASY STEPS
28
11. What are the 10 things you should think about to improve the health of a garden?
-answers will vary
12. Knowing the science behind plant growth, why would pruning plants stimulate new growth?
What has been removed and what grows instead?
-dead flowers and suckers to encourage new plant growth and flow of nutrients to the main
branches of the plan
13. What do you think the word ”antidesiccant” means? Thinking about the ideas from this course,
why would it be important to protect the plant with an antidesiccant?
-something used to prevent the plant from drying out
-after transplanting or cutting of trees (ex: Christmas trees) or flowers since there is no
longer soil which holds the nutrients for the plants, antidesiccants are used to preserve and
protect plants from drying out too quickly
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The Celery Stalk Experiment
Ministry Expectations
Overall Expectations:
F2. Investigate the structures and functions of plant tissues, and factors
affecting plant growth;
F3. Demonstrate and understanding of the diversity of vascular plants,
including their structures, internal transportation systems, and their role
in maintaining biodiversity.
Specific Expectations:
F2.1 Use appropriate terminology related to plants
F3.1 Describe the structures of the various types of tissues in vascular
plants, and explain the mechanisms of transport involved in the processes by
which materials are distributed throughout a plant
Materials
1. Food Colouring
2. Celery
3. Tall glass (1 per group)
4. Water
5. Knife to cut celery
Procedure:
1. Preparation: mix/stir in several drops of blue food coloring with
water in the glass container
2. Cut approximately 1 inch off the bottom of the celery stalk
3. Place the stalk into the container, with the leaves exposed
4. Leave the experiment in a warm area with light exposure for 2-48
hours
5. Cut stalk half way up and observe
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Introduction/Purpose:
Ever wonder how plants transport water and nutrients to peripheral
areas? This lab will allow students to begin their understanding of how the
forces of adhesion and cohesion and the process of transpiration aid in the
transportation of water through the plant. Students will begin to recognize
the form and function of stomata.
Safety:
1. Practice safety when using the knife to open up celery
stalk
Results
The blue/ yellow food colouring has made its way up to the leaves of
the celery, changing their colour. When cut open, xylem of the stalk is
also blue and filled with fluid.
Explanation
Transpiration is responsible for the movement of water molecules
through the xylem vasculature of the celery stalk and into the leaves. As
water evaporates through the stomata on the underside of the leaves, a
'pulling' force is relayed down along the H2O molecules. This 'pulling' is
facilitated by cohesion, or Hydrogen bonds (sticky bonds) between water
molecules. As one water molecule evaporates, another fills its spot!
Meanwhile, adhesion of the water molecules to the walls of the xylem aids
the process by preventing gravity from pulling the water downward.
It is important to remember that transpiration does not just occur
through the stoma of the leaf. There are three types of transpiration: 1)
Stomata, 2)Lenticular & 3)Cuticular.
Stomatal transpiration is the most prevalent and effective of the
three, and is the main focus of this lab.
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Student Work Sheet- Transpiration
1. In the space provided, illustrate the process of Transpiration within a celery stalk. Label your diagram.
2. What role do
you think the
environment
(climate,
temperature,
etc.) plays in
transpiration?
What might
cause an
altercation in the
rate/
effectiveness of
transpiration?
3. What might a plant do to avoid excessive water loss and to prevent wilting? What negative effect might this
have on the plant?
32
Skills of Inquiry and Communication
Inquiry Activity: Design your own plant
33
Name: ___________________________
Design-Your-Own Plant Lab!
Assigned Factor: _________________________
Brainstorm: How can you manipulate the factor to affect plant growth?
Work with your peer group to generate as many ideas as possible and record
them below.
34
Name: ________________________________
Group Members: ______________________________________________
Design-Your-Own Plant Lab!
Assigned Factor: ___________________________
Purpose:
_______________________________________________________________
_______________________________________________________________
________________________________________________.
Hypothesis:
_______________________________________________________________
_______________________________________________________________
________________________________________________.
Materials:
Procedure:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________________________________________
Peer Feedback Notes:
36
Teacher Notes: Design-Your-Own Lab Activity
Specific Expectations:
F2.2 design and conduct an inquiry to determine the factors that affect plant growth (e.g., the
effects on plant growth of the quantity of nutrients, the quantity and quality of light, and factors
such as temperature and water retention
or percolation rate) [IP, PR, AI]
F3.4 describe the various factors that affect plant growth (e.g., growth regulators, sunlight,
water, nutrients, acidity, tropism)
F2.1 use appropriate terminology related to plants, including, but not limited to: mesophyll,
palisade, aerenchyma, epidermal tissue, stomata, root hair, pistil, stamen, venation, auxin, and
gibberellin [C]
Learning Goals:
1. Design and conduct an inquiry using the scientific method.
2. Investigate and understand the factors that affect plant growth.
3. Identify and evaluate confounding variables and experiment limitations.
Minds-On:
 Review of experimental design/scientific method
Guiding Activity:
 Assign groups according to factors that can affect plant growth (sunlight, water, nutrients,
acidity, tropism, growth regulators).
 Within groups, students brainstorm as many ways as they can think of to manipulate the
assigned factor/variable. Within each group, separate into groups of 3-4 people. Each minigroup must choose one method to manipulate the variable to use for their experiment.
Mini-groups work together to establish the purpose, hypothesis, materials and
procedure. At least one member should be designated to record everything. Remind students
to refer to the rubric.
Mini-groups re-join their larger factor group and compare/share what they have decided to
do. Peer feedback is encouraged. Provide the groups time to adjust their proposals after
hearing the peer feedback. They must submit their proposal as an exit ticket.
 Return the proposals with your own teacher feedback to the students in the next class, so
they may continue to develop their lab activity.
37
Summative Test
Summative Test: Plant Anatomy, Growth, and Function
38
Plants Anatomy, Growth and Function
Unit Test
Total:
Knowledge and Understanding
/ 34
/11
Thinking and Investigation /11
Multiple Choice (KU
Communication /9
Application
/11)
1. The Law of Minimum Describes?
a. The movement of water within a plant
b. A lack of any one nutrient will negatively affect plant growth
c. A lack of any one nutrient will promote plant growth
d. The movement of nutrients within a plant
2. Primary site of photosynthesis within plants
a. Stoma
b. Upper Epidermis
c. Mesophyll
d. Guard Cells
3. These specialized cells surround the stoma to control gas and water movement
a. Guard Cells
b. Chloroplasts
c. Plastids
d. None of the above
39
/7
4. How many essential nutrients for plant growth are there?
a. 3
b. 5
c. 12
d. 17
5. What are the 3 primary nutrients?
a. Nitrogen, Phosphorus, Potassium
b. Zinc, Iron, Chlorine
c. Sulphur, Calcium, Sunlight
d. None of the above
6. What is the primary site of transpiration?
a. Lenticel
b. Stomata
c. Cuticle
d. Roots
7. What is deforestation?
a. Planting trees in urban areas
b. Regular trimming of flower buds to promote the growth of a particular bud
c. The removal of forest, where the land is then converted for other uses
d. None of the above
40
8. Roots have ___________ gravitropism?
a. Positive
b. Negative
9. Shoots have ___________ gravitropism?
a. Positive
b. Negative
10. What is the growth of a plant in response to a stimulus called?
a. tropism
b. taxes
c. kinesis
d. barism
11. Which tissue forms the outer, protective covering of a plant?
a. epidermal tissue
b. root tissue
c. vascular tissue
d. mesophyll tissue
41
Labeling- Fill in the diagram with the appropriate Labels (App
/7)
Short Answer
(TI
/11)
1. Choose any 2 of the Major Plant Hormones. For each, list the site of production within the plant. Explain their
Primary and Secondary Functions, including their role in plant growth. ( /4)
42
2. Describe the function and process of Photosynthesis. How is it similar to Cellular Respiration? How is it
different? ( /3)
3. What is transpiration? Draw a diagram and explain the process of transpiration within a plant. (
/ 4)
Long Answer
(Comm
/9)
1. A friend of yours has offered to transplant some of their flowers into a new garden you
are starting. At your local garden centre you find there are many different types of
fertilizers and many different combinations of nutrients. From the following list, pick one
fertilizer that will be best suited to this scenario and explain why it would be your first
choice. ( / 4)
20-20-20
10
15-30-15
10-52-10
15-15-30
43
30-10-
2. You live on the boundary of a large area of old growth forest. A logging company wishes to purchase the land
for clear cutting. As an active member of the community, it is your task to explain to your peers the effects of
deforestation on the surrounding environment? What are the benefits of saving the forest? What effects does
deforestation have on our climate? Write your response in paragraph form. ( / 5)
44
Job Responsibilities:
Job Description
Person Responsible
Unit Overview, PPT Presentation,
STSE Activity: Deforestation
STSE Activity: Dry Lab
Nature of Science: Article Analysis
Basic Concepts of Science: Plant Nutrition
Basic Concepts of Science: Wet Lab
Skills of Inquiry and Communication Activity
Summative Test
Binder Organization/Collection and Formatting
Candice O'Donnell and Sarah Griffiths
Candice O'Donnell
Meghan Hoefs
Sarah Griffiths
Candice O'Donnell
Stratton McKee
Meghan Hoefs
Stratton Mckee
Sarah Griffiths
45