•Areas of Focus in The Plant Unit:
•Plant photo tour, Plant Evolution, Importance of Algae,
Lichens, The Three Types of Lichens, Non-Vascular Plants,
Bryophytes, Seedless Vascular Plants (Ferns), Seeds, Seed
Dormancy, Factors that Break Seed Dormancy, Germination,
Parts of a Young Plant, Monocots and Dicots, Roots and Water,
Types of Roots, Water Uptake and Photosynthesis, Plant
Hormones, Types of Plant Tissues, Xylem and Phloem, Woody
Plants, Leaves, Light and Plants, Transpiration, Guard Cells,
Leaf Identification, Plant Life Cycles, Seed Plant Life Cycles,
Parts of a Flower, Matured Ovaries (Fruits), Types of Fruit and
much more.
•Full unit can be found at…
•http://sciencepowerpoint.com/Plant_Botany_Unit.html
• This PowerPoint is one small part of my Botany
Unit. This unit includes….
– A 5 part 2,700 slide PowerPoint roadmap full of built-in
hands-on activities, quizzes, projects, and much more.
– 13 page bundled homework package that chronological
follows the slideshow, modified version, answer keys, and
detailed lesson notes.
– 2 PowerPoint Review Games with answers, videos links,
rubrics, crosswords, projects, curriculum guides, materials
lists, and much more.
– http://sciencepowerpoint.com/Plant_Botany_Unit.html
• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
Copyright © 2010 Ryan P. Murphy
Use this red line.
.
-Nice neat notes that are legible and use indentations
when appropriate.
.
-Nice neat notes that are legible and use indentations
when appropriate.
-Example of indent.
-Nice neat notes that are legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Nice neat notes that are legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Nice neat notes that are legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn.
-Nice neat notes that are legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn.
-Nice neat notes that are legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn. Please label
• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
“Hoot, Hoot”
“Good Luck!”
Copyright © 2010 Ryan P. Murphy
• The Plant Unit will cover…
•
•
•
•
•
•
•
Evolution of Plants
Non-Vascular Plants
Seedless Vascular Plants
Seeds
Young Plants
Monocots and Dicots
Roots and Water
• The Plant Unit will cover…
•
•
•
•
•
•
•
Evolution of Plants
Non-Vascular Plants
Seedless Vascular Plants
Seeds
Young Plants
Monocots and Dicots
Roots and Water
• The Plant Unit will cover…
•
•
•
•
•
•
•
Evolution of Plants
Non-Vascular Plants
Seedless Vascular Plants
Seeds
Young Plants
Monocots and Dicots
Roots and Water
• The Plant Unit will cover…
•
•
•
•
•
•
•
Evolution of Plants
Non-Vascular Plants
Seedless Vascular Plants
Seeds
Young Plants
Monocots and Dicots
Roots and Water
• The Plant Unit will cover…
•
•
•
•
•
•
•
Evolution of Plants
Non-Vascular Plants
Seedless Vascular Plants
Seeds
Young Plants
Monocots and Dicots
Roots and Water
• The Plant Unit will cover…
•
•
•
•
•
•
•
Evolution of Plants
Non-Vascular Plants
Seedless Vascular Plants
Seeds
Young Plants
Monocots and Dicots
Roots and Water
• The Plant Unit will cover…
•
•
•
•
•
•
•
Evolution of Plants
Non-Vascular Plants
Seedless Vascular Plants
Seeds
Young Plants
Monocots and Dicots
Roots and Water
• The Plant Unit will cover…
•
•
•
•
•
•
•
Evolution of Plants
Non-Vascular Plants
Seedless Vascular Plants
Seeds
Young Plants
Monocots and Dicots
Roots and Water
• The Plant Unit will also cover…
•
•
•
•
•
•
•
•
Plant Hormones
Plants Tissues and Vascular System
Woody Plants
Leaves and Plant Processes
Leaf Identification
Plant Life Cycles
Flowers
Fruits
• The Plant Unit will also cover…
•
•
•
•
•
•
•
•
Plant Hormones
Plants Tissues and Vascular System
Woody Plants
Leaves and Plant Processes
Leaf Identification
Plant Life Cycles
Flowers
Fruits
• The Plant Unit will also cover…
•
•
•
•
•
•
•
•
Plant Hormones
Plants Tissues and Vascular System
Woody Plants
Leaves and Plant Processes
Leaf Identification
Plant Life Cycles
Flowers
Fruits
• The Plant Unit will also cover…
•
•
•
•
•
•
•
•
Plant Hormones
Plants Tissues and Vascular System
Woody Plants
Leaves and Plant Processes
Leaf Identification
Plant Life Cycles
Flowers
Fruits
• The Plant Unit will also cover…
•
•
•
•
•
•
•
•
Plant Hormones
Plants Tissues and Vascular System
Woody Plants
Leaves and Plant Processes
Leaf Identification
Plant Life Cycles
Flowers
Fruits
• The Plant Unit will also cover…
•
•
•
•
•
•
•
•
Plant Hormones
Plants Tissues and Vascular System
Woody Plants
Leaves and Plant Processes
Leaf Identification
Plant Life Cycles
Flowers
Fruits
• The Plant Unit will also cover…
•
•
•
•
•
•
•
•
Plant Hormones
Plants Tissues and Vascular System
Woody Plants
Leaves and Plant Processes
Leaf Identification
Plant Life Cycles
Flowers
Fruits
• The Plant Unit will also cover…
•
•
•
•
•
•
•
Plant Hormones
Plants Tissues and Vascular System
Woody Plants
Leaves and Plant Processes
Leaf Identification
Plant Life Cycles
Flowers
• The Plant Unit will also cover…
•
•
•
•
•
•
•
•
Plant Hormones
Plants Tissues and Vascular System
Woody Plants
Leaves and Plant Processes
Leaf Identification
Plant Life Cycles
Flowers
Fruits
Copyright © 2010 Ryan P. Murphy
• What is a plant?
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic,
multi-cellular organisms of the Kingdom
Plantae,
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic,
multi-cellular organisms of the Kingdom
Plantae characteristically producing embryos,
containing chloroplasts,
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic,
multi-cellular organisms of the Kingdom
Plantae characteristically producing embryos,
containing chloroplasts, having a cell wall
made of cellulose,
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic,
multi-cellular organisms of the Kingdom
Plantae characteristically producing embryos,
containing chloroplasts, having a cell wall
made of cellulose, and lacking the power of
locomotion.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic,
multi-cellular organisms of the Kingdom
Plantae characteristically producing embryos,
containing chloroplasts, having a cell wall
made of cellulose, and lacking the power of
locomotion.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic,
multi-cellular organisms of the Kingdom
Plantae characteristically producing embryos,
containing chloroplasts, having a cell wall
made of cellulose, and lacking the power of
locomotion.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic,
multi-cellular organisms of the Kingdom
Plantae characteristically producing embryos,
containing chloroplasts, having a cell wall
made of cellulose, and lacking the power of
locomotion.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic,
multi-cellular organisms of the Kingdom
Plantae characteristically producing embryos,
containing chloroplasts, having a cell wall
made of cellulose, and lacking the power of
locomotion.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic,
multi-cellular organisms of the Kingdom
Plantae characteristically producing embryos,
containing chloroplasts, having a cell wall
made of cellulose, and lacking the power of
locomotion.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic,
multi-cellular organisms of the Kingdom
Plantae characteristically producing embryos,
containing chloroplasts, having a cell wall
made of cellulose, and lacking the power of
locomotion.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic,
multi-cellular organisms of the Kingdom
Plantae characteristically producing embryos,
containing chloroplasts, having a cell wall
made of cellulose, and lacking the power of
locomotion.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic,
multi-cellular organisms of the Kingdom
Plantae characteristically producing embryos,
containing chloroplasts, having a cell wall
made of cellulose, and lacking the power of
locomotion.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic,
multi-cellular organisms of the Kingdom
Plantae characteristically producing embryos,
containing chloroplasts, having a cell wall
made of cellulose, and lacking the power of
locomotion.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• Activity! Definition of a plant
– (Circle the words you don’t know)
– Any of various photosynthetic, eukaryotic, multi-cellular
organisms of the Kingdom Plantae characteristically
producing embryos, containing chloroplasts, having cell
wall made of cellulose, and lacking the power of
locomotion.
– Photosynthetic – Makes sugar from light.
– Eukaryotic – Cells with a nucleus.
– Multi-cellular – Made of many cells.
– Embryo – Young organism that grows inside.
– Chloroplast – An organelle that does photosynthesis.
– Cellulose – A complicated and strong sugar.
– Locomotion – To move.
Copyright © 2010 Ryan P. Murphy
• The most familiar Eukaryotic cells
are Plants Cells and Animal Cells
• The most familiar Eukaryotic cells
are Plants Cells and Animal Cells
• The most familiar Eukaryotic cells
are Plants Cells and Animal Cells
• This is a picture of a plant cell. It has…
Copyright © 2010 Ryan P. Murphy
• This is a picture of a plant cell. It has…
– Protective cell walls.
– Chloroplast for photosynthesis.
– Large storage vacuole that serves many
purposes.
Copyright © 2010 Ryan P. Murphy
• This is a picture of a plant cell. It has…
– Protective cell walls.
– Chloroplast for photosynthesis.
– Large storage vacuole that serves many
purposes.
Copyright © 2010 Ryan P. Murphy
• This is a picture of a plant cell. It has…
– Protective cell walls.
– Chloroplast for photosynthesis.
– Large storage vacuole that serves many
purposes.
Copyright © 2010 Ryan P. Murphy
• This is a picture of a plant cell. It has…
– Protective cell walls.
– Chloroplast for photosynthesis.
– Large storage vacuole that serves many
purposes.
Copyright © 2010 Ryan P. Murphy
• This is a picture of a plant cell. It has…
– Protective cell walls.
– Chloroplast for photosynthesis.
– Large storage vacuole that serves many
purposes.
Copyright © 2010 Ryan P. Murphy
• This is a picture of a plant cell. It has…
– Protective cell walls.
– Chloroplast for photosynthesis.
– Large storage vacuole that serves many
purposes.
Copyright © 2010 Ryan P. Murphy
• This is a picture of a plant cell. It has…
– Protective cell walls.
– Chloroplast for photosynthesis.
– Large storage vacuole that serves many
purposes.
Learn more about the differences between plant and animal cells
at… http://www.diffen.com/difference/Animal_Cell_vs_Plant_Cell
Copyright © 2010 Ryan P. Murphy
• There are many varieties of plants called
Divisions.
• Plants are extremely important to our lives.
– Can you name 20 products that use materials
from plants or the remains of plants.
Copyright © 2010 Ryan P. Murphy
• Plants are extremely important to our
lives.
– Can you name 20 products that use materials
from plants or the remains of plants.
Copyright © 2010 Ryan P. Murphy
• Generated Class list.
• If a product is made of the following, it is
made from plants, or old decomposed
plants (oil).
Copyright © 2010 Ryan P. Murphy
• If a product is made of the following, it is
made from plants, or old decomposed
plants (oil).
– Any wood.
– Any fiber / other than metals.
– Plastics (most are oil based).
– Chemicals (most are from plants).
– All food.
Copyright © 2010 Ryan P. Murphy
• If a product is made of the following, it is
made from plants, or old decomposed
plants (oil).
– Any wood.
– Any fiber / other than metals.
– Plastics (most are oil based).
– Chemicals (most are from plants).
– All food.
Copyright © 2010 Ryan P. Murphy
• If a product is made of the following, it is
made from plants, or old decomposed
plants (oil).
– Any wood.
– Any fiber / other than metals.
– Plastics (most are oil based).
– Chemicals (most are from plants).
– All food.
Copyright © 2010 Ryan P. Murphy
• If a product is made of the following, it is
made from plants, or old decomposed
plants (oil).
– Any wood.
– Any fiber / other than metals.
– Plastics (most are oil based).
– Chemicals (most are from plants).
– All food.
Copyright © 2010 Ryan P. Murphy
• If a product is made of the following, it is
made from plants, or old decomposed
plants (oil).
– Any wood.
– Any fiber / other than metals.
– Plastics (most are oil based).
– Chemicals (most are from plants and oils).
– All food.
Copyright © 2010 Ryan P. Murphy
• If a product is made of the following, it is
made from plants, or old decomposed
plants (oil).
– Any wood.
– Any fiber / other than metals.
– Plastics (most are oil based).
– Chemicals (most are from plants and oils).
– All food.
Copyright © 2010 Ryan P. Murphy
• If a product is made of the following, it is
made from plants, or old decomposed
plants (oil).
– Any wood.
– Any fiber / other than metals.
– Plastics (most are oil based).
– Chemicals (most are from plants and oils).
– All food.
Copyright © 2010 Ryan P. Murphy
• If a product is made of the following, it is
made from plants, or old decomposed
plants (oil).
– Any wood.
– Any fiber / other than metals.
– Plastics (most are oil based).
– Chemicals (most are from plants and oils).
– All food.
Copyright © 2010 Ryan P. Murphy
• If a product is made of the following, it is
made from plants, or old decomposed
plants (oil).
– Any wood.
– Any fiber / other than metals.
– Plastics (most are oil based).
– Chemicals (most are from plants and oils).
– All food.
Copyright © 2010 Ryan P. Murphy
• If a product is made of the following, it is
made from plants, or old decomposed
plants (oil).
– Any wood.
– Any fiber / other than metals.
– Plastics (most are oil based).
– Chemicals (most are from plants and oils).
– All food.
Copyright © 2010 Ryan P. Murphy
• If a product is made of the following, it is
made from plants, or old decomposed
plants (oil).
– Any wood.
– Any fiber / other than metals.
– Plastics (most are oil based).
– Chemicals (most are from plants and oils).
– All food.
Copyright © 2010 Ryan P. Murphy
• The energy flow of life occurs because of
plants. Plants harness the energy from the
sun, and pass it on to all other life forms.
Copyright © 2010 Ryan P. Murphy
• The energy flow of life occurs because of
plants. Plants harness the energy from the
sun, and pass it on to all other life forms.
– Except for extreme bacteria on the ocean floor
and their predators that use chemosynthesis.
Copyright © 2010 Ryan P. Murphy
• You can now complete the first question on
your bundled homework package.
• Just Relax. Your day is already too stressful.
– The plant world is amazing, just enjoy.
– Recommended music:
http://www.youtube.com/watch?v=stCKjZniMsQ
• Activity! Creating your own study about
plants.
– We need to start today because plants need
time to grow.
– We will be collecting data periodically over the
next several weeks.
Copyright © 2010 Ryan P. Murphy
• Activity! Creating your own study about
plants.
– We need to start today because plants need
time to grow.
– We will be collecting data periodically over the
next several weeks.
Copyright © 2010 Ryan P. Murphy
• Activity! Creating your own study about
plants.
– We need to start today because plants need
time to grow.
– We will be collecting data periodically over the
next several weeks.
Copyright © 2010 Ryan P. Murphy
Observe
Add to
background
information
Analyze the data
Collect data
Support
Reject
hypothesis hypothesis
Repeat
experiment
Do something
With the findings.
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Everything in the
experiment should be
the same except for
the independent variable
which is the one thing
that is different.
Copyright © 2010 Ryan P. Murphy
• Experiments search for cause and effect
relationships in nature.
• Experiments search for cause and effect
relationships in nature.
• These changing quantities are called
variables.
• Does your grade depend on how much
time you spend on your work?
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how much you studied, effort, etc.)
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how much you studied, effort, etc.)
– Independent variable is the one you have
control over (how much you studied).
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how much you studied, effort, etc.)
– Independent variable is the one you have
control over (how much you studied).
• You have control over your grades.
• Variable: Changing quantity of something.
–––-
• Variable: Changing quantity of something.
–––-
• Variable: Changing quantity of something.
–––-
• Variable: Changing quantity of something.
–––-
• Independent: (Change) The variable you
have control over, what you can choose
and manipulate.
• Independent: (Change) The variable you
have control over, what you can choose
and manipulate.
• Independent: (Change) The variable you
have control over, what you can choose
and manipulate.
• Dependent: (Observe) What you measure
in the experiment and what is affected
during the experiment.
• Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.
• Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.
• Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.
• Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.
Everything is exactly the same
except for the independent variable
• You will need to plant 12 - 24 seeds.
• You will need two / three or more groups.
– One group is the control group.
– The other group or more are the experimental
groups that have one different factor / gradient.
Copyright © 2010 Ryan P. Murphy
• You will need to plant 12 - 24 seeds.
• You will need two / three or more groups.
– One group is the control group.
– The other group or more are the experimental
groups that have one different factor / gradient.
Copyright © 2010 Ryan P. Murphy
• You will need to plant 12 - 24 seeds.
• You will need two / three or more groups.
– One group is the control group.
– The others are the experimental groups that
have one different factor / gradient.
Copyright © 2010 Ryan P. Murphy
• All of the containers will need to be identical
except for the one factor that is changed.
Copyright © 2010 Ryan P. Murphy
• All of the containers will need to be identical
except for the one factor that is changed.
– That one factor is called the independent
variable.
Copyright © 2010 Ryan P. Murphy
• Your study might want to investigate a
variable that may effect the health of a plant.
– Salt will…help or hurt a plant?
– Fertilizer will…help or hurt a plant?
Copyright © 2010 Ryan P. Murphy
• Your study might want to investigate a
variable that may effect the health of a plant.
– Salt will…help or hurt a plant?
– Fertilizer will…help or hurt a plant?
Copyright © 2010 Ryan P. Murphy
• Your study might want to investigate a
variable that may effect the health of a plant.
– Salt will…help or hurt a plant?
– Fertilizer will…help or hurt a plant?
Copyright © 2010 Ryan P. Murphy
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The students
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The students records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The students records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The students records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers.
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers.
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers.
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out if worms help
plants grow. The student use four containers.
The first container only contains soil. The
remaining containers are given increasing
numbers of worms. The same numbers of
small plants are placed in each and given the
same soil and growing conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control =
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water, etc.
• Many of your projects may measure
fitness of the plant (Dependent Variable)
– Height of plant
– Numbers of leaves
– Numbers of flowers
• Your study could examine the type of soils
that plants prefer or grow better in.
– Sandy, Clay, Rocky, Loam?
Copyright © 2010 Ryan P. Murphy
• Study could examine different types of
light on plant growth.
Copyright © 2010 Ryan P. Murphy
• Could use living organisms and examine
predation such as Pillbugs, caterpillars, or
increased fitness with earthworms.
– See me as this requires some extra materials.
Copyright © 2010 Ryan P. Murphy
• Depress seeds just below the surface (1 cm)
and moisten.
Copyright © 2010 Ryan P. Murphy
• Plant Study Set-up and Data Collection
Available Sheet.

Please record the following
 Problem:
 Independent
Variable:
 Dependent Variable:
 Control:
• Some possible websites to visit for ideas.
• Search Words: Plants, Science Fair, Projects,
Agriculture, Experiment
– http://www.sciencefairprojects411.com/free_plants_pr
oject_ideas.php
– http://www.sciencebuddies.org/science-fairprojects/recommender_interest_area.php?ia=PlantBio
&dl=5
– http://chemistry.about.com/cs/sciencefairideas/a/aa05
1403a.htm
– http://www.juliantrubin.com/plantprojects.html
– http://www.agclassroom.org/kids/science_ideas.htm
• Please complete the four terms below as they
relate to the project you have selected.
–
–
–
–
Problem:
Independent Variable:
Dependent Variable:
Control:
–
–
–
–
–
What will you need from me?
What can you supply?
What problems do you foresee?
Can you create a spreadsheet to organize your data?
Can you sketch out the containers / how they will be
organized?
• Possible Example of sketch showing organization setup.
___________
__________
____________
Copyright © 2010 Ryan P. Murphy
Height (cm) Control
Date
Exp. 1
Exp. 2
Observations:
Copyright © 2010 Ryan P. Murphy
# True Leaves Control
Exp. 1
Exp. 2
Date
Observations:
Copyright © 2010 Ryan P. Murphy

New Area of Focus: The Evolution of
Plants.
Copyright © 2010 Ryan P. Murphy
• New Area of Focus: The Evolution of
Plants.
– and Algae (Plant like Protist)
– and Lichens (Fungi and Protist)
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Eubacteria
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Eubacteria
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Prokaryotic
(Cells with
no Nucleus)
Eubacteria
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Prokaryotic
(Cells with
no Nucleus)
Eubacteria
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Prokaryotic
(Cells with
no Nucleus)
Eubacteria
Archaebacteria
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Prokaryotic
(Cells with
no Nucleus)
Eubacteria
Archaebacteria
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Prokaryotic
(Cells with
no Nucleus)
Eubacteria
Archaebacteria
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Eukaryotic
(Cells with
Nucleus)
Prokaryotic
(Cells with
no Nucleus)
Eubacteria
Archaebacteria
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Eukaryotic
(Cells with
Nucleus)
Prokaryotic
(Cells with
no Nucleus)
Eubacteria
Archaebacteria
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Eukaryotic
(Cells with
Nucleus)
Prokaryotic
(Cells with
no Nucleus)
Eubacteria
Archaebacteria
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Eukaryotic
(Cells with
Nucleus)
Prokaryotic
(Cells with
no Nucleus)
Eubacteria
Archaebacteria
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Eukaryotic
(Cells with
Nucleus)
Prokaryotic
(Cells with
no Nucleus)
Eubacteria
Archaebacteria
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
Eukaryotic
(Cells with
Nucleus)
Prokaryotic
(Cells with
no Nucleus)
Eubacteria
Archaebacteria
Universal Ancestor
Copyright © 2010 Ryan P. Murphy
• Plants Part I Available Sheet
– Due as classwork.
• Plants Part I Available Sheet
– Due as classwork.
We will
learn more
about
Protists in
Taxonomy
• Algae dominated the oceans of the
Precambrian time over 700 million years ago.
• They are photosynthetic.
– The make food from the sun.
Copyright © 2010 Ryan P. Murphy
• They are photosynthetic.
– The make food from the sun.
Copyright © 2010 Ryan P. Murphy
• Algae can be found as bacteria, protists,
and plants.
Copyright © 2010 Ryan P. Murphy

New Area of Focus: Algae (Protists)
 Not
a member of the Plant Kingdom
Copyright © 2010 Ryan P. Murphy
• Cyanobacteria are bacteria that
photosynthesize (Unicellular)
Copyright © 2010 Ryan P. Murphy
• Cyanobacteria are bacteria that
photosynthesize (Unicellular)
• Algae are photosynthetic protists (Unicelluar
with no roots, leaves, stems)
Copyright © 2010 Ryan P. Murphy
• Cyanobacteria are bacteria that
photosynthesize (Unicellular)
• Algae are photosynthetic protists (Unicelluar
with no roots, leaves, stems)
Copyright © 2010 Ryan P. Murphy
• Cyanobacteria are bacteria that
photosynthesize (Unicellular)
• Algae are photosynthetic protists (Unicelluar
with no roots, leaves, stems)
• Plants are photosynthetic (Multi-cellular and
have leaves, roots, stems)
Copyright © 2010 Ryan P. Murphy
• Algae is an aquatic Protist.
Copyright © 2010 Ryan P. Murphy
• It can be incredibly small,
Copyright © 2010 Ryan P. Murphy
• It can be incredibly small, and also very
large.
Copyright © 2010 Ryan P. Murphy
• Algae produce more than 71% of the
Earth’s oxygen.
Copyright © 2010 Ryan P. Murphy
•Areas of Focus in The Plant Unit:
•Plant photo tour, Plant Evolution, Importance of Algae,
Lichens, The Three Types of Lichens, Non-Vascular Plants,
Bryophytes, Seedless Vascular Plants (Ferns), Seeds, Seed
Dormancy, Factors that Break Seed Dormancy, Germination,
Parts of a Young Plant, Monocots and Dicots, Roots and Water,
Types of Roots, Water Uptake and Photosynthesis, Plant
Hormones, Types of Plant Tissues, Xylem and Phloem, Woody
Plants, Leaves, Light and Plants, Transpiration, Guard Cells,
Leaf Identification, Plant Life Cycles, Seed Plant Life Cycles,
Parts of a Flower, Matured Ovaries (Fruits), Types of Fruit and
much more.
•Full unit can be found at…
•http://sciencepowerpoint.com/Plant_Botany_Unit.html
• This PowerPoint is one small part of my Botany
Unit. This unit includes….
– A 5 part 2,700 slide PowerPoint roadmap full of built-in
hands-on activities, quizzes, projects, and much more.
– 13 page bundled homework package that chronological
follows the slideshow, modified version, answer keys, and
detailed lesson notes.
– 2 PowerPoint Review Games with answers, videos links,
rubrics, crosswords, projects, curriculum guides, materials
lists, and much more.
– http://sciencepowerpoint.com/Plant_Botany_Unit.html
• More Units Available at…
Earth Science: The Soil Science and Glaciers Unit, The Geology Topics
Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The
River and Water Quality Unit, The Water Molecule Unit.
Physical Science: The Laws of Motion and Machines Unit, The Atoms
and Periodic Table Unit, Matter, Energy, and the Environment Unit, and
The Science Skills Unit.
Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit,
The Life Topics Unit, The Plant Unit, The Taxonomy and Classification
Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology:
Abiotic Factors, The Evolution and Natural Selection Unit and The Human
Body Systems and Health Topics Unit
Copyright © 2010 Ryan P. Murphy
• Please visit the links below to learn more
about each of the units in this curriculum
– These units take me about four years to complete
with my students in grades 5-10.
Earth Science Units
Extended Tour Link and Curriculum Guide
Geology Topics Unit
http://sciencepowerpoint.com/Geology_Unit.html
Astronomy Topics Unit
http://sciencepowerpoint.com/Astronomy_Unit.html
Weather and Climate Unit
http://sciencepowerpoint.com/Weather_Climate_Unit.html
Soil Science, Weathering, More
http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html
Water Unit
http://sciencepowerpoint.com/Water_Molecule_Unit.html
Rivers Unit
http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html
= Easier
5th – 7th grade
= More Difficult
6th – 8th grade
= Most Difficult
8th – 10th grade
Physical Science Units
Extended Tour Link and Curriculum Guide
Science Skills Unit
http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.
html
Motion and Machines Unit
http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html
Matter, Energy, Envs. Unit
http://sciencepowerpoint.com/Energy_Topics_Unit.html
Atoms and Periodic Table Unit
http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html
Life Science Units
Extended Tour Link and Curriculum Guide
Human Body / Health Topics
http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html
DNA and Genetics Unit
http://sciencepowerpoint.com/DNA_Genetics_Unit.html
Cell Biology Unit
http://sciencepowerpoint.com/Cellular_Biology_Unit.html
Infectious Diseases Unit
http://sciencepowerpoint.com/Infectious_Diseases_Unit.html
Taxonomy and Classification Unit
http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html
Evolution / Natural Selection Unit
http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html
Botany Topics Unit
http://sciencepowerpoint.com/Plant_Botany_Unit.html
Ecology Feeding Levels Unit
http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm
Ecology Interactions Unit
http://sciencepowerpoint.com/Ecology_Interactions_Unit.html
Ecology Abiotic Factors Unit
http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html
• Thank you for your time and interest in this
curriculum tour. Please visit the welcome / guide on
how a unit works and link to the many unit previews
to see the PowerPoint slideshows, bundled
homework, review games, unit notes, and much
more. Thank you for your interest and please feel
free to contact me with any questions you may have.
Best wishes.
• Sincerely,
• Ryan Murphy M.Ed
• ryemurf@gmail.com
• The entire four year curriculum can be found at...
http://sciencepowerpoint.com/ Please feel free to
contact me with any questions you may have.
Thank you for your interest in this curriculum.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com