Learning Objectives

Notes

1.1
To understand the nature and function of roots, stems, leaves, flowers, fruits, and seeds. (CCT)

Every student could "adopt-a-plant" to create a focus for this module. Plants could be a "weed", annual, perennial, bulb or vine. It might be a good idea to suggest that the students select plants that are easy to grow. Have the students maintain a journal of the plant’s growth and development.

Have the students research and discuss answers to the following questions based on observations they make of their plant:

• What are the basic needs of every plant?
• What structures do plants use to survive?
• How do plant systems function?

Then have students compare their observations with other students. (IL)

Have the students:

• Define morphology and anatomy. (COM)
• Locate and state the functions of the main internal and external features of primary and secondary stem growth.
• Identify and describe the primary function of a leaf.
• List and identify compound and single flowers, seed formation and seed dispersal methods.

1.2
To understand the functions of the leaf. (CCT)

Have students list the main functions of leaves. Collect a variety of leaves and identify the structures under a microscope.

Use accepted horticulture terminology to describe the parts of a leaf, including complexity, attachment, arrangement blade shape and surface characteristics. (COM)

Present a collection of pressed leaf specimens in an accepted botanically format. (Herbarium specimens). Have the students prepare pressed leaf specimens.

1.3
To provide examples of plant life cycles.

Compare plants in terms of their life cycles (annual, biennial, perennial).

Students could compile lists of examples of each, perhaps with accompanying sketches or leaf specimens.

1.4
To review the processes of respiration, transpiration, photosynthesis in plants.

Consult with the biology teacher for sample approaches to this topic.

Have the students investigate how these processes are affected by sun, weather and water.

In a journal, describe the effects of various pollutants on plants. Describe the recent changes to the ozone layer and how they affect plant growth.

Have the students conduct experiments to determine the effects that different parts of the different wavelengths of light, have on the growth of plants. Why are leaves green? (TL)

1.5
To understand the processes of fertilization and pollination.

Discuss the Mendelian ratio, based in Mendel’s two fundamental laws of genetics.

Have the students express Mendelian ratio using a model or a chart.

Have the students draw and label a diagram of a simple flower showing the fertilization process.

List several methods of fertilization and give plant examples for each.

Learning Objectives

Notes

1.6
To understand how plants react to various stimuli and adapt to their surroundings.

Discuss the evolution of plants with a review of prehistoric plant life and the relationship to plants growing now.

Explore examples of plant mimicry, adaptations, and evolution.

Students could research and write a report on a plant adaptation that fascinates them. (COM)

1.7
To develop an understanding of methods of improving plant production. (CCT)

Describe the process and benefits of grafting.

Define cross pollination? What are the benefits of cross pollination?

Investigate some other methods of plant production.

Students could design an orchard that would enhance cross pollination using varieties suitable for their area. For variety they might try to design an orchard for a different ecosystem, perhaps in the north or the tropics.

Learning Objectives

Notes

1.8
To demonstrate that plants have an ability to adapt. (TL)

Have the students research geotropism and phototropism and design an experiment to demonstrate geotropism and phototropism.

List practical horticultural applications for both phenomena.

1.9
To determine the importance plants have in the life cycle of earth.

Describe the science of Paleobotany. (COM)

Research and present a current scientific belief based on recent paleobotanical discoveries.

Have the students build a model to depict plant life in Saskatchewan during the Jurassic or other geologic time period.

Many plants that grow on earth today have been around for a long time. Students could research different plants, such as ferns or rhubarb, to find out how long they have been around.