Investigating Local Plant Growth: Structures and Functions
Summary
In this biology lab, students investigate structures and functions of local plants. Students will include a detailed drawing of their particular plant with labels and include functions of each of the plant structures.
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Learning Goals
This activity is designed for students to investigate plant structures and functions of the structures.
Key concepts
1. The two main groups of angiosperms are the monocots and the dicots.
2. The plant body consists of roots and shoots in most plants.
3. Many plants have modified roots and shoots.
4. There are other types of plants, like aquatic plants, sporophytes, etc.
Vocabulary words
cotyledon, monocot, dicot, root system, shoot system
Key concepts
1. The two main groups of angiosperms are the monocots and the dicots.
2. The plant body consists of roots and shoots in most plants.
3. Many plants have modified roots and shoots.
4. There are other types of plants, like aquatic plants, sporophytes, etc.
Vocabulary words
cotyledon, monocot, dicot, root system, shoot system
Context for Use
Grade Level: 11-12
Class size: 24
Institution type: High School
Time: 1-3 class periods
Collecting specimens during class or assigned to bring in on their own. Class time used for drawings, label, write up on their particular plant.
Concepts that students should have already mastered before encountering this activity is a basic understanding of plants, parts of the plant and the functions of those parts.
Could be used the first day of a plant unit.
Easy to adapt the activity for use in other locations.
Class size: 24
Institution type: High School
Time: 1-3 class periods
Collecting specimens during class or assigned to bring in on their own. Class time used for drawings, label, write up on their particular plant.
Concepts that students should have already mastered before encountering this activity is a basic understanding of plants, parts of the plant and the functions of those parts.
Could be used the first day of a plant unit.
Easy to adapt the activity for use in other locations.
Description and Teaching Materials
In this activity, you will investigate the characteristic structures of local plants and be able to label the plant structures, and compare the structures of the plants collected with their functions.
Introduction: I will collect and bring in a variety of local plant specimens. Each table group of three will get one plant to write down some characteristics of the plant, using whatever terms they can remember for structures. When each group presents their plant and what they know about the structure of their particular plant, we will discuss functions of the structures.
The students will then be assigned to pair up and each student will be responsible to bring in a plant for class the next day. I will have plants available just in case there are two of the same kind of plant.
The next day, each group of two students will bring in their two plants, one for each student. I will quickly check plant specimens, and substitute one of mine that I have collected for specimens that are too numerous.
The students will complete a drawing of the whole plant, completing the drawing in pen and colored pencil. Notations should be made to add to their observations. They will be asked to label the parts of the plant, and include the functions of each of the parts. Using the information observed, students should determine whether their plants are angiosperms, and if so, a monocot or a dicot. they should also determine the roots and shoots part of the plant, if applicable.
When everyone has completed the drawings and labels and functions, students will present their plants to the class. Other students will be responsible to take notes.
Closing Strategy
Students will write a summary paragraph explaining what an angiosperm is and the difference between a monocot and a dicot.
Introduction: I will collect and bring in a variety of local plant specimens. Each table group of three will get one plant to write down some characteristics of the plant, using whatever terms they can remember for structures. When each group presents their plant and what they know about the structure of their particular plant, we will discuss functions of the structures.
The students will then be assigned to pair up and each student will be responsible to bring in a plant for class the next day. I will have plants available just in case there are two of the same kind of plant.
The next day, each group of two students will bring in their two plants, one for each student. I will quickly check plant specimens, and substitute one of mine that I have collected for specimens that are too numerous.
The students will complete a drawing of the whole plant, completing the drawing in pen and colored pencil. Notations should be made to add to their observations. They will be asked to label the parts of the plant, and include the functions of each of the parts. Using the information observed, students should determine whether their plants are angiosperms, and if so, a monocot or a dicot. they should also determine the roots and shoots part of the plant, if applicable.
When everyone has completed the drawings and labels and functions, students will present their plants to the class. Other students will be responsible to take notes.
Closing Strategy
Students will write a summary paragraph explaining what an angiosperm is and the difference between a monocot and a dicot.
Teaching Notes and Tips
Safety guideline: Leaves of three, let it be! Avoid poison ivy and poison oak.
This activity is different from what I have done in the past because I had the students do a scavenger hunt with plants, and did not take the time to discuss or have them do any drawings or comparisons of the plants. I corrected all of the specimens!
This activity is different from what I have done in the past because I had the students do a scavenger hunt with plants, and did not take the time to discuss or have them do any drawings or comparisons of the plants. I corrected all of the specimens!
Assessment
I will determine whether or not students are achieving the learning goals for the activity by the drawings, the labels, and the functions of the parts of the plants. The summary paragraph that they will each write will also be used to determine individually whether or not students have achieved the learning goals.
Standards
Grades 9-12. 4.Life Science 1-Structure and Functions in Living Systems 1. Organisms use organ systems to maintain homeostasis. 9.4.1.1.2 Describe how the functions of individual organ systems are integrated to maintain homeostasis in an organism.