Summer Research Program for Science Teachers

Jeremy Szerlip

Scarsdale High School

Scarsdale, NY

2004

FEED ME, SEYMOUR

OR

HOW TO TEND TO YOUR MAN-EATING PLANT

 

Course: Living Environment (Biology)

Grade:             9th grade

Unit:                Plants

Time              One Week or 6 class periods

 

AIM:  To have students learn about the three major organs of the plant.

 

Overview: As you know, the cells of gymnosperms and angiosperms are organized into different tissues and organs. The three main organs of seed plants are roots, stems, and leaves.

 

Divide and Conquer: Each person in your group will assume the role of a specialist of an organ type. In your group of eight there will be two root specialists, two stem specialists, and two leaf/transport specialists.  The specialists for each organ will then leave their group and gather at a “conference” for their organ. 

 

The Mission: There you will create a poster with the help of the other specialists that covers all the important facts and functions of the plant organ. Specialist groups will work together, sharing ideas and pictures, but each pair of specialist will create a separate poster to bring back to their original group. The specialist groups will also create handouts for the pairs of specialists to bring back to their original group.

 

Back to the Beginning: The specialists will then rejoin their original group and teach what they know to their group members.  As each specialist covers his/her topic the other group members should make sure that they are able to answer all the questions on the “Topics Covered” sheet for that organ. 

 

Assessment: Each pair of specialists will be graded on their poster and handouts. The posters and handouts must cover all the topics.  There will also be a grade on the presentation of the topics.  This covers both the oral part and the written part.  Things that will be looked at are the following:  Overall composition of poster.  Is poster easy to read and follow?  Are both specialists knowledgeable in their topic; are they able to explain it to their group?  Did both students participate equally?

Students are responsible for all material covered – this will be on PLANT TEST at end of unit.

 

Standards:

Standard 1:Scientific Inquiry        

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. 

 Standard 7: Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of

mathematics, science, and technology to address real- life problems

and make informed decisions. 

Standard 4: Science

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. 

Materials: You will need poster board, markers, colored pencils, tape, glue, text books, an internet connection (or they can do that part at home) and anything else that the students feel they need in order to teach the material to their group.

 

Roots Specialists: Topics Covered Sheet

Your mission, if you choose to accept it, is the following. With your fellow specialists, create a poster that teaches the following information. Remember that you, with your roots specialist partner, will be teaching this information to your original group.

• Function of the roots: quick overview
• Diagram of root structure: label and write down function. As you label, make sure you indicate what tissue type each structure is.
• Diagram and brief description of how roots absorb water and nutrients
• What are the plant’s essential nutrients, and what happens when the plant does not get them?
• Explain how the root grows by naming the different zones of the root tip and describe what happens to the cells in each zone
• What is a monocot? What is a dicot? What type of root is found in each?

• Make sure that you define the following vocabulary words as you teach the above points:
  1. Tap root
  2. Fibrous root
  3. Root hair
  4. Cortex
  5. Endodermis
  6. Vascular cylinder
  7. Root cap
  8. Casperian strip

 

You know you’ve accomplished your mission when your original group can answer the following questions without prompting.  They should also be able to label each of the diagrams that you showed above.

• Compare a tap root and fibrous root.
• How are tissues distributed in a plant root?
• Describe the two main functions of roots.
• How is osmosis involved in the absorption of water and nutrients?
• Why is it important that the root endodermis permit only a one-way passage of material?

 

Stems Specialists: Topics Covered Sheet

Your mission, if you choose to accept it, is the following. With your fellow specialists, create a poster that teaches the following information. Remember that you, with your roots specialist partner, will be teaching this information to your original group.

• What are the three main functions of stems and their general structure?
• What are the roles of each tissue type in the stem?
• What is a monocot? What is a dicot? How are their stems different?
• Describe herbaceous versus woody stems. Be able to draw and label a cross-section of both a woody and a herbaceous stem.
• Describe primary and secondary growth and where it takes place.
• Describe the formation of vascular cambium.
• Draw and label a mature stem.
• Describe how we read a tree’s history using rings.
• Describe the formation and function of bark.
• Describe how the following stems are adapted for storage: tuber, bulb, corm, rhizome.
• Describe the formation of wood.

• Make sure that you define the following vocabulary words as you teach the above points:
1. Node
2. Internode
3. Bud
4. Vascular bundle
5. Pith
6. Primary growth
7. Secondary growth
8. Vascular cambium
9. Cork cambium
10. Heartwood
11. Sapwood
12. Bark

You know you’ve accomplished your mission when your original group can answer the following questions without prompting.  They should also be able to label each of the diagrams that you showed above.

• How do the functions of a stem relate to the roots and leaves of a plant?
• Describe how the arrangement of vascular bundles differs between monocot and dicot stems.
• Define primary and secondary growth. What involves divisions of the apical meristem?
• How do heartwood and sapwood differ?
• When European settlers were struggling to clear heavily wooded land in North America, they often girdled large trees by removing a strip of bark all the way around the base of the tree. Why would this cause the tree to die?

Leaves and Transport Specialists: Topics Covered Sheet

Your mission, if you choose to accept it, is the following. With your fellow specialists, create a poster that teaches the following information. Remember that you, with your roots specialist partner, will be teaching this information to your original group.

• How does the structure of the leaf enable it to carry out photosynthesis?
• How does gas exchange take place in a leaf?
• Draw and label diagram of leaf.
• How does a leaf attach to the stem?
• What is the difference between a simple and compound leaf?
• What is a monocot? What is a dicot? How do leaves differ in each?
• How do leaves of different plant species show specific adaptations to their environment?
• How is water transported throughout the plant?
• How are the products of photosynthesis transported throughout the plant?
• What is the cause of wilting?
• Make sure that you define the following vocabulary words as you teach the above points:

1. Blade
2. Petiole
3. Mesophyll
4. Palisade mesophyll
5. Spongy mesophyll
6. Stoma
7. Guard cell
8. Transpiration
9. Adhesion
10. Capillary action
11. Pressure flow hypothesis