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Understanding Plant Anatomy

Learning Module

Abstract

As an introductory unit to Horticulture, this unit is designed to educate students about the different parts of plants and their functions. Students will learn about the four basic parts of a plant as well as their functions. Students will also become familiar with specific anatomy and functions of each within each area of the plant. This unit is vital for students to understand how plants work and different parts before they delve into deeper units where plant anatomy is vital information.

Keywords

Plants, Anatomy, Physiology, Flowers, Stems, Leaves, Roots

Purpose and Intended Audience

This unit will be taught in a Horticulture Science course which is an introduction to the Horticulture industry. The class is typically made up of sophomores and juniors who have an interest in agriculture and/or horticulture. The purpose of this unit is review and/or cover the anatomy of plants as well as functions of the parts as a whole but also the individual structures. Some students may be familiar with some or all of this content but I want to cover it so all students have the content that they need. This is vital information for students in this class to know because it is the base knowledge for many of the concepts covered later in the class. If students don't understand how plants function then they will not understand the science behind floral design concepts, preserving plants, and raising bedding plants in a greenhouse.

Unit Objectives

Following this unit students will be able to:

1. List the four main parts of a plant as well as their functions.

2. Identify the individual structures of a root system and explain their structures.

3. Distinguish the difference between the two main types of root systems.

4. Depict the internal and external structures of a stem and describe their individual functions.

5. Compare the different types of specialized stems.

6. Illustrate the external and internal structures of a leaf.

7. Explain the functions of the external and internal structures of a leaf.

8. Portray the different vein patterns and leaf arrangements found in leaves.

9. Create a model showing the various parts of a flower.

10. Describe the four different types of flowers.

11. Classify plants as dicots or monocots by evaluating their stems, roots, leaves, and flowers.

Standards Related to Plant Anatomy Unit

HS-LS1-1-Consruct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry of the essential functions of life through systems of specialized cells.

HS-LS1-2-Develop and use a model to illustrate the hierarchial organization of interacting systems that provide specific functions within multicelluar organisms.

RST.9-10.1-Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

RST.9-10.7-Translate quantitive or technical informaiton expressed in words in a text into visual form (e.g. a table or chart) and translate information expressed visually or mathematically (e.g. in an equation) into words.

WHST.9-10.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processesed.

WHST.9.10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.9-10.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other informaiton and to display information flexibility and dynamically.

WHST.9-10.10-Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Update 1: Four Main Parts of Plant

For the Student

Learning Objective: List the four main parts of a plant as well as their functions.

4 Major Parts of the Plant

In your notebook, write down what you THINK the functions are of each of the four major parts.

After you have wrote down your thoughts, share them with your 12 o'clock partner and share what you think the functions of each part of the plant are. 

After sharing, watch the video below to see if your thoughts were correct.

Media embedded July 16, 2017

 Click here to read an article discussing the major parts of the plant and their functions and their importance and need for plant survival.

Comment: Think about something else (object or living thing) that has major parts and relate it to plants and how each part is necessary for the whole plant to function.

For the Teacher

This lesson should be a lot of review for the students so shouldn't take too much me to cover.

Have students look over the picture showing the four major parts of the plant. Then they will need write in their journals what they think the functions are of each part of the plant. Then they will get with their 12 o'clock partner. (Clock partner instructions and handout can be found here) and discuss what they think and share their thoughts.

After discussion, students will watch the video and read the article explaining the functions and how they keep the plant functioning as a whole.

Their comments should relate something else in their lives to the functioning of plants. They need to think about something that is made up of parts, but without one of those parts that something wouldn't be able to function or survive.

Update 2: Roots

For the Student

Learning Objectives: 

1. Identify the individual structures of a root system and explain their structures.

2. Distinguish the difference between the two main types of root systems. 

Below there is a picture showing a few different ears of corn, study the picture and brainstorm a few different ideas in your journal about why they may look different.

What do you think are some reasons why these ears of corn are not ideal?

Click below to read about the functions of roots, the individual parts of the roots and their functions, as well as the different types of root systems.

Reading about Roots

Using the picture below, label the parts shown in your notebook.

Draw this picture and correctly label the diagram of a root in your notebook.

Then watch the video to review the functions of roots and learn about the types of roots.

Media embedded July 19, 2017

Below are pictures showing examples of a taproot system and a fibrous root system. After reviewing the photos, draw pictures of each type of root in your notebook.

Example of a Taproot
Example of Fibrous roots

Comment: Explain the purpose of root hairs on roots. Why are more root hairs better than few? Are there other living things that have a part that serves a similar purpose as root hairs do for roots?

For the Teacher

Students will need to brainstorm ideas of why the ears of corn look different. Then the class can discuss what they think some of the issues may be. Hopefully one of the ideas is that the plant may have a poor root system which causes lower production. This should lead them to want to understand what roots do and why they are so important.

Students should read the article about roots as well as watch the video explaining the functions of roots and the two different types of roots.

In their notebooks students should write down the different parts of the roots labeling the picture shown.

Then they should also draw illustrations of a fibrous root sytem and a tap root system.

For their comments, they need to discuss root hairs and their function. Hopefully they can tie the function of root hairs to something else they have encountered or learned about like alveoli in the lungs or making something into smaller pieces so the surface area increases.

Additional Resources:

Root Anatomy Lesson Plan

 

Update 3: Stems

For the Student

Learning Objective: Depict the internal and external structures of a stem and describe their individual functions.

Since the roots are what anchors the plant and absorbs water and food for the nutrients, something has to move those nutrients and water, so the next part to discuss is the stem of the plant.

Before we learn about the stem, let's do a KWL chart to see what you already know and want to know. Using the chart below, put something similar in your notebook and fill out what you know and what you want to know about stems.

KWL Chart to put in your notebook.

Now read pages 1-4 of this reading to learn more about stems and the different parts. In your notebooks, be sure to draw pictures of the two different ways that stems can be organized internally.

Reading about Stems (read pgs. 1-4)

Below is a video that you can watch that covers similar information as the reading, but gives you audio and visual for those that like that better. You only need to watch through 7:50.

Media embedded July 19, 2017

Now that you have learned more about the stems, you should fill out the last section on your KWL chart to show what you have learned about stems.

Activity: Now you will use play-doh to create a stem and label the parts. Below is the assignment sheet as well as a checklist that will be used for grading.

Stem Activity

Comment: If something happened to the stem such as being blown over by wind or an animal chewing on it, what do you think some of the complications would be? How do you think that would affect the plant?

For the Teacher

Now that the students know that roots take in water and nutrients, they need to learn how those things get up to the plant and are used. Students will start by filling out a KWL chart in their notebooks. They will have to record what they already know about stems as well as what they would like to learn about stems.

Once they have filled out the KWL, they will need to read about stems and/or watch a video that conveys very similar information. Once they have gotten the information they will need to fill out the last section of their KWL chart to put what they learned.

To demonstrate what they learned, students will use modeling clay (play doh) to show the internal and external parts of the stem. They will need to label as well as include the functions of the parts. This allows students to use their hands and artistic skills to show what they learned and need to know about stems.

Their comments need to relate about what happens if a stem is damaged--food and water can't move, plant won't have support, leaves may not be exposed to light, etc. They also need to explain how that can affect the plant's production.

Additional Resources:

Stem Anatomy Lesson Plan

 

Update 4: Specialized Stems

For the Student

Learning Objective: Compare the different types of specialized stems.

Now that you know the functions of a stem and the different parts, we are going to learn about the different types of stems. These may be some foods you eat or other plants that you commonly see but had no idea the main parts were stems. There are 5 of these stems and they are not your ordinary stems.

Types of Specialized Stems

To learn more about these specialized stems, you are going to visit learning centers around the classroom. There will be 5 centers and each will cover a different specialized stems. In your notebooks you need to record the type of stem, a description, an example, and a drawing. I suggest you set up a chart to do that.

After you have finished going through the learning centers, use the picture below to match the term with the correct definition and put it in your notebook.

Comment: Why do you think the underground stems are not considered roots? What makes them different from roots? What parts do they have that are the same as the typical stem?

For the Teacher

This lesson will build on the lesson on stems as it covers specialized stems and why they are considered stems.

It requires more prep work for the teacher as it utilizes learning centers to familarize students with the different specialized stems. There should be 5 stations and each station should cover a different specialized stem using the list below. Each station needs to include a description, a picture, and examples. Students will be recording this information in their notebooks.

Bulb

Corm

Stolon

Tuber

Rhizome

After they have gone through the stations they need to do the matching activity in their notebooks. Then they need to comment about why the underground stems are not considered roots.

Additional Resources:

https://www.cliffsnotes.com/study-guides/biology/plant-biology/the-shoot-system-leaves/specialized-leaves-and-stems

Update 5: Leaves

For the Student

Learning Objectives: 

1. Illustrate the external and internal structures of a leaf.

2. Explain the functions of the external and internal structures of a leaf.

What is one of the most important things a plant needs to survive? FOOD! The food in the plant is made in the leaves making them one of the most important parts of the plant. Not only do the leaves make food but they also do a few other things.

Functions of the leaf.

Click here to see the external structures of a leaf and read about their functions. Draw a diagram of these structures in your notebooks. 

Then using the leaves that are around the room, find the different external parts of the leaf with the person sitting next to you and review their purpose/function.

Now watch this video that explains the internal structures of a leaf and explains their function in the very important process of photosynthesis. Photosynthesis is the process that makes food for the plant so it is VITAL for the plant to survive and thrive.

Media embedded July 19, 2017

Now that you know the internal and external structures of the leaf. You will use the instruction sheet below to create your own foldable showing the internal and external structures of a leaf. 

Leaf Anatomy Instructions

Comment: Be creative and write a short story about the inner workings of a leaf. Explain how the internal structures function and what purposes they serve. You don't have to include the correct names of each part (might be helpful to put in parenthesis) but you need to include at least 5 of the structures and what their job is.

For the Teacher

Leaves are very important for plants to survive and function so students need to understand the individual parts and their functions. 

Students will start by reading the functions of the leaf and then will go to a website to view the external anatomy of a leaf as well as their purpose. Then they will draw a picture of that in their notebooks.

Then students will watch a great video about the internal workings of the leaf and their role in photosynthesis. You may need to expand on photosynthesis but you can also warn students that the next unit is photosynthesis and respiration.

To reinforce the internal and external structures of the leaf, students will create a foldable showing all the parts of the leaf. The instruction sheet should give explicit directions on what to do to accomplish this task. Students will need to be provided with white paper to do the activity.

Their comments should include creative stories that tie in the functions of the parts of the internal leaves. This allows them to think outside the box and relate what they learned to something they enjoy.

Additional Resources:

https://www.biologycorner.com/lesson-plans/plants/

Leaf Anatomy Lesson Plan

 

Update 6: Types of Leaves & Leaf Arrangement

For the Student

Learning Objective: Portray the different vein patterns and leaf arrangements found in leaves.

Just like many things in life, not all leaves look the same. Some only have one blade, some have multiple blades, some are big, some are small. All of these different types of leaves have names and knowing the different ways to classify leaves and it is very important when trying to identify different plants, particularly trees.

Various ways that leaves can be classified.

The first way that leaves can be classified is by the vein pattern. Here is a page that explains the different types of venation. You need to put pictures of each of these in your notebooks. 

The next way leaves are classified is by simple and compound leaves. Watch the video below and then draw or explain the differences in your notebook.

Media embedded July 19, 2017

Within compound leaves, you can have either pinnate compound leaves or palmate compound leaves.

Palmate and pinnate leaves.

The last way leaves can be classified is by how they are arranged on the stem. Read page 5 of the reading below to learn about the 3 types of leaf arrangements: opposite, alternate, whorled. Draw pictures of this in your notebook.

Read page 5 about Leaf Arrangements

Comment: Explain why you think the way leaves are arranged is important. Why does it matter or make a difference? Why do you think you should have to learn about this?

For the Teacher

Learning about how leaves are classified is important when identifying plants but also understanding how plants get light and how photosynthesis occurs. In this lesson, students will learn three different ways that leaves are classified. There aren't many activities in his lesson but students should take information and be able to illustrate the differences in their notebooks.

The first way to classify leaves is by their venation. Students will visit a website that explains these differences and need to illustrate that in their notebook.

Then students need to watch a video to understand the difference between simple and compound leaves and view a picture of pinnate and palmate compound leaves. All of this needs to be recorded as well.

Finally students will read a short paragraph explaining how leaves are arranged on a stem and will draw this as well. 

Students will need to comment on why they think this concept was covered and how knowing this information will be of value to them.

**Another idea for an activity for this lesson is to take kids on a "nature walk" and have them either take pictures or collect samples of leaves demonstrating their knowledge of the different types of leaves and their classifications.

Additional Resources:

http://cite.nwmissouri.edu/nworc/files/Agriculture/LeafID_Arrangement/LeafID_Arrangement_print.html

http://cite.nwmissouri.edu/nworc/files/Agriculture/LeafID_Type/LeafID_print.html

Update 7: Flowers

For the Student

Learning Objectives:

1. Create a model showing the various parts of a flower.

2. Describe the four different types of flowers.

After looking at the flowers with your peers, one of the most important things that you will need to know is the different parts of the flower. Click here to read about the parts of the plant as well as see a diagram of the parts. Below is a video that will also discuss the parts of the flower.

Media embedded July 20, 2017

Next up is how flowers can be classified by perfect or imperfect and complete or incomplete. Click here to read more about that and how you can tell the differences. The photos below will also help you tell the difference.

Perfect vs. Imperfect Flowers
Chart explaining the differences between perfect and imperfect and complete and incomplete.

Using the flowers that you used at the beginning of class, get with 2 other peers and classify each flower as perfect or imperfect and complete or incomplete. When you are finished we will discuss as a class.

Now using the flowers that you looked at previously, you and your peers will complete the flower dissection lab that can be found below. You will also be given a paper copy of the activity in class.

Flower_20Dissection_20Lab.pdf

Comment: Can a flower be perfect and incomplete? Can a flower be complete but imperfect? Can a flower be perfect and complete? Can a flower be imperfect and incomplete? Explain all of these possibilities.

For the Teacher

Flowers are always the favorite part of the plant to cover during this unit. Students enjoy discussing a part that they are somewhat familiar with and something they frequently see. 

This lesson begins by breaking students up into groups of 3-4 students and give each group of students a variety of flowers (examples could include lily, rose, tulip, mum, daisy, etc) Tell students to divide the flowers into two different groups. See what the groups do and then discuss their reasoning. Then tell them to do it again but a different way than the first time and discuss that as well. Explain to the class that flowers can be sorted a few different ways and that is what will be discussed today.

Students will begin by learning about the parts of the flower by reading information and/or watching the video. Students will have to use that info for the Flower Dissection they will do at the end of the lesson.

Then students will read and look at photos that compare complete/incomplete flowers and perfect/imperfect flowers. Students will then take what they know and group the flowers from the beginning into each of those groups and the teacher should check their groups and facilitate discussion.

The lesson will end with students dissecting the flowers given to find each of the parts needed on the flower dissection lab.

Additional Resources:

https://www.biologycorner.com/lesson-plans/plants/

https://quizlet.com/7862931/parts-of-the-flower-and-their-functions-flash-cards/

https://prezi.com/dwlny9nqaqg2/parts-of-a-flower-and-their-functions/

Flower Anatomy Lesson Plan

Update 8: Monocots and Dicots

For the Student

Learning Objective: Classify plants as dicots or monocots by evaluating their stems, roots, leaves, and flowers.

Now that you know about each of the main parts of the plant. You will be able to use that information when it comes to classifying plants as either monocots or dicots. This is one of the most important ways to classify plants (particularly angiosperms) and is beneficial for multiple reasons. Click here to read about monocots and dicots and how to tell the difference. The video below is also very beneficial on determining how to tell the difference amongst plants.

Media embedded July 20, 2017

Comment: Now that you know how to tell if plants are monocots or dicots go explore the wonderful outdoors and find one plant that is a monocot and one plant that is a dicot. Find the names of the plants and explain how you came to the conclusion to classify them the way that you did. 

Putting it all Together:

To show everything that you have learned during this unit. Below is a project that you must complete to demonstrate what you have learned throughout this unit.

Plant_20Anatomy_20Project-Final_20Evaluation_20(1).doc

 

For the Teacher

Now that students know about the details of each part of the plant and how they can differ within each. They can use that knowledge to be able to classify plants as either monocots or dicots. 

There is a great site with information about telling the differences and why it is important to know. Then the video gives great real life examples of how to tell the difference or how to classify plants as monocots or dicots.

For the comment, students need to go out and find examples of monocots and dicots and include how they came to the conclusions that they did.

**Another idea is to take students on another "nature" walk and have them classify plants by monocots or dicots by looking at their leaves, flowers, etc.

Finally, there is a project that includes everything that has been covered in this unit with a rubric used to grade the project.

Additional Resources:

https://www.biologycorner.com/lesson-plans/plants/

http://www.holganix.com/blog/bid/59573/The-Science-Behind-Holganix-Monocots-vs-Dicots-What-You-Need-To-Know

http://www.diffen.com/difference/Dicot_vs_Monocot