Science starter Farmers in South Carolina grow crops such as rice, cotton, rye, and soybeans. These crops are often victims of disease- causing fungi. In a few sentences, explain the impact of these fungi on South Carolina’s economy. –You may use a sheet of paper if you’d like. If you do, write “economy question” in today’s box on your SS page.

Bell-ringer Get out your notes and flower sheet you labeled yesterday. I will come around and check that you completed the explanations for EACH term. It’s a 100% or a 0%!

Science starter Compare and contrast vascular and non- vascular plants. Which tropism is your favorite? Why?

Science starter Describe a vascular plant. What is the difference between xylem and phloem? Why do trees lose their leaves?

Science starter Are seed-producing plants vascular or non- vascular? What are the 3 parts of a seed? What is the function of each part? Explain why seeds aren’t green.

Agenda Bell Ringer Standard Objective EQ Vascular vs. Non Vascular Seed vs. Spore-producing Flowering vs. cone-bearing Monocot vs. Dicot

Standard Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore- producing, flowering or cone-bearing, and monocot or dicot).

Objective / EQ Compare structures of plant groups Why do different groups of plants exist?

Break it down... plants non-vascular vascular sporeseed flowering cone monocotdicot vasc lab seed lab monocots dicots lab spore plants vascular sporeseed flowering cone dicot

Plant Kingdom Facts All organisms in the Plant Kingdom are classified into groups based on their structures. All plants are included in the Plant Kingdom, but they are broken down into smaller groups based on the following characteristics: –How they absorb and circulate fluids: vascular vs. nonvascular –How they reproduce: seeds vs. spores –How they produce seeds: cones vs. flowers –Type of seed leaf: monocot vs. dicot home

Vascular vs. Nonvascular 6.2.3

Lab set-up Vascular Plants Investigation Observation (Day 1) Observation (Day 2) Your Name Period Prediction: Illustration

Lab instructions Wednesday 1.Write a prediction of what you think will be different about the celery tomorrow. 2.Write observations of the celery stalk as it appears today under “Observations (Day 1)” Thursday 1.Write observations of the celery stalk as it appears today under “Observations (Day 2)” 2.Illustrate the end of the celery stalk. You will probably need colored pencils or crayons home

Vascular Plants Largest group in plant kingdom. True roots, stems, and leaves transport water and nutrients. Tube like structures for circulating water and food. –Xylem-transport water and minerals from roots to rest of plant –Phloem-transport food from leaves to rest of plant Examples: trees, grasses, dandelions, tomato plants

Vascular Plant Examples home

Nonvascular Plants NO well-developed system for transporting water and food. NO true roots, stems or leaves. Obtain nutrients directly from environment Distribute nutrients from cell to cell through out the plant Small Examples: mosses, liverworts, and hornworts

Nonvascular Plant examples home

Seed vs. Spore 6.2.3

Lab set-up Seed-Producing Investigation Your Name Period Observations: Illustration of seed: (label these parts: seed coat, embryo, cotyledon)

Lab instructions 1.Carefully pull off the protective covering (seed coat) from the outside of the seed. 2.Use your fingernail to gently separate the two sides of the seed. 3.Use the magnifying glass to observe the embryo (baby plant) and cotyledon (stored food) after you’ve separated the seed. 4.Illustrate and label these parts on your lab page: seed coat, cotyledon, embryo home

Seed-Producing Plants Most plants reproduce through seeds Seeds contain –embryo (beginning of roots, stem, and leaves) –stored food (cotyledon) Seeds surrounded by seed coat –For protection Two major groups: cone-bearing and flowering

Seed-producing examples home

Brain pop “Seed plants”

Spore-Producing Plants Reproduce through spores (not seeds) Spores: much smaller than seeds –Like a powder Most flowerless plants produce spores Examples: mosses & ferns

Spore-Producing examples home

BrainPop “Seedless plants”

Flowering vs. Cone-Bearing 6.2.3

Flowering Plants Seeds grow in an ovary –Ovary is embedded in the flower Flower becomes a fruit that contains seeds Examples: trees, shrubs, vines, flowers, vegetables, fruits

Flowering Plant examples home

Cone-Bearing Plants Evergreen (green year round) Needle-like leaves Never have flowers Produce seeds in cones Examples: pine, spruce, juniper, redwood, cedar trees

Cone-Bearing examples home

Monocots vs. Dicots 6.2.3

Monocots Seeds: one food storage area Flowers: 3 petals (or multiples of 3) Leaves: –long and slender –veins run parallel to each other Vascular Tubes: scattered randomly throughout stem Examples: grass, corn, rice, lilies, tulips

Monocot examples home

Dicots Seeds: two food storage areas Flowers: 4 or 5 petals (or multiples of 4 or 5) Leaves: wide with branching veins Vascular Tubes: arranged in circular bundles Examples: roses, dandelions, maple, and oak trees

Dicot examples home

Illustration Get out a piece of paper and draw a line to split it in half Carefully observe the monocot and dicot plants Draw these plants, one on each side At the bottom of each drawing, explain what characteristics determine why the plant is either monocot or dicot