1. Unit 2:Plants

2. Essential Questions How do plants obtain water and nutrients needed for survival? How do plants obtain water and nutrients needed for survival? How do plants minimize water loss through their leaves? How do plants minimize water loss through their leaves? What is photosynthesis and how is it accomplished? What is photosynthesis and how is it accomplished? What factors affect the rate of photosynthesis? What factors affect the rate of photosynthesis?

3. Day 1: Mineral and Water Uptake by Plants Required Readings: Required Readings: 2.22, 2.27 2.22, 2.27 Learning Objectives: Learning Objectives: To know that plants require minerals and what their functions are To know that plants require minerals and what their functions are To understand that water can enter and leave cells by osmosis To understand that water can enter and leave cells by osmosis To understand that dissolved substances may enter and leave cells by diffusion and active transport To understand that dissolved substances may enter and leave cells by diffusion and active transport

4. Starter Read the “Mineral Nutrients” information Read the “Mineral Nutrients” information Choose 5 minerals and explain why they are important for plant growth and development. Choose 5 minerals and explain why they are important for plant growth and development. Time: 15 minutes Time: 15 minutes

5. Activity 1 Design an experiment that would test how different mineral deficiencies affect the growth of a plant Design an experiment that would test how different mineral deficiencies affect the growth of a plant Include: Include: Question – what are you testing? Question – what are you testing? Variables & control Variables & control Method and materials Method and materials Expected outcomes Expected outcomes Time: 20 minutes Time: 20 minutes

6. Activity 2 How do fertilizers have a negative effect on the environment? How do fertilizers have a negative effect on the environment? Research the various ways that fertilizers can be harmful to the environment and the other organisms that can be effected (with a partner). Research the various ways that fertilizers can be harmful to the environment and the other organisms that can be effected (with a partner). Write a 1-2 page paper on the harms fertilizers can cause Write a 1-2 page paper on the harms fertilizers can cause Due: September 24 Due: September 24 Time: 30 minutes Time: 30 minutes

7. Activity 3 Draw a picture (on paper provided) to show how water and minerals (ions) are taken into a plant. Draw a picture (on paper provided) to show how water and minerals (ions) are taken into a plant. Include: Include: What processes are occurring? (What mode of transport? There are 3 different ones occurring.) What processes are occurring? (What mode of transport? There are 3 different ones occurring.) The structures needed in order for this to happen The structures needed in order for this to happen How does the shape of these structures allow the transport of water to occur? How does the shape of these structures allow the transport of water to occur? Time: 20 minutes Time: 20 minutes

8. Closing and Homework Discuss the following questions: Discuss the following questions: Why would farmers drain fields that are susceptible to flooding? Why would farmers drain fields that are susceptible to flooding? Why would farmers cover their fields with black polythene? Why would they not cover it with white polythene? Why would farmers cover their fields with black polythene? Why would they not cover it with white polythene? Homework: Homework: Fertilizer paper (September 24) Fertilizer paper (September 24)

9. Day 2 Required Readings: Required Readings: 2.28 2.28 Learning Objectives: Learning Objectives: To appreciate that water and dissolved substances are transported around the plant in specialized transport tissues To appreciate that water and dissolved substances are transported around the plant in specialized transport tissues

10. Starter Look at the microscope drawings in the back Look at the microscope drawings in the back Draw a picture of what you see Draw a picture of what you see Compare and contrast the different slides Compare and contrast the different slides How do these structures accomplish water and mineral transport? How do these structures accomplish water and mineral transport? Time: 20 minutes Time: 20 minutes

11. Activity 1 Create a slide of a piece of celery to view under the microscope Create a slide of a piece of celery to view under the microscope The celery needs to be thinly sliced The celery needs to be thinly sliced Draw a diagram of what you see Draw a diagram of what you see Time: 20 minutes Time: 20 minutes

12. Activity 2 Look at the picture of the potato plant. Look at the picture of the potato plant. What is a source and what is a sink in plants? What is a source and what is a sink in plants? How can a potato be both? How can a potato be both? Time: 15 minutes Time: 15 minutes

13. Activity 3 Create a concept map to show how various materials are transported from the roots to the leaves of a plant. Create a concept map to show how various materials are transported from the roots to the leaves of a plant. You may include diagrams/pictures as well You may include diagrams/pictures as well Time: 25 minutes Time: 25 minutes

14. Closing and Homework Discuss the following questions: Discuss the following questions: What are the two vascular tissues in flowering plants and what is their job? What are the two vascular tissues in flowering plants and what is their job? Why does the direction of sugar transport vary from season to season? Why does the direction of sugar transport vary from season to season? Why must sugar be transported to sinks? Why must sugar be transported to sinks? Homework: Homework: Fertilizer paper (September 24) Fertilizer paper (September 24)

15. Day 3: Transpiration Required Readings: Required Readings: 2.29 Transpiration: Water Movement Through the Plant 2.29 Transpiration: Water Movement Through the Plant Questions from wiki Questions from wiki Learning Objectives Learning Objectives To recall that water movement through a plant begins with water loss from the leaves To recall that water movement through a plant begins with water loss from the leaves To understand that water is lost from leaves via the stomata, through which the exchange of gases occurs To understand that water is lost from leaves via the stomata, through which the exchange of gases occurs To understand how environmental conditions can affect water movement through plants To understand how environmental conditions can affect water movement through plants

16. Starter Draw a picture that shows the following water flow in a plant: Draw a picture that shows the following water flow in a plant: Where is water lost from? Where is water lost from? Where and how does water uptake occur? Where and how does water uptake occur? What structure does water flow up the plant in? What structure does water flow up the plant in? What causes water to move up the stem of the plant? What causes water to move up the stem of the plant? Time: 15 minutes Time: 15 minutes

18. Activity 1 Brainstorm with your group the various conditions (environmental and physical) that affect the rate of transpiration in plants. Brainstorm with your group the various conditions (environmental and physical) that affect the rate of transpiration in plants. From these different conditions, rank them in order of highest transpiration to lowest transpiration. From these different conditions, rank them in order of highest transpiration to lowest transpiration. Time 10 minutes Time 10 minutes

19. Activity 2 Move and sit with your lab group Move and sit with your lab group Together choose one of the environmental factors (humidity, light intensity, wind, temperature) to test Together choose one of the environmental factors (humidity, light intensity, wind, temperature) to test Using the “Measuring Transpiration” sheet, devise a plan for how you will test your factor Using the “Measuring Transpiration” sheet, devise a plan for how you will test your factor Remember you will need 3 plants to test: 1 control and 2 in extremes Remember you will need 3 plants to test: 1 control and 2 in extremes What are you going to measure (what data will you collect?)? How often will you measure it? What are you going to measure (what data will you collect?)? How often will you measure it? Time: 20 minutes Time: 20 minutes

21. Activity 3 Carry out the investigation, we will make a change to the set up (as per previous diagram) Carry out the investigation, we will make a change to the set up (as per previous diagram) Give yourself 15 minutes to set up and 20 minutes to record data Give yourself 15 minutes to set up and 20 minutes to record data You need to create a table to record your data You need to create a table to record your data Time: 35 minutes Time: 35 minutes

22. Closing Activity Sit with 2-3 other people who are not in your lab group and discuss your results Sit with 2-3 other people who are not in your lab group and discuss your results Questions: Questions: How did your results compare to your expected outcomes? How did your results compare to your expected outcomes? Do you think the results would be different if you used different plants? How so? Do you think the results would be different if you used different plants? How so? What structure(s) is/are responsible for water loss in a plant? What structure(s) is/are responsible for water loss in a plant? Time: 5 minutes Time: 5 minutes

23. Homework Reading for section 2.30 Reading for section 2.30 Completed plan for your investigation done today. To be included: Completed plan for your investigation done today. To be included: Aim/Objective of lab Aim/Objective of lab What variable you tested and how you changed it What variable you tested and how you changed it What was controlled What was controlled What materials you needed What materials you needed Procedure Procedure Due: Tuesday, October 2 Due: Tuesday, October 2

24. Day 4 (60 minutes) Required Readings: Required Readings: 2.30: The Leaf and Water Loss 2.30: The Leaf and Water Loss Questions from wiki Questions from wiki Learning Objectives: Learning Objectives: To understand that stomata are opened to allow carbon dioxide to enter the leaf, and that this allows water vapor to diffuse out of the leaf To understand that stomata are opened to allow carbon dioxide to enter the leaf, and that this allows water vapor to diffuse out of the leaf To describe adaptations of leaves to reduce water losses To describe adaptations of leaves to reduce water losses

25. Starter Draw a picture of a stoma when it is open and closed. Draw a picture of a stoma when it is open and closed. In what conditions is a stoma closed? In what conditions is a stoma closed? When does a stoma open? When does a stoma open? Where are stomata usually located? Where are stomata usually located? Time: 15 minutes Time: 15 minutes

26. Activity 1 Obtain 2 leaf samples from outside from 2 different plants Obtain 2 leaf samples from outside from 2 different plants Using the “Stomata Lab” handout, complete the procedure Using the “Stomata Lab” handout, complete the procedure Draw the 2 pictures of the stomata on the different leaves Draw the 2 pictures of the stomata on the different leaves Time: 30 minutes Time: 30 minutes

27. Closing & Homework Complete the discussion questions on the “Stomata Lab” handout Complete the discussion questions on the “Stomata Lab” handout Due: Friday, September 28 Due: Friday, September 28 Transpiration Lab: October 2 Transpiration Lab: October 2

28. Day 5 Required Readings: Required Readings: 2.17: Photosynthesis and Plant Nutrition 2.17: Photosynthesis and Plant Nutrition Learning Objectives: Learning Objectives: To understand that plants, like all living organisms, must receive nourishment To understand that plants, like all living organisms, must receive nourishment To know the basic definition for photosynthesis To know the basic definition for photosynthesis To know word and symbol equations for photosynthesis To know word and symbol equations for photosynthesis To remember that a plant body has organs that are well suited to carry out particular functions To remember that a plant body has organs that are well suited to carry out particular functions

29. Starter If plants make energy in the form of sugar, why do they need to store it? If plants make energy in the form of sugar, why do they need to store it? What do plants need energy for? What do plants need energy for? Time: 15 minutes Time: 15 minutes

30. Activity 1 What is photosynthesis and where does it occur? What is photosynthesis and where does it occur? Write a word and symbol equation for photosynthesis Write a word and symbol equation for photosynthesis Time: 10 minutes Time: 10 minutes

31. Activity 2 Look at the graph on the next slide. Look at the graph on the next slide. What do you think it is representing? What do you think it is representing? Chloroplasts are green because of the pigment chlorophyll. At what colour of light do you think plants absorb light best in? What colour of light are plants not effective at absorbing light in? Chloroplasts are green because of the pigment chlorophyll. At what colour of light do you think plants absorb light best in? What colour of light are plants not effective at absorbing light in? Would this change if a leaf had a different colour? Would this change if a leaf had a different colour? Time: 20 minutes Time: 20 minutes

33. Activity 3 Photosynthesis has 2 stages: Photosynthesis has 2 stages: Light dependent Light dependent Light independent Light independent Use the picture on the following slide to figure out which reactants are used for each stage, and what is produced in each stage. Use the picture on the following slide to figure out which reactants are used for each stage, and what is produced in each stage. What would happen if there was no light available? What would happen if there was no light available? Time: 15 minutes Time: 15 minutes

35. Activity 4 What are the four macromolecules present in living organisms? What are the four macromolecules present in living organisms? What do plants need these four macromolecules for? What do plants need these four macromolecules for? How are the macromolecules synthesized from the products of photosynthesis? How are the macromolecules synthesized from the products of photosynthesis? Time: 15 minutes Time: 15 minutes

36. Closing and Homework You may use this time to work on your lab plan for the transpiration lab You may use this time to work on your lab plan for the transpiration lab You may use this time to get caught up on any missing work or re-do any assignments You may use this time to get caught up on any missing work or re-do any assignments You may use this time to make your test corrections You may use this time to make your test corrections

37. Day 6 Required Readings: Required Readings: 2.18: The rate of photosynthesis 2.18: The rate of photosynthesis Learning Objectives Learning Objectives To understand a quantitative method of investigating photosynthesis To understand a quantitative method of investigating photosynthesis To perform an exercise in experimental design To perform an exercise in experimental design

38. Starter What are the two products of photosynthesis? What are the two products of photosynthesis? How can the rate of photosynthesis be measured? (Two ways) How can the rate of photosynthesis be measured? (Two ways) Which method is more accurate? Which method is more accurate? Time: 15 minutes Time: 15 minutes

39. Activity 1 Read through “Photosynthesis and Oxygen” Read through “Photosynthesis and Oxygen” Complete steps 1-4. Complete steps 1-4. Time: 30 minutes Time: 30 minutes

40. Activity 2 Graph the data on page 65 of your text book Graph the data on page 65 of your text book Be sure to include an appropriate title and label the axes Be sure to include an appropriate title and label the axes What type of graph will you use? What type of graph will you use? Time: 15 minutes Time: 15 minutes

41. Activity 3 You are going to plan an experiment to test how much starch is produced in different colours of light You are going to plan an experiment to test how much starch is produced in different colours of light You will set this experiment up on Thursday You will set this experiment up on Thursday You will be given 4 of the same plant to test You will be given 4 of the same plant to test There will be coloured celophane paper to use There will be coloured celophane paper to use The amount of time for the experiment will be 1 week The amount of time for the experiment will be 1 week You will need to bring in other supplies with your group You will need to bring in other supplies with your group Time: 30 minutes Time: 30 minutes

42. Closing and Homework All outstanding work due by Friday, October 5 All outstanding work due by Friday, October 5

43. Day 7 Required Readings: Required Readings: 2.19: The Leaf and Photosynthesis 2.19: The Leaf and Photosynthesis Learning Objectives: Learning Objectives: To understand how the structure of the leaf is adapted for photosynthesis To understand how the structure of the leaf is adapted for photosynthesis To recall the structure of a palisade cell To recall the structure of a palisade cell To understand how whole plants can be adapted to make the most of light energy To understand how whole plants can be adapted to make the most of light energy

44. Starter The leaf is a very important structure in the plant The leaf is a very important structure in the plant What are the functions of the three structures of a plant (roots, stem, leaves)? What are the functions of the three structures of a plant (roots, stem, leaves)? Which structure do you think has the most important job and why? Which structure do you think has the most important job and why? Time: 15 minutes Time: 15 minutes

45. Activity 1 Set up your plants for your investigation. Set up your plants for your investigation. The materials I have available are at the back The materials I have available are at the back Time: 45 minutes Time: 45 minutes

46. Activity 2 The leaf of a plant needs to exchange gases, make sugar, obtain minerals and absorb light energy The leaf of a plant needs to exchange gases, make sugar, obtain minerals and absorb light energy What are the different structures in the leaf that makes this possible? What are the different structures in the leaf that makes this possible? Explain the interdependence of the other structures in a plant in order to maintain homeostasis Explain the interdependence of the other structures in a plant in order to maintain homeostasis Time: 15 minutes Time: 15 minutes

47. Activity 3 How would the following affect the rate of photosynthesis? Use a picture to help your explanation. How would the following affect the rate of photosynthesis? Use a picture to help your explanation. Size of the leaf Size of the leaf Number of stomata Number of stomata Carbon dioxide in the atmosphere Carbon dioxide in the atmosphere Shape of the leaf Shape of the leaf Time: 15 minutes Time: 15 minutes

48. Closing and Homework All work due by Friday, October 5 All work due by Friday, October 5

49. Day 8 Required Readings: Required Readings: 2.20: The Control of Photosynthesis 2.20: The Control of Photosynthesis Learning Objectives: Learning Objectives: To understand that photosynthesis is affected by a number of different factors To understand that photosynthesis is affected by a number of different factors To appreciate that photosynthesis is affected most by the factor that is in shortest supply – the limiting factor To appreciate that photosynthesis is affected most by the factor that is in shortest supply – the limiting factor To know that an understanding of limiting factors can be used in the efficient growth of greenhouse crops To know that an understanding of limiting factors can be used in the efficient growth of greenhouse crops

50. Starter What are the four factors that photosynthesis is dependent on and how do they affect the rate of photosynthesis? What are the four factors that photosynthesis is dependent on and how do they affect the rate of photosynthesis? Time: 15 minutes Time: 15 minutes

51. Activity 1 Your group will be given one of the four factors that photosynthesis is dependent on: Your group will be given one of the four factors that photosynthesis is dependent on: Availability of light Availability of light Presence of pigment for light absorption Presence of pigment for light absorption Supply of carbon dioxide and water Supply of carbon dioxide and water Temperature suitable for enzyme activity Temperature suitable for enzyme activity Research your factor (10 minutes) and decide on a way to present your topic to the rest of the class Research your factor (10 minutes) and decide on a way to present your topic to the rest of the class Time: 40 minutes Time: 40 minutes

52. Activity 2 Your factor is now the limiting factor for photosynthesis Your factor is now the limiting factor for photosynthesis With your group, discuss what a limiting factor is and what affect this will have on a plant With your group, discuss what a limiting factor is and what affect this will have on a plant Can your factor be controlled at all? How? Can your factor be controlled at all? How? Time: 20 minutes Time: 20 minutes

53. Activity 3 Obtaining results from our lab set up last week (rate of photosynthesis by oxygen production) Obtaining results from our lab set up last week (rate of photosynthesis by oxygen production) What is the test for oxygen? What is the test for oxygen? Be careful when taking your test tube off the funnel so the gas doesn’t escape Be careful when taking your test tube off the funnel so the gas doesn’t escape Time: 15 minutes Time: 15 minutes

54. Closing and Homework How are limiting factors used for plant growth in greenhouses? How are limiting factors used for plant growth in greenhouses? Take-home test available on wiki. Due next Monday (October 15) Take-home test available on wiki. Due next Monday (October 15)

55. Day 9 (60 minutes) Required Readings: Required Readings: 2.21: Photosynthesis and the Environment 2.21: Photosynthesis and the Environment Learning Objectives: Learning Objectives: To understand that plants both photosynthesize and respire To understand that plants both photosynthesize and respire To understand that these processes affect the composition of the atmosphere To understand that these processes affect the composition of the atmosphere To appreciate that photosynthesis plays an important part in the carbon cycle To appreciate that photosynthesis plays an important part in the carbon cycle

56. Starter What conditions would the following situations occur? What conditions would the following situations occur? Respiration and photosynthesis occur at an equal rate Respiration and photosynthesis occur at an equal rate The rate of respiration exceeds photosynthesis The rate of respiration exceeds photosynthesis The rate of photosynthesis exceeds respiration The rate of photosynthesis exceeds respiration Time: 15 minutes Time: 15 minutes

57. Activity 1 Create a diagram to show how carbon and nitrogen are recycled between plants and the atmosphere Create a diagram to show how carbon and nitrogen are recycled between plants and the atmosphere You may use the computers to research diagrams You may use the computers to research diagrams Time: 25 minutes Time: 25 minutes

58. Activity 2 You will test to see whether starch was produced in your different light conditions You will test to see whether starch was produced in your different light conditions Follow the steps on page 63 Follow the steps on page 63 Make sure to take note of materials you are using as you will need to include this in your write up Make sure to take note of materials you are using as you will need to include this in your write up Time: 20 minutes Time: 20 minutes

59. Closing and Homework Unit test available on wiki. Due Monday October 15 Unit test available on wiki. Due Monday October 15 Lab Write Up – Plan + CERR. Due Monday, October 22 Lab Write Up – Plan + CERR. Due Monday, October 22