Transcript Seeds - Paul Knox Middle School

Science starter
• Farmers in South Carolina grow crops
such as rice, cotton, rye, and soybeans.
These crops are often victims of diseasecausing 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 11.15.13
• 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 nonvascular 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 nonvascular?
• What are the 3 parts of a seed? What is the
function of each part?
• Explain why seeds aren’t green.
Agenda
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Bell Ringer
Standard
Objective
EQ
Vascular vs. Non Vascular
Seed vs. Spore-producing
Flowering vs. cone-bearing
Monocot vs. Dicot
Standard
6.2.3 Compare the characteristic structures
of various groups of plants (including
vascular or nonvascular, seed or sporeproducing, 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
vascular
seed
flowering
cone
spore
non-vascular
spore
vasc lab
seed lab
monocot
dicot
dicot
monocots
dicots lab
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
Your Name
Period
Vascular Plants Investigation
Prediction:
Observation
(Day 1)
Illustration
Observation
(Day 2)
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)”
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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
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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
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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
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Seed vs. Spore
6.2.3
Lab set-up
Your Name
Period
Seed-Producing Investigation
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
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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
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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
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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
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Cone-Bearing Plants
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Evergreen (green year round)
Needle-like leaves
Never have flowers
Produce seeds in cones
Examples: pine, spruce, juniper, redwood,
cedar trees
Cone-Bearing examples
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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
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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
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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