Transcript Presentation Title, Arial Regular 29pt Sub title, Arial Regular 24pt

Plants in the Classroom
Plants are a cheap and effective investigation tool in
the classroom.
Using a plant species with a rapid life cycle is an ideal
context for students to test ideas related to the
genotypes and phenotypes of plants.
Plants in the Classroom
• Demonstrate genotype via
• Cuttings – all offspring should have the same genetic data; do they
look the same when they grow? What features will be the same?
• Seed germination – do we expect more variation from seeds than
cuttings? How would you demonstrate this?
• Demonstrate phenotype variation in a plant species via
• Pelargoniums – differences in flower colour
• Coleus – differences in flower colour
• Demonstrate environmental impact via investigations that
include
• The concept of fair tests
• Testing of one variable in the environment
• Measuring and photographing variations in resultant phenotypes
Sample activity
• Plant investigations at
• Middle school level (Year 6 – 7): focus on
• conditions necessary for plant growth via the use of seeds and
germination.
• Use the science inquiry model to investigate impact of variations to
essential inputs for plant growth
• Secondary school level (Years 9 - 10): focus on
• Demonstrate the relationship between genotype and phenotype by
germinating varieties of a fast growing plant such as the various
radishes
• Investigations that determine the amount of genetic diversity in a
species of seed such as radish or brachypodium
• Investigations that determine the impact of environmental variations on
a species which is genetically homozygous (brachypodium)
Food for a Hungry World – Understanding the
Problem
• What are the demands for food across the world?
• A numeracy activity is provided that encourages students to relate the
increasing world population with the need for increased food production.
• What do we mean by “food security”?
• From Wikipedia: Food security refers to the availability of food and one's
access to it. A household is considered food secure when its occupants do
not live in hunger or fear of starvation.
• From http://www.globaleducation.edna.edu.au/globaled/go/pid/177 To be
food secure means that:
• Food is available - The amount and quality of food available globally, nationally
and locally can be affected temporarily or for long periods by many factors
including climate, disasters, war, civil unrest, population size and growth,
agricultural practices, environment, social status and trade.
• Food is affordable - When there is a shortage of food prices increase and while
richer people will likely still be able to feed themselves, poorer people may have
difficulty obtaining sufficient safe and nutritious food without assistance.
• Food is utilised - At the household level, sufficient and varied food needs to be
prepared safely so that people can grow and develop normally, meet their energy
needs and avoid disease.
Reviewing Plant Structure and Function
What do students need to know and understand about plant structure and
function?
Reviewing the Structure and Function of Plant
Cells
• What do students need to know and understand about plant
cells structure and function?
• Year 8
• Year 10
• Year 11
Model of the Plant Cell
An Understanding of Photosynthesis includes
• Knowledge of
•
•
•
•
•
•
•
•
•
Inputs, their origins and site of uptake in plants
Outputs, and site of release or storage in plants
Role of enzymes
Role of plant anatomy in facilitating photosynthesis
Role of diffusion
Role of stomates; structure and function of stomate and guard cells
Summary chemical equation
The importance of photosynthesis in ecosystems
Limitations of photosynthesis and the impact of these limitations on the
potential for food production.
The Plant Olympics
2012