Download Plant Systems - Explore II key 14-15

Plant Systems: Explore II - Teacher Directions
KMAC Objectives: 4.10.1; 4.10.4; 1.4.5
EXPLORE II: Advanced Preparation
Print one copy of the “Plant Systems: Explore II - Student Answer Sheet” for each student
Print one copy (two copies if necessary) of “Plant Systems: Explore II - Stations 1-5”
Set up each station with required printout and any materials needed for each station
EXPLORE II: Materials
•
Station 1: Seeds
o Corn kernel
o Bean
• Station 2: Leaves
o Grass
o Geranium
• Station 3: Flowers
o Lily
o Hibiscus
o You may either have a photo or a live specimen for labeling.
• Station 4: Stems
o Photo or slide of each
• Station 5: Roots
o Onions or potato
o Carrot
EXPLORE II: Procedure
1. Place students into cooperative groups of 2-4.
2. Instruct the students to read the passages at each station, perform the analysis or activity, and then answer the
questions on their ”Plant Systems: Explore II - Student Answer Sheet”
3. Utilize this time to review lab safety in terms of moving about a science laboratory by asking safety oriented
questions, such as:
a. How should groups move from one station to the next?
In an orderly and calm fashion…
b. Why is it important to move in an orderly and calm fashion from one station to the next?
So no one gets hurt and nothing gets damaged
c. What should you do if someone gets injured during a lab setting?
Notify the teacher immediately
4. Have each group answer the questions at each station
NOTE: If a student has difficulty with answering a question, ask the student what he or she thinks the question is
asking, then rephrase the question based on their understanding.
5. Have each group elect a spokesperson to share their answers during a class discussion.
6. Use the Scaffolding Questions to facilitate a whole-group discussion
EXPLORE II: Answer Key
Station 1: Seeds
1. Name two ways that seeds can be dispersed for germination. Explain each.
a. Wind - seeds are lightweight with special winged adaptations which allow the seeds to travel great
distances with the wind
b. Animals - animals such as insects, birds, mammals, consume fruit, which contain seeds and deposit the
seeds far away from the plant with some added fertilizer
2. What is the main characteristic of dicot seeds?
They have two cotyledons
3. See Completed Table.
Station 2: Leaves
1. What structure of the leaf allows for the conservation of water and to allow for oxygen and carbon
dioxide to move in and out of the leaf?
Stomata
2. The spines on a cactus are modified leaves. Why were they selected to look like spines instead of normal
leaves?
The spines are used for protection against predators and to minimize water loss.
3. See Completed Table
Station 3: Flowers
1. Why are some flowers so brightly
colored?
To attract insects and other animals
to help aid in pollination.
2. What part(s) of the flower is/are not
directly involved in sexual
reproduction?
Petals and sepals
3. Using the above reading, identify all
male and female parts of the flower
View diagram to the right
4. See Completed Table
Station 4: Stems
1. How is the vascular bundle arranged in a monocot? Dicot?
Monocot- scattered throughout the stem; Dicot- arranged in rings
2. Why does sugar move to the roots through the phloem during the summer months?
Sugar moves from the leaves where it is being generated by photosynthesis towards the roots where it is
being stored as starch.
3. Why are maple trees tapped for their sugar in the early spring rather than in the summer or autumn?
In early spring, the daily rise and fall of temperature causes the phloem sap to start flowing up from the
maple trees’ roots. During the summer and autumn, the flow would be in the opposite direction and the
phloem sap would not be as concentrated.
4. See Completed Table
Station 5: Roots
1. What is the type of root for a monocot? Dicot?
Monocot- fibrous; Dicot- taproot
2. What are the two main functions of the root?
a. For anchoring the plant in place
b. To transport water from the roots to the rest of the plant
3. Evaluate the significance of the structural adaptations of the carrot. How does a carrot root enable the
plant to survive unfavorable conditions?
The plant uses the food stored in the taproot for survival until favorable conditions return and the plant
can make food again.
4. See Completed Table
Content Frame: Create a brief description of their differences, including a drawing for each of the following.
Teachers may require more or fewer details for each characteristic depending on the level of their students.
Characteristics of Monocots and Dicots
Monocot
Dicot
Seeds
Single
Leaves
Parallel
Netted
Flowers
Multiples of three
Multiples of four or five
Stems
Vascular system scattered
Vascular system in rings
Roots
Fibrous roots
Taproot
EXPLORE II: Resources
Prentice Hall: Biology
Two