Download Part I. Predictions

NAME________________________________
PER______
DATE__________________
Standard 4: The Living Environment/Key Idea 4: R&D (4.3d)
WHAT PLANT PART ARE YOU EATING?
INTRODUCTION
Plants store food to provide food for the start of the next year’s growth or for the start of the next generation.
Both asexual and sexual reproduction often involves the production of plant parts that store large quantities of
food.
We use many of these plant parts for food. Have you ever asked yourself “What part of the plant am I
really eating?” You may be eating a plant’s root, stem, leaf, flower, fruit, or seed. Sometimes it is difficult to
recognize what plant part a particular food may be.
Part I. Predictions
Complete the chart by writing the number of the food from the Food list next to the correct plant part.
FOOD LIST
Apple, Beets, Brussel Sprouts, Celery, Corn, Cucumber, Kiwi, Lettuce, Lima Beans, Potato, Onion, Radishes
PLANT PART
ROOT
STEM
LEAF
FLOWER
FRUIT
SEED
FOODS
PART II. Questions are to be answered in compete sentences, based on the reading at the stations and your
knowledge of science.
Station I. ROOTS
1. Complete the following chart using pages 148-149 in the text provided – From Bacteria to Plants.
ROOTS
Function
Types of
Roots
Type of Root:
Description:
Examples:
Type of Root:
Description:
Examples:
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2. Examine the red underground part of the beet and the radish.
a. Notice how the leaf stalks are attached to the top of the root.
b. Look at the small hair-like roots that come from the sides of radish and the beet. These are called
root hairs.
c. What is the job of the root hairs? (pg 149)
3. Identify the type of root system that both possess based on the pictures provided:
_________________________________________
4. Using low power first, then high power, examine
the prepared slide of Lilium root tip mitosis.
Using the text pg 149 as a guide, focus on the
area of dividing cells on the root. Using a pencil,
draw a couple of cells in different stages of mitosis
on high power.
Total Magnification: ____________
5.
Why do you think the root tip is a good area to study cells undergoing mitosis?
Station II. STEMS
1. Complete the following chart using pages 146-147 in the text provided – From Bacteria to Plants.
STEMS
Functions
2 Different
Types of
Structures
Type:
Description:
Examples:
Type:
Description:
Examples:
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2. Observe the cross section of celery. The celery was placed in water containing
red food coloring.
3. Using a pencil, draw what you observe in the space provided of the cross section.
4. What structure in the stem is responsible for the dye being drawn up the stem?
5. Some plants have underground stems. Examine the onion and the potato provided. Using the reading
provided, answer the questions below:
a. What type of underground stem is the potato? _________________
b. Examine the outer appearance of the potato. What are the structures called? _______________
c. When these structures are planted in the soil, what will happen?
d. What type of underground stem is the onion?_________________
e. How does it differ from the potato?
f.
Both the onion and the potato are examples of what type of reproduction? Why?
STATION III. LEAVES
1. Complete the following chart using pages 124, and 144-146 in From Bacteria to Plants.
Function of
Leaf

Photosynthesis
Word Equation
Function of
the structures
found in the
leaf
Upper leaf cells
Lower leaf cells
Cuticle
Stomata
Xylem
Phloem
Transpiration
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2. Examine a piece of lettuce and the brussel sprouts. List 5 observations of both leaves:
3. Predict what would happen if you were to coat the underside of the leaf with wax. Explain.
4. Examine the prepared slide of Elodea leaf on high power. Using a pencil,
draw 2-3 cells. Label the nucleus, cell wall, cell membrane, cytoplasm, and
chloroplasts.
Total Magnification:_______
STATION IV. FRUITS
1. Examine and draw a picture of the fruit from a rose bush – the rose hip.
2. Label the stem, sepals, and the fruit.
3. Is it possible to have a fruit present without both the male and female
parts of a flower? Explain.
Rose hip
4. Carefully observe the structures inside the kiwi and cucumber.
5. Look at the cross section of the fruits. Notice the small
seeds attached to the center of the fruits.
6. Using a pencil, draw your observations in the spaces provided
and label the seeds and the ovary.
7. What does the ovary change into when the seed develops?
_________________________________
Cucumber
8. Based on your observations, how would you define the term fruit?
Kiwi
9. What are some other examples of fruits?
10. How does the fruit help in seed dispersal?
STATION V. SEEDS
Answer the following using text – From Bacteria to Plants, pg 142-144
1.
What are seeds?_______________________________________________________________
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2. Complete the following table:
Seed Structures
Embryo
Function
Cotyledon
Seed Coat
3. Examine a lima bean. Remove the outer coat and with your fingernails split the bean into two halves
carefully.
4. Draw and label the parts of a seed with the help of your textbook page 142.
LIMA BEAN
5. The cotyledons contain food for the developing embryo. Place a drop of
Lugols’ Iodine solution on one of the cotyledons. Note the color change that
takes place: ______________________________________
7. Lugol’s iodine turns from red to blue black in the presence of starch.
Is there starch present in your seed?_______________
8. What is the point of this starch in the seed?
Answer the following using page 143-144 in text – From Bacteria to Plants
9. What 3 items does a seed need to develop into a plant?_____________, ___________, and __________
10. Seeds are dispersed in a variety of ways. Explain.
a.
b.
c.
d.
11. What is germination?
12. What must happen before germination can begin?
13. Why are seeds dispersed far way from the parent?
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Questions to be completed at home or when in between stations.
1.
Complete the chart by marking a check in the correct box.
Characteristics
1. Have 3 important parts – embryo, cotyledon, and seed coat.
2. Anchor a plant into the ground.
3. Transpiration happens here.
4. Early growth stage is known as germination.
5. Carries substances between plant’s leaves and roots.
6. Carbon dioxide enters through this part of plant.
7. Absorb water and nutrients from soil.
8. This structure is ideal for carrying out photosynthesis.
9. After formed, they usually scatter away.
10. Examples of this structure are turnips, radishes, and beets.
Seeds
Stems
Leaves
Roots
2. Plants reproduce sexually and asexually. Identify the type of reproduction involved with the following plant
parts:
a. root ____________________
b. flower _________________
c. bulb________________
3. There are two types of cell reproduction that occurs in plants, mitosis and meiosis. Name the type of cell
division that occurs in each part of the following plant parts:
a. root ____________________
b. flower _________________
c. bulb________________
4. Your classmate tells you that tomatoes, pickles, and squash are fruits. Your classmate is correct. What
feature should you look for to identify a plant part as a fruit?
5. Leaves and stems are plant parts that can also be involved in reproduction. Are these plant parts involved
in sexual or asexual reproduction? How?
6. What is the difference between pollination and fertilization?
7. Pesticides are designed to kill harmful insects. Sometimes, however, pesticides kill helpful insects as well.
What effect could this have on flowering plants?
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Teacher Notes about lab
1. Set up students in groups of 3-4.
2. Include all materials in a bin and have a bin for every group,
3. Or set up as stations, with different plant part at the station. Have students rotate from station to
station.
4. Note: Celery needs to be placed in food coloring in advance.
Materials:
Beets, broccoli, brussel sprouts, celery, kiwi, lettuce, lima beans, radishes, food coloring, magnifying glass, scalpel,
Lugol’s iodine, petri dishes, Station reading (to be cut and put on index cards or placed in plastic sheet)
STATION READING
Roots
Roots anchor a plant in the ground and absorb water and nutrients from
the soil. The more root area a plant has, the more water and nutrients it
can absorb. There are two types of root systems- taproot and fibrous.
A taproot system consists of a long, thick main root with thin branching
roots growing off the main root. A fibrous roots system consists of
several main roots that branch repeatedly to form a tangled mass.
Stems
The stem of a plant has two important functions. The stem carries substances between the
plant’s roots and the leaves. The stem also provides support for the plant and holds up the
leaves as they are exposed to the sun. In addition, some stems, such as asparagus, also store
food. The stem has two main tubes – the xylem and the phloem. The xylem is responsible for
transported water and minerals from the soil, through the roots, and to the rest of the plant.
The phloem brings food produced in the leaf down to the rest of the plant.
Leaves
A leaf is an organ made up of epidermal (protective outer cells), chlorophyll bearing cellschloroplasts, and phloem (transport cells) that work together to make food and distribute it to
the plant. The leaves are the site of photosynthesis, where light energy is converted to
chemical energy during which oxygen and sugar are produced. Openings in the leaves, called
stomates, allow gases to pass in and out of the leaves.
Seeds
One reason why seed plants are so numerous is that they produce seeds. Seeds are structures
that contain a young plant inside a protecting covering. A seed has three important parts – an
embryo, stored food, and a seed coat. In some plants, food is stored inside one or two seed
leaves or cotyledons. The outer covering of a seed is called the seed coat. Some familiar seed
coats are the “skins” on lima bean, peanuts, and peas. The seed coat acts like plastic wrap,
protecting the embryo and its food from drying out.
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