Download Origin and Diversity of Plants

Origin and
Diversity of Plants
Editors:
Brian A. Jerome Ph.D.
Stephanie Zak Jerome
Assistant Editors:
Louise Marrier
Lyndsey Canfield
Heidi Berry
BIOLOGY
Graphics:
Fred Thodal
Dean Ladago
Instructor’s
Manual
Reviewers:
Stephen Trombulak, Ph.D.
Professor of Biology
Middlebury College
Matthew Landis, Ph.D.
Associate Professor of Biology
Middlebury College
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Origin and Diversity of Plants
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Origin and Diversity of Plants
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ISBN 9781592345748
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A Message from our Company .............................
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Viewing Clearances ..............................................
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Use and Copyright ................................................
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Student Learning Objectives ...............................
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Assessment .........................................................
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Introducing the Program ......................................
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Origin and Diversity of Plants
Table of Contents
Program Viewing Suggestions .............................. 7
Video Script ........................................................... 8
Answer Key to Student Assessments ...................
13
Answer Key to Student Activities ..........................
14
Preliminary Assessment .......................................
15
Post Assessement ................................................
17
Video Review ........................................................
19
Vocabulary ............................................................
20
The Diversity of Plants ..........................................
21
Plant Search .........................................................
23
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Origin and Diversity of Plants
Student Learning Objectives
Upon viewing the video and completing the enclosed activities, students will be able
to do the following:
• Understand that the first plants most likely evolved from multicellular green algae.
• State some of the similarities between plants and green algae including similar chloroplasts, similar
photosynthetic pigments, and commonalities in cell wall composition.
• Know that the earliest land plants are thought to have evolved about 476 million years ago.
• Describe some of the obstacles plants needed to overcome to adapt to life on land.
• Explain that nonvascular plants do not contain conducting tissue to carry materials within the
plant.
• List examples of nonvascular plants such as mosses, hornworts, and liverworts.
• Cite some of the general features of nonvascular plants and include a brief explanation of how they
reproduce.
• Differentiate between plants in the following phyla: Pterophyta, Psilophyta, and Lycophyta.
• Describe some of the characteristics of ferns.
• Generally describe the main features of gymnosperms.
• List examples of plants in the phylum Coniferophyta, and describe some of the features of conifers.
• Explain how angiosperms are different from gymnosperms.
• Describe the general process of pollination in angiosperms.
• Understand that in angiosperms the diploid fertilized egg forms a seed that is encased in a fruit.
• Explain that seeds contain the full genetic material required to give rise to a new adult plant.
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Preliminary Assessment (p. 14-15):
The Preliminary Assessment is an assessment tool designed to gain an understanding of
students’ preexisting knowledge. It can also be used as a benchmark upon which to assess
student progress based on the objectives stated on the previous pages.
Origin and Diversity of Plants
Assessment
Post Assessment (p. 16-17):
The Post Assessment can be utilized as an assessment tool following student completion
of the program and student activities. The results of the Post Assessment can be compared
against the results of the Preliminary Assessment to assess student progress.
Video Review (p. 18):
The Video Review can be used as an assessment tool or as a student activity. There are
two sections. The first part contains questions displayed during the program. The second
part consists of a ten-question video assessment to be answered at the end of the video.
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Origin and Diversity of Plants
Introducing the Program
Before showing the video program to students, ask them to list some of the different kinds of
plants that live around the school and their home. Write the names of the plants they suggest on
the board. Encourage students to be as specific as possible in their suggestions. Next, ask them
to list names of plants that exist in their region. Write their suggestions on the board. Then
ask them to list plants found on their continent. Write the names of the plants on the board.
Last, ask them to state the names of plants that live on other continents. Also write these on the
board.
Have students study the large list of plants on the board while considering means by which
these plants might be grouped. They should work with one or two other people to develop
categories in which the plants can be grouped. Make sure they develop a well-thought out list
of criteria and rationale by which to group plants. Have them share their classification schemes
with the class. Tell students to pay close attention to the video to see how plants are classified
by scientists today. Following the program discuss how the classification schemes they devised
differ from those used by scientists today.
Program Viewing Suggestions
The student master “Video Review” (p. 19) is provided for distribution to students. You may
choose to have your students complete this master while viewing the program or do so upon its
conclusion.
The program is approximately 20 minutes in length and includes a ten-question video
assessment. Answers are not provided to the Video Assessment in the video, but are included
in this manual on page 13. You may choose to grade student assessments as an assessment tool
or to review the answers in class.
The video is content-rich with numerous vocabulary words. For this reason you may want to
periodically stop the video to review and discuss new terminology and concepts.
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1.
2.
3.
4.
5.
6.
It’s hard to take a walk in your neighborhood…
…or to look out the window without seeing plants.
From large trees,…
…to grass and flowers,…
…to mosses and ferns, plants are found just about everywhere on the planet.
In fact, there are over 290,000 different species of plants that have already been found and
named, with more being discovered every year.
7. What are the origins of plants? How did they evolve?
8. How have they become so successful?
9. What are some of the various groups of plants and what are their major characteristics?
10. During the next few minutes we are going to answer these questions and others,…
11. … as we explore the fascinating origin and diversity of plants.
12. Graphic Transition – The Origin of Plants
13. In its first two billion years, planet Earth saw only small advances in the development of life.
14. In fact, the first single-celled organisms that possessed a cell nucleus, eukaryotes, appeared
about 1.5 billion years ago.
15. Such early organisms likely developed in aquatic environments.
16. It is hypothesized that the first plants evolved from multicellular green algae that lived in
freshwater.
17. Fossil evidence points to many biochemical and structural similarities between plants and
green algae.
18. Some of these include similar chloroplasts and photosynthetic pigments, commonalities in
composition of cell walls, and the presence of a cell plate during cell division.
19. In order to survive on land, plants had to overcome many obstacles.
20. You Decide! List two obstacles that plants needed to overcome to survive on land.
21. One major obstacle was preventing water loss on land. They also had to develop the ability to
transport materials. They had to devise a way to support themselves. And, they needed to
design a means by which to reproduce.
22. The earliest land plants are thought to have evolved beginning about 476 million years ago.
23. They were most likely small, moss-like organisms.
24. One means to prevent water loss was the development of a cuticle – a waxy waterproof layer
that coats plants and prevents evaporation.
25. The fact that these early plants were small, perhaps only a few cells thick, meant they did not
need much support.
26. Due to the fact they were dependent on water for reproduction, early land plants most likely
lived in moist environments.
27. Evidence points to the fact that early land plants also had a life cycle that involved the
alternation of generations. We will explain that in detail later.
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Origin and Diversity of Plants
Video Script: Origin and Diversity of
Plants
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Origin and Diversity of Plants
Video Script: Origin and Diversity of
Plants
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Graphic Transition – Nonvascular Plants
Modern plants are able to survive on land because they have specialized structures.
…that green algae do not possess.
Some of these structures include leaves, stems, and roots to name just a few.
Today there are over 290,000 known species of living plants that are grouped in 12 phyla,
sometimes referred to as divisions.
As we previously discussed, the earliest plants were short, nonvascular plants that lived in
moist places.
Nonvascular plants do not have vascular, conducting tissue to transport materials within the
plant.
Modern descendants of these early organisms include mosses, liverworts, and hornworts
represented in three separate phyla.
While these three phyla are different, they all share some common features.
For example, most of their water is absorbed through the plant body.
Because their sperm must swim through water to reach eggs for fertilization, nonvascular
plants tend to live in moist places.
You are probably familiar with plants called mosses in the phylum Bryophyta.
You Observe! Describe the general appearance of this moss.
This moss forms a short, low-lying green mat.
Mosses are commonly seen growing at the base of trees, moist rocks, and in other damp
places. They are found throughout the world and number over 12,000 species.
Mosses have alternate generations which means they have different forms that alternate
between a spore-producing stage, called a sporophyte generation and a gamete-producing
stage called the gametophyte generation.
Each of these generations looks different. In mosses the haploid gametophyte phase is
the prominent stage you commonly see.
Another group of nonvascular plants, liverworts, in the phylum Hepaticophyta include lowlying plants, some of which resemble two lobes of a liver.
Similar to mosses, the most prominent stage of the liverwort life cycle is the gametophyte
phase.
Many liverworts are leafy and resemble mosses.
Hornworts, in the division Anthocerotophyta, possess sporophytes rising from
gametophytes that are quite visible.
Graphic Transition – Seedless Vascular Plants
The human body contains a vast network of blood vessels and other vascular tissues that
conduct materials.
Many types of plants, referred to as vascular plants or Tracheophytes, also possess
structures referred to as vascular tissues that conduct materials throughout the organism.
Vascular tissues consist of strands of specialized elongated cells that form a network
responsible for moving water and other materials throughout the plant.
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53. With the evolution of vascular tissues, plants populated drier regions of Earth…
54. … and were able to grow to great heights.
55. For ease of study, the nine phyla of vascular plants are divided into two groups: seedless plants
and seed plants.
56. Let’s discuss the two major phyla of seedless vascular plants.
57. The largest and most familiar group of seedless vascular plants are in the division Pteridophyta
of which there are over 18,000 living species.
58. Ferns are the most abundant group in this phylum, and are thought to have originated about 350
million years ago.
59. Ferns tend to have feathery leaves called fronds that do a good job of collecting light in shady
areas on the forest floor. They possess true stems and roots as well.
60. The widely recognized sporophyte life form of ferns generally do not reach great heights,
usually less than two meters.
61. You Observe! What do you notice on the underside of this fern leaf?
62. Adult fern sporophytes commonly produce spores, contained in structures called sporangia. In
turn, sporangi form clusters called sori that are typically found on the underside of fern fronds.
63. Once spores are released, and land in a suitable place, they develop into a small heart-shaped
leafy plant called the prothallus. This is the gametophyte phase.
64. In the gametophyte phase, both eggs and sperm cells are produced, which when united form a
fully diploid zygote.
65. Water is necessary for the process of fertilization, which is why ferns are mostly located in
moister environments.
66. Over time the zygote grows into a larger sporophyte form.
67. A small, closely related, group of ferns called whisk ferns in the phylum Psilotophyta, lack
leaves and instead possess scale-like branches.
68. Another small group of plants in the division Sphenophyta are horsetails. They possess ribbed,
jointed stems that are hollow.
69. Club mosses, in the division Lycophyta, include over 1,000 known species.
70. Graphic Transition – Gymnosperms
71. You probably recognize this tree as a pine tree.
72. This specific tree, a white pine, belongs to a large group of plants called gymnosperms.
73. Gymnosperms are vascular plants that produce seeds within cones.
74. The seeds gymnosperms produce are often called naked seeds because the ovule is not encased
within tissue at the time of fertilization.
75. The largest group of gymnosperms, with over 600 species, are in the division Coniferophyta.
76. Generally referred to as conifers, this division includes pines, firs, cedars, hemlocks, yews,
cypress, redwoods, and others.
77. Conifers include some of the oldest and largest trees on Earth. This Bristlecone pine, for
example, is over 1,600 years old! Some are more than 5,000 years old.
78. And, this giant redwood is nearly 100 meters tall!
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Origin and Diversity of Plants
Video Script: Origin and Diversity of
Plants
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Origin and Diversity of Plants
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Video Script: Origin and Diversity of
Plants
79. Many conifers are valuable economically and are used as sources of lumber, paper
products, and fuel.
80. Conifers possess needles instead of broad leaves.
81. In conifers male pollen grains are produced in male cones.
82. Mature pollen grains travel from the male cone to the female cone where they fertilize the
female gametophyte.
83. Mature seeds are released from the cone to favorable sites where they germinate and grow
into mature trees.
84. The division Cycadophyta consists of over 200 species of tropical and sub-tropical slowgrowing gymnosperms that look similar to palm trees but are non-flowering.
85. They produce cones and have a life cycle similar to that of conifers.
86. The division Ginkgophyta includes a single species of tree called a gingkoe.
87. It consists of a deciduous tree with fan-shaped leaves, and reproduces via separate male
and female cones.
88. The fourth division of gymnosperms, Gnetophyta, includes about 65 varied and diverse
species.
89. Graphic Transition - Angiosperms
90. A day hardly goes by in your life without eating something derived from an angiosperm
plant.
91. You Decide! What is the main distinguishing feature of angiosperms?
92. The main distinguishing feature of angiosperms is the presence of flowers.
93. Often referred to as flowering plants, the division Angiosperma includes the vast majority
of plants – over 230,000 species!
94. The fruits and vegetables we eat, much of the wood used to build furniture, and a great
deal of the oxygen we breathe are just some of the many valuable resources derived from
angiosperms.
95. Whatever their size, color, or shape, flowers are a very important part of life on Earth.
96. Most angiosperms have roots, stems, and leaves that contain vascular tissue.
97. Sexual reproduction in angiosperms relies not on movement of gametophytes within
water, but on air currents or pollinating organisms.
98. Flowers contain male and female parts that may or may not be on the same flower.
Flowers produce haploid gametophytes in the form of male pollen and female eggs.
99. Through the process of pollination male pollen is transferred via the wind or…
100. … pollinators such as insects to the female part of the flower where the egg is fertilized.
101. The diploid fertilized egg forms a seed that is encased in a fruit.
102. The seed contains the full genetic information that under favorable conditions can give
rise to a new plant.
103. Angiosperms are grouped, described, and classified based on a wide variety of
characteristics including seeds, roots, stems, flowers, leaves, phylogenetic relationships,
and genetic make-up.
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104. Graphic Transition – Video Review
105. During the past few minutes we have explored some of the fascinating origins and diversity of
plants.
106. We discussed how plants evolved from green algae,…
107. … and explored the many obstacles they needed to overcome to successfully live on land.
108. Many of the fundamental characteristics of nonvascular plants were highlighted.
109. Next, we investigated some of the major divisions of seedless vascular plants, highlighting their
characteristics.
110. The naked seed plants – gymnosperms were discussed.
111. And finally – the flowering plants – angiosperms were highlighted.
112. We saw that angiosperms are by far the most abundant, widespread, and valuable plants, having
a huge impact on our daily lives.
113. Graphic Transition – Video Assessment
Fill in the blank with the correct word.
1. It’s hypothesized that the first plants evolved from multicellular green _____.
2. The first plants are thought to have appeared about ___ million years ago.
3. The division Bryophyta includes ____, hornworts, and liverworts.
4. Nonvascular plants tend to be low-lying and live in ____ environments.
5. Tracheophytes contain _____ tissue that conducts water and other materials throughout the plant.
6. ______ are vascular seedless plants in the division Pterophyta.
7. The adult fern _____ produces spores arranged in clusters on the underside of fronds.
8. Plants in the division Conferophyta possess ____ instead of broad leaves.
9. Apples, grasses, and roses are in the division _____.
10. ____ involves the transfer of male pollen to the female part of the flower.
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Origin and Diversity of Plants
Video Script: Origin and Diversity of
Plants
12
Origin and Diversity of Plants
Answer Key to Student Assessments
Preliminary Assessment (p. 15-16)
1. c - green algae
2. d - 476 million years ago
3. a - nonvascular plants
4. b - mosses
5. a - moisture-rich
6. a - ferns
7. c - cones
8. b - needles
9. a - pollen grains
10. c - flowers
11. a - pollination
12. b - angiosperms
13. c - seed
14. b - haploid
15. d - vascular
16. Some of the obstacles plants needed to overcome
to survive on land included developing a means to
prevent drying out, finding ways to transport materials,
developing ways to reproduce, and finding ways to support
themselves.
17. The first plants are thought to have been relatively
small, flat, low-lying organisms that lived in moist
environments. They likely lacked vascular tissue. They
lacked flowers, but had alternate generations.
18. Vascular tissue consists of strands of specialized
elongated cells that form a network responsible for moving
water and other materials throughout the plant.
19. Seedless vascular plants, such as ferns, possess
specialized vascular tissues, true leaves, stems, and roots.
Nonvascular plants do not contain vascular tissues, and
tend to be smaller.
20. Angiosperms and gymnosperms are both vascular,
seed plants. They are different in that angiosperms possess
flowers and gymnosperms do not.
Post Assessment (p. 17-18)
1. c - seed
2. c - flowers
3. c - cones
4. b - mosses
5. c - green algae
6. b - angiosperms
7. b - needles
8. a - nonvascular plants
9. b - haploid
10. a - ferns
11. a - moisture-rich
12. d - vascular
13. a - pollen grains
14. d - 476 million years ago
15. a - pollination
16. The first plants are thought to have been relatively
small, flat, low-lying organisms that lived in moist
environments. They likely lacked vascular tissue. They
lacked flowers, but had alternate generations.
17. Seedless vascular plants, such as ferns, possess
specialized vascular tissues, true leaves, stems, and roots.
Nonvascular plants do not contain vascular tissues, and
tend to be smaller.
18. Angiosperms and gymnosperms are both vascular,
seed plants. They are different in that angiosperms possess
flowers and gymnosperms do not.
19. Some of the obstacles plants needed to overcome
to survive on land included developing a means to
prevent drying out, finding ways to transport materials,
developing ways to reproduce, and finding ways to support
themselves.
20. Vascular tissue consists of strands of specialized
elongated cells that form a network responsible for moving
water and other materials throughout the plant.
Video Review (p. 19)
1. One major obstacle was preventing water loss
on land. Plants also needed to develop the ability
to transport materials. They had to devise ways to
support themselves. And, plants needed to design a
means by which to reproduce.
2. This moss has the appearance of a short, low-lying
green mat.
3. Adult fern sporophytes commonly produce spores,
contained in structures called sporangia. Sporangia
form clusters called sori that are found on the
underside of fern fronds.
4. The main distinguishing feature of angiosperms is
the presence of flowers.
Video Assessment (p. 19)
1.
2.
3.
4.
5.
13
algae
476
mosses
moist
vascular
6.
7.
8.
9.
10.
ferns
sporophyte
needles
angiospermae
pollination
Vocabulary (p. 20)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
d - green algae
g - mosses
l - alternation of generations
a - Bryophyta
k - tracheophytes
e - vascular tissues
n - Pteridophyta
b - spores
h - seedless vascular plants
j - gymnosperms
f - coniferophyta
c - cones
m - angiosperms
o - flower
i - pollination
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The Diversity of Plants (p. 21-22)
1. Phyla: Pteridophyta Common name: ferns Number of Species: over 18,000 Features: seedless
vascular plants, sporophyte fern is dormant with feathery leaves. Gametophyte generation is quite
small. Water necessary for fertilization. Produce spores.
2. Phyla: Lycophyta Common name: club mosses Number of species: 1,200 Features: Seedless
vascular plants that superficially resemble mosses. Sporophytes have leafy stems that are seldom
taller than 30 centimeters. Distributed worldwide and abundant in tropics.
3. Phyla: Ginkgophyta Common name: Ginkgo or Maidenhair tree Number of species: one
living species Features: Has fan-shaped leaves and produces cones. Male and female
reproductive structures on separate trees. Commonly planted on city streets.
4. Phyla: Psilophyta Common name: Whisk ferns Number of species: six Features: these
primitive plants do not have leaves, merely forked, green stems.
5. Phyla: Angiospermae Common name: Flowering plants Number of Species: over 290,000
Features: Most abundant plants on Earth. Reproduce via flowers. Wide diversity. Include
grasses, fruits, vegetables, shrubs, and many trees.
6. Phyla: Cycadophyta Common name: Cycads Number of species: over 200 Features: Palm-like
plants with thin leaves. Seeds are produced in cones. Common in subtropics and tropics.
7. Phyla: Bryophyta Common name: Mosses Number of species: over 18,000 Features:
Nonvascular plants that tend to live in moist environments. Form short, low-lying green mats;
Gametophytes form leaf-like structures.
8. Phyla: Coniferophyta Common name: Conifers Number of Species: over 600 Features:
Vascular seed plants that have reproductive structures in cones. Produce “naked seeds”. Include
oldest and largest living things on Earth.
9. Phyla: Anthocerotophyta Common name: Hornworts Number of species: About 100 Features:
Most are small and unassuming; some tropical species cover large amounts of soil and trees;
green sporophyte continues to grow throughout life.
10. Phyla: Sphenophyta Common Name: Horsetail Number of Species: About 20 Features:
Possess ribbed, jointed stems. Common in shaded woods, and around swamps, ponds, and
streams.
Origin and Diversity of Plants
Answer Key to Student Activities
Plant Search (p. 23-25)
Give students specific directions on where to safely look for plants. Tell them to not touch any animals
or unknown plants. They should not cut or pick plants. Depending on your location, you will not be
able to find some examples of plants. For example, cycads are only found in sub-tropical and tropical
climates. If your students cannot find plant examples of some phyla, have them look up specific plants
in other resources.
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Preliminary Assessment
Directions: Circle the best answer for each of the following:
Name:
1. It is hypothesized the first plants evolved from the
following:
a. bryophytes
b. fungi
c. green algae
d. bacteria
9. In conifers, male cones produce the following structures
that fertilize female cones:
a. pollen grains
b. flowers
c. eggs
d. cytoplasm
2. The earliest land plants are thought to have evolved
approximately when?
a. 1.2 billion years ago
b. 66 million years ago
c. 8 million years ago
d. 476 million years ago
10. The main distinguishing feature that separates
angiosperms from other plants is the presence of:
a. vascular tissue
b. cones
c. flowers
d. sporangia
3. The earliest land plants did not have conducting tissue
and are referred to as:
a. nonvascular plants
b. vascular plants
c. tracheophytes
d. angiosperms
11. What process involves the movement of pollen from
the male part of a flower to the female part of a flower?
a. pollination
b. fertilization
c. transport
d. double fertilization
4. Plants in the phylum Bryophyta are commonly referred
to as:
a. ferns
b. mosses
c. fungi
d. herbs
12. Most of the fruits and vegetables we eat are derived
from what group of plants?
a. gymnosperms
b. angiosperms
c. conifers
d. ferns
5. Nonvascular plants tend to live in the following types
of environments:
a. moisture-rich
b. arid
c. windy
d. urban
6. Which of the following are seedless vascular plants in
the phylum Pteridophyta?
a. ferns
b. roses
c. mosses
d. liverworts
7. Gymnosperms are vascular seed plants that produce
seeds within the following structures:
a. fruits
b. sori
c. cones
d. flowers
8. Pines, firs, and hemlocks possess the following
structures instead of broad leaves:
a. nuts
b. needles
c. branches
d. bark
Origin and Diversity of Plants
15
13. The structure produced by gymnosperms and
angiosperms that gives rise to a new adult plant is the:
a. pollen grain
b. anther
c. seed
d. spore
14. In angiosperms, the diploid sporophtye phase is
formed from gametes that are:
a. diploid
b. haploid
c. triploid
d. absent cells
15. Tracheophytes are plants noted for containing
the following tissues:
a. arterial
b. sporophyte
c. cardiac
d. vascular
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Preliminary Assessment
Name:
Directions: Answer the following using complete sentences:
16.
Describe two obstacles plants needed to overcome to survive on land.
17. Describe some of the general characteristics of the first plants.
18. What is the nature and function of vascular tissue in plants?
19. How are seedless vascular plants different from nonvascular plants?
20. Describe one similarity and one difference between gymnosperms and angiosperms.
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Origin and Diversity of Plants
16
Post Assessment
Directions: Circle the best answer for each of the following:
Name:
1. The structure produced by gymnosperms and
angiosperms that gives rise to a new adult plant is the:
a. pollen grain
b. anther
c. seed
d. spore
9. In angiosperms, the diploid sporophyte phase is formed
from gametes that are:
a. diploid
b. haploid
c. triploid
d. absent cells
2. The main distinguishing feature that separates
angiosperms from other plants is the presence of:
a. vascular tissue
b. cones
c. flowers
d. sporangia
10. Which of the following are seedless vascular plants in
the phylum Pteridophyta?
a. ferns
b. roses
c. mosses
d. liverworts
3. Gymnosperms are vascular seed plants that produce
seeds within the following structures:
a. fruits
b. sori
c. cones
d. flowers
11. Nonvascular plants tend to live in the following type of
environment:
a. moisture-rich
b. arid
c. windy
d. urban
4. Plants in the phylum Bryophyta are commonly referred
to as:
a. ferns
b. mosses
c. fungi
d. herbs
12. Tracheophytes are plants noted for containing the following
tissues:
a. arterial
b. sporophyte
c. cardiac
d. vascular
5. It is hypothesized the first plants evolved from the
following:
a. bryophytes
b. fungi
c. green algae
d. bacteria
6. Most of the fruits and vegetables we eat are derived
from what group of plants?
a. gymnosperms
b. angiosperms
c. conifers
d. ferns
7. Pines, firs, and hemlocks possess the following
structures instead of broad leaves:
a. nuts
b. needles
c. branches
d. bark
13. In conifers, male cones produce the following structures that
fertilize female cones:
a. pollen grains
b. flowers
c. eggs
d. cytoplasm
14. The earliest land plants are thought to have evolved
approximately when?
a. 1.2 billion years ago
b. 66 million years ago
c. 8 million years ago
d. 476 million years ago
15. What process involves the movement of pollen from
the male part of a flower to the female part of a flower?
a. pollination
b. fertilization
c. transport
d. double fertilization
8. The earliest land plants did not have conducting tissue
and are referred to as:
a. nonvascular plants
b. vascular plants
c. tracheophytes
d. angiosperms
Origin and Diversity of Plants
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Post Assessment
Name:
Directions: Answer the following using complete sentences
16.
Describe some of the general characteristics of the first plants.
17. How are seedless vascular plants different from nonvascular plants?
18. Describe one similarity and one difference between gymnosperms and angiosperms.
19. Describe two obstacles plants needed to overcome to survive on land.
20. What is the nature and function of vascular tissue in plants?
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Origin and Diversity of Plants
18
Video Review
Name:
Directions: Answer these questions as you watch the video:
1. You Decide!
List two obstacles that plants needed to overcome to survive on land.
2. You Observe!
Describe the general appearance of this moss.
3. You Observe!
What do you notice on the underside of this fern leaf?
4. You Decide!
What is the main distinguishing feature of angiosperms?
Video Assessment
Directions: After you watch the video, fill in the blank to complete the sentence.
1. It’s hypothesized that the first plants evolved from multicellular green _______________.
2. The first plants are thought to have appeared about __________ million years ago.
3. The division Bryophyta includes _______________, hornworts, and liverworts.
4. Nonvascular plants tend to be low-lying and live in ________________ environments.
5. Tracheophytes contain _______________ tissue that conducts water and other materials
throughout the plant.
6. _______________ are vascular seedless plants in the division Pterophyta.
7. The adult fern _______________ produces spores arranged in clusters on the underside of
fronds.
8. Plants in the division Coniferophyta possess _______________ instead of broad leaves.
9. Apples, grasses, and roses are in the division _______________.
10. _______________ involves the transfer of male pollen to the female part of the flower.
Origin and Diversity of Plants
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Origin and Diversity of Plants
Vocabulary
Name:
Directions: Unscramble the vocabulary words in the first column. Match the words to the definitions in the second
column.
____ 1) egnre gaela _________________________
a. Phylum that includes mosses.
____ 2) osssme ______________________
b. Specialized reproductive cells that are haploid;
responsible for producing gametophyte plant phase.
____ 3) loetnanitar fo iesagrontne ______________
_____ ______________________________
____ 4) pbyoyhart ___________________
____ 5) rcepyethhsoat _______________________
____ 6) rvaalsuc steiuss _____________________
_______________
____ 7) poihryetdtap ________________________
____ 8) persos ___________________
____ 9) deeesssl slvuarca nlspta ________________
__________________ _______________
____ 10) omnspmysrge ______________________
____ 11) reofpihnyotca ______________________
____12) nsceo __________________
____ 13) gsraomisenp ______________________
____ 14) eofwrl ______________________
____ 15) ooltnapnlii _______________________
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c. The reproductive structures of gymnosperms.
d. Plant-like nonvascular protist hypothesized to be the
ancestor of early plants; live mostly in water.
e. Consist of strands of specialized elongated cells that
conduct materials throughout the plant.
f. Phylum of non-flowering vascular seed plants that
includes pines, firs, hemlocks, redwoods, and others.
g. Low-lying, nonvascular plants that are grouped in
the phylum Bryophyta.
h. Examples include ferns, horsetails, club mosses, and
whisk ferns.
i. The transfer of pollen from the male part of a flower
to the female part of a flower.
j. Vascular non-flowering plants that produce seeds
within cones.
k. Vascular plants that possess vascular tissues
responsible for conducting materials throughout the
organism.
l. Different life forms alternating between a haploid
gametophyte phase and a diploid sporophyte phase.
m. Often referred to as the flowering plants, these
include over 290,000 species.
n. Phylum that includes the ferns; over 18,000 species.
o. Contains the reproductive structures of angiosperms.
Origin and Diversity of Plants
20
The Diversity of Plants
Name:
Background: Today there are hundreds of thousands of known species of plants grouped into many major
phyla. Each phyla contains plants that share common characteristics. Following is a list of some, but not all,
of the major plant phyla:
Lycophyta
Anthocerotophyta
Psilophyta
Ginkgophyta
Sphenophyta
Angiospermae
Cycadophyta
Bryophyta
Pteridophyta
Coniferophyta
Directions:
In this activity you will identify and describe the general characteristics of ten major plant phyla. Using your
knowledge of plants, textbooks, resource books, or the internet, identify the phyla of each plant depicted in
the diagram. Then, describe some of the general characteristics of plants in the phyla.
1.
2.
Phyla:
Common name:
Number of Species:
Features:
Phyla:
Common name:
Number of Species:
Features:
3.
4.
Phyla:
Common name:
Number of Species:
Features:
Phyla:
Common name:
Number of Species:
Features:
Origin and Diversity of Plants
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The Diversity of Plants
Name:
5.
6.
Phyla:
Common name:
Number of Species:
Features:
Phyla:
Common name:
Number of Species:
Features:
7.
8.
Phyla:
Common name:
Number of Species:
Features:
Phyla:
Common name:
Number of Species:
Features:
9.
10.
Phyla:
Common name:
Number of Species:
Features:
Phyla:
Common name:
Number of Species:
Features:
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Origin and Diversity of Plants
22
Plant Search
Name:
Background: Plants are everywhere around us. Whether you live in a moist sub-tropical climate, a
moderate climate, or a hot-dry climate, you can find an abundance of different types of plants. If you
think about it, you see plants everyday around your home, school, and community. You can even find
plants inside buildings used as decorations. And you see plants in the grocery store - we eat many of
them. Plants are everywhere - in fact, there are over 300,000 different species of plants on our planet!
In this activity you will go on a plant scavenger hunt in which you will search for representatives
of major plant phylums. You may not think there are many different examples of plants in your
community, but after exploring for a short time, you will be surprised. Obtain the materials listed
below, read through the directions, and then complete the activity. Have fun!
Materials: colored pencils, magnifying glass, plant guide, and Plant Search Data Log
1. Read through the directions in this activity before beginning the Plant Search.
2. Your teacher will describe the safety rules of your scavenger hunt. Don’t touch plants unless you
are absolutely sure what they are. Some plants, such as poison ivy, can cause a severe itchy rash
lasting many days. Be wary and respectful of wildlife.
3. Obtain the things listed in the Materials.
4. On your scavenger hunt you will search for an example of a plant in each of the following phyla:
a. Lycophyta
b. Coniferophyta
c. Ginkgophyta
d. Cycadophyta
e. Hepaticophyta
f. Anthocerotophyta
g. Sphenophyta
h. Pteridophyta
i. Gymnospermae
j. Angiospermae
k. Bryophyta
Depending on where you live, it may be difficult, if not impossible to find examples of certain phyla.
For example, if you live in a cold place, you won’t see any cycads. If you can’t find an example of a
plant, look it up in a book or on the internet and draw it.
5. Begin your scavenger hunt by exploring the area around your school and home. Look closely at
the landscape. Search in places that you wouldn’t ordinarily look such as under trees, along the banks
of streams, or in vacant lots.
6. Once you have located a plant, try to identify it using your plant guide and knowledge of plants. If
possible, try to identify it down to the species level.
7. Draw the plant in the space provided on the Plant Search Data Log.
8. Describe the key characteristics of the plant.
9. An additional blank box is provided if you find a plant that does not fit in any of the listed phyla.
Origin and Diversity of Plants
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Plant Search
Name:
Plant Search Data Log
Species
Lycophyta
Description
Species
Species
Description
Cycadophyta
Ginkgophyta
Species
Description
Description
Hepaticophyta
Species
Description
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Coniferophyta
Anthocerotophyta
Species
Description
Origin and Diversity of Plants
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Plant Search
Name:
Plant Search Data Log
Species
Sphenophyta
Description
Species
Pteridophyta
Species
Description
Angiospermae
Bryophyta
Species
Description
Description
Species
Description
Origin and Diversity of Plants
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