Download How does it obtain water, nutrients and CO 2

Grade 7 Science: Plants of the Future!!!
Name: _____________________
Problem:
The year is 2050 and the Earth has gotten a lot hotter in the past 40 years. The majority of the ice caps
have melted flooding large areas forcing animals and plants to adapt in order to survive. These organisms
have two choices; One: Adapt to the high and dry rocky terrain of the Earth’s mountain ranges, or Two:
Adapt to aquatic ecosystems. As amazing science students you have decided to breed a plant that will
help by producing food for the human race while surviving in these harsh conditions.
Part I: Study an existing design
God has blessed the world with many different types of plants and each one has a specific role to play in
its ecosystem. Depending on where they grow will determine what they look like, the structure of its roots,
stems and leaves and how they get their nutrients and water.
First determine which environment you would like to breed your plant for (1) Aquatic or (2) High, dry and
rocky mountain areas. Next, use the laptops to research 3 different kinds of plants that you think will
survive in the environment that you have chosen. Keep in mind that you are also trying to feed the Earth’s
human population with this plant so one plant you research should be able to produce some type of food.
Once you have determined your environment and type of food you would like to produce fill in Table 1
with the information that you have research about these three plants.
Once you have finished your research on your 3 plants you can start to use artificial selection to select the
characteristics that you would like to draw from each plant to create an entire new species!!! Fill in
Table 2 with the information for your new species of plant. When you are finished you can find another
young scientist in the class to compare plants with. Fill in Table 3 with the information that you have found
out about your plant. At this point you can make one change to your plant using the information that you
have learned from the other young scientist.
TABLE 1
Plant’s Name
Where is it found
What part of the world
What is the environment
That it lives in like?
(moist, dry, wet etc.)
What does it look
like?
-Leaves
-Stem
-Roots
-Flowers
How does it
obtain water,
nutrients and CO2
Hint: Not all plants use
roots to get water and
nutrients.
How does it
reproduce
(Asexually, Sexually,
Seeds, Runners etc)
(3 pts. For filling this in)
Plant 1 – Food Producing
Plant 2
Plant 3
TABLE 2
My plant’s name is (1):
Where it lives (0.5):
It is a combination between which
plants (1):
This combination was chosen
because (2):
How it obtains water, nutrients
and CO2 (1.5):
How it reproduces (2):
(Asexually or sexually and describe how?)
(8 pts. For filling this in)
Another interesting fact about my plant is (1):
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Select another student in the class to compare plants with. Fill in the following table with the
information that your partner has on their own plant then answer the question below.
TABLE 3
Plant’s name is (1):
Where it lives (1):
It is a combination between
which plants (2):
This combination was chosen
because (2):
How it obtains water, nutrients
and CO2 (3):
How it reproduces (2):
(11 pts. For filling this in)
What are 2 significant differences that you see, between the plants that you were assigned, and
the one that your classmate was assigned? Suggest a reason why each of these differences might
exist. (4)
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After looking at your partners plant creation is there any change that you would make to your
plant? Make sure to say WHY you would or would not make a change. (2)
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Part II: You create!
An important aspect of Part I was enjoying God’s creativity, by examining some of the unique organisms
that He has made. Part II is about using the creativity that he has given each of us. This is your
opportunity to use the creativity that He has given you, to create an entirely new plant. You should include
a full-colour drawing (this can be computer-generated, if you choose to do it that way); and a oneparagraph description of:
1)
2)
3)
4)
5)
6)
Where your plant lives;
Which plants it is a combination between;
Why the combination was chosen;
How it obtains water, nutrients and CO2;
How it reproduces;
You will also need to include 1 ‘extra’ characteristic that helps your organism to survive, in its
aquatic habitat. The following rubric will be used to assess your work:
Plants of the Future Rubric
1
2
Student’s diagram is not
Student’s diagram is complete
complete (missing labels or and labeled; labels include
colour)
most of the parts of the
organism that are discussed in
the paragraph.
Student’s description does Student includes a description
not meet grade-level
of his/her organism’s
expectations.
environment;
Student diagram:
Where it lives
(3 sentences)
It is a combination
between which plants
(2-3 sentences)
This combination was
chosen because
(4 sentences)
How it reproduces
(3-4 sentences)
Extra Characteristic
Student includes a description
of the combination of plants.
Student’s description does
not meet grade-level
expectations.
Student includes a description
why they chose the plants they
did for their combination.
Including one reason for
each plant
Student includes a description
of how his/her organism
obtains water, nutrients and
CO2.
Student includes a description
why they chose the plants
they did for their combination.
Including at least two
reasons for each plant.
Student includes a detailed
description of how his/her
organism obtains water,
nutrients and CO2.
Student’s description does
not meet grade-level
expectations.
Student includes a description
of how his/her organism
reproduces.
Student does not give an
extra characteristic.
Student lists an extra
characteristic.
Student includes a detailed
and practical description of
how his/her organism
reproduces.
Student lists an extra
characteristic and gives a
good description of that
characteristic.
Student’s description does
not meet grade-level
expectations.
(3 sentences)
Part I total:
Student includes a detailed
and practical description of
his/her organism’s
environment.
Student includes a detailed
description of the combination
of plants.
Student’s description does
not meet grade-level
expectations.
(7 sentences)
How it obtains water,
nutrients and CO2
3
Student’s diagram is complete
and labeled; includes all parts
of the organism discussed in
the paragraph.
__________/29
Part II total:
__________/21
Overall total: __________/50