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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
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AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Acknowledgements
Developed by
Lifestyle College
With special thanks to:
Tasha Tollman
Rick Smit from Dynamic Solution Synergies
Di Goodwin from Peebles Nursery
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Contents Page
DESCRIPTION
Study Session Overview
The Unit Standard : Demonstrate an understanding of the
basic structure of ornamental plants
Introduction
Lesson 1 : Why Plants have Roots
Lesson 2 : Why Plants have Stems
Lesson 3 : Why Plants have Leaves
Lesson 4 : Why Plants have Flowers
Study Session Summary
References
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Study Session Overview
Purpose
The purpose of this study session is to equip you with the knowledge
necessary to recognize the different parts of a plant and their function.
This study session forms part of the General Certificate in Horticulture, NQF
level 1 and is aligned with the Unit Standard: Demonstrate an understanding
of the basic structure of ornamental plants, which carries 4 credits.
Who is it for?
This study session and unit standard form the knowledge base for people
working with plants within the ornamental horticulture or landscaping industry
and gives the learner an understanding of:

The functions of the root system in the structure and development of a
plant.

The functions of the stem in the structure and development of a plant.

The role of the leaf in the plant’s structure and growth.

The role of the flower in the reproductive process of a plant.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
What's in it for you?
The skills acquired in this study session will equip you with the knowledge
needed to be able to recognise the different parts of a plant and know their
functions. This knowledge will form the basis of your horticultural studies and
help you to understand:

The structure of the root and the root systems.

The function of the root in absorbing water and nutrients from the soil.

The importance of the anchoring function of the roots.

The structure and support role that the stem plays in plants.

The transportation of water and nutrients through the stem to the leaves
and flowers.

The structure and form of various common leaves.

The role of photosynthesis in plant growth.

The factors that influence photosynthesis.

The structure and components of the flowers.

The factors that aid pollination.

The importance of pollination.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
What about assessment?
If you can correctly answer all the knowledge questions in the summative
assessment, you will receive credits for a competent rating on your
assessments.
These credits contribute 1 unit standard and 4 credits towards the General
Certificate in Ornamental Horticulture, at NQF Level 1.
The laid down policies and procedures with regard to assessment,
moderation, RPL and appeals govern this assessment.
You will be rated "Competent" or "Not Yet Competent" against
the assessment criteria.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Unit Standard
Title
Number
Level
Credits
Field
Sub field
Issue date
Learning
assumed to
be in place
Demonstrate an understanding of the basic structure
of ornamental plants
119711
1
4
Agriculture and Nature Conservation
Horticulture
2006-02-09
Demonstrate knowledge of communication and Numeracy at Abet
level 3.
Specific Outcomes
1. Explain the role of the leaf in
the structure and growth of a
plant.
Assessment Criteria
1.1
1.2
1.3.
2.1.
2. Indicate the functions of the
root in the structure and
development of the plant
3. Identify the functions of the
stem in the structure and
development of a plant
2.2.
2.3.
3.1.
3.2.
4.1.
4. Explain the role of the flower
in the reproductive process
4.2.
4.3.
AgriSETA
Issue date : June 2006 Version 2
Describe the structure and form of
various common leaves.
Outline the role of photosynthesis in
plant growth.
Name the factors that influence
photosynthesis.
Describe the structure of the root
and root systems.
Explain the function of the root in
absorbing water and nutrients from
the soil.
Explain the importance of the
anchoring function of the roots.
Describe the structure and support
role that the stem plays in plants.
Explain the transportation of water
and nutrients through the stem to
the leaves and flowers.
Describe the structure and
components of the flower.
Describe the factors that aid
pollination.
Outline the importance of
pollination.
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Embedded Knowledge
Embedded knowledge is reflected within the assessment criteria of each
specific outcome and must be assessed in its own right, through oral and
written evidence. Observation cannot be the only assessment.
Critical Cross Field Outcomes

Identify and solve problems in which responses display that responsible
decisions using critical and creative thinking have been made – specific
outcome 3.

Work effectively with others as a member of a team, group, organisation or
community. Specific outcome embedded in the learning for this level of
learner.

Organise and manage oneself and one’s activities responsibly and
effectively.

Collect, analyse, organise and critically evaluate information. Specific
outcome 1,2, 3 and 4.

Communicate effectively using visual, mathematical and/or language skills
in the modes of oral and/or written presentation. Specific outcome
embedded in the learning for this level of learner.

Use science and technology effectively and critically, showing
responsibility toward the environment and health of others. Specific
outcome 1,2, 3 and 4.

Demonstrate an understanding of the world as a set of related systems by
recognising that problem-solving contexts do not exist in isolation.
Specific outcome 1, 2, 3 and 4.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Unit Standard Accreditation and Moderation
Options
1. Internal moderation.
2. External moderation.
3. Moderation of assessment will be overseen by the relevant ETQA,
according to the moderation guidelines in the relevant qualification the
agreed ETQA procedures.
4. Internal assessment.
5. External assessment with the relevant registered/accredited industry
body/ETQA.
6. An Assessor accredited by the relevant ETQA, will assess the Learner’s
competency.
7. Formative and summative assessment of qualifying Learners against this
unit standard should be in alignment with the requirements of the NSB.
8. Practical assessment activities will be used that are appropriate to the
contents in which the qualifying Learners are working.
9. Assessment will include self and peer assessment, practical and oral
assessment, observations, questions and answers, etc.
10. Direct observation is required in simulated or actual work conditions.
11. Reporting skills are demonstrated by effective communication, using
verbal and/or writing skills.
12. Assessment is to be structured to include formative and summative
component, as well as the submission of a Portfolio of Evidence.
13. The assessment should ensure that all the specific outcomes, critical cross
field outcomes and embedded knowledge are assessed.
14. Specific outcomes must be assessed in their own right, through oral and
practical evidence and cannot be assessed by observation only.
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Essential embedded knowledge must be assessed in their own right, through
oral and practical evidence and cannot be assessed by observation only.
15. Special outcomes and essential embedded knowledge must be assessed
in relation to each other.
16. If qualifying Learners are able to explain the essential embedded
knowledge, but are unable to perform the specific outcomes, then they
should not be assessed as competent.
17. If qualifying Learners are able to perform specific outcomes, but are
unable to explain the essential embedded knowledge, they should not be
assessed as competent.
18. Evidence of the specified critical cross-field outcomes should be found,
both in performance and in essential embedded knowledge.
19. Assessment activities must be fair, so that all Learners have equal
opportunities. Activities must be free of gender, ethnic or other bias.
20. This unit standard can be assessed together with any other relevant
registered unit standard.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Who does what?
You are expected to actively take part in the lessons by:

Asking questions.

Planning and preparing for your training and assessment.

Completing the assessment tasks that you are given.

Telling your trainer when you need help or don’t understand.
Your learning will be supported in the following ways:

Your trainer will provide you with all the necessary training material.

Your trainer will manage the learning process during the training.

The assessor will plan and prepare you for assessment, assess your
competence and provide feedback to you and any follow up assessments
that may be necessary.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Introduction
Plants look after our planet by releasing oxygen, which we need to breathe
into the air and by taking in carbon dioxide, which protects the ozone layer
(shield) around the earth.
Some water plants filter and clean water in polluted rivers. Other plants
control soil erosion on steep slopes.
Throughout time, plants have looked after people and animals by giving us
food, medicine, shade and shelter.
What types of plants do you eat?
What types of plants do you use for medicine?
We use plants to make fires that can cook our food, warm us on cold days,
light up the night and protect us from animals.
We use plants to build our homes, make furniture, make brooms, rakes,
baskets, plates and paper.
What types of plants do you use in your home?
We use plants with spines and thorns to keep our cattle safe.
We use plants to make our homes more beautiful,
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Because we use plants for so many things, we needed to learn how to grow
plants.
Learning how to grow plant for food is called agriculture.
Learning how to grow plants for pleasure is called horticulture and there is so
much exciting information to learn about horticulture. Did you know that there
are 250 000 species of flowering plants in the world?
Let’s begin our learning by discovering:

Why plants have roots?

Why plants have stems?

Why plants have leaves?

Why plants have flowers?
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Lesson 1: Why Plants Have Roots
Specific outcomes of this lesson :
Indicate the functions of the root in the structure and growth of a
plant
After you have worked through Lesson 1, you should be able to:

Describe the structure of the root and the root systems.

Explain the function of the root in absorbing water and nutrients from the soil.

Explain the importance of the anchoring function of the roots.
Introduction
We use the roots of plants as food, medicine and fuel.
What roots do you eat?
What roots do you use as medicine?
What roots do you use as fuel?
You need to learn about the roots of plants, so that you know how to:

Water plants.

Carry plants.

Transplant plants.

Grow plants.
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
The Main Functions of the Root
The first part of a plant to grow from the seed is the root and the roots of a
plant are normally the biggest part of the plant.
The root is the most important part of the plant because it:
1. Takes up water and nutrients from the soil. These nutrients are
minerals, which dissolved from the soil into the water and are used by the
plant to help it grow.
2. Carries water and nutrients to the plant’s stem. The stems then carry
the water and nutrients to other parts of the plant.
3. Acts as a storage organ, to store water and food for the plant, which
helps the plant to survive during dormant months and dry periods.
4. Anchors the plant so that the plant does not get blown away by the wind
or washed away by rain. The root keeps the plant at the same level within
the soil and holds the topsoil in place around the root, stopping the soil
from being carried away by wind and water.
Let’s begin our learning by finding out how water and nutrients are taken up
by the plant’s roots.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Your Turn…
ACTIVITY 1
Osmosis Experiment
Insert picture

Peel a large potato and cut off a bit at one end.

Now shape the potato into a cup by hollowing out the inside of the potato. The
walls of the potato should be about half a centimeter thick.

Insert sosatie sticks or “blou draad” into the side walls of the potato cup. Be careful
not to split open the sides of the potato.

Rest your potato onto the sides of a transparent glass.

Dissolve 5 heaped teaspoons of sugar into ¼ cup of hot water.

Allow the sugar water to cool down and then fill the hollowed out section of the
potato ¾ full with the sugar water solution.

Fill the glass container with water, to the same height as the liquid in the potato.

Mark the level of liquid in both the potato and the glass container using a marker.

Now wait and watch the liquid in the potato cup and the water. Depending on how
thick your potato walls are it can take between 2 to 6 hours to see a big change.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
So how does the root take up water and nutrients from the
soil?
The plant’s roots take up water and nutrients from the soil through a process
called osmosis. During osmosis the water and nutrients in the soil, which are
in low concentration pass into the walls of the root which, is an area of high
concentration.
To understand how the plant’s roots take up water and minerals from the soil,
we need to take a look at the structure of a root.
The Structure of the Root
The root that grows out of a seed is known as the primary root. The
branches that come from this root are called the secondary roots and the
roots coming from the secondary roots are known as tertiary roots.
All the roots of a plant together are called a root system and healthy strong
roots are needed if we want healthy strong plants.
Let’s take a look at a root.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Your Turn…
ACTIVITY 2
Go outside and dig up some weeds, remember we want to see the
roots of the weeds.
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Your Turn…
ACTIVITY 3
Why is the root’s anchoring function important for the plant?
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
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Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
External structure of a root
Insert cross-section picture
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Basic Structure of a Root

The growing tip of the root is white in colour and is very
flexible. This is the part of the root that moves down into
the soil.
Root Cap

The root tip has a cap to protect it and this is called the
root cap.

The root tip is slimy and this allows the root to move
between the soil particles. (Particles are the soil grains)

Growing Region
Behind the tip of the root is a smooth, shiny part. This is
the part of the root that makes it grow.

As the root grows, it pushes the root through the soil to
find water and nutrients.

The root hairs are so small that they can usually only be
seen with a magnifying glass or a microscope.

Root Hairs
The root hairs absorb the water and nutrients from the soil
through the process of osmosis. Through the process of
osmosis the water and nutrients in the soil pass through
the walls of the root hairs and are taken up by the root,
which then carries the water and nutrients to the stem of
the plant.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Your Turn…
ACTIVITY 4
Draw a picture that shows the external structure of a common (basic)
root.
Now use this picture to describe the structure of a common (basic)
root.
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Your Turn…
ACTIVITY 5
How does the root take up water and nutrients from the soil?
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Basic Root Systems
In the plant kingdom the flowering plants are called angiosperms.
Angiosperm plants have seeds protected by fruit, for example peaches and
roses. And most plants fall into this plant group.
Different plants in this plant group have different root systems. Angiosperms
can be divided into two plant groups:

Dicotyledon plants that get their name because their seed produces a
seedling with 2 leaves i.e. Di “cotyledon”. Dicotyledon plants grow one
long primary root, which we call a tap root. Look at the weeds you dug
up, are any of these weeds dicotyledons?
Monocotyledon plants that get their name because their seed produces a
seedling with on leaf i.e. mono “cotyledon”. Monocotyledon plants start by
growing a primary root that then dies and gives way to many similar sized
roots, which we call fibrous roots. Look at the weeds you dug up, are any of
these weeds monocotyledons?
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Fibrous Root System
Insert drawing
Fibrous root systems are the most common type of root system and have
many, thin–branched roots, which go down into the soil in all directions. Look
at your weeds, do any have fibrous root systems?
Plants with fibrous root systems can take up water and nutrients from all
around them in the soil and explore the top soil much more effectively than
tap roots. Some plants with flattened fibrous root system that lie close to the
surface, such as azaleas, rely on the top layer of the soil not drying out. The
roots of many conifers don’t like being in narrow pots that get very hot during
the afternoon, because the root tips come into contact with the hot edges of
the pot.
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Tap Root Systems
Insert drawing
Tap root systems have a single main root that goes down deeply into the soil
and is much thicker than the lateral roots, which come from it. Look at your
weeds, do any have tap root systems?
Taproots are often used to store food and sometimes becomes large and
fleshy. Because these roots can go down deep into the soil, they are able to
find water at lower levels than other kinds of roots. This helps the plant to go
without watering for a longer period of time.
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Just for interest let’s take a look at some
adventitious and modified root systems.
Adventitious Root Systems
Adventitious roots can form on other parts of the plant, especially the stem
and leaves. For example:

aerial rootlets which hold the stem of English ivy (Hedera helix) firmly to a
wall

roots that grow from the “runners” of a strawberry plant (Frageria)

“Prop” roots found growing from the stems (above the ground) on mielies
(Zea maize) help to hold the plant up straight. These kinds of roots are
well developed in mangrove plants and others like the pandanus
(Pandanus utilis).
We use these roots to grow new plants.
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Modified Root Systems
Some roots have modified or adapted over time:

Storage roots– for example carrot and sweet potato.

Aerial roots – for example like those on many orchids and on the delious
monster plant (Monstera deliciosa).

Buttress roots – large roots at the base of tall trees that help to hold them
up straight.

Reproductive roots (suckers) – roots that are able to send up new plants
away from the main plant.
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
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Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Your Turn…
ACTIVITY 6
Go outside and see if you can see plants that have:

Adventitious Root Systems

Modified Root Systems
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GENERAL CERTIFICATE IN ORNAMENTAL
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Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
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Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Your Turn…
ACTIVITY 7
Name and describe the common (basic) root systems.
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GENERAL CERTIFICATE IN ORNAMENTAL
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Workbook : Demonstrate an understanding of the
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Your Turn…
ACTIVITY 8
Grow a bean seed and have a look at the roots that develop.

Wet a piece of cotton wool and place a bean seed on top of the cotton wool and
place a thin layer of cotton wool over the seed.

Place the cotton wool in a plate of water so that the seed is touching the cotton
wool but not lying in the water.

Place your plate in a warm spot, but not in full sunlight.

Over the next few days, as you keep your cotton wool moist making sure that it
does not dry out you can watch your seed as it starts to grow.
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Lesson Summary
Roots:
1. Take up water and nutrients from the soil.
2. Carry water and nutrients to the plants stem. The stem than carries the
water and nutrients to the other parts of the plant.
3. Acts as a storage organ, which helps the plant to survive the dormant
months and dry periods.
4. Anchors the plant.
The first part of a plant to grow from the seed is the root and the roots of a
plant are normally the biggest part of the plant. The root that grows out of a
seed is known as the primary root. The branches that come from this root
are called the secondary roots and those coming from the secondary roots
are known as tertiary roots.
All the roots of a plant together are called a root system and different plants
have different types of root systems. Common root systems are:

Fibrous root systems.

Tap root systems.
The plant needs healthy strong roots to be a healthy strong plant.
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Lesson Checkpoint
Now that you have worked through this lesson, please check that you
are able to do all the specific outcomes and meet the assessment
criteria:

I can talk about the functions of the root in the structure and
development of a plant.

I can describe the structure of the root and common root systems.

I can explain the function of the root in absorbing water and nutrients
from the soil.

I can explain the importance of the anchoring function of the root.
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GENERAL CERTIFICATE IN ORNAMENTAL
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Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Notes:
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GENERAL CERTIFICATE IN ORNAMENTAL
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Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
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GENERAL CERTIFICATE IN ORNAMENTAL
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Workbook : Demonstrate an understanding of the
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Lesson 2 : Why Plants have Stems
Specific outcomes of this lesson :
Identify the functions of the stem in the structure and development of
a plant.
After you have worked through Lesson 2, you should be able to:

Describe the structure and support role that the stem plays in plants.

Explain the transportation of water and nutrients through the stem to the leaves
and flowers.
Introduction
We use the stems of plants as food, medicine and fuel.
What stems do you eat?
What stems do you use as medicine?
What stems do you use as fuel?
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You need to learn about the stems of plants, so that you know how to:

Water plants.

Stake and tie plants.

Take cuttings of plants.

Grow plants.
The Main Functions of the Stem:
The second part of a plant to grow from the seed is the stem and the stems of
the plant are the link between the plant’s roots that absorb the water and
nutrients and the leaves of the plant that make the food for the plant.
The stems of plants support the plant by:
1. Carrying water and nutrients from the roots of the plant to the leaves
and other parts of the plant.
2. Carrying the foods made by the leaves to the roots and other parts of the
plant.
3. Supporting the leaves of the plant and helping the leaves to move into a
position in which they can get the most light. This helps the plant to
produce food for itself.
4. Supporting the branches of the plant.
5. Supporting the flowers of the plant so that the flowers can play their role
in the making of new plants.
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6. Acting as a storage organ for the plant so that the plant can store water
and food, which helps the plant to survive dormant months and dry
periods.
Your Turn…
ACTIVITY 9
Go outside and pick a couple of plant stems.
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The External Structure of Stems
The stems of common plants can spread:

upwards - as in most plants

by climbing – as in climbing plants

Along the ground – as in ground covers.
What stems did you collect?
Let’s take a look at what a stem is made up of:
Insert picture that shows a stem with nodes, internodes, terminal and lateral
buds.
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The External Structure of a Stem

Can you see the place on the stem where the leaves and the buds
are found?
Node

This is called a node.

In woody, deciduous plants or where leaves have fallen off a leaf
scar is left.
Internodes

Can you see the piece of the stem between two nodes?

This is called an internode.

Buds are growth points found at nodes. They may form leaves,
shoots or flowers.

They are often covered by small scales to protect them from
drying out. These are called bud scales.
Buds

The part of the plant between the leaf petiole and the leaf is called
the leaf axil

The tip of a twig generally has a terminal bud

Between the leaf petiole and the stem, buds may be seen and
these are called lateral buds
Lenticel

These are breathing holes in the stem.
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Common Leaf Arrangements On Stems
When you see only one leaf at each node,
Alternate leaf arrangements
this is called an alternate leaf arrangement.
This is the most common type of leaf
arrangement.
When you see two leaves opposite each other
Opposite leaf arrangements
at each node this is called an opposite leaf
arrangement.
When you see three or more leaves at each
Whorled leaf arrangements
node this is called a whorled leaf
arrangement.
Insert pictures.
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Stem Modifications
Just for interest, let’s take a look at some stems that have modified or adapted
over time:
Modification
Example
Tendrils
Granadilla
Twining stems
Morning glory
Spines
Kei Apple
Tubers
Potato
Corms
Gladiolus
Rhizomes
Iris
Bulb
Daffodil
Stems that
photosynthesize
Stolon/runners
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Prickly Pear
Strawberry
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Your Turn…
ACTIVITY 10
How does the stem structure support the plant?
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Let’s take a look at how water and nutrients are carried by the stem to the
leaves and other parts of the plants.
Your Turn…
ACTIVITY 11
Experiment:

Find a clear container.

Add about 5mm of food colouring into your container. Green or red food colouring
works best.

Choose a plant with a flower, which has a light colour like white or yellow. White
roses work best.

Cut the bottom of the stem.

Place your cut flower into the food colouring.

Now sit back and watch what happens.

Did your flower change colour?

If so, how did the food colouring get to the flower?
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So how does the stem take up water and nutrients from the
root?
To understand how the plant’s stem takes up water and minerals from the
root, we need to take a look at the internal structure of a stem.
Internal Structure of the Stem
Inside the stem there are tube-like structures called the vascular
Vascular
Bundles
bundles, these are long and tough and run from the roots through
the stem to the leaves and flowers.
Inside the vascular bundles are tubes through which the water and
Xylem
nutrients are taken up by the roots and transported. These are
called Xylem.
Inside the vascular bundles there are also tubes called phloem.
Phloem
These tubes transport the sugars and other foods manufactured by
the leaves to all other parts of the plant, including the roots.
An easy way to remember this is that the xylem tubes transport water
and the phloem tubes transport food.
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Your Turn…
ACTIVITY 12
How does the stem transport water and nutrients from the roots to
the leaves and flowers?
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Lesson Summary
Stems of plants:

Carry water and nutrients from the roots to the leaves and other parts of
the plant.

Carry food made by the leaves to the roots and other parts of the plant.

Support the leaves of the plant.

Support the branches of the plant.

Support the flowers of the plant.

Can act as storage organs for the plant, storing water and food to help the
plant survive dormant months or dry periods.
You need to learn about the stems of plants, so that you know how to:

Water plants.

Stake and tie plants.

Take cuttings of plants.

Grow plants.
The external structure of the stem is made up of the:

Nodes.

Internodes.

Buds.

Lenticel.
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Common leaf arrangements:

Alternate.

Opposite.

Whorled.
The internal structure of the stem is made up of the:

Vascular bundles.

Xylem.

Phloem.
Lesson Checkpoint
Now that you have worked through this lesson, please check that you
are able to do all the specific outcomes and meet the assessment
criteria:

I can identify the functions of the stem in the structure and development
of a plant.

I can describe the structure and support role that the stem plays in
plants.

I can explain the transportation of water and nutrients through the stem
to the leaves and flowers.
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NOTES:
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Lesson 3 : Why Plants have Leaves
Specific outcomes of this lesson :
Explain the role of the leaf in the plants structure and growth.
After you have worked through Lesson 3, you should be able to:

Describe the structure and form of various common leaves.

Outline the role of photosynthesis in plant growth.

Name the factors that influence photosynthesis.
Introduction
After the root and stem has grown, the next part of the plant to grow is the
leaves. Leaves come in all shapes and sizes from long and thin to oval, heartshaped or triangular. The leaves of the plant make the food for the plant, so
that the plant can grow.
You need to learn about the leaves of a plant so that you can:

Identify different plants.

Tell whether the plant is healthy.
Let’s begin our learning by looking at the structure and form of various
common leaves.
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Your Turn…
ACTIVITY 13
Go outside and collect different shapes and forms of leaves.
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Let’s take a look at the leaves you have collected.
Insert picture .
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Structure or Characteristics of a Common (Basic) Leaf

Can you see the tip of the leaf?
This is called the apex and can be pointed, rounded or
flattened
The Leaf Blade

Can you see the outer line of the leaf?
This is called the margin and different leaves have
(or lamina)
different looking margins, which can be “toothed”,
scalloped, wavy or even cut into lobes.

The bottom of the leaf is called the base. This may be
rounded, heart-shaped or flattened

Can you see where the stem joins the leaf?
This is called the petiole. It is this join that allows the
leaf to move so that it can get as much sunlight as
Petiole
possible.

In some plants, like roses (Rosa) where the petiole joins the
stem there are two leaf-like parts called stipules.

Can you see the veins on the leaf?
There are two main types of veins on leaves:

Veins
Parallel veins – The veins run sided by side – found
in all monocotyledons.

Net veins – The veins have branches – found in all
dicotyledons. The main vein that runs down the
middle of the leaf is called the midrib.
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Insert picture parallel and net veins.
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Your Turn…
ACTIVITY 14
Draw a picture of the structure of a common (basic) leaf.
Now use this picture to describe the structure of a common (basic)
leaf.
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Common (Basic) Leaf Forms
There are two kinds of leaf forms:
Leaf forms
Simple
Compound
In a simple leaf the blade is all in one unit.
In a compound leaf the blade is made up of a number of
separate leaf parts. These are called leaflets. There are
several different kinds of compound leaves.
Insert picture of simple and compound leaves
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Basic Leaf Shapes
There are many different leaf shapes, as we look at the most common leaf
shapes, see if you can identify the shape of the leaves you picked.
Long and narrow
e.g. grasses
Insert pictures of some basic leaf shapes
Round
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e.g. nasturium
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Lobed
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e.g. oak
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Oval
e.g. pear
Lanceolate
e.g. privet
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Leaf Modifications
These are other kinds of leaves that have been formed for special use by the
plant:
Modification
Example
Spines
Cacti
Food storage
Onions
Store water
Vygies
Tendrils
Climbing Sweet Peas
Form plantlets
Ruscus
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Your Turn…
ACTIVITY 15
Name the forms of common (basic) leaves.
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So how does the leaf make food for the plant?
Photosynthesis
Did you know that plants are the only living thing that can make their own
food? Each leaf of the plant is like a small factory that makes food for the
plant.
Plants make their own food through a process called photosynthesis. This
word means to “make from light”. For photosynthesis to happen, a source of
energy (sunlight), chlorophyll (the green colour in leaves), carbon dioxide and
water are needed.
During photosynthesis tiny holes in the leaves of plants take up carbon
dioxide from the air. Water from the soil comes from the roots of the plant.
Inside the cells of leaves is a chemical called chlorophyll (this gives the leaves
their green colour). Chlorophyll takes up the sunlight and uses its energy to
turn the ingredients of carbon dioxide, water and nutrients into energy rich
plant foods.
So we can say that the factors that influence photosynthesis are:

Sunlight.

Chlorophyll.

Carbon dioxide.

Water and nutrients.
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The reason that photosynthesis is so important is that the foods produced by
photosynthesis are used in other parts of the plant. This allows the plant to
stay healthy and grow.
Your Turn…
ACTIVITY 16
How does photosynthesis help the plant to grow?
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Your Turn…
ACTIVITY 17
What factors influence photosynthesis?
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Lesson Summary
After the root and stem has grown, the next part of the plant to grow is the
leaves. Leaves come in all shapes and sizes from long and thin to oval, heartshaped or triangular. The leaves of the plant make the food for the plant.
You need to learn about the leaves of a plant so that you can:

Identify different plants.

Tell whether the plant is healthy.
The structure of the leaf can be outlined as:

The leaf blade or lamina (apex, base, margin).

Petiole (stipules).

Veins (midrib).
There are two kinds of leaf forms:

Simple.

Compound.
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There are many leaf shapes:

Long and narrow e.g. grasses.

Round e.g. nasturium.

Lobed e.g. oak.

Oval e.g. pear.

Lanceolate e.g. privet.
Plants can make their own food through a process called photosynthesis.
This word means to “make from light”. The green colour in leaves is called
chlorophyll. Chlorophyll in the leaves uses the energy of the sunlight to make
sugars and other foods by using the water and nutrients taken up by the roots
and the carbon dioxide they take from the air. This process of making
(manufacturing) food from light (sunlight) is called photosynthesis.
Lesson Checkpoint
Now that you have worked through this lesson, please check that you
are able to do all the specific outcomes and meet the assessment
criteria:

I can explain the role of the leaf in the plant’s structure and growth.

I can describe the structure and form of various common leaves.

I can outline the role of photosynthesis in plant growth.

I can name the factors that influence photosynthesis.
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Notes:
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Lesson 4 : Why Plants have Flowers
Specific outcomes of this lesson :
Explain the role of the flower in the reproductive process of the plant.
After you have worked through Lesson 4, you should be able to:

Describe the structure and components of common flowers.

Describe the factors that aid pollination.

Outline the importance of pollination.
Introduction
Flowers are the final part of a plant to grow. Plants make flowers so that the
plant can make seed and produce more plants. And while all plants make
flowers, some flowers are so small that you can’t see them with the naked
eye.
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Your Turn…
ACTIVITY 18
Go outside and collect a variety of different sized flowers
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Let’s take a look at the structure of a common (basic)
flower.
Insert picture of the basic flower structure
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Structure of a common (basic) flower

Sepals
Can you see the sepals that form the outer parts of the flower and
protect the other flower parts in the bud?

The sepal is usually green. All the sepals taken together are called the
calyx
Petals

Can you see the petals? The petals are usually the colourful flower part
of the flower so that the flower can attract insects.

All the petals together are called the corolla

Can you see the stamens, which form a ring inside the corolla? The
stamens are the male part of the plant. Each stamen has a thin stalk
Stamen
called the filament.

The filament has an anther at the top of it.

The anthers are where the pollen grains are kept.

Can you see the carpels that make up the centre ring and are the female
parts of the flower?
Carpel

The carpel has three parts;
A thick base area, the ovary, carries the ovules
The style, a thin stalk
The stigma on the top of the style.

Receptacle
Can you see the thickened end of the flower stem? This is called the
receptacle. The sepals, petals, stamens and carpels are joined to the
receptacle.
Nectary

pollinate the flowers.

Perianth
The nectaries are glands that secrete nectar, which attracts insects to
This is the word used to describe the calyx and corolla together. In
monocotyledons the calyx and corolla are joined together.

The individual parts of the perianth are called tepals.

The base of the receptacle is called the pedicel.
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Differences in monocotyledon and dicotyledon flowers
Monocotyledon
Dicotyledon
In monocotyledons the calyx and corolla
In dicotyledons there are four floral rings
are joined to form tepals. This means
(sepals, petals, stamens and carpel)
that they have three floral rings that
make their flowers ( tepals, stamens and
carpel).
The flower parts like the stamens and
The flower parts like the stamens, calyx
perianth are in threes or groups of
and corolla are in fours or fives.
threes.
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Your Turn…
ACTIVITY 19
Draw the structure and components of a common (basic) flower.
Now use this picture to describe the structure and components of a
common (basic) flower.
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Pollination
For a plant to make seed it needs its flower to become pollinated.
When the pollen sacs of the stamen split open and expose the pollen (which
is usually yellow in colour and light in weight) and the pollen then gets onto a
receptive stigma (receptive means ripe or ready), pollination takes place.
The pollen is carried to the stigma by insects, birds, bats or the wind.
When the pollen grains land on the stigma, the pollen grain grows a long tube,
which reaches down into the ovary of the plant. Then the male part from the
pollen unites with the female part and fertilisation takes place.
Pollination is important in order for fertilisation to take place so that the plant
can produce seed or fruit to form a new plant.
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Factors that aid pollination
Plants that are pollinated by birds, bats and insects have adapted to attract
pollination by producing:

Brightly coloured flowers to attract insects, birds or bats.

Nectar to attract insects, birds or bats.

Honey guides (dark lines) to show insects where to find the flower’s
nectar. These honey guides make sure that the insect touches the
stamens and stigma.

Sweet smelling scent to attracts insects, birds or bats.

Sticky pollen that is spiked or barbed that stick in clumps to the insects,
birds or bats.
Plants that are wind pollinated have adapted by producing:

Small, plain flowers, which are often, green, for example grasses.

No scent.

No nectar.

Anthers that hang outside the flowers so that the slightest air movement
shakes them.

Feathery stigmas which act as a net to trap passing pollen grains.

Stamens hang outside flowers exposed to the wind.

Large quantities of smooth, light-weight pollen.
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Main types of pollination:

Self-pollination:
This is the transfer of pollen from the anther to the stigma of the same
flower.

Cross-pollination:
This is the transfer of pollen from the anther of one plant to the stigma of
another plant. This pollination can be done by either wind or insects, and
sometimes even by water or birds. This type of pollination is often
encouraged since the new plants formed from cross-pollination are often
stronger than those from self-pollination.

Assisted pollination:
Man can assist pollination by taking pollen from one flower to another to
make sure a plant produces fruit or to make a hybrid cross. (You will learn
more about this later in your studies).
Other unusual types of pollination
Some plants have only the male flowers and others
Male and female plants
only female flowers, so it is often necessary to plant
them fairly close together for pollination to occur.
With some fruit trees you need to plant two varieties in
order to get fruit. This is because a variety’s pollen is
Two varieties of trees
not ripe at the same time as the stigma is, so you
need a different variety that will ripen pollen when the
stigma of the other is ready.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Your Turn…
ACTIVITY 20
What factors aid (help) the plant to pollinate?
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Your Turn…
ACTIVITY 21
Why is pollination important for the plant?
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Lesson Summary
Flowers are the final part of a plant to grow. Plants make flowers so that the
plant can make seed and reproduce more plants.
The structure of a common flower:

Sepals (calyx).

Petals (corolla).

Stamen (filament, anther, pollen).

Carpel (ovary, stigma, style).

Receptacle.

Nectary.

Perianth (tepals, pedicel).
Pollination is important in order for fertilisation to take place so that the plant
can produce seed or fruit to form a new plant.
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
The factors that aid insect, bird or bat pollination are:

Brightly coloured flowers.

Nectar

A honey guide.

A sweet smelling scent.

Sticky pollen that is spiked or barbed .
The factors that aid wind pollination are:

Small, plain flowers, which are often, green, for example grasses.

No scent.

No nectar.

Anthers that hang outside the flowers.

Feathery stigmas which act as a net to trap passing pollen grains.

Stamens hang outside flowers exposed to the wind.

Large quantities of smooth, light weight pollen.
The main types of pollination are:

Self-pollination.

Cross-pollination.

Assisted pollination.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Lesson Checkpoint
Now that you have worked through this lesson, please check that you
are able to do all the specific outcomes and meet the assessment
criteria:

I can explain the role of the flower in the reproductive process of the
plant.

I can describe the structure and components of the flower.

I can describe the factors that aid pollination.

I can outline the importance of pollination.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
NOTES:
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Study Session Summary
“I never go anywhere. But let me tell you that there are many things I
can do. I’m shade for many animals on a hot sunny day and home for
many birds and insects. I even supply the earth with oxygen.”
Extracted from the Wonderful Story by Wynne Cohen
Can you guess what I am?
“I’ll tell you another secret, when I was just a wee twig of a tree, the wind
and the rain gave me a terrible time. The rain would loosen my grip on
the soil and the wind would blow me over, ‘poof’, just like that. I
remember how the other trees all laughed and made fun of me”
Extracted from the Wonderful Story by Wynne Cohen
Can you guess what I did?
“Sure enough, as I began to soak up the rain and resist the wind, my
roots became larger and stronger and so did my stem. Eventually no
matter how hard the wind blew or how much it rained I stood firm.
Extracted from the Wonderful Story by Wynne Cohen
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
Your Turn…
ACTIVITY 22
Prepare a dance or a song or a story that teaches a child all you have
learnt about:

Why plants have roots.

Why plants have stems.

Why plants have leaves.

Why plants have flowers.
AgriSETA
Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
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Issue date : June 2006 Version 2
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GENERAL CERTIFICATE IN ORNAMENTAL
HORTICULUTRE LEVEL 1
Workbook : Demonstrate an understanding of the
basic structure of ornamental plants
References

Wynne Cohen, The Wonderful Story by Wynne Cohen, CanCan-Kidz International Hong Kong 2001.

Reader’s Digest Complete Guide to Gardening in South
Africa, Volume 1, Second Edition.

Weier T. Elliot, Stocking C. Ralph, Barbour Michael G.,
Botany : an introduction to plant biology 5th Edition, John
Wiley & sons, USA.

Sinnott Edmund W., Wilson Katherine S., Botany: Principles
and Problems 6th Edition, Mcgraw-Hill, New York, 1955.

Dent, S.R., Life part 2 : Biology for Senior Certificate, Natal
Witness press, Pietermaritzburg, South Africa.

Brown, L.V., Applied Principles of Horticultural Science 2nd
Edition, MPG Books, Great Britain, 2002.

Reiley, Edward. H., Shry Carroll. L. Jr., Introductory
Horticulture, 6th Edition, Thomas Learning Inc., USA, 1983.

Sheat W.G., The A to Z of Gardening in South Africa, Struik
Publishers, Cape Town South Africa, 1983.

Shaw T.R., The South African Garden Manuel 20th Edition,
South China Printing, Hong Kong, 1982.
AgriSETA
Issue date : June 2006 Version 2