Download 6-2 Plants

Academic Standard 6-2
6-2:
Topic: Structures, Processes, and Responses of Plants
The student will demonstrate an understanding of structures, processes, and responses
of plants that allow them to survive and reproduce.
Key Concepts:
Organism characteristics: stimulus, response, asexual reproduction, sexual reproduction,
growth, development,
Taxonomy: kingdoms, species, scientific name
Plant Classification: vascular, nonvascular, seed-producing, spore-producing flowering, conebearing, monocot or dicot plants
Plant structures: flowering plant, flower
Life Cycle: germination, plant development, fertilization, seed production; annuals, biennials,
perennials,
Plant processes: photosynthesis, respiration, transpiration
Indicators
6-2.1 Summarize the characteristics that all organisms share (including the obtainment and
use of resources for energy, the response to stimuli, the ability to reproduce, and
process of physical growth and development).
Taxonomy Level: 2.4-B Understand Conceptual Knowledge
Previous/future knowledge: Students have explored the basic needs (food, shelter, water, and
space) of plants in 1st grade and of animals in 2nd grade. They have not identified those
characteristics that distinguish living from non-living things.
It is essential for students to know the characteristics that separate living things from non-living
things. All living organisms share the following characteristics:
1. They obtain and use resources for energy: All organisms require energy to perform the basic
processes of life, for example growing or repairing injured parts. Plants processes necessary for
survival are photosynthesis, respiration, and transpiration (6-2.7).
2. They respond to stimuli: A stimulus is any change in an organism’s surrounding that will
cause the organism to react. Examples of environmental stimuli include changes in the amount
of light present, changes in temperature, sound, amount of water, space or amounts or types of
food present. This reaction to the stimulus is called a response. It can be an action or behavior
performed by the organism. Non-living things do not response to environmental changes this
way.
3. They reproduce: Organisms have the ability to reproduce, or produce offspring that have
similar characteristics as the parents. There are two basic types of reproduction:
a. Asexual reproduction: a reproductive process that involves only one parent and produce
offspring that are identical to the parent.
b. Sexual reproduction: a reproductive process that involves two parents. Genetic material
from these two parents combines to make an offspring that is different from both
parents.
4. They grow and develop: All organisms grow and develop. Growth is the process whereby the
organism becomes larger. Development is the process that occurs in the life of the organism that
results in the organism becoming more complex structurally. Organisms require energy to grow
and develop.
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
It is not essential for students to know details about active and passive transport systems or the
chemical equations for photosynthesis, respiration, or transpiration. It is also not essential that
students study Earth’s early atmosphere and the first cells of life at this time.
Assessment Guidelines:
The objective of this indicator is to summarize characteristics that all organisms share; therefore, the
primary focus of assessment should be to generalize the traits that all organisms share. However,
appropriate assessments should also require student to compare a living thing and a nonliving thing
based on these characteristics.
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
6-2.2 Recognize the hierarchical structure of the classification (taxonomy) of organisms
(including the seven major levels or categories of living things—kingdom, phylum,
class, order, family, genus, and species).
Taxonomy Level: 1.1-A Remember Factual Knowledge
Previous/future knowledge: Students have studied the major groups of plants and animals
grade) but have not been introduced to the classification system until now.
(4th
It is essential for students to know the levels of classification in order from the broadest level
(kingdom) to the narrowest level (species). There are billions of different kinds of organisms on
Earth. To help study them, biologists have devised ways of naming and classifying them according
to their similarities and differences.
Classification, or taxonomy
A system of categorizing organisms based on shared observable
characteristics. There are seven levels in the system. Each level
contains fewer types of organisms than the level before. From largest
to smallest, these levels are: Kingdom, Phylum, Class, Order,
Family, Genus, and Species.
Kingdom
The broadest level. While scientists currently disagree as to how
many kingdoms there are, most support a five-kingdom (Plant,
Animal, Fungi, Protist, Monera) system.
Species
The smallest group. A species consists of all the animals of the same
type, who are able to breed and produce young of the same kind.
Scientific name
The scientific name of an organism is made up of its genus and
species, and it is written in italics (Genus species) with the genus
capitalized.
It is essential for students to know characteristics of the five kingdoms.
Plant Kingdom
All plants are made of many cells that are surrounded by a cell wall. All
plants make their own food through photosynthesis.
Animal Kingdom
All animals are made of many cells that are not surrounded by a cell wall.
All animals get their energy from eating other organisms.
Fungi Kingdom
Fungi can either be made of a single cell or many cells. Fungi cannot make
their own food, so must get their energy by feeding on living or dead
organisms.
Protist Kingdom
Protists are one-celled organisms or simple many-celled organisms. Some
protists feed on other organisms and some are capable of making their own
food through photosynthesis. (true nucleus)
Monera Kingdom
All bacteria belong to this kingdom. Bacteria are single-celled organisms.
Most bacteria feed on other organisms, but some make their own food
through photosynthesis.
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
It is not essential for students to know any more detail about fungi, protists, or monerans beyond
the major characteristics listed above. Students will study in detail the structures, processes and
responses in plants (6-2) and animals (6-3).
Assessment Guidelines:
The objective of this indicator is to recognize; therefore, the primary focus of assessment should be
to locate from long-term memory the classification scheme for organisms. However, appropriate
assessments should also require student to identify characteristics of the five kingdoms; or identify
an appropriate example of a scientific name.
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
6-2.3 Compare the characteristic structures of various groups of plants (including vascular
or nonvascular, seed or spore-producing, flowering or cone-bearing, and monocot or
dicot).
Taxonomy Level: 2.6-B Understand Conceptual Knowledge
Previous/future knowledge: Students have been introduced to the study of plants in previous
grades. In 4th grade (4-2.1) students classified organisms as flowering or nonflowering plants.
Students will not revisit this concept in high school, as the focus will be on the cellular level of
organisms. By 6th grade, students should be able to identify which group a plant belongs to based on
its characteristic structures.
It is essential for students to know that organisms in the Plant Kingdom are classified into groups
based on specific structures. All plants are included in this kingdom, which is then broken down
into smaller and smaller divisions based on several characteristics, for example:
 Whether they can circulate fluids (like rainwater) through their bodies or need to absorb them
from the moisture that surrounds them
 How they reproduce (e.g., by spores or different kinds of seeds); and
 Their size or stature
To describe all plant species, the following divisions (or phyla) are most commonly used to sort them.
Nonvascular and Vascular
Nonvascular Plants Plants that cannot circulate rainwater through their stems and leaves but
must absorb it from the environment that surrounds them. These plants do
not have true roots, stems, or leaves and are usually small in size because of
they do not have vascular tissue to carry substances within the plant. They
are an important foundation plant for the forest ecosystem and they help
prevent erosion by carpeting the forest floor. Examples include mosses,
liverworts, and hornworts.
Vascular Plants
The largest group in the plant kingdom. These plants have true roots, stems,
and leaves. The stems of these plants can either be woody, for example trees
and many shrubs, or herbaceous, for example grasses, dandelions, or tomato
plants. Vascular plants also have tube-like structures that provide support
and help circulate water and food throughout the plant.
Spore-producing and Seed-producing
Spore-producing
Spore-producing plants are plants that produce spores instead of seeds.
Spores are much smaller than seeds. Almost all flowerless plants produce
spores. Examples include mosses and ferns.
Seed-producing
Seed-producing plants are plants that reproduce through seeds. Seed plants
make their own seeds. From those seeds, new plants grow. There are two
major groups of seed-producing plants: cone-bearing plants and flowering
plants.
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
Cone-bearing and Flowering
Cone-bearing Plants The largest and most diverse group of seed-producing plants. Most conebearing plants are evergreen plants. In addition to having cones, conifers are
trees or shrubs that never have flowers and that have needle-like leaves.
Flowering Plants
Monocot and Dicot
Monocot
Dicot
The vast majority of plants belong to this category; for example, most trees,
shrubs, vines, flowers, fruits, vegetables, and legumes. They differ from
conifers because they grow their seeds inside an ovary, which is embedded
in a flower. The flower then becomes a fruit containing the seeds. In the
seeds of flowering plants, food is stored in one or two “seed leaves” called
cotyledons.
Seed leaves with one food part are called monocots. Flowers of monocots
have either three petals or multiples of three. The leaves of monocots are
long and slender with veins that are parallel to each other. The vascular
tissues are usually scattered randomly throughout the stem. Examples
include plants for example grass, corn, rice, lilies and tulips.
Seed leaves with two food parts are called dicots. Flowers of dicots have
either four or five petals or multiples of these numbers. The leaves are
usually wide with veins that branch off from each other. The vascular tissue
is arranged in circle with the stem. Examples include roses, dandelions,
maple, and oak trees.
It is not essential for students to know any further details about nonvascular plants or the stages of
reproduction in spore-producing plants. The terms gymnosperm and angiosperm need not be used at
this time.
Assessment Guidelines:
The objective of this indicator is to compare; therefore, the primary focus of assessment should be
to detect relationships between the various groups. However, appropriate assessments should also
require student to identify the different plant groups and their structures; or classify by plants into
the various groups based on their structures.
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
6-2.4 Summarize the basic functions of the structures of a flowering plant for defense,
survival, and reproduction.
Taxonomy Level: 2.4-B Understand Conceptual Knowledge
Previous/future knowledge: In 3rd grade (3-2.2) students explained how physical and behavioral
adaptations (for example structures for defense) allowed organisms to survive. In 1st grade (1-2.4)
students summarized the life cycle of plant, which included flowers and seeds. This is the first time
that students have been introduced specifically to flowering plant structures needed for defense,
survival, and reproduction.
It is essential for students to know that flowering plants have special structures that function for
defense, survival, and reproduction.
Plants have structures for defense that protect them from threats and without these defenses would
die. Examples of natural defenses that plants have developed over time are thorns or poisons.
Thorns
Thorns are sharp outgrowths from the stems of plants that function in
defending the plant from being eaten by some animals.
Poisons
(ivy, oak, and sumac) Plants have important chemical substances specifically designed to
discourage animals from eating them. Some of these substances simply
discourage a plant’s predator by making the plant foul-tasting; others can
sicken or even kill the predator. In some cases the substances keep away
predators only until the plant has matured; then the poison level decreases so
that the fruit can be eaten, and the seeds dispersed.
Plants have structures for survival. Parts of the flowering plant that function for survival include:
Leaves
Leaves function as the site of food production for plants. It is here that
photosynthesis, respiration, and transpiration take place. See indicator 6-2.7
for more information on these processes.
Stems
Stems support the plant and hold the leaves up to the light; transport water
from the roots to the leaves and other plant parts; transport food made in the
leaves to growing parts of the plant; or function as food storage sites.
Roots
Roots help anchor the plant in the ground. They also absorb water and
nutrients from the soil and store extra food for the plants. The more root
space that is available, the more water and nutrients it can absorb. There are
two of root systems: fibrous roots and taproots.
 Fibrous roots consist of several main roots that branch off to form a mass
of roots. Examples are grass, corn, and some trees.
 Taproots consist of one large, main root with smaller roots branching off.
Examples are carrots, dandelions, or cacti.
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
Parts of the flowering plant that function in reproduction include
Flowers
Flowers produce seeds. Many flowers contain both male and female parts needed to
produce new flowers.
Stamen
The male part of a flower that has an anther on a stalk. The anther produces the pollen.
Pistil
The female part of the flower that holds the flower’s ovary, the style, and the stigma.
Style
The stalk of the pistil down which the pollen tube grows after fertilization has taken
place.
Seeds
Are fertilized ovules from which new plants are formed. A fruit that is formed from the
ovary often protects them.
It is not essential for students to know details about the cell layers of leaf structures, root
structures, or stems.
Assessment Guidelines:
The objective of this indicator is to summarize; therefore, the primary focus of assessment should be
to generalize information on the various structures needed for defense, survival, and reproduction.
However, appropriate assessments should also require student to identify the individual levels;
illustrate the levels using words, pictures, or diagrams; or classify by sequencing the levels of
organization.
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
6-2.5 Summarize each process in the life cycle of flowering plants (including germination,
plant development, fertilization, and seed production).
Taxonomy Level: 2.4-B Understand Conceptual Knowledge
Previous/future knowledge: Students have been introduced to the life cycle of flowering plants,
for example germination, growth, and the production of flowers and seeds, in 1st grade (1-2.4) and
in 3rd grade (3-2.1). Students in 6th grade should be able to summarize the stages in more detail.
It is essential for students to know that all flowering plants have similar life cycles. These life
cycles include distinct stages. These stages include:
Germination
When seeds are scattered from the parent plant, they can either lay dormant
or they can begin to grow immediately given the right conditions. This early
stage of seed growth is called germination. The roots begin to grow down,
while the stem and leaves grow up.
Plant development
Over time the seed grows in to a mature plant with the structures necessary
to produce more plants.
Fertilization
When pollen, which is produced in the stamen of a flower, enters the ovule,
which is located in the ovary of a flower, fertilization occurs.
Seed production
Once the ovule is fertilized it develops into a seed. A fruit then develops to
protect the seed. Seeds are structures that contain the young plant
surrounded by a protective covering.
It is essential for students to know flowering plants complete their life cycles in differing amounts
of time.
Annual
Flowers complete their life span in one growing season.
Biennials
Complete their life span in two years.
Perennials
Are those plants whose life span last more than two years.
It is not essential for students to know how reproduction occurs in nonvascular plants, conebearing plants, or spore-producing plants.
Assessment Guidelines:
The objective of this indicator is to summarize; therefore, the primary focus of assessment should be
to generalize the life cycle of seed plants. However, appropriate assessments should also require
student to identify the individual stages; illustrate the stages using words, pictures, or diagrams; or
classify by sequencing the stages of the life cycle.
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
6-2.6 Differentiate between the processes of sexual and asexual reproduction of flowering
plants.
Taxonomy Level: 4.1-B Analyze Conceptual Knowledge
Previous/future knowledge: This is the first time that students have been introduced to the terms
sexual and asexual reproduction. They have studied the process of reproduction in flowering plants
in 1st and 3rd grades and then in more detail in 6th grade (6-2.5).
It is essential for students to know the difference between sexual and asexual reproduction.
Sexual reproduction A process of reproduction that requires two parents who combine their
genetic material to produce a new organism. All flowering plants undergo
sexual reproduction.
Asexual reproduction A process of reproduction that involves only one parent and produces
offspring that is identical to the parent.
Plants do not naturally reproduce through asexual reproduction. However, many plants can grow
from plant parts. If a plant is cut or hurt it can sprout new growth from the damaged stems, roots, or
leaves. This process of growing new plants from plant parts is called vegetative propagation. Plants
use a variety of parts to produce new plants. Examples of these plant parts are:
Tubers, bulbs,
and corms
Runners and
rhizomes
These are all types of underground stems. The “eyes” or buds of tubers, for
example potatoes, grow into roots and shoots to produce a new plant. Bulbs,
for example onions, are big buds made of a stem and special types of leaves.
Corms, for example gladiolus, are fleshy stems.
These are all types of stems that run along the ground (runners) or spread out
underground (rhizomes). New strawberries or some ivy grow from the tips of
runners. Weeds and many grasses grow from rhizomes.
Roots
Some fruit trees and bushes send up “suckers” or new shoots from the roots.
Some plants have roots that can produce new plants from small, broken off
root pieces.
Leaves
Some houseplants produce little plants right on their leaves. African violets
can produce plants from leaves placed on top of soil.
It is not essential for students to know how reproduction occurs in nonvascular plants, conebearing plants, or spore-producing plants.
Assessment Guidelines:
The objective of this indicator is to differentiate between sexual and asexual reproduction in plants;
therefore, the primary focus of assessment should be to distinguish between relevant and irrelevant
processes of reproduction in flowering plants. However, appropriate assessments should also
require student to identify the stages of sexual reproduction in flowering plants; or identify examples
of structures that represent vegetative propagation techniques.
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
6-2.7 Summarize the processes required for plant survival (including photosynthesis,
respiration, and transpiration).
Taxonomy Level: 2.4-B Understand Conceptual Knowledge
Previous/future knowledge: In kindergarten, 1st grade, and 3rd grade, students studied the
resources needed by plants in order to survive. Students have not studied the specific processes that
take place in plants whereby energy is converted into food. This is the first time that students have
been introduced to the terms photosynthesis, respiration, and transpiration.
It is essential for students to know that plants are organisms that perform certain processes
necessary for survival. Three processes that students should be able to summarize are:
Photosynthesis
Plants are organisms that make their own food for survival. The process by which
they make their own food is called photosynthesis. Special leaf structures called
chloroplasts contain chlorophyll, a green pigment that absorbs the light energy
from the sun. Sunlight is used to provide the energy necessary for this process to
take place. During this process, plants use carbon dioxide gas and water taken in
through the roots to make oxygen and sugar (food). Photosynthesis provides the
oxygen we breathe.
Respiration
The food (sugar) provided through the process of photosynthesis is used to
provide energy needed by the plants to perform life functions for example growth
and development and reproduction. To obtain the energy from the food it
produces, plants must break the food down in a process called respiration. In this
process, oxygen from the air is used to break down the food. Carbon dioxide and
water are then given off through the leaves.
Transpiration
Some of the water taken in through the roots of plants is used in the process of
photosynthesis. However, plants lose most of the water through its leaves. This
process is called transpiration. Without a way to control transpiration, plants
would wither up and die. Fortunately, plants are able to slow down transpiration.
It is not essential for students to know the chemical formulas for photosynthesis, respiration, and
transpiration.
Assessment Guidelines:
The objective of this indicator is to summarize plant processes necessary for survival; therefore, the
primary focus of assessment should be to generalize the major points about the processes of
photosynthesis, respiration, and transpiration. However, appropriate assessments should also require
student to identify the component parts of photosynthesis and respiration.
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
6-2.8 Explain how plants respond to external stimuli (including dormancy and the forms of
tropism known as phototropism, gravitropism, hydrotropism, and thigmotropism).
Taxonomy Level: 2.7-B Understand Conceptual Knowledge
Previous/future knowledge: Students in 3rd grade studied how plants respond to changes in their
environments, specifically their response to light (3-2.4). Students in 3rd grade also studied the
concept of gravity as a pull on an object. In 6th grade, students are to explain how the pull of
gravity affects the behavior of plants.
It is essential for students to know that plants are organisms that respond to changes in their
environments. These responses vary depending on the specific environmental stimulus.
Stimulus
A change in the environment that bring outs a response
Response
The reply to the change in the environment, or stimulus
When a mature seed is placed under favorable conditions and fails to germinate, it is said to be
dormant.
Dormancy
Dormancy is a response by a seed that allows various species to survive in particular
environments. This helps to ensure that seeds will germinate when conditions are
favorable for survival of the small seedlings.
Plants can change their growth in response to their environment. These changes are called tropisms.
Plants can exhibit the following kinds of tropisms:
Phototropism
the way a plant grows or bends in response to light
Gravitropism
the way a plant grows or bends in response to gravity
Hydrotropism
the way a plant grows or bends in response to water
Thigmotropism
the way a plant grows or bends in response to touch
These tropic responses can be positive or negative. A positive response is when the plant moves
toward or in the direction of the stimulus. A negative response is when a plant moves away from the
stimulus. For example, roots respond positively to gravity by growing down into the soil. The trunk
and branches respond negatively to gravity by growing up toward the sky.
It is not essential for students to know other tropisms or the internal causes for tropisms.
Assessment Guidelines:
The objective of this indicator is to explain how plants respond to their environment;
therefore, the primary focus of assessment should be to construct cause and effect models of
plants responding to external stimuli. However, appropriate assessments should also require
student to identify the individual levels; illustrate the forms of tropism using words, pictures,
or diagrams;
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
6-2.9 Explain how disease-causing fungi can affect plants.
Taxonomy Level: 2.7-B Understand Conceptual Knowledge
Previous/future knowledge: Students have been introduced to fungi as decomposers in food chains
and food webs (5-2.4). Students have not previously been introduced to the concept of diseases or
their affects on other organisms.
It is essential for students to know fungi can affect humans and other organisms in many ways. In
addition, not only do fungi play an important role as decomposers on Earth, but many provide food
for people. Some fungi cause disease in organisms and some fungi fight diseases.
Some fungi, for example, corn smut and wheat rust, can cause disease in plants that result in huge
crop losses.
It is not essential for students to know about fungi that cause diseases in humans (including
Athlete’s foot) as this will be studied further in 7th grade.
Assessment Guidelines:
The objective of this indicator is to explain the effects of disease-causing fungi on plants; therefore,
the primary focus of assessment should be to construct cause and effect models of the ways that
plants are affected by fungi. However, appropriate assessments should also require student to recall
that not all fungi are harmful; or recognize fungi that cause disease in plants.
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
Supporting Content Web Sites
Living and Non-living Things
http://www.learner.org/channel/courses/essential/life/session1/index.html
This website helps students to increase their understanding of living and nonliving organisms and
the characteristics of life.
6-2.1
Science Online
http://classroom.jc-schools.net/sci-units/plants-animals.htm#5
This website identifies the characteristics that enable a specific plant and/or animal to
survive.
6-2.1
The Six Kingdoms
http://www.ric.edu/ptiskus/Six_Kingdoms/Index.htm
This website discusses the six kingdoms.
6-2.2
Classifying Critters
http://www.hhmi.org/coolscience/critters/critters.html
This website allows students match critters based on physical features
using multiple-choice format.
6-2.2
Taxonomy, Systematics and Classification
http://www.geol.lsu.edu/Faculty/Hart/NOTES/taxonomy.htm
This website provides information on the naming and classification of organisms.
6-2.2
The Plant Kingdom
http://www.perspective.com/nature/plantae/index.html
This website describes the characteristics of the four types of plant structures.
6-2.3
Parts of a Flower
http://www.botany.uwc.ac.za/ecotree/flowers/flowerparts.htm#top
This interactive website will allow to learn the parts of a flower by playing the game. On successful
completion, the diagram will be in color.
6-2.4; 6-2.5; 6-2.6
Plants
http://www.biology4kids.com/files/plants_main.html
This website offers an introduction to plants. Topics include basic
structure, xylem-phloem, reproduction, angiosperm and
gymnosperm.
6-2.4; 6-2.5; 6-2.6
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
Photosynthesis and Transpiration
http://www.cornwallwildlifetrust.org.uk/educate/kids/photsyn.htm
This website discusses the process of photosynthesis and transpiration. The diagrams can be
enlarged for easy viewing.
6-2.7
Plants in Motion
http://plantsinmotion.bio.indiana.edu/plantmotion/starthere.html
This website uses time-lapse photography to show tropic responses in plants.
6-2.8
Suggested Literature
Fullick, A. (2006). Life science in depth: adaptation and competition. Chicago: Heinemann
Library
ISBN 1403475180
This book provides information about how animals and plants change and avoid competition to stay
alive and to reproduce.
6-2.1; 6-2.7
Fullick, A. (2006). Life science in depth: variation and classification. Chicago:
Heinemann Library
ISBN 1403475245
This book provides an in-depth look at variety of plant and animal life and how they are classified
into groups.
6-2.2
Hickman, P. (2000). Starting with nature: plant book. Tonawanda, NY:
Kids Can Press Ltd.
ISBN 1-55074-483-6
The focus of this book is on the functions of plants--pollination, seed growth, and flowers.
6-2.5
Kneidel, S. (2001). Skunk cabbage, sundew plants & strangler figs. New York:
John Wiley And Sons, Inc.
ISBN 0-471-35713-8
This book provides background information about a variety of plants. Topics of discussion include
why we need plants, the difference between cone-bearing and flowering plants, how plants
reproduce, and the functions of the different parts of plants.
6-2.3
Morgan, S. (2006). Life science in depth: green plants. Chicago: Heinemann Library
ISBN 14034752
This book provides information on cells, photosynthesis, and types of plants as well as plants as
food and energy sources.
6-2.3; 6-2.7
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
Parramon Editorial Team (2004). Essential atlas of botany. Hauppauge, NY:
Barron's Educational Series, Inc.
ISBN 0764127098
This book provides information about the anatomy and physiology, reproduction, ecology and the
environmental adaptations of plants.
6-2.3
Pascoe, E. (1999). Nature close-ups: seeds and seedlings. Woodbridge, CT: Blackbirch Press
ISBN 1-56711-178-5
This book provides a description of the physical structures of plants and seeds. Information on
plant reproduction, how seeds grow, and how they travel are also included.
6-2.5
Patent, D. (2002). Plants on the trail with lewis and clark. New York:
Houghton Mifflin Co.
ISBN 0-618-06776-0
This book describes Lewis and Clark’s journey as they observed, collected, and catalogued
unknown plant life.
6-2.2
Ray, D. (2004). Flower hunter: William Bartram, america's first naturalist. New York:
Farrar, Straus & Giroux, Inc.
ISBN 0374345899
The journey of William Bartram is told through journal entries. Pictures of some of the plants
discovered by Bartram are also included.
6-2.3
Spiraling through life with fast plants: an inquiry-rich manual. Dubuque, IA:
Kendall/Hunt Publishing Co. ISBN 0-7872-6910-7
This book provides information about the Wisconsin Fast Plants. Topics of discussion include
germination, growth and development, flowering, pollination, and production of seeds.
6-2.5
Suggested Streamline Video
The Basics of Biology: What is Life?
This video allows viewers to see and hear about the characteristics of all living things and how they
contrast to characteristics of nonliving things.
ETV Streamline SC
11:37
6-2.1
The Basics of Biology: How Living Things are Classified
This video demonstrates that in recognizing certain patterns by classification, living things can be
separated into five distinct kingdoms. Additionally, by classifying the animals, students learn how
each living thing can be placed into a distinct phylum or division, class, order, family, genus, and
species.
ETV Streamline SC
20:07
6-2.2
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Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
Classification of Living Things
A routine castle tour turns enchanting when King Philip shows up to teach a lesson in classification.
Using examples from his castle, mnemonics for memorizing the 7 levels of classification,
microscopic footage, and animation, King Philip makes sense of difficult concepts. From simple
examples to an exploration of each of the five kingdoms, this tour provides a concrete foundation
for a complex subject.
ETV Streamline SC
27:00
6-2.2
The Basics of Biology: The Kingdom of Plants
This video examines the major branches of the plant kingdom. Starting with one-celled plant-like
protists, students learn the role of photosynthesis in producing food and oxygen. Important
characteristics and developmental trends are revealed as the program looks at a variety of living
things. Students also discover the life cycle of a fern, how seeds form in a lily by pollination, and
how bean seeds grow to mature seed.
ETV Streamline SC
17:48
6-2.3
Biology: The Science of Life: The World of Plants
Plants That Make Spores: Mosses, Ferns, Liverworts, and Horsetails
This video segment presents the characteristics of spore-producing plants.
ETV Streamline SC
4:20 to 6:53
6-2.3
Biology: The Science of Life: The World of Plants
Plants That Make Seeds: Gymnosperms and Angiosperms
This video segment presents the characteristics of seed-producing plants.
ETV Streamline SC
6:54 to 8:53
6-2.3
Adapting to the World
The Bloom of Plants
This video segment follows the processes of plant reproduction and survival.
ETV Streamline SC
6:13 to 11:31
6-2.4
17
Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
Biology: The Science of Life: The World of Plants
The Life Cycle of a Flowering Plant
Making Eggs
Making Pollen
Pollination and Fertilization
Germination and Growth
The video segments summarize each process in the life cycle of a flowering plant.
ETV Streamline SC
8:54 to 13:57
6-2.5
Biology: The Science of Life: Making New Life: The Basics of Reproduction
Asexual and Sexual Reproduction
This video segment differentiates between the process of sexual and asexual reproduction.
ETV Streamline SC
1:14 to 2:35
6-2.6
Biology: The Science of Life: The World of Plants
Photosynthesis
This video segment summarizes the process of photosynthesis
ETV Streamline SC
1:59 to 4:19
6-2.7
18
Academic Standard 6-2
Topic: Structures, Processes, and Responses of Plants
Career Connections
Biochemist
Biochemists study the chemical composition of living things. They analyze the complex chemical
combinations and reactions involved in metabolism, reproduction, growth, and heredity. (6-2)
Botanist
Botanists study plants and their environment. Some study all aspects of plant life, including algae,
fungi, lichens, mosses, ferns, conifers, and flowering plants; others specialize in areas such as
identification and classification of plants, the structure and function of plant parts, the biochemistry
of plant processes, the causes and cures of plant diseases, the interaction of plants with other
organisms and the environment, and the geological record of plants. (6-2)
Plant Physiologist
Plant physiologists study life functions of plants both in the whole organism and at the cellular or
molecular level, under normal and abnormal conditions. Plant physiologists often specialize in
functions such as growth, reproduction, photosynthesis, and respiration. (6-2)
Plant Cytologist
Plant cytologists study the structure, function, and life history of plant cells. (6-2)
Plant Geneticist
Plant geneticists study plant heredity and variation. Plant geneticists study genes and gene function
in plants. (6-2)
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