DOCSLIB.ORG

Botany Coursebook

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Botany Coursebook The Global STEM School Botany Coursebook Student Edition Acta Non Verba www.dexterschool.org The Plant World What is Botany? Botany is the scientific study of plants! Why does Botany matter? Look outside, what do you see? Plants! We live in a plant world called Earth. From the air you breathe to the food you eat - plants make your life possible! By better understanding how plants work we can improve our lives. Imagine... Look outside and imagine all of the plants suddenly disappeared. Write a few sentences or draw a picture below about why this would be a bad thing. Botany The Plant World What is a plant? A plant is a living organism that grows in the ground, usually has leaves or flowers, and needs sun and water to survive. They come in all shapes and sizes, but most plants contain a green pigment called chlorophyll. Circle the ones you think are plants: Botany The Plant World Not a Plant Plants usually have flowers or leaves, need sun and water to survive, and most have chlorophyll. There are a several organisms you might think are plants, but aren’t! Corals Colorals are underwater animals with a hard exterior skeletal structure. They do not make their own food - instead they capture food and eat it through tiny mouths! Algae Although green, algae do not have roots, stems, and leaves. They’re considered bacteria, not plants and can only live in water. Fungi Fungi (mushrooms) have a way of getting food that’s completely different than plants. In fact, they’re more closely related to animals than to plants! Botany The Plant World Plant vs Not a Plant Activity Go outside or look through the window and draw three examples of plants vs non-plants. Label your drawings! Plant Non-Plant Botany The Plant World What is Chlorophyll? Chlorophyll is a chemical that gives plants their green color and allows the plant to use the energy from sunlight through a process called photosynthesis. https://skfb.ly/6RBxW Use a smartphone camera to view a 3D diagram of chlorophyll. The molecule is made of magnesium (green), nitrogen (blue), oxygen(red), hydrogen (gray), and carbon (black). In the table below, count how many of each element is in chlorophyll. Element Count Carbon (black) Hydrogen (grey) Magnesium (green) Nitrogen (blue) Oxygen (red) Botany The Plant World Chemical Formulas Chemical formulas are expressions that shows the elements in a chemical compound or molecule. For example, H2O. This expression represents a water molecule which is made up of two hydrogen atoms and one oxygen atom! C55H72MgN4O5 This is the chemical formula for chlorophyll. The small numbers indicate how many atoms of each element are present in chlorophyll. Look back at your table and see if you were able to count the right number of each element. Element Abbreviation Carbon C Hydrogen H Magnesium Mg Nitrogen N Oxygen O Rewrite the chemical formula for chlorophyll: Botany The Plant World Why are most plants green? Almost all plants contain chlorophyll and it’s this chlorophyll that is responsible for the green appearance of plants! The plant is filled with chlorophyll that absorbs the blue and red wavelengths, but reflects the green light. Rabbit Hole Warning: It’s not exactly that plants are green, but that’s how we perceive them because green is the wavelength of light that plants don’t absorb. Botany The Plant World What is Photosynthesis? Photosynthesis is the chemical process that plants use to make food out of sunlight. Remember our old friend chlorophyll? Chlorophyll is what helps the plant absorb the sunlight. Plants take in water and carbon dioxide and use energy from the sun to turn them into food (a sugar called glucose). During the process, water is turned into oxygen and released into the air. As a result, plants produce oxygen that we all breathe! Botany The Plant World History of Photosynthesis Essay Photosynthesis was discovered by Jan Ingenhousz in the late 1700’s after earlier experiments rejected ancient ideas about plant growth. Write at least four sentences below that answers the following: When and where was he born? What was his profession? How did he discover photosynthesis? What other important historical events took place while he was alive? Botany The Plant World What makes up a Plant? Plants are made up of six basic parts; roots, stems, leaves, flowers, fruits, and seeds. Roots Roots anchor the plants into the soil and absorb nutrients and water. Stems Stems support the upper part of the plant and act as a transport system for nutrients, water, sugar, and starches. Leaves Leaves are the parts of the plant where photosynthesis usually occurs - where food for the plant is made. Flowers Flowers are the reproductive part of the plants. Most flowers have four main parts: petals, stamen, pistil, and sepals. Fruits Fruits are the fleshy substances that surround seeds. They protect the seeds and attract animals to eat them to help with seed dispersal. Seeds Seeds contain plant material that can develop into another plant. This material is called an embryo. Seeds are covered with a protective seed coat called a cotyledon which also provides food for the baby plant. Botany The Plant World Plant Parts Review Plants are made up of six basic parts; roots, stems, leaves, flowers, fruits, and seeds. Rewrite the definitions of the plant parts below: Roots Stems Leaves Flowers Fruits Seeds Botany The Plant World What makes up a Plant? Remember that plants are made up of roots, stems, leaves, flowers, fruits, and seeds. Check out this tomato plant! Botany The Plant World Plant Labeling Label the tomato plant correctly: Botany .
Load more

Recommended publications
  • Do Leaves Need Chlorophyll for Growth?
    Do Leaves Need Chlorophyll for Growth? by Kranti Patil, Gurinder Singh and Karen Haydock Homi Bhabha Centre for Science Education VN Purav Marg, Mankhurd Mumbai 400088 India [email protected] Students may read or hear the following sorts of statements in their classrooms: Plants make their food by photosynthesis. Leaves are green because they contain green pigment (chlorophyll). Without chlorophyll photosynthesis cannot occur. If we assume these statements are true, then what do we think if we see a white leaf? We may assume that a white leaf does not contain chlorophyll, and that therefore it cannot make food. So then ... How does a white leaf survive? Students may raise this question when they see a plant such as this variegated variety of bhendi (Talipariti tiliaceum), an ornamental shrub which has some green leaves, some leaves with asymmetric green and white areas, and some leaves which are completely white. A variegated bhendi (Talipariti tiliaceum) shrub - about 2.5 metres high. 1 An activity which is sometimes done in school in order “to prove that chlorophyll is required for photosynthesis” is to take a variegated leaf, remove its green pigment by dissolving it in alcohol, and then show that only the areas which were formerly green test positive for starch. However, this is a rather tedious procedure, and it actually does not prove that chlorophyll is required for photosynthesis, or even that photosynthesis is occurring. It merely indicates that only the green areas contain starch. It may even lead students to ask a question like, “Then why does a potato - which is not green - also contain starch?” Is the potato also doing photosynthesis? We can question whether starch is an indicator of photosynthesis.
    [Show full text]
  • Botany Botany
    bottany_dan 2/16/06 2:54 PM Page 13 The NYC Department of Parks & Recreation presents ™ urban park rangers • education program BBOOTTAANNYY Plant Power nce standards accept academic performa ed s meet ogram City Department of Education, including: pr w York ese e Ne A th th Map Reading and Making • Critical Thinking • Plant Identification ct in by ivit ns d Researching and Writing a Field Guide • Graphing • Site Evaluation ies and lesso use and Creating a Timeline • Data Gathering • Natural Science • Measuring Calculating • Social Science • History • Art City of New York City of New York The New York City Parks & Recreation Parks & Recreation Department of Education Urban Park Rangers bottany_dan 2/16/06 2:54 PM Page 2 11 WWhhaatt iiss tthhee NNaattuurraall CCllaassssrroooomm?? The Natural Classroom is a series of educational programs developed by the Urban Park Rangers to immerse students in the living laboratory of the natural world. These programs combine standards-based education with hands-on field lessons taught by Urban Park Rangers. Based on natural and cultural topics that are visibly brought to life in our parks, The Natural Classroom is designed to stimulate, motivate and inspire your students to apply their developing skills in English, Math, Science and History to real-life critical thinking challenges. The activities in Botany: Plant Power! focus on the following skills: • Creating and Reading Graphs, Measuring, and Making Calculations • Exploring Living Science Concepts by creating Field Guides, and Gathering Data in the field Writing and Drawing How to Use This Natural Classroom Program Guide Find Your Level: Level One = Grades K-2 Prepare for Adventure: Review the park visit descrip- Level Two = Grades 2-6 tion a few days before the trip so you will be aware of the Level Three = Grades 6-8 day’s anticipated activities.
    [Show full text]
  • The Origin of Alternation of Generations in Land Plants
    Theoriginof alternation of generations inlandplants: afocuson matrotrophy andhexose transport Linda K.E.Graham and LeeW .Wilcox Department of Botany,University of Wisconsin, 430Lincoln Drive, Madison,WI 53706, USA (lkgraham@facsta¡.wisc .edu ) Alifehistory involving alternation of two developmentally associated, multicellular generations (sporophyteand gametophyte) is anautapomorphy of embryophytes (bryophytes + vascularplants) . Microfossil dataindicate that Mid ^Late Ordovicianland plants possessed such alifecycle, and that the originof alternationof generationspreceded this date.Molecular phylogenetic data unambiguously relate charophyceangreen algae to the ancestryof monophyletic embryophytes, and identify bryophytes as early-divergentland plants. Comparison of reproduction in charophyceans and bryophytes suggests that the followingstages occurredduring evolutionary origin of embryophytic alternation of generations: (i) originof oogamy;(ii) retention ofeggsand zygotes on the parentalthallus; (iii) originof matrotrophy (regulatedtransfer ofnutritional and morphogenetic solutes fromparental cells tothe nextgeneration); (iv)origin of a multicellularsporophyte generation ;and(v) origin of non-£ agellate, walled spores. Oogamy,egg/zygoteretention andmatrotrophy characterize at least some moderncharophyceans, and arepostulated to represent pre-adaptativefeatures inherited byembryophytes from ancestral charophyceans.Matrotrophy is hypothesizedto have preceded originof the multicellularsporophytes of plants,and to represent acritical innovation.Molecular
    [Show full text]
  • Cell Wall Ribosomes Nucleus Chloroplast Cytoplasm
    Cell Wall Ribosomes Nucleus Nickname: Protector Nickname: Protein Maker Nickname: Brain The cell wall is the outer covering of a Plant cell. It is Ribosomes read the recipe from the The nucleus is the largest organelle in a cell. The a strong and stiff and made of DNA and use this recipe to make nucleus directs all activity in the cell. It also controls cellulose. It supports and protects the plant cell by proteins. The nucleus tells the the growth and reproduction of the cell. holding it upright. It ribosomes which proteins to make. In humans, the nucleus contains 46 chromosomes allows water, oxygen and carbon dioxide to pass in out They are found in both plant and which are the instructions for all the activities in your of plant cell. animal cells. In a cell they can be found cell and body. floating around in the cytoplasm or attached to the endoplasmic reticulum. Chloroplast Cytoplasm Endoplasmic Reticulum Nickname: Oven Nickname: Gel Nickname: Highway Chloroplasts are oval structures that that contain a green Cytoplasm is the gel like fluid inside a The endoplasmic reticulum (ER) is the transportation pigment called chlorophyll. This allows plants to make cell. The organelles are floating around in center for the cell. The ER is like the conveyor belt, you their own food through the process of photosynthesis. this fluid. would see at a supermarket, except instead of moving your groceries it moves proteins from one part of the cell Chloroplasts are necessary for photosynthesis, the food to another. The Endoplasmic Reticulum looks like a making process, to occur.
    [Show full text]
  • The Classification of Plants, Viii
    70 The Ohio Naturalist [Vol. XIII, No. 4, THE CLASSIFICATION OF PLANTS, VIII. JOHN H. SCHAFFNER. Below is presented a synopsis of the fifteen plant phyla given in the preceding paper of this series. The classification of the fungi follows with a key to the orders. The following changes should be made in the arrangement of the families of Anthophyta as presented in the sixth paper: Transfer the Parnassiaceae from Saxifragales to Ranales following the Ranunculaceae. Interchange the position of Loganiaceae and Oleaceae. Also interchange the position of Bromeliaceae and Dioscoreaceae. SYNOPSIS OF THE PLANT PHYLA. A. Plant body unicellular or filamentous, or if a solid aggregate through the ovary, when present, not an archegonium; never seed-producing; nonsexual, with a simple sexual life cycle, or with an alternation of generations. I. Cells typically with poorly differentiated nuclei and chromatophores, reproducing by fission; motile or nonmotile, colored or colorless, with or without chlorophyll but never with a pure chlorophyll- green color; resting spores commonly present. Phylum 1. SCHIZOPHYTA. II. Cells with well differentiated nuclei, and if holophytic usually with definite chromatophores; with or without chlorophyll; colorless, green, or variously tinted by coloring matters. (I.) Nonsexual, unicellular plants without chlorophyll having a plasmodium stage of more or less completely fused amoeboid cells from which complex .sporangium-like resting bodies are built up. Phylum 2. MYXOPHYTA. (II.) Plants not developing a plasmodium, but the cells normally covered with walls in the vegetative phase. 1. Unicellular or filamentous plants containing chlorophyll, either brown with silicious, two-valved walls or green with complex chromatophores, the walls not silicificd; conjugating cells not ciliated, isogamous.
    [Show full text]
  • A Comedy of Scientific Errors BOVINES
    SACRED A COMEDY OF SCIENTIFIC ERRORS BOVINES DOUGLAS ALLCHIN, DEPARTMENT EDITOR William Shakespeare may well have foreshadowed the modern television experiment with balm, groundsel, and spinach. All modified the air to sitcom. His comic misadventures were expertly crafted. In A Comedy of support sustained burning. Animals, too, could breathe longer in the Errors, for example, twins (with twin servants), each separated at birth, treated air. Plants, Priestley had found, could restore the “goodness” of converge unbeknownst to each other in the same town. Mistaken iden- the air depleted by respiration or combustion. American correspondent tity leads to miscommunication. More mistaken identity follows, with Benjamin Franklin immediately perceived the global implications: plants more misdelivered messages and yet more misinterpretations. Hilarious help restore the atmosphere that humans and other animals foul. The consequences ensue. It is a stock comedic formula in modern entertain- system ensures our survival. That view fit neatly with Priestley’s religious ment. A character first makes an unintentional error. Then ironically, in belief in an intentionally designed (and rational) natural world. It was a trying to correct it, things only get laughably worse. remarkable discovery. For this and other work on airs, the Royal Society Science, we imagine, is safeguarded against such embarrassing in 1772 awarded Priestley the Copley Medal, then the most prestigious episodes. In the lore of scientists, echoed among teachers, science is honor in science. “self-correcting.” Replication, in particular, ensures that errors are Others were eager to build on Priestley’s discovery about plants and exposed for what they are. Research promptly returns to its fruitful tra- the restoration of air.
    [Show full text]
  • Chlorophyll Fluorescence As a Tool in Plant Physiology
    Photosynthesis Research 5, 139-157 (1984) 139 © 1984 Martinus Ni/hoff/Dr W. Junk Publishers, The Hague. Printed in the Netherlands Review Chlorophyll fluorescence as a tool in plant physiology. If. Interpretation of fluorescence signals G. HEINRICH KRAUSE and ENGELBERT WEIS Botanisches Institut der Universit~t Dasseldorf, Universit~tsstral~e 1, D-4000 Dtlsseldorf 1, Germany (F.R.G.) (Received. 5 October 1983; in revised form: 21 December 1983) Key words: Chlorophyll, chloroplast, fluorescence, energy-distribution, photochemistry, photosynthesis, stress Introduction In recent years, chlorophyll a fluorescence measurements have been increas- ingly applied to various fields of plant physiology. Chlorophyll can be regarded as an intrinsic fluorescent probe of the photosynthetic system. In the leaf or algal cell, the yield of fluorescence is influenced in a very complex manner by events that are - directly or indirectly -= related to photosynthesis. The foregoing article [1] introduces into basic phenomena of fluorescence induction and describes measuring techniques applicable for plant physio- logical research. The present communication provides a brief review of interpretation of fluorescence signals. Predominantly, fluorescence emission by isolated thylakoids and intact chloroplasts will be considered since our present understanding of chlorophyll fluorescence phenomena is mostly based on studies with these systems in vitro. As will be discussed, the basic interpretations can - with care - be applied to the more complex situation in intact leaves or algae, provided the experimental conditions are clearly defined. To point out the significance of fluorescence interpretation for plant physiology, some examples of effects of the environment, including stress condition, on the different fluorescence parameters are given. A more com- prehensive article dealing with stress effects on chlorophyll fluorescence will follow in this series.
    [Show full text]
  • Development of Preservice Biology Teachers‟ Skills in the Causal Process Concerning Photosynthesis
    Journal of Education and Training Studies Vol. 7, No. 4; April 2019 ISSN 2324-805X E-ISSN 2324-8068 Published by Redfame Publishing URL: http://jets.redfame.com Development of Preservice Biology Teachers‟ Skills in the Causal Process Concerning Photosynthesis Arzu Saka Correspondence: Arzu Saka, Trabzon University, Fatih Faculty of Education, Trabzon, 61335,Turkey. Received: February 12, 2019 Accepted: March 7, 2019 Online Published: March 11, 2019 doi:10.11114/jets.v7i4.4022 URL: https://doi.org/10.11114/jets.v7i4.4022 Abstract Photosynthesis is the most effective cycle and sustainable natural process known in nature. Students who learn the subject of photosynthesis well will also make better sense of other issues such as environmental problems, the state of the atmosphere, greenhouse gases, climate changes, carbon footprints and conservation of forests. The aim of this study is to present an example of a worksheet that investigates the skill levels possessed by preservice teachers‟ in the causal process, and also to examine their ability to write a photosynthesis equation by means of a history-based approach that also includes reading skills. The study was conducted with the action research method. The study sample consisted of a total of 71 preservice biology teachers. At the first stage, before the implementation of the worksheet, 34 teacher candidates from within the sample were asked a question with a diagram summarising the photosynthesis process. At the second stage, all the prospective teachers were asked for the skill levels they possessed in the causal process to be assessed via implementation of the worksheet. The answers given by the preservice teachers in the defining variables section in particular make up the least answered section of the worksheet.
    [Show full text]
  • Chloroplasts Are the Food Producers of the Cell. the Organelles Are Only Found in Plant Cells and Some Protists Such As Algae
    Name: ___________________________ Cell #2 H.W. due September 22nd, 2016 Period: _________ Chloroplasts are the food producers of the cell. The organelles are only found in plant cells and some protists such as algae. Animal cells do not have chloroplasts. Chloroplasts work to convert light energy of the Sun into sugars that can be used by cells. It is like a solar panel that changes sunlight energy into electric energy. The entire process is called photosynthesis and it all depends on the little green chlorophyll molecules in each chloroplast. In the process of photosynthesis, plants create sugars and release oxygen (O2). The oxygen released by the chloroplasts is the same oxygen you breathe every day. Chloroplasts are found in plant cells, but not in animal cells. The purpose of the chloroplast is to make sugars that feed the cell’s machinery. Photosynthesis is the process of a plant taking energy from the Sun and creating sugars. When the energy from the Sun hits a chloroplast and the chlorophyll molecules, light energy is converted into the chemical energy. Plants use water, carbon dioxide, and sunlight to make sugar and oxygen. During photosynthesis radiant energy or solar energy or light energy is transferred into chemical energy in the form of sugar (glucose). You already know that during photosynthesis plants make their own food. The food that the plant makes is in the form of sugar that is used to provide energy for the plant. The extra sugar that the plant does not use is stored as starch for later use. Mitochondria are known as the powerhouses of the cell.
    [Show full text]
  • Third Grade Science PLANTS
    Third Grade Science PLANTS Table of Contents Introduction K-W-L Slide 3 Plant Parts Slides 4 - 13 Plant Life Cycle Slides 14 - 23 Plants and the Slides 24 - 30 Environment Plant Project Slides 30-32 K-W-L . Use the K-W-L chart to brainstorm about plants. Plant Parts: Take a break and observe the inside of a seed. Now fill in the parts of a seed. PARTS OF A SEED: Plant Parts: Take a break and observe the roots of a plant. Plant Parts: Take a break and observe the stem of a plant. Plant Parts: Go to Slides 9 and 10 to learn about Photosynthesis! Go to Slide 11 to make a Photosynthesis factory. learn about Chlorophyll on slide 12! Photosynthesis: What is photosynthesis? Photo means “light” and synthesis means “to put together”. Photosynthesis means to put together with light. Photosynthesis is a process in which green plants use energy from the sun to transform water, carbon dioxide, and minerals into oxygen. Photosynthesis gives us most of the oxygen we need in order to breathe. We, in turn, exhale carbon dioxide that is needed by plants. Photosynthesis: Photosynthesis: Take a break and create a model of the “Photosynthesis Factory”. Chlorophyll: What is chlorophyll? Plants require light as a form of energy to develop and grow. The way this energy transfer happens is by using chlorophyll. Chlorophyll is the green pigment in plants that is used to trap energy from the sun. Each green part of a plant has chlorophyll. Chlorophyll helps plants absorb light and convert it into sugar through photosynthesis.
    [Show full text]
  • Light-Harvesting Chlorophyll Pigments Enable Mammalian Mitochondria To
    ß 2014. Published by The Company of Biologists Ltd | Journal of Cell Science (2014) 127, 388–399 doi:10.1242/jcs.134262 RESEARCH ARTICLE Light-harvesting chlorophyll pigments enable mammalian mitochondria to capture photonic energy and produce ATP Chen Xu, Junhua Zhang, Doina M. Mihai and Ilyas Washington* ABSTRACT concentrations, and extends the median life span of Caenorhabditis elegans, upon light exposure; supporting the Sunlight is the most abundant energy source on this planet. However, hypothesis that photonic energy capture through dietary-derived the ability to convert sunlight into biological energy in the form of metabolites may be an important means of energy regulation in adenosine-59-triphosphate (ATP) is thought to be limited to animals. The presented data are consistent with the hypothesis chlorophyll-containing chloroplasts in photosynthetic organisms. that metabolites of dietary chlorophyll modulate mitochondrial Here we show that mammalian mitochondria can also capture light ATP stores by catalyzing the reduction of coenzyme Q. These and synthesize ATP when mixed with a light-capturing metabolite of findings have implications for our understanding of aging, normal chlorophyll. The same metabolite fed to the worm Caenorhabditis cell function and life on earth. elegans leads to increase in ATP synthesis upon light exposure, along with an increase in life span. We further demonstrate the same RESULTS potential to convert light into energy exists in mammals, as Light-driven ATP synthesis in isolated mammalian mitochondria chlorophyll metabolites accumulate in mice, rats and swine when To demonstrate that dietary chlorophyll metabolites can modulate fed a chlorophyll-rich diet. Results suggest chlorophyll type ATP levels, we examined the effects of the chlorophyll molecules modulate mitochondrial ATP by catalyzing the reduction metabolite pyropheophorbide-a (P-a) on ATP synthesis in of coenzyme Q, a slow step in mitochondrial ATP synthesis.
    [Show full text]
  • Discovery of Photosynthesis Jan Ingenhousz Experiment John
    Cause / Effect TM This… Caused… Led To… Box-frame . Makes Sense Strategies © 2007 Edwin Ellis, All Rights© 2007 Reserved Edwin Published Ellis, byAll Makes Rights Sense Reserved Strategies, LLC, www.MakesSenseStrategies.com Lillian, AL www.MakesSenseStrategies.com MENU sample Name: Date: Discovery of Photosynthesis Is about … how the experiments of Van Helmont, Priestley, and Ingenhousz reveal that in the presence of light, plants transform C2O and H2O into carbohydrates and release O2. This Caused the… Which led to … Van Helmont John Priestly Jan Ingenhousz experiment experiment experiment · Led to the discovery of the · Led to the discovery of the · Led to the discovery that “hydrate,” or water portion of oxygen portion of the plants need light to produce the carbohydrate produced photosynthesis equation oxygen by photosynthesis · Placed a lit candle inside a jar, · Performed Priestly’s · Created and experiment to it burned out. Then, he place a experiment and discovered find out if plants grew by mint leaf inside the jar and that the candle only remained taking material out of the soil the candle remained lit lighted in the presence of – massed dry soil and a small because of the production of light seed, after five years the oxygen by the leaf mass of the soil was the sameèconcluded that the mass of the plant gained came from the water, did not realize air changed it too So what? What is important to understand about this? Photosynthesis is a series of reactions that uses energy from the sun to convert water and carbon dioxide into sugars and oxygen .
    [Show full text]