PLANTS MUST DISPERSE THEIR SEEDS 8I
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Seed Dispersal B.Indd
Plant and Animal Life Cycles Seed Dispersal Correlation Fountas & Pinnell J DRA 18 Written under funding from Monroe 2–Orleans BOCES by: Antonietta Quinn, Resource Teacher Ashlee Bryant, Reading Specialist Kristen Giuliano, Reading Specialist Paulette Reddick, Reading Specialist Designed and Printed by the BOCES 2 Printing and Graphics Services. 1/10 Copyright 2010 by the Board of Cooperative Educational Services for the Second Supervisory District of Monroe and Orleans Counties, Elementary Science Program. All rights reserved. This publication may only be reproduced for one-time classroom use. No part of this publication may be stored in a retrieval system, or transmitted or reproduced, in any form by any means, electronic, mechanical photocopying, recording, or otherwise, without the prior written permission of Monroe 2–Orleans BOCES, Elementary Science Program. Elementary Science Program www.espsciencetime.orgwww espsciencetime or Needs of Plants Fruits are unique. Plants need light, water, and space There are many kinds of fruit. They to grow. move seeds from place to place in many ways. When you see a fruit of a plant, look at it closely. The properties of the fruit will give you some clues about how it disperses its seeds. Plants can’t grow too close together. Overcrowding may cause the plants to die. They must send their seeds away. 2 15 Plants throw their seeds. Seeds move and travel. Some plants move their seeds with The part of the fl owering plant that force. The jewelweed plant has pods holds the seed is the plant’s fruit. with seeds. When the pod is moved, Fruits can help move the seeds. -
Seed Dispersal
Seed Dispersal Purpose: Students will examine seeds and predict and test their means of dispersal. This lesson will help students learn about hypotheses and experiments, as well as understand the difference between observations and inferences, while learning about how plants colonized Hawaii and its offshore islets. Required background: Students should be familiar with the parts of a plant and their functions. Students should also be aware of Hawaii’s volcanic origin, and the fact that the islands of Hawaii were once barren lava. Materials: 1. Wind-borne seeds (ohia, dandelions, cotton, etc.) 2. Seeds that float (naupaka, coconuts) 3. Seeds that stick to animals (the ones that stick to your dog…) 4. Seeds that are eaten (avocadoes, strawberry guava, lilikoi) 5. Small fan, or use wind 6. Towels or socks or stuffed animals 7. Bucket of water Procedure: 1. Set up a display of the seeds, and number each seed species. Divide the seeds into sets that contain examples from each dispersal method. The number of sets will depend on your class size. Build enough sets so that your class can work in groups of 3-4 students. 2. With the class, review the function of seeds and go over the concept of dispersal by introducing the following “Questions of the Day.” • What are seeds for? • Can you think of ways that seeds might move around? -define dispersal Material developed by (Kimberly Tice and Norine Yeung) for the University of Hawaii-Manoa GK-12 program (NSF grant #05385500). www.hawaii.edu/gk-12/evolution. Duplication for educational purposes only. 3. -
Seed Dispersal Parts 1 & 2
Seed Dispersal What you need Wind Dispersal Model • 1 bead (or some other small object like a button) • 1 paper helicopter template, included on the final page of this activity guide • 1 pair of scissors • 1 roll of tape Heat Dispersal Model • 1 bead (or some other small object like a button) • 1 piece of tissue paper • 1 roll of tape Animals (External Transport) Dispersal Model • 1 craft pom Water Dispersal Model For model using a balloon: • 1 bead (or some other small object like a button) • 1 balloon • 1 container filled with water For model using wax paper: • 1 bead (or some other small object like a button) • 1 piece of wax paper • 1 roll of tape • 1 container filled with water Preparation The instructions outlined on the following pages describe how to build each seed dispersal model. Wind Dispersal Model Step 1. Gather materials. The paper Step 2. Cut along the four solid black Step 3. Cut the remaining solid lines helicopter template can be found on lines of the paper helicopter of the paper helicopter. the last page of this activity guide. template. You should have a rectangle when this step is complete. Step 4. Fold the pieces of the Step 5. Fold the pieces labeled 3 and Step 6. Fold the bottom along the helicopter labeled 1 and 2 along the 4 along the long-dashed line. These dashed line up, towards the now- dashed line. Each piece should be pieces should be folded towards folded pieces, 3 and 4. folded in opposite directions. each other. -
Seed Dispersal and Plant Migration
Activity 3.4: Seed Dispersal and Plant Migration Grades 7 – 9 Materials: Description: Per Student • Student handouts for parts, Part 1: Seed Dispersal Predictions: Students will make observations 1, 2, 3, and 4 about different types of seeds, and based on those observations, • Pencils make predictions about how those seeds are dispersed. Per group Part 2: Seed Dispersal Experiment: Students will put their • Calculator (optional) predictions to the test by using a fan, water, and material to see • Tape measure • A set of seeds of different which seeds float, stick to animal fur, or are wind-borne. dispersal types (at least three different seeds per Part 3: How Far Can Seeds Travel? Students will calculate how far group of students). Sets of different dispersal mechanisms are likely to move seeds over a seeds can be ordered from given period of time. Students use average range and migration Carolina Biological Supply Company, item #157970, distance to calculate how far animal-dispersed seeds might travel, Seed Dispersal Set experiment using a fan for wind-dispersed seeds, and consider how (http://www.carolina.com/) far water-dispersed seeds travel using a global map of ocean • One box fan (if you don’t currents. They will also consider the constraints of their have enough fans for each experiments and how those constraints (e.g. using a fan rather than group, you can have student groups rotate to wind) might affect the accuracy of their results. test wind-dispersed seeds) • One bucket of water Part 4: Assisted Migration: Students will consider the implications • One stuffed animal, or other of the ability of plants to migrate in the context of changing fuzzy fabric climates and debate whether or not humans should use assisted- migration techniques to help plants migrate. -
Seed Dispersal: Part 2 in Seed Dispersal Part 2, Find out Three Ways That Seeds Are Dispersed from the Initial Seed Producing Plant: Wind, Water, and Gravity
Finally Fall: Seed Dispersal: Part 2 In Seed Dispersal Part 2, find out three ways that seeds are dispersed from the initial seed producing plant: wind, water, and gravity. Seed Dispersal Part 1 focused on the movement of seeds from the parent plant to different areas of the environment and that gravity alone, wildlife and humans are often involved. Plants disperse their seeds throughout an ecosystem and this limits competition of necessary resources like sunlight as they grow and mature. Seed Dispersal by Wind Seed dispersal by wind is a very common mechanism. Use the space below to make predictions about how wind is involved in seed dispersal. Do you know any plant species where wind disperses their seeds? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Wind is the main source of seed dispersal for many native plants. Have you ever seen a little yellow dandelion? Have you ever looked at that same flower and noticed that it has turned fluffy and white? The fluff you may have seen were the seeds of the dandelion! Generally, when flowers are at the end of their life cycle they will go to seed, which means the plant will use its energy to focus on reproduction. In the case of a dandelion, seeds are so light and fluffy, they are easily transported by the wind as it blows. Other factors can help the wind pick up the seeds. For example, if an animal walks into the dandelion that has gone to seed, the seeds may be released from the stalk of the plant. Seeds then can be transported by the wind even more effortlessly, having gotten a jump start on the process thanks to that animal. -
Disentangling the Drivers of Reduced Long-Distance Seed Dispersal by Birds in an Experimentally Fragmented Landscape
Ecology, 92(4), 2011, pp. 924–937 Ó 2011 by the Ecological Society of America Disentangling the drivers of reduced long-distance seed dispersal by birds in an experimentally fragmented landscape 1,5 1,2 2 2 3 MARI´A URIARTE, MARINA ANCIA˜ ES, MARIANA T. B. DA SILVA, PAULO RUBIM, ERIK JOHNSON, 4 AND EMILIO M. BRUNA 1Department of Ecology, Evolution and Environmental Biology, Columbia University, 1200 Amsterdam Ave., New York, New York 10027 USA 2Biological Dynamics of Forest Fragments Project, Instituto Nacional de Pesquisas da Amazoˆnia and Smithsonian Tropical Research Institute, Manaus, AM 69011-970 Brazil 3School of Renewable Resources, Louisiana State University, 227 RNR Building, Baton Rouge, Louisiana 70803-6202 USA 4Department of Wildlife Ecology and Conservation and Center for Latin American Studies, University of Florida, Gainesville, Florida 32611-0430 USA Abstract. Seed dispersal is a crucial component of plant population dynamics. Human landscape modifications, such as habitat destruction and fragmentation, can alter the abundance of fruiting plants and animal dispersers, foraging rates, vector movement, and the composition of the disperser community, all of which can singly or in concert affect seed dispersal. Here, we quantify and tease apart the effects of landscape configuration, namely, fragmentation of primary forest and the composition of the surrounding forest matrix, on individual components of seed dispersal of Heliconia acuminata, an Amazonian understory herb. First we identified the effects of landscape configuration on the abundance of fruiting plants and six bird disperser species. Although highly variable in space and time, densities of fruiting plants were similar in continuous forest and fragments. -
Tumbleweed [Poems
Class ^S3& 'M Boo]c.__J2L^JlIi Copyright ]J^ \^0'h COPYRIGHT DEPOSm TUMBLBWBBD. Copyright, 1909, by H, Rea Woodman LiBRARY of CONGRESS «<> '-"Dies Received Printed in March. 190si f APR 27 1909 Copyri^nt Entry _ CLASS 0L_ '^'^'^ '*'*'' As I used to bring my verses to you when I was a little girl, to whom else should I turn now, dear father? With the same joyous love, and confidence in your sympathy, I bring you these vagrants from the prairies you loved with all the passion of your poet-mind. In reverence and gratitude and longing I write upon this page the supremest name to me, the name of the richest-hearted man I have known, my father, William Clayton Woodman. CONTENTS The Tumbleweed 1 Lakeside 3 "Green's Gittin' On in the World" 4 A Birthday 6 The Palms 7 April Nineteenth 9 "Oh, That's All Off!" 10 A Forgiveness 11 "Unto All Their Due" 13 The Three Lights . 14 When We Swear Teddy In 15 At My Window 16 To Omar 17 The First Easter 18 Two Wrncs 19 I Am Free ! I Am Free ! 21 An Ultra-Rational View 23 "Not a Sparrow Falleth" 24 My Poet 25 An Appreciation 26 A Minor Tragedy 28 The Sure Road 29 Two Worlds 31 Real Enjoyment 32 Perhaps, Tom 34 Minnie Adelaide Angeline 35 The Unknown 36 All Day 37 If My Halting Pen Leaves One Trace .... 38 "Them Browns" 39 summum bon^um 41 The Leisuee Sex 43 Broken 44 As the Crimsox Dies 45 Two Aprils 47 The Caged Sikgers 48 Responsibh-ity 49 Concerning Us, Dear 50 "OLE Ashus!" 51 What Do I Thank You for Most, Oh Ideal? . -
THE Fungus FILES 31 REPRODUCTION & DEVELOPMENT
Reproduction and Development SPORES AND SO MUCH MORE! At any given time, the air we breathe is filled with the spores of many different types of fungi. They form a large proportion of the “flecks” that are seen when direct sunlight shines into a room. They are also remarkably small; 1800 spores could fit lined up on a piece of thread 1 cm long. Fungi typically release extremely high numbers of spores at a time as most of them will not germinate due to landing on unfavourable habitats, being eaten by invertebrates, or simply crowded out by intense competition. A mid-sized gilled mushroom will release up to 20 billion spores over 4-6 days at a rate of 100 million spores per hour. One specimen of the common bracket fungus (Ganoderma applanatum) can produce 350 000 spores per second which means 30 billion spores a day and 4500 billion in one season. Giant puffballs can release a number of spores that number into the trillions. Spores are dispersed via wind, rain, water currents, insects, birds and animals and by people on clothing. Spores contain little or no food so it is essential they land on a viable food source. They can also remain dormant for up to 20 years waiting for an opportune moment to germinate. WHAT ABOUT LIGHT? Though fungi do not need light for food production, fruiting bodies generally grow toward a source of light. Light levels can affect the release of spores; some fungi release spores in the absence of light whereas others (such as the spore throwing Pilobolus) release during the presence of light. -
Common Edible Plants of Africa
Domesticates Geographical Distribution Morphology/Description Common, edible fruits Oil Palm Tropical Africa, cannot tolerate full A tree. The oil palm is now one of the most economically Elaeis guineensis shade, but prefers disturbed important palms in Africa. It has a walnut-size fruit habitats5 clustered in big pods, with a fibrous pulp rich in oil (which is rich in energy, fatty acids, and a great source of Vitamin West African origins, but has 6, A). Within the husk is a hard-shelled seed containing an spread throughout tropical Africa edible kernel (eaten by chimps and people). (The sap is tapped to make palm wine too.) The species still grows wild, as well as being cultivated and planted by people. The wild form growing in the Ituri Forest in the Congo, provides 9% of the total caloric intake for the Efe pygimies, for example (Bailey and Peacock 1988, McGrew 1992). Okra Savanna, full sun areas Possible originated in East Africa6 Hibiscus esculentus5 Melon Continent Wild varieties of this melon still grow in many arid and Citrullus lanatus5 semi-arid regions of the continent. They are smaller, and more bitter/toxic than the domestic versions. Gourd Tropical Africa Lagenaria siceraria7 Desert Date Dry regions of the continent Scrambling shrub. Fruits are 1-2 inches long, with fibrous, Balanites aegyptiaca oily flesh and large seed. Baobab Widespread in south-central Africa Large tree with huge trunk. Dry, fleshy pods 8-10 inches Adansonia digitata in semi arid regions long containing numerous seeds P380: Common edible plants of Africa - 1 - Horned melon, wild cucumber Widespread in Savannas Wild varieties of cucumis, the cucumber genus, grow Cucumis (many species) widely as spreading vines on the ground in savanna regions. -
Seed Dispersal St Nd 1 & 2 Grade
Seed Dispersal st nd 1 & 2 grade Students explore 4 different mechanisms of seed dispersal and identify farm plants going to seed using each method. 20-30 minutes What To Do Ask students what season we are in? What are most plants on the farm doing this time of year? Are they mostly young and growing, or old and near the end of their lives? What is the most important thing that a plant does before it dies? (make seeds!) What are the 4 main things a seed needs to grow into a plant? (soil/nutrients/food, water, sun, space). What would happen if all the seeds from a plant dropped straight to the ground? Hold up a jar of seed or a plant with lots of seed on it as an example. Could all the seeds grow into a full-grown plant if the were all planted in the same place? (No!) What happens if all the seeds end up in the same place? (competition for resources, plants can’t grow). Can a plant walk around and plant the seeds like a farmer does, every 6 inches or whatever the seed packet says? No! But, plants have found some great techniques and adaptations for spreading their seed around—something called seed dispersal. If you have the dispersal picture cards, use them as you explain the different ways plants spread their seed. Here are the 4 main ways plants spread seed: ● Mechanical Dispersal: Pods that “pop” and “throw” their seeds away from the plant. Garden examples include beans, kale, broccoli, ● Wind Dispersal: “Poofs” that blow away in the wind like a parachute (like a dandelion). -
Kingman Is Growing! Column
KINGMAN IS GROWING! COLUMN Those Tumblin' Tumbleweeds by Marjorie Martinovic, Kingman Area Master Gardener Did the title of this article cause you to think of the wild west, cowboy movies, and a tumbleweed rolling down the only main street of a prairie town? We think of the tumbleweed as American as apple pie. Guess what! It isn't. The tumbleweed is not a native American plant. It's a Russian invader that was first discovered in Australia. The tumbleweed came to America from the steppes of Mongolia. It is thought to have arrived with a shipment of grain. Tumbleweed is a round, bushy, much-branched plant growing 1 to 3 1/2 feet high. The branches are slender and soft when young, and woody when mature. The leaves are alternate. The first leaves are dark green, soft, slender, and about 1 to 2 1/2 inches long. These drop off and the next set of leaves are short, stiff, spiny, and not over 2 inch long. The flowers are small, green-white, or pink in color. Seeds are about 1/16 inch in diameter and shaped like a cone. Tumbleweeds grow on dry plains, in cultivated fields, roadsides, and waste places. You will find it mainly in grain-growing areas. It has a special way of broadcasting its seeds. It does not depend on birds. It does not hitchhike on the fur of animals. When the tumbleweed matures, it breaks off at the base. Because it is shaped like a ball, it tumbles before the wind, scattering seeds wherever it goes. -
Botany Lapbook Supplies Needed: 1 File Folder Cardstock and Copy Paper Glue Dots Glue Stick Color Pencils/ Crayons for Coloring Scissors
Botany Lapbook Supplies needed: 1 File Folder Cardstock and copy paper Glue dots Glue Stick Color pencils/ crayons for coloring Scissors Printing: Print the cover (pg 5), picture of the plant (pg 6), and leaf cards (pg 15-17) one sided on regular copy paper Print the roots and transpiration flip pages (pg 7-8), the parts of a flower fold out (pgs 10-11), the seed dis- persion (pg 12-13), and the two types of trees foldouts (pg 18-19) two sided (flip on the long side of the pa- per) on cardstock. Print the photosynthesis slider and leaf (pg 9) one sided on card stock. Assembly Directions: 1. To make your lapbook, open up your file folder and fold the sides inward. 2. Color and/or label the picture of the plant. Add a sunshine and rain if you wish. Glue to the inside middle of the lapbook 3. Cut out the ‘Roots’ booklet page, fold in half and color the front. Glue stick over the matching roots section of the flower picture. 4. Cut out the ‘Transpiration’ flip page, fold in half and glue stick over the bottom leaf on the right side. 5. Cut out the ‘Photosynthesis’ Leaf with tabs, and the slider with CO2 and O2 on it. Flip over the leaf, set the slider on top, and fold the tabs over. They may overlap the slider a little. Place glue dots on the tabs and secure the leaf with slider to the picture of the flower in the center of your lapbook, such that it is over the bottom left leaf.