Lesson Plans

Biology 5th Edition ©1999

by Campbell, Reece, Mitchell

Week 21: Plant Diversity and Evolution

Chapter 29: Plant Diversity I: The Colonization of Land
Chapter 30: Plant Diversity II: The Evolution of Seed Plants

College Board Performance Objectives:

• List representative organisms from Plantae.
• Explain the distinguishing characteristics of plants and each division of plants.
• Explain evidence that organisms are related to each other.
• Explain how scientists study evolutionary relationships among organisms, and how this information is used in the classification of organisms.
• Explain the structural, chemical, and reproductive adaptations that enable plants to colonize land.
• Compare the features of life cycles of the various divisions of plants and state their evolutionary importance.
• Describe how the life cycle of angiosperms is a highly refined version of the alternation of generations common to all plants.

College Board Lab Objectives:

• Explain how a respirometer works in terms of the gas laws.
• Explain the general process of metabolism in living organisms.
• Conduct tests that determine the effects of temperature on the rate of cell respiration in ungerminated versus germinated seeds in a controlled experiment.
• Calculate the rate of cell respiration from experimental data.
• Relate gas production to respiration rate.

Suggested Laboratory Experiments:

Resources:

• Chapter 29: Plant Diversity I: The Colonization of Land, pp. 546–560
• Chapter 30: Plant Diversity II: The Evolution of Seed Plants, pp. 561–573
• Instructor's Guide, pp. 435–455
• Student Study Guide, pp. 215–227
• Test Bank, pp. 350–366
• Lab Manual: Lab Topic 5, Cellular Respiration and Fermentation
• CD-ROM: Chapters 29 and 30 include narrated presentations, activities, and links to the Internet.

Pacing Guide:

• Chapter 29: Plant Diversity I: The Colonization of Land—2 days
  Have students collect plants from the various divisions and place the plant sample in a bag labeled with their name and the division that the plant belongs to. To view fern spores, cut a frond of a species that has sporangia on the underside of the frond. Then lay it on a piece of paper, sporangia down. After a day or two there will be a brown pattern on the paper where spores have been released from the sporangia. Collect these spores and do another exercise with them later. Look at the paper under a dissecting microscope and you will see the spores and the little husks of sporangia.
• Chapter 30: Plant Diversity II: The Evolution of Seed Plants—1.5 days
  1. Have students collect plants from the various divisions and place the plant sample in a bag labeled with their name and the division that the plant belongs to and a reason why.
  2. Have students bring various fruits and foods to class that are from flowering plants.
  3. Have students bring a variety of seeds and compare and contrast them and explain how they are all alike.
  4. Have students design flowers using household and classroom supplies. They need to state why they selected a particular material as the structure and the function of the structure. Plastic spoon ends with pipe cleaners and some leaves is an example of a simple flower construction. The goal is to make a complete flower that could function if it was alive.
• AP* Lab 5—1.5 days
  Biology AP* Laboratory 5, Cellular Respiration, has a focus of respiration of developing seed. Have students bring various seeds to class and watch them germinate before they are used in the lab. The embryos can be planted and grown. Also, have students bring various small animals that can fit into the respiration chamber. Examine the seedlings and talk about seed development. The use of the sensors makes the lab reliable and efficient. Carbon dioxide is the gas produced in respiration and if the amount of carbon dioxide is measured then the rate of respiration is determined. Oxygen is consumed and there is a decrease in pressure if measured. The rate of respiration is then determined. If sensors are not available then the respirometer must be used.
• Block Scheduling
  The following can be accomplished in one block each: Plant Diversity I: The Colonization of Land, Plant Diversity II: The Evolution of Seed Plants, and AP* Lab 5.

Key Words:

Suggested Exercises:
Critical thinking questions and end-of-chapter activities are included in these exercises.

1. Challenge Questions, p. 560 #1–2 and p. 573 #1
2. Science, Technology, and Society, p. 560 #1–2 and p. 573 #1
3. Lab Topic 15, Plant Diversity I: Bryophytes and Seedless Vascular Plants and Lab Topic 16, Plant Diversity II: Seed Plants (pp. 395–447) are activities that allow students to become familiar with the plants.
4. Have students look around the room and out of the window and make a list of all products that come from plants.
5. Also have students make a list of the reasons plants are important to the biospsheres.

Troubleshooting Tips/Error Traps:

• The concepts of how plants are similar and different from each other is the focus. Care needs to be given to minimizing the vocabulary when possible. The means of reproduction of each division of plant need to be studied.
• AP* Lab 5 fits in well here. It uses seeds and developing plant embryos. It also provides a review of respiration and helps the students see how respiration is a measure of cell activity. Embryos in seeds do respiration and need oxygen. This lab can be extended to have inquiry on the various species of plants and also on the various stages of development. If pressure is used to follow the reaction, the KOH is needed and caution and goggles must be used.