Lesson Plans

Biology 5th Edition ©1999

by Campbell, Reece, Mitchell

Week 24: Plant Morphology and Growth, Transport and a Quantitative Analysis of Transpiration

Chapter 35: Plant Structure and Growth
Chapter 36: Transport in Plants

College Board Performance Objectives:

• Describe the organization of cells and tissues that determine the structure and function in plant systems and compare this to animals.
• Describe the adaptive features that have contributed to the success of various plants.
• Discuss the major body plans of plants and compare them to animals.
• Discuss the importance of membrane structure and function to the structure and function of plants.
• Describe how the differences in water potential drives water transport in plants.
• Describe how the phloem translocates sap sugar from source to sink.

College Board Lab Objectives:

• Describe how water moves from roots to leaves in terms of physical/chemical properties of water and the forces provided by differences in water potential.
• Explain the role of transpiration in the transport of water within a plant.
• Explain the structures used by plants to transport water and regulate water movement.
• Test the effects of environmental variables on rates of transpiration using a controlled experiment.
• Make thin sections of stems, identify xylem and phloem cells, and relate the function of these vascular tissues to the structures of their cells.

Suggested Laboratory Experiments:

Resources:

• Chapter 35: Plant Structure and Growth, pp. 670–694
• Chapter 36: Transport in Plants, pp. 695–713
• Instructor's Guide, pp. 521–545
• Student Study Guide, pp. 259–274
• Test Bank, pp. 418–441
• Lab Manual: none
• CD-ROM: Chapters 35 and 36 include narrated presentations, activities, and links to the Internet.

Pacing Guide:

• Chapter 35: Plant Structure and Growth—1.5 days
  Have students look through the chapter and have them collect samples of each type of leaf and stem (pp. 676–677), winter twigs (p. 683), shoots (p. 689), and tree trunks (p. 692). Use these samples as the start of a discussion on form and function of plants.
  
  Have students use MS Paint and MS Word Draw to illustrate the morphology of the plants that they collected. Print these illustrations and use them in the discussion and post them on a bulletin board.
• Chapter 36: Transport in Plants—1.5 days
  Use tangerine segment s to represent guard cells of the stoma. Show that when the guard cells are turgid, the stoma is open. This is when the carbon dioxide concentration is low. Then soak some tangerine segments in salt water to make them become limp. Place the limp segments near each other to show the closed stoma. The stoma closes when the carbon dioxide concentration is high. You can do this demonstration on an overhead projector.
  
  Have dialysis tubing with various concentrations of sugar water in them. Demonstrate osmosis of 1 M sucrose. Take the mass of the bag that has 20 ml of solution initially and after a 20-minute soaking in pure water. Show them the before and after of a 20-minute soak in water, and point out how much water entered. Show them how small a tube is with only 20 ml of 1 M sucrose. The cell swells very much with the entrance of the water.
  
  Have a horticulturalist and plant nursery owner talk to the class about the various types of plants.
• AP* Lab 9, Transpiration—2 days
  As the plant does transpiration, the uptake of water causes the pressure in the tube to decrease. Explain this to the students and review how they will have a negative slope due to the decrease in pressure. Relate the lab to the morphology of the plants.

Key Words:

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

1. Challenge Questions, p. 694 #1–5 and p. 713 #1–4
2. Science, Technology, and Society, p. 694 #1–2 and p. 713 #1–2
3. Do Lab Topic 19, Plant Anatomy, pp. 501–532 and Lab Topic 20, Plant Growth, pp. 533–553
4. Have students design the ultimate plant of the future. 1) Have them make a diagram (and model if possible) of the plant. They should include details about the structure and function of the new or modified features. 2) Again, have them utilize MS Paint and MS Word Art, if possible, for the generation of diagrams. 3) Also, have them explain how scientists could accomplish this ultimate plant more quickly than the wheels of evolution. 4) Require them to list what new selection pressures on current plants might result in this new plant. 5) Have them explain the possible dangers of creating this new plant. 6) Lastly, have them list at least five reasons why man is so concerned about caring for and designing new plants.
5. Assign groups of students to answer questions in section 1B from the Annotated Course Outline. Review AP* Lab 2 and have students explain the objectives of the labs from the Annotated Course Outline.

Troubleshooting Tips/Error Traps: