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Lesson Plans
Biology 5th Edition ©1999
by Campbell, Reece, Mitchell
Week 25: Plant Nutrition and Reproduction
Chapter 37: Plant Nutrition
Chapter 38: Plant Reproduction and Development
College Board Performance Objectives:
- Explain the similarities and differences between gametogenesis in animals and gametogenesis in plants.
- Explain the symbiotic associations of mycorrhizae and Rhizombium on plant nutrition.
- Compare and contrast the nutritional requirements of plant to animals.
- Describe the patterns of reproduction and development that are found in plant and animals and how they are regulated.
- Explain how growth, morphogenesis, and differentiation produce the plant body.
- Compare and contrast fertilization and alternation of generations in plants and animals.
College Board Lab Objectives:
None
Suggested Laboratory Experiments:
None
Resources:
- Chapter 37: Plant Nutrition, pp. 714–729
- Chapter 38: Plant Reproduction and Development, pp. 730–750
- Instructor's Guide, pp. 547–572
- Student Study Guide, pp. 275–288
- Test Bank, pp. 442–466
- Lab Manual: none
- CD-ROM: Chapters 37 and 38 include narrated presentations, activities, and links to the Internet.
Pacing Guide:
- Chapter 37: Plant Nutrition—2 days
Have students pretend that they are "plant doctors": Have them write symptoms that the plant has on cards. They need to explain why the plant has the symptoms and what treatment would remedy the symptoms.
Show students roots of legumes that have nodules. Then give them a ring of tubing with a 3" diameter and a length of 2" and modeling clay of different colors, and have them make a cross section of a dicot root that has Rhizobium bacteria and mycorrhizae. - Chapter 38: Plant Reproduction and Development—2 days
Give students several seeds—bean, poppy, acorn. Write about "parental care" in plants. Which seed suggests more parental care? Why? How does an apple care for its young?
Have students collect various flowers and bring them to class. Examine the flowers under a dissecting scope and allow group viewing with a video camera that is connected to a TV or projector. Show them some of the flowers that they had made from the household materials and discuss structure and function. - Review Day—1 day
As more knowledge is gained, it is necessary to revisit the concepts and to build the concept. Now would be a good time to compare and contrast plant and animal morphology, specifically transport in each.
Key Words:
- transport proteins, p. 695
- selective channels, p. 696
- proton pump, p. 696
- cotransport, p. 696
- chemiosis, p. 696
- water potential, p. 697
- megapascals, p. 697
- tension, p. 698
- plasmolze, p. 699
- turgor pressure, p. 699
- turgid, p. 699
- aquaporins, p. 699
- tonoplast, p. 700
- symplast, p. 700
- apoplast, p. 700
- bulk flow, p. 701
- Casparian strip, p. 702
- mycorrhizae, p. 702
- endodermis, p. 702
- transpiration, p. 703
- root pressure, p. 703
- guttation, p. 703
- transpiration to photosynthesis ratio, p. 706
- circadian rhythms, p. 707
- translocation, p. 709
- sugar source, p. 709
- sugar sink, p. 709
- transfer cells, p. 710
- mineral nutrients, p. 714
- essential nutrients, p. 715
- macronutrients, p. 716
- micronutrients, p. 716
- topsoil, p. 717
- horizons, p. 717
- loams, p. 717
- humus, p. 718
- cation exchange, p. 718
- sustainable agriculture, p. 720
- nitrogen-fixing bacteria, p. 720
- nitrogen fixation, p. 720
- nitrogenase, p. 721
- nodules, p. 722
- bacteriods, p. 722
- ectomycorrhizae, p. 724
- alternation of generations, p. 730
- sporophyte, p. 730
- gametophytes, p. 730
- sepals, p. 730
- petals, p. 730
- stamens, p. 730
- carpals, p. 730
- ovules, p. 731
- complete flowers, p. 731
- incomplete flowers, p. 731
- perfect flower, p. 731
- imperfect flowers, p. 731
- monoecious, p. 732
- dioecious, p. 732
- megaspores, p. 732
- embryo sac, p. 732
- self-incompatible, p. 734
- endosperm, p. 736
- double fertilization, p. 736
- seed coat, p. 737
- hypocotyl, p. 738
- radicle, p. 738
- epicotyl, p. 738
- scutellum, p. 738
- coleorhiza, p. 738
- coleoptile, p. 738
- fruit, p. 738
- pericarp, p. 738
- simple fruit, p. 738
- aggregate fruit, p. 738
- multiple fruit, p. 738
- imbibition, p. 739
- vegetative reproduction, p. 741
- fragmentation, p. 741
- apomixis, p. 741
- stock, p. 741
- scion, p. 741
- protoplast function, p. 742
- monoculture, p. 742
- development, p. 743
- growth, p. 743
- morphogenesis, p. 744
- cellular differentiation, p. 744
- preprophase band, p. 745
- pattern formation, p. 747
- positional information, p. 747
- meristem identity genes, p. 748
- organ-identity genes, p. 748
Suggested Exercises:
Critical thinking questions and end-of-chapter activities are included in these exercises.
- Challenge Questions, p. 728 #1–4 and p. 750 #1–3
- Science, Technology, and Society, p. 729 #1–2 and p. 750 #1–2
- With modeling clay, make a model of the embryo sac using diagram 38.4 on p. 734.
- Assign groups of students to answer questions in Section 1C from the Annotated Course Outline. Review AP* Lab 3 and have students explain the objectives of the labs from the Annotated Course Outline.
Troubleshooting Tips/Error Traps:
Relate plant features to human features when possible and relate the study of plants to the well-being of man. Point out that the care and research of plants could improve the quality of life of man.