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Lesson Plans
Biology 5th Edition ©1999
by Campbell, Reece, Mitchell
Week 26: Control Systems of Plants
Chapter 39: Control Systems in Plants
College Board Performance Objectives:
- Explain how plants and animals respond to environmental cues and how hormones mediate them.
- Explain how plant hormones help to coordinate growth, development, and response to stimuli.
- Explain how plants cope with environmental stress through a combination of developmental and physiological responses.
College Board Lab Objectives:
None
Suggested Laboratory Experiments:
None
Resources:
- Chapter 39: Control Systems in Plants, pp. 751–777
- Instructor's Guide, pp. 573–589
- Student Study Guide, pp. 289–298
- Test Bank, pp. 467–482
- Lab Manual: none
- CD-ROM: Chapter 39 includes narrated presentations, activities, and links to the Internet.
Pacing Guide:
- Chapter 39: Control Systems in Plants—3 days
Have students pretend to be "plant doctors" again. Require them to write symptoms of plant s that have special conditions. Stack the condition cards into a pile and have students draw cards. They must identify the problem and the treatment.
Germinate corn and have coleoptiles that are about one to two inches long. With the light of an overhead projector, demonstrate phototropism. Over 20 minutes there will be a response. Also, position the coleoptile on its side so that you can also demonstrate positive gravitropism of the radicles and negative gravitropism of the coleoptile. You could then set up parts of Went's experiment (p. 753). Make small aluminum foil tops. Remove some tops and check the changes. - Review—2 days
Relate and tie together concepts.
Key Words:
- 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
- hormones, p. 751
- phototropism, p. 752
- auxin, p. 754
- cytokinins, p. 755
- gibberellin, p. 757
- stem elongation, p. 757
- fruit growth, p. 758
- germination, p. 758
- abscisic acid, p. 758
- ethylene, p. 759
- oligosaccharins, p. 760
- brassinosteroids, p. 760
- gravitropism, p. 762
- statoliths, p. 762
- thigmotropism, p. 763
- thigmomorphogenesis, p. 763
- action potential, p. 763
- sleep movements, p. 764
- circadian rhythm, p. 765
- photoperiodism, p. 765
- short-day plant, p. 766
- long-day plant, p. 766
- day-neutral, p. 766
- phytochromes, p. 767
- heat-shock proteins, p. 771
- gene-for-gene recognition, p. 772
- phytoalexins, p. 773
- PR proteins, p. 773
- hypersensitive response, p. 773
Suggested Exercises:
Critical thinking questions and end-of-chapter activities are included in these exercises.
- Challenge Questions, p. 775 #1–5
- Science, Technology, and Society, p. 775 #1–3
- Have students design a fruit and vegetable section in a grocery that would prevent fruit from ripening too quickly. Have them explain their design with the biology concepts.
- Do Lab Topic 20: Plant Growth, pp. 533–553, to help gain a good understanding of plant hormones.
- Assign groups of students to answer questions in Section 2A from the Annotated Course Outline. Review AP* Lab 4 and have students explain the objectives of the labs from the Annotated Course Outline.
Troubleshooting Tips/Error Traps:
Class review may be necessary for students to gain a full understanding of plant hormones. Again, correlate plants to animals and make clear the importance of plants to man's survival and quality of life.