Plant Growth, Manual Development, and Response · Plant Growth, Development, and Response 6 7 Visual Learning Company 1-800-453-8481 Plant Growth, Development, and Response Assessment

Plant Growth, Development, and Response

Visual Learning Company1-800-453-8481 www.visuallearningco.com

Instructor’s

Manual

BIOLOGY

Editors: Brian A. Jerome Ph.D. Stephanie Zak Jerome

Assistant Editors: Louise MarrierLyndsey CanfieldHeidi Berry

Reviewers: Stephen Trombulak Ph.D.Professor of BiologyMiddlebury College

Matthew Landis, Ph.D.Associate Proffessor of BiologyMiddlebury College

Graphics: Fred ThodalDean Ladago

Visual Learning Company 1-800-453-8481

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Visual Learning is an independently-owned company specializing in the creation of science programs. As former classroom science teachers, we have designed our programs to meet the needs and interests of both students and instructors. Our mission is to help educators and students meet educational goals while experiencing the thrill of science!


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The purchase of this video program entitles the user the right to reproduce or duplicate, in whole or in part, this instructor’s manual and the black line master handouts for the purpose of teaching in conjunction with this video, Plant Growth, Development, and Response. The right is restricted only for use with this video program. Any reproduction or duplication, in whole or in part, of this manual and student masters for any purpose other than for use with this video program is prohibited.

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Copyright © 2010

ISBN 9781592346892

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A Message from our Company .............................

Viewing Clearances ..............................................

Use and Copyright ................................................

Student Learning Objectives ...............................

Assessment .........................................................

Introducing the Program ......................................

Program Viewing Suggestions ..............................

Video Script ...........................................................

Answer Key to Student Assessments ...................

Answer Key to Student Activities ..........................

Preliminary Assessment ....................................... Post Assessment ................................................

Video Review ........................................................

Plant Growth, Development, and Response Vocabulary .................................................

Plant Life Stages .................................................

Categories of Fruit ...............................................

Table of Contents


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• Understand that living things, including plants, go through various stages referred to as a life cycle.

• Explain that a seed consists of stored food, a seed coat, and a complete plant embryo. A seed contains all the structures and genetic material needed to give rise to a new plant.

• List some of the reproductive advantages of seeds.

• Describe the process of seed dispersal and list some of the ways plant seeds are dispersed.

• Understand that many seeds are surrounded by a ripened ovary called a fruit. List examples of the different types of fruits.

• Identify and describe the function of the following seed parts: seed coat, endosperm, cotyledon, epicotyl, hypocotyl, and radicle.

• Understand that germination involves the initial growth of a seed.

• List some of the conditions required for the germination of a seed.

• Compare and contrast primary growth and secondary growth.

• Differentiate between a stimulus and a response. Provide an example of each as related to plants.

• Define tropism as a plant response in a specific direction to a stimulus.

• Explain the following plant tropisms: phototropism, gravitropism, and thigmotropism.

• Understand that nastic movements are responses that occur in the same manner, regardless of the stimulus.

• Describe the role of auxin in plant growth and the role auxin play in the response to certain types of stimuli.

Upon viewing the video and completing the enclosed activities, students will be able to do the following:

Student Learning Objectives


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AssessmentPreliminary Assessment (p. 14-15):The Preliminary Assessment is an assessment tool designed to gain an understanding of students’ preexisting knowledge. It can also be used as a benchmark upon which to assess student progress based on the objectives stated on the previous pages.

Post Assessment (p. 16-17):The Post Assessment can be utilized as an assessment tool following student completion of the program and student activities. The results of the Post Assessment can be compared against the results of the Preliminary Assessment to assess student progress.

Video Review (p. 18):The Video Review can be used as an assessment tool or as a student activity. There are two sections. The first part contains questions displayed during the program. The second part consists of a ten-question video assessment to be answered at the end of the video.


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Introducing the Program

Program Viewing SuggestionsThe student master “Video Review” (p. 19) is provided for distribution to students. You may choose to have your students complete this master while viewing the program or do so upon its conclusion.

The program is approximately 20 minutes in length and includes a ten-question video assessment. Answers are not provided to the Video Assessment in the video, but are included in this manual on page 13. You may choose to grade student assessments as an assessment tool or to review the answers in class.

The video is content-rich with numerous vocabulary words. For this reason you may want to periodically stop the video to review and discuss new terminology and concepts.

Next, show students a handful of popcorn seeds. Ask them if they know where the seeds came from. Explain that the seeds came from a cob of corn. The cob of corn grew on a corn stalk. Have students touch the corn seeds. How do they feel? Is the seed hard or soft? Is it possible to peel off the seed coat? With a popcorn popper proceed to pop the corn to make popcorn. Tell students to closely observe the process of the corn popping. When the corn has popped, ask them to describe how the appearance of the seed changed. What is this white substance? Tell students to watch the video carefully to learn what the white substance is called. Enjoy eating the popcorn while you watch the

Before showing the video program to students hold a plant up in front of the class. Ask students if the plant always looked as it does. Discuss the term “life cycle”. Ask them how it started its life cycle. Then, discuss the life cycle of a familiar plant such as a flower, tree, or vegetable. Have students create sketches of the various stages in the life cycle of a plant they have selected. Tell them to briefly describe the characteristics of each life cycle.

After the video, write the following terms on the board: “Seed dispersal”, “Germination”, “Plant growth”, and “Plant response”. As a class discuss what students learned about these plant processes from the video.


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Video Script: Plant Growth, Development, and Response

1. Have you ever planted seeds in a garden?2. Maybe you’ve noticed how quickly grass grows in the spring.3. Have you ever seen plants such as sunflowers follow the sun as it moves across the sky?4. And, have you ever observed how stems of plants grow upward, while their roots reach

downward?5. These are just a few examples of the way plants grow, develop, and respond to stimuli.6. So, how do plants begin their life cycles?7. What are some of the ways plants grow and develop?8. How does growth and development vary between plants?9. What are some of the different types of plant responses? And, what controls these responses?

10. During the next few minutes we are going to answer these questions and others,...11. ... as we explore the fascinating ways plants grow, develop, and respond to stimuli.12. Graphic Transition – Seeds 13. As you know, living things go through various stages referred to as life cycles. Living things

are born, they grow, reproduce, and eventually die.14. Similarly, most plants go through a life cycle. They begin life as a seed or spore.15. Over time they grow and develop.16. When mature enough they reproduce...17. ... and eventually they die.18. You Compare! What do this pine tree, this lily, and this cactus have in common?19. That’s right, they’re all plants, but they also reproduce via seeds.20. We’ll begin our discussion of plant life cycles by looking at seed plants and the seeds

themselves.21. What exactly is a seed? A seed consists of stored food and a complete plant embryo that has

temporarily stopped growing. A seed is a packet containing all of the structures and genetic material needed to give rise to a new plant.

22. Seeds have several reproductive advantages.23. First, seeds are protected from many environmental factors such as drought and predators by an

extra layer of tissue called the seed coat.24. Seeds can also be dispersed in a variety of ways.25. Because seed plants do not need to rely on water to reproduce,… 26. … they have been able to spread to drier climates.27. And, the presence of seeds introduces a dormant phase into the life cycle of seed plants. This

enables the embryo inside the seed to survive until environmental conditions are favorable for growth.

28. Following fertilization each ovule develops into a seed.29. The ovary which surrounds the ovule develops into a fruit.30. Most commonly the fruit surrounds one or more seeds.31. There are thousands of different kinds of fruits.


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Video Script: Plant Growth, Development, and Response32. Like apples, grapefruit, bananas, and pears to name just a few of the common fruits that we eat.33. You Decide! Are tomatoes a fruit?34. Yes, foods such as tomatoes, squash, and peas that we often think of as vegetables are actually

fruits.35. Fruits are classified according to their origin.36. A fruit, such as a cherry, that develops from a single ovary is called a simple fruit.37. Aggregate fruits are formed from several ovaries in a single flower.38. Raspberries and strawberries are examples of aggregate fruits.39. In some plants, such as pineapples, simple fruits of several separate flowers fuse together to

form a multiple fruit.40. Graphic Transition – Seed Structure 41. If you’ve ever eaten sunflower seeds or peanuts, you know that seeds can be quite tasty.42. When you eat these foods you are actually eating several seed parts including a seed coat, an

embryo, cotyledon, and endosperm.43. The seed coat provides a tough, protective covering.44. It encases the embryo that develops from the fertilized egg.45. The embryo remains in a dormant state, not sprouting until conditions are favorable.46. Seeds also have a substance called endosperm. It is a food storage tissue that serves the

function of nourishing the new plant.47. In popcorn the endosperm expands when heated to form the edible part of the popped corn.48. The embryos of flowering plants, or angiosperms, have at least one seed leaf called a cotyledon.

In many plants nutrients are stored in cotyledons.49. Angiosperms are often grouped based on whether they have one or two cotyledons.50. Plants such as corn, lilies, grasses, and palms, have just one cotyledon, and are called

monocots.51. Most trees, shrubs and flowers, on the other hand, are referred to as dicots because they have

two cotyledons.52. In addition to having cotyledons, there are several other seed parts.53. Above the point of attachment of the cotyledons is a structure called the epicotyl. Later it gives

rise to the upper part of the stem, the leaves, and the terminal bud.54. The hypocotyl is located below the point of attachment of the cotyledons and in many plants it

gives rise to the lower stem.55. The radicle is the lowermost part of the embryo. It eventually forms the roots.56. Graphic Transition – Seed Dispersal57. Perhaps you’ve seen seeds falling from plants,…58. … or observed intact seeds in animal scat.59. These are just a couple examples of seed dispersal.60. Seed dispersal involves the scattering of seeds from the parent plant.61. The dispersing of seeds is important to the survival of a plant species, and helps plants colonize

new areas.


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Video Script: Plant Growth, Development, and Response62. Plants have evolved many different adaptations that enable their seeds to be dispersed.63. You Observe! How are these milkweed seeds being dispersed?64. They’re being dispersed by the wind. Many plants, such as cattails, produce seeds that are light

enough to be carried by the wind.65. Some seeds have burs that attach to animals that then carry them great distances before falling

off.66. In some cases, fruits contain seeds which are eaten by birds and mammals.67. The seeds, which are often indigestible, are later deposited in wastes that are excreted. If the

undamaged seeds land in a favorable place, they may sprout and flourish.68. Graphic Transition – Germination and Plant Growth69. Maybe you’ve planted seeds in a garden or flowerpot,…70. … and anxiously waited for them to sprout.71. This amazing process is called germination. Germination involves the initial growth of the seed. 72. The process of seed germination is one of the miracles of nature and it is one of the most

important.73. Just about all the fruits and vegetables we eat started as seeds planted by a farmer.74. In order for a seed to germinate, certain favorable conditions must exist.75. Some of the most important environmental conditions needed are the presence of water, the

presence of oxygen, and a favorable temperature.76. Over time, the root system and stem grow to form a seedling, and later a mature plant.77. In seed plants there are two main patterns of growth.78. In one type of growth called primary growth, stems grow taller and roots grow longer.79. Special tissues called apical meristems, located at the tops of stems are the sites where stems and

leaves grow. 80. Auxiliary buds, also called lateral buds, form branches and flowers.81. Secondary growth is the process when roots, stems, and branches grow wider.82. Secondary growth tends to occur only in woody plants such as in woody vines, shrubs, and trees.83. Secondary growth occurs via cell division in structures called lateral meristems. Lateral

meristems, also referred to as cambium, are located along the sides of roots and stems.84. Graphic Transition – Plant Responses85. As you know, humans respond to changes in the environment.86. For example, when it gets cold we put on more clothes.87. Plants also respond to conditions in their environment.88. An environmental condition or change that causes a response in a plant is called a stimulus.89. Examples of stimuli include gravity, length of day, light, moisture, temperature, and physical

contact.90. The growth of a plant in a specific direction is a response to a stimulus.91. A response in the direction of a stimulus is called a tropism.92. Movement toward a stimulus is called a positive tropism, and movement away from a stimulus is

called negative tropism.


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Video Script: Plant Growth, Development, and Response 93. Most plants exhibit positive phototropism, meaning they grow toward light. This is a

response that enables plants to gather more light for photosynthesis. 94. Another example of a tropism is gravitropism. Most plant roots exhibit positive gravitropism,

growing downward toward the force of gravity. 95. But, plant stems exhibit negative gravitropism – growing away from the force of gravity. 96. An additional tropism called thigmotropism involves a response to touch. 97. When the cells on this vine touch a surface, the cells on the opposite side of the stem grow

longer, causing the stem to coil around the support. 98. Sometimes only specific parts of plants move in response to a stimulus. 99. Nastic movements are responses that do not depend on the location of the stimulus. Many

nastic movements are also reversible.100. This plant exhibits a nastic movement when its leaves fold after being touched.101. Similarly, this Venus flytrap responds to the touch of an insect by closing up.102. Growth responses exhibited in tropisms are thought to be caused by a class of substances

called auxins.103. Auxin is a plant hormone that causes plant cells to grow longer.104. For example, in positive phototropism of stems, the concentration of auxins becomes higher

on the shaded side of the stem causing the cells to grow faster than on the lighted side.105. This causes the plant to bend toward the light.106. Another response exhibited by many plants is called photoperiodism.107. You may have noticed that some flowers, such as daylilies, close during the night and open

again in the morning.108. This reaction is an example of photoperiodism.109. It was initially thought that photoperiodism was a plant response to daylight.110. But, later, scientists found that plants respond to the length of darkness at night and not

necessarily to the amount of light.111. Plants are often described and grouped based on the length of darkness required for them to

flower. 112. Graphic Transition – Video Review113. During the past few minutes we have explored many of the fascinating ways that plants

grow, develop, and respond to stimuli.114. We began by discussing the major stages in the life cycle of seed plants.115. Then, more specifically we focused on the important reproductive advantages of seeds.116. The characteristics and general types of fruits were illustrated.117. Next, the major seed structures were discussed.118. Some of the ways seeds are dispersed were explored.119. Germination, the means by which seeds start growing was investigated.120. The processes of primary and secondary growth were discussed.121. We explored some of the fascinating aspects of plant tropisms and plant responses.


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Video Script: Plant Growth, Development, and Response122. And, fi nally we talked about some of the ways responses are controlled and regulated in the

amazingly complex world of plants.123. Graphic Transition – Video AssessmentFill in the correct word to complete the sentence. 1. A seed consists of stored food and a complete plant _____. 2. A ____ is actually the mature ovule surrounding a seed. 3. Angiosperms possess at least one seed leaf called a ______. 4. The part of the seed called the _____ gives rise to roots. 5. _____ involves the initial growth of a seed and emergence of the primary root. 6. For germination to occur a seed needs ______, air, and favorable temperatures. 7. In _____ growth, stems grow taller and roots grow longer. 8. A response in the direction of stimuli is called a _______. 9. The process of roots growing downward is referred to as a positive ______. 10. _____ are plant hormones that cause plant cells to grow longer.


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Answer Key to Student AssessmentsPreliminary Assessment (p. 15-16) Post Assessment (p. 17-18)

Video Review (p. 19)

1. b - embryo 2. a - fruit 3. d - coat 4. a - cotyledons 5. b - stems, leaves and terminal bud 6. c - dispersal 7. c - water 8. a - initial growth of a seed 9. a - primary growth10. d - tropism11. b - touch12. a - negative tropism13. b - light14. d - grow longer 15. a - photoperiodism16. A seed consists of stored food, a seed coat, and a complete plant embryo that has temporarily stopped growing.17. A fruit is the fleshy ovary that surrounds the ovule. Most commonly the fruit surrounds one or more seeds. Examples of fruits include apples, oranges, pears, strawberries, and pineapples.18. Seed dispersal involves the scattering of seeds from the parent plant. Seeds dispersed by the wind, or transported by animals are examples of seed dispersal.19. A tropism is the growth of a plant in a specific direction in response to a stimulus.20. Positive phototropism involves a plant growing toward the stimulus of light.

1. b - light 2. b - stems, leaves, and terminal bud 3. d - tropism 4. c - dispersal 5. a - photoperiodism 6. b - touch 7. d - coat 8. d - grow longer 9. a - fruit10. c - water11. a - cotyledons12. a - initial growth of a seed 13. b - embryo14. a - negative tropism15. a - primary growth16. Seed dispersal involves the scattering of seeds from the parent plant. Seeds dispersed by the wind, or transported by animals are examples of seed dispersal.17. Positive phototropism involves a plant growing toward the stimulus of light.18. A fruit is the fleshy ovary that surrounds the ovule. Most commonly the fruit surrounds one or more seeds. Examples of fruits include apples, oranges, pears, strawberries, and pineapples.19. A seed consists of stored food, a seed coat, and a complete plant embryo that has temporarily stopped growing.20. A tropism is the growth of a plant in a specific direction in response to a stimulus.

Video Assessment (p. 19)

Vocabulary (p. 20) 1. e - seed 2. n - fruit 3. h - simple fruit 4. d - aggregate fruit 5. l - seed coat 6. j - endosperm 7. c - cotyledon 8. g - epicotyl 9. m - hypocotyl10. b - radicle11. o - seed dispersal12. f - germination13. a - tropism14. i - thigmotropism15. k - auxin

1. The pine tree, lily, and cactus are all plants. They also reproduce via seeds.2. Yes, tomatoes are a fruit. 3. The milkweed seeds are being dispersed by the wind.

1. embryo2. fruit3. cotyledon4. radicle5. germination

6. water 7. primary 8. tropism 9. gravitropism10. auxins


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Answer Key to Student ActivitiesPlant Life Stages (p. 21-23)

Categories of Fruit (p. 24-25)

1. The lima bean is a dicot seed. 2. The hilum represents where the seed was once attached to the ovary wall. 3. The micropyle is significant because it is the opening that allows the pollen tube to enter the ovule for fertilization. It is also the location where water enters the seed. 4. The thin covering is the seed coat. The seed coat protects the seed. 5. There are two cotyledons. It is a dicot seed. Cotyledons provide nourishment during the initial stages of plant development 6. The student diagram should look similar to the diagram below.

Simple Fruits1. The round structures are peas. They are the seeds of the plant.2. Examples of fleshy fruits include apples, pears, peaches, and plums.3. The stone-like structure encases the seed.Aggregate Fruits1. Examples of aggregate fruits include strawberries and raspberries.2. There are dozens of fruitlets in a raspberry.3. Each fruitlet originates from its own pistil.Multiple Fruits1. Pineapples, mulberries, and figs are examples of a multiple fruits.2. The students answers will vary depending on the size of the pineapple.Questions1. Generally speaking, a fruit is the ripened ovary that surrounds the ovule.2. Simple fruits are formed from a single ovary. Examples include peaches and cherries.3. Examples of aggregate fruits include strawberries and raspberries. Aggregate fruits are formed from several ovaries in a single flower.4. Multiple fruits are formed when simple fruits of several separate flowers fuse together.5. Birds and animals are attracted to the bright color and the taste of the fruit. The seeds are dispersed in several ways when the fruit is eaten.

cotyledon

epicotylhypocotylradicle

7. Each grain is connected to a silk. Therefore, it would have 300 silks. 8. Corn is a monocot plant. Each corn grain has a singe cotyledon.10. The student diagram should look similar to the diagram below.

12. a. This is the third stage which involves the root growing down into the soil in response to gravity. b. The last stage of germination involves the shoots and leaves enlarging to become a mature plant. c. The second stage of germination is occurring. The seed coat splits open and the radicle, or primary root, emerges. d. The first stage of germination. The seed has been dispersed in a warm, moist environment and begins to absorb water. e. In this stage the primary shoot grows upward toward the sun. The hypocotyl gives rise to the lower part of the stem. The radicle develops into the root. The epicotyl gives rise to the upper part of the stem.

hypocotyl

endosperm

cotyledon

embryo


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1. A plant seed consists of stored food and a complete: a. vertebrae b. embryo c. adult plant d. root

2. The ripened ovary that surrounds the plant seed is called the: a. fruit b. embryo c. zygote d. seed coat 3. The tough protective covering that surrounds a seed is referred to as the seed: a. envelope b. fruit c. stigma d. coat

4. Angiosperms are often grouped based on whether they have one or two seed leaves also called: a. cotyledons b. radicles c. fruits d. hypocotyls

5. The part of the seed called the epicotyl gives rise to the following plant parts: a. roots and rhizomes b. stems, leaves and terminal bud c. vascular tissues d. cones and flowers

6. The scattering of seeds from the parent plant is referred to as seed: a. germination b. birth c. dispersal d. pollination

7. For germination to occur a seed needs air, favorable temperatures, and: a. fertilizer b. pollinators c. water d. artificial light

8. Germination refers to the: a. initial growth of a seed b. process of photosynthesis c. desiccation of plant cells d. fertilization of the ovule

9. The type of growth in which stems grow taller and roots grow longer is called: a. primary growth b. secondary growth c. terminal growth d. internal growth

10. A plant response in the direction of a stimulus is referred to as a: a. conditioning b. behavior c. negative response d. tropism 11. Thigmotropism involves a response to: a. heat b. touch c. light d. gravity 12. Movement away from a stimulus is referred to as: a. negative tropism b. positive tropism c. neutral tropism d. behavior tropism

13. A plant response called phototropism involves a response to: a. temperature b. light c. gravity d. touch

14. Auxin is a plant hormone causing plant cells to: a. shorten b. disintegrate c. explode d. grow longer 15. Flowers opening during the day and closing at night is an example of: a. photoperiodism b. thigmotropism c. photosynthesis d. light reaction

Preliminary AssessmentDirections: Circle the best answer for each of the following:

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Name:Preliminary AssessmentDirections: Answer the following using complete sentences:

16. What is a seed?

17. What is a fruit? Cite some examples of fruits.

18. What is seed dispersal? Provide some examples of seed dispersal.

19. What is a tropism?

20. Describe positive phototropism.


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Name:Post AssessmentDirections: Circle the best answer for each of the following:

1. A plant response called phototropism involves a response to: a. temperature b. light c. gravity d. touch

2. The part of the seed called the epicotyl gives rise to the following plant parts: a. roots and rhizomes b. stems, leaves and terminal bud c. vascular tissues d. cones and flowers 3. A plant response in the direction of a stimulus is referred to as a: a. conditioning b. behavior c. negative response d. tropism

4. The scattering of seeds from the parent plant is referred to as seed: a. germination b. birth c. dispersal d. pollination

5. Flowers opening during the day and closing at night is an example of: a. photoperiodism b. thigmotropism c. photosynthesis d. light reactions

6. Thigmotropism involves a response to: a. heat b. touch c. light d. gravity

7. The tough protective covering that surrounds a seed is referred to as the seed: a. envelope b. fruit c. stigma d. coat

8. Auxin is a plant hormone causing plant cells to: a. shorten b. disintegrate c. explode d. grow longer

9. The ripened ovary that surrounds the plant seed is called the: a. fruit b. embryo c. zygote d. seed coat 10. For germination to occur a seed needs air, favorable temperatures, and: a. fertilizer b. pollinators c. water d. artificial light 11. Angiosperms are often grouped based on whether they have one or two seed leaves also called: a. cotyledons b. radicles c. fruits d. hypocotyls 12. Germination refers to the: a. initial growth of a seed b. process of photosynthesis c. desiccation of plant cells d. fertilization of the ovule 13. A plant seed consists of stored food and a complete: a. vertebrae b. embryo c. adult plant d. root

14. Movement away from a stimulus is referred to as: a. negative tropism b. positive tropism c. neutral tropism d. behavior tropism 15. The type of growth in which stems grow taller and roots grow longer is called: a. primary growth b. secondary growth c. terminal growth d. internal growth


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Name:Post AssessmentDirections: Answer the following using complete sentences

16. What is seed dispersal? Provide some examples of seed dispersal.

17. Describe positive phototropism.

18. What is a fruit? Cite some examples of fruits.

19. What is a seed?

20. What is a tropism?


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1. You Compare! What do this pine tree, this lily, and this cactus have in common?

2. You Decide! Are tomatoes a fruit?

3. You Observe! How are these milkweed seeds being dispersed?

Video ReviewDirections: Answer these questions as you watch the video:

Video AssessmentDirections: After you watch the video, fill in the blank to complete the sentence.

1. A seed consists of stored food and a complete plant _______________.

2. A _______________ is actually the mature ovule surrounding a seed.

3. Angiosperms possess at least one seed leaf called a ____________________.

4. The part of the seed called the ____________________ gives rise to roots.

5. ____________________ involves the initial growth of a seed and emergence of the primary root.

6. For germination to occur a seed needs __________, air, and favorable temperatures.

7. In ____________________ growth, stems grow taller and roots grow longer.

8. A response in the direction of stimuli is called a _______________.

9. The process of roots growing downward is referred to as a positive ____________________.

10. _______________ are plant hormones that cause plant cells to grow longer.


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Name:Plant Growth, Development, and Response

Vocabulary

a. A response in a certain direction of a stimulus.

b. Lowermost part of the seed embryo; gives rise to roots.

c. Also called seed leaf; in many plants it stores nutrients and provides nourishment during germination.

d. Fruits formed from several ovaries in a single flower; examples include strawberries and raspberries.

e. Consists of stored food, a seed coat, and a complete plant embryo; includes all the genetic material necessary to give rise to a new plant.

f. The process that involves the initial growth of a seed.

g. Region of the seed embryo above point of attachment of cotyledons; later gives rise to leaves, upper part of stem, and terminal bud.

h. A fruit that develops from a single ovary; examples include cherries and peaches.

i. A tropism that involves a response to touch.

j. Food storage tissue that often serves the function of nourishing the new plant.

k. A plant hormone that causes plant cells to grow longer.

l. Tough, protective covering that surrounds a seed.

m. Seed embryo part that is below point of attachment of cotyledons and above the radicle; often gives rise to lower part of stem.

n. The ripened ovary that surrounds an ovule; houses and protects seeds.

o. Process of seeds being distributed by plants; methods include wind, animal transfer and others.

____ 1) esde ______________________

____ 2) irtfu ______________________

____ 3) mepils uftri _____________ ___________

____ 4) ggaareegt riftu ______________________ _______________

____ 5) dsee acto _____________ _____________

____ 6) sopdenrem _________________________

____ 7) oyeoclndt __________________________

____ 8) ptceliyo ___________________________

____ 9) ooyyhclpt _________________________

____ 10) aeicdlr ___________________________

____ 11) sdee spdrieasl ____________________ ___________________________

____ 12) niamtrieogn ________________________

____ 13) rpstiom ___________________________

____ 14) mphrtogmstioi ______________________

____ 15) xaniu ________________________

Directions: Unscramble the vocabulary words in the first column. Match the words to the definitions in the second column.


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Name:Plant Life StagesBackground: As you know, living things go through various life stages referred to as a life cycle. Living things are born, they grow, reproduce, and eventually die. Similarly, most plants go through a life cycle. They begin life as a seed or spore. In seed plants, under proper conditions, vegetative growth begins in a process known as germination. Over time plants grow and develop. When mature, plants reproduce. And, eventually they die.

Plants that produce seeds, gymnosperms and angiosperms, carry out life cycles that are specific to them. In this activity we will explore the structure of seeds, and investigate the growth of new plants from seeds.

Materials: dried corn cob, corn grains soaked overnight, dry lima beans, lima beans soaked overnight, single-edged razor blade or scalpel, magnifying glass, colored pencils

Directions:

1. Start by examining the dry lima bean. Is it a monocot or dicot seed?

2. Locate a scar-like structure called the hilum. Describe what it represents in the space below.

3. Also locate a tiny opening close to the hilum called the micropyle. Explain its significance.

4. Now turn your attention to the soaked lima bean. Remove the thin covering. What is it called and what is its function?


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Name:Plant Life Stages5. Separate the cotyledons. How many are there? Is this a monocot or dicot seed? Describe the function of cotyledons.

6. Using colored pencils make a sketch of the lima bean seed. Label the following structures: cotyledon, epicotyl, hypocotyl, and radicle

7. Next, obtain an ear of corn. Remove a single grain. Find the silk scar near the top of the grain. This represents the point of attachment of the very long silks to the ovary from the male stigma. If an ear of corn had 300 grains on it, how many corn silks would there have been?

8. Identify a dent on one side of the grain. This marks the location of the cotyledon and the embryo. Is corn a monocot or dicot?

9. Obtain a single-edged razor blade or a scalpel. Be very careful not to cut yourself with these very sharp tools. Also, obtain a soaked corn grain. Very carefully cut lengthwise through the center of the grain. Identify the cotyledon, endosperm, and embryo.


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Name:Plant Life Stages10. Observe the embryo and its parts in a longitudinal (up and down) view. Using colored pencils sketch a cross section of the corn grain. Label the following structures: embryo, cotyledon, hypocotyl, and endosperm.

11. Once a seed fi nds its way to a new home in the soil, its next step is to begin growing. The beginning stage of growth of a seed is called germination. Most seeds require a relatively warm, moist environment to begin the process of germination. Germination begins when the seed absorbs water, activating the seed’s ability to use stored food. Listed below are several steps that are quite visible as the seed goes through germination. a. the seed absorbs water b. the seed coat splits open and the primary root (radicle) emerges. c. the primary root responds to gravity and grows down into the soil d. the primary shoot grows upward toward the sun. e. Last, shoots and leaves enlarge to become a mature plant.

12. Below are fi ve separate diagrams that illustrate various stages of plant germination and growth. Describe what is occurring in each stage of development of the bean plant.

a.

b.

.

c.

d.

e.


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Name:Categories of Fruit Background: Every time you eat an apple, pineapple, strawberry, orange, or peach, you are eating the ripened ovary of a seed plant. You may think you are eating fruits, which you are, but fruits are actually ovaries that surround an ovule of a plant. The ovule consists of a seed, and the ripened ovary is the fleshy part that surrounds it.

There are thousands of different kinds of fruits. Grapefruits, bananas, and pears are just a few examples of fruits we eat. Even foods you typically think of as vegetables such as tomatoes, squash, and peas are actually fruits. Generally speaking, fruits can be classified according to their origin. Fruits such as peaches and cherries develop from a single ovary and are called simple fruits. Aggregate fruits, such as strawberries and raspberries, are formed from ovaries in a single flower. In some plants, such as pineapple, simple fruits of several separate flowers fuse together to form a type of fruit called a multiple fruit.

Simple Fruits1. Simple fruits develop from a single pistil in a flower. They can be divided into two major groups - dry simple fruits and fleshy simple fruits. Let’s first look at an example of a dry simple fruit - a pea. Obtain a pea pod. Peas are examples of legumes. Legumes split open when they are mature. Open the pod and examine the contents. What are these round structures? Make a sketch of the inside of the pea pod.

2. Other simple fruits are fleshy instead of dry. In fleshy fruits the ovary wall and other flower parts develop into a thick, moisture-rich layer as the fruit develops. List some examples of fleshy fruits.

3. Obtain a cherry, peach, or plum. Cut the fruit lengthwise and separate the fruit from the stone. Lightly tap the stone with a hammer until it opens. Describe the structure inside. What is it?

Materials: fresh pea pod, cherry (peach or plum will do), raspberries or blackberries, cross-cut section of pineapple, knife, hammer, and colored pencils

Directions:


Name:


Name:Categories of Fruit Aggregate Fruits1. An aggregate fruit forms from a single flower that has many pistils. These types of fruits actually consist of many small, fleshy fruits that mature together on a collective receptacle. List some examples of aggregate fruits.

2. Obtain a raspberry or blackberry. How many fruitlets make up the berry?

3. How do the fruitlets relate to the pistils of the flower?

Multiple Fruits1. Multiple fruits form from the ovaries of many flowers that are clustered closely together. What are some examples of multiple fruits?

2. Obtain a cross-cut section of pineapple. Observe the central core. It was a central stalk that had a number of separate flowers. On the outside notice the rounded sections. Each rounded section is the result of a separate flower. Count the number of flowers clustered together to form your section of pineapple. Record your answer. How many flowers do you think were on the entire plant?

Questions: 1. What is a fruit?

2. Describe how simple fruits are formed. List some examples.

3. Cite some examples of aggregate fruits and explain how they are formed.

4. How are multiple fruits formed?

5. How do you think the sweetness and bright color of many fruits aid in seed dispersal?

Plant Growth, Manual Development, and Response · Plant Growth, Development, and Response 6 7 Visual Learning Company 1-800-453-8481 Plant Growth, Development, and Response Assessment

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