Plant Life Cycles

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Standards Overview

Content Standard

Students know that the life cycle includesbirth, growth, development, reproduction,and death.

Process Standard

Students know that differences in thingsbeing investigated may produce dissimilarresults.

EngageIn this section, students observe andmake inferences about plants and seeds.

ExploreIn this section, students create

gardens in plastic bags to observeseed germination and beginningplant growth.

ExplainIn this section, students learn aboutthe stages of life for all plants and the

factors that support healthy plants.

ElaborateIn this section, students learn howflowering plants reproduce.

EvaluateIn this section, students examine theEssential Question of the lesson andreflect on their learning. Students alsotake the Plant Life Cycles Assessment.

Teacher Created Materials #10798 (i2290)Earths Systems and Cycles Teachers Guide

Lesson

Plant Life Cycle

Vocabularygerminate:to cause a seed to sprout or grow

node:the place on a plant stem where the leafattaches

nutrients:substances a living organism needsto grow

radicle:the first part of a new plant to emergefrom the seed during germination

Essential QuestionWhat are the stages of plantlife cycles?


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*This image is available on the Teacher Resource CD. Image Credit: Timothy J. Bradley

#10798 (i2290)Earths Systems and Cycles Teachers Guide Teacher Created Materials116

StagesThe stages of the plant life cycle aregermination(birth),growth, development,reproduction(sexual or asexual; produces seeds),death,and back togermination. In betweenreproduction and death, plants rely on outsideforces, such as wind, animals, or water, todisperse their seeds in new locations so thatlife may begin anew. Thus, seed dispersal issometimes considered another stage to the lifecycle of a plant.

SeedsPlants begin their life cycles as seeds. Seedsstore everything a plant needs to grow insidethe embryo. The embryo can be seen best inpeanuts. Open a peanut, and the embryo is thetiniest bump toward the top of the seed. Seedswill remain dormant, sometimes for years, untiljust the right conditions combine to allow theseed to germinate.

GerminationWith the right moistureand warmth, a seed willsprout. The first buddingroot is the embryonicroot, or radicle. It growsdownward to tap the soilswater and nutrients. Thehypocotylfollows upward,

the beginning stem ofthe plant. It carries thetwo cotyledonsalongwith it. These are the two halves of the seedbetween which the embryo was wedged. Theylook like little leaves. In fact, they are calledseed leaves. These drop to the ground whenthe plant no longer needs them. As the plantgrows, the seed coat also falls off.

Growth and DevelopmentThe plants will sprout leaves on their stems atthe nodes. The stem of a plant continues togrow taller, helping new leaves seek light. Thespaces between leaves are called internodes.Leaves have breathing holes calledstomates.The chlorophyll in the leaves uses carbondioxide from the air and combines it with waterand light to produce oxygen (which it dispelsinto the air) and sugars (which the plant usesfor food or stores for later use). This complex

process isphotosynthesis, a topic not exploredin depth during this lesson.

While the plant continues to grow aboveground, the roots spread out or grow deeperbelow ground. They continue to absorb waterfor the stem to carry to the leaves. Amazingly,most of the water absorbed by the roots isused to cool the plant. This process is calledtranspiration. Water from the plants leavesevaporates into the air.

ReproductionFlowers bloom. Their petals are encasedbetween four sepals. Flowers have both maleand female parts to aid fertilization. The pistilis the female part of the flower. The stamen isthe male part of the flower. The stamens housepowdery yellow pollen grains. Insects seek thesweet nectar buried deep within the flowers.As they move from flower to flower, they carry

pollen granules with them. The pollen sticks tothe pistils of other plants. The pollen travelsdown a long tube to the bottom of the pistil,where the eggs are. The eggs become fertilizedand become the embryos of new seeds.

Once a plants seeds have been successfullymoved to a new location and the conditionsfor growth are met, a new plant will germinate,grow, develop, reproduce, and die.

Lesson 11

Plant Life CyclesBackground Information for the Teacher

*


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Additional Vocabularybud:a growth on a plants stem that grows into

a flower

carbon dioxide:a colorless gas that is taken inby plants during photosynthesis and givenout by animals during exhalation

fibrous root:a root system that branches outbeneath the ground directly from a plant

nectar:sweet liquid produced by flowering

plantsphotosynthesis:the process in which plants

use sunlight to combine water and carbondioxide to make their own food (glucose)

pistil:the female reproductive parts of a flowerincludes the stigma, style, and ovary

pollen:powder granules produced by anthersthat contain sperm for plant reproduction

sepal:the protective green leaf-like growth thaprotects budding flowers

stamen:the male reproductive part of a flowerwhich produces pollen; includes filament

and anthertaproot:a long, main root that grows straight

down from a plant

More to Know

IdeasforObservingReal-lifePlantGrowthandDevelopment

Createabottleterrariumusingcleartwo-literbottles. Cutoffthetopandplantseedsor

plantsinfertilesoil. Tapethecuttopsecurelytothebottleorwrapthetopwithplastic

wrapandsecureitwitharubberband. Createclassroomenvironmentsthatcansupportbothdesertdwellersandtropicalplants.

Havestudentsresearchtodiscovertheneedsofeachtypeofplantandthenobtainthematerialstosustaintheseplantsintheclassroom. Discussthedifferencesineach

plants needs. Plantavegetableorflowergarden. Useanareaaroundthebuildingapprovedbyadministration. Followthedirectionsontheseedpacketsforoptimalgrowth.

Beginaschoolorcommunitybeautificationproject. Asklocalnurseriesforsmall

donations. EnlistthehelpofthePTAorparentsforgardeningsupplies,includinggloves,

shovels,andbuckets. Withparentpermission,spendtimeonceaweek(orasoftenas

timeallows)pullingweedsandtrimmingplantsaroundtheschoolorcommunity. Takeanaturewalk. Havestudentsillustratethedifferentplantlifetheyobserve. Back

intheclassroom,havestudentscategorizetheplants. Havethemsharetheirplantcategoriesinsmallgroups. Asaclass,havethegroupssharecategoriestheyhadin common.


Lesson

Plant Life Cycle


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ProcedureNote: Before beginning this lesson, you willneed to acquire the two plants mentionedin the Materials section. Make sure that theplant that has been denied water does notdie. Water this plant in particular after theactivity is complete.

1. Display the two similar plants so that

each student can easily observe them.Have students use the magnifyingglasses, rulers, and scales to make

further observations. Note: Pass themaround, or set them at a center tableand invite four students at a time up toobserve the plants.

2. After students have observed the plants,have them record their observations onsheets of paper.

3. Have students share their observationswhile you list them on a sheet of chartpaper. Circle any facts and put a star

next to any inferences that studentsmention. Note:One inference thatthey may note is that one plant has notbeen watered.

4. Provide each group of three or fourstudents with a handful of birdseed ona paper towel and the scientific tools

(used in step 1) needed to observe them.Have the students observe the seeds.

5. Discuss what the students alreadyknow about plant growth. Keep thestudent-led discussion going by askingstudents the following questions:

How are the seeds similar anddifferent?

What do the seeds need to startgrowing?

What do the seeds need to keep

growing?

What will emerge first: root, stem,leaf, or flower?

How do flowering plants reproduce?

What will happen at the end of the

plants life cycles?

What do all the seeds have incommon?

What do all plants have in common?

Materials two similar plants; one having

had sufficient water and light,the second having been deniedwater

birdseed

paper

Engage

Lesson 11

Plant Life Cycles

Inthissection,studentsobserveandmakeinferencesaboutplantsandseeds. paper towels

magnifying glasses

rulers

scales

chart paper and markers



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Materials Inquiry Handbook:

You Be the Botanist (page 91)

sandwich-size zipper bags

paper towels

stapler

birdseed

water

beaker

ruler

a sunny place

masking tape and pen

ProcedureNote: Before beginning this experiment,decide if each student will each create his orher own garden in a plastic bag. Studentscould also create gardens in pairs or groups.Acquire the necessary amount of materialsbased on your choice.

1. Review what the students observedabout the birdseed during the Engageactivity. Ask students which seeds they

think will germinate or sprout first.Ask them if this same seed will growthe fastest.

2. Distribute copies of the You Be theBotanist activity sheet to the students.Review the procedure. Take a class vote.Hold up a handful of each type of seed,one at a time, and have students choosewhich type of seed they will germinate.If a seed receives no votes, use this type

to demonstrate how to make the baggiegarden for the class. Each seed shouldbe represented in one or more baggies.

3. Divide students into groups anddistribute materials to each group.

4. Have students formulate their hypotheses

and design their experiments.

5. Provide a suitable location for studentsto hang their bags. Use masking tape inone corner of the bags so students canwrite their names with pens.

6. Allow time each day for students tocheck their seeds, measure growth, and

record their data and observations. Atthe end of the week, have students writetheir conclusions.

7. As a class, discuss the individualresults by asking students the following

questions:

Which seed germinated first?

Did this same seed also grow thefastest?

8. Have students compare their data with

others who planted the same seed.Ask students if all the same seeds grewat the same rate. Discuss why individualresults might vary.

Explore

Lesson

Plant Life Cycle

Inthissection,studentscreategardensinplasticbagstoobserveseedgerminationandbeginningplantgrowth.



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Procedure1. Discuss how the seeds were able to

germinate, or sprout, in the Exploreactivity. Ask if the seeds would havesprouted if the students had left themon the dry paper towels. Have studentsjustify their answers.

2. Explain that seeds need the righttemperature, light, water, air, nutrients,

room to grow, and time. Tell students

that too much or too little of any onething can kill the plant or keep it fromgerminating at all.

3. Review the order in which the plant partsemerged from the seeds in the Exploreactivity. As a class, discuss why the

roots emerged first. Explain that everyplant part (root, stem, leaf, and flower)helps the plant grow and develop andeach has its own job to do.

4. Distribute copies of the From Seed toPlant background page to students.

Read the information together as a class.

5. Discuss the background page by asking

the following questions:

What does a seed need to germinate?

What do all plants have in common?

How are plant life cycles different?

6. Distribute copies of the activity sheet APlant Grows Tall to the students.Note: Students will need colored pencils

to complete the activity. Allow time forthem to complete the activity in groups.Have students use the backgroundinformation to aid in completion ofthe activity.

7. Allow time for the group members toshare pictures with partners.

8. Distribute copies of the Plant Life CyclesVocabulary activity sheet and allowstudents time to complete it. Encourage

the students to work independently.


From Seed to Plant (page 92)A Plant Grows Tall (page 93)Plant Life Cycles Vocabulary (page 94)

colored pencils

sprouted seeds from the Explore activity

Explain

Lesson 11

Plant Life Cycles

Inthissection,studentslearnaboutthestagesoflifeforallplantsandthefactorsthatsupporthealthyplants.



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Procedure1. If possible, provide each group of four

students with one hibiscus bloom andscientific inquiry tools. Allow the groupstime to observe the flower.

2. Display the Flowering Plant ReproductionInquiry Card and distribute copies ofFlowering Plant Reproduction from the

Inquiry Handbook.

3. Tell the students the front of the cardshows the names of different floweringplant parts and an insect that helps

plants reproduce. Have the groups findeach part on the hibiscus.

4. Read the background information to thestudents. Use the Inquiry DiscussionQuestions to help review the purpose ofeach reproductive part of the plant.

5. Use the differentiation suggestions forstudents to complete the Analyzing

Science questions.

6. Allow students time to complete theNonfiction and Fiction Writing Prompts,as well as the Scientific Challenge. Theseactivities can be completed in centers orworkstations, if desired.

Inquiry Discussion Questions What might happen if pollen from a daisy

was used to pollinate an apple blossom? What other ways besides pollen-carrying

insects might flowers get pollinated?

Why are insects important to thereproduction process of flowering plants?

Materials Inquiry Card: Flowering Plant

Reproduction

Inquiry Handbook: FloweringPlant Reproduction (page 95)

hibiscus (optional)

scientific inquiry tools: handlenses, rulers, scales, etc.(optional)

Above-Level Learners

Have students complete the triangleAnalyzing Science question.

On-Level Learners

Have students complete the squareAnalyzing Science question.

Below-Level Learners

Have students complete the circleAnalyzing Science question.

English Language Learners

Review the vocabulary from the lesson.

Help students draw diagrams of a plantand have them label all of the partsof the plant. Have students use thesediagrams as a reference during thelesson. Make sure students understandthe life cycle of all plants. Havestudents complete an Analyzing Sciencequestion that is appropriate for theirabilities.

Differentiation

ElaborateInthissection,student

slearnhowfloweringplantsreproduce.

Teacher Created Materials #10798 (i2290)Earths Systems and Cycles Teachers Guide 1

Lesson

Plant Life Cycle


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Procedure1. Conclude the lesson by reviewing the

parts of a plant, their roles in the life

cycle of the plant, and the things plantsneed to live through their life cycles.

2. Discuss the Essential Question (page 115)of the lesson as a class. Students should

be able to articulate the stages of life allplants experience.

3. Distribute copies of the Plant Life CyclesJournal activity sheet to students and

have them use it as a way to reflect onthe lesson and synthesize the majorconcepts studied. This can also serve asa review for the final assessment.

4. Distribute copies of the Plant Life CyclesAssessment to students and allow themadequate time to complete it. Answersfor the assessment, as well as the otherInquiry Handbook activity sheets used inthis lesson, are provided below.

Evaluate

Answer Key

You Be the Botanist(page 91)

Responses and data collected will vary.

A Plant Grows Tall (page 93)

Illustrations will vary.

Plant Life Cycles Vocabulary(page 94)

Diagrams may vary but should include all fourvocabulary words as labels or explanations.

Plant Life Cycles Journal (page 96)

Responses will vary.

Plant Life Cycles Assessment(pages 9798)

1. A

2. C

3. B4. B

5. D

Open Response

Responses will vary.


Plant Life Cycles Journal (page 96)Plant Life Cycles Assessment (pages 9798)


Lesson 11

Plant Life Cycles

Inthissection,studentsexaminetheEssentialQuestionofthelessonandreflectontheirlearning.StudentsalsotakethePlantLifeCyclesAssessment.


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Teacher Created Materials #12450Earth Systems and Cycles Inquiry Handbook 91

Lesson 11

Name ____________________________________

Plant Life Cycles

You Be the BotanistDirections:Read the question below and formulate a hypothesis. Then use theprovided materials to conduct the experiment. Make your observations and drawyour conclusions. Create a record of your experiment on a separate sheet of paper.Make sure to copy the table below to record your data.

Question

What do plants need to germinate (sprout) and grow?

Hypothesis

Formulate your hypothesis. (What is the answer to the question?) Recordyour hypothesis.

Experimental Design

1. Fold a paper towel so that it fits inside a resealable plastic bag. 2. Staple a line along the bottom edge of the bag, about 5 cm (2 in.) above

the bottom. 3. Look through the birdseed. Choose the type of seed you believe will

germinate or sprout first. Place 5 or 10 of the seeds you chose in thebag. They should not fall below the staple line.

4. Measure 75 mL (2.5 fl. oz.) of water. Pour the water down the papertowel. There should be a small puddle of water in the bottom of thebag. The paper towel should be moist, but not soaking wet.

5. Zip up the bag and hang it in a sunny spot. 6. Record your observations once a day while the plant grows.

Observation

What happened to your seeds? Record your observations.

Length of the First Seed that Germinated

date

mm

Conclusion

What is the answer to the question? Do your findings support yourhypothesis? Is your hypothesis correct? Write your conclusion.


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#12450Earth Systems and Cycles Inquiry Handbook Teacher Created Materials92

Lesson 11

Plant Life Cycles

From Seed to Plant

A Seed Sprouts

Plants, like animals, are born (germinate), grow,develop, reproduce (with seed), and die. Some plantslive for many years, while some plants, called annuals,live for just one year or so. If a plant does not get whatit needs to grow (water, light, and nutrients), it will diebefore it can live through its whole life cycle.

All plants begin their lives as seeds. Inside every seed is an embryo. The embryo has

all the plant parts, like roots, stems, and leaves, that will grow. The outside of theseed is the seed coat, which protects the seed from harm. When all the right eventshappen, the seed will germinate, or sprout.

The first plant part to emerge is the embryonic root, or radicle. Roots keep theplant steady and set firmly into the ground. They also absorb water and nutrientsfrom the soil. The radicle will grow deeper as the plant grows taller. It will turn intoa taprootor a fibrousroot. A taproot is one big root that grows straight down. Afibrous root system spreads out in many little roots under and all around the plant.

A Plant GrowsAfter the root is set, the plant grows a small stem upward, toward light. Besideswater, plants need light to grow. The stem will hold the plants leaves and carrywater, nutrients, and food to the leaves and to other parts of the plant.

The leaves attach to the stem at the node. The spaces between the leaves arethe internodes. Spaces allow the leaves to be in the best position to catch light.Leaves make food for the plant in a process calledphotosynthesis. The leaves haveopenings to allow air to move in and out. The leaves use light, water, and carbondioxide to make carbohydrates (or sugar) for the plant. The plant gives off oxygen.

Veins in the leaves carry food and water throughout the whole leaf.

Some plants have flowers. Flowering plants reproduce sexually. They have specialparts that all work together to make new seeds. But flowers cannot reproducewithout some help. Insects play a key role in plant reproduction.

After reproduction, the plant has new seeds that will find their way to new places.They will float on the wind, wash away with water, or hitch a ride with animals. Eachseed holds an embryo that is ready for the things it needs to grow. The plant lifecycle starts again.


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Lesson 11

Name ____________________________________

Plant Life Cycles

A Plant Grows TallDirections:Think about the information you read. In order for a plants life cycle tobegin, a plant needs room to grow, the right temperature, light, water, and nutrientsto grow healthy. Think about the factors below. Illustrate what might happen if aplant received just enough of, or too little of something it needs.

Healthy Unhealthy

light

This plant has just the rightamount of light. It stands tall.

This plant does not have the lightit needs. It turns brown.

water

This plant has the right amountof water. It has many leaves.

This plant has too little water.It has just a few wilted leaves.

room

This plant has its own space. Its

roots grow deep into the earth.

These plants are crowded with

too many roots below the ground.

nutrients

This plant has nutrient-rich soil.The plant is tall and green.

This plant is in poor soil. It hasyellow leaves.


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Name ____________________________________

Lesson 11

Definition Box

Plant Life Cycles

Plant Life Cycles Vocabulary

Directions:Draw a diagram of a plants life cycle in the space provided. Includeeach of the vocabulary words in your diagram. They can be used as labels or toexplain a process. Use the definitions to help you.

germinate to cause a seed to sprout or grow

node the place on a plant stem where the leaf attaches

nutrients substances a living organism needs to grow

radiclethe first part of a new plant to emerge from the seed duringgermination


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Lesson 11

Plant Life Cycles

Flowering Plant Reproduction

Parts of Flowering Plants

pollen

anther

filament

petal

sepal

stigma

style

ovule

ovary

receptacle

p

istil s

tamen

Lesson

11

SHUTTERSTOCK

SHUTTERSTOCK


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Name ____________________________________

Lesson 11

What Is the Same?

Question: How is the life cycle ofall plants alike?

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Plant Vocabulary

Directions:Write wordsrelated to the term plantlife cyclehere.

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Thinking About Plants

Question:What job does each plant parthave during its growth and development?

root ______________________________

___________________________________

stem______________________________

___________________________________

leaf _______________________________

___________________________________

flower ____________________________

___________________________________

seed______________________________

___________________________________

Drawings and Illustrations: Plants

Directions:Draw a picture of a growing plant.Label: root (taproot or fibrous), stem, leaf, flower,node, and internode.

Plant Life Cycles

Plant Life Cycles Journal


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Lesson 11

Name ____________________________________

Getting a Head Start

Chris was excited to begin a springtime garden. He bought different vegetableseeds. He used egg cartons to start growing the seeds before planting themoutside in the ground. This allowed Chris to begin growing his plants earlier thanusual. The ground would be ready by the time he had seedlings (baby plants).He used one egg carton per plant type. He placed potting soil in each cup. Heplaced three seeds about 2 cm (1 in.) below the surface of the soil in each cup. Hesprayed water on the soil.

Plant Life Cycles

Plant Life Cycles Assessment

Multiple Choice

Directions:Fill in the bubble next to the correct answer for each question below.

1. What stages do all plants follow through their life cycle?

A germination, growth, development, reproduction, death

B seed, stem, leaf, flower, fruit

C seed, water, sunlight, soil, nutrients

D

germination, photosynthesis, reproduction, death 2. What is the role of the stem in the plants growth and development?

A to give off oxygen

B to carry energy to the roots

C to carry water and nutrients to the leaves

D to make food for the plant

3. Why are a plants leaves usually spaced apart by internodes?

A to keep the plant growing tall

B to space the leaves apart so they can catch the most sunlight

C to make the plant look nice

D to balance the plant

Comprehension

Directions:Read the paragraph below. Then answer questions 4 and 5. Fill in thebubble next to the correct answer for each question.


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Lesson 11

Plant Life Cycles

Plant Life Cycles Assessment (cont.)

Comprehension (cont.)

4. What should Chris do next with his egg carton planter?

A record when the seeds germinate

B place it in a sunny location

C plant more seeds

D add more water

5. How did planting the seeds in the egg carton allow Chris to plant the seedsearlier?

A The seeds have a longer growing cycle than other plants.

B Chris can watch his seeds germinate.

C Chris can keep track of the seeds that germinate and the ones that do not.

D The ground would not yet be warm enough to allow the seeds to germinate.

Open Response

Directions:Read the statements below and respond on the lines provided.

You are thinking about growing flowers from seeds. Think about all the factorsthat affect plant growth. Explain how you would begin growing your plants,and how you would keep them growing through their life cycle.

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Parts of Flowering Plants

pollen

anther

filament

petal

sepal

stigma

style

ovule

ovary

receptacle

pistil

t

Le

sson

11


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Analyzing Science

Why are flowers an important part ofthe plant?

What is the role of each flower part: sepal,ovule, pistil, stigma, and stamen?

Bees are great pollinators. What mighthappen to flowering plants if beepopulations decline in a particular area?

Nonfiction Writing Prompt

Write a paragraph explaining why flowersare an important part of the plants lifecycle. Use specific vocabulary to explainhow flowering plants produce new seeds.

Fiction Writing Prompt

Many flowers bloom in spring. Thinkabout the sights, smells, sounds, and feel ospringtime flowers. Write a poem to descrithe blossoms of spring and the importanceof flowers in the life cycle of plants.

Flowering Plant ReproductionBackground Information

People use flowers for many reasons. Their colors and shapes make beautiful decorations.In the wild, flowers have a very important role. They make seeds so that new plants cangrow. A flower bud will emerge from the protective sepals. These are leaf-like parts at thebottom of a flower. When flowers bloom, the sepals are sometimes hidden.

Flowering plants reproduce sexually. They may look different on the outside, but flowers ahave the same basic parts for reproduction. The female part is the pistil. It is usually locatein the center of the flower. It has three parts. They are the stigma, the style, and the ovary.The male parts are the stamens. They usually surround the pistil. The stamen has two partthe anther and the filament. The filament holds the anther up. The anther produces pollen

Insects are very helpful during flowering-plant reproduction. The bright petals tell the insethat they can find delicious nectar there. The insects dig for nectar. The pollen granulesfrom the stamens stick to little hairs on the insect. The insect flies to another bright flowerThe pollen sticks to the stigma on the pistil of this other flower. The pollen slides down atube to the ovary and fertilizes the eggs (ovules). These eggs become the embryos of newseeds. The ovary becomes the fruit.

ScientificChallengeBeesaregreatpollinators.Findoutmoreabouttheanatomyofbeesandhowtheyarehelpfultoreproducingplants. Writeahow-tomanual forabeeintraining. Explainhowitsanatomyhelpsthefertilizationprocess. Usespecificvocabularyrelatedtobothbeesandflowers.

Teacher Created Materials #10798 (i2292)Inquiry C

Plant Life Cycles

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Transcript of Plant Life Cycles