Plants in the Classroom

Plants are a cheap and effective investigation tool in the classroom.

Using a plant species with a rapid life cycle is an ideal context for students to test ideas related to the genotypes and phenotypes of plants.

Plants in the Classroom

• Demonstrate genotype via• Cuttings – all offspring should have the same genetic data; do they

look the same when they grow? What features will be the same?

• Seed germination – do we expect more variation from seeds than cuttings? How would you demonstrate this?

• Demonstrate phenotype variation in a plant species via• Pelargoniums – differences in flower colour

• Coleus – differences in flower colour

• Demonstrate environmental impact via investigations that include

• The concept of fair tests

• Testing of one variable in the environment

• Measuring and photographing variations in resultant phenotypes

Sample activity

• Plant investigations at• Middle school level (Year 6 – 7): focus on

• conditions necessary for plant growth via the use of seeds and germination.

• Use the science inquiry model to investigate impact of variations to essential inputs for plant growth

• Secondary school level (Years 9 - 10): focus on• Demonstrate the relationship between genotype and phenotype by

germinating varieties of a fast growing plant such as the various radishes

• Investigations that determine the amount of genetic diversity in a species of seed such as radish or brachypodium

• Investigations that determine the impact of environmental variations on a species which is genetically homozygous (brachypodium)

Food for a Hungry World – Understanding the Problem

• What are the demands for food across the world?• A numeracy activity is provided that encourages students to relate the

increasing world population with the need for increased food production.

• What do we mean by “food security”?• From Wikipedia: Food security refers to the availability of food and one's

access to it. A household is considered food secure when its occupants do not live in hunger or fear of starvation.

• From http://www.globaleducation.edna.edu.au/globaled/go/pid/177 To be food secure means that:

• Food is available - The amount and quality of food available globally, nationally and locally can be affected temporarily or for long periods by many factors including climate, disasters, war, civil unrest, population size and growth, agricultural practices, environment, social status and trade.

• Food is affordable - When there is a shortage of food prices increase and while richer people will likely still be able to feed themselves, poorer people may have difficulty obtaining sufficient safe and nutritious food without assistance.

• Food is utilised - At the household level, sufficient and varied food needs to be prepared safely so that people can grow and develop normally, meet their energy needs and avoid disease.

Reviewing Plant Structure and Function

What do students need to know and understand about plant structure and function?

Reviewing the Structure and Function of Plant Cells

• What do students need to know and understand about plant cells structure and function?

• Year 8 • Year 10• Year 11

Model of the Plant Cell

An Understanding of Photosynthesis includes

• Knowledge of • Inputs, their origins and site of uptake in plants• Outputs, and site of release or storage in plants• Role of enzymes• Role of plant anatomy in facilitating photosynthesis• Role of diffusion• Role of stomates; structure and function of stomate and guard cells• Summary chemical equation• The importance of photosynthesis in ecosystems• Limitations of photosynthesis and the impact of these limitations on the

potential for food production.

The Plant Olympics

2012