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Classification of Fruits Part 1

Teacher Notes

Purpose This activity is to get the students to start thinking about classification Fruits are not the focus of this unit but they are large scale enough to make a point ofhow criteria are used to sort objects into groups

Background infonnation The botanical way of classifYing a fruit has to do with a couple different factors Some of these factors include the number ofovaries the flower has the number ofchambers each ovary has and the number of flower ovaries that grow together into one fruit Fruits are developed from flowering plants Fruits are the ovaries offlowers After fertilization the ovary expands as the seed ripens Some fruits are the result of ovaries with a single compartment while other fruits may have ovaries with multiple compartments

Preparation Print out class sets of the of the fruit pictures for each team laminate and cut out Either paper clip each class set or place in an envelope Copy Student Data Sheets for each studentteam

Activity In student teams have students group the cards into as few as 2 groups or as many as 9 groups However many groups they make be sure that all of the fruits in each category meet the requirements set by the grouping rules When complete have your students give your groups descriptive names and then complete the Reasoning section of the activity

Blackberry StrawberryAvocadodmond Fruit Nectarine

------------~------------+----------------i---------------~------------------

Mulberry Raspberry Cherries

Coconut Lime OrangeGrapes _l-_To_m~ato _-l___________---_____~_

Peach Plum

Pear Pepper

Watermelon

Pineapple

______~cucu~mb~e~r-------r--------~E~9~9~plant---------1----Banana

Osage Orange Cantaloupe

uash


Student Data Sheet

Purpose The purpose of this activity is to create rules for categorizing the fruits used in this activity

Instructions As a team figure out a way to group the fruits into different categories You may create as few as 2 groups or as many as 9 groups However many groups you make be sure that all of the fruits in each category meet the requirements set by your grouping rules When complete give your groups descriptive names

Reasoning 1 How many different groups did your team make

2 How did you go about grouping your fruits

__ 3 How many different ways did your team group the fruits before deciding on your final grouping rules

4 Using a tree map (see the example below) show how your team has grouped the fruits by listing the name of the group the rules used to group the fruit and finally the fruits placed in that group

Fruits I

Group Name Group Name Group Name

I Groulling Rule

J GrouQing Rule

I Groulling Rule

I Fruits in Group

J Fruits in Group

r ~its in Group

Baggie Cladistics Instructions

Materials Baggie Cladistic handout side one has a series of union Venn Diagram regions (they look like a bunch of boxes inside one another) [page 4 or 7]

side two has the questions and extra pics of the cards [page 5] Eight different organism cards [page 3] One organism name strip [there are three strips on page 6] Clear plastic bags seven sandwich-size will do A piece of blank paper (unlined is nice but lined filler paper is OK) scissors and tapeglue

1 Cut apart the eight organism cards [page 3] 2 Examine the organisms on the cards Pay attention to the description of the organisms 3 Select the two most similar organisms and put their cards together in one baggie 4 Then select the organism which is most like the ones you chose in step 3

Place that organism card in a second baggie Place the first baggie with its two organisms into the second baggie The result looks a bit like this

2nd Baggie

1st Baggie

3rd most similar organism Two most similar organisms

5 Continue the process Select the next most similar organism Place its card in a fresh baggie Then add the baggie of haggies containing all the previous cards Continue until all the cards are in the bags

This illustration should give you the idea of what to do

Continue until all 8 cards are in the 7th bag

6 Now it is time to record your data Consider what characteristics are present in all the organisms in the bags have in common Write down that characteristic on the dotted line in the outermost Venn region

7 Start to disassembling your baggies and note what comes out of the outermost bag There should be one card in the bag along with a bag full of more bags and the other cards Record this organism by taking the appropriate name strip and attaching it to the shaded area in the outermost box

The regions on this Venn diagram represent the baggies

more

8 Consider the remaining bags of organism cards What do all these organisms have in common Write down that characteristic on the dotted line in the second largest Venn region

9 Continue to disassemble your bags Each time a card is released you should paste the organisms name strip in the appropriate region

10 Repeat steps 8 and 9 until all of the cards are out of the baggies and the 8 name strips have been affixed to the diagram

At about half way through your diagram looks like this

11 Of course this is a Venn diagram not a cladogram (branching tree diagram) But Venn diagrams are a great way to set up your cladogram Take a piece of blank paper Unlined paper is great but notebook paper will do just fine Place the paper over your Venn diagram Your diagram will guide your drawings Draw a line from outside all of the Venn legions into the largest Venn region As soon as you enter the largest Venn region divide your line into two branches One branch goes to the outennost organism The other branch leads to the next Venn region

Paper (drawing not to scale)

12 Continue your line branching each time you enter a new Venn region One line extends to the organism listed in that region the other reaches into the next Venn region

Nallle9

Note the organism name 6 has characteristics 123 45 and 6 but does not have characeristic 7

16 Voila You have made a cladogram Answer the questions on side one ofyour handout

Note Published c1adograms are often prettified by straightening out the branches You need not do this

Name Date Palm Name Sea Lion Phoenix dactylifera Zalophus californianus Energy Source Autotroph Energy Source Heterotroph Vertebrae (backbones) nla Vertebrae (backbones) yes Body Temperature nla Body Temperature Limbs nla constantly warm Eyes nla Limbs 4 flippers with Retractable Claws nla claws Other Does not move Teeth Pointed teeth

Eyes eyeballs on side of head Retractable Claws no

Name Honey Bee Name House Cat Apis mellifera Felis silvestris Energy Source Heterotroph f ( Energy Source Heterotroph Vertebrae (backbones) no I Vertebrae (backbones) yes Body Temperature varies ~ Body Temperature constantly warm

with environment Limbs 4 legs with clawed feet Limbs 6 legs Teeth Pointed teeth Eyes on side of head Eyes front of head Retractable Claws nla Retractable Claws yes Other Compound eyes Other Purrs

but cannot roar

Name Leopard Frog Rana pipiens Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature varies

with environment Limbs 4 legs Eyes eyeballs on topside ofhead Retractable Claws nla Other Tongue attached to front ofjaw

Name African Lion Panthera leo Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roars social animal males have manes

Name Bactrian Camel Camelus bactrianus Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature

constantly warm Limbs 4 legs with hooves Teeth Square flat teeth Eyes eyeballs on side of head Retractable Claws nla

Name Siberian Tiger Panthera tigris Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roarsstripes solitary animal

Baggie Cladistics

1 Why do organisms resemble one another

2 What does it mean when two organisms are very similar

3 List and describe at least two ways that similarity between organisms can be determined

4 Compare and contrast a cladogram (branching tree diagram) with a pedigree (family tree)

Name Period Date

Mrican Lion Pan~Taeo Energy Sou Hph Vertebrae (bacldgtoDes) yes Body TemperaIlue coostantly warm Limbs 4 Jegs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws DO

Oher Rom social animal males

Phoenix dactyliera Energy SOU Autotroph Vertebrae (backbones) nJ Body Temperature nJ Limbs 0 Eyes nJ Retractable Claws nJ Other Does not move

Name Sea Lion ZPJop1tampJS caJfornianwr Energy Source Heterotroph Venebrae (backbones) yes Body Tempergtture

constantly wann 4 with

I

Common DATE PALM HONEYBEE LEOPARD BACTRIAN CALIFORNI HOUSE CAT AFRICAN SIBERIAN Name FROG CAMEL A SEA LION LION TIGER

Kingdom Plantae Animalia Animalia Animalia Animalia Animalia Animalia Animalia

_Phylum Magnoliophyta Arthropoda Chordata Chordata Chordata Chordata Chordata Chordata

Class Liliopsida Insecta Amphibia Mammalia Mammalia Mammalia Mammalia Mammalia-Order Arecales Hymenoptera Anura Artiodactyla Carnivora Carnivora Carnivora Carnivora

1_~amilY Arecaceae AEidae Ranidae Camelidae Otariidae Felidae Felidae Felidae

Genus Phoenix Apis Rana Camelus Zalophus Felis Panthera Panthera

I~pecies dacryJifera mellifera [pipiens bactrianus californianus silvestris leo tigris

rCommon IDATE PALM Name 1--- i iKingdom IPlantae

IPhylum Magnoliophyta I

IClass ILiliopsida

Order IArecales I

HONEYBEE LEOPARD FROG

Animalia Animalia

Arthropoda Chordata

Insecta Amehibia

Hymenoptera Anura

RanidaeIFamJy___~Arecaceae lApidae

RanaI_Qenus Phoenix lApis

BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Camelus

bactrianus

CALIFORNI A SEA LION

Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus

HOUSE CAT AFRICAN SIBERIAN LION TIGER

Animalia Animalia Animalia

Chordata Chordata Chordata

Mammalia Mammalia Mammalia

Carnivora Carnivora Carnivora

Felidae Felidae Felidae

Felis Panthera jPanthera

jSIecies dactylifera tigrissilvestris leomelliera pipiens

Common DATEPALMlHONEYBEE LEOPARD Name I FROG

AnimaliaKi~dom Plantae Animalia

Phylum IMagnoliophyta Arthropoda Chordata

Insecta AmphibiaClass Liliopsida

HymenopteraOrder Arecales Anura

Apidae RanidaeFamiIy Arecaceae

Genus Phoenix __ Apis Rana

sect1ecies dactylifera mellifera ipipiens

BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Cameus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus

HOUSE CATj AFRICAN ~ LION

Animalia Animalia

Chordata IChordata

Mammalia Mammalia

Carnivora ICarnivora

Felidae IFelidae i

Felis IPanthera

silvestris Ilea

SIBERIAN TIGER

Animalia

Chordata

Mammalia

Carnivora

Felidae

Panthera

tigris _ shy

Name ___ Period ___ Date

Baggie Cladistics


They are related to each other


The more similar the closer related they are The more recent the common ancestor


Comparing anatomy Comparing DNA Comparing embryology (development before birth)

4 Compare and contrast a c1adogram (branching tree diagram) with a pedigree (family tree)

Both show relatives amp ancestors Cladograms include more distant

relatives over a longer period of time and can thus be used to predict the characteristics of

common ancestors

Lab Plant Structure and Function

Pre-Lab Questions 1 Identify the items on the table What do they all have in common 2 What are the parts of the plant 3 Where do plants come from 4 Explain the function of each of the following part of the plant roots stems leaves flower

Major Plant Organs and Their Functions

Part A Leaves

The leaf of a plant serves two basic fUnctions photosynthesis and cellular respiration

Photosynthesis is a chemical reaction in which plants convert radiant energy (light energy) into chemical energy (food energy or more specifically glucose) Cellular respiration is the chemical reaction in which chemical energy (glucose) is converted into usable energy for the plant

Can you list the reactants and products for the processes ofphotosynthesis and cell respiration

Photosynthesis Equation _________________________

Cell Respiration Equation ____~____________________

Leaf Cross-Section

The leaf is the primary photosynthetic organ of the plant It consists of a flattened portion called the blade that is attached to the plant by a structure called the petiole Sometimes leaves are divided into two or more sections called leaflets Leaves with a single undivided blade are called simple those with two or more leaflets are called compound

The outer surface of the leaf has a thin waxy covering called the cuticle (A) this layers primary function is to prevent water loss within the leaf (Plants that leave entirely within water do not have a cuticle) Directly underneath the cuticle is a layer of cells called the epidermis (8) The vascular tissue xylem and phloem are found within the veins of the leaf Veins are actually extensions that run from to tips of the roots all the way up to the edges of the leaves The outer layer of the vein is made of cells called bundle sheath cells (E) and they create a circle around the xylem and the phloem On the picture xylem is the upper layer of cells (G) and is shaded a little lighter than the lower layer of cells - phloem (H) Recall that xylem transports water and phloem transports sugar (food)

Within the leaf there is a layer of cells called the mesophyll The word mesophyll is greek and means middle (meso) leaf (phyllon) Mesophyl can then be divided into two layers the palisade layer (D) and the spongy layer (F) Palisade cells are more column-like and lie just under the epidermis the spongy cells are more loosely packed and lie between the palisade layer and the lower epidermis The air spaces between the spongy cells allow for gas exchange Mesophyll cells (both palisade and spongy) are packed with chloroplasts and this is where photosynthesis actually occurs

Epidermis also lines the lower area of the leaf (as does the cuticle) The leaf also has tiny holes within the epidermis called stomata Specialized cells called guard cells (C) surround the stomata and are shaped like two cupped hands Changes within water pressure cause the stoma (singular of stomata) to open or close If the guard cells are full of water they swell up and bend away from each other which opens the stoma During dry times the guard cells close

A Color the structures underlined above Make sure that the entire picture is colored and that the color matches the words For simplicity only part of the picture is labeled

o Cuticle (light blue)

o Epidermis (yellow)

o Guard cells (pink)

o Palisade Mesophyll (dark

green)

o Phloem (purple)

o Xylem (orange)

o Spongy Mesophyll (light green)

o Bundle Sheath(dark blue)

B Answer the following questions

1 What two tissues are found within a vein

2 What does the word mesophyll mean

3 What two layers of the plant contain chloroplasts

4 The outermost layer of cells ___________

5 The waxy covering of the leaf __________

6 These cells function to open and close stomata _________

7 Outer layer of the vein ___________

8 Column like cells that lie just under the epidermis ________

9 Openings that allow for gas exchange ___________

10 The stalk that connects the leafto the stem __________

C Extension (Honors Only)

1 Write a paragraph discussing how leaf structure contributes to the efficiency of the process of photosynthesis

2 Predict adaptations that would be found in leaves located in the following environments a Desert b Tropical rain forest c Aquatic environment

Stomata and Guard Cells

Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides

Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least

one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear

Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling

the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant

6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape

Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts

Analysis 1 Sketch and label the Stoma Guard Cells Epidermal

Cells and Chloroplasts

2 Estimate the number of stomata on your sample

Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared

to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a

Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under

what circumstances might the stomata be closed during the day

Part B Roots

Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues

In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems

Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and

phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue

3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell

fiGUiE 53middot1

Lateral Root Origin

Monocot __X

Dicot __X

1 Observe the slide of the area of lateral root origin on low power then on high power

2 Determine the tissue from which the lateral root is growing (See Figure 53-2)

3 Make a sketch of your observations

Onion Root Tip (Longitudinal Section)

1 Observe the onion root tip siide on low then medium power

2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)

3 What is the function of the root cap at the

l-== ~-~~~

llr---rlliOtcltP

very tip of the root Sketch what you see _----x

Root Systems

Using Figure 53-3 observe the different types of root systems

Tap Root

1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there

2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots

Part C Stems

As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant

In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement

Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your

microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem

phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic

tissue 5 Compare the relative size of each cell to the other cells

_tUltBACXOUlIshyMONOCOT vo

Htlt8ACeR))$ ~T $JlM

Monocot

~ Tilia Stem (Woody growth)

1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood

xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or

meristematic tissue 5 Compare the relative cell sizes

X

x

cork phloem lLYlom j

fiGURE 54-2

x

Woody Twig

1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels

(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)

3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite

leaf arrangement 5 The area between two bud scale scars is one years

growth 6 Count the years of growth on the twig

sealell

FIGURE 54-3

Analysis Questions

1 State the various functions of a stem

2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots

3 What other major differences exist between woody stems and herbaceous stems

4 How do monocot and dicot stems differ in location of cambium xylem and phloem

5 Explain how you would tell if one growing season was more favorable for growth than others

6 What function do lenticels serve What would happen to a woody twig with no (enticels

7 How can you determine the past arrangement of leaves on a bare twig

Filament (holds the anther)

r--~--A~r___i__L=---l_ stigma

1----rT-+-------T---~e

ovary (female reproductive organ)

~f---7------(reproductive oell gtM1ich

wll become the seed yenhen fertilized by pollen)

Part 0 Flower

The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle

Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs

The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther

The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei

Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)

co (a tUbe on top of the ovary)

tn

Ovule

Peduncle

---- (Stem)

Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei

The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard

Sepal (small leaves under

the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape

scalpel or razor blade

Procedure

1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts

2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement

sepal

petal

pistil

stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it

for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down

4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther

In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration

5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen

When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains

6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary

7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)

Data As you do the flower dissection complete the table below

Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary

AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences

1 List 3 ways that the male organs of the flower are different from the female organs of the flower

2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit

EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE

In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular

processes are cellular respiration and photosynthesis

Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems

A Examine the kelp forest food web

zooplankton bacteria

feeds on all decayingmatteel

cyanobacteria

1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis

2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration

B Video clip Energy Flow in Coral Reef Ecosystems

WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl

1 How does the energy flow in this ecosystem parallels that in the kelp forest

ecosystem

C Examine the carbon cycle

1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem

D Photosynthesis and Cellular Respiration Shuffle

1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If

you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work

3 Choose a stack to start with Put the strips in the order in which you think the processes are happening

4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the

animation and make any adjustments in the order of the strips that you need to

Analysis

1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips

2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose

) powertolearncom ~r aservke of CABlEVISION

Title Take a Heart Hike

Grade Ranges K-4 5-8

JL9-12

Subject Tag Science The Human Body

Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood

Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology

Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview

bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom

bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)

bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs

2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells

carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)

Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)

Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete

Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and

back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their

respective functions

Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things

NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students

CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function

NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System

Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory

systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide

4 Students have sequencing ability

Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson

Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles

Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in

the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe

the respective functions (or match structures and functions)

Recommended Lesson Plan Review Date

Review Comments check Web site

LAB Epidemic - The Deadly Fuchsia Disease

Background Information

A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus

In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier

Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals

Materials test tube racks test tube water NaOH phenolphthalein

lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test

tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl

2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of

bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl

sectillc~nt Trial

1

2

3

Hypothesis 3 How many people do you think will become infected by the end of the lab ______

Remember only one person will be infected with the virus in the beginning

Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now

decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled

Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)

for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below

Test results -----0---shyc Now record your name and results on the class data sheet

Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next

to each name who is found to be positive for the disease

Class Data Table

I I

t

I I

Infected Persons Round 1 Contacts of I nfected Persons

Round 2 Round 3

I

Route of Transmission Flow Chart

Round 1 Round 2 Round 3

Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__

NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange

AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your

answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the

beginning and by the end of the lab (so you should have three bars total) Label your axes

TEACHER VERSION

E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3

Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob

shyJohn Mike Karen Dave

I

i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen

() = Infected person

1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet

This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2

2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange

3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people

4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people

Example Route of Transmission Flow Chart

ROWldl Ronnci2 Round 3

~--------------------------------~~ ~en -rv[ary Bob Janet

~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier

- 110 Jolm

The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles

---------------------------- Date ____________Name

Student Exploration Disease Spread

_disease epidemic infect infectious disease pathogen

Prior Knowledge Questions (Do these BEFORE using the Gizmo)

1 Why do you think it is important to cover your mouth when you cough __________

2 Why should you always wash your hands before you eat ______________

Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _

In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe

1 Describe what happened on the SIMULATION pane ___________________

2 Look at the color key on the bottom right of the Gizmo What is happening when a person

changes color ____________________________________________

Activity A

Person-to-person transmission

Get the Gizmo ready

bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases

turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5

Question What factors affect how quickly a pathogen spreads from person to person

1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person

2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)

A What does the purple person represent _______________

B Click Play and observe the simulation for a while What must happen for the disease

to spread from one person to another ________________

C How long did it take to five people ______________

3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room

Number of people in room Time required to infect five people (hr)

15

25

35

4 Interpret Study the data you collected What trend do you see in the data and how would

you explain it __~------------------------

(Activity A continued on next page)

-----

Activity A (continued from previous page)

5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person

On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)

I Probability of Transmission

Low

Time required to infect five people (hr)

Medium

I High

6 Interpret Study the data you collected in the table above What trend do you see in the data

and how would you explain it ____________________~_

7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play

A At what time did the disease spread most slowly Most quickly _______

B How could you explain this change in the rate of the diseases spread

8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen

Activity B

Foodborne and airborne transmission

Get the Gizmo ready

bull Click Reset bull On the CONTROLS tab under Active diseases

turn off Person to n and turn on Foodborne

Question How do foodborne and airborne pathogens spread

1 Predict How do you expect the spread of a food borne disease to be similar to and different

from the spread of a person-to-person disease ________________

2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room

A What does each person do just before becoming infected _________

B How are food borne pathogens transmitted _______________

C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer

3 Analyze Select the GRAPH tab and wait for every person to become infected


B How could you explain this change in the rate of the diseases spread _____

(Activity B continued on next page)

Activity B (continued from previous page)

4 Compare How does the spread of a foodborne pathogen compare to the spread of the

person-to-person pathogen you studied in activity A ______________

5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease

6 Experiment Run a few simulations with the airborne pathogen

A What patterns do you notice in how the airborne pathogen spreads ______

B How does the spread of an airborne pathogen compare to the spread of foodborne

and person-to-person pathogens ___________________

7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person

Peach Plum

Pear Pepper

Watermelon

Pineapple

______~cucu~mb~e~r-------r--------~E~9~9~plant---------1----Banana

Osage Orange Cantaloupe

uash


Student Data Sheet







Fruits I


I Groulling Rule

J GrouQing Rule

I Groulling Rule

I Fruits in Group

J Fruits in Group

r ~its in Group






2nd Baggie

1st Baggie








more








Nallle9








but cannot roar







Baggie Cladistics





Name Period Date






I










IClass ILiliopsida

Order IArecales I


Animalia Animalia

Arthropoda Chordata

Insecta Amehibia

Hymenoptera Anura



BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Camelus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus

















BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Cameus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus


Animalia Animalia

Chordata IChordata

Mammalia Mammalia


Felidae IFelidae i

Felis IPanthera

silvestris Ilea

SIBERIAN TIGER

Animalia

Chordata

Mammalia

Carnivora

Felidae

Panthera

tigris _ shy


Baggie Cladistics










common ancestors




Part A Leaves






Leaf Cross-Section










green)

o Phloem (purple)

o Xylem (orange)
































Part B Roots






fiGUiE 53middot1

Lateral Root Origin

Monocot __X

Dicot __X








l-== ~-~~~

llr---rlliOtcltP


Root Systems


Tap Root



Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready
























Student Data Sheet







Fruits I


I Groulling Rule

J GrouQing Rule

I Groulling Rule

I Fruits in Group

J Fruits in Group

r ~its in Group






2nd Baggie

1st Baggie








more








Nallle9








but cannot roar







Baggie Cladistics





Name Period Date






I










IClass ILiliopsida

Order IArecales I


Animalia Animalia

Arthropoda Chordata

Insecta Amehibia

Hymenoptera Anura



BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Camelus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus

















BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Cameus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus


Animalia Animalia

Chordata IChordata

Mammalia Mammalia


Felidae IFelidae i

Felis IPanthera

silvestris Ilea

SIBERIAN TIGER

Animalia

Chordata

Mammalia

Carnivora

Felidae

Panthera

tigris _ shy


Baggie Cladistics










common ancestors




Part A Leaves






Leaf Cross-Section










green)

o Phloem (purple)

o Xylem (orange)
































Part B Roots






fiGUiE 53middot1

Lateral Root Origin

Monocot __X

Dicot __X








l-== ~-~~~

llr---rlliOtcltP


Root Systems


Tap Root



Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready




























2nd Baggie

1st Baggie








more








Nallle9








but cannot roar







Baggie Cladistics





Name Period Date






I










IClass ILiliopsida

Order IArecales I


Animalia Animalia

Arthropoda Chordata

Insecta Amehibia

Hymenoptera Anura



BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Camelus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus

















BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Cameus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus


Animalia Animalia

Chordata IChordata

Mammalia Mammalia


Felidae IFelidae i

Felis IPanthera

silvestris Ilea

SIBERIAN TIGER

Animalia

Chordata

Mammalia

Carnivora

Felidae

Panthera

tigris _ shy


Baggie Cladistics










common ancestors




Part A Leaves






Leaf Cross-Section










green)

o Phloem (purple)

o Xylem (orange)
































Part B Roots






fiGUiE 53middot1

Lateral Root Origin

Monocot __X

Dicot __X








l-== ~-~~~

llr---rlliOtcltP


Root Systems


Tap Root



Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready






























Nallle9








but cannot roar







Baggie Cladistics





Name Period Date






I










IClass ILiliopsida

Order IArecales I


Animalia Animalia

Arthropoda Chordata

Insecta Amehibia

Hymenoptera Anura



BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Camelus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus

















BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Cameus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus


Animalia Animalia

Chordata IChordata

Mammalia Mammalia


Felidae IFelidae i

Felis IPanthera

silvestris Ilea

SIBERIAN TIGER

Animalia

Chordata

Mammalia

Carnivora

Felidae

Panthera

tigris _ shy


Baggie Cladistics










common ancestors




Part A Leaves






Leaf Cross-Section










green)

o Phloem (purple)

o Xylem (orange)
































Part B Roots






fiGUiE 53middot1

Lateral Root Origin

Monocot __X

Dicot __X








l-== ~-~~~

llr---rlliOtcltP


Root Systems


Tap Root



Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready



























but cannot roar







Baggie Cladistics





Name Period Date






I










IClass ILiliopsida

Order IArecales I


Animalia Animalia

Arthropoda Chordata

Insecta Amehibia

Hymenoptera Anura



BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Camelus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus

















BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Cameus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus


Animalia Animalia

Chordata IChordata

Mammalia Mammalia


Felidae IFelidae i

Felis IPanthera

silvestris Ilea

SIBERIAN TIGER

Animalia

Chordata

Mammalia

Carnivora

Felidae

Panthera

tigris _ shy


Baggie Cladistics










common ancestors




Part A Leaves






Leaf Cross-Section










green)

o Phloem (purple)

o Xylem (orange)
































Part B Roots






fiGUiE 53middot1

Lateral Root Origin

Monocot __X

Dicot __X








l-== ~-~~~

llr---rlliOtcltP


Root Systems


Tap Root



Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready























Baggie Cladistics





Name Period Date






I










IClass ILiliopsida

Order IArecales I


Animalia Animalia

Arthropoda Chordata

Insecta Amehibia

Hymenoptera Anura



BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Camelus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus

















BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Cameus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus


Animalia Animalia

Chordata IChordata

Mammalia Mammalia


Felidae IFelidae i

Felis IPanthera

silvestris Ilea

SIBERIAN TIGER

Animalia

Chordata

Mammalia

Carnivora

Felidae

Panthera

tigris _ shy


Baggie Cladistics










common ancestors




Part A Leaves






Leaf Cross-Section










green)

o Phloem (purple)

o Xylem (orange)
































Part B Roots






fiGUiE 53middot1

Lateral Root Origin

Monocot __X

Dicot __X








l-== ~-~~~

llr---rlliOtcltP


Root Systems


Tap Root



Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready























I










IClass ILiliopsida

Order IArecales I


Animalia Animalia

Arthropoda Chordata

Insecta Amehibia

Hymenoptera Anura



BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Camelus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus

















BACTRIAN CAMEL

Animalia

Chordata

Mammalia

Artiodactyla

Camelidae

Cameus

bactrianus


Animalia

Chordata

Mammalia

Carnivora

Otariidae

Zalophus

californianus


Animalia Animalia

Chordata IChordata

Mammalia Mammalia


Felidae IFelidae i

Felis IPanthera

silvestris Ilea

SIBERIAN TIGER

Animalia

Chordata

Mammalia

Carnivora

Felidae

Panthera

tigris _ shy


Baggie Cladistics










common ancestors




Part A Leaves






Leaf Cross-Section










green)

o Phloem (purple)

o Xylem (orange)
































Part B Roots






fiGUiE 53middot1

Lateral Root Origin

Monocot __X

Dicot __X








l-== ~-~~~

llr---rlliOtcltP


Root Systems


Tap Root



Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready
























Baggie Cladistics










common ancestors




Part A Leaves






Leaf Cross-Section










green)

o Phloem (purple)

o Xylem (orange)
































Part B Roots






fiGUiE 53middot1

Lateral Root Origin

Monocot __X

Dicot __X








l-== ~-~~~

llr---rlliOtcltP


Root Systems


Tap Root



Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready


























common ancestors




Part A Leaves






Leaf Cross-Section










green)

o Phloem (purple)

o Xylem (orange)
































Part B Roots






fiGUiE 53middot1

Lateral Root Origin

Monocot __X

Dicot __X








l-== ~-~~~

llr---rlliOtcltP


Root Systems


Tap Root



Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready


























Part A Leaves






Leaf Cross-Section










green)

o Phloem (purple)

o Xylem (orange)
































Part B Roots






fiGUiE 53middot1

Lateral Root Origin

Monocot __X

Dicot __X








l-== ~-~~~

llr---rlliOtcltP


Root Systems


Tap Root



Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready




























green)

o Phloem (purple)

o Xylem (orange)
































Part B Roots






fiGUiE 53middot1

Lateral Root Origin

Monocot __X

Dicot __X








l-== ~-~~~

llr---rlliOtcltP


Root Systems


Tap Root



Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready






































Part B Roots






fiGUiE 53middot1

Lateral Root Origin

Monocot __X

Dicot __X








l-== ~-~~~

llr---rlliOtcltP


Root Systems


Tap Root



Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready



























l-== ~-~~~

llr---rlliOtcltP


Root Systems


Tap Root



Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready























Part C Stems









Monocot





X

x


fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready
























fiGURE 54-2

x

Woody Twig






sealell

FIGURE 54-3

Analysis Questions










1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready

























1----rT-+-------T---~e




Part 0 Flower







tn

Ovule

Peduncle

---- (Stem)




the flolMr)

Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready























Flower Dissection

Materials

fresh flower(s)

dissecting needle

hand lens

forceps

plain paper

metric ruler

clear tape


Procedure



sepal

petal

pistil










Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready


























Petals

Stamens

Anthers

Pollen grains

Pistil

Stigma

Style

Ovary











cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready






























cyanobacteria






ecosystem









Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready































Analysis






JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready


























JL9-12







































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready





















































sectillc~nt Trial

1

2

3










Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready






























Class Data Table

I I

t

I I


Round 2 Round 3

I








TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready























TEACHER VERSION




I












- 110 Jolm


---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready























---------------------------- Date ____________Name










changes color ____________________________________________

Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready























Activity A


Get the Gizmo ready












15

25

35


you explain it __~------------------------


-----





Low


Medium

I High







Activity B


Get the Gizmo ready























-----





Low


Medium

I High







Activity B


Get the Gizmo ready























Activity B


Get the Gizmo ready























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