LESSON PLAN 11.1 COURSE TITLE: Plant Science UNITW: 11 UNIT TITLE: Environmental Factors Affecting Plants LESSON: What are the environmental factors that affect plant production? LEARNING OBJECTIVES: ‘Student will... Identify the four major environmental essentials for plant growth, Describe the impact of each environmental essential for plant growth. SCIENCE CONCEPTS: AG SCIENCE PRACTICES: Evaporation Irrigation Photosynthesis Growing conditions Respiration ‘Water quality Transpiration Row Spacing Tropism Plant Density Date of planting References, Learning resources, Materials, & Equipment Omamental Horticulture, Principles and Practices; Ingels State University of New York, Agriculture/Technical College Delmar Publishers Inc. ISBN_0-8273-1944-4 HD 52488 TEACHING PROCEDURE: (Attention focusing, Anticipatory Set, Interest Approach) Activity: Show an example of a wilted plant, Leading Questions: ‘What may have caused the current condition of this plant? What would be one factor that seemed to affect a healthy vigorous plant? LESSON SEQUENCE:(demonstration, direct instruction, key questions, activity description, learning activities, procedure, discussion outline) Day #1 Attention Focuser 5-10 minutes Introduce the students to the 4 environmental factors that affect plant growth. 30 minutes Summary and Reflection 5-10 minutes Teacher Note: There are 5 experiments that follow along with this unit. You may use them repectively after each lesson or cumulatively after all lessons have been discussed. It is suggested you organize your class into 5 working groups. One group will be the control group. The remaining 4 groups will each address one of the growth essentials.PROBLEM SOLUTION: Layout of the Plan... KQ#l ‘Why is light essential for plant growth? ‘A. Light energy permits al life form on earth B. Plants capture and transform light energy for growth C. Plants respond to light (natural and artificial) D. Without light, plants green color will fade and the plant dies E. Phototropism- When plants grow towards a light source such as a window F. Photoperiodism- the duration of light affects plant growth - short day vs. long day plants G. Tropism- a growth response that orients a plant towards or away from a stimulus. KQ #2 ‘Why is temperature an essential environmental factor for plant growth? 1. Temperature can control the rate of reactions or processes in the plant, such as: a. germination ». transpiration ©. respiration 4. flowering TI, Normal temperature range cool temperature - 60-75 degrees F -warm temperature - 75-90 degrees F Classifications: warm season crops -cool season crops long season -short season K.Q.43 — Whyis air (atmosphere) an important environmental factor for plant growth? I. Air surrounds the (aerial) portion of the plant IL Plants must have air for oxygen and carbon dioxide ‘A. Carbon Dioxide required for photosynthesis B. Oxygen is required for respirationKQ #4 Why is water considered to be an essential environmental factor? a. water is essential to all life b. water enters the plants through the roots - provides a transportation medium to carry various essential elements within the plant cc. water is necessary for photosynthesis providing the H attached to the CO, to make sugar and is the source of 0, released 4. water acts as a solvent carrying dissolved sugars and other organic substances throughout the plant . water helps maintain cell turger £. water helps to cool the plant via transpiration g. water is necessary for plant cell enlargement PROBLEM CONCLUSION AND/OR SUMMARY: 1 What conclusions can we draw from this lesson? 2. Can we eliminate one of the environmental factors? 3. Can we vary the environmental factors to an extreme without affecting plant growth? Why or why not? EVALUATION OF THE TEACHING/LEARNING PROCESS: In this problem we have practiced... HIGHER ORDER THINKING LEVEL (Identify levels with students) Cognitive Psychomotor Affective 6. Evaluation 5. Naturalize 5. Characterized 5. Synthesis 4. Articulate 4. Organize 4. Analysis 43. Precision 3. Value 3. Application 2. Manipalate 2. Respond 2. Comprehension _—1, Imitate 1. Receive 1. KnowledgeMLA STUDENT EXERCISES/EXPERIMENTS/ACTIVITIES NAME:, TITLE: Interaction of Environmental Factors and their effect on Plant Growth and Development CONTROL FOCUS QUESTION: What are the environmental factors that affect plant growth? OBJECTIVES: Student's Will: Determine the effect of environmental factors on growth and development. STUDENT PREDICTION: ‘What will happen to a plant that has: a, limited amounts of light b. limited amounts of water c. limited amounts of air 4. limited amounts of temperature (cooler than normal) €, normal amounts of light, water, air, & temperature INTRODUCTION: You will be joining your students in conducting an experiment that will be utilized throughout this unit. You will study environmental factors as a class. You will be expected to determine their impact on plant growth and development. You will need to observe and determine the effects that these factors have and hypothesize as to why. Your teacher should split you up into 5 groups for this study in order to conduct #1 through #1E at the same time. SCIENCE CONCEPT(S): Evaporation Phototropism Tropisms Transpiration MATERIALS NEEDED: 1 two liter bottle 1 knife potting soil plant(s) provided by the teacher seedlings provided by the teacher clear packing tapeLEARNING ACTIVITIES/PROCEDURE(S): ILLA 1. Obtain a group assignment from your teacher. 2. Obtain the materials needed from your teacher. 3. Cut your two liter bottle at the top, 2" below the line that signifies the widest part of the bottle. 4. Fill the bottle 1/2 full with potting soil. 5. Plant three bean plants, evenly spaced in the soil 6, Water the plants regularly as needed. (do not over water) 7. Replace the top of the bottle using the packing tape to seal it. 8. Place the plants in a location that is well lighted, has moderate temperature, and is not in danger of being knocked over.ILA STUDENT OBSERVATIONS/EVIDENCE ANALYSIS (Data analysis, findings, questions) 1. Make regular observations taking note of vigor, growth, emergence, and leaf development. Record what you see. Week #1 Week #2 2. Would you say these plants are healthy? What leads you to this conclusion? Specify: Week #3 Week #4WALA STUDENT SUMMARY/CONCLUSION/RECOMMENDATIONS/REFLECTION: 1. Why did your plants grow or not grow? 2. Do you feel that a specific factor affected your plant's growth? Specify: 3. If you did this experiment again, what would you do differently? 4, With all environmental factors present, was your prediction accurate? Why or why not?LESSON PLAN 11.2 COURSE TITLE: Plant Science UNIT#: 11 UNIT TITLE: Environmental Factors Affecting Plants LESSON: What effect does moisture have on plant growth and development? LEARNING OBJECTIVES: Student will... Determine how water availability effect root and plant development. Compare and contrast precipitation amounts to plant development. Explain how plants adapt to water availability and use. SCIENCE CONCEPTS: AG SCIENCE PRACTICES: Evaporation Invigation and Watering Precipitation Maintaining Water Quality Transpiration References, Learning resources, Materials, & Equipment Plant Science; Braden, Halfacre, & Parrish TEACHING PROCEDURE: (Attention focusing, Anticipatory Set, Interest Approach) Activity: Compare a wilting plants to a healthy plant. Leading Questions: ‘What factors do you think are causing the plant on the left to wilt while the plant on the right appears perfectly healthy? LESSON SEQUENCE: (demonstration, direct instruction, key questions, activity description, learning activities, procedure, discussion outline) Attention Focusing Activity 5-10 minutes ~Students will likely guess you did not water the wilting plant -Lead them to the clues that it may be more, Perhaps high heat have caused the plant to defend itself against drought and water loss. Perhaps it was just planted and is still establishing new root growth. etc... Class Discussion 30-45 minutes ‘Summary 5-10 minutes ivityPROBLEM SOLUTION: Layout of the Plan... KQ #1 How do plants get water? I, Water is perhaps the single most important nutrient. It is the majority of the ‘makeup of all living organisms. It is necessary for waste removal, chemical reactions, cellular cohesion, cell enlargement, and many other purposes. B. Irrigation C. Stored surface and ground water D. Fog and Dew K.Q.#2 How can precipitation affect plant growth? 1. Generally, the type of precipitation we are concemed with is rainfall. Although snow packs in mountain regions can signal a water shortage or abundance in the spring. II. We can look at precipitation in 3 ways: A. Annual Precipitation - the amount received per year B. Monthly Precipitation - the amount per month C. Rate of Precipitation D. Forms - i.e. rain, snow, fog IIL. When dealing with precipitation, we are generally considering agricultural uses. Certain crops require certain levels of precipitation, while other crops will have a greater ability to tolerate drought. For example: the annual precipitation in ‘Montana and Wyoming is low. They primarily raise forages. In the NW, ‘Western Washington gets a high amount of rain which is also a result of a very moderate climate, Are there differences in rainfall across MN? Across the Middle west region? Why? IV. Monthly precipitation can play a role from zone to zone in the US. For example: parts of CA. get similar annual rainfall to parts of Kansas. However most of the rain in these parts of CA. fall in the fall and winter, while the parts of Kansas see most of their rainfall in spring and summer. This would have a considerable effect, cn the crops planted V. Rate of precipitation can tie a great deal in with monthly precipitation. Monsoon seasons in India can produce the majority of the annual rainfall and also huge floods. However, rate of precipitation that is not annual is also a factor. From flooding and drought as extremes to a heavy thunderstorm immediately after applying chemicals, rate of precipitation can affect plant growth.KQ8 What effect does irrigation and stored water have on plant growth? I. Irrigation of course will affect plant growth in whatever way the producer may want. It can supplement dry periods between rainfalls or help make desert into highly productive farmland II, Stored water underground or on the surface can serve the same purpose as a supplement either directly or from irrigation. Additionally, many aquatic species require a reservoir of water to exist and reproduce, KQ #4 ‘What direct effects does water have on plants? I. Inorder to get water, plants will often adapt to conditions. For example, com may send roots up to 6 feet deep to get water in dry years. Trees will have highly extensive root systems to take advantage of ground water. IL. Desert plants have widespread shallow systems to take advantage of scarce, brief rainfalls. Additionally, desert plants are forced to adapt by storing water, usually in their stems. TIL. As you have learned, plants utilize roots, or uptake through leaves and stems to collect water. IV. Finally, plants grown hydroponically give a very good example of water's effect, on growth. Plants with their root system exposed to water mist or perhaps submerged in water will develop root systems that can survive in this type of environment, Remember, roots need air much like we do. KQ. #5 ‘What effect does water quality have on plant growth? I, Water quality is becoming a concem. Polluted water can of course become polluted to an extent that plant growth can be affected. IL Fertilizers can pollute water as well as increase plant growth. Hydrocarbons like oil can kill plants. III, Salt content in soil is being increased by the use of water in irrigation. That use of water could eventually lead to the irreversible destruction of some very productive soils.PROBLEM CONCLUSION AND/OR SUMMARY: 1, Without water, plants die. However with water, plants can die too. It is how the water is used, dispersed, and how the plant can adapt, that determines if water is ‘good for the plant. EVALUATION OF THE TEACHING/LEARNING PROCESS: In this problem we have practiced... HIGHER ORDER THINKING LEVEL (Identify levels with students) ‘Cognitive ‘Psychomotor Affective 6. Evaluation 5, Naturalize 5. Characterized 5. Synthesis 4. Articulate 4. Organize 4, Analysis 3. Precision 3. Value 3. Application 2. Manipulate 2. Respond 2. Comprehension: 1. Imitate 1, Receive 1. KnowledgeMA STUDENT EXERCISES/EXPERIMENTS/ACTIVITIES NAME: TITLE: Interaction of Environmental Factors and their effect on Plant Growth and Development. MOISTURE FOCUS QUESTION: What are the environmental factors that affect plant growth? OBJECTIVES: Student's Will: Determine the effect of environmental factors on growth and development. STUDENT PREDICTION: ‘What will happen to a plant that has: a, limited amounts of light ». limited amounts of water ¢. limited amounts of air 4. limited amounts of temperature (cooler than normal) €. normal amounts of light, water, air, & temperature f. limited amounts of minerals INTRODUCTION: ‘You will be joining your students in conducting an experiment that will be utilized throughout this unit, You will study environmental factors as a class. You will be expected to determine their impact on plant growth and development. You will need to observe and determine the effects that these factors have and hypothesize as to why. Your teacher should split you up into 6 groups for this study in order to conduct #1A through #1F at the same time. SCIENCE CONCEPT(S): Evaporation Phototropism Tropisms MATERIALS NEEDED: 1 two liter bottle 1 knife potting soil plant(s) provided by the teacher seedlings provided by the teacher clear packing tape for each group)LEARNING ACTIVITIES/PROCEDURE(S): 2A 1, Obtain a group assignment from your teacher. 2. Obtain the materials needed from your teacher. 3. Cut your two liter bottle at the top, 2" below the line that signifies the widest part of the bottle. 4. Fill the bottom half of the bottle 1/2 full with potting soil 5. Plant three bean plants, evenly spaced in the soi. 6. Water the plants regularly as needed. (do not over water) 7. Replace the top of the bottle using the packing tape to seal it. 8, Place the plants in a location that is well lighted, has moderate temperature, and is not in danger of being knocked over.2A STUDENT OBSERVATIONS/EVIDENCE ANALYSIS (Data analysis, findings, questions) 1, Make regular observations taking note of vigor, growth, emergence, and leaf development. Record what you see. Week #1: Week #2 2. Would you say these plants are healthy? What leads you to this conclusion? Specify: Week #3 Week #4M2A STUDENT SUMMARY/CONCLUSION/RECOMMENDATIONS/REFLECTION: 1. Why did your plants grow or not grow? 2. Do you feel that a specific factor affected your plant's growth? Speci 3. If you did this experiment again, what would you do differently? 4. With all environmental factors present, was your prediction accurate? Why or why not?LESSON PLAN 11.3 COURSE TITLE: Plant Science UNIT#: 11 UNIT TITLE: Environmental Factors Affecting Plants LESSON: What are the effects of temperature on plants? LEARNING OBJECTIVES: Student will... Determine factors that affect temperature. Describe high and low temperature stress on plants. Describe how temperatures affect plants. SCIENCE CONCEPTS: AG SCIENCE PRACTICES: Convection Controlling temperature for plants Transpiration Measuring temperature Caleulation of growing degree days References, Learning resources, Materials, & Equipment Plant Science; Barden, Halfacre, and Parrish Modem Com Production; Aldrich, Scott, and Hoeft TEACHING PROCEDURE: (Attention focusing, Anticipatory Set, Interest Approach) Activity: Place a plant in the freezer for a few days before class and show it to the class. Leading Question: What happened to this plant? Why did it happen? LESSON SEQUENCE: (demonstration, direct instruction, key questions, activity description, learning activities, procedure, discussion outline) Introduction and Attention Focuser 10 minutes Class Discussion 20-30 minutes ‘Summarize 10 minutes ActivityPROBLEM SOLUTION: Layout of the Plan. KQ #1 What are some basic definitions of temperature? I. Calorie-metric system- unit of heat. A calorie (cal) is the amount of heat required to raise the temperature of one gram of water 1 degree C. I British Thermal Unit (BTU) - English system - unit of heat. It is the amount of heat required to raise the temperature of 1 pound of water 1 degree F. 1 BTU = 253 cal KQ #2 What factors influence temperature? 1. Latitude - Temperature differences are caused by day length and the angle at which the suns radiation hits the earth's surface. **Teacher note - Hold a globe at a 23 degree angle to a flashlight held 2 feet away. This will show the more direct light at the equator with the light grazing the globe further north and south, 2. Elevation - temperatures decrease with altitude, A good rule of thumb is that for every 100 feet of elevation there is a decrease if 1 degree F. 3. Oceanic Effect - Large bodies of water (oceans, great lakes) warm and cool much more slowly than soil. This accounts for more moderate temperatures along coasts. 4. Aspect - Direction of a slope; slopes rank from warmest to coolest as follows: ~ South - exposed to the sun most of the day - West - warmed by air in the morning, direct light in the afternoon - East - only slightly cooler than the West - North - Sun is at a lesser angle to this slope 5. Soils - Different types of soils warm up in the spring depending mainly on their water holding capability. The following soils are ranked from quicker warming, to slowly warming: 1. Sandy soil - low water holding capability 2. Loam, silt, and clay - equal in water capacity 3. Organic - high water holding capacityKQ How are plants affected by temperature? (transparency #2) 1, Temperature is directly related to the speed at which plants grow. (between 32-120 degrees F.) 2. Temperatures can either increase or decrease the chemical and physical processes of a plant 3. Most plants do best somewhere between 32 degrees F and 77 degrees, between 78 degrees and 95 degrees F the rate of growth is slowed because rate limiting events begin to occur. eg, water stress, membrane & enzyme organization. 4, These are just general guidelines. Individual plants will flourish at different ‘temperatures. Potatoes for example would fit the guidelines of a cool season plant while corn is a warmer season plant and would do best up to 86 degrees F. K.Q #4 What is growing degree days (GDD)? (transparency #3) 1. GDD is a widely used method of determining temperature requirements of a plant. The GDD is the number of units it takes a plant to reach a given stage of development. 2. The process for computing GD is as follows ~ a base temperature is set for the plant, below the base number growth is minimal ~ find the mean temp. for the day ( max, temp. + min, temp.) divided by 2 and then subtract it from the base temperature. - Each crop and variety have a total number of GDD it takes to reach maturity based on the summation of the daily heat units. 3. An example of GDD using a.com plant. (100 day relative maturity corm requires 2100 avg. units) average units = 2100 base temp. = 50 degrees F high temp. = 81 degrees; low temp for the day = 60 degrees calculate the average daily base temp. = 71 degrees 71 - 50 base temp. = 21 GDD 2100 average units - 21 = 2079 so it will take 2079 more GDD to reach maturity erenogeK.Q.#5 How can high temperatures stress plants? . The easiest way to explain this is to determine what happens to a leaf during the middle of summer. - the amount of radiation received daily from the sun is about 400-500 cal/em2 less them 5 % of that radiation is used during photosynthesis, most of the rest is converted into heat energy. - remember that 1 cal of heat can raise the temp. of one gram of water 1 degree C ~ lem sq, of leaf area has much less then 1 gram of water, so there is a potential for heat stress I There almost always is heat stress during the summer, but it is usually mild. With long periods of high temps and a low water supply, heat stress can cause yield loss and plant death K.Q.#5 How do plants defend against high temperature stress? 1. Field Crops ‘A. By using an evaporative cooling system. Stomata on the leaf's surface are open during the day, and let water pass through the leaf where it evaporates in the air. This has a cooling effect on the leaf. This accounts for 70-75% of the excess heat on the leaf. B. Other mechanics that can help cool the leaf are wind and convection forces. Convection refers to heat establishing a current and moving upward along that current. A good example of actually seeing convection currents at work is over a black pavement on a hot day. Tl Horticulture Plants ~ Producers of horticulture plants can us shade, mulch to keep the soil cool, or overhead sprinklers. These methods are only practical for a small scale operationeeThe Relation of Temperature to Rate of Growth Rate of Growth With pie, Maximum Rapid Moderate Slow 5 70 75 80 85 90 95 100 105 Temperature ce 10 13 #16 #1K.Q. #7 How can low temperatures stress plants? 1, Low temps can slow a plants growth considerably affecting yields. 2. In freeze situations plants are killed when intracellular ice is formed. 3. Winter desiccation is found mostly in evergreens. Winter desiccation is a damage that occurs with very cold temps, then a warm up - causing stomata of the leaves to ‘open while the roots are still frozen and unable to take up water. 4, The best method for combating low temp. stress is choosing a plant that will fit the season where it is planted. (transparency #4) This plant hardiness map shows the average minimum temperatures for different areas. You need to make sure the plant you select can withstand the minimum temps. Following is a list of plants in categories that show their hardiness. (transp. #5) Vegetable and Agronomic Plants Cooling Season Plants ‘Warm Season Plants spinach tomato lettuce com potato squash peas sweet potato wheat ‘melons barley sorghum oats rice rye sugarcane Kentucky bluegrass peanut tall fescue cotton timothy bermudagrass PROBLEM CONCLUSION AND/OR SUMMARY: 1. Review Key Questions EVALUATION OF THE TEACHING/LEARNING PROCESS: In this problem we have practiced... HIGHER ORDER THINKING LEVEL (Identify levels with students) Cognitive Psychomotor Affective 6. Evaluation ‘S. Naturalize 'S. Characterized ‘5S. Symthesis 4. Articulate 4. Organize 4. Analysis 3. Precision 3. Value 3. Application 2, Manipulate 2. Respond 2. Comprehension _—‘1. Imitate 1. Receive 1. KnowledgeM3. STUDENT EXERCISES/EXPERIMENTS/ACTIVITIES NAME: TITLE: _ Interaction of Environmental Factors and their effect on Plant Growth and Development. TEMPERATURE FOCUS QUESTION: ‘What are the environmental factors that affect plant growth? OBJECTIVES: Student's Wil: Determine the effect of environmental factors on growth and development. STUDENT PREDICTION: What will happen to a plant that has: a, limited amounts of light », limited amounts of water «. limited amounts of air 4. limited amounts of temperature (cooler than normal) . normal amounts of light, water, air, & temperature INTRODUCTION: You will be joining your fellow students in conducting an experiment that will be utilized throughout this unit. You will study environmental factors as a class. You will be expected to determine their impact on plant growth and development. You will need to observe and determine the effects that these factors have and hypothesize as to why. Your teacher should split you up into 5 groups for this study in order to conduct #1A through #1E at the same time. SCIENCE CONCEPT(S): Evaporation Phototropism Tropisms MATERIALS NEEDED: 1 two liter bottle 1 knife potting soil plant(s) provided by the teacher seedlings provided by the teacher clear packing tapeLEARNING ACTIVITIES/PROCEDURE(S): W3A 1. Obtain a group assignment from your teacher. 2. Obtain the materials needed from your teacher. 3. Cut your two liter bottle at the top, 2" below the line that signifies the widest part of the bottle 4. Fill the bottle 1/2 full with potting soil 5. Plant three bean plants, evenly spaced in the soil. 6, Water the plants regularly as needed. (do not over water) 7. Replace the top of the bottle using the packing tape to seal it. 8, Place the plants in a location that is well lighted, has moderate temperature, and is not in danger of being knocked over.13.A STUDENT OBSERVATIONS/EVIDENCE ANALYSIS (Data analysis, findings, questions) 1, Make regular observations taking note of vigor, growth, emergence, and leaf development. Record what you see. Week #1: Week #2 2. Would you say these plants are healthy? What leads you to this conclusion? Specify: Week #3 Week #43A STUDENT SUMMARY/CONCLUSION/RECOMMENDATIONS/REFLECTION: 1, Why did your plants grow or not grow? 2. Do you feel that a specific factor affected your plant's growth? Specify: 3. If you did this experiment again, what would you do differently? 4. With all environmental factors present, was your prediction accurate? Why or why not?LESSON PLAN 11.4 COURSE TITLE: Plant Science UNIT#: 11 _ UNIT TITLE: Environmental Factors Affecting Plants LESSON: What effect does light have on plant growth and development? LEARNING OBJECTIVES: Student wi Identify various features of light. Describe the effects of light on plants growth and development. SCIENCE CONCEPTS: ‘AG SCIENCE PRACTICES: Photoperiodism Light management for plants Phototropism Effect of planting date on time of Photosynthesis flowering Wavelengths Light quality in field or greenhouse References, Learning resources, Materials, & Equipment Plant Science TEACHING PROCEDURE: (Attention focusing, Anticipatory Set, Interest Approach) Activity: Have students observe/feel radiant energy from a light source. Leading Questions: What is it that you are feeling? Isitheat? Is it light? (The idea is to relate a light source to radiant energy, which is what plants use for photosynthesis) Much of energy used by plants is in wavelengths that are not heat. Use a prism to separate wavelengths of light. LESSON SEQUENCE:(demonstration, direct instruction, key questions, activity description, learning activities, procedure, discussion outline) Attention Focuser 10 minutes Discussion on K.Q's 30 minutes Conclusion/summary of lesson 10 minutes ActivityLayout of the Plan... KQ# What are the features of radiant energy? ~ general properties of radiant energy = sources of radiant energy = spectrum of radiant energy = insulation 1. General properties of radiant energy ‘A. Light passes through the air through waves enesr fe Wavelenerw +f AN NON Seow 1. Wavelength - the distance between successive crests or troughs 2. Frequency - the number of wave crests passing a point on a particular time 3. wavelengths are measured in nanometers (nm) B Radiant energy is measured in photons 1. shorter wavelengths have more energy (photon) then a longer wavelength (ce. 400 nm > energy then 800 nm) IL Spectrum of Radiant Energy ‘A. Ranges from 0 nm —— 1000 nm BB. visible spectrum - the area of the spectrum that humans can see and plants can absorb. (Aprox. 400 nm - 700 nm) Ultraviolet rays < 400 nm Infrared > 700 nm . Radiant energy appears white but actually is many colors, 1. each color has its own wavelength (i.e. green = 500 nm; red = 700nm) 2. most important colors for horticulturists are: a. red absorbed by plant and b. blue used for photosynthesis ©. green - reflected by plant to give plant its green color D. Plants use more of the spectrum other than the visible spectrum. 1, near infrared 700-760 nm influence photochyme and flowering processII], Insulation of Radiant Energy ‘A. Insulation - solar radiation striking the earth's surface 1. ways insulation is accomplished: a. direct radiation: direct sunlight b. diffuse radiation: indirect sunlight Factors that affect insulation a. reflection- indirect light reflected off of other objects (ic. clouds, water ) b. scattering. scattering of wavelengths from particles (ie, dust, smoke, water droplets) ¢. absorption - absorption of some of the light energy as it enters the atmosphere by outer atmospheric particles (i.e. ozone layer absorbs a lot of ultraviolet light) d. latitude - equator receives about 12 hours of daylight year round and stays about the same distance from the sun, The farther north or south one moves from the sun the shorter the winter days and longer the summer days, and the farther away from the sun in the winter and the closer to the sun in the summer. €. season of the year - refer to latitude description time of day - more intense sunlight at midday; less intense indirect sunlight at evenings and mornings K.Q.#2 List various stimuli and plant responses to them. 1. Light receptive pigments 1. found in the cytoplasm of plants 2. responsible for the light absorption 3. two primary pigments TI, Photoperiodism A. plants response to the amount of daylight received per day (i.e. Daylight is 12 hours per day all year on the equator. As one moves further away from the equator, winter days have less daylight and summers days have longer daylight) B. Photoperiodism affects: 1 x away Flowering of plants a. short day plants - flower better as daily length decreases b. long day plants - flower better as daily length increases. . day neutral plants - flower regardless of day length Tuber and bulb induction - plant parts above ground regulates tuber and bulb induction below ground Bud dormancy - halting of bud growth Leaf abscission - leaves falling off trees Effect of latitude - refer to example of Photoperiodism Seed germination - seeds beginning to growIII. Photomorphogenesis A. Non-directional developmental response to a non-periodic, non-directional light stimulus (ie. As a seedling plant emerges from the soil and is exposed to light, its leaves expand, stem growth slows and stem thickens) PROBLEM CONCLUSION AND/OR SUMMARY: 1. Review Key Questions. 2. Review Science Concepts. 3. Review Ag Science Practices. 4. Discuss any questions students might have on lab and lesson. 5. Discuss lab activity and how it relates to lesson. EVALUATION OF THE TEACHING/LEARNING PROCESS: In this problem we have practiced... HIGHER ORDER THINKING LEVEL (Identify levels with students) Cognitive Psychomotor Affective 6. Evaluation 5, Naturalize 5. Characterized 5. Synthesis 4. Articulate 4. Organize 4. Analysis 3. Precision 3. Value 3. Application 2. Respond 2. Comprehension 1. Receive 1. KnowledgeMAA STUDENT EXERCISES/EXPERIMENTS/ACTIVITIES NAME: TITLE: Interaction of Environmental Factors and their effect on Plant Growth and Development. LIGHT FOCUS QUESTION: What are the environmental factors that affect plant growth? OBJECTIVES: Student's Will: Determine the effect of environmental factors on growth and development. STUDENT PREDICTION: ‘What will happen to a plant that has a. limited amounts of light ». limited amounts of water c. limited amounts of air 4d. limited amounts of temperature (cooler than normal) e. normal amounts of light, water, air, & temperature INTRODUCTION: You will be joining your students in conducting an experiment that will be utilized throughout this unit. You will study environmental factors as a class. You will be expected to determine their impact on plant growth and development. You will need to observe and determine the effects that these factors have and hypothesize as to why. Your teacher should split you up into 5 groups for this study in order to conduct #1 through #1E at the same time. SCIENCE CONCEPT(S): Evaporation Phototropism Tropisms MATERIALS NEEDED: 1 two liter bottle 1 knife potting soil plant(s) provided by the teacher seedlings provided by the teacher clear packing tapeLEARNING ACTIVITIES/PROCEDURE(S): 11.4.4 1. Obtain a group assignment from your teacher. 2. Obtain the materials needed from your teacher. 3. Cut your two liter bottle at the top, 2" below the line that signifies the widest part of the bottle. 4. Fill the bottle 1/2 full with potting soil, 5. Plant three bean plants, evenly spaced in the soil. 6, Water the plants regularly as needed. (do not over water) 7. Replace the top of the bottle using the packing tape to seal it. 8. Place the plants in a location that is well lighted, has moderate temperature, and is not in danger of being knocked over.114.4, STUDENT OBSERVATIONS/EVIDENCE ANALYSIS (Data analysis, findings, questions) 1. Make regular observations taking note of vigor, growth, emergence, and leaf development. Record what you see. Week #1: Week #2 2. Would you say these plants are healthy? What leads you to this conclusion? Specify: Week #3 Week #4MAA STUDENT SUMMARY/CONCLUSION/RECOMMENDATIONS/REFLECTION: 1. Why did your plants grow or not grow? 2. Do you feel that a specific factor affected your plant's growth? Specify: 3. If you did this experiment again, what would you do differently? 4, With all environmental factors present, was your prediction accurate? Why or why not?LESSON PLAN 11.5 COURSE TITLE: Plant Science UNIT#: 11 UNIT TITLE: Environmental Factors Affecting Plants LESSON: What are the effects of air quality on plant growth? LEARNING OBJECTIVES: Student will... List_major plant requirements that are found in the air (atmosphere). Predict results and plant an experiment that shows the effects of sir pollution on plants. SCIENCE CONCEPTS: AG SCIENCE PRACTICES: Evaporation Air quality Respiration Transpiration References, Learning resources, Materials, & Equipment Horticulture Principles and Practical Applications; Poincelor Crop Production; Delorit, Grueb, and Ahigren TEACHING PROCEDURE: (Attention focusing, Anticipatory Set, Interest Approach) Activity: The teacher will show the class a plant that has been artificially dusted with air pollutants and shows some sign of plant stress. Such as saw dust, household dust, etc. Leading Questions: ‘What is the cause of the plant stress that we observe on this plant? LESSON SEQUENCE: (demonstration, direct instruction, key questions, activity description, learning activities, procedure, discussion outline) Attention Focuser 10 minutes ‘What are some possible causes of the plant stress we observed? Class Discussion 25 minutesPROBLEM SOLUTION: Layout of the Plan... KQ #1 a b. Why is air and air quality an important environmental factor for plant growth? air surrounds the above ground (aerial) parts of the plant air supplies carbon dioxide for photosynthesis 6CO2 + 6H20 ------ C6H1206 + 602 air supplies oxygen for respiration and plants produce CO. |. air must be present in the soil for water absorption to occur. If water occupies all of the soil spare space, the oxygen would soon be depleted. . air is a source of pollution to plants e.g. ethylene, lead, sulfur dioxide, ozone, boron, fluorides, salts, smog, etc. Air is an important factor in pollination urban and inner cities are possible concern areas as well as rural areas PROBLEM CONCLUSION AND/OR SUMMARY: 1 Review Key Questions. Why is air and air quality an important factor for plant growth? EVALUATION OF THE TEACHING/LEARNING PROCESS: In this problem we have practiced... HIGHER ORDER THINKING LEVEL (Identify levels with students) Cognitive Psychomotor Affective 6. Evaluation 5. Naturalize 5. Characterized ‘5. Synthesis 4. Articulate 4. Organize 4. Analysis 3. Precision 3. Value 3. Application 2. Manipulate 2. Respond 2. Comprehension —_—‘1, Imitate 1. Receive 1. KnowledgeMSA STUDENT EXERCISES/EXPERIMENTS/ACTIVITIES NAME: TITLE: _ Interaction of Environmental Factors and their effect on Plant Growth and Development. AIR FOCUS QUESTION: What are the environmental factors that affect plant growth? OBJECTIVES: Student's Will: Determine the effect of environmental factors on growth and development. STUDENT PREDICTION: ‘What will happen to a plant that has: a. limited amounts of light b. limited amounts of water ¢. limited amounts of air 4. limited amounts of temperature (cooler than normal) €. normal amounts of light, water, air, & temperature INTRODUCTION: ‘You will be joining your students in conducting an experiment that will be utilized throughout this unit. You will study environmental factors as a class. You will be expected to determine their impact on plant growth and development. You will need to observe and determine the effects that these factors have and hypothesize as to why. ‘Your teacher should split you up into $ groups for this study in order to conduct #1 through #1E at the same time. SCIENCE CONCEPT(S): Evaporation Phototropism Tropisms MATERIALS NEEDED: 1 two liter bottle 1 knife potting soil plant(s) provided by the teacher seedlings provided by the teacher clear packing tapeLEARNING ACTIVITIES/PROCEDURE(S): MSA 1. Obtain a group assignment from your teacher 2. Obtain the materials needed from your teacher. 3. Cut your two liter bottle at the top, 2" below the line that signifies the widest part of the bottle. 4, Fill the bottle 1/2 full with potting soil 5. Plant three bean plants, evenly spaced in the soil. 6. Water the plants regularly as needed. (do not over water) 7. Replace the top of the bottle using the packing tape to seal it. 8, Place the plants in a location that is well lighted, has moderate temperature, and is not in danger of being knocked over1LS.A. STUDENT OBSERVATIONS/EVIDENCE ANALYSIS (Data analysis, findings, questions) 1. Make regular observations taking note of vigor, growth, emergence, and leaf development. Record what you see Week #1: Week #2 2. Would you say these plants are healthy? What leads you to this conclusion? Specify: Week #3 Week #41S.A STUDENT SUMMARY/CONCLUSION/RECOMMENDATIONS/REFLECTION: 1. Why did your plants grow or not grow? 2. Do you feel that a specific factor affected your plant's growth? Specify: 3. If you did this experiment again, what would you do differently? 4, With all environmental factors present, was your prediction accurate? Why or why not?