CONCEPT ANALYSIS OF PLANT STRUCTURE

Submitted as one assignment of School Science 2

Lecturer:
Ikmanda Nugraha, S.Pd., M.Pd.
Rika Rafikah, S.Pd., M.Pd.

Arranged by:
Putra Habib Dhitareka (1304681)
Riesma Marina (1305381)

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
BANDUNG
2016
 CONCEPT ANALYSIS
IDEA 1 IDEA 2 IDEA 3 IDEA 4
Root is one of the three main Stem is one of the three main Leaves are one of the three Generally, there are three
Aspect/
No. structure of plant for structure of plant for body main part of plant for doing specialized tissue system
Idea
nutrition and water support and transport. photosynthesis. within plants.
absorbtion.
1 What you A root is an organ that  A stem is an organ that  We can see that commonly  Dermal tissue, or we
anchors a vascular plant in raises or separates leaves,
intend the plants have leaves that can say the skin of the
the soil, absorbs minerals and exposing them to sunlight.
students to water, and often stores Stems also raise consisting of petiole and plant, functioning
carbohydrates. reproductive structures,
learn about flattened blade, and the color mainly as protection
 The function of plant root. facilitating.
this idea a. Anchorage and support  Nod is the region or area are green, because that was and located outermost
b. Absorption and (no structure is involved) of the main and common of the plant tissue
conduction leaf attachment.
c. Storage.  Internode is area of stem characteristic of leaves. system.
 Structure of root plant between two nodes.  The main function of the  Vascular tissue, consist
Each part of a root helps the  Axillary bud is an
root carry out its functions. embryonic shoot located in structure of the leaves is to of xylem to transport
The root cap found at the far the axil of a leaf. Each bud do photosynthesis. from soil to plant and
tip of the root protects the has the potential to form
root as it continues to grow shoots, and may be  Leaf has stomata on it as the phloem to transport
underground. Root hairs are specialized in producing passage of gas exchange and from leaves to all part
small thread-like structures either vegetative shoots
that help the root absorb (stems and branches) or also for transpiration and of the plant.
water and minerals from the reproductive shoots water regulation.  Ground tissue, is made
soil. (flowers). Once formed, a
bud may remain dormant for  Most leaf has stomata on the up of all the cells that
Xylem is the tissue some time, or it may form a
responsible for supporting the shoot immediately, located upper and also the downside lie between dermal and
plant as well as for the at the intersection of the leaf
of the leaf, but for terrestrial vascular cell.
storage and long-distance and stem of a plant.
transport of water and  Internal Form it is commonly on the  Ground tissue made up
nutrients, including the a. Apical meristem at downside and for water plant of 3 kinds of cell:
transfer of water-soluble the tip of each stem,
growth factors from the which produces it is commonly most on the  Parenchyma cells:
organs of synthesis to the primary tissues that upper side. function in
target organs. contribute to the
stem’s increases in  The more specific Structure photosynthesis and
Phloem tissue is responsible length.
for translocation, which is the of leaf consist of: energy storage.
transport of soluble organic Main Functions of stem  Cuticle, waxy layer for  Collenchyma cells, for
substances, for example,
sugar. The substances travel protection and water help support larger
1. It supports and holds leaves,
along sieve elements, but flowers and fruits. regulation. plants.
other types of cells are also
present: the companion cells,  Epidermis, outer layer of  Sclerenchyma cells, to
2. Leaves are borne on stem in
parenchyma cells, and fibers. plant for internal part make ground tissue
such a fashion that they are
The end walls, unlike vessel able to carry on the important support and next tough, strong, and
members in xylem, do not function efficiently just like to
have large openings protection. durable.
receive the light and to carry
on the gaseous exchange.  Palisade Mesophyll,  The other common
3. The stem conducts the consist of condensed plant tissue is
water and minerals from roots cylinder cells shaped that meristematic tissue that
to leaves and fruits.
rich of chloroplast. is responsible for plant
 Spongy Mesophyll, growth, usually present
consist of irregular distant on tips of stems and
 cells and contain less roots.
chloroplast.
 Stomata
 Xylem, which transport
water and mineral from
the soil.
 Phloem, which transport
the product of
photosynthesis through
all part of the plant.
 Photosynthesis is the
formation process of glucose
and oxygen from carbon
dioxide and water and with
the help of sunlight.
2 Why it is  This concept is important to  This concept is important  Leaf is one vital organ of all By understanding this concept
important students because when to students because its plants in common, so if they it would be easier to
for students students understand this stated in curriculum 2013. don’t understand about the understand the the whole
to know concept they can treat the  This is important because leaf structure, it will hard for concept about the cell
this plant nicely. And also they they can appreciate every them to understand about the structure on plants organ.
can use the knowledge for part in our body seems topic about plant diversity.
making a business run well, like stem which is one of  Leaf is where the most
such as flower seller, we can
sell beautiful flower with a
good treatment from us.
plants structure and it has
own function, and stem s
important toward plants
body.
 Even plants has to make their
 Plant has a complex structure
discussed process and world
widely talked
“Photosynthesis” happen. If
they cannot understand this
concept it will impact their
awareness of earth plants and
oxygen conservation.
own food, this could be a
lesson for students that we
should become a independent
person that productive and
advantages the other like
plant giving oxygen to
people, if we cannot be
independent, we would be
less than a plant.
that can be discussed more
and more detailed, that is
impossible for human to be
created using by mere hand
 and technology. This should
remind them that Almighty
God is truly there and truly
are the Creator.
 Leaf also commonly rich
nutrient, so if students know
about this well, they should
be more motivated to eat
green plants especially the
leaf to stay healthy for a
healthy lifestyle.
3 What else  Photosynthesis of the root  Modification of stem o The more detailed o The tracheids, companion
you know  Aeration of the root concept about cells, sieve tube elements,
about this photosynthesis like the and more detailed and
idea that electron transfer, atp, etc. specific concepts about
you do not o The concept of energy the tissue.
intend the transform of light/photon
students to regarding its waves,
know yet frequencies, and how the
chloroplast deal with it.

4 Difficulties  The content of structure of  The content is too broad o If talked about the types of  This concept is actually the
 /limitations root is too many, so in 40 for junior high school, is a the blade, vein, and easy one but need a lot of
connected minute I think it’s not challenge for teacher to discussed about a lot of retention.
with enough to get students’ analyze which one is plants variety, students may  There are so many words
teaching understanding in one appropriate for junior high lead into some and concepts that can be
this idea meeting. Except we school. misconceptions like cactus remembered oppositely.
provide some media or  The stem tissue cannot be didn’t do photosynthesis or  There are lots of difference
strategy to make them seen directly by naked eye. only green plant who doing in detailed if discuss more
understand easily.  They still cannot photosynthesis, etc. specific each part so it may
 The root tissue cannot be differentiate the tissue of o Because most content is confuse the students.
seen directly by naked eye. root and stem, because is abstract or cannot be seen by  Because this related to
 They still cannot look like almost similar. naked eyes, students may get others big idea so this topic
differentiate the tissue of  Several school it can be lack confused and reducing their cannot be taught
root and stem, because is of apparatus retention of the content. standalone and better if
look like almost similar. o It is hard to find some hands teach along the other idea
 Several school it can be lack on activity about the internal or make this as the
of apparatus structure of the plants. introduction. But it could
be also said this concept is
hard to integrate well to
the teachings.

5 Knowledge  Students might think root  Students might think Students might think, that  Students might think that
about and rooting is same, which branch is stem. only green plant who do this only applied on green
students’ is application for android  Students might think if photosynthesis plants.
thinking which can operate all branch is part of stem.  Because it is still early for
which system.  Students might think all of Students might think that them to talk about
influences  Students might think the holder is a stem, cactus and some type of organelles, tissue, and
your peanut is root. But its fruit because they think stem is plants didn’t do cells, this could lead them
teaching of  Students might think root holder to make plant stand photosynthesis. into confusion to
this idea is the name of restaurant. up. differentiate them.
 Students might think root Students might think that the
is a hair of plant. photosynthesis only happen
on leaf.

Students might think that

green plants are dangerous if
we put it on closed room
because it takes up gases.

Students might think that in

the night the plant doesn’t do
photosynthesis.

Students might think that only

plants who do photosynthesis.
6 Other  Because of misconception  Because stem is kind of  Because many experience or  Because epidermis often
factors that the root is also fruit. wood, so they can assume media video showing about discussed also in animal
influence  Because of their creative cassava also stem. photosynthesis explanation structure, it could make the
your thinking, because root is like a  Because the regarding the time sequence, concept intertwined
teaching of hair, so they can conclude the misconception of stem is they would think that it all the between which one on
this idea root is a hair of plant. hard, they can assume that process happen at once and also plant and which one on
happens all the time. animal
 Because of misconception if bone leave also stem.

the root is absorb the food
juices from the soil.
7 Teaching For this session I will ask In the first session I will show We will use some board game Using expository learning with
procedures them to observe the real object the video of real stem, and media that will be opened by some figure and diagrams
(and of root, and they tell their they should pay attention. video to increase their curiosity showing some examples of
particular opinion about that root. and continued by playing board plant tissue from some types
reasons for After that, they gather to From the video, that has been game about the plants structure of plants and students will
using these discuss what function of root watch, the students should and that we play it like we play conclude that plants generally
to engage is it. find out the structure and monopoly board game but about consist of 3 types of main
with this Teacher ask them draw the function of stem. the plant structure and tissue.
idea ) root. photosynthesis process. Closed
Teacher show video to make After that, they should share with quiz test in essay.
them understand what the the result to other group,
function of root and what the teacher will explain if there
structure. any misconception.
8 Specific  Teacher will give the  Teacher will give the  We will asking the students  In the end of the class
way of assignment, the assignment assignment such as cross during the lesson and also teacher will give some
ascertainin is flashcard plant, they word, from the picture of quiz test at the end of the assignment to make a
g students’ should remember the plant structure. class in essay and also not poster about plant tissue
understandi material when the lesson really content-based but and make it also
ng or on going. Because there are concept-based. competition in class. The
confusion some blank space in that good one is the poster with
around this card that should fill in. content and concept rich
idea and also the attractiveness.
(include
likely
range of
response)
9 The use of  Projector  Projector  Multimedia gadget, videos,  Multimedia gadget,
technology  Laptop  Laptop for showing the board game media. flash/ppt presentation.
in teaching  Teaching media (flashcard) video
the idea  Poster
10 How to  Using some teaching  I will make big poster for Dong hands on activities like  We will do many drawing
compensate method such as evaluation of students. observing the leaves of plants activities and also having
the absence cooperative.  I will bring the real stem of around the school outside the inquiry discussion on the
of  Using media to make plant class, and having deep class.
technology learning fun. discussion on the green
environment.