| xBiology :: 6-9 :: The Plant Kingdomxxxxxxxxxxxxxxxxxxhome |
| xTable of Contents: |
[top] |
| xClassified Nomenclature for Botany |
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Botany for the young child cannot ever be just the nomenclature material., Botany Cabinet or leaf identification from pictures. The work of the child should center around the outdoor work of plants for the four seasons. The child of this age is interested in all kinds of plants and especially experiments having to do with planting and growth. Materials: Botany classified nomenclature, organized by plant, root, leaf, flower, fruit, seed for class study. Experiments and possibly Vital Functions of Plants can be included in this work. Classified Nomenclature
for Botany example: The parts of a plant. The plant is alone on the table. The child identifies the parts of the plant. It is living. The child identifies the parts if he knows them. Otherwise, the teacher presents the names: roots, stems, leaves, and axis. The axis keeps the plant standing in the breeze. The concept of equilibrium is shown by the child leaning over and catching himself. The child is given the cards and reading labels to match and uses the wall chart for control. Reading of Sentences example: The parts of a flower. Two flowers are on the table. One flower is broken in its parts. The child identifies the parts one by one attempting to form his own definitions. The teacher supplements these definitions with information on the function of each part. Three period lesson. Each child within the group should be given the opportunity to form each definition verbally. After they know the names and function of each part, and can give definitions in their own words, they may match the pictures and labels to the definition cards using their own words. Later the children can bring in their own specimens and identify and compare the parts. Age 6-8 Note: In the classroom , we hope to give the child keys to explore her world. In math, we give her symbols of the decimal system. In language, we give her the letters of the alphabet and the 9 functions of words. In nature, we must give the child the world of living things. [top] |
| xClassification Game for Botany |
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The teacher chooses several pictures of animals, those that might be known to the child, and that have simple names. The child identifies any that s/he may know. The teacher presents the names of the others. Incidental clues and hints are given to help the child remember. The three period lesson is given on those that are new. When the child knows them all, the reading labels are given and the child may match them. The child may write the names, and draw pictures of the animals. [top] Reading of sentences This work is intended for the point when the child reads reasonably well. This time the child puts out the pictures. The teacher reads a story from one of the cards. Upon completion the child guesses the animal that the story refers to. The story card is matched to the picture. When the child is working alone, he reads the stories. Another nice way of doing this is to have an older child matched up with a younger one who doesn't read past a word level. Age: up to 8 years. [top] Classification Game, first part The teacher takes a group of 10-12 picture cards and one series of the classifying questions: What do they eat? How do they nourish themselves? The question is read and the three alternative answers are read and placed as the column headings below the question. The child takes an animal, identifies the animal and asks what do they eat? If the child doesn't know, the teacher tells him, giving enough details so that he will remember the answer. The pictures are placed in columns below the answers. When all pictures have been placed in a column, review: "These animals eat other animals. " The label is turned over. "We call them carnivorous animals, and so on. " The new words are given in a 3 period lesson. What do you call animals that eat animals? What is carnivorous? [top] Classification Game, second part One animal card is chosen, and all of its characteristics are considered. The animal picture is placed at the top. The child reads each question, finds the right answer, places the two side by side under the picture. The child goes on reading all of the questions and matching the right answers making a column.' The child may write this down in his notebook or re-word it into a composition. Further research may be encouraged. Age: 8 [top] |
| xFirst Knowledge of the Plant Kingdom |
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In what environment do they
live? What is the vital cycle
of the plant? Does this plant grow naturally
in our area? How do humans use this plant? How does this plant get
its nourishment? [top] |
| xFirst Classification of the Plant Kingdom |
Materials: Classification Charts with phyla, mute charts, loose pictures, labels, folders with classes. Presentation: Tell stories from the Prentice-Hall
Parade of Life Book about three phyla at a time, just as the
animals. Show some of the examples of their classes with each.
Have the children do some work or work with that part of the
classification chart before they go on to the end. Give them
time to get to know the definitions. Finish the work with them
when you know they understand. They may work with the material
in the sequence of pictures, labels, definitions matching with
control - then pictures, labels, definitions with mute charts
and folders. Bryophyta (Mosses, liverworts and hornworts) Psilophyta (whisk ferns) Lycopodophyta (club mosses) Sphenophyta (horsetails) Filicinophyta (ferns) Cycadophyta (cycads) Ginkgophyta (Ginkgo) Coniferophyta (conifers) Gnetophyta (Welwitschia,etc) Angiospermophyta (flowering plants) [top] |
| xVital Functions of Plants: Adapting Vital Functions for Ages 6-9 |
Adapting Vital Functions for ages 6-9 Materials: Use charts and experiments in this order:
[top] The Plant: Observation of real plant Chart 1-2 THE NEEDS OF THE PLANT This chart describes the basic needs that all plants have in order to actively participate in life. Plants absorb minerals that are dissolved in water through the roots in the ground. The roots take the minerals and water to all parts of the plant. The leaves of the plant absorb the Carbon Dioxide in the air for the process of photosynthesis, using the sun's energy. The leaves of the plant also breathe in the oxygen from the air. Experiment 1 RESPIRATION OF PLANTS MATERIALS: A large mouthed jar or container that closes well. Mustard or radish seeds, cotton batting, a glass, watering can, a long match, a small plate. COMMAND: Put a number of seeds
in a glass of water for 24 hours. Then place them on a little
plate covered with cotton What do you observe? Write your observations. [top] Chart 6 FROM THE DEAD TO THE LIVING, THE NITROGEN CYCLE Nitrogen is essential to the life of a plant. Nitrogen gas, as it occurs in natural air, is not usable. The plant must first obtain nitrogen in a compound in order for it to obtain its full benefit. Lightning, decomposing matter, the roots of legumes, are three important factors in changing the nitrogen gas into a compound that will benefit the plant. THE STUDY OF THE ROOT Observation: Real plant roots [top] Chart 3 HOW ROOTS MOVE IN THE DIRECTION OF THE WATER Since water is essential to the growth of the plant and its basic survival, roots will seek water out in the soil if it is not immediately. Experiment 2 ROOT HAIRS MATERIALS: COMMAND: Put some radish seeds in a glass and fill it half way with water. Place the flower pot in one of the bowls which is then filled with water. Place the flower pot in one of these bowls which is then filled with water. After 24 hours, remove both the pot and the seeds from the water. Inver the flower pot and try to make the seeds adhere to the bottom of the pot. Then return the up-side-down pot to the bowl of water so that the seeds are out of the water. Use the other transparent bowl up-side-down as a cover. Keep the whole thing in the light. Observe what happens every day and write down your observations. [top] Experiment 3 FORMATION OF ROOTS MATERIALS: A jar with a rather narrow mouth, water, some twigs from a plant. COMMAND: Fill the jar with water and immerse the twigs. Observe the plants each day adding water if necessary. Write your observations. [top] Experiment 4 ACIDIC REACTION OF ROOT HAIRS MATERIALS: A jar containing
germinated radish seeds, blue litmus COMMAND: Put the litmus paper on the sucking hairs of the plant. Observe what happens and write your observations. [top] Experiment 5 DIRECTION OF THE ROOTS MATERIALS: A glass, ink-blotter paper, black construction paper, a rubber band, sand, bean seeds, water. COMMAND: Cut the ink blotter paper to fit around the inside of the glass. Place the bean seeds between the blotter paper and the sides of the glass making sure they are positioned differently. Then fill the glass with sand and wet the sand. Cut the black construction paper large enough to wrap around the outside of the glass, holding it in place with a rubber band. The sand must be kept wet. Do the same using other seeds. Observe your glass every day. Observe what happens and write your observations. [top] Chart 4 ROOTS OVERCOME ANY OBSTACLE So strong is that need for the water and the minerals, the plant will not allow anything to be an obstacle. Roots will grow around large objects in order to obtain what it basically needs to survive. [top] Chart 5 GIVE DRINK TO THE THIRSTY By observing the leaves of a plant above the ground, we can understand the root system. The width of the leaf system corresponds to the root expansion below the ground. If the plant is long and thin, so is its root system, and so forth. [top] THE STUDY OF THE STEM Observation of real stems and
their types [top] Chart 7 THE PISTON PUMP Water will naturally go from an area of greater water content, to an area of less water content. It will naturally equalize its own pressure. [top] Experiment 6 ASCENT OF LIQUIDS IN THE PLANT MATERIALS: Flower with stem
cut during the experiment, glass jar COMMAND: Fill the jar 3/4ths full of water and color it with a little dye. Then freshly cut the flower and stem from the plant, immediately placing it in the colored water. Then immediately cut the stem again while under the water. Observe what happens and write your observations. [top] Experiment 7a ASCENT OF LIQUIDS IN THE PLANT MATERIALS: A well developed corn plant or another plant still growing in the ground, a sharp knife. COMMAND: Cut the stem of the plant. Observe what happens and write your observations. [top] Experiment 7b CAPILLARITY MATERIALS: 3 glass tubes of different thicknesses, one of which is a capillary tube, a pitcher of water, red dye or food coloring, an eye dropper, a small glass container. COMMAND: Fill the glass container with water, 3/4ths. full. With an eye dropper, put a drop of red dye in the water and then immerse the three tubes. Observe what happens and write your observations. [top] Experiment 8 FORMATION OF WATER VAPOR MATERIALS: A flower pot containing a plant with many green leaves, a large transparent plastic bag, a piece of ribbon, a watering can and water. COMMAND: First water the plant in the flower pot. Then cover the green parts of the plant with a bag and tie the bag around the bottom of the stem. Tie it tightly so that on air can enter. Then place the plant in the light but not the sun. Observe the plant after 24 hours and thereafter. Keep the soil well watered. Observe what happens and write your observations. [top] Chart 8 THE SUN'S DRINK The liquids in a plant automatically proceed to the top of the plant. The full plant seeks out the light since the light is what enables the plant to produce nourishment. [top] Experiment 9 WATER IS NECESSARY TO THE PLANT MATERIALS: 3 test tubes, water, oil, three small plants, test tube rack. COMMAND: Put the water and one plant in one test tube. In another test tube put the oil and a plant. In the third test tube put only a plant. Observe what happens and write your observations. [top]
Observation of leaves [top] Experiment 10 DEMONSTRATION OF CHLOROPHYLL IN GREEN PLANTS MATERIALS: A mortar and pestle, some green leaves (geranium is best), a glass, alcohol. COMMAND: Remove some green leaves from the plant and grind them with a mortar and pestle. Place the resulting pulp in glass containing alcohol. Observe what happens and write your observations. [top] Experiment 11 DEMONSTRATION THAT PLANTS NEED LIGHT MATERIALS: 2 small clay flower pots, radish seeds, loose soil, water. COMMAND: Place the radish seeds in water for 24 hours. Fill the two flower pots with soil. Place the seeds on top of the soil, or better, push them into the soil. Water them. When the plants have germinated and have reached a certain height, leave one flower pot in the light and put the other in a dark closet. Keep the pots where they are and observe and record the behavior of each. Observe what happens and write your observations. [top] Chart 9 THE SUN WORSHIPPERS Plants are attracted to light because through this energy they are able to transform their substance into nourishment. Only with the light will chlorophyll work. [top] Experiment 15 ACTION OF LIGHT ON PLANTS MATERIALS: A special box whose lid has a window that opens, radish or other seeds, or preferably, already sprouted shoots; potting soil, watering can and water. COMMAND: In the bottom part of the box, plant the seeds or shoots in the soil. Keep them well watered. When the plants are several inches high, put the special lid on top of the box with the window closed. Open the window and see what happens. Observe what happens and write your observations. [top] Chart 10 THE CHEMICAL LABORATORY Tubes called xylem carry the water to the leaves on the plant. There, the chlorophyll is activated by the sun to work on the water and the carbon dioxide. A chemical change takes place and a simple sugar is formed. Oxygen is also formed and released into the environment. This is called photosynthesis. [top] Experiment 12 FORMATION OF OXYGEN MATERIALS: Some aquatic plants, a large cylindrical glass container, a large funnel, a test tube full of water, water, a long match. COMMAND: Fill the container almost full of water and immerse the plants in it. Then invert the funnel over the top of the plants and empty the test tube full of water over the inverted funnel. Expose the whole thing to strong sunlight. Then observe it after 2-3 hours and you will see that many tiny bubbles have developed. Now light a long match. When it is burning, blow it out. Take the test tube off quickly and put the glowing match in it. Observe what happens and write your observations. What are the tiny bubbles formed of? [top]
MAKING OF STARCH MATERIALS: A geranium plant in full bloom, two pieces of aluminum foil smaller than the leaves, two pins, ethyl alcohol, warm water, three glasses. COMMAND: In the afternoon, cover both sides of a leaf with aluminum foil, holding it in place with a pin. The next day, expose the plant to strong sunlight, especially the covered leaf. That afternoon, after several hours of exposure, break off the foil covered leaf from the plant and then remove the foil. Immerse the leaf in alcohol and you will see that it becomes yellow. Now immerse in hot water and leave it there for a while. Observe what happens and write your observations. [top] Experiment 14 STARCH IS COLORED BLUE MATERIALS: A potato, some iodine, a knife. COMMAND: Cut the potato and then drop a bit of iodine on the cut part. Observe what happens and write your observations. [top] RELATIONSHIPS in the PLANT'S ENVIRONMENT repeat Exp. 15: action of lights
on plants ACTION OF HEAT ON PLANTS MATERIALS: 2 small plates, cotton wadding, radish seeds, water, a glass. COMMAND: Put quite a few radish seeds in a glass with water and leave it for 24 hours. Pour out the water and then take the two plates and cover them with the cotton. Scatter the soaked radish seeds on top of the cotton and water both plates well. Leave one plate in the classroom and put the other in a refrigerator. Keep both well watered. Observe them each day and write up your observations. [top] Experiment 17 ROOTS ALWAYS GROW DOWNWARDS, AND THE STEM? MATERIALS: A glass, ink-blotter paper, black construction paper, a rubber band, sand, bean seeds, water. COMMAND: Cut the ink blotter paper to fit around the inside of the glass. Place the bean seeds between the blotter paper and the sides of the glass making sure they are positioned differently. Then fill the glass with sand and wet sand. Cut the black construction paper large enough to wrap around the outside of the glass, holding it in place with a rubber band. The sand must be kept wet. Do the same using other seeds. Observe your glass every day. Observe what happens and write your observations. [top] Experiment 18 ROOTS ARE SENSITIVE TO WATER MATERIALS: a clear container, wide and straight-sided, radish or bean seeds, soft soil, a watering can and water. COMMAND: Fill the glass container with the loose soil. Plant the seeds in the soil close to the glass sides and water the soil well where the seeds were sown. After the roots have developed well in depth, begin to water increasingly farther away from the plants. Observe the container every day and write your observations. [top] PLANT MOVEMENTS Chart 11 HOW SEEDS TRAVEL Seeds travel away from the mother plant in many ways. The wind often moves seeds great distances. Animal carriers also contribute to their relocation. Explosion is another way this mother plant releases the seeds or spores great distances. This enables plants to reproduce their species in other locations than the original environment. [top] Chart 12 HOW PLANTS ARE SUPPORTED Some plants do not have a very strong stem, so they develop tendrils which support them by winding around sticks or poles, or the stems of other plants. Other plants which do not have strong stems crawl along the ground. [top] Chart 13 ROOTS: ANOTHER MEANS OF SUPPORT This chart shows men holding the plant - anchoring it to the ground, so that when there is a strong wind, the plant is not pulled down. [top] DEFENSE of PLANTS Chart 14 HOW PLANTS DEFEND THEMSELVES Plants also develop special
organs to defend themselves. They need to protect themselves
from animals - dryness - cold. In order to defend themselves
from animals, the leaves and the stem of some plants are transformed
into thorns. Then it is not possible for the animals to eat the
plant. [top] REPRODUCTION of PLANTS Experiment 19 PLANTS GROW FROM ROOTS, STEMS, AND LEAVES MATERIAL: several low glass containers of different shapes, strawberry or violet runners , various kinds of tubers, carrot roots, bulbs, shoots of various plants. COMMAND: Prepare the different containers by filling them with water first and then as much of the above described material as you have been able to obtain. Whether it is a bulb or shoot, make certain that only the lower part is immersed in the water of the glass container. You may also put this material in soil instead of water. Observe what happens and write your observations every day. [top] Chart 15 ALTERNATION OF GENERATIONS This chart pictures the underside of the fern leaf, and the sporangium which opens and releases spores. The spores fall to the ground and germinate. The heart-shaped leaf, the prothallium, forms. In this little leaf, the male and female organs are formed. The female organs each produce one egg. The male organs produce spermatozoa. The spermatozoa join with the egg to form a new little plant. [top] Chart 16 LOVE IN PLANTS Flowers are dressed in beautiful colors and give off a sweet perfume, which attract insects. This perfume draws the insect inside the flower where it sucks the sweet nectar. Pollen adheres to the insect's hair is carried by the insect to another flower. When the pollen is deposited on the flower, it develops a tail which grows down and fertilizes the egg. The egg is then transformed into a seed. [top] Chart 17 GO MY CHILD This chart depicts a mother
plant saying farewell to her child, a seed. The mother has provided
the child with food to sustain his life until he is able to make
his own. Sometimes the seed is covered with a fruit, which is
a protection to the little seed, as well as a means to transport
it far from the mother plant. The fruit represents the ovary
enlarged. It is not useful to germination of a seed. Its purpose
is to attract animals who will take the fruit as food, and the
seeds will be carried far from the mother plant. Take a bean seed, soak it over
night or let it sprout. [top] Experiment 20 HOW PLANTS GROWN FROM SEEDS DEVELOP AND ARE NOURISHED MATERIAL: several small plates, various kinds of seeds, cotton wadding, several glasses and water. COMMAND: Select different kinds of seeds and put them in water in the different glasses for 24 hours. Cove the plates with the cotton and then sprinkle the soaked seeds on the different plates. Keep all the plates well watered. Make a note of when they germinate and of how much they have gown each day. At a certain point, what happens? Why? Write you deductions. [top] Experiment 21 MONOCOTYLEDON AND DICOTYLEDON PLANTS MATERIALS: a terrarium with soil, different seeds: bean, wheat, corn; a watering can with sprinkler and water, several glasses. COMMAND: Soak each variety of seed in a separate glass of water for 24 hours. Then remove them and sow in straight rows in the terrarium., identifying the different seeds by takes with labels. Water them immediately and always keep them moist, remembering that if seeds aren't kept moist they will die and not germinate. Observe what happens and make regular notations. The important thing for this experiment is to observe how the plant is formed when it sprouts. [top] THE COSMIC WORK of PLANTS Chart 18 ROOTS HOLD THE SOIL Roots holding the soil is the cosmic work of the roots. Roots are like dikes which hold the earth. The roots form terraces on the hillsides, preventing the erosion of soil. The same work that the roots do is done by farmers when they grow crops on the hillsides, by a method called terracing. [top] Chart 19 The Fountain of Terraces or Cups The brown represents the soil and the blue, water. Some water is retained by the roots of a plant, and water filters through, slowed by the network of roots and soil, gradually working its way to streams and rivers. This principle of slowing the descent of water on the mountainside has been used in terraced gardens which work like this fountain of cups. [top] |
| xDescription of the Charts |
|
Chart 1-2 THE NEEDS OF THE PLANT This chart describes the basic needs that all plants have in order to actively participate in life. Plants absorb minerals that are dissolved in water through the roots in the ground. The roots take the minerals and water to all parts of the plant. The leaves of the plant absorb the Carbon Dioxide in the air for the process of photosynthesis, using the sun's energy. The leaves of the plant also breathe in the oxygen from the air. [top] Chart 3 HOW ROOTS MOVE IN THE DIRECTION OF THE WATER Since water is essential to
the growth of the plant and its basic survival, roots will seek
water out in the soil if it is not immediately. [top]
ROOTS OVERCOME ANY OBSTACLE So strong is that need for the water and the minerals, the plant will not allow anything to be an obstacle. Roots will grow around large objects in order to obtain what it basically needs to survive. [top] Chart 5 GIVE DRINK TO THE THIRSTY By observing the leaves of a plant above the ground, we can understand the root system. The width of the leaf system corresponds to the root expansion below the ground. If the plant is long and thin, so is its root system, and so forth. [top] Chart 6 FROM THE DEAD TO THE LIVING, THE NITROGEN CYCLE Nitrogen is essential to the life of a plant. Nitrogen gas, as it occurs in natural air, is not usable. The plant must first obtain nitrogen in a compound in order for it to obtain its full benefit. Lightning, decomposing matter, the roots of legumes, are three important factors in changing the nitrogen gas into a compound that will benefit the plant. [top] Chart 7 THE PISTON PUMP Water will naturally go from an area of greater water content, to an area of less water content. It will naturally equalize its own pressure. [top] Chart 8 THE SUN'S DRINK The liquids in a plant automatically proceed to the top of the plant. The full plant seeks out the light since the light is what enables the plant to produce nourishment. [top] Chart 9 THE SUN WORSHIPPERS Plants are attracted to light because through this energy they are able to transform their substance into nourishment. Only with the light will chlorophyll work. [top] Chart 10 THE CHEMICAL LABORATORY Tubes called xylem carry the water to the leaves on the plant. There, the chlorophyll is activated by the sun to work on the water and the carbon dioxide. A chemical change takes place and a simple sugar is formed. Oxygen is also formed and released into the environment. This is called photosynthesis. [top] Chart 11 HOW SEEDS TRAVEL Seeds travel away from the mother plant in many ways. The wind often moves seeds great distances. Animal carriers also contribute to their relocation. Explosion is another way this mother plant releases the seeds or spores great distances. This enables plants to reproduce their species in other locations than the original environment. [top] Chart 12 HOW PLANTS ARE SUPPORTED Some plants do not have a very strong stem, so they develop tendrils which support them by winding around sticks or poles, or the stems of other plants. Other plants which do not have strong stems crawl along the ground. [top] Chart 13 ROOTS: ANOTHER MEANS OF SUPPORT This chart shows men holding the plant - anchoring it to the ground, so that when there is a strong wind, the plant is not pulled down. [top] Chart 14 HOW PLANTS DEFEND THEMSELVES Plants also develop special
organs to defend themselves. They need to protect themselves
from animals - dryness - cold. In order to defend themselves
from animals, the leaves and the stem of some plants are transformed
into thorns. Then it is not possible for the animals to eat the
plant. [top] Chart 15 ALTERNATION OF GENERATIONS This chart pictures the underside of the fern leaf, and the sporangium which opens and releases spores. The spores fall to the ground and germinate. The heart-shaped leaf, the prothallium, forms. In this little leaf, the male and female organs are formed. The female organs each produce one egg. The male organs produce spermatozoa. The spermatozoa join with the egg to form a new little plant. [top] Chart 16 LOVE IN PLANTS Flowers are dressed in beautiful colors and give off a sweet perfume, which attract insects. This perfume draws the insect inside the flower where it sucks the sweet nectar. Pollen adheres to the insect's hair is carried by the insect to another flower. When the pollen is deposited on the flower, it develops a tail which grows down and fertilizes the egg. The egg is then transformed into a seed. [top] Chart 17 GO MY CHILD This chart depicts a mother plant saying farewell to her child, a seed. The mother has provided the child with food to sustain his life until he is able to make his own. Sometimes the seed is covered with a fruit, which is a protection to the little seed, as well as a means to transport it far from the mother plant. The fruit represents the ovary enlarged. It is not useful to germination of a seed. Its purpose is to attract animals who will take the fruit as food, and the seeds will be carried far from the mother plant. [top]
Chart 19 The Fountain of Terraces or Cups The brown represents the soil and the blue, water. Some water is retained by the roots of a plant, and water filters through, slowed by the network of roots and soil, gradually working its way to streams and rivers. This principle of slowing the descent of water on the mountainside has been used in terraced gardens which work like this fountain of cups. [top] |
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