![](media/image1.png){width="0.5834645669291338in" height="0.75in"}Life
Science

*Middle School Biology*

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height="7.227777777777778in"}

Life Science

Biology Curriculum

# Plant Life 24

1.  **Structurally Sound** Discuss and identify the basic parts and
    functions of plants, leaves, and flowers 25

2.  **Don't Leaf Out Photosynthesis** Activity designed to increase the
    student awareness of photosynthesis and transpiration. 35

3.  **Am I Leaking?** Hands-on activity allowing students to witness the
    gas exchange in the atmosphere associated with the process of
    transpiration. 38

4.  **One Tough Dude** Activity designed to help students understand the
    plant adaptations needed to survive in the Chihuahuan Desert. 43

5.  **To Be or Not to Be** Activity designed to witness the plant
    adaptation of asexual reproduction, identify plants in the
    Chihuahuan Desert that reproduce asexually. 49

6.  **Which is Which?** An activity designed to differentiate between
    deciduous and coniferous trees through hands-on activities. 55

7.  **Where in the World** An activity to help students understand the
    importance of plants in the economy. 60

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Plant Life

With searing heat, dry air, and little rainfall, a desert hardly seems
like a good spot for plant to grow. In many ways it's not. Deserts can
go for years without rain. When it does hit they can receive a year's
worth within hours. This deluge often washes away immediately with only
a little water soaking into the ground where a plant's roots can absorb
it.

The hot sun can raise a plant's internal temperature too high for
photosynthesis to occur and even to the point where the plant's tissues
can literally cook. In a cold desert temperatures can dip to the point
where a plant's inner fluids expand as ice forms and results in
rupturing the plant's cell walls.

All in all, the desert is a challenging place for plant survival. Yet
for thousands of years plant species have adapted and thrived in arid
lands.

It is these adaptations that are the focus of this unit.

This unit will look at other aspects of plants, from their function to
their importance. In the lesson, *Structurally Sound*, students will
identify the basic parts and functions of plants, leaves, and flowers.
The students will gain a greater understanding of the process of
photosynthesis and transpiration in the lesson, *Don't Leaf Out
Photosynthesis*. Students will participate in experiments designed to
encourage observation of various desert plant adaptations. In *To Be or
Not to Be* students will start a plant by means of vegetative
propagation. A field trip will be taken so students can identify trees
through the use of a dichotomous key. In the last lesson, students will
understand the importance of plants in the economy by identifying
various plant byproducts.

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

Structurally Sound

Properties of leaves, plant, and flower

**Summary:** This lesson is an introduction to the properties of the
parts of leaves, plants, and flowers.

**Duration:** 1 class period

**Setting:** classroom

**Vocabulary:** *Leaf* - lamina, leaf apex, axil, petiole, midrib, vein,
stipule, stem; *Flower-*stigma, style, ovary, sepal, filament, anther,
stamen, carpel (pistil), stem, petal, whorls; *Plant* - axillary bud,
terminal bud, flower, flower stalk, axil, lateral shoot, leaf, petiole,
root, root cap, tap root, stem, node, internode, angiosperms,
dicotyledon, monocotyledon

**Standards/Benchmarks Addressed:** SC1-E1, SC3-E1, SC4-E6, SC6-E1,
SC6-E2, SC6-E3, SC6-E6, SC10-E2, SC11-E4, SC11-E5, SC12-E2

**Objectives**

Students will:

-   be able to label the parts of a flower.

-   be able to label the parts of a plant.

-   be able to label the parts of a leaf.

-   be able to describe the plant-seed cycle.

**Background**

# Plant Seed Cycle

> **Seed Dispersal** -- Plants have ways of scattering their seeds. A
> few plants burst open throwing their seeds out while others depend on
> the wind to spread them. Some rely on animals and people to disperse
> the seeds in a variety of ways. Some "hitchhikers" cling to clothing
> or fur. Animals that feed on the fruits disperse the seeds through
> their droppings.
>
> **Germination** -- Seeds need three things to germinate: warmth,
> moisture, and oxygen. Moisture works to soften the seed coat. Once
> softened it will swell and split, allowing the primary root to anchor
> the plant to the ground. As the root system develops, the epicotyl
> grows upward and the stem breaks through the soil. This growth carries
> the cotyledons above the ground. It is then that the seed coat falls
> off. The cotyledons open. This frees a bud called a plumule, which
> then produces the first leaves. Since the seedling now has its own
> developed roots and leaves and can make its own food, it no longer
> needs the cotyledon.
>
> **Pollination** -- When pollen grains are fully developed, the anther
> bursts open. Unable to move by themselves, the pollen grains must be
> carried or moved to the female parts of the flower before they can
> begin fertilization. One way pollen grains find their way to the
> pistil of another flower is by wind. The sweet scent or nectar of some
> flowers attracts insects or birds who will also carry the grains with
> them as they move from flower to flower. The transfer of pollen from
> the stamen to the pistil of the same flower is called
> self-pollination. When the pollen grain reaches the pistil of another
> flower, it is called cross-pollination.
>
> **Fertilization** -- As soon as the pollen lands on the pistil, a very
> thin tube begins to grow down to the ovary. It grows through the ovary
> wall and reaches the ovule inside. When the pollen tube touches the
> ovule, fertilization begins and a seed develops.

# Flower Structure: Flowers vary in shape, size, and color. Fragrances of flowers range from sweet ones to those that smell like rotten meat. Flower shapes also vary among species. Flowers are the reproductive structures of angiosperms, plants whose seeds develop from fertilized ovules. Flowering plants are divided into two classes: Dicotyledon and Monocotyledon. Approximately seventy-five percent of flowering plants are dicots. This includes flowering trees, shrubs, annual, and perennial plants. Most flowers consist of four structural parts, which are attached to the flower base in whorls. The outer whorl consists of the sepals; followed by the petals, then the stamens, and the inner most whorl is the pistil. At the base of the pistil is the ovary which envelops the ovules, and this is where fertilization occurs. The outer two whorls, sepals and petals, serve to protect the inner parts of the flower and attract pollinators to the flowers. Flowers which contain all four whorls are considered "complete." Flowers lacking one or more of the four whorls are termed "incomplete."

> **Leaves:** A leaf is a part of the plant where most of its food is
> made. Most leaves have two parts, the blade and the stalk. The lines
> or ridges on the leaf are veins. Veins hold tubes like those in the
> stems. Some of these tubes in the veins transport food from the leaves
> to the stems. Other tubes in the veins carry water and minerals from
> the stems to the leaves. Plants get air from openings on the underside
> of the leaf. These openings are called stomates. The stomates can be
> opened and closed. Air also moves in and out through tiny slits in
> stems. Plants with flat leaves like those found on flowering plants
> are called broad-leaved plants. There are two types of broad-leaved
> plants; those with simple leaves and those with compound leaves. A
> simple leaf has a single blade attached to a stalk. A compound leaf
> has one stalk with several blades attached. A conifer has leaves that
> look like needles, so they are called needle-leaved plants. These
> leaves have a tough outer covering that keeps the plant from losing a
> lot of water.

**Materials**

Different types of leaves

Several plants (flowering and non)

Flowers (preferably large flowers such as day lilies or tiger lilies)

Black construction paper

Flour

Celery stalk

Container

Water

Food coloring

**Procedure**

***Warm up:*** Begin class by passing around different plants, leaves,
and flowers for student observation. Have students examine the flower.
Ask students to identify the feature of the flower that allows the
pollen to attach to the stigmas. Next, ask students to name the
different parts of the plants. Write their responses on the chalkboard.
Show students a label list of all the different parts of the plants and
explain to them that they will be participating in an activity that will
allow them to identify the parts of a plant and a leaf. Explain that
they will also be dissecting a flower in order to better understand the
parts of a flower and their function.

***Activity***

1.  Students will work in pairs.

2.  Give each student copies of *Label the Plant, Label the Flower,* and
    *Label the Leaf.*

3.  Give each group a plant, a flower, and some leaves.

4.  Have students run their hands up the stem (also called the pedicel)
    until they reach the top portion of the stem. Here the students
    locate the outer whorl of three-petal-like structures or sepals.
    Instruct students to tear off the sepals carefully, keeping them
    intact.

5.  The next whorl of three parts is the petals. Have students tear off
    the petals.

6.  The reproductive parts are in the center of the flower. Have
    students locate the stamens. Have students tear them off and look at
    them through hand lenses. Direct students to locate the two parts of
    the stamen (filament and anther). What is produced in the anther?

7.  The last structure in the center is the pistil. Ask students to
    locate the three parts of the pistil (stigma, style, and ovary). The
    stigma is the top part of the pistil and receives the pollen during
    pollination.

8.  Have students remove the stigmas from the flowers and view them with
    a hand lens. Instruct students to lightly touch the tips of the
    stigmas. How do they feel?

9.  Students will then sprinkle some white flour onto pieces of black
    construction paper, then gently tap the stigmas into the flour.

10. Students should then view the stigmas (with a hand lens) to
    determine which part of the stigma is capable of holding pollen
    grains. What is the purpose of the sticky area on the stigma?

11. Students should then cut longitudinally through the pistil. The
    long, thin section below the stigma is the style. At the base of the
    pistil is the ovary which holds the ovules.

12. Have students use the hand lenses to locate the ovules and count how
    many they find. Why are the ovules hidden in the base of the ovary?

13. Students will then turn their attention to the plant structure.

14. Students will remove the plants from the container. They should
    shake off excess soil in order to examine the root structure. The
    root is a plant structure that obtains food and water from the soil,
    stores energy, and provides support for the plant. Is it a taproot
    or is it fibrous? Students should note the ends of the roots and
    identify the root cap, which is the protective covering over the
    actively growing region.

15. Students should then work their way up the stem, which is the part
    of the plant that supports the leaves, flowers, or cones. Students
    will cut a stem in order to examine the tubes that carry food,
    water, and minerals to all parts of the plant. Placing a celery stem
    in a container filled with water and food coloring can show this.
    After several hours the leaves of the celery should be the same
    color as the food coloring.

16. Students should continue along the stem of the plant until they come
    to the first node. This is the part of the stem of a plant from
    which a leaf or branch grows. A plant has many nodes.

17. The students will then follow the lateral shoot, an offshoot of the
    stem of a plant, to the petiole. The petiole is a leaf stalk that
    attaches the leaf to the plant. Students may identify a stipule in
    this area, which is the small, paired appendage that is found at the
    base of the petiole of leaves of many flowering plants.

18. Students will identify the area between two nodes as the internode.

19. Students should now locate the angle between the upper side of the
    stem and a leaf, branch, or petiole and identify it as the axil.
    Students should try to locate an axillary bud, which is one that
    develops in the axil.

20. Students should identify the flower stalk, the structure that
    supports the flower. Students should also look for a terminal bud
    that would be located at the apex (tip) of the stem.

21. Students will then turn their attention to the leaf. Students should
    understand that the blade of the leaf is also called the lamina.

22. They should locate the petiole again and follow it up to the midrib,
    which is the central rib of the leaf.

23. From there they should note the veins which provide support for the
    leaf and transport both water and food through the leaf.

24. At the tip of the leaf the students will find the leaf apex with is
    the outer end of the leaf (opposite of the petiole).

***Wrap Up:*** As a class, students should discuss what they have
discovered about plants.

**Assessment**

Students will label the parts of a plant, flower, and leaf.

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# Label the Plant

**Directions:** Correctly label the following plant parts:

***axillary bud, terminal bud, flower, flower stalk, axil, lateral
shoot, leaf, petiole, node (2), internode, stem, tap root, root, root
cap***

![](media/image4.png){width="5.604166666666667in"
height="5.916666666666667in"}

**Label the Plant: Key**

**Directions:** Correctly label the following plant parts:

***axillary bud, terminal bud, flower, flower stalk, axil, lateral
shoot, leaf, petiole, node (2), internode, stem, tap root, root, root
cap***

![](media/image5.png){width="5.604166666666667in"
height="5.916666666666667in"}

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# Label the Flower

**Directions:** Correctly label the following flower parts:

***anther, petal, filament, ovary, sepal, stem, stigma, style***

![](media/image6.png){width="6.246527777777778in"
height="4.259722222222222in"}

**Label the Flower: Key**

**Directions:** Correctly label the following flower parts:

***anther, petal, filament, ovary, sepal, stem, stigma, style***

![](media/image7.png){width="6.122916666666667in"
height="4.251388888888889in"}

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# Label the Leaf

**Directions:** Correctly label the following leaf parts:

***axil, lamina, leaf apex, midrib, petiole, stipule, stem, vein***

![](media/image8.png){width="7.127777777777778in"
height="5.228472222222222in"}

**Label the Leaf: Key**

**Directions:** Correctly label the following leaf parts:

***axil, lamina, leaf apex, midrib, petiole, stipule, stem, vein***

![](media/image9.png){width="6.0in" height="4.740277777777778in"}

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

Don't Leaf Out Photosynthesis

***What exactly is photosynthesis?***

**Summary:** Fall is a wonderful time of year to teach about the process
that gives life to trees. In this lesson students will use hands-on
methods to explore photosynthesis.

**Duration:** 1 class period

**Setting:** Classroom

**Vocabulary:** photosynthesis, chlorophyll, pigment

**Standards/Benchmarks Addressed:** SC1-E1, SC2-E1, SC3-E1, SC4-E1,
SC4-E3, SC4-E5, SC5-E2, SC6-E1, SC6-E2, SC6-E3, SC6-E6, SC7-E2, SC7-E3,
SC9-E1, SC11-E1, SC11-E2, SC11-E3, SC12-E2

**Objectives**

Students will:

-   be able to identify the various pigments often found in leaves.

-   be able to explain the process of photosynthesis.

**Background**

Producers obtain food (complex organic compounds) from inorganic
materials and an energy source. Producers form the first level of an
ecosystem. Producers most familiar to us are green plants. Their energy
source is the sun, and they convert energy to food through reactions of
photosynthesis. Less than 1% of the sunlight reaching the Earth's
atmosphere is transformed by photosynthesis. The rest is reflected back
into space, absorbed by the atmosphere, or absorbed by the Earth.

Photosynthesis is the process by which plants, algae, and a few bacteria
capture this tiny fraction of the sun's energy and convert it into
stored chemical energy for their biological processes. Photosynthesis is
the process plants use to produce their own food. The chemical formula
for photosynthesis is: 6CO~2~ + 6H~2~O + light  C~6~H~12~O~6~ + 6O~2.~
What sustains life for all non-photosynthetic species is the ability to
use that stored energy. The glucose and other food molecules produced by
plants can be broken down by animals into water and carbon dioxide in a
process called respiration. Respiration is photosynthesis in reverse.
During respiration, the stored chemical energy captured originally by
the plant is released for use by the plant eater. It is during this
process that the leaves release oxygen, which become part of the air
that we breathe.

Plants use photosynthetic pigments to capture radiant energy by
converting carbon dioxide and water into glucose. Photosynthesis can
take place only in the presence of chlorophyll, the green pigment that
is found in all green plants. Chlorophyll absorbs the sunlight needed
for photosynthesis. Plants contain several pigments, including
chlorophyll. Chlorophyll is the most abundant pigment and causes most
plant leaves to appear green. Did you know that most leaves are orange
and yellow even in the summer? This is because most leaves include the
pigments of all three colors. The other pigments, xanthophyll (yellow),
carotene (orange), anthocyanin (red and/or purple) are present but in
much smaller quantities. As winter nears plants receive less sunlight
and less water. Soon the photosynthesis process shuts down until spring.
It is this process that allows to experience the "turning of colors" in
the fall.

![](media/image10.bmp)

1.  Light strikes the leaf and is trapped by chlorophyll.

2.  Inside the leaf, light changes part of the water to hydrogen and
    oxygen.

3.  Carbon dioxide from the air enters the leaf through stomates located
    on the underside of the leaf.

4.  The hydrogen joins with carbon dioxide to make food for the plant.

5.  Oxygen is released through stomates.

**Materials**

Leaves

Small jars

Plastic wrap

Rubbing alcohol

Coffee filters

Shallow pan

Hot tap water

Tape

Pen

Plastic spoon

**Procedure**

***Warm up:*** Ask students if they have ever been outside and picked up
something that had been sitting in a grassy area for a few days. If so
what had they noticed? If they saw an area of yellowish, wilted-looking
grass, they have witnessed how light (or lack of light) affects color
development. Explain that the activity for today will allow students to
recreate this phenomenon and help them to better understand the process
of photosynthesis.

***Activity:*** Students will work in groups to complete this
experiment.

> Step 1 - Chop leaves into very small pieces and place them into small
> jars. Be sure to label the jar with the name of the leaf.
>
> Step 2 -- Add enough rubbing alcohol to cover the leaves. Use the
> plastic spoon to stir and grind the leaves in the alcohol.
>
> Step 3 -- Cover the jars and allow them to sit in a shallow tray
> filled with 1 inch of very hot tap water.
>
> Step 4 -- Allow the jars to sit for at least 30 minutes or until the
> alcohol has become colored. Replace the hot water if it cools off.
> Twirl the jars gently about every 5 minutes.
>
> Step 5 -- Using long strips of coffee filter paper, place one in each
> jar so that one end is in the alcohol and the other bends over the
> edge of the jar. Secure the lid.
>
> Step 6 -- After approximately 1 hour students should be able to see
> the various colors traveling up the paper.
>
> Step 7 -- Remove the strips and let them dry.

***Wrap Up:*** Discuss the findings.

**Assessment**

Participation and discussion

**Extensions**

Students can complete the same activity using fall leaves that have
already changed colors. Steps 4 and 6 will take longer. Have them
compare the results.

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Am I Leaking?**

***Where is the Water?***

**Summary:** Using the scientific method, students will complete a
hands-on experiment that will allow them to discover that cacti lose
less water through transpiration than broad-leaf plants do.

**Duration:** 2 class periods

**Setting:** Classroom

**Vocabulary:** transpiration, stomata, photosynthesize

**Standards/Benchmarks Addressed:** SC1-E1, SC1-E2, SC2-E1, SC2-E2,
SC2-E3, SC3-E1, SC4-E1, SC4-E3, SC4-E5, SC5-E1, SC5-E2, SC6-E1, SC6-E2,
SC6-E3, SC6-E4, SC6-E5, SC6-E6, SC11-E1, SC11-E2, SC11-E3, SC12-E2

**Objectives**

Students will:

-   design an investigation to answer questions about transpiration.

-   compare the rate of transpiration of a cactus to that of a leafy
    plant.

**Background**

Photosynthesis is the process by which plants, algae, and a few bacteria
capture a tiny fraction of the sun's energy and convert it into stored
chemical energy for their biological processes. Photosynthesis is the
process plants use to produce their own food. The chemical formula for
photosynthesis is: 6CO~2~ + 6H~2~O + light  C~6~H~12~O~6~ + 6O~2.~

What sustains life for all non-photosynthetic species is the ability to
use that stored energy. Animals can break down the glucose and other
food molecules produced by plants into water and carbon dioxide in a
process called respiration. Respiration is photosynthesis in reverse.
During respiration, the stored chemical energy captured originally by
the plant is released for use by the plant eater.

During the respiration process, small pores (stomata) on a plant's
leaves and stems open to absorb CO~2~ from the air and in return release
oxygen (O~2~). Each time the stomata open, some H~2~O is lost. This
water loss process is called transpiration. For some plants losing a
large amount of water isn't a problem. But, for desert plants, replacing
this lost H~2~O is not easy with so little annual moisture. If the H~2~O
can not be replaced, the desert plants will die. In order to survive
some plants such as evergreens, cacti, and many plants that live in the
dry climates have acquired special adaptations that limit the amount of
water they give off.

Desert plants are unlike most plants that carry out photosynthesis
during the day and lose a large amount of H~2~O through transpiration.
If transpiration occurs during daytime hours, high temperatures can
cause water to evaporate quickly. If the process can occur at night,
less H~2~O is lost. One type of adaptation desert plants use is known as
Crassulacean Acid Metabolism (CAM). In CAM plants, the stomata are only
open at night, when the temperatures are much lower. Many plants in the
desert environment have this method of photosynthesis, which is
distinctly different.

Plants do not only lose H~2~O through their pores; they also lose it
through the cell walls on their leaves. The leaves and stems of many
desert plants have a thick covering that is coated with a waxy
substance, allowing them to open and absorb CO~2~.

Desert plants have developed many adaptations in order to conserve the
small amount of water they receive. The two adaptations discussed will
be evident in the following experiment which shows how the waxy outer
skin of a cactus helps it conserve water.

**Materials**

One plant (for each group of students)

One cactus (for each group of students)

1 clear plastic bag for each plant

String or tape

Mirror

**Procedure**

***Warm up:*** Breathe on the mirror and then quickly hold it up and ask
the students what they see. They should answer moisture. Explain to the
students that in much the same manner, leaves give off moisture. How do
we know this? How can we see this? Do all plants give off the same
amount?

***Activity:*** Review the background information with the class. Have
students work in small groups of three or four. Each group should
develop a step-by-step plan for trapping water vapor given off by their
plants and for determining which plant lost the most water.

For example, some groups may decide to place their plants in direct sun
while others may choose to place them in indirect sun or shade. The
groups should identify the conditions that should be kept the same for
both plants. Rather than sealing an entire plant in a bag, the groups
may use intact limbs for the experiment. If so, they should tightly
secure their plastic bags so that no water vapor can escape. Teachers
should point out that this method is one of many desert survival
techniques humans (hikers) use to extract water from plants.

Have the groups design and conduct their experiment. Students will keep
a journal of their experiment. It should include such things as start
and completion time of the experiment, observation notes, etc.

***Wrap Up:*** Have each group explain their procedure and results.
Discuss how this would help the desert plant save water.

**Assessment**

Scientific Procedure Project Report

Am I Leaking Rubric

Am I Leaking?\
Scientific Procedure Project Report

# Title: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Purpose:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Hypothesis:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Materials:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Procedure (Step-by-Step
Directions):\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Each student is required to attach a copy of their journal, which will
include dates and times of their observations, observation notes, etc.
In addition to this record how else will you record your data?

Data:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Results:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Conclusion:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Am I Leaking?\
Scientific Method Rubric

+----------------------------------------+--------+----------+----------+
| # Transpiration Project                | **     | **T      | **Co     |
|                                        | Self** | eacher** | mments** |
|                                        |        |          |          |
|                                        | **     | **Eval   |          |
|                                        | Evalua | uation** |          |
|                                        | tion** |          |          |
+----------------------------------------+--------+----------+----------+
| **Visual:**                            |        | **/12**  |          |
+----------------------------------------+--------+----------+----------+
| Includes display of leaf samples to    |        |          |          |
| illustrate the type of plants tested.  |        |          |          |
+----------------------------------------+--------+----------+----------+
| Presentation board is visually         |        |          |          |
| attractive (fills the board, colorful, |        |          |          |
| neat).                                 |        |          |          |
+----------------------------------------+--------+----------+----------+
| Display identifies each step of the    |        |          |          |
| scientific process (title, hypothesis, |        |          |          |
| purpose, materials, procedure,         |        |          |          |
| conclusion, results).                  |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Written:**                           |        | **/12**  |          |
+----------------------------------------+--------+----------+----------+
| Students provide a completed           |        |          |          |
| *Scientific Procedure Project Report.* |        |          |          |
+----------------------------------------+--------+----------+----------+
| Information is accurate.               |        |          |          |
+----------------------------------------+--------+----------+----------+
| Proper grammar, spelling, etc.         |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Presentation:**                      |        | **/8**   |          |
+----------------------------------------+--------+----------+----------+
| Presenters followed appropriate        |        |          |          |
| speaking rules (eye contact, voice,    |        |          |          |
| enthusiasm).                           |        |          |          |
+----------------------------------------+--------+----------+----------+
| Presentation quality, organization,    |        |          |          |
| information, appeal                    |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Teamwork:**                          |        | **/4**   |          |
+----------------------------------------+--------+----------+----------+
| Are the efforts of each team member    |        |          |          |
| clearly demonstrated, or did it appear |        |          |          |
| to be the work of one or two           |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Responsibility:**                    |        | **/4**   |          |
+----------------------------------------+--------+----------+----------+
| Turned in on due date and presented in |        |          |          |
| class with visual.                     |        |          |          |
+----------------------------------------+--------+----------+----------+

4 -- no mistakes 3 -- few mistakes 2 -- many mistakes 1 -- incomplete
(however is present) 0 -- not evident or not included

Visual \_\_\_\_\_\_ Written \_\_\_\_\_\_ Presentation \_\_\_\_\_\_
Teamwork \_\_\_\_\_\_ Responsibility \_\_\_\_\_\_ Overall\_\_\_\_\_\_

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**One Tough Dude**

***How does plant life survive such harsh desert conditions?***

**Summary:** This lesson provides a discovery approach to learning about
desert plant life. Students will complete three simple experiments in
order to gain a greater knowledge of how plants adapt to desert life.

**Duration:** 1 class period

**Setting:** Classroom

**Vocabulary:** photosynthesis, transpiration, adaptation,
drought-deciduous

**Standards/Benchmarks Addressed:** SC2-E1, SC3-E1, SC4-E1, SC4-E3,
SC4-E5, SC5-E2, SC6-E1, SC6-E2, SC6-E3, SC6-E4, SC6-E5, SC10-E2,
SC11-E1, SC11-E2, SC11-E3, SC11-E4, SC11-E5, SC12-E2

**Objectives**

Students will:

-   explain how plants adapt to harsh desert environment.

-   explain the concept of transpiration as it applies to desert plant
    life.

**Background**

For plants dependent on water for their basic life processes the dryness
and heat of the desert make survival difficult. Unlike animals, plants
cannot set out in search of water, they cannot retreat to a different
location in order to avoid the intense heat of the sun. In response to
these limitations, plants have developed several strategies for dealing
with the harsh conditions of the desert. Plants use a variety of means
to survive. Some have tough outer coatings while others depend on a
rapid rate of growth after a rainfall. A large number of plants survive
by their extensive shallow root systems. Other plants such as the
mesquite tree have long taproots that may grow 100 feet deep to reach
the water table. Some plants store water in their pulpy trunks or roots.
Many desert plants have small, thick leaves with waxy coatings and will
even shed their leaves during intense drought to further reduce water
loss. Cacti carry out photosynthesis not in leaves, but in their thick
stems. Thick stems are less likely to dry out. These stems have less
surface area than broad, thin leaves. A cactus's spines are actually
modified leaves.

For a more detailed explanation of the various adaptations see *Tricks
of the Trade.*

# Materials

Station #1 -- Aloe Vera plant, a cactus, and a cutting instrument

Station #2 -- wax paper, water droppers

Station #3 -- sponges, dishpans, and a measuring cup

Station #4 -- plastic water bottles (One with holes in the bottom the
size of pins. The other with holes in the bottom the size of a pencil.),
tub of water

**Procedure**

***Warm up:*** Students will be asked to brainstorm words they think of
when we say the word desert. Discuss why these particular words come to
mind.

Ask students to brainstorm various adaptations of desert plants. Explain
to the students that they will be looking for similar adaptations as
they complete the following series of activities.

***Activity:*** Students will work in four groups and the groups will
rotate from station to station.

> **Station #1 -- The Pulpy Insides:** At this station students will
> examine a desert plant (the Aloe Vera) and the cacti. Before they
> start the activity, students are asked to draw what they think a
> desert plant looks like on the inside (don't forget to include the
> root system). As they cut open the plants students should be examining
> the amount of moisture, the look, and the feel of the plant.
>
> Students should be prepared to discuss the following questions as a
> class.

1.  How would you describe the texture of the plant skin?

2.  Why do you feel the plant was able to hold the amount of moisture it
    held?

3.  Describe the stems (thick, thin, rounded, flat).

4.  Compare your drawing with the actual plant.

> **Station #2: How the Waxy Skin Works**

1.  Students will use the water droppers to squeeze a few drops of water
    onto wax paper.

2.  Students should observe how the water reacts on the wax paper (does
    the paper absorb or resist the water?)

> After completing this station, students should write a brief response
> to, "What type of adaptation does this activity represent?"
>
> **Station #3: The Spongy Roots**

1.  Students will dip the sponge into the tub of water.

2.  Students should observe how the sponge soaks up the water.

3.  Students will then squeeze out the water into a measuring cup in
    order to determine the amount of liquid the sponge was able to hold.

> After completing this station, students should write a brief response
> to, "What type of adaptation does this activity represent?"
>
> **Station #4: Pore Size Matters**

1.  Students will fill the plastic containers with water (one container
    should have tiny holes poked in the bottom and the other should have
    larger holes poked in the bottom) by submerging the two bottles into
    a tub of water and then pulling them out by the neck of the bottle.

2.  Students should observe the different rate at which the bottles
    drain.

> After completing this station, students should write a brief response
> to, "What type of adaptation does this activity represent?"

***Wrap Up*:** Bring students back to the whole group. Group discussion
should focus on the findings as a result of the previous experiments.

Students will then be asked to create a desert plant survival guide.
This guide will consist of identifying six different Chihuahuan Desert
plants, their specific adaptation(s), the way in which the adaptation
helps the plant, and an illustration of each plant. Teachers may choose
to have students research other types of plants depending on location or
field of study.

**Assessment**

Evaluate the student's survival guidebook by looking for a variety of
adaptations. Students should also be able to explain how each adaptation
helps the plant.

Students will receive three copies of the Desert Plant Survival Guide. A
cover may be created with construction paper or may be computer
generated.

**Tricks of the Trade... How Desert Plants Survive\
One Tough Dude Activity**

How do desert plants save water?

Desert plants work hard to make use of what's available. They use the
sun's energy to convert carbon dioxide (CO~2~ ) and water (H~2~O) into
sugar, a process called photosynthesis. During this process, small pores
(stomata) on a plant's leaves and stems open to absorb CO~2~ from the
air and in return release oxygen (O~2~). Each time a plant opens its
pores, some H~2~O is lost. This is called transpiration. Replacing this
lost H~2~O is not easy with so little annual moisture. If the H~2~O
cannot be replaced, the desert plants will die. Desert plants have
acquired special adaptations that help them in reducing H~2~O loss.

-   **Smaller, fewer, and deeper pores** -- Many desert plants have very
    small, fewer, and deeper pores. With such pores, hot and dry winds
    are inhibited from blowing directly across the pores and reducing
    H~2~O loss.

-   **Waxy cover** -- Plants do not only lose H~2~O through their pores,
    they also lose it through the cell walls on their leaves. The leaves
    and stems of many desert plants have a thick covering that is coated
    with a waxy substance, allowing them to still open and absorb CO~2~.

-   **Nocturnal** -- Unlike most plants that carry out photosynthesis,
    plants lose a large amount of H~2~O through transpiration, and if
    transpiration occurs during daytime hours, high temperatures can
    cause water to evaporate quickly. If the process can occur at night,
    less H~2~O is lost. Many plants in the desert environment have a
    method of photosynthesis that is distinctly different. It is known
    as Crassulacean Acid Metabolism (CAM). In CAM plants, the stomata
    are only open at night, when the temperatures are much lower.

-   **Little leaves** -- Most desert plants have small leaves or no
    leaves at all. The smaller or fewer leaves a plant has, the less
    H~2~O is lost during transpiration since it has less surface area
    exposed to the sun and wind. For desert plants with small leaves or
    none at all, the twigs and stems help carry out photosynthesis.

-   **Hide and rest**-During the hottest part of the day many desert
    grasses and other plants "roll" their leaves to reduce the amount of
    surface area exposed to sun and wind. Some plants simply position
    themselves so they have less exposure to the climatic elements on a
    hot, sunny day. Some plants grow best if they sprout under a "nurse"
    plant. The "nurse" plant shades the young plants from damaging sun,
    drying winds, and animals that might trample it.

-   **Drop 'em in drought** -- Some desert plants grow leaves during the
    high moisture period of the year and then shed them when it becomes
    dry and hot again, such plants are called drought-deciduous. These
    kinds of plants will carry out photosynthesis only during the moist
    period.

How do plants get water?

One way desert plants, trees, and shrubs suck up as much water as
possible is by growing very deep taproots. Sometimes these roots can get
to be more than 100 feet long. The above ground plant parts may remain
small for years simply because the plant puts most of its energy into
developing its taproot system. Desert plants may have a huge, tangled
network of shallow roots that spread out from the plant in all
directions. The roots can be as long as the plant is tall, and can
quickly absorb water from the slightest rainfall.

Why do plants shrink and swell?

Desert plants can soak up water, store it, and prepare to use it during
drought. For example, cacti and many other desert plants store water in
their fleshy leaves and stems. Desert plants may also have other
adaptations for water storage, such as pleats or folds that will allow
the plant to swell with added water when it can. The pleats or folds can
almost disappear if the plant soaks up a lot of water; then the plant
can shrink, and its pleats or folds can become visible again as drought
sets in and the plant makes use of water it has stored. Though many
desert plants die to the ground during the hottest part of each year,
the water they have stored in underground roots, tubers, and bulbs will
sustain them until the next moist period.

Why do plants grow hairs and spines?

The hairs and spines that grow on desert plants help reduce moisture
loss by breaking the effects of the wind. They also help cast minute
shadows on desert plants, which can protect them from the sun. The light
colored hairs and spines can even serve to reflect the sun's rays away
from the plant. Lastly, hairs and spines can help protect plants from
hungry animal predators.

Why do plants produce special chemicals?

Scientists believe that desert plants may produce and give off chemicals
from their leaves or roots that keep other plants from growing nearby.
It is thought that plants do this to reduce competition, especially when
water is scarce.

Why do seeds of plants sleep?

Some desert plants cope with the desert's dryness by not coping at all.
As a result, during drought they are present only as seeds in the soil.
For months, years, or even decades these seeds "sleep" to wait out the
dry spell in a dormant state. When the right amount of rain falls and
soaks into the soil, they sprout and bloom. When this happens the
desert's dry brown landscape can quickly change into colorful fields of
wildflowers, herbs, and grasses. Most of these fast-growing desert
plants do not last very long. So aside from having seeds that are
adapted to drought, they have few or no special adaptations to desert
conditions. This is why desert plants of this kind sprout, flower, and
leave behind a generation of seeds as quickly as possible. Short-lived
desert plants are called ephemerals. With little water available to help
them grow, dormant ephemerals are covered and protected by natural
chemicals called inhibitors. The primary function of inhibitors is to
keep seeds from germinating until enough moisture and specific
temperatures are present. Once the inhibitor has been washed off, the
seeds can sprout.

Desert Plant Survival Guide

Plant Name (common and scientific):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Description (color, size, location, etc.):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Adaptations:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Plant Name (common and scientific):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Description (color, size, location, etc.):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Adaptations:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Desert Plant Survival Guide Rubric

+--------------------------------------+--------+----------+------------+
| # Desert Plants                      | #      | **T      | **         |
|                                      | # Self | eacher** | Comments** |
|                                      |        |          |            |
|                                      | **     | **eval   |            |
|                                      | evalua | uation** |            |
|                                      | tion** |          |            |
+--------------------------------------+--------+----------+------------+
| **Visual:**                          |        | **/4**   |            |
+--------------------------------------+--------+----------+------------+
| Illustrations are accurate,          |        |          |            |
| colorful, and fill the page.         |        |          |            |
+--------------------------------------+--------+----------+------------+
| **Written:**                         |        | **/12**  |            |
+--------------------------------------+--------+----------+------------+
| Provides the common and scientific   |        |          |            |
| name of the plant.                   |        |          |            |
+--------------------------------------+--------+----------+------------+
| Identifies an area in which each of  |        |          |            |
| these can be found.                  |        |          |            |
+--------------------------------------+--------+----------+------------+
| Identifies the adaptations utilized  |        |          |            |
| by the various plants.               |        |          |            |
+--------------------------------------+--------+----------+------------+
| **Presentation:**                    |        | **/8**   |            |
+--------------------------------------+--------+----------+------------+
| Organization of information,         |        |          |            |
| quality, etc.                        |        |          |            |
+--------------------------------------+--------+----------+------------+
| Presenter follows appropriate        |        |          |            |
| speaking rules (eye contact, voice,  |        |          |            |
| enthusiasm).                         |        |          |            |
+--------------------------------------+--------+----------+------------+
| **Responsibility:**                  |        | **/4**   |            |
+--------------------------------------+--------+----------+------------+
| Turned in on due date and presented  |        |          |            |
| in class.                            |        |          |            |
+--------------------------------------+--------+----------+------------+

4 -- no mistakes 3 -- few mistakes 2 -- many mistakes 1 -- incomplete
(however is present) 0 -- not evident or not included

Visual \_\_\_\_\_\_ Written \_\_\_\_\_\_ Presentation \_\_\_\_\_\_
Responsibility \_\_\_\_\_\_ Overall\_\_\_\_\_\_

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

To Be or Not to Be

***What is asexual reproduction?***

**Summary:** This activity introduces the concept of asexual
reproduction. While utilizing the scientific method, students will
choose a plant, research it, choose a method of propagation, and keep a
scientific journal of its treatment.

**Duration:** Activity time approximately 6 weeks

**Setting:** Classroom

**Vocabulary:** vegetative propagation, alternation of generations,
antheridia, archegonia, antheridium, marchegonium, dicotyledon,
monocotyledon, dormant

**Standards/Benchmarks Addressed:** SC1-E1, SC1-E2, SC2-E1, SC2-E2,
SC2-E3, SC3E1, SC4-E1, SC4-E3, SC4-E5, SC5-E1, SC5-E2, SC6-E1, SC6-E2,
SC6-E3, SC6-E4, SC6-E5, SC10-E1, SC11-E1, SC11-E2, SC11-E3, SC11-E4,
SC11-E5, SC12-E2

**Objectives**

Students will:

-   understand the different methods of plant propagation.

-   successfully start a new plant by any means of vegetative
    propagation.

-   keep a laboratory journal on the progress of the plant.

-   use the scientific process in order to complete an experiment on
    propagation.

**Background**

Whenever plants reproduce asexually by any means, either natural or
induced, the term vegetative propagation applies. It simply means that
vegetative tissues (non-reproductive tissues) are used to reproduce new
plants. All members of the plant kingdom have some means of reproduction
whether it produces sperm and eggs or spores. In the mosses and the
ferns, the sexual structures are called antheridia and archegonia. The
antheridium produces sperm and the marchegonium produces one or more
eggs. These plants also have a spore-producing asexual phase.

Alternation of generations is a term that describes the life cycle of
most plants and some algae. In most plants, meiosis and fertilization
divide the life of the organism into two distinct phases or
"generations." The term generations is misleading since it refers to two
different phases that make up a single life cycle. Sexual reproduction
involves the two alternating processes of meiosis and fertilization. In
one phase, the plant is known as a gametophyte or gamete-bearing plant
and produces sex cells called gametes. Gametophytes can produce male
sperm cells, female egg cells, or both. In fertilization, the nuclei of
two gametes fuse, raising the chromosome number from haploid to diploid.
When a sperm cell and an egg cell unite, they form a zygote (fertilized
egg). The zygote develops into the next phase of the reproductive cycle.
In this phase (meiosis) the plant is known as a sporophyte or
spore-bearing plant and produces reproductive cells called spores. The
chromosome number is reduced from the diploid to the haploid number.
Then spores develop into gamete-producing plants, and the cycle begins
again.

#### Alternation of Generations

**Plant Life Cycle**

multicellular

sporophyte

generation

#  Zygote

Diploid

#  Fertilization (2n) Meiosis

####  Haploid

\(n\)

Gametes Spores

#### multicellular

gametophyte

generation

In higher plants, the monocotyledon and the dicotyledon, flowers contain
the sexual structures. The sperm are borne in pollen grains produced in
the stamen of the flowers, and the eggs are held in ovules within the
pistils. Some higher plants also have common means of asexual
reproduction which do not involve floral parts. Strawberries, for
example, send out runners, while many trees send up new shoots from
their roots. Black cherry and quaking aspen both send up shoots.

Many plants that do not commonly reproduce asexually can be induced to
do so. For example, stem cuttings of geraniums or jade plants will often
root in water, and can then be planted in potting soil.

## Types of propagation

Plant propagation can be completed by various means. One method is by
seed. In the wild, seed germination is erratic by design, spanning the
longest possible time in order to eventually strike upon a favorable set
of conditions and there insure continuation of the species. In a
controlled environment, good quality seed is the basis for successful
seed production. Other key factors in successful propagation include;
moisture, pollination, insect control, and temperature. In collecting
seeds from the wild there are many things to consider. Timing of
collection is critical. Seeds should be cleaned of debris. Often seeds
need to be pretreated by means of an acid scarification or hot water
soak. Scarification is the pretreatment used when the limiting factor is
a hard seed coat that prevents water penetration and gas exchange or
physically restricts the growth of the embryo.

Propagation by cuttings is another means of reproduction. The cuttings
from some plants such as the cherry sage or four o'clocks root easily.
Again correct timing and cutting material is essential. When selecting
the plant to propagate it is important to remember that plant material
that has had adequate moisture to produce healthy new growth will root
and grow more rapidly than cuttings that have been dependent solely upon
rainfall.

A third type of propagation is by root cuttings. This method can be used
to propagate arid-land natives with fleshy root systems. Root cuttings
should be taken when the plant is dormant. When using this method it may
take several months for the cutting to form new terminal buds. It is
important not to over-water them.

The layering method entails selecting a healthy lower branch of a plant
and cutting a notch in the stem about ten inches from the tip just below
the node (the point where a leaf is attached to the stem). Bend the stem
down to the ground, loosen the soil where the notched stem touches, and
push the stem into the soil so that the growing tip is exposed but the
notched portion is buried. Pin the stem in place with wire. This method
may take six months to one year to develop a root system.

Dividing established specimens can increase plants that have a matted
growth habit or form offshoots from a central crown. Dig up the entire
plant, split it into sections, and replant where desired. This method is
most successful when the plant is in the dormant stage.

**Materials**

A variety of plants

Variety of potting soils

Pots

**Procedure**

***Warm up:*** Bring in a piece of prickly pear cactus for students to
examine. Ask students to consider whether or not this plant could form a
new one. Write the term "vegetative propagation" on the board and ask
students if they know what the term means. If none of them know the
definition, write it on the board and then explain to the students that
they will be completing an experiment in order to observe vegetative
propagation.

***Activity:*** Students will select a healthy plant to be propagated.
The plant may be a house plant, a landscape plant, or a wild plant.
Students will be required to research the plant paying specific
attention to the proper propagation method for their plant. Once
students have selected the method of propagation they will use the
scientific process to complete their experiment.

***Wrap Up:*** Six weeks after the initial set-up of this project
students will take turns sharing their plant research, progress or lack
thereof, and what they gained from this experience.

**Assessment**

Laboratory journals and project report using the attached rubric.

To Be or Not To Be\
Project Report

# Title: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Purpose:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Hypothesis:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Materials:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Research:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Procedure (Step by Step
Directions):\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Each student is required to attach a copy of their journal, which will
include dates and times of their observations, observation notes, etc.
In addition to this record how else will you record your data?

Data:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Results:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Conclusion:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

TO BE OR NOT TO BE\
Scientific Method Rubric

+---------------------------------------+-------+---------+----------+
| # Propagation Project                 | *     | **      | **Co     |
|                                       | *Self | Teacher | mments** |
|                                       | Ev    | Evalu   |          |
|                                       | aluat | ation** |          |
|                                       | ion** |         |          |
+---------------------------------------+-------+---------+----------+
| **Visual:**                           |       | **/12** |          |
+---------------------------------------+-------+---------+----------+
| Include propagated plant.             |       |         |          |
+---------------------------------------+-------+---------+----------+
| Presentation board is visually        |       |         |          |
| attractive (fills the board,          |       |         |          |
| colorful, neat).                      |       |         |          |
+---------------------------------------+-------+---------+----------+
| Display identifies each step of the   |       |         |          |
| scientific process (title,            |       |         |          |
| hypothesis, purpose, materials,       |       |         |          |
| procedure, conclusion, results).      |       |         |          |
+---------------------------------------+-------+---------+----------+
| **Written:**                          |       | **/12** |          |
+---------------------------------------+-------+---------+----------+
| Students provide a completed *Project |       |         |          |
| Report.*                              |       |         |          |
+---------------------------------------+-------+---------+----------+
| Information is accurate.              |       |         |          |
+---------------------------------------+-------+---------+----------+
| Proper grammar, spelling, etc.        |       |         |          |
+---------------------------------------+-------+---------+----------+
| **Presentation:**                     |       | **/8**  |          |
+---------------------------------------+-------+---------+----------+
| Presenters followed appropriate       |       |         |          |
| speaking rules (eye contact, voice,   |       |         |          |
| enthusiasm).                          |       |         |          |
+---------------------------------------+-------+---------+----------+
| Presentation quality, organization,   |       |         |          |
| information, appeal                   |       |         |          |
+---------------------------------------+-------+---------+----------+
| **Responsibility:**                   |       | **/4**  |          |
+---------------------------------------+-------+---------+----------+
| Turned in on due date and presented   |       |         |          |
| in class with visual.                 |       |         |          |
+---------------------------------------+-------+---------+----------+

4 -- no mistakes 3 -- few mistakes 2 -- many mistakes 1 -- incomplete
(however is present) 0 -- not evident or not included

Visual \_\_\_\_\_\_ Written \_\_\_\_\_\_ Presentation \_\_\_\_\_\_
Teamwork \_\_\_\_\_\_ Responsibility \_\_\_\_\_\_ Overall\_\_\_\_\_\_

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Which is Which?**

***Deciduous or Coniferous -- a lesson designed to differentiate between
the two.***

**Summary:** Through a hands-on approach students will be able to
identify the distinguishing characteristics of the deciduous and
coniferous tree.

**Duration:** 1 day

**Setting:** Outdoors-field trip, classroom

**Vocabulary:** deciduous, coniferous, simple, compound, dichotomous key

**Standards/Benchmarks Addressed:** SC1-E1, SC4-E3, SC5-E2, SC6-E1,
SC6-E2, SC6-E3, SC6-E4, SC10-E2, SC11-E1, SC11-E4, SC11-E5, SC12-E2

**Objectives**

Students will:

-   be able to explain the difference between deciduous and coniferous
    trees.

-   use a dichotomous key to identify types of trees.

**Background**

What is a tree? Trees come in all shapes and sizes, from the bristlecone
pines to saguaro cacti. In North America there are over 800 different
species of trees. Some scientists use size as a way to help define
trees. Yet, when you consider harsh environments such as the Arctic or
deserts, trees can often be smaller than other plants. One way trees are
defined is by the woody roots, trunks, and limbs that provide physical
support. Trees also live longer than most other plants. They are a type
of perennial. Although they become dormant during the winter, the stems,
branches, and roots are still alive and will continue to grow taller and
thicker each year.

Trees are classified according to how they reproduce, what types of
flowers and seeds, how they grow, and how they are structured inside.
Most trees fall into two main plant groups. Gymnosperms, which have
seeds not enclosed in flowers. These seeds are produced on the surface
of the scales of female cones. Conifers are the most common types of
gymnosperms. Angiosperms are the types of plants that have true flowers
and bear their seed in fruits.

Deciduous trees are those trees that shed their leaves at the end of the
growing period, so they are bare for part of the year. This shedding
typically occurs in the months of September and October. They rest
during this part of the year. The trees grow new leaves when there is
enough sun and rain for them to grow. Deciduous trees have two types of
leaves, simple or compound. A simple leaf is one leaf that attaches to
the stem. A compound leaf is two or more leaves, usually many, that
connect to the stem. In North America, most broad-leaved trees are
deciduous, while most needle-leaved trees are coniferous. Coniferous
trees, often called evergreens, keep their leaves for several years and
lose them gradually, while growing new ones, so they are never bare.
Coniferous trees have leaves that look like needles.

From pine leaves to broad palm leaves, all leaves serve the same
purpose: to make food for the tree. Leaves use carbon dioxide from the
air, water from the roots, and the sun's energy to make sugar. This
food-making chemical reaction is called photosynthesis. Photosynthesis
can only take place in the presence of chlorophyll. Chlorophyll is the
green pigment that is found in all green plants. Chlorophyll absorbs the
sunlight needed for photosynthesis. During photosynthesis the leaves
release oxygen which becomes part of the air that we breathe.

**Materials**

Tree samples

Dichotomous key

Grab bag items (might include such things as pencil, magazine, wooden
spoon,

aluminum foil, cork, plastic comb, etc.)

**Procedure**

***Warm up:*** Begin by drawing the students' attention to the classroom
window. Ask, "What do you see when you look out the window?" Answers
will vary. Next, ask, "How many of you look outside and say, "Hey,
that's an evergreen..., a Desert Willow..., a Mesquite ...?" We don't
pay much attention to trees and yet they play an important part of our
world. Today the students will be tying to "key" different leaves found
on an outdoor hike (for example McKittrick Canyon).

Before the trip, make a transparency of *Different Types of Leaves*.
Discuss the shape of each leaf and whether it is compound or simple and
opposite or alternate. Hand out the dichotomous key, or make one of your
own,\* and explain that it is based on the idea of making a choice
between two alternatives. As the student "keys" their leaf, they will
need to decide which phrase applies to the particular leaf being
"keyed."

\*Directions: Pick 6 trees you know you will encounter on your hike,
separate the characteristics, and make a dichotomous key from those
characteristics (see example).

# Activity: Take a field trip (a suggested area is McKittrick Canyon). While there, students should practice using the dichotomous key to identify the various deciduous and coniferous trees.

Take students back to the classroom for the next activity. Divide the
class into groups of five. Pass out small branches of leaves to each
group. Students will work cooperatively in groups to identify which
trees the leaves came from. Students will create a poster by
illustrating the leaf sample and placing it on the deciduous side or the
coniferous side.

## When students are done they will share their findings with the group.

***Wrap Up:*** As a closing activity, students can play a game of "Who
Wants to be a Biologist?" "Who Wants to be a Biologist?" can be played
with a variety of items in a grab bag. Have students choose an object
out of the grab bag and decide whether or not it comes from a tree. Grab
bag items might include such things as, pencil, magazine, wooden spoon,
aluminum foil, cork, plastic comb, etc. Students may also choose to be
asked a question. Examples are listed below.

1.  Name five trees that are commonly encountered in the area
    surrounding our school.

2.  Define the terms "Simple" and "Compound."

3.  True or false: All broad-leaved trees are deciduous.

4.  What are deciduous trees?

5.  What gives plants their green color?

6.  True or false: Evergreen trees never shed their leaves.

7.  Show differences between the terms "Simple" and "Compound."

8.  True or false: Gymnosperms do not produce true flowers or fruit.

9.  True or false: Pine needles are leaves.

10. Why do many deciduous trees' leaves change from green to other
    colors in the fall?

**Assessment**

Classroom participation

Which is Which? Activity\
Dichotomous Key

Their shape, bark, buds, and leaves can identify trees. A key is a
valuable tool that can be used to identify a tree by its
characteristics.

+-----------------------------+----------------------------------------+
| 1\. a. The tree has leaves  | go to 5                                |
+-----------------------------+----------------------------------------+
| > b\. The tree has needles  | go to 2                                |
+-----------------------------+----------------------------------------+
| 2\. a. The needles are in   | go to 3                                |
| clusters                    |                                        |
+-----------------------------+----------------------------------------+
| > b\. The needles are       | go to 4                                |
| > arranged singly on the    |                                        |
| > twig                      |                                        |
+-----------------------------+----------------------------------------+
| 3\. a. If there are 2 or 3  | Pinyon Pine -- Reddish barked tree     |
| needles ¾ to 1 ½ inch long  | that is small and many branched. Cones |
|                             | are about 2 inches long and contain    |
|                             | wingless edible seeds, ½ inch in       |
|                             | length.                                |
+-----------------------------+----------------------------------------+
| > b\. If there are 2 or 3   | Ponderosa Pine -- Large tree with bark |
| > needles approx. 5 inches  | that is dark brown to black turning    |
| > long                      | yellowish-red with age. Immature cones |
|                             | are green and tightly closed, changing |
|                             | to reddish-brown as they ripen.        |
+-----------------------------+----------------------------------------+
| 4\. If needles are          | Juniper -- Bark deeply furrowed and    |
| scale-like                  | checkered with rectangular scales;     |
|                             | branch tips usually stiff; green to    |
|                             | reddish brown cones appear bluish.     |
+-----------------------------+----------------------------------------+
| 5\. a. If leaves are simple | go to 6                                |
+-----------------------------+----------------------------------------+
| > b\. If leaves are         | go to 9                                |
| > compound                  |                                        |
+-----------------------------+----------------------------------------+
| 6\. a. If several main      | go to 7                                |
| veins branch from one point |                                        |
+-----------------------------+----------------------------------------+
| > b\. If leaf has one main  | go to 8                                |
| > vein with smaller side    |                                        |
| > branches                  |                                        |
+-----------------------------+----------------------------------------+
| 7\. If notches are lobed    | Bigtooth Maple -- Leaves are opposite  |
|                             | and typically 2 ½ inches in diameter,  |
|                             | with three broad, blunt lobes. Bark is |
|                             | gray to light brown and may be smooth  |
|                             | or scaly.                              |
+-----------------------------+----------------------------------------+
| 8\. a. If leaves are        | Chinquapin Oak -- Bark is ash gray,    |
| lanced-shaped and approx. 6 | rough and flaky. The fruit or acorn is |
| inches longwith wavy edges  | small and half-enclosed in a cup.      |
| and coarse teeth            |                                        |
+-----------------------------+----------------------------------------+
| > b\. If leaves are small,  | Gray Oak -- a common Shrubby oak of    |
| > oval, smooth margined,    | the Southwest that grows in dry rocky  |
| > and dusty blue-gray in    | sites.                                 |
| > color with star-shaped    |                                        |
| > hairs on both sides of    |                                        |
| > the leaf                  |                                        |
+-----------------------------+----------------------------------------+
| 9\. a. If leaves are        | Honey Mesquite -- A common desert      |
| bipinnate with 2 to 8       | shrub with sturdy branches that have   |
| pinnae each with 12 to 60   | straight thorns.                       |
| leaflets                    |                                        |
+-----------------------------+----------------------------------------+
| > b\. If leaves are         | Mexican Buckeye -- A small             |
| > compound with 5 to 7      | much-branched tree that grows in rocks |
| > leaflets up to 5 inches   | and canyons. It is a member of the     |
| > long with toothed margins | soapberry family.                      |
+-----------------------------+----------------------------------------+

Different Types of Leaves\
(Which is Which? Activity)

![](media/image11.png){width="9.291666666666666in"
height="4.343055555555556in"}

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

Where in the World?

***What are the various uses of the plants we grow?***

**Summary:** Students develop an understanding that plants are not just
for food but that in fact are found in most everything we use daily.
Students will explore the plant products that they use everyday.

**Duration:** 3 weeks

**Setting:** Classroom

**Vocabulary:** byproduct

**Standards/Benchmarks Addressed:** SC1-E1, SC3-E1, SC4-E5, SC5-E2,
SC6-E2, SC6-E3, SC6-E4, SC6-E5, SC6-E6, SC6-E7, SC11-E5, SC12-E1

**Objectives**

Students will:

-   identify various products that are a byproduct of plants.

-   use research skills to gain information on various types of plants.

**Background**

The Southwest, or more specifically, the Chihuahuan Desert area, has
been chosen for an example of research on byproducts of plants. This
particular region has a rich history of Native American uses of plants.
Although some still carry on their traditions, many desert natives no
longer practice their traditional ways of life.

***Medicines:*** Plants of the Southwest have long been valued for their
medicinal uses. The Desert has a variety of plants that are being used,
not only in traditional, but also in modern day medicines. One such
plant is the Chihuahuan Desert's Sangre De Drago, which contains a
reddish juice traditionally used to treat eye and gum diseases. The
Algerita plant contains the drug berberine, and has been used to treat
toothaches. Native Americans used Creosote bush as a herbal medicine to
cure colds, intestinal discomfort, and stomach and menstrual cramps.
Today, researchers have a scientific basis for many of these traditional
uses. They have identified compounds and resins in the creosote bush
that act as painkillers and dissolve kidney stones. There is current
investigation into its anti-aging effects and its ability to help
control the growth of cancer cells.

***Cosmetics:*** The juices of the desert plants aloe and jojoba are
used in shampoos, burn remedies, lotions, and cosmetics. Jojoba also has
potential uses in lubricants and wax for cars because it doesn't spoil
like other oils. Red chiles lend their fiery color to cosmetics,
including lipstick. Soaptree yucca roots are still peeled and pounded or
boiled to make a gentle soap for washing hair and for cleaning
hand-woven rugs and blankets.

***Beverages:*** Agave is best known for the sugary pulp that is mashed,
fermented, and distilled to make mescal and tequila. Pinon-juniper
berries are used to flavor gin. The red velvety berries of sumac have
long been used to make a beverage similar to lemonade. Mormon tea is a
plant long used by settlers and Indians to treat a variety of ills
ranging from kidney infection to hayfever.

***Clothing and Dyes:*** Agave supplied desert-dwellers in the Southwest
with tough leaf fibers for use in hunting nets, baskets, mats, ropes,
and sandals. Cotton was first cultivated by desert Southwesterners
around 2,000 years ago. Today, New Mexico is the fourth-largest producer
of cotton. Lichens, which are composed of fungi and algae, are used to
furnish dyes for Southwest rug weavers. Algerita is used to produce a
brilliant yellow dye. Brown and red dyes can be extracted from the
netleaf hackberry. Indian paintbrush can produce yellow dye from its
flower and black dye from its roots.

**Other uses:** Aspen can be used for building and is also shredded to
make the excelsior for evaporative cooler pads. Mistletoe, the familiar
Christmas "kissing ball" is one of the few truly parasitic plants that
grow in the Southwest.

Although the Southwest no longer grows the bulk of the nation's supply,
corn remains a traditional Southwest crop. Corn has been a staple in the
Southwest for at least 2,000 years. Corn is eaten fresh, ground into
meal and flour, cooked into mush, or drunk as a creamy high-energy
drink. Corn byproducts are found in the majority of our processed foods
in the form of corn syrup, cornstarch, etc.

Mesquite wood is used today as barbecue flavoring, fuel, and fence
posts.

This list is but a small sampling of the variety of uses of plants in
the Southwest. With research, your students will be able to produce a
comprehensive list of the many byproducts of plants in their chosen
region.

**Materials**

Access to library and or Internet resources

Item(s) that are a byproduct of plants

**Procedure**

***Warm up:*** Bring in an item (anything that is a byproduct of a
plant), such as soda, ask students if they can name some of the
ingredients of the item. Ask students if this item is a byproduct of
plants. Explain that plant products are found in their everyday lives.
Have students name some items that are a byproduct of plants (medicines,
beverages, clothing and dyes, cosmetics and perfumes, snack foods, and
cafeteria food).

***Activity:*** Explain to the students that they have been hired to
promote plant byproducts from various regions. To do this, students will
break up into groups. Each group will choose a region to promote. The
group will then identify plant byproducts from that region. They should
consider the following categories as they research plant products.

-   clothing and dyes

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-   beverages

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-   cosmetics and perfumes

-   medicines

Within their groups, students will produce a list of products from their
assigned region. Each student within the group will select a product
from that list to research. The following questions should be addressed
in that research. What plant does your product come from? What part of
the plant does your product come from? Do/Did the native people use your
product? Is your product processed? How is your product processed?
How/When was your product discovered? Does your product grow anywhere
else now?

Each group will create an advertisement for their region. The
advertisement will highlight the researched products and should describe
why consumers would want to use these items.

***Wrap Up:*** Have each group present their advertisement to the class.

**Assessment**

Where in the World Rubric

Where in the World? Rubric

+----------------------------------------+--------+----------+----------+
| # Regional plant products              | **Self | *        | **Co     |
|                                        | Evalua | *Teacher | mments** |
|                                        | tion** | Eval     |          |
|                                        |        | uation** |          |
+----------------------------------------+--------+----------+----------+
| **Visual:**                            |        | **/8**   |          |
+----------------------------------------+--------+----------+----------+
| Advertisement is visually attractive   |        |          |          |
| (fills the page, colorful, neat).      |        |          |          |
+----------------------------------------+--------+----------+----------+
| Advertisement contains interesting     |        |          |          |
| facts/information about the product    |        |          |          |
| (uses, medicinal purposes, etc.).      |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Written:**                           |        | **/16**  |          |
+----------------------------------------+--------+----------+----------+
| Identifies uses of plants in each of   |        |          |          |
| the four categories (clothing and      |        |          |          |
| dyes, beverages, cosmetics and         |        |          |          |
| perfumes, medicines).                  |        |          |          |
+----------------------------------------+--------+----------+----------+
| Information is accurate.               |        |          |          |
+----------------------------------------+--------+----------+----------+
| Proper grammar, spelling, etc.         |        |          |          |
+----------------------------------------+--------+----------+----------+
| Advertising techniques are evident     |        |          |          |
| (sells this region's products).        |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Presentation:**                      |        | **/4**   |          |
+----------------------------------------+--------+----------+----------+
| Organization of information, quality,  |        |          |          |
| etc.                                   |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Teamwork:**                          |        | **/4**   |          |
+----------------------------------------+--------+----------+----------+
| Are the efforts of each team member    |        |          |          |
| clearly demonstrated, or did it appear |        |          |          |
| to be the work of one or two?          |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Responsibility:**                    |        | **/4**   |          |
+----------------------------------------+--------+----------+----------+
| Turned in on due date and presented in |        |          |          |
| class with visual.                     |        |          |          |
+----------------------------------------+--------+----------+----------+

4 -- no mistakes 3 -- few mistakes 2 -- many mistakes 1 -- incomplete
(however is present) 0 -- not evident or not included

Visual \_\_\_\_\_\_ Written \_\_\_\_\_\_ Presentation \_\_\_\_\_\_
Teamwork \_\_\_\_\_\_ Responsibility \_\_\_\_\_\_ Overall\_\_\_\_\_\_