Lesson 6.2 All Wet. Preface. Concepts

Transcription

1 Lesson 6.2 All Wet Preface Water is one of the four major requirements for plant growth and health. Plants, like all living organisms, require water to carry out important metabolic processes. Plants use water for translocation and transpiration. Translocation is the movement of water and dissolved nutrients throughout the plant system. Water carries dissolved nutrients from the roots to the rest of the plant by means of the xylem. Once raw materials are converted by photosynthesis to food sources, the phloem carries these sugars from the leaves to growth and storage areas throughout the plant structure. Transpiration is the release of water vapor through the plant stomata located in the leaf structure. Transpiration assists in cooling the plant when exposed to hot temperatures and allows the exchange of oxygen and carbon dioxide from the atmosphere. The use of water by means of transpiration creates a negative osmotic pressure in plants. This pressure difference, called transpiration pull, increases as the temperature increases largely because of a higher rate of photosynthesis and transpiration. As a result, the translocation rate will increase to supply plant parts with enough water. Water is supplied to the plant naturally by rainfall or artificially by irrigation. Besides transpiration, other water losses include evaporation and runoff, which are discussed in this lesson. Activities are designed to help students develop an understanding of these important concepts of water loss. This lesson will provide students with practical connections associated with water management for future plant production activities. Concepts 1. Water is used by plants for the translocation of materials within the vascular systems of plants and used to complete the photosynthesis process. 2. Water is used to help cool the plant during periods of above optimal temperature conditions through the process of transpiration. 3. Different substances that plant containers are made from will affect the rate of water loss by evaporation in potted plants. 4. Water requirements and tolerances vary among plant species. 5. The wilting point is a critical physiological stage that if exceeded can cause permanent damage to the health and physical appearance of plants. ASP Unit 6 Lesson 6.2 All Wet Page 1

2 Performance Objectives It is expected that students will Conduct an experiment to determine the rate of transpiration and evaporation for different plant growing containers. Examine how the rate of water loss is altered by environmental conditions. Collect evidence of water movement through a stem detecting transpiration pull. Monitor soil moisture to determine the wilting point of different plant species. Standards and Benchmarks Addressed AFNR Career Cluster LifeKnowledge and Cluster Skills Content Standards Lesson 6.2 will address parts of the following performance elements: CS.08. Performance Element: Technical Skills: Use tools, equipment, machinery and technology appropriate to work within areas related to AFNR. CS.11. Performance Element: Scientific Inquiry: Utilize scientific inquiry as an investigative method. AFNR Career Cluster Plant Systems Career Pathway Content Standards Lesson 6.2 will address parts of the following performance elements: PS.01. Performance Element: Apply knowledge of plant classification, plant anatomy and plant physiology to the production and management of plants. PS.02. Performance Element: Prepare a plant management plan that addresses the influence of environmental factors, nutrients, and soil on plant growth. National Science Education Standards Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes: Systems, order, and organization Evidence, models, and explanation Constancy, change, and measurement Form and function Science as Inquiry Content Standard A: As a result of their activities in grades 9-12, all students should develop understanding of Abilities necessary to do scientific inquiry ASP Unit 6 Lesson 6.2 All Wet Page 2

3 Life Science Content Standard C: As a result of their activities in grades 9-12, all students should develop understanding of Matter, energy, and organization in living systems Behavior of organisms Common Core State Standards for High School Mathematics Modeling standards are indicated by the star symbol (*) throughout other conceptual categories. Conceptual Category Number and Quantity Quantities *Reason quantitatively and use units to solve problems. Conceptual Category Algebra Seeing Structure in *Interpret the structure of expressions. Expressions Seeing Structure in *Write expressions in equivalent forms to solve problems. Expressions Reasoning with Equations Understand solving equations as a process of reasoning and and Inequalities explain the reasoning. Reasoning with Equations Solve equations and inequalities in one variable. and Inequalities Reasoning with Equations Solve systems of equations. and Inequalities Conceptual Category Functions Linear, Quadratic, and Exponential Models *Construct and compare linear, quadratic, and exponential models and solve problems. Common Core State Standards for English Language Arts College and Career Readiness Anchor Standards for Reading Key Ideas and Details Essential Questions Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 1. How does the substance a pot is made from influence water loss? 2. What are the purposes of stomata? 3. What is transpiration and why do plants transpire? 4. How do transpiration, evaporation, and runoff differ? 5. What affects the rate of transpiration in plants? 6. How is transpiration related to temperature? 7. What is translocation? 8. How are the xylem and phloem involved in the process of translocation? 9. Why should the wilting of a plant be prevented? 10. How can too much water be harmful to the growing environment of a plant? ASP Unit 6 Lesson 6.2 All Wet Page 3

4 11. What determines the water requirements of plants? 12. How is soil moisture monitored to prevent plant wilting? Key Terms Evaporation Evapotranspiration Humidity Osmotic Pressure Phloem Photosynthesis Stomata (Stomate) Translocate Transpiration Transpiration Pull Turgor Vascular System Wilting Point Xylem Day-to-Day Plans Time: 6 days The teacher should refer to the Teacher Resources section for specific information on teaching this lesson, in particular, Lesson 6.2 Teacher Notes, Lesson 6.2 Glossary, Lesson 6.2 Materials List, and other support materials. Note: This lesson will build on concepts introduced in previous lessons regarding the relationship between water and plant parts. It is recommended for students to review Lesson 4.2 The Radicle Root and Lesson 4.4 Leave It to Leaves for previously introduced concepts including transpiration, wilting point, turgor (osmotic pressure), and translocation. Day 1: Day 2 3: Day 4: The teacher will present Concepts, Performance Objectives, Key Terms, and Essential Questions in order to provide a lesson overview. The teacher will provide students Presentation Notes pages to be used throughout the presentation to record notes and reflections. These pages are to be added to the Agriscience Notebook. The teacher will present PowerPoint Water Loss. Students will take notes using the Presentation Notes pages provided by the teacher. The teacher will provide students with a copy of Activity The Biggest Loser. Students will work in a group of four to complete Part 1 of Activity The Biggest Loser. The teacher will provide students with a copy of Activity Translocation and Transpiration. Students will work in pairs to complete Activity Translocation and Transpiration and submit for grading. The teacher will provide students with a copy of Activity Wilting Point. ASP Unit 6 Lesson 6.2 All Wet Page 4

5 Day 5: Day 6: Students will work in pairs to complete Activity Wilting Point. Students will complete Part 2 of Activity The Biggest Loser. The teacher will lead an exercise to summarize the results of Activity The Biggest Loser. Students will complete Conclusion questions for Activity The Biggest Loser and submit the worksheet for grading. Students will record data for Day 2 of Activity Wilting Point. The teacher will distribute Lesson 6.2 Check for Understanding. Students will complete Lesson 6.2 Check for Understanding and submit for grading. The teacher will use Lesson 6.2 Check for Understanding Key to assess student work. Students will update their Grower s Handbook for water information related to their plants. They may need to reference Project Growing a Business as a refresher for this project. Instructional Resources PowerPoint Presentations Water Loss Student Support Documents Presentation Notes Activity The Biggest Loser Activity Translocation and Transpiration Activity Wilting Point Lesson 6.2 Glossary Project Growing a Business Teacher Resources Lesson 6.2 Teacher Notes Lesson 6.2 Materials List Lesson 6.2 Check for Understanding Answer Keys and Assessment Rubrics Lesson 6.2 Check for Understanding Key Reference Sources Herren, R. V., & Donahue, R. L. (2000). Delmar s agriscience dictionary with searchable CD-ROM. Albany, NY: Delmar. ASP Unit 6 Lesson 6.2 All Wet Page 5

6 Parker, R. (2010). Plant and soil science: Fundamentals and applications. Clifton Park, NY: Delmar. Redding, K., & Masterman, D. (2007). Biology with Vernier. Beaverton, OR: Vernier Software & Technology. Schooley, J. (1997). Introduction to botany. Albany, NY: Delmar Publishers. Water management is an area of plant production that is becoming ever more important as water resources around the world become threatened. Commercial agriculture employs highly sophisticated technology to monitor water use and target specific water needs based on scientific measurements, such as infrared satellite images and soil moisture sensors. Technology for greenhouse production has also become very technologically advanced. Besides the concern of water efficiency, water quality from commercial operations is monitored to protect our environment. Students can become involved in the industry of water management and conservation by developing a Supervised Agricultural Experience (SAE) program. Below are some examples of areas to investigate as possible choices: Work with personnel from a local irrigation district to regulate and monitor water allocation to crop producers. Work for a local nursery, landscape management, or greenhouse operation to install and monitor irrigation systems. Work with local city officials on a water management plan for green spaces and parks. For more information regarding opportunities related to Supervised Agricultural Experience, view the webpage at the following URL: This lesson will provide conceptual and procedural knowledge required for participation in the following FFA activities: Agricultural Proficiency o Agricultural Services o Environmental Science and Natural Resources Management o Landscape Management o Nursery Operations Agriscience Fair National Nursery and Landscape Career Development Event For more information about the National FFA Organization, review the following URL: ASP Unit 6 Lesson 6.2 All Wet Page 6

7 Critical Thinking and Application Extensions Interpretation 1. Students will evaluate water management at a local nursery operation to develop a plan to reduce water use and protect the environment by collecting water runoff and recycling water containing chemical fertilizers. Application 2. Students will design a greenhouse management plan to optimize water use for the school greenhouse. This may include grouping species of plants together with similar water requirements and developing irrigation systems to maximize water efficiency. 3. Students will develop a water budget for a field or greenhouse crop by collecting data from an existing operation and estimating the water loss by transpiration, evaporation, and runoff. Self-Knowledge 4. Students will conduct trials of using different media sources and growing container substances to find products that offer an attractive and functional design for marketing container grown crops. ASP Unit 6 Lesson 6.2 All Wet Page 7