Chulalongkorn University Demonstration Elementary School Activity Book scientific skills Plants First Semester Primary4 Name...................................................P............No........ Year 2021 Edit by T.Rattanaporn and T. Eoin
Foreword Chulalongkorn University Demonstration Elementary School has created this document in conformity with the Thailand Basic Education Core Curriculum B.E. 2551. The document has been written to support the school’s STEM education and the concept of “learning by doing” in students which is important to help foster logical, critical, and creative thinking. These skills necessary for this 21th century have been marked as important targets of the Thailand School Curriculum in Science (B.E. 2560 revision). On behalf of Chulalongkorn University Demonstration Elementary School, we thank our academic team and those who have dedicated their time and efforts to develop this document. We are thankful to all experts who has given advice and valuable suggestions which have made this document more complete. On a last note, any suggestions that would help better develop this document are greatly welcome and appreciated. Asst. Prof. Tinnakorn Buapool, Director of Chulalongkorn University Demonstration Elementary School
Preface This activity book “World of Plant Survey” is one of 4 volumes of the activity books aside from “Exploring the World of Animals”, “World of Plan Survey”, “Fun Science Around Us”, and “The Universe Adventure”. This series is created to assist students in learning and applying knowledge in science at Chulalongkorn University Demonstration Elementary School. We aim to help connect the knowledge students learn, with skills acquired through science experimentation and activities; furthermore, we encourage students to generate new knowledge on their own. In this book, students will get to explore the world of plants starting from their parts, functions, how they grow, their usage and benefits. Moreover, students will be able to try out new, fun and challenging activities e.g. taking photos with high magnifying power with a “Smart lens”. They will also be able to view pictures and video clips of some experiment samples via QR Codes provided as a supplement of this book. In making this activity document, I would like to acknowledge the kind cooperation from Asst. Prof. Kanokwan Saereephab from Faculty of Science, Chulalongkorn University, together with experts, independent scholars, and instructors. I also hope that students will not only attain the knowledge but also enjoyment through the activities provided in this book and would be inspired to build up the love for science. Rattanaporn Vamasuree Author
Electronic media Video Clips The total of 9 video clips provided with this book help guide the activities. These video clips apply the principle presenting partial images of experiment samples or Video Modeling. Students can learn by watching and doing the experiments following examples in the VDOs. Instructions for watching VDO clip and photo: Through QR Code 1. Turn on camera or the application for QR Code scanning 2. Scan QR Code on the activity page 3. Click URL appearing in the code, it will lead to the website with relevant photo, VDO clip. Through URL 1. Open a browser 2. Type in URL or enter into the websites as activity topics
VDO Clip Lists Activity 3 Functions of roots Activity 2 Plant roots Activity 5 What are the functions of Activity 6 Can roots and trunks of stems? plants store food? Activity 7 Morphology of Leaves Activity 8.2 Which part does the plant use to breath out water (transpiration process)? Activity 8.3 Which parts of a plant Activity 9 What are the different can photosynthesize? parts of a flower? Activity 11 Are all fruits the same?
Supplementary photos Scan QR Code to watch supplementary photos here. Flowering plant Non-flowering plant Fruit photos photos photos Photo of activity 1.2 Photo of activity 7 Photo of activity 8.2 Tree survey at Leaves through Stoma through Smart schools Smart Lens lens Photo of activity 9 Photo of activity 10 Photo of activity 12 Flowers through Plant reproduction Seeds Smart lens
Smart Lens “Smart Lens” is an accessory which helps us take photos with high magnifying power just like using a microscope. Students can take photos by themselves by clipping the “Smart Lens” with a smartphone or a tablet. The camera function in the smartphone acts like a portable microscope with a medium magnifying power (20-50x). If the picture taken is enlarged with the digital zoom of the phone, the magnifying power can up to 400x. Using “Smart Lens”, students can do hands-on experiments anytime and anywhere, creating opportunities to learn and be creative. (Microscope tools for Photo of pollen taken smartphones, CU Smart Lens, through Smart Lens developed by Department of Chemistry, Faculty of Science, Chulalongkorn University)
Online Social Media Title Details Open sources Play House by Ajarn Aor A library of stories, photos and shared resources of science activities for Grade 4 students. Science kids at Satit Chula A library of stories and photos of science activities
Table of Contents 1 2 Forward 4 Preface 8 Electronic media 10 12 Components of plants Plant classification 16 Subject: Root 20 Activity 1 Plant survey at school 22 Activity 2 What are the appearances of roots? 26 Activity 3 What are the functions of roots? 29 Subject: Stem 34 Activity 4 What are the different parts of a stem? 37 Activity 5 What are the functions of stems? Activity 6 Can roots and trunks of plants store food? 48 52 Subject: Leaves Activity 7 What are the appearances of leaves? 55 Activity 8 What are the functions of plant leaves? 59 61 Subject: Flower Activity 9 What are the different parts of a flower? 63 66 Subject: Fruit 69 Activity 10 What are the stages of fruit development? Activity 11 Are all fruits the same? 70 75 Subject: Seed 77 Activity 12 What's inside a seed? Activity 13 What is the life cycle of a plant? Summarize and review learning Bibliography Author biography
1 What is a plant? Plants are living things which can produce food by themselves. They are consisted of plant cells which are the smallest parts of plants. Components of plants 1. Roots are generally the bottom most part of plants. Most roots tend to anchor towards or into the ground. They can be white or brown and their sizes and lengths can vary. 2. Stem is a part of plant which join with plant’s roots. Stem’s dominant features include nodes, internodes, and knots. Most stems are green or brown. 3. Leaves are part of the plants that attach to stems. They can be varied in shapes. Some are flat, round, long, toothy or spiky. Most of them are green in color. 4. Flowers exist in different shapes, sizes, and colors. Some are fragrant and are colorful to attract insects. 5. Fruits grow from the ovary of a flower. Some fruits have seeds inside such as mangoes, rambutans and longans.
2 Plant classification There are more than 400,000 kinds of plants in the world, each with different characteristics. We can categorize them into categories, such as flowering plants vs non-flowering plants, monocotyledon (plant with grass like leaves) and dicotyledon (plants with leaves that have netted vein patterns) etc. Plant Flowering plants Monocotyledon Dicotyledon Non-flowering plants Plants can be classified using flowers 1. Flowering plants have flowers as the reproductive organ Sunflower Lotus Some kinds have small flowers, such as water lettuce and azolla. Water Lettuce
3 Some kinds hardly bloom such as lemongrass, devil’s ivy, cape of good hope, bamboo, etc. Cape of Good Hope Bamboo 2. Non-flowering plants have a different form of reproductive organ instead of flowers. Examples of those are pine cones, spores of moss and ferns. Pine cones Water Fern of Hawaii Moss
4 Roots Roots are components of plants without chlorophyll, nodes, internodes, knots, or leaves. Roots of different plants may have different functions and appearances. We can divide the root system into 2 types, Taproot System and Fibrous Root System. Root System Taproot System Fibrous Root Fibrous RoSoytsSteysmtem – is a Taproot System: is a root system with many fibrous roots. system that has a large main o Fibrous roots are in small root. These plants can grow fiber form spreading around at the ground end rapidly. of the plant’s stem. o The taproot is larger than o At the end of roots, the other roots. there are root hairs o There are lateral roots o Examples are roots of branching out from the corn, grass, coconut palm, main taproot. and scallion, etc. o At the end of lateral roots, there are root hairs o Examples are roots of carrot, coriander etc.
5 Plant roots grow into soil following the gravity of earth. They can exist in different sizes and lengths. Plant roots can be classified into different types: Taproot Fibrous root Lateral root Taproot Taproot or main root grows from radicles and sprout from seeds. The base is large in size, and they are slender at the end. Lateral Lateral roots branch out from the main root and grow root laterally into soil. They can branch out continually. Fibrous Fibrous roots are about the same sizes and shapes. They root grow out from the base of the stem replacing the old roots. Root Root hairs are many small hairs around the end of roots. hairs They collect water and minerals from soil.
6 Functions of Roots 1. Anchoring plant’s stem to ground 2. Absorb water and minerals from soils and deliver them to other parts of plants through stems and branches
7 Moreover, some kinds of roots have other functions, such as 1. Storage roots: store food for plants, such as carrot roots or cassava roots, etc. 2. Buttress roots: support trunks, such as red mangrove roots. 3. Climbing roots: attach with trunks or branches of other plants, such as Devil’s ivy or orchids. 4. Photosynthetic roots: The bottom of roots of some kinds of plants are green. They help to produce food like orchid roots. 5. Breathing roots: The roots are peg like and appear above soils or water to help plant breath. Examples are roots of red mangrove.
8 Activity 1 Plant Survey at School Objective Survey plants at school and identify plants’ Activity 1.1 components Survey plants at the school and recording findings in the table below Table: Record of Plants and plants’ parts found at our school Plant’s parts observed No. Plant name Root Stem Leave Flower Fruit Seed Sample Sealing wax palm P P P P P P 1. 2. 3. 4. 5. 6. 7. 8.
Activity 1.2 9 Investigate and identify whether the plants on the list below are flowering plants or non-flowering plants. A table classifying plants into flowering plants and non-flowering plants Plants Flowering Non-flowering 1. Hibiscus 2. Coconut 3. Butterfly pea 4. Cactus 5. Pine 6. Bird’s nest fern 7. Moss 8. Cycads Conclusion ……………………………………………………..…………………………………………………………….. …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… From these activities, student can see there are many types of plants with different characteristics. They can also observe the main components of plants such as roots, stem and leaves and in some cases flowers, fruits, and seeds.
10 Activity 2 What are the appearances of roots? Objective Observation of different types roots in each kind of s plants Observe roots of 3 kinds of Activity plants, draw and make records according to the observations Roots of ………………….. Roots of ………………….. Roots of …………………..
11 What kind of plants have a taproot? …………………………………………………………………………… …………………………………………………………………………… Tap roots What kind of plants have fibrous roots? Fibrous roots …………………………………………………………………………… …………………………………………………………………………… Conclusion ……………………………………………………..…………………………………………………………….. …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… From the activities, student can observe that roots of spring onion or of grasses looks like a beard. They are called fibrous roots. The roots of corianders or sky flowers, however, are different with one large root and small fine roots on the side of the large root. The large root is called taproot. The small roots branching out sideways are called lateral roots.
12 Activity 3 What are the functions of roots? Objective To study and conduct experiments on the functions of roots s 1. Corianders, green shallots, shiny leaves, and celeries Materials with roots (one type) and Tools 2. Red food coloring (powder) 3. A beaker 4. Water Procedure 1. At a grass lawn, pull out 1 stem of a grass plant. Observe the plant, draw the picture and record the observation Experiment results (picture of grass plant) ……………………………………………………. ……………………………………………………. ……………………………………………………. ……………………………………………………. ……………………………………………………. ……………………………………………………. …………………………………………………….
13 2. clean water into the beaker. 3. Put in some red color powder in the beaker and stir until dissolved. 4. Wash the roots of the available/selected plant until clean. 5. Take the washed plant and place in the beaker prepared above overnight. 6. Record the observation. Experiment results Changes observed when plant with roots is soaked in water with red color Beginning of the experiment After 1 soaking in red colored water for 1 night ……………………….. ……………………….. ……………………….. ……………………….. ……………………….. ……………………….. ……………………….. ……………………….. ……………………….. ……………………….. ……………………….. ……………………….. (Draw) (Draw)
14 Questions after Activity 1. Do you need to make effort to pull grass out from the soil? Please explain the reason for your answer. ……………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………. 2. What changes were observed after the plant with roots was soaked in water with red color for 1 night? ……………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………. 3. Please explain the reason for the observation observed in No. 2 ………………………………………………………………………………………………………………………..….. ……………………………………………………………………………………………………………………………. Conclusion ……………………………………………………..…………………………………………………………………… ……………………………………………………………………………………………………………………..…… ………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………..
15 From this activity, student can notice that it takes effort to pull grasses out from the soil. This is because plant roots anchor the plant into soils making the stem steady. When soaking the plant with roots in water with red color, you can notice that every parts of the plant turns red. This is shows that the roots take up water and take the water to other parts of the plants. Additional Info Roots anchor the plant into the ground. At the end of each root, there are many root hair while at the base, there is no hair. Root hairs help the plant suck up water and minerals from the soil. Root hairs are fragile and are easily torn. If plants do not have root hair, they would not be able to take up enough water and will dry out. Guess how water and minerals from the roots get to leaves and flowers?
16 Stems Stems is a part of plant that grows out of the plant’s roots moving up from the ground. It has the function of delivering water and minerals to other parts of plants. Parts of Stem Node is a part of stem at which plants buds are sprouting out Internode is an area of a steam between 2 nodes. Bud is a part of stem where small leaves or small branches or even flowers sprout out. They can be a cone like or round. Types of Stem There are 2 types of stems according to their positions 1. Stem above ground or aerial stem Coconuts
17 2. Underground stems Potatoes Onions Functions of Stem 1. Support branches, leaves, and flowers to obtain sunlight
18 2. Transport water and minerals from roots to leaves and other parts of plants 3. Transport nutrients produced by the leaves and take them to roots or other parts of the plant.
19 4. Perform other special functions such as 1. Storing food and nutrients: These types of stems are underground. Examples are that of ginger, galangal, cumin, taros, potatoes, etc. 2. Photosynthesize: Some kinds of plants have green trunks to produce food by photosynthesis process. Examples are cactus, milk bushes and morning glories. 3. Reproduce: Examples of stems that has a reproductive function are basils, Devil’s Ivy, garden crotons, Rose moss, Plumeria, and sugarcanes, etc. 4. Climbing (tendril stem): This type of stem has a function of supporting the other part of the plants by attachment to another firm structure. Examples are sponge gourds, Ivy gourds, and Bottle gourds, etc.
20 Activity 4 What are the different parts of a stem? Objective To study and make observation on the different s parts of different types of stems 1. Plants or trees having a clearly seen part of stems Tools 2. Potato or ginger Activity 1. Take detailed observation of the stem of the plant selected. Draw, point out and label each part of the stem. Stem of …………………….. Stem of …………………….. Stem of ……………………..
21 Conclusion ……………………………………………………..……………………..……………………………..…………….. …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………..……………………………………………………………..……… …………………………………………………………………………………………………………………………… From the activity, student can find that stems are consisted of nodes, internodes, and buds. Internodes of some kinds of plants can be easily noticed, such as betel nuts, coconuts, and bamboos. Most kinds of plants have stems standing upright while some kinds such as potatoes have stems underground storing nutrients and food.
22 Activity 5 What are the functions of stems? Objective To conduction an experiment on functions of stem. s 1. Sky flowers and shiny leaves plants with no root Tools 2. Beakers containing water with food red coloring 3. A cutter or a small knife 4. A microscope Activity 1. Take the selected plant and place in the water beaker (with red coloring) for 30 minutes. Take an observation. 2. Take the plant out, cut the stem across and along the length of the stem. Put it under the microscope. Draw pictures of the observed image seen in the table provided below.
23 Experimental Record Plant Changes observed after soaking Stem image stem in water with red coloring (across stem’s length) for 30 minutes ……………….. (draw picture) ……………….. Stem image (along stem’s length) (draw picture)
24 Questions after Activity 1. When plants are soaked in red water for 30 minutes, what are the changes observed? …………………………………………………………………………………………………………….. …………………………………………………………………………………………………………….. 2. When we put the stem part cut across the length and along the length of the stem under the microscope, what differences can you observe? ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. 3. What are parts of the plant that you can see are attached to stems? ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. Conclusion ……………………………………………………..…………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… ………………………………………………..…………………………………………………………………
25 From the activity, student can notice that when they look through the microscope, you can see red color in the stem part. The parts which are red are tiny tubes in the stem that help deliver water and minerals to the different parts of the plants. Cross sections of stems of dicotyledon plant and monocotyledon plant Dicotyledons Monocotyledons
26 Activity 6 Can roots and stems of plants store food? Objective To study and conduct experiments on nutrient collection s at plants’ roots and tubers. Tools 1. Carrots, Jicama, Sweet potatoes, Gingers, Taro, Potatoes 2. Tapioca flour 3. Knife 4. Iodine Solution 5. Dropper 6. Beaker Procedure 1. Mix an appropriate amount of tapioca flour with water. 2. Using a dropper, drop 1-2 drops of iodine solution to the flour mixture. Observe any change and record results. 3. Identify each of the plant ingredients whether they are part of the roots or stem. 4. Use a knife, cut them into thick pieces. 5. Using a dropper, drop 1-2 drops of iodine solution onto each kind of plant slices. Observe any change and record results.
27 Test results of interaction between iodine solution and tapioca flour mixture Before dropping iodine solution After dropping iodine solution Test results of interaction between iodine solution and different kind of plant Plants used for studying Part of plants Change observed 1. Carrots Roots stem (after dropping iodine solution) 2. Jicama 3. Sweet Potatoes 4. Gingers 5. Taros 6. Potatoes
28 Questions 1. What are the changes observed after dropping iodine solution into a mixture of tapioca flour and water? …………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………….. 2. What are the changes observed after dropping iodine solution on each kind of plants? …………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………..………… 3. From the experiment, can you tell which kind of plants store nutrient in the form of starch? How can we know? …………………………………………………………………………………………………………………………..………… …………………………………………………………………………………………………………………………..………… Conclusion From the activity, students can see that iodine solution changes color once dropped onto potato. This is because potatoes are made up of starch and so do taros, jicama, gingers, carrots and sweet potatoes. The starch in these root and tuber plants is used for the plants to grow.
29 Leaves Leaves are part of a plant. They appear at nodes on stems. They can be found in different shapes and sizes. The color green on leaves come from a substance called “Chlorophyll”. Parts of leaves Midrib Vein Leaf blade 1. Midrib is the main vein running down the center of a leaf connecting the stem to veins. 2. Leaf blade is green and can come in different shapes and size. It has a role in photosynthesis producing food for the plants. 3. Vein is a tube bundle which carry water and nutrients to different parts of the plants.
30 Functions of leaves 1. Produce food for plants: Leaves produce food such as starch or sugar for the plants by a process called photosynthesis. A leaf absorbs carbon dioxide gas through openings on the leaf called “stomata”. The carbon dioxide gas is combined with water and minerals that the plants get through its roots and is converted into sugar and starch with the aid of chlorophyll and sunlight. Oxygen is released from the leaves during this photosynthesis process. Oxygen Sunlight Carbon dioxide 2. Breathe: Leaves also breathe. Like what is said earlier, leaves breathe in carbon dioxide gas to produce food. Leaves also breath in oxygen and metabolize the food stored to gain energy used for survival e.g. energy
31 used for water absorption through roots, energy used during photosynthesis, etc. Through the energy production process in plants, the leaves will perform a function of releasing or breathing out carbon dioxide gas and water through their stoma. 3. Release water – The other function of leaves is to cool down the plant by release of water vapor through their stomata. This can also help speed up the transport rate at which the water goes from the roots to the trunk/stems. If rate of water absorption through is slower than the rate at which the release rate of through the leaves, the leaves will wither.
32 Special Functions of Some Leaves 1. Leaf tendril: Small leaves or some parts of the leaves which has a function for adhere the plants. An example of plants which has tendrils are orange trumpet and Flagellaria indica. 2. Spinose leaf: A leaf which changes their function to protect from danger and reduce dehydration, such as leaves of cactus which change their shape into thorns. 3. Insectivorous leaf: A leaf which change their function to catch insects or small animals and use them as nutrients. An example of a plant that has insectivorous leaves is tropical pitcher plant.
33 4. Storage leaf: Some leaves can store water and food. They may appear to be thick and quite plum. Examples of such leaves are leaves of succulent, spring onion, and garlic. 5. Reproductive leaf: Some kinds of leaves can reproduce. An example is leaves of Kalanchoe pinnata.
34 Activity 7 Leaf appearance Objective To observe and understand morphology of different types of leaves Tools 1. Two kinds of plant leaves 2. Smart lens set 3. Smart phone or tablet Procedure 1. Draw a picture of the leaves selected along with point out the important parts on the leaves that you observe.
35 2. Invert the leaves. Rub each leaf in the defined frame below. Write down the observation. Leaf I: …………………………………. Leaf II: …………………………………. 3. Take photos of the leaves using the smart lens. Observe and record the results in the box below.
36 Questions after Activity 1. Why do we invert the leaves before rubbing them?.................................. …………………………………………………………………….………………………………………………………………… ………………………………………………………………………………………………………………………………………. 2. Looking at the colors from each leaf rubbed on the paper How are they similar?…….…………………………………………………………………………… How are they different?…….……………………………………………………………………… 3. What is the differences between the pictures taken by the smart lens vs. that observed via the naked eye? …….………………………………………………………………………………………………………………………………… …….………………………………………………………………………………………………………………………………… Conclusion …………………………………………………………………………….…………………………………….. …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… From the activity, student can see that leaves contain tubes running through the leaves. These tubes are called veins. The veins are tissue that delivers water and mineral within the leaves. Some kinds of plants have parallel veins, such as Pandanus leaf; and some plants have veins that are in net pattern e.g. basil.
37 Activity 8 What are the functions of plant leaves? Activity 8.1 Can plants breathe out water? Objective To perform experiments on the functions of leaves Tools 1. One plant with leaves in a pot. 2. One plant without leaf in a pot. 2. 2 plastic bags 3. String to tie the bags. Procedure 1. Cover branches of both plants plastic bags. Tie up the mouth of the bags using strings. 2. Leave the pots in sunlight for about 10-15 minutes. 3. Record the changes observed.
38 Table for recording test results Changes observed Experiment Before leaving in After leaving in sunlight sunlight Plastic bag Branch with leaves Plastic bag Branch without leaves From the activity, students can see some water drops in the bag of the plant set with leaves. This water drops come from plant breathing out the excess water through a large number of pores or openings called stomata (many stoma) which are located on the bottom side of leaves.
39 Activity no. 8.2 Which part do plants use to breath out water (transpiration process)? Tools 1. Oyster plant leaves 2. Microscope 3. Equipment sets for doing slides 4. Smart lens set 5. Smart phone or tablet Procedure 1. Tear the leaf to obtain very thin layer on the side of the torn side. 2. Use a razor blade, carefully separate the thin tissue of the leaf from the rest. Carefully place the thin tissue onto the glass slide. Drop 1 drop of water before put the mirror slide on the top. Place the sample under the microscope.
40 3. Draw pictures of the structure observed under the microscope. You should see the openings inside the leaf called “stoma” (many stoma are called “stomata”) 4. Take photos of the stomata with smart lens and record the result. Photo of stoma of ……………….. Photo from Smart lens Enlargement …………… times Enlargement ………… times
41 Questions 1. From Activity no. 8.1, what happened for the plants covered with a plastic bag after they were placed under the sun for 10-15 minutes? …………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………….. 2. From Activity no. 8.1, where do you think the water in the plastic bag comes from? …………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………….. 3. From Activity no. 8.2, explain what you see under the microscope and smart lens. …………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………..…… 4. Which parts of the plant do you think breathes out water? ……………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………..
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