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Easy way to remember! 

Easy way to remember! . P aint (purpose) R ed (research) H ouses (hypothesis) E ven (experiment) A fter (analysis) C loudy (conclusion) Days. WORD BANK. Seedling- Developing plant. ENDURING UNDERSTANDING. Seeds are living organisms in a dormant state. LEARNING GOAL.

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Easy way to remember! 

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  1. Easy way to remember!  Paint (purpose) Red (research) Houses (hypothesis) Even (experiment) After (analysis) Cloudy (conclusion) Days

  2. WORD BANK • Seedling-Developing plant

  3. ENDURING UNDERSTANDING • Seeds are living organisms in a dormant state.

  4. LEARNING GOAL • I will dissect seeds to discover their structures. • I will observe germinating seeds to determine the sequence of developments and record the sequences. • I will use good lab procedures and data recording to investigate the early development of two groups of complex plants, monocots and dicots. • I will investigate the effect of light on germinated seeds. • I will explain the role of cotyledons in early plant growth.

  5. SEEDS OF LIFE

  6. WORD BANK • Seed Coat- the protective layer on the outside of the seed • Cotyledon- composed of endosperm that provides the plant with food as it starts to grow • Dicot-seed with two cotyledons • Monocot- seed with one cotyledon

  7. WORD BANK • Embryo-Baby plant • Germination-process when a seed starts to grow

  8. GERMINATION • When a seed germinates, it starts to grow and develop. We saw that the seed coat wrinkles up and splits open, and we saw the cotyledons and the embryo inside. • What happens next and how can we find out?

  9. RYE GRASS AND RADISH SEEDS • These seeds are very small so in order to observe each step in the germination process, we are going to sprout them on paper. • A MINISPROUTER!

  10. MINISPROUTER • Fold a paper towel in quarters • Trace the bottom (smaller half, no sticker) of the petri dish • Cut the circle out (this will give you 4) • Fold three circles in half. Put them in the petri dish top (larger diameter) • Cover the folded circles with an unfolded circle • Ask me to wet the paper towels

  11. PLANTING SCHEDULE • Each pair will make one minisprouter (1and2=radish, 3and4=rye) • 6 or 7 seeds on the shelf of the dish • Close the sprouter by taping the bottom of the petri dish in place over the seeds. • Label the sprouter with the group number and seed type

  12. ASSEMBLE THE MINISPROUTERS!

  13. STORE THE MINISPROUTERS • In order to simulate the conditions seeds might experience underground, I will place a cover over the seeds to make sure they are kept in the dark. We should not expose them to light except to make brief observations over the next several days.

  14. CHANGES, Day 2 • What happened to the seeds? • Are there any differences between the radishes and the rye grass? • What colors do you see? Describe

  15. ENTRY ACTIVITY • In your journal wherever you have space, draw a picture of a split open lima bean seed and label its three main parts. • Tell what each part is/does.

  16. ENDURING UNDERSTANDING • Seeds are living organisms in a dormant state.

  17. LEARNING GOAL • I will observe germinating seeds to determine the sequence of developments and record the sequences. • I will use good lab procedures and data recording to investigate the early development of two groups of complex plants, monocots and dicots. • I will define adaptation and discuss adaptations of different organisms.

  18. CHANGES, Day 3 • What happened to the seeds? • Are there any differences between the radishes and the rye grass? • Which is the monocot and which is the dicot? • Look for roots and shoots. • Are any seedlings growing upside down, root going up and shoot going down?

  19. WORD BANK • Adaptation-Structures and behaviors that increase an organism’s chances of surviving and reproducing.

  20. ENDURING UNDERSTANDING • Seeds are living organisms in a dormant state.

  21. LEARNING GOAL • I will dissect seeds to discover their structures. • I will observe germinating seeds to determine the sequence of developments and record the sequences. • I will use good lab procedures and data recording to investigate the early development of two groups of complex plants, monocots and dicots. • I will investigate the effect of light on germinated seeds. • I will explain the role of cotyledons in early plant growth.

  22. SEEDLINGS • Choose one of the most developed seedlings from each tray (1 radish, 1 rye) • Place them on your tray

  23. WHERE IS THE SEED NOW? • Compare the two kinds of sprouts. Where is the seed now? • What do we call the two halves of the seed? What is their purpose? • Do you see the cotyledons anymore?

  24. MONOCOTS AND DICOTS • Remember, monocot=1 cotyledon, dicot=2 cotyledons • Grasses are monocots. The cotyledon stays in the ground and nourishes the sprout. • Radishes are dicots. The two cotyledons come up above the ground and change color and shape to look a lot like leaves. The two round leaflike structures on top of the radish sprouts are cotyledons.

  25. ROOT • What part of the seedling came out of the seed first? • Why do you think this is?

  26. MICROSCOPES • What do you think we will see when we view the roots under microscopes?

  27. RETURNING PETRI DISHES • Seeds the size of yours might be pushing above the ground by now. We will have odd groups leave their seeds in the light and even groups put them back under the chamber with cover to see if it makes a difference.

  28. WORD BANK • Seedling-Developing plant

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