STEM in Context
Water droplets on succulent leaves(4639459, Pixabay)
Format
Text, Images
Subjects
Biology, Anatomy
Crystal Vincent
Readability
7.61
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How does this align with my curriculum?
| Course | Grade | Topic |
|---|
Curriculum Alignment
ABBiology 20 (2007, Updated 2014)11Unit C: Photosynthesis and Cellular Respiration
ABKnowledge and Employability Science 10-4 (2006)10Unit C: Investigating Matter and Energy in Living Systems
ABKnowledge and Employability Science 8, 9 (revised 2009)8Unit B: Cells and Systems
ABScience 10 (2005, updated 2015)10Unit C: Cycling of Matter in Living Systems
ABScience 14 (2003, Updated 2014)10Unit C: Investigating Matter and Energy in Living Systems
ABScience 24 (2003, Updated 2014)11Unit B: Understanding Common Energy Conversion Systems
ABScience 7-8-9 (2003, updated 2014)7Unit B: Plants for Food and Fibre
ABScience 7-8-9 (2003, updated 2014)8Unit B: Cells and Systems
BCLife Sciences 11 (June 2018)11Big Idea: Life is a result of interactions at the molecular and cellular levels.
BCScience Grade 10 (March 2018)10Big Idea: Energy is conserved and its transformation can affect living things and the environment.
BCScience Grade 8 (June 2016)8Big Idea: Life processes are performed at the cellular level.
BCScience Grade 9 (June 2016)9Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
MBScience Grade 7 (2000)7Cluster 1: Interactions Within Ecosystems
MBScience Grade 8 (2000)8Cluster 1: Cells and Systems
NBBiologie 53411/53412, 12e année (2008) (french only)124. Génétique
NBBiologie 53411/53412, 12e année (2008) (french only)125. Anatomie et physiologie végétales
NBBiology 112/111 (2008)11Unit 1: The Cell
NBBiology 112/111 (2008)11Unit 2: Biodiversity
NBScience Grade 8 (2002)8Cells, Tissues, Organs, and Systems
NBSciences et technologies 8e année (2011) (french only)8L'Univers vivant : L’organisation de la vie
NLBiology 2201 (2002)11Unit 1: Matter and Energy for Life
NLGrade 8 Science8Unit 4: Cells, Tissues, Organs, and Systems
NLScience 3200 (2005)12Unit 1: Chemical Reactions
NSBiology 11 (2000)11Unit 1: Matter and Energy for Life
NSLearning Outcomes Framework: Science Grade 8 (2014)8Life Science: Cells, Tissues, Organs, and Systems
NTBiology 20 (Alberta, 2007, Updated 2014)11Unit C: Photosynthesis and Cellular Respiration
NTKnowledge and Employability Science 10-4 (Alberta, 2006)10Unit C: Investigating Matter and Energy in Living Systems
NTKnowledge and Employability Science 8 (Alberta, Revised 2009)8Unit B: Cells and Systems
NTScience 10 (Alberta, 2005, updated 2015)10Unit C: Cycling of Matter in Living Systems
NTScience 14 (Alberta, 2003, Updated 2014)10Unit C: Investigating Matter and Energy in Living Systems
NTScience 24 (Alberta, 2003, Updated 2014)11Unit B: Understanding Common Energy Conversion Systems
NTScience 7 (Alberta, 2003, updated 2014)7Unit B: Plants for Food and Fibre
NTScience 8 (Alberta, 2003, updated 2014)8Unit B: Cells and Systems
NUBiology 20 (Alberta, 2007, Updated 2014)11Unit C: Photosynthesis and Cellular Respiration
NUKnowledge and Employability Science 10-4 (2006)10Unit C: Investigating Matter and Energy in Living Systems
NUKnowledge and Employability Science 8 (Alberta, Revised 2009)8Unit B: Cells and Systems
NUScience 10 (2005, updated 2015)10Unit C: Cycling of Matter in Living Systems
NUScience 14 (2003, Updated 2014)10Unit C: Investigating Matter and Energy in Living Systems
NUScience 24 (Alberta, 2003, Updated 2014)11Unit B: Understanding Common Energy Conversion Systems
NUScience 7 (Alberta, 2003, updated 2014)7Unit B: Plants for Food and Fibre
NUScience 8 (Alberta, 2003, updated 2014)8Unit B: Cells and Systems
ONBiology, Grade 11, College (SBI3C)11Strand F: Plants in the Natural Environment
ONBiology, Grade 11, University (SBI3U)11Strand F: Plant: Anatomy, Growth, and Function
ONBiology, Grade 12, University (SBI4U)12Strand C: Metabolic Processes
ONScience and Technology, Grades 1-8 (2007)8Cells
ONScience Grade 10 Academic (SNC2D)10Strand B: Tissues, Organs, and Systems of Living Things
ONScience Grade 10 Applied (SNC2P) (2008)10Strand B: Human Tissues, Organs, and Systems
PEAgriscience 801A/621A (2012)11Plant Biology
PEAnimal Science 801A/621A (2012)11Genetics and Reproduction
PEBiology 521A (2010)11Matter and Energy for Life
PEScience 421A (Draft, 2018)10CK 1.1 Explain why the cell is considered a living system and responsible for the continuity and diversity of life.
PEScience 7e année (2016) (french only)7Thème 2 : L’univers vivant - Notion C : La cellule
PEScience Grade 8 (revised 2016)8Unit 4: Cells, Tissues, Organs, and Systems
QCScience and TechnologySec ILiving World: Life Sustaining Processes
QCScience and TechnologySec IILiving World: Life Sustaining Processes
QCScience and TechnologySec IVThe Living World
QCScience and Technology, ElementaryElementary Cycle 3Living Things
SKBiology 30 (2016)12Organization of Life
SKEnvironmental Science 20 (2016)11Terrestrial Ecosystems
SKScience Grade 7 (2009)7Life Science – Interactions within Ecosystems (IE)
SKScience Grade 8 (2009)8Life Science – Cells, Tissues, Organs, and Systems (CS)
YTGeology 12 (British Columbia, June 2018)12Big Idea: Earth’s geological and biological history is interpreted and inferred from information stored in rock strata and fossil evidence.
YTLife Sciences 11 (British Columbia, June 2018)11Big Idea: Life is a result of interactions at the molecular and cellular levels.
YTScience Grade 10 (British Columbia, June 2016)10Big Idea: Energy is conserved and its transformation can affect living things and the environment.
YTScience Grade 8 (British Columbia, June 2016)8Big Idea: Life processes are performed at the cellular level.
Take a moment and imagine that you live in the Sahara desert. Not in a house, or a tent, but outside, with the sun, sand and vultures. Now imagine that the only water you have access to in your desert oasis is rainwater.
Most areas of the Sahara desert receive less than 2 cm of rain a year. Would you be worried about not getting enough water? You should be! What would you do to make sure that you didn’t end up dehydrated?
Let’s see if the way plants survive in this environment gives us some ideas.
What is the epidermis, and what does it do?
Both plants and animals have bodies made up of many layers of cells. The outermost layer is the epidermis. In humans and animals, the epidermis is our skin. A plant’s epidermis is very important for protection.
It protects the plant from many things:
- desiccation (drying out)
- ultraviolet (UV) radiation
- foreign particles such as viruses
- insects
- many other things that may harm the plant.
What is a plant cuticle?
Most of the protection you just read about comes from the cuticle, a waxy layer over the epidermis. It covers the parts of a plant that are exposed to air.
The cuticle contains polymers called cutin and cutan. It also covers several types of wax. These materials are hydrophobic, which literally means “water fearing.” The hydrophobic materials make the cuticle waterproof. This is useful, because it keeps water from evaporating out of the plant.
What is the stomata, and what does it do?
Like all living things, plants need cells that allow them to exchange gases with their surroundings. Humans breathe in oxygen and exhale carbon dioxide through a process called respiration. Plants do the opposite: they release oxygen and take in carbon dioxide through a process called photosynthesis. Unlike animals, plants do not have mouths to breathe through. The epidermis of a plant contains small openings called stomata (singular: stoma). Each stoma is surrounded by guard cells which can open and close the stoma. Guard cells let gases and water travel in and out of the plant as it needs.
Stomata are found in different locations on different plant species. This means the epidermis of each species has a unique pattern! When plants die in an area with lots of rocks, this pattern can become fossilized on nearby rocks. This pattern is useful for palaeobotanists, scientists who study fossilized plant remains. They can use these patterns to identify and classify the types of plants that were in an area long after the plants have died.
Did you know?
Human fingerprints are completely unique. Though plant fingerprints are sometimes unique to the individual, most often they are unique to a particular plant taxon or group.
Summing up
The evolution of the plant cuticle is one of the most important adaptations in plants. The features you have read about are common to all land plants, not just desert plants. But you can probably see how they are especially useful for plants in the desert!
So let’s get back to you. If you lived in the desert, what would you do to stay hydrated? Wouldn’t it be funny if you could slather yourself in earwax to stay hydrated?
Lucky for us, we can think and move around. This makes it a lot easier to locate water when we need it!
Connecting and Relating
- How can you tell when a plant needs water?
- Have you ever touched plant leaves that feels particularly waxy? What type of plant was it? What is that plant’s natural environment?
- How do you keep yourself dry when it’s raining outside? What materials are best at keeping you dry? Have you worn any materials that both keep you dry and allow moisture from sweat to escape?
Connecting and Relating
- How can you tell when a plant needs water?
- Have you ever touched plant leaves that feels particularly waxy? What type of plant was it? What is that plant’s natural environment?
- How do you keep yourself dry when it’s raining outside? What materials are best at keeping you dry? Have you worn any materials that both keep you dry and allow moisture from sweat to escape?
Relating Science and Technology to Society and the Environment
- Why do biologists use stomata to identify plants? What additional techniques and tools do biologists use to classify plants?
- If the Earth warms up due to climate change caused by increased carbon dioxide in the atmosphere, how could leaf structure and function be affected?
Relating Science and Technology to Society and the Environment
- Why do biologists use stomata to identify plants? What additional techniques and tools do biologists use to classify plants?
- If the Earth warms up due to climate change caused by increased carbon dioxide in the atmosphere, how could leaf structure and function be affected?
Exploring Concepts
- What is the function of the leaf cuticle?
- Compare and contrast the function of the leaf epidermis and cuticle with the function of human skin.
- What is the role of leaf stomata in photosynthesis? What conditions stimulate the stomata to open and close?
- In what ways did stomata help early plants be successful?
Exploring Concepts
- What is the function of the leaf cuticle?
- Compare and contrast the function of the leaf epidermis and cuticle with the function of human skin.
- What is the role of leaf stomata in photosynthesis? What conditions stimulate the stomata to open and close?
- In what ways did stomata help early plants be successful?
Nature of Science/Nature of Technology
- How and when did scientists discover leaf stomata?
Nature of Science/Nature of Technology
- How and when did scientists discover leaf stomata?
Teaching Suggestions
- This article and supporting resources could be used to support teaching and learning about plant structures and functions, specifically the structure of the leaf system. The concepts introduced include the cells of the leaf, the leaf epidermis and cuticle as well as the processes of gas exchange and how it relates to photosynthesis
- Before introducing this article, the teacher could ask students to collect samples of fresh leaves from indoor or outdoor plants at home or in the neighbourhood. The students could work in small groups to provide detailed descriptions of each of the samples, being sure to describe the look and feel of each leaf.
- The students could read this article and also the TomatosphereTM backgrounder Specialized Cells of the Leaf System.
- Students can observe stomata and compare different leaf stomata patterns by conducting the Additional Inquiry Where does gas exchange take place in plants? (on TomatosphereTM by Let’s Talk Science)
- As a hands-on science extension, students could view prepared slides of leaf cross-sections and identify, draw and label what they observe.
Teaching Suggestions
- This article and supporting resources could be used to support teaching and learning about plant structures and functions, specifically the structure of the leaf system. The concepts introduced include the cells of the leaf, the leaf epidermis and cuticle as well as the processes of gas exchange and how it relates to photosynthesis
- Before introducing this article, the teacher could ask students to collect samples of fresh leaves from indoor or outdoor plants at home or in the neighbourhood. The students could work in small groups to provide detailed descriptions of each of the samples, being sure to describe the look and feel of each leaf.
- The students could read this article and also the TomatosphereTM backgrounder Specialized Cells of the Leaf System.
- Students can observe stomata and compare different leaf stomata patterns by conducting the Additional Inquiry Where does gas exchange take place in plants? (on TomatosphereTM by Let’s Talk Science)
- As a hands-on science extension, students could view prepared slides of leaf cross-sections and identify, draw and label what they observe.
Learn more
Leaf Structure and Function
This article from ck12.org describes how leaves are made of several kinds of specialized tissues.
Plant Anatomy
Plant Processes
Plant Cells
Photosynthesis