High School: Botany

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Analyze models (3-D, paper, and/or computer-based) to distinguish the basic morphology of the plant kingdom, with attention to structures and their related functions. Use cladograms or phylogenetic trees to identify evolutionary features that distinguish the plant kingdom from other kingdoms.BOT.1A.1

Using microscopes, observe, identify, record, and analyze (e.g., see and draw) cells and cell structures unique to plants. Use data measurements obtained from microscopy to compare the plant cells and organelle sizes between various examples (e.g., elodea, onion, or algae).BOT.1A.2

Describe the relationship between the structure and purpose of plant organs (e.g., roots, stems, and leaves).BOT.1A.3

Evaluate and explain how bacteria and fungi work symbiotically to enhance plant root function.BOT.1A.4

Calculate surface area of leaves/roots, and compare surface areas of various plant specimens to explain adaptations of the various plant types.BOT.1A.5

Enrichment: Use an engineering design process to manipulate a variable of choice to refine a protocol to optimize output of photosynthesis or cellular respiration.BOT.1A.8

Communicate the importance of carbon, hydrogen, oxygen, phosphorus, and nitrogen cycles to plant physiology through graphics such as poster or computer presentations.BOT.1A.9

Identify and compare various live plant examples to explore plant morphological diversity, including leaf number, structure, and arrangement; root modifications; and flower structure and arrangement. Produce a visual product (e.g., an electronic presentation) to identify and communicate patterns of similarity and differences between the lab specimens.BOT.1A.10

Compare and contrast functions of the various characteristics found in plant divisions and utilize dichotomous keys to identify plant species.BOT.1A.11

Summarize and justify the characteristics of nonvascular algae (blue-green and green algae) and bryophytes that provide evidence of evolution within the plant kingdom.BOT.2A.1

Referencing the USDA plants database, identify, compare, and contrast seedless, naked seed, and enclosed-seed modifications for reproduction. Calculate the occurrence of seed types in given habitats.BOT.2A.2

Summarize and justify the characteristics of angiosperms and gymnosperms that lead to their success as terrestrial plants.BOT.2A.3

Research information to develop, produce, and communicate a scientifically justifiable argument for the rapid amplification and success of angiosperm compared to other plant divisions.BOT.2A.4

Enrichment: Referencing the National Center for Biotechnology Information's gene/protein databases, propose and design a scientifically supportable cladogram or phylogenetic tree that illustrates the evolutionary modifications of the plant kingdom using genetic (DNA) or protein sequence comparisons/alignments.BOT.2A.5

Describe the various processes of asexual reproduction and vegetative propagation used by plants. Communicate the importance of these reproductive methods in regard to human food production.BOT.3A.1

Enrichment: Research and present an agronomically important crop (e.g., potato, sweet potato, pineapple, or strawberry) that is produced via vegetative propagation (non-GMOs) for human consumption. Include evidence-based arguments that identify the potential benefits and negative effects of this method of crop production.BOT.3A.2

Compare and contrast the consequences of the following reproductive methods: asexual reproduction, vegetative propagation, and sexual reproduction.BOT.3A.3

Plan and conduct comparative flower dissection to identify reproductive structures within the flower.BOT.3A.4

Compare the similarities between corresponding plant reproductive structures from a variety of species. Record via drawings of observed dissection specimens, and explain the similarities and differences observed.BOT.3A.5

Identify differences in flower structure and shape. Provide a rationale that explains the value of these differences in flower structure to reproductive success (e.g., pollinators, flower shape, smell, color, size, orientation).BOT.3A.6

Plan, conduct, and communicate the results of a comparative laboratory investigation of differing fruit types.BOT.3A.7

Using laboratory data, correctly categorize fruits, vegetables, nuts, modified stems, or other plant parts. Compare the scientific definitions of these terms to those used by the general public/society and the USDA to categorize food.BOT.3A.8

Identify plants used in the bioremediation of an area due to natural processes (e.g., fire), industrial pollution, or wars, and develop and communicate a plan to remediate a habitat impacted by human interactions (e.g., carbon sinks, phytoremediation, or heavy metal detoxification).BOT.4A.1

Enrichment: Use an engineering design process to define a problem, design, construct, evaluate, and improve a habitat impacted by human interactions.BOT.4A.2

Investigate historical and modern medicinal uses of plants.BOT.4A.3

Investigate the industrial use of plants.BOT.4A.4

Explore the impacts (both positive and negative) of plant biotechnology/GMOs on human society. Present findings using digital media or technology, and include evidence using graphs or charts.BOT.4A.5

Enrichment: Use an engineering design process to design and conduct an investigation that uses biomimicry to provide a plant-based solution to an environmental challenge.BOT.4A.6

Research plants found in various habitats. Analyze how plants use adaptations for survival in these habitats including extreme habitats.BOT.5A.1

Relate atmospheric factors to biodiversity (e.g., climate as determined by temperature and precipitation).BOT.5A.2

Construct a model using technology that illustrates the levels of succession within a habitat (e.g., graveyard exploration, forest fire area, or reclamation sites).BOT.5A.3

Enrichment: Use an engineering design process to design and build a plant model based on extreme environment criteria to overcome the difficulties presented by this environment. Identify revisions to the proposed model over time.BOT.5A.4

Conduct transects/plot studies to determine species, biodiversity, or health of a plant community. (Plots may be linear or a quadrat (square or circular) depending on the habitat. (Typically, relative density, relative dominance, and relative frequency of each species are calculated to infer an importance value of the species in the plot.)BOT.6A.1

Compare and contrast genomes using plant genetic databases (e.g., BLAST or plant GDB).BOT.6A.2

Enrichment: Use an engineering design process to define a problem, design, construct, evaluate, and improve a societal concern with the aid of plants (e.g., irrigation, water conservation, urban shading, green-space development, food deserts, or other local needs or issues).BOT.6A.3