This was long before the New World genus Phaseolus was known in Europe. After Columbian-era contact between Europe and the Americas, use of the word was extended to pod-borne seeds of Phaseolus, such as the common bean and the runner beanand the related genus Vigna. The term has long been applied generally to many other seeds of similar form,   such as Old World soybeanspeaschickpeas garbanzo beansother vetchesand lupinsand even to those with slighter resemblances, such as coffee beansvanilla beanscastor beansand cocoa beans. Thus the term "bean" in general usage can mean a host of different species.
Students describe the materials they are about to use and what they will be doing with each. The paper coffee cups should have holes punched in the bottom to permit proper drainage of the soil.
Paper cups are suggested because they are more environmentally compatible than plastic foam cups. Each student fills a container with soil and plants a bean seed. Follow the directions provided on the seed package. Water the bean seeds according to the instructions on the package. Students observe their bean seeds daily to see what happens.
Usually, the beans begin to sprout after several days. Daily observations are written in their Science Journals. Once the plants have germinated and deployed their seed leaves, they can be observed once or twice per week. Students observe the following events. The stem pushes through the soil.
The cotyledons are lifted out of the soil by the stem as it grows. The stem continues to develop as the heart-shaped seed leaves begin to deploy. The food in the cotyledons is used up and they fall off the plant leaving a scar. In their Science Journals students draw their bean plants as they grow.
The drawings are labeled in each case with the date, the age of the plant number of days old the plant is and the parts. Students write in their Science Journals about the sequence of events in the germination of a bean seed and what occurs during each event. Students plant corn seeds to observe their germination process.
They write in their Science Journals about the ways in which bean germination and corn germination are different. Students study the development of the bean root as the bean seed germinates. This is done by permitting a bean seed to germinate in a closed dish such as a petri dish with a piece of moist filter peper or paper towel on the bottom of the dish.
The dish must be kept closed and the paper must be kept moist as the seed germinates.
Students observe that the root emerges from the seed first and begins to absorb water from the moist paper. If petri dishes are not available, try an ordinary dish covered with household kitchen wrap. Roots grow from the tip. Just behind the tip of the root is an area where specialized root hair cells develop.
Root hair cells can be seen using magnifiers.
They increase the surface area of the root for more efficient absorption of water. Students draw the germinating bean seed in their Science Journals. They write about the function of each of the parts.
Students observe that roots grow longer using the zone of elongation.Anatomy of the Coffee Fruit and Bean. The coffee fruit can be divided into two main parts, the pericarp and the seed. Adapted from Borém, Coffee seed (bean) sizes vary; however, they average 10mm long and 6mm wide. Silver Skin The silver skin, also called the perisperm or spermoderm, is the outermost layer that wraps the seed.
It is. Lima Bean initiativeblog.com seed anatomy initiativeblog.com labeling the initiativeblog.com proud of a job well initiativeblog.com completed initiativeblog.com Extend. 10 minutes. A take home reader is the tool used for the extension of this lesson.
The students are able to share the information within the readers with their families. They cut and staple the reader in the.
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Anatomy of a Bean Seed study guide by KatieMcA includes 5 questions covering vocabulary, terms and more. Quizlet flashcards, activities and games help you improve your grades.
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