I bet you didnt know How plants know
I bet you didn’t know… How plants know good microbes from bad ones Teacher Guide Curriculum Areas Plants Microbes Materials Ages 4 -7 years? 7 -11 years
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Who are the scientists? Plant signalling in symbiosis and immunity Cyril Zipfel 1 & Giles E. D. Oldroyd 2 1 The Sainsbury Laboratory Norwich Research Park, Norwich 2 Department of Cell and Developmental Biology, John Innes Centre Norwich Research Park, Norwich Do you think the ‘Sainsbury Laboratory’ where the authors work is the same Sainsbury as the supermarket? Why might Sainsbury's be interested in research into plants?
What did the scientists know? Plants need nitrogen (in the form of ammonia) to survive. Bacteria and plants can live together in a ‘symbiotic’ relationship – they help each other Bacteria in the soil convert nitrogen to ammonia which is used by the plant. Plants produce energy which is used by the bacteria. Some bacteria are harmful to plants.
What did the scientists do? Scientists asked – how do the plants work out good from bad microbes? They read lots of work from other scientists and published a review.
What did the scientists find out? Microbes release several chemicals. Plants find out whether an attached microbe is good or bad by having a ‘chemical’ conversation. Soil microbes
Quick activity How can ‘bad’ microbes attach to plants? Cut a picture into 8 -9 pieces Replace one piece with another of the same size Explain why the picture is spoilt Tip: Some ‘bad’ bacteria have adapted so that they have the right size and shape to live on the root. Check that children know what ‘adapted’ means. Resources coloured images, scissors
Longer investigation [1] How does the plant work out whether to let the microbe stay or get rid of it? Set up a simple electrical circuit with a battery and bulb but leave the circuit open to test materials to see whether they conduct electricity. Many natural systems use electrical signals to pass on information such as the nerves in our bodies when we touch something hot, cold or sharp. Nerve cells Resources Battery, wires (with crocodile clips at ends), bulb, selection of objects to test
Longer investigation [2] How does the plant work out whether to let the microbe stay or get rid of it? Use red cabbage indicator to test a range of substances and see what colour the indicator turns when different chemicals are added. Resources Red cabbage, boiling water, food processor, sieve, beakers/test tubes, vinegar, lemon juice, tartaric acid, bicarbonate of soda, toothpaste, soap Tip: Teachers may wish to make the indicator solution before the lesson. Shred the cabbage in a food processor, cover with boiling water for a few minutes, strain and cool. acid alkali neutral Plants test the chemicals produced by the microbes in a similar way.
What did you find out? Which objects allowed electricity to pass? What did you notice about the size, shape and materials? Which substances changed the colour of the cabbage indicator? Did you notice any differences? Plants use electrical signals and chemical signals to test substances. What will happen if ‘bad’ microbes crack the code and produce the correct chemicals in the correct sequence?
Questions for further learning Why are plants vital to life? • What do they produce? • What do they prevent? • What do they regulate? Producing: oxygen (photosynthesis), food, shade, habitats Preventing: soil erosion Regulating: light, temperature, water, carbon dioxide (a greenhouse gas), Earth’s albedo (how reflective Earth’s surface is) What do plants need to survive? Children could set up comparative tests to investigate this. How do plants obtain what they need? Children could research how plants make their own food (photosynthesis) and find out nitrogen where comes from.
Maths links Area of learning Activity Shapes Jigsaws
Writing links Area of learning Activity Instructions How to test electrical conductivity How to test acidity Narrative A conversation between bacteria and a plant
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