Download Plant Reproduction - Distribution Access

TEACHER’S GUIDE
Discussions that ensue from thought-provoking questions provide a good
way to assess the overall depth of student understanding. The following
are some suggested discussion topics.
• Ask students to explain the importance of insects in the plant world.
• Have students think about the ways farmers can grow ‘seedless’ crops.
• Some plants are able to self-pollinate, but prefer pollen from another
plant to produce seeds.Ask students to think of reasons why cross-pollination may help increase genetic diversity.
Follow-up Activities
• Grow local wildflowers on school grounds near the classroom, observing
them from the time they appear in the spring until they produce seeds.
Sketch and describe them every week. Make a calendar showing the
dates when different wildflowers first emerge.
• Have students bring in seeds from as many different plant species as possible. For each type of seed, research the name of the plant from which
the seed is harvested and create a sketch and description of the structure
in which the seed is found. Some of the seeds can be planted and
observed as they grow.
• Ask students to brainstorm all the variables that can be tested to study
the germination of seeds. Examples of conditions to study are: light/dark;
cool/warm; wet/dry; pre-soaked/dry; seeds placed sideways/erect. Have
each student devise a procedure to test the germination of seeds, using
one of the pairs of variables and keeping the other variables constant.
• Ask students to imagine a world without insect pollinators. Illustrate how
important insects are to plants and humans using the activity sheets from
the Smithsonian’s “Partners in Pollination”Web site — http://educate.si.
edu/resources/lessons/siyc/pollen/page07.html.
TEACHER’S GUIDE
• www.earthfoot.org/backyard/botany.html
These pages from the “Earthfoot” Online Botany Basics textbook describe
many different flowers, fruits and seeds.
• versicolores.ca/seedsoflife/ehome.html
The Seeds of Life Web site illustrates the powerful link between seeds and
humans with beautiful photographs and illustrations.
Suggested Print Resources
• Bown, Deni. Eyewitness Visual Dictionaries: Plants. Dorling Kindersley,
New York, NY; 1993.
• Hershey, David. Plant Biology Science Projects. John Wiley & Sons, New
York, NY; 1995.
• Johnson, Sylvia A. Roses Red, Violets Blue:Why Flowers Have Colors.
Lerner Publications, Minneapolis, MN; 1992.
• Pascoe, Elaine. Seeds and Seedlings. Blackbirch Press,Woodbridge, CT;
1996.
Plant Reproduction
Grades 5–8
S
tudents in grade 5–8 classrooms possess a wide range of
background knowledge. Student response to this video
program is sure to be varied, so the teachers at these grades
need all the help they can get! This guide has been designed
to help the 5–8 science teacher by providing a brief synopsis of the program, previewing and follow-up questions,
activities, vocabulary and additional resources.
Before Viewing: Extensive research tells how important
it is for the teacher to discover what the students know —
or think they know — about a topic, before actually starting a new unit.Therefore, after prompting discussion with
the pre-viewing questions, lead your class to create a
“Everything We Think We Know About…” list.You may also
wish to preview key vocabulary words, and have students
raise additional questions they hope will be answered.
TEACHER’S GUIDE CONSULTANT
Paula J. Bense
B.S., Biology, M.Ed., Elementary Education
Schlessinger Media Curriculum Specialist
Suggested Internet Resources
TITLES
Periodically, Internet Resources are updated on our Web site at
www.libraryvideo.com
• www.devonian.ualberta.ca/pwatch/index.htm
This interactive “Plantwatch” site gives students opportunities to share
their observations of plant growth with other children all over the
world.
• www.nybg.org/chil_edu/progmat.html
The New York Botanical Garden has been a living museum of plants
since the end of the 19th century.These pages list teacher guides and
student activity booklets that are downloadable and easily adapted to
classroom use.
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TEACHER’S GUIDE
• PHOTOSYNTHESIS
• PLANT & ANIMAL
INTERDEPENDENCY
• PLANT BIODIVERSITY
Teacher’s Guides Included
and Available Online at:
• PLANT REPRODUCTION
• PLANT STRUCTURE & GROWTH
• PLANTS & PEOPLE:
A BENEFICIAL RELATIONSHIP
After Viewing: Have your students share video excerpts
that fascinated or surprised them, then challenge your students to prove or disprove the accuracy of the facts they
put on their “Everything We Think We Know About…” list.
Discuss what else they learned and use the follow-up questions and activities to inspire further discussion. Encourage
students to research the topic further with the Internet and
reading resources provided.
800-843-3620
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Copyright 2000 by Schlessinger Media, a division of Library Video Company
P.O. Box 580, Wynnewood, PA 19096 • 800-843-3620
Executive Producers: Andrew Schlessinger & Tracy Mitchell
Programs produced and directed by Stone House Productions, LLC
All rights reserved
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Program Summary
angiosperm — (Greek:“seed vessel”) A flowering plant that produces seeds
Computer wizard Anna Gibson and her lab partner Jack have some questions
about plant reproduction. Do all plants reproduce in the same way? Can a
flower really be the secret to world domination? Over millions of years, plants
have developed many different features that help them survive and reproduce. With the help of friends from around the country, Jack and Anna discover that primitive mosses and algae are dependent upon water for their
reproduction and that cone-bearing gymnosperms rely on the wind! They
learn about the rise of fruit-bearing angiosperms as the dominant plants on
Earth and the secret to their success - flowers. Using a microscope, Anna
learns that every part of a flower serves some reproductive purpose, from
attracting pollinators to protecting seeds. She observes the structures involved
in flowering plant reproduction, beginning with the transfer of pollen from
the male stamen to the female pistil of a flower. Jack learns that seeds develop
within plant ovaries that we know as fruit, and that every seed contains a
plant embryo and stored food within a seed coat. In a hands-on experiment,
Anna and Jack explore the concept of vegetative propagation by attempting
to grow different species of plants asexually and they learn the benefits of this
type of reproduction to farmers.
enclosed in fruits.There are over 250,000 species of angiosperms.
pollination — The transfer of male reproductive plant cells (pollen) to the
female reproductive organ of a flower where the pollen fuses with an egg cell
to produce a seed.
stamens — The male reproductive structure in the flower, composed of a filament and anther.
anther — The top of a stamen’s filament; divided into pollen sacs in which
the pollen grains form.
cross-pollination — The transfer of pollen from the stamen of a flower to
the pistil of a different flower.
vegetative reproduction — A form of asexual reproduction commonly
seen in the plant world that involves the growth of a new plant from part of a
parent plant.
pistil — Female reproductive structure in flowers, consisting of the stigma,
style and ovary.
stigma — The sticky area at the top of the pistil of a flower on which pollen
is placed by a pollinator or the wind.
style — The neck of the pistil.
ovary — The lower part of the pistil that contains the ovules within which
the seeds develop.
ovule — Structures inside the ovary of a flower that develop into seeds after
fertilization occurs.
petals — Structures in flowers that serve to attract pollinators often by producing fragrant oils and being brightly colored.
seed — The fertilized ovule of a plant containing a plant embryo, stored food
and a seed coat.
cotyledon — The first leaf developed by the embryo of a seed plant.
fruit — The ripened ovary of a seed plant including seeds and surrounding
tissue.
germination — The first stage of the development of a seed into a young
plant.
1.Where and when did the first plants evolve?
2. How did these first plants reproduce?
3.Why are primitive plants like mosses and ferns said to be linked to water
for reproduction?
4.What are spores?
5.What types of plants were dominant when dinosaurs roamed the Earth?
6.What does “gymnosperm” mean in Greek?
7.What are some common gymnosperms currently found on Earth?
8.What is the difference between a male and female pine cone?
9. How is the wind important to the reproduction of gymnosperms?
10.What type of plants evolved about 120 million years ago?
11.What does “angiosperm” mean in Greek?
12.What is the difference between an angiosperm and a gymnosperm?
13.Approximately how many species of angiosperms have been identified?
14.What are the male parts of a flower?
15.What is the function of the anther?
16.What is inside each grain of pollen?
17.What are the female parts of a flower?
18. In what structure are a plant’s egg cells found?
19. How does pollination occur?
20.What are the components of a seed?
21. Do all flowers bear fruit? Explain.
22.What are some methods of plant pollination?
23.What is vegetative reproduction?
Pre-viewing Discussion
Follow-up Discussion
Before students generate their list of “Everything We Think We Know About…”
for this topic, stimulate and focus their thinking by raising these questions so
that their list will better reflect the key ideas in this show:
• Do all plants reproduce in the same manner?
• Are there male and female parts of plants?
• Is there a connection between flowers, fruits and seeds?
Research indicates that students will retain their previous misconceptions
about a topic, in preference to new information, until they actively recognize and correct their own errors. Therefore, it is important to have your
students re-examine the facts/beliefs they put on their “Everything We
Think We Know About…” list. It might also be helpful to review the list by
marking each entry with a “+” or “-” to show which facts were correct and
which were incorrect.
Vocabulary
The following words are included for teacher reference or for use with students.They are listed in the order in which they appear in the video.
reproduction — The creation of new organisms, or offspring, from organisms of the same species. Sexual reproduction involves the fertilization of a
female egg cell with a male sperm cell to produce offspring that are genetically different from the parents.Asexual reproduction involves the growth of
organisms identical to a single parent organism.
species — Organisms that are similar in appearance and can mate to
produce offspring.
spores — Primitive reproductive cells formed by plants that are capable of
developing into new plants with or without fusion with another reproductive
cell.
gymnosperm — (Greek:“naked seed”) A plant such as the pine, spruce or
cedar that produces seeds that are not enclosed in fruit. Gymnosperms were
the first plants to evolve seeds. There are around 700 species of gymnos
perms.
conifer — The most common living gymnosperms with needle-shaped
leaves and seeds produced in cones.
pollen — Male reproductive plant cells.
adaptation — Changes in a living thing’s structure or responses occurring
over long periods of time that make the organism more fit for living in its
environment.
flower — The reproductive organ of angiosperms.
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After the class has completed their “Everything We Think We Know
About…” list, ask them what other questions they have that they hope will
be answered during this program. Have students listen closely to learn if
everything on their class list is accurate and to hear if any of their own
questions are answered.
Focus Questions
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