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TEACHER’S G UIDE
TEACHER’S GUI DE
• www.backyardnature.net/botany.htm
These pages from the Backyard Nature web site 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.
Discussions that ensue from thought-provoking questions provide a good
way to assess the ove rall depth of student understanding. The fo l l ow i n g
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 pre fer pollen from another
plant to produce seeds. Ask students to think of reasons why cro s s - p o l l ination may help increase genetic diversity.
Suggested Print Resources
Follow-up Activities
• Kneidel, Sally. Skunk Cabbage, Sundew Plants & Strangler Figs. John
Wiley & Sons, New York, NY; 2001.
• Grow local wildflowers on school grounds near the classroom, observing
them from the time they appear in the spring until they produce seeds.
S ke t ch and describe them every we e k . Make a calendar showing the
dates when different wildflowers first emerge.
• Have students bring in seeds from as many different plant species as poss i bl e . 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 fo u n d . Some of the seeds can be planted and
observed as they grow.
• Leslie, Clare Walker. Keeping a Nature Journal: Discover a Whole New Way
of Seeing the World Around You. Storey Publishing, North Adams, MA;
2003.
• Munger, Susan H. Common to This Country: Botanical Discoveries of
Lewis & Clark. Workman Publishing Co., New York, NY; 2003.
Paula J. Bense
B.S., Biology, M.Ed., Elementary Education
Schlessinger Media Curriculum Specialist
Suggested Internet Resources
TITLES
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Grades 5–8
tudents in grade 5–8 classrooms possess a wide range of
b a ck ground know l e d ge . Student response to this video
program is sure to be va ried, 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 pro gra m , p rev i ewing and fo l l ow-up questions,
activities, vo c ab u l a ry and additional resources.
Before Viewing: E x t e n s i ve re s e a rch tells how important
it is for the teacher to discover what the students know —
or think they know — about a topic, befo re actually starting a new unit.Therefo re , after prompting discussion with
the pre - v i ewing questions, lead your class to create a
“Everything We Think We Know About…” list.You may also
wish to preview key vo c abulary wo rd s , and have students
raise additional questions they hope will be answered.
TEACHER’S GUIDE
• 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 “ Pa rt n e rs in Pollination”Web site — http://educate.si.
edu/resources/lessons/siyc/pollen/page07.html.
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.
Plant Reproduction
S
• Ask students to bra i n s t o rm all the va ri ables that can be tested to study
the germination of seeds. Examples of conditions to study are: light/dark;
cool/warm; we t / d ry; p re - s o a ke d / d ry; seeds placed sideways/erect. Have
each student devise a pro c e d u re to test the ge rmination of seeds, using
one of the pairs of variables and keeping the other variables constant.
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TEACHER’S G UIDE
• PHOTOSYNTHESIS
• PLANT & ANIMAL
INTERDEPENDENCY
• PLANT BIODIVERSITY
Teacher’s Guides Included
and Available Online at:
• PLANT REPRODUCTION
• PLANT STRUCTURE & GROWTH
• PLANTS & PEOPLE:
A BENEFICIAL RELATIONSHIP
800-843-3620
Teacher’s Guide and Program 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
3/05
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 “ E ve rything We Think We Know About…” list.
Discuss what else they learned and use the fo l l ow-up questions and activities to inspire further discussion. E n c o u rage
students to re s e a rch the topic further with the Internet and
reading re s o u rces provided.
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V6217
Program Summary
angiosperm — (Greek:“seed vessel”) A flowering plant that produces seeds
Computer wizard Anna Gibson and her lab partner Ja ck have some questions
about plant re p ro d u c t i o n . Do all plants re p roduce in the same way? Can a
flower really be the secret to world domination? Over millions of years, plants
h ave developed many diffe rent fe a t u res that help them survive and re p roduce.With the help of friends from around the country, Ja ck and Anna discover that pri m i t i ve mosses and algae are dependent upon water for their
re p roduction and that cone-bearing gymnosperms re ly on the wind! They
learn about the rise of fruit-bearing angiosperms as the dominant plants on
Earth and the secret to their success - flowe rs. Using a micro s c o p e , Anna
learns that eve ry part of a flower serves some re p ro d u c t i ve purpose, f ro m
attracting pollinators to protecting seeds. She observes the structures involved
in flowe ring plant re p ro d u c t i o n , beginning with the tra n s fer of pollen fro m
the male stamen to the female pistil of a flower. Jack learns that seeds develop
within plant ova ries that we know as fruit, and that every seed contains a
plant embryo and stored food within a seed coat. In a hands-on ex p e ri m e n t ,
Anna and Ja ck explore the concept of ve ge t a t i ve pro p agation 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 tra n s fer 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.
Focus Questions
anther — The top of a stamen’s filament; divided into pollen sacs in which
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, s t i mulate and focus their thinking by raising these questions so
that their list will better reflect the key ideas in this show:
R e s e a rch indicates that students will retain their previous misconceptions
about a topic, in pre fe rence to new information, until they active ly re c o gnize and correct their own erro rs. Therefore, it is important to have yo u r
students re - examine the facts/beliefs they put on their “ E ve rything We
Think We Know About…” list. It might also be helpful to review the list by
m a rking each entry with a “+” or “-” to show which facts we re correct and
which were incorrect.
the pollen grains form.
cross-pollination — The tra n s fer of pollen from the stamen of a fl ower to
the pistil of a different flower.
vegetative reproduction — A fo rm of asexual re p roduction commonly
seen in the plant world that involves the growth of a new plant from part of a
parent plant.
pistil — Female re p ro d u c t i ve stru c t u re 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.
Vocabulary
style — The neck of the pistil.
ovary — The lower part of the pistil that contains the ovules within which
The following wo rds are included for teacher re fe rence or for use with students.They are listed in the order in which they appear in the video.
ovule — Structures inside the ovary of a flower that develop into seeds after
the seeds develop.
reproduction — The creation of new organisms, or offspring, f rom org a n-
fertilization occurs.
isms of the same species. S exual re p roduction invo l ves the fe rtilization of a
female egg cell with a male sperm cell to produce offspring that are ge n e t ic a l ly diffe rent from the pare n t s .A s exual re p roduction invo l ves the growth of
organisms identical to a single parent organism.
petals — Structures in fl owe rs that serve to attract pollinators often by pro-
species — Organisms that are similar in appearance and can mate to
cotyledon — The first leaf developed by the embryo of a seed plant.
fruit — The ripened ova ry of a seed plant including seeds and surro u n d i n g
produce offspring.
ducing fragrant oils and being brightly colored.
seed — The fertilized ovule of a plant containing a plant embryo, stored food
and a seed coat.
spores — Pri m i t i ve re p ro d u c t i ve cells fo rmed by plants that are capable of
tissue.
developing into new plants with or without fusion with another reproductive
cell.
germination — The fi rst stage of the development of a seed into a yo u n g
gymnosperm — (Greek:“naked seed”) A plant such as the pine, s p ruce or
cedar that produces seeds that are not enclosed in fruit. Gymnosperms we re
the fi rst plants to evo l ve seeds. T h e re 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 stru c t u re 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 “ E ve rything We Think We Know
About…” list, ask them what other questions they have that they hope will
be answe red during this pro gra m . H ave students listen cl o s e ly to learn if
everything on their class list is accurate and to hear if any of their own
questions are answered.
• 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?
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