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Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
Lesson Plans
Chapter 1: The Life Cycle of Plants
Total number of periods: 12 periods
Overview of Lesson Plans
Why Do Plants Reproduce? (2 periods)
Lesson
Specific Instructional Objectives
1.1
Pupils should:
know why plants reproduce
know the different types of plant reproduction
What Happens in the Life Cycle of a Flowering Plant? (6 periods)
Lesson
Specific Instructional Objectives
1.2
Pupils should:
recognise that flowering plants have a life cycle
including seed production, germination, flower
production, pollination, and fertilisation
What Is Seed Dispersal? (4 periods)
Lesson
Specific Instructional Objectives
1.3
Pupils should:
know why and how plants disperse their seeds
Cambridge Primary Scientific Enquiry
Skills
Interpret data and think about
whether it is sufficient to draw
conclusions. (Eo8)
Cambridge Primary Scientific Enquiry
Skills
Collect sufficient evidence to test an
idea. (Ep5)
Make relevant observations. (Eo1)
Cambridge Primary Scientific Enquiry
Skills
Use observation and measurement to
test predictions and make links. (Ep2)
Make predictions of what will happen
based on scientific knowledge and
understanding, and suggest and
communicate how to test these.
(Ep3)
Process Skills
Observing
Comparing
21st Century Skills
Be self-directed learners
Process Skills
21st Century Skills
Observing
Organising
Communicating
Predicting
Communicate clearly
Reason effectively
Solve problems
Be self-directed learners
Process Skills
21st Century Skills
Communicating
Predicting
Observing
Analysing
Reason effectively
Number of
Periods
2
Number of
Periods
6
Number of
Periods
4
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
Use knowledge and understanding to
plan how to carry out a fair test. (Ep4)
Decide whether results support
predictions. (Eo5)
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
Main Lesson Plans
Lesson 1.1
BSCS 5E
Engage:
Introduce pupils to
the topic with an
activity
Lesson Notes
Background: Pupils learnt many things about plants in the previous grades. They learnt that plants undergo reproduction and
plants can be classified according to their means of reproduction. In this chapter, pupils will learn in detail how plants
reproduce and the stages of plant growth and development.
Chapter opener
Activity: Bring five potted plants of the same species to class. Each pot should contain a plant that is in a different stage of its
life cycle: seed, seedling, young plant, adult plant with flowers, and adult plant with fruit. Ask pupils to discuss and infer the
correct order of plant development based on their different stages of growth.
Resources
Textbook page 1
Explain that:

Like animals, plants also have different stages of growth.
What’s In This Chapter?, What Will I Learn?
Emphasise to pupils what their learning journey will be like for this chapter.

Know how and why plants reproduce.

There are different stages in the life cycle of plants.

There are several processes that take place as plants develop and grow, including seed production, germination, flower
production, pollination and fertilisation.

Know the different ways seeds are dispersed.
Textbook page 2
Teaching Tip: Trace the path of the mind map by reading out loud.
Why Do Plants Reproduce?
Background: In Grade 3 Chapter 1, pupils learnt that all living things, including plants, reproduce to ensure the continuity of
their own kind. Reproduction is one of the most important characteristic of all living things. It is the process by which living
organisms produce offspring. Reproduction is necessary for the continuation of the species on Earth and also to replace the
dead members of the species. In plants, the modes of reproduction vary according to individual species and available
conditions. It may be simply by division of the parent cell, by fragmentation of the parent body, or by formation of buds and
spores, or it may be very elaborate, involving development of male and female reproductive organs (stamens and pistils).
Irrespective of the mode of reproduction, plants pass on their hereditary material to their offspring during the process of
reproduction.
Textbook pages 3—4
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Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
Explore:
Pupils are required
to apply existing
knowledge to
discover new ideas
Ask pupils:

What would happen if plants did not reproduce? (Answer: All plants will eventually die. They may be eaten by animals or
die because of lack of food or water, etc. If plants did not reproduce, they would eventually become extinct.)

How do plants reproduce? (Answer: Plants reproduce in different ways. While most plants reproduce from seeds, other
plants reproduce from spores or other plant parts.)
Explain:
Explanation is used
to deepen pupils’
understanding
Explain that:

Reproduction is an important process for plants to ensure the continuity of their own kind.

There are different means in the reproduction of plants, but their main purpose is to generate new offspring.
Tell pupils that flowering plants make up a large proportion of all plant species. They are the most commonly seen plant
types. Therefore pupils will learn more about the life cycle of flowering plants and how they reproduce.
Teaching Tip: Show pupils videos of the different reproduction methods in plants and describe their differences.
Common Misconception: Seeds and spores are not the same thing. Seeds are produced by flowering plants while spores are
produced by non-flowering plants.
Evaluate:
Pupils’
understanding is
tested through the
discussion
Teaching Tip: Discuss and compare the differences between seeds and spores.
Seeds
Spores
Produced mostly by flowering plants
Produced mostly by non-flowering plants
Enclosed in fruit
Enclosed in spore bags
Usually bigger
Usually small and cannot be seen by the naked eye
Surrounded by protective coat and contain a store of
Contain reproductive structure to grow into a plant
nutrients
Elaborate:
Pupils extend their
understanding
when they
experience new
ideas in real life
Project Idea: Get pupils to do an Internet search to find out more about plants that reproduce by the different methods. Plant
some of these plants in or near the classroom and have pupils observe and describe the reproduction processes of the plants.
Process Skills: Observing, Comparing
21st Century Skill: Be self-directed learners
URLs 1.1—1.3
© 2012 Alston Publishing House Pte Ltd
Internet links for Lesson 1.1
URL 1.1:
Video of seed growth
http://www.youtube.com/watch?v=fPTJ3qD1ikk
URL 1.2:
Video of fern spores
http://www.youtube.com/watch?v=5hGQcmM6njY
URL 1.3:
Video of sugarcane vegetative propagation
http://www.youtube.com/watch?v=fPraEesXRSs
Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
© 2012 Alston Publishing House Pte Ltd
Lesson 1.2
BSCS 5E
Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
Lesson Notes
What Happens in the Life Cycle of a Flowering Plant?
Teaching Tip: Use the diagram of the life cycle of a flowering plant to describe the different stages of growth to pupils.
Resources
Textbook page 4
Explain that:

Flowering plants start their life cycle as seeds.

Seeds germinate into seedlings and then grow into adult plants.

Adult flowering plants produce flowers. The plants are now ready for reproduction.

Pollination takes place first, followed by fertilisation.

After fertilisation, the flower develops into a fruit containing seeds. These seeds will grow into another generation of
plants and continue the plant’s life cycle.

There are five important stages in the life cycle of flowering plants — seed production, germination, flower production,
pollination, and fertilisation.
Engage:
Pupils are given an
interesting activity
to carry out and
observe
Activity: Encourage pupils to grow a plant from a seed and record its growth. Pupils can then create a poster to show and
describe the life cycle of the plant as it grows.
Process Skills: Observing, Organising, Communicating
21st Century Skill: Communicate clearly
Seed production
Explain that:

A typical seed is made up of three main parts — an embryo, seed leaves and a seed coat.

Each part of a seed carries out different functions/roles. The embryo develops into a new plant, the seed leaves provide
nutrients for the seed to grow, and the seed coat protects the seed from damage.
Ask pupils:

If plants can make their own food, why does a seed need to store nutrients in the seed leaves? (Answer: A plant can
make its own food only when it has green leaves which can carry out photosynthesis. Hence, in the early stages of
growth, a seed depends on the nutrients stored in the seed leaves for development.)

How can the seed coat protect the seed from injury and from drying out? (Answer: The seed coat is a tough layer that
encloses the embryo. This outer coat acts as a physical barrier to protect the embryo and prevent water loss from the
seed.)
Textbook page 5
© 2012 Alston Publishing House Pte Ltd
Explore:
Pupils are given the
chance to observe
and present their
observations in a
drawing
Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
Activity: Ask pupils to soak some beans in water and open them up. Observe the beans using a hand lens and make a labelled
drawing of a bean seed by identifying the parts of the seed.
Process Skills: Observing, Communicating
21st Century Skill: Communicate clearly
Germination
Teaching Tip: Recap with pupils the conditions plants need to grow well as taught in Grade 3 Chapter 4: Introducing… Roots,
Leaves, Stems and Flowers! Plants need light, water, air and warmth to grow. Compare the conditions required for seed
germination with the conditions required for plant growth.
Conditions for plant growth
Water
Air
Warmth
Light
Conditions for seed germination
Water
Air
Warmth
Emphasise to pupils that during germination, seeds do not need light as they are not carrying out photosynthesis due to the
absence of leaves.
Ask pupils:

What are the conditions necessary for a seed to germinate? (Answer: Water, air and warmth, i.e. a suitable
temperature.)

What is the difference between the growth conditions of a seed and that of a plant? Why is there a difference? (Answer:
The difference is the presence of light. A seed does not require light for germination as it does not carry out
photosynthesis to make food. It uses the food stored in the seed leaves to develop and grow. Therefore, light is not a
factor that affects the germination of a seed.)

Why does a seed need water and air to germinate? (Answer: Although a seed does not carry out photosynthesis, it still
needs oxygen from the air for respiration and water to activate the enzymes (proteins) that help it to develop and grow.
Water also causes the seed to swell and break the seed coat, allowing the embryo to expand and grow as the seed
germinates.)
Explain:
Pupils extend their
Explain that:
© 2012 Alston Publishing House Pte Ltd
understanding
through teacher’s
explanation




Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
Germination is the process where a seed begins to grow.
A seed only germinates under the right conditions — presence of air, water and warmth.
When a seed begins to germinate, roots appear first, followed by shoots. The seed leaves provide the seedling with food
for it to germinate.
As the seedling continues to grow, leaves appear. Only when the first leaves appear, would the seedling be able to carry
out photosynthesis and make food for itself as it continues to grow.
Activity: Have pupils carry out Experiment Time! to investigate whether seeds need light to germinate. Follow the instructions
and guide pupils to answer the questions. Make sure the cotton wool in both set-ups stays damp throughout the experiment.
Get pupils to investigate the other conditions necessary for seeds to germinate in Activities 1 and 2 in the Workbook. Remind
pupils that in all the experiments, only one variable is changed to ensure that the experiment is fair.
Safety Note: When observing or handling seeds, first ensure that the seeds are non-toxic in their raw state.
Process Skills: Observing, Predicting
Textbook pages 6—7
Workbook page 1
Activity 1: Help Me
Germinate!
Workbook page 2
Activity 2: Do I Need
Warmth to Grow?
21st Century Skills: Reason effectively; Solve problems
Flower production
Background: As plants grow and develop, they form flowers. The most basic function of a flower is as a reproductive
structure. Flowers contain the plant's reproductive organs. Some plants may have unisexual flowers while others have
bisexual flowers. In unisexual flowers, there is only one reproductive organ – either male or female – in one flower, while in a
bisexual flower, there are two reproductive organs – both male and female – in one flower.
Textbook pages 8—9
Explain that:

A mature flowering plant has flowers.

A flower may have both the male and female reproductive organs for reproduction.

The male and female organs consist of different parts with different properties and functions.
Evaluate:
Pupils’ learning
progress is
assessed
Teaching Tip: To assess pupils’ understanding, prepare a blank diagram of a flower to allow pupils to label the parts.
Alternatively, have pupils play a flower parts puzzle where they have to put all the parts of a flower into their correct positions
to form a complete flower.
Activity: Bring pupils to a garden and provide them with hand lenses to observe the structures of different flowers. Remind
URL 1.4, URL 1.5
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
pupils not to damage any plants during their study. Discuss with the class what they observed.
Process Skills: Observing, Communicating
Workbook pages 3—4
Activity 3: Flower Power!
21st Century Skill: Communicate clearly
Pollination
Background: Most flowering plants rely heavily on insects such as bees, butterflies, moths, flies and beetles to pollinate them.
To attract these pollinators, plants produce flowers with bright petals and sweet (or rotten) smelling nectar. The process of
pollination is important to flowers as it is the initial process that must occur before fertilisation of the flowers can take place.
Textbook pages 9—10
Teaching Tip: Use the illustration at the top of Page 10 to describe the process of pollination to pupils.
Ask pupils:

Why does a flower have an attractive colour and a pleasant smell? (Answer: The attractive colour and pleasant smell of a
flower help to attract pollinators such as bees and butterflies to help in pollination.)

How are pollen grains transferred? (Answer: Pollen grains are small and light. They can be blown to the stigma of a
flower by wind or they can be carried by animals such as insects when the animals visit the flowers for nectar.)
Explain that:

Pollination is the process of transferring pollen grain from the anther to the stigma of the same flower or different
flowers.

Since plants cannot move from place to place, pollination is achieved by agents such as wind and animals.

There are two types of pollination — cross-pollination and self-pollination.

Cross-pollination happens between flowers on different plants of the same species.

Self-pollination happens within the same flower or different flowers on the same plant.
Common Misconception: Not all flowers look attractive and have a pleasant smell. Flowers that depend on wind for
pollination do not need to attract animals. Hence, these flowers do not have large, brightly-coloured petals and nectar.
Instead, they have long stamens that hang outside the flower to allow the wind to disperse the pollen grains. Their stigmas
are also large and sticky to catch the pollen grains that float in the air.
Teaching Tip: Use the video to show pupils how animals such as insects help in the pollination of flowers.
Activity: Visit a garden and observe what bees and other insects are doing in flowers. Remind pupils not to disturb the insects
URL 1.6
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Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
as the insects might attack them.
Process Skill: Observing
Teaching Tip: Explain to pupils why cross-pollination is important in producing better plants. You can find out more about the
benefit of cross-pollination in plants at the website.
Elaborate:
Pupils extend their
understanding
through a project
URL 1.7
Project Idea: Get pupils to find out more about how plants have adapted to prevent self-pollination.
Process Skill: Organising
21st Century Skill: Be self-directed learners
Fertilisation
Background: Fertilisation is the fusing of a male reproductive cell with a female reproductive cell. However, this process can
only take place after the process of pollination.
Workbook page 5
Activity 4: Fascinating
Pollen
Textbook page 11
Ask pupils:

Why does the pollen grain release a tube to the ovule? (Answer: The pollen tube creates a path to allow the male
reproductive part from the pollen grain to reach the female reproductive part in the ovule for fertilisation to occur.)

Why do plants produce so many pollen grains when only one pollen grain is needed for fertilisation? (Answer: Not all
pollen grains will be successfully transferred to the stigma. Therefore, pollen grains are produced in large numbers so
that there is a greater chance of pollen grains reaching the stigma.)

What will happen to the flower if fertilisation does not occur? (Answer: The flower will not develop into a fruit. In that
case, there would not be any seeds to continue with the life cycle.)
Explain that:

After pollination, the male reproductive part in the pollen grain fuses with the female reproductive part in the ovule.
This process is called fertilisation.

Fertilisation results in fruit and seed formation.
Teaching Tip: Use the animation of plant fertilisation at the website provided to assist teaching.
URL 1.8
Activities:
1. You may create a flowchart with pupils to show the steps of fertilisation. For example:
Workbook page 15
Worksheet 1: The
Reproduction of
© 2012 Alston Publishing House Pte Ltd
Evaluate:
Lesson is
summarised with
an activity for
assessment
Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
Pollen grain lands on the stigma -> Pollen tube grows down through the style to the ovule -> Male reproductive part passes
through the pollen tube and fuses with the female reproductive part in the ovary (Fertilisation occurs) -> Development of fruit
and seeds
2. To summarise the lesson, encourage pupils to construct a diagram of the life cycle of a flowering plant. They should
recognise when the five main stages occur in the life cycle and write down the important points for each stage. This summary
would be useful in helping pupils recall and retain the knowledge they have learnt.
Internet links for Lesson 1.2
URL 1.4:
Blank flower diagram
http://www.enchantedlearning.com/subjects/plants/printouts/labelflower.shtml
URL 1.5:
Flower parts puzzle
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/parts.htm
URL 1.6:
Video of pollination
http://www.youtube.com/watch?v=xHkq1edcbk4
URL 1.7:
Benefit of cross-pollination in plants (corresponds with Internet Link 1.1 in Textbook)
http://curiosity.discovery.com/question/what-benefits-of-cross-pollination
URL 1.8:
Animation of plant fertilisation
http://www.youtube.com/watch?v=KMQtLWpAdXI
Flowering Plants
Consolidation
Worksheet 1
© 2012 Alston Publishing House Pte Ltd
Lesson 1.3
BSCS 5E
Engage:
Pupils answer
questions to get
involved in the
topic
Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
Lesson Notes
What Is Seed Dispersal?
Ask pupils:

What will happen if seeds simply fall to the ground near their parent plant? (Answer: The seedlings will have to compete
with their parent and one another for space, water, nutrients and sunlight.)

Why do some fruits and seeds have distinct differences in appearance and structure? (Answer: The fruits and seeds are
adapted to disperse the seeds in different ways.)
Resources
Textbook page 12
Workbook pages 7—8
Activity 5: Give Me Some
Space!
Explain that:

Seed dispersal prevents competition between seedlings and parent plant and ensures that seeds reach a good place to
develop.

Seeds are dispersed in different ways — by wind, water, explosive action or splitting, and animals.
Explore:
Pupils are given a
chance to observe
objects that are
related to the topic
Teaching Tip: Prepare fruits and seeds that have different dispersal methods for pupils to examine and discuss when teaching
the different methods of dispersal.
Process Skill: Communicating
Common Misconception: Although seeds and pollen grains may both be dispersed by wind and animals, seeds and pollen
grains are not the same thing. Pollen grains are found on the anther in flowers and contain the male reproductive parts of the
plant, whereas seeds contain immature plants which will grow into new plants under the right conditions. Pollen grains are
necessary for fertilisation, whereas seeds are formed as a result of fertilisation.
Explain:
Concepts are
clearly and
comprehensibly
explained to
prevent confusion
Elaborate:
Teaching Tip: To prevent confusion between seeds and pollen grains, help pupils recall what seeds and pollen grains are, and
their functions. Compare the differences between seed dispersal and pollen grain dispersal.
Seeds dispersed by
Wind
Water
Explosive action or splitting
Animals
Pollen grains dispersed by
Wind
Animals
Dispersal by wind
Activity: Carry out a simple experiment to study the characteristics of seeds dispersed by wind. Drop a maple seed and a
Textbook page 13
© 2012 Alston Publishing House Pte Ltd
Pupils apply the
concepts in new
situation and
assess their
understanding
Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
normal seed (without wing-like structure or hairs) of the same size from the same height at the same time. Before doing so,
ask pupils to predict which seed would land on the ground first. Then observe which seed hits the ground first and where the
seeds land.
Workbook pages 9—11
Activity 6: Make Your
Own Paper Shorea!
Ask pupils:

What do you observe? (Answer: The normal seed hit the ground first. The normal seed landed directly under the point it
was dropped from, but the maple seed landed away from the point it was dropped from.)

How is the maple seed different from the normal seed? (Answer: The maple seed has a wing-like structure that helps it
to keep afloat in the air longer.)

What can you conclude about how this difference in the maple seed helps in dispersal? (Answer: The wing-like structure
of the maple seed helps it to be dispersed away from its parent plant.)
Explain that:
 Wind-dispersed seeds are specially adapted to be carried by the wind. These seeds are usually small and light. These
seeds may have a wing-like structure or hairs to help them stay afloat.
Process Skills: Observing, Predicting
Dispersal by water
Activity: Have pupils examine a coconut and discuss how it is adapted to dispersal by water. Prepare a tub of water to test if it
floats.
Ask pupils:
 Can a coconut float on water? Why? (Answer: Yes, it can float on water. There are many air spaces inside the coconut to
give it buoyancy.)
 How can a coconut be dispersed by water? (Answer: When the coconut falls on water, as it floats on water, it moves with
the water current until it reaches a new piece of land and starts to grow.)
 What characteristics of the coconut make it possible to be dispersed by water? (Answer: The coconut is able to float
because of the air spaces inside it. It has a hard and impermeable covering that prevents water from entering the seed, as
this may cause the seed to rot.)
Explain that:

Many plants that live in or near water disperse their seeds by water.

The fruits of most plants that are dispersed by water are characterised by their ability to float on water and their
waterproof covering.
Textbook page 14
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
Process Skills: Observing, Analysing
21st Century Skill: Reason effectively
Dispersal by explosive action or splitting
Teaching Tip: Show pupils the video of seed dispersal in the touch-me-not.
URL 1.9
Ask pupils:

What is inside the pod? (Answer: The pod contains seeds.)

What happened when the seed pod was touched? (Answer: The seed pod split to scatter the seeds in it.)
Explain that:

Some plants accomplish seed dispersal by explosive action or splitting. This happens when the pods or capsules burst
open with a force and throw the seeds away from the parent plant.
Dispersal by animals
Ask pupils:

What do the fruits that you can find in the supermarket look and taste like? (Answer: They are usually brightly-coloured
and fleshy and taste sweet.)

Do you eat the seeds of the fruit? Why or why not? (Answer: Usually, we do not eat the seeds as the seeds are hard or
too big to be swallowed. However there are some seeds which are soft and small enough to be swallowed e.g. seeds in a
tomato.)
Textbook pages 15—16
Explain that:

Some fruits are fleshy and brightly-coloured to attract animals. The seeds of these fruits are dispersed when the animals
discard the seeds or excrete the swallowed seeds.
Activity: Ask pupils to bring seeds with hooks, spines or stiff hairs or photos of such seeds to class to explain to one another
how these seeds are dispersed by animals.
Textbook page 16
Ask pupils:

Why do seeds with hooks stick to mammals? (Answer: The fur of a mammal’s body provides an attachable surface for
these seeds to stick on.)
Workbook pages 13—14
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Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
Explain that:

As animals move, seeds that stick to animals’ fur can be carried away from the parent plant.
Activity 7: How Am I
Dispersed?
Activity: Carry out Build Your Skills! to predict the dispersal methods of different seeds. Get pupils to go to the supermarket to
observe and collect fruits and seeds. Ask pupils to predict their dispersal methods. Prompt pupils with questions to help them
determine how the seeds are dispersed:

What is the appearance of the fruit or seed? Are there any wing-like structures, hairs or hooks? Is it fleshy or brightlycoloured?

Is it small and light to keep afloat in the air?

Does it fall slowly when you drop it?
Textbook page 17
Pupils can read up more on examples of seeds and their various methods of dispersal at the website.
URL 1.10
Process Skills: Observing, Predicting
Workbook page 16
Worksheet 2: Seed
Dispersal
21st Century Skill: Reason effectively
Wrap up the chapter with the following:
Talk It Out
Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to pronounce the
words correctly. Then, have pupils pair up to test each other on the meaning of the words.
Workbook pages 17—18
Worksheet 3: Disperse
Me!
Consolidation
Worksheet 2
Fun and Games
Exam Practice
Map It Out
Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map by reading out
loud. You may wish to draw the map as you speak.
 Plants can be flowering or non-flowering.
 Non-flowering plants can reproduce by spores or by plant parts.
 Flowering plants go through life cycles to ensure the continuity of their own kind.
 Flowering plants reproduce sexually by pollination.
Textbook page 18
© 2012 Alston Publishing House Pte Ltd





Science SMART Teacher’s Guide Grade 5 Chapter 1 Lesson Plans
Pollination can be by wind or animals.
Pollination is followed by fertilisation.
Fertilisation is a process where the male reproductive part fuses with the female reproductive part to form a
fertilised egg.
Fertilisation produces fruits and seeds which must be dispersed so as to prevent overcrowding.
Dispersal of seeds can be by wind, water, splitting or animals.
Work It Out
Go through the worked example with pupils. Read the hint when answering part ‘d’.
Textbook page 19
Process Skills: Analysing, Inferring
Science @ Work
Teaching Tip: To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage e.g. each pupil
could read one paragraph. Encourage pupils to read with enthusiasm and emotion.
Background: Pupils have learnt that fruits contain seeds, which can then be grown into plants and continue the plant’s life
cycle. However, in these modern times, fruits developed may be seedless.
21st Century Skill: Environmental literacy
Internet links for Lesson 1.3
URL 1.9:
Video of touch-me-not seed dispersal
http://www.youtube.com/watch?v=Wsc4GfXdCQE
URL 1.10:
Examples of seeds and their various dispersal methods (corresponds with Internet Link 1.2 in Textbook)
http://theseedsite.co.uk/dispersal.html
Textbook page 20