5 CK Plant & Animal Reproduction

8/11/2019 5 CK Plant & Animal Reproduction

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Selsam+ ?illicent % and >oyce "unt A First 'ook at Flowers !ew ,or-. 0al-er andCompany+ 1233 67=693749=174;Unwin+ ?i-e Science (ith lants Tulsa+ $K. % ' C Pu(lishing+ 122& 673&467623478;#he )isual $ictionar" of lants !ew ,or-. 'orling Kindersley+ @nc + 1229 1754&5=76147&;

0al-er+ Colin ollination and *er+ination. Cle*eland+ $". ?odern Curriculum Press+1228 67=1847941679;0e)ler+ >erome Fro+ Spore to Spore: Ferns and ,ow #he" *row !ew ,or-. 'odd+?ead Company+ 12=5 6782476=8137:;

Teacher Reference"irsch+ % ' (hat -our Fifth *rader %eeds to Know !ew ,or-. 'ou(leday+ 1228 678=57&111273;

'ife C"cles: ,ow 'iving #hings *row and Change. !ew ,or-. Scholastic @nc + 1228 675267941&671;

Teacher ResourceB/lower Power B #he ailbo/ + /e(ruary ?arch 1225+ 82Tilgner+ Linda 'et0s *row1 23 *ardening Adventures (ith Children. Pownal+ DT. StoreyCommunications+ @nc + 12== 67==9447&3172;DanClea*e+ >anice 345 Aweso+e& agical& Bi66are 7 8ncredible !/peri+ents. !ew,or-. >ohn 0iley Sons+ @nc + 122& 67&3178161175;0ood+ Ro(ert 0 Science for Kids: 9 !as" lant Biolog" !/peri+ents


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O,4e$ti0e):Read to (e informed a(out ase)ual reproductionCorrect false statements to ma-e them truePropagate a potato to o(ser*e ase)ual reproduction

Sugge)ted (oo5) Student Re%eren$e Coldrey+ >ennifer $iscovering Fungi !ew ,or-. The anice 345 Aweso+e& agical& Bi6arre 7 8ncredible !/peri+ents. !ew,or-. >ohn 0iley Sons+ @nc + 122& A *ariation of potato propagation is on page 930ood+ Ro(ert 0 Science for Kids: 9 !as" lant Biolog" !/peri+ents


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false statement (y rewriting it to ma-e it correct 0hen students are finished+ re*iew their answers with them+ and allow students who had time to do the e)tra credit to read theirfalse statements out loud and to call on classmates to correct them

!e)t+ tell students that they will (e participating in an acti*ity that will allow them to

witness ase)ual reproduction in action Ta-e out the potatoes and as-. 0hat type ofase)ual reproduction do you thin- a potato plant completesG (udding; Tell students thatin nature+ as a potato plant grows+ its root system also grows Underground tips of theroots grow into large food storage centers called tu(ers Show students the transparencyof the potato plant+ or draw its li-eness on the (oard ; The tu(er of the potato plant is the

part we call a BpotatoB and eat+ though the plant was planning on using it as a foodstorage center not for us+ (ut for new potato plants $n each tu(er+ there are small dentedspots+ out of which new potato plants can grow These small spots are the stem and leaf

(uds These (uds are spread out o*er the surface of the tu(er+ and each section of thetu(er that has one contains enough stored food to -eep the (ud growing until its greenlea*es are large enough to ta-e o*er food production for the new plant

Tell students that you ha*e -ept these potatoes in a dar- closet to ma-e them Bthin-B theywere underground These tu(ers+ thin-ing they were in soil+ ha*e (egun to (ud Showstudents the small white spots ; Tell students that to o(ser*e (udding+ a form of ase)ualreproduction+ they will recei*e+ in teams+ one of the (uds and the material they need toma-e it grow into a mature potato plant As-. 0hat do you thin- the (ud will need togrowG soil+ water+ sunlight;

Tell students you will now di*ide the potatoes up into sections so that each team will geta (ud As you cut the squares containing at least one eye out of the potatoes+ as-. 0hy do@ need to cut a large section out of the potato in order for the (ud to growG 0hy canFt @

Eust slice the thin layer of s-in that contains the (ud itselfG The cut section of the potatoneeds to contain enough food for the (ud to allow it to sur*i*e until it has enough greenlea*es to ta-e o*er food production for itself ;

'i*ide the class into groups of three or four+ and assign one person in each team to (e incharge of materials This materials person should come to you to collect a Ear+ enough

potting soil to fill the Ear+ and a section of the potato @nstruct teams to fill the Ear with the potting soil+ then to (ury the potato section+ with the (ud facing up The (ud should (ea(out 1 inches (elow the surface of the soil Teams should then moisten the soil withwater The soil should continue to (e -ept moist+ not wet Students in each group maywant to write their initials on a strip of mas-ing tape and affi) it to their Ear to -eep trac-of whose Ear is whose

$nce students ha*e cleaned up and placed their Ears out of the way in an area thatrecei*es either sunlight or fluorescent light+ summariHe the lesson (y as-ing the followingquestions 0hat do you thin- will happen o*er the ne)t se*eral wee-s to the (udG @tshould grow and (ecome a potato plant ; 0hy is this an e)ample of ase)ualreproductionG !o male or female cells were used ; 0hat are some other e)amples ofase)ual reproductionG fission+ spores+ regeneration+ cloning; 0hich one of these forms


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/alse Statements

!ame s;

'irections. %ach of the statements (elow is false Using the reading on ase)ualreproduction+ cross out the error in each of the statements (elow Then+ rewrite each falsestatement to ma-e it true on the lines pro*ided

1 ?onerans and many protists reproduce (y regeneration+ which means splitting

9 ?ildews+ molds and mushrooms are fungi that reproduce (y forming (uds

8 Spores are single cells which drop off the parent and (ecome new organisms no matterwhat the conditions are

& ?ost yeasts reproduce (y (udding+ in which an enlargement forms on one side of a celland e*entually -ills the cell

5 Some plants and animals can ma-e new (ody parts to replace lost ones through a process called recreation


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4 @n plants+ an e)ample of regeneration is cloning+ in which a piece of a plant is put intomoist material where it forms mold or mildew

3 @f a salamander loses a leg+ it canFt regenerate a new one

%:TRA CR%'@T

@n the space (elow+ write your own tric-y false statement (ased on the science readingdone today Then write the correction you would e)pect classmates to pro*ide for it


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Answer Key. /alse Statements

1 ?onerans and many protists reproduce (y fission+ which means splitting

9 ?ildews+ molds and mushrooms are fungi that reproduce (y forming spores Studentsmay ha*e also written. ?ost yeasts reproduce (y forming (uds

8 Spores are single cells which drop off the parent and (ecome new organisms if there isenough water and food for them to li*e

& ?ost yeasts reproduce (y (udding+ in which an enlargement forms on one side of a celland e*entually (rea-s off to form a new yeast cell

5 Some plants and animals can ma-e new (ody parts to replace lost ones through a process called regeneration

4 @n plants+ an e)ample of regeneration is cloning+ in which a piece of a plant is put intomoist material where it forms a whole new plant

3 @f a salamander loses a leg+ it can regenerate a new one


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O,4e$ti0e)'escri(e the difference (etween ase)ual and se)ual reproduction%)amine reproducti*e parts of a non7seed+ na-ed7seed and co*ered7seed plant

Listen to the process (y which non7seed+ na-ed7seed and co*ered7seed plants reproduce

M'teri'l)The life cycle of a fern+ for transparency or drawing on chart paper attached;The pollination of a pine cone+ for transparency or drawing on chart paper attached;/or each cooperati*e groupA mature fern frond with spore caps on its lea*esF undersides can (e o(tained from aflorist;$ne pine cone can either (e o(tained commercially or found outdoors;$ne pea pod with peas insideA magnifying glass optional;

Sugge)ted (oo5) Student Referenceerome Fro+ Spore to Spore: Ferns and ,ow #he" *row !ew ,or-. 'odd+?ead Company+ 12=5 This (oo- has lots of photographs showing the reproducti*e

process of ferns+ and the te)t is appropriate for fifth gradersTeacher Reference"irsch+ % ' (hat -our Fifth *rader %eeds to Know !ew ,or-. 'ou(leday+ 1228Contains (ac-ground for todayFs lesson

Te'$!er ('$5ground@n todayFs lesson+ students learn a(out se)ual reproduction within the plant -ingdomThey are gi*en materials that contain reproducti*e parts of a non7seed fern;+ na-ed7seedpine; and co*ered7seed pea; plant After e)amining each+ students listen to a descriptionof its role in the reproduction of the plant@n Second #rade+ students dissected a seed and loo-ed at the plant em(ryo containedwithin Through this acti*ity+ they (ecame familiar with *arious parts of a seed TheSecond #rade curriculum also taught them that egg cells must (e fertiliHed (y pollen togrow into seeds+ and allowed them to compare a chic-en egg to a seed

Pro$edure


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you define se)ual reproductionG the creation of a new organism using male and femalecells; Tell students that indeed+ se)ual reproduction requires the Eoining of male andfemale cells (efore reproduction can occur These special male and female cells are calledgametes 0rite on (oard ; The male gamete is typically called sperm+ and the femalegamete is typically an egg 0rite (oth on the (oard+ under gametes ; 0hen the sperm

and egg come together+ we say that fertiliHation also write on (oard; has ta-en placeI theegg is now fertiliHed

Tell students that today+ they will (e learning more a(out se)ual reproduction in plantsPut the students into groups of three or four and tell them that you will (e gi*ing them asection of a plant that contains its reproducti*e parts Their Eo( is to carefully e)amine the

plant section to try to find the parts that play a role in reproduction ,ou may want towrite this tas- on the (oard ; They may ta-e apart any pieces of the plant that they wouldli-e to+ (ut should do so carefully+ so as not to destroy the reproducti*e parts Pass out thefern fronds and allow students to (egin to e)amine them @f magnifying glasses area*aila(le+ pass these out as well to aid in the studentsF in*estigation After a minute or

two+ as- if any groups ha*e found what they (elie*e to (e the reproducti*e parts of this plant @f no group suggests the spore caps on the undersides of the lea*es+ show them tothe students+ and tell them that these are the reproducti*e parts of a fern

'isplay the transparency or chart of the life cycle of a fern Tell students that although thereproducti*e parts of a fern are called spores+ they are different from the spores theylearned a(out in the last lesson+ which were a form of ase)ual reproduction 'irectstudentsF attention to the drawing of the fern frond at the top of the cycle Tell them thatthe picture shows a mature fern frond which has created spore caps+ Eust li-e the onesthey ha*e The ne)t picture shows the spore cap releasing its tiny spores %ach one ofthese spores is a single cellJ 0hen the fern spores get wet+ they germinate+ or (egin togrow+ and (ecome tiny heart7shaped plants that produce (oth male and female gametescontinue to point to the appropriate stages on the life cycle wheel; 0hen these male andfemale gametes come together+ the fertiliHed egg grows into a new stage of the fern lifecycle in which it is called a gametophyte This tiny plant will grow into the large fern youmay find growing in the woods 0hen the fern is mature+ it will produce spore caps andthe whole cycle will (egin again

Tell students that although they can see the spore caps+ the spores themsel*es are *erytiny and hard to see /or a long time people thought that ferns grew from seeds that werein*isi(le @t was said that if a person e*er found an in*isi(le fern seed and carried itaround+ they too would (ecome in*isi(leJ Tell students that we now -now that ferns comefrom spores+ not seeds at all Scientists therefore call ferns and mosses that reproducewithout the use of seeds non7seed plants The ne)t two forms of se)ual reproduction thatstudents will learn a(out will (e within plants that use seeds+ not sporesTell students that each group will now (e recei*ing another reproducti*e part of a plantThis time+ their group tas- is to e)amine what they are gi*en and to try to generate ane)planation for how the plant part acts in its role in plant reproduction @n other words+how does it wor-G The fact that they were Eust told that it has something to do with seeds


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O,4e$ti0e)'issect a flower and classify its partsComplete a sequence chain descri(ing the pollination of a flower

Construct a flower model optional;

M'teri'l)Transparency or drawing on chart paper of a cross7section of a flower attached;Key for cross7section of a flower attached;Transparency or drawing on chart paper of the series of illustrations showing flower

pollination+ fertiliHation and seed de*elopment attached;/or each student$ne copy of the sequence chain attached;$ne copy of the cross7section of a flower attached;/or each cooperati*e group

$ne flower This can (e o(tained from a local floristI as- a(out the donation of droopingor slightly damaged flowers Tulips and daffodils are good choices (ecause they are plentiful at this time of year and ha*e parts large enough for students to see and handle ;$ne copy of the flower chart attached;A sheet of dar-+ prefera(ly (lac-+ construction paperTape

Sugge)ted (oo5)Student ReferenceAldrich+ Arthur Flowers and Flowering lants !ew ,or-. /ran-lin 0atts+ 1234 This

(oo- would pro*e an easy read for fifth graders+ (ut it does descri(e all of the flower parts they study in todayFs lesson+ as well as pollination There are helpful illustrations ofa cross7 section of a flower and of flower parts on pages 19718#aneri+ Anita %ature $etective: lants. !ew ,or-. /ran-lin 0atts+ 1229 /lowers+ their

parts and pollination are addressed on pages 14712?organ+ Sally Flowers& #rees and Fruits !ew ,or-. Kingfisher+ 1224 Though there isnot much te)t on flowers and their parts+ students may enEoy trying the flower7relatede)periments and acti*ities descri(ed on pages 98 and 95Selsam+ ?illicent % and >oyce "unt A First 'ook at Flowers !ew ,or-. 0al-er andCompany+ 1233 /ifth graders would find this (oo- *ery easy to read+ (ut it does containlimited information and diagrams of the flower parts discussed in todayFs lessonUnwin+ ?i-e Science (ith lants Tulsa+ $K. % ' C Pu(lishing+ 122& /lowers and

pollination are descri(ed+ with lots of colorful accompanying illustrations+ on pages 16711#he )isual $ictionar" of lants !ew ,or-. 'orling Kindersley+ @nc + 1229 Though thete)t is quite sophisticated+ the photographs of flower parts and of the pollination processare outstanding0al-er+ Colin ollination and *er+ination. Cle*eland+ $". ?odern Curriculum Press+1228 Pollination is co*ered comprehensi*ely in this te)t+ which includes a helpfuldiagram of a cross7section of a flower on page 8


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Teacher ResourceTilgner+ Linda 'et0s *row1 23 *ardening Adventures (ith Children. Pownal+ DT. StoreyCommunications+ @nc + 12== There are lots of suggestions for hands7on acti*ities withinthis te)t

Te'$!er ('$5ground@n this lesson+ students learn more a(out the role of the flower in plant reproduction Theywere introduced to this topic in Second #rade+ when they learned how a flower is

pollinated+ and for some students+ a portion of the content of todayFs lesson will (ere*iew After students dissect the flower and classify its parts+ they are as-ed to sequenceflower pollination

Pro$edure


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students note that the pistil actually consists of three parts+ two of which+ the stigma andthe style+ they were not as-ed to identify on the flower part chart ;

$nce the chart has (een re*iewed+ and all of the flower parts identified+ as- students tocarefully e)amine+ without lifting or tilting it+ the construction paper+ o*er which they

dismantled the flower As-. 0hat do you see on the construction paperG @t is e)pectedthat at least se*eral of the groups will see small grains of pollen+ the male gamete of theflower ; As-. Considering the action that caused the pollen to collect on the construction

paper+ how do you thin- this male gamete Eoins the female gamete+ which is inside the pistilG /requently an insect+ drin-ing flower nectar+ will carry pollen from the stamenonto the stigma or style of the pistil Pollen may also (e mo*ed to the pistil (y the wind ;Students may find it interesting to note that flowers that are wind pollinated may (e dulland dra( (ecause they do not need to attract insects in the role of pollinators As-. "owwould you e)pect other flowers+ that do need to attract pollinators+ to do soG through

(right colors and sweet scents; 'isplay the first drawing in the series of flower pollination+ fertiliHation and seed de*elopment

!ow show students the second picture in the series and tell them this picture shows whathappens ne)t Pollen landed on the stigma+ and from the pollen grain+ a tu(e has growndown the style+ leading to the o*ary The tu(e is the white line leading from the stigmato the o*ary ; The pistil will not let a pollen tu(e grow unless the pollen comes from thesame -ind of plant As-. 0hy do you thin- this is soG Students should remem(er fromthe classification unit that only organisms from the same species will reproduce andcreate offspring that loo- li-e the parents ; The male gamete from the pollen tra*els downthe pollen tu(e to meet the female gamete in the o*ary 0hen the male gamete Eoins theegg cell in the o*ary+ fertiliHation occurs

'isplay the ne)t picture in the series and tell students that once this has happened+ theflower petals (egin to die and drop off+ and the o*ary (egins to grow

Allow students to see the fourth picture and point out that the o*ary continues to growAs-. 0hat do you thin- is inside of itG fertiliHed eggs+ which are seeds; Tell students thatif there was only one egg in the o*ary+ there will (e only one seed within the co*ering

produced (y the plant Remind students that the seed co*ering is frequently the part of the plant that humans consider edi(le77the fruit or *egeta(le As-. Can you thin- of any fruitor *egeta(le that has only one seedG Answers will *ary (ut may include an a*ocado+

peach or plum ; Can you name a fruit or *egeta(le that has more than one egg cellfertiliHed in each of its flowersG Answers will *ary (ut may include a tomato+ pea+orange or apple ;

@n the fifth picture+ and si)th picture+ which is simply a cross section of the peppershown in the fifth picture; students can see that the o*ary grows into a co*ering to protectthe seed s; As-. !ow that you can see the co*ering grown (y this plant+ can you namethe type of plant shown in these illustrationsG a pepper plant; As-. 'epending on thetype of plant+ what other form might this co*ering ha*e ta-enG Answers will *ary+ (utinclude fruits and *egeta(les such as a (ean+ a (erry+ a tomato or the hard shell of a nut ;


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The co*ering helps to scatter the seeds As-. "ow do you thin- the co*ering can help toscatter the seedsG Animals or people pic- the co*ering+ eat it+ and either throw or e)cretethe seed onto the ground+ where it will grow Students may also ha*e seen the seeds ofmaple trees+ which children sometimes call Bhelicopter seeds B These seeds are eachencased in a co*ering which ta-es the form of tiny BwingsB that can carry the seed for

long distances on the wind ;

Tell students that we call the series of e*ents in which a flower is fertiliHed pollinationwrite on (oard; Tell students that the seed which has (een created through pollination+ if it finds food+ water and sunlight+ will now (egin the life cycle of the plant all o*er againLea*ing the series of flower pollination pictures on display+ distri(ute the sequence chainto students @nstruct each student to write his or her name on it+ then to use the pictures asclues to fill it in+ descri(ing in the (o)es the sequence of e*ents that occurs when a flower is pollinated Students may use their flower charts as references for the part names+ andshould (e encouraged to use the correct names of flower parts when descri(ing

pollination 0hen students are finished+ collect the sequence chains for grading purposes

Sugge)ted Follow-up A$ti0itie)

Adapted from 'ife C"cles: ,ow 'iving #hings *row and Change. !ew ,or-. Scholastic@nc + 1228 p 11;

An Banatomically correctB flower

?aterialsConstruction paperScissors#lue?odeling clay or Play7'ough a(out one ta(lespoon for each student;Pipe cleaners four or fi*e for each student;Talcum or (a(y powder

Using the flower chart as a reference+ ha*e students ma-e flowers with the materialsa(o*e Petals should (e cut from the construction paper and glued together at their (asesThe clay or Play 'ough should (e placed or glued to the (ase of the Eoined petals+ andwill act to hold the stamens and pistil in place The stamens and pistils should (efashioned from the pipe cleaners+ and it would (e prefera(le+ if possi(le+ for the pistils toeither (e longer or a different color than the stamens to distinguish them @f this is

possi(le+ each student will get one pipe cleaner to (e the pistil and three or four to (e thestamens ; $nce the pistil and stamens ha*e (een inserted into the clay or Play 'ough+ thetips of the stamens should (e lightly dusted with powder to represent pollenStudents may enEoy -eeping their flowers on their des-s as a reminder of the pollination

process+ or the flowers may (e gathered into a B(ouquetB for a (ulletin (oard or hallwaydisplay


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/lower Close7Up

?aterials/or each cooperati*e groupTwo flowers of the same *ariety

A magnifying glass

Another acti*ity students may enEoy will allow them to e)amine flowers in a new wayTo complete this acti*ity+ cooperati*e groups will each need two flowers of the same*ariety and a magnifying glass /irst+ carefully cut each groupFs first flower in half+ rightthrough the pistil Allow students to e)amine the o*ary at the (ase of the pistil with themagnifying glass 0hat do they o(ser*eG Can they see any eggsG@nstruct students to watch as each groupFs second flower changes+ day (y day 0hen theflowersF petals ha*e all dried up and fallen off+ gi*e these flowers (ac- to the groups0hat changes in the pistil do they o(ser*eG The o*ary of the flower should (ee)panding ; 0hen these o*aries loo- *ery plump+ carefully cut them in half for each

group and allow them to e)amine them using the magnifying glasses 0hat do they seeG"ow do these o*aries loo- different than o*aries of the first flowersG 0hat do they thin-has happenedG

/L$0%R PART C"ART

'irections.1 Carefully ta-e apart the flower9 Using the descriptions in each (o) to guide you+ match each flower part to the (o)where it (elongs8 $nce you are sure each part is in the correct (o)+ tape the parts in place

Sepals are usually green and loo- li-e small lea*esThey surround the de*eloping flower (efore it

(looms to protect it from hungry insects They areusually attached to the stem at the (ase of the flower

The petals of a flower are usually (rightly colored toattract insects+ which help to spread the pollen The

petals also pro*ide a protecti*e co*ering for the plantFs reproducti*e organs


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The sta+ens are the flowerFs male reproducti*eorgans They can (e found inside the ring of petals%ach stamen has an anther at its tip+ where pollencan (e found %ach grain of pollen contains a male

gamete

The pistil is the flowerFs female reproducti*estructure @t is near+ and may (e in the center of+ thestamens At the (ase of the pistil+ in the center of theflower+ is the ovar" + where seeds are fertiliHed and

formed


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D'+ 8

O,4e$ti0e)Read content on se)ual reproduction in animalsComplete a wor-sheet with *oca(ulary related to se)ual reproduction in animals

M'teri'l)/or each student$ne copy of the e)cerpt from (hat -our Fifth *rader %eeds to Know (y % ' "irschattached;$ne copy of the related wor-sheet attached;

Te'$!er ('$5ground0ithin this unit+ students ha*e now learned that reproduction can (e se)ual or ase)ualThey ha*e learned a(out types of ase)ual reproduction+ and a(out se)ual reproductionwithin plants @n this lesson+ students learn a(out se)ual reproduction in animals through

reading and completing a wor-sheet

Pro$edure


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water The female releases her eggs into the water and the male releases his sperm Thesperm swim to the eggs and fertiliHe them

$uring spawning season& adult fish release eggs and sper+ into the water where fertili6ation takes place.


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Aldrich+ Arthur Flowers and Flowering lants !ew ,or-. /ran-lin 0atts+ 12346758176191&7:;

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5 CK Plant & Animal Reproduction

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