PLANT REPRODUCTION

Students worksheets

Janet Huguet

January March 2009

PLANT REPRODUCTION
HOW TO CLASSIFY

Lesson 1

Name _________________________

Introduction How to classify

Everyday, you classify. Think about it.
Sorting objects and putting them in a specific place is classification.
Practise classifying objects according to physical structure and characteristics.

Activity 1 - Living and non-living things

In this activity we are going to compare and classify a set of pictures.
How can they be grouped?
How can they be studied?
What keys are used to organize these objects into the following groups?

..
..
..
..
..

..
..
..
..

.
..
..
..
..
..
..
..
..

Activity 2 - Sorting game.

Choose a creature and try to work out which one has your classmate picked.

Goldfish

Lizard

Owl

Rabbit

Snail

Spider

Butterfly

Crab

Ask Questions like these:

Is
Does
Can
HUGUET FIT, Janet

it

have

A mammal?
Fly?
Legs?
Wings?
Fur?
A vertebrate?
Warm blooded?
Backbone?
CEIP Antoni Roig

PLANT REPRODUCTION
HOW TO CLASSIFY

3 - How can you classify these animals?

(fig 1)

Name _________________________

CLASSIFY ANIMALS: dog, horse, bird, snake, crocodile, sardine, butterfly, whale, golden eagle,
alligator, donkey, penguin, hake.
FISH

AMPHIBIANS

REPTILES

BIRDS

Warm-blooded
or

Cold-blooded
Type of body
covering
Live birth
or

Hatched from egg

Feed young with
milk (yes/no)

Has a skeleton
Breathes with lungs
or gills
HUGUET FIT, Janet

CEIP Antoni Roig

MAMMALS

PLANT REPRODUCTION
HOW TO CLASSIFY

ANIMAL KINGDOM CLASSIFICATION

(fig 1)

Living things

Animal Kingdom

Invertebrates

Vertebrates

Plant Kingdom

Absence of vascular tissue

Presence of vascular
tissue

......................

......................

.....................

.....................

.....................

Live in water
Breathe with gills
have skeleton

Walk & swim

Breathe with gills & lungs
Lay eggs in water

Body covered in scales

Breathe with lungs
cold blooded

Have wings
Body covered in feathers
Beak

Body covered in hair or fur

constant body
temperature

HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
HOW TO CLASSIFY

Activity 4

Name _________________________

The Key to living things.

In pairs, classify these living things using the dichotomous key on the next sheet.

Now make your own drawings and share them with other students to put into the key.

HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
HOW TO CLASSIFY

DICHOTOMOUS KEY

HUGUET FIT, Janet

Name _________________________

CEIP Antoni Roig

PLANT REPRODUCTION
HOW TO CLASSIFY

Lesson 2

Name _________________________

Activity 1 - Living things what they need and what they can do.
(fig. 2)
Application

Choose a plant, then write its name on the dotted line in the box in the table.
Choose an animal and write its name on the dotted line in the middle of the box.
Choose an object that has never been alive and write its name on the dotted line in
the last box.
Synthesis

Look at your plant and answer each of the questions. If the plant has the
characteristics in the list, write YES in the box.
If the plant does not have the characteristics, write NO in the box. Then repeat this
for the animal and for the object you chose.

In groups of threes compare your answers, you can use sentences like
this:
I think it is a .. because it .

Activity 2
Application

Now you are going to look at some pictures of animals and plants (fig 2) e.g. bee,

spider, worm, mealworm, snail, dog, horse, bird, snake, crocodile, butterfly, whale,
grass, ivy, holly, cherry tree, daffodil, oak tree, human which word describes these
living things?
Analysis

Group the living things into similar groups and give the reasons for doing so.
Synthesis

Produce a skeleton Mind map of these groups of living things groups on a poster.
Evaluation

Present your poster to rest of class.

HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
HOW TO CLASSIFY

- Living things what they need and what they can do. (fig 2)

Characteristics

A plant

An animal

An object that has never

been alive.

..

..

(Living things need to do all

these things)

Does
movement?

it

show

any

R Does it need air or

oxygen?

S Does it react to what is

happening in its surroundings?

G Can it grow larger?

R Can it make more living
things like itself?

E Can it get rid of waste

from itself?

N Does it need food for

energy?

HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
HOW TO CLASSIFY

Lesson 2 (fig. 3)

Name _________________________________

Activity 3

Complete the following chart.

The plant Kingdom

Non Seed Plants

____________________

_____________________

Seed Plants
_____________________

Spores to reproduce

__________________

____________________

"naked seed"

"seed vessel"

______________

Common forest trees.

With needle-shape

HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
HOW TO CLASSIFY

Lesson 2
Name: __________________________
Activity 3
Botanists have developed a scientific classification system to group
similar plants together. They make note of details about plant anatomy
(especially that of flowers, fruit, seeds and leaves). They use these
characteristics to divide plants into categories.
Application
Working in pairs, read at the text carefully. After that complete the
plant kingdom classification (fig 3).
At the end you can test your answers looking at slide 11 on the power
point.
Plants are the key to life on Earth. Without them many other living
organisms would soon disappear. This is because higher life forms
depend on plants, either directly or indirectly, for their food. Most
plants, however, are able to make their own food using sunlight. All
plants fall into two basic categories. Flowering plants produce true
flowers. The non-flowering plants include primitive plants, such as
algae,

mosses,

and

ferns.

Horsetails,

and

liverworts,

and

the

gymnosperms a group of plants which includes the conifers.

There are about 3000,000 species of flowering plant in the world today,
and they grow everywhere from snowy mountains to arid deserts.

HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
HOW TO CLASSIFY

PLANT KINGDOM

Non-Seed Plants
Algae

Mosses

Seed Plants
Ferns

seed

Seed Vessel

Gymnosperm
s

Angiosperms

Naked

Monocot
-

Petals in multiples of 3

Dicot
-

Petals in multiples of 5

HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
HOW TO CLASSIFY

Activity 4 Sort it game with cards.

This activity is based on the card game Happy families. There are 24 cards in the
pack, made up of six sets of four cards.
1. Play the game in groups of three or four players. Spread the cards out (face
upwards) and then sort them into groups in whatever way you like.
Then give children several minutes to discuss this. After that the children report
back to rest of the class saying how they have sorted their cards and their
justification for doing so.
2. Can you now sort the cards into six sets of four cards?. Again discuss in your
groups how you can group the cards.

HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
HOW TO CLASSIFY

Name: ___________________________
Revision activity
1. Use the information from the boxes to complete the questions
Scientists put living things into groups to make studying them easier.
The two main groups are animals and plants.
We can use keys to help us to identify living things.
a) Why do scientists put living things into groups?
______________________________________________________
______________________________________________________
______________________________________________________
b) What is the main difference between animals and plants?
______________________________________________________
______________________________________________________
______________________________________________________

2. Write true or false next to each statement.

1._____________ Living things are easier to study if they are classified.
2. _____________ Classification is the process of grouping things.
3. _____________ Geologists are scientists that classify living things.
4. _____________Latin is the language often used by scientists to name living
things.

5. _____________ Living things can be grouped into five major kingdoms.

3. Discovery Carolus Linnaues.
In a pair work students can look for Carl Linnaeus Biography reading the article
from the Internet.
HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
PARTS OF A FLOWER

DISCOVERY
CAROLUS LINNAEUS
Early naturalists tried to devise a system for naming species in a
way that everyone could understand, without consideration of their
language.
The scheme that biologists use today was devised in the
eighteenth century by the Swedish botanist Carolus Linnaeus (1707
1778). He used Latin names, and gave all animals and plants a two-part name,
such as Sturnus vulgaris for the common starling.
He used the two-part name for the same reason that people have surnames and
the first names: The surname shows what family they belong to and the first
name belongs to the individual. Scientific names for animals and plants work in the
same way as the names of people, but the order is reversed, with the surname
coming first. This surname covers a group of related species, known as genus
(the plural of genera).
Sturnus is the genus to which all starlings belong, and vulgaris completes the
name of one particular specie in the genus the common starling.

Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION
PARTS OF A FLOWER

Lesson 3
Name:________________________________

Activity 1
Everything we think we Know about list.
- Do all plants reproduce in the same way?
- Can a flower really be the secret of world domination?
- Has a plant got reproductive organs?
-How do plants reproduce?
* Watch the power point Parts of a flower and their functions
(slides 2 to 10).

Activity 2
In your pairs or threes, read carefully the functions and suit them
with the names of the parts of a plant. Using the following patterns.
I think it is the .
I think this is the
Ovule

Male reproductive organ that contains pollen

grains.

Calyx

Consists of all the petals, which serve to attract pollinators

through colour and scent.

Corolla
Filament
Anther
Stigma
Style
Ovary
Stamen
Pollination

Janet Huguet

Receives the pollen from the anther.

Consists of all the sepals, which protects the flower before it
opens

Female reproductive organ of flowers.

Where the ovules are.
A stalk that supports the anther.
Pollen moves from a flower to another flower, from
the anther of one flower to the stigma of another.
Where the pollen is produced.
Bottle-shaped organ that contains ovules.

CEIP Antoni Roig

PLANT REPRODUCTION
PARTS OF A FLOWER

Lesson 4
Name:________________________________
Activity 1
Get started:
Why do many flowers have brightly coloured petals?
____________________________________________________
____________________________________________________

A. True or false?

Tick the correct answer.

True

False

a. Flowers have brightly coloured petals so

that humans will pick them.
b. The sepals were closed to make a case
around the flower when it has a bud,
c. Trees never have flowers.

B. Anne has taken a tulip flower to pieces and stuck the different
parts on a piece of card.

Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION
PARTS OF A FLOWER

a. Help Anne to label each part of the flower with its proper name.
b. The flower has male and female parts. Put a letter M besides
the Male parts and a letter F besides the Female part.
c. Match the parts of the flower to the function (what it is that
they do for the flower) by writing the number in the lines
before each sentence.

1. stamen

2. Ovary

3. Anther

4. Stigma

a. _____ holds the pollen

b. _____ where the pollen enters the female part of the
flower.
c. _____ the stick that holds the anthers in the air.
d. _____ where the ovules are stored.

Activity 2
Say this Rhyme:
Roses are red,
Violets are blue,
Everything is
Just like YOU.

Activity 3
TOP TIP Make a set of cards with the name of the plant part on one
side and write the function on the other side. Use them to test
yourself and youll soon be an expert.

Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION
PARTS OF A FLOWER

Lesson 5
Names:____________________________

Activity 1: A simple flower dissection

Data
Figure 1: Drawing of the flower given.
Color __________ Position ________ Label Sepals and Petals

Figure 2: Flower Pinned Open.

Label: Sepals, Anther, Stamen, Filament, Stigma, Style, Ovary, & Pistil
Table 1: Table of Anther, Filament and Pistil Lengths in mm.
Flower part

#1

Pistil

#2

#3

none

none

Average
(mm)

Anther
Filament

Figure 3: Double Stem and Leaf of Pistil and Average Stamen (anther
+ filament) Length.
Table 2: Summary Data Table of Pistil and Stamen Lengths.
n

Max

Min

Range

sum

Mean

med

Pistil
Stamen

Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION
PARTS OF A FLOWER

Names:____________________________

Analysis:
1. Name the female parts of your flower.
2. Name the male parts of your flower.
3. In your flower, which was longer?
4. According to our class data table, which had the longer lengths?
5. Was your flower a complete or an incomplete flower?
6. Was your flower releasing pollen? How could you tell?
7. Why would having a longer pistil or stamen be an advantage in
pollination?
8. Draw the leaf of the gladiolus, the lily or the tulip. Note the
margin and vein pattern, the spotted markings.

Conclusion:
Write 2-3 sentences on what you learned.
A3 card sheet
1. Drawing of the flower given
Label: Sepals and Petals (fig 1)

2. Flower Pinned Open. (fig 2)

Label: Sepals, Anther, Stamen,
Filament, Stigma, Style, Ovary,
& Pistil

3. Pistil (fig 3)

4. Stamen (fig 3)

Conclusion:
a.
b.
c.

Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION
PARTS OF A FLOWER

Extension

Name : ____________________________

Using the data from each lab group in your class, create a line graph
of length in mm (y- axis) vs. flower position (x-axis). Using 3 lines,
graph the average lengths of the anthers, pistils, and stamens. Do
you notice any trends?
y
(length mm)

(flower position)

1. Write a suitable question for each answer:

a.___________________________________________________
_______________________________________________?
It consists of stigma, style and ovary.
b.___________________________________________________
______________________________________________?
The pollen lands on the tip of the female organ in the flower and then
starts to grow inside until it reaches the egg equivalent.
c.___________________________________________________
_______________________________________________?
Algae, mosses and ferns are the main plant group that dont have
flowers and therefore cant make seeds. Instead they produce spores.
d.___________________________________________________
______________________________________________?
Pollination happens first.
e. ________________________________________________
_________________________________________________?
The petals die and fall off.

Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION
PARTS OF A FLOWER

Name : ____________________________
2. Complete the sentences, by joining a beginning with an ending using the key
given and after that, label the parts of the flower.

Beginnings
1
2
3
4
5
6

The female sex cell in plants is

called
The female sex organ in plants
is called
The female sex organ is made
up from
The male sex cell in plants is
called
The male sex organ in plants is
called
The male sex organ is made up
from

Endings
the filament and the anther.
the stigma, style and ovary.
the carpel.
the stamen.
the pollen.
the ovule.

3. a. What is the main difference in appearance between sepals and petals?

___________________________________________________________
___________________________________________________________
b. What is the function of the sepals?
____________________________________________________________
c. What is the function of the petals?
____________________________________________________________

Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION
POLLINATION & FERTILISATION

Name : ____________________________
4. Complete the following cards and review the new knowledge with your partner.

Name
the
parts
of the
plant
shown
here

_____________________________
_____________________________
_____________________________
_____________________________

_____________________________

What do plants anthers do?

_____________________________
_____________________________
_____________________________

____________________________

Why do
flowers have
petals?

_____________________________
_____________________________
_____________________________

_____________________________

What is the difference between

Pollination and fertilisation?

_____________________________
_____________________________
_____________________________

Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION
POLLINATION & FERTILISATION

Lesson 6

Name:____________________________

Activity 1 - The pollination song (to the tune of: This land is your land).
www.mbgnet.net/bioplants/pollination.html

How do plants pollinate? Listen to this song and decide, in your groups, the order of
the lines in your verse, write numbers from 1 to 7. Then with the whole group find
the correct order of each verse.
____
____
____
____
____
____
____

Carry pollen they need.

Or the wind thats blowing.
What gets the pollen going
Different kinds of birds do,
Butterflies and bees,
Thats what makes pollination work.
To keep new plants growing?

____
____
____
____
____
____
____

And pistils, make the flower whole.

The sticky pollen.
What does a plant need
Reproductive powers,
Three things give flowers
To make a new seed?
The slender stamen,

____
____
____
____
____
____
____

Have a sweet perfume

That birds and insects active
And theyll spread the pollen as they go.
Then chances are good
When brightly coloured flowers
Find the plants attractive
And a sugary nectar

____
____
____
____
____
____
____

This plant spreads pollen on the wind.

Or brightly colored,
With stamens longer
and the flowers are smaller
If a flowers not scented,
The signs are stronger
in clusters tighter

Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION

POLLINATION & FERTILISATION

Lesson 6

Name:____________________________

Activity 2 - Plant life cycle.

Put a number in each box to show the life cycle of the plant in the correct order.

a. germination

poppy seed

poppy plant grows

seed produced

fertilisation

b. fertilisation

germination

pollination

seed produced

daisy seed

plant grows

fertilisation

pollination

c. plant grows
seed produced

germination

pollination

dandelion seed

Activity 3
Circle the correct words to complete each sentence.

a. Some plants are pollinated by insects/cats/slugs and other plants are

pollinated by the Sun/wind/snow.
b. Plants that are pollinated by the wind have rubbery/feathery flowers,
like grasses. This is so the wind can blow through and collect the
pollen/nectar.
c. Most seeds need dry/moist conditions to germinate.
d. Plants that are germinated/pollinated by insects are often dull/brightly
colours, and are scented. This attracts insects.
e. Some seeds, such as cleavers are spread by beetles/animals when their
tiny hooks catch on fur.
f. Some seeds, such as raspberry seeds, are found inside juicy flesh. This is
so that flies/birds/snails will eat them and spread the seeds.
Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION

POLLINATION & FERTILISATION

Lesson 7

Name:____________________________

Activity 1 - Pollination
Write numbers, from 1 to 5, in each label according to the correct image in the
Pollination power point. Use the key words to help you matching the labels to the
correct slide.

______ Most insect-pollinated flowers are large and brightly coloured

so that insects can easily find them.
If they are small they may be grouped together to look like a large
flower.
______ Pollination is the carrying of pollen from the stamens (male
part of the flower) to the stigma (on the female part of the flower).
______ As an insect moves from flower to flower, pollen stuck to its
body has a good chance of landing on a stigma.
______ Wind-pollinated plants produce a lot of pollen and this
increases the chance of success.
______ Fertilisation takes place when the pollen tube and the ovule
come together. After fertilisation the ovule develops into a seed.
Activity 2

How is pollinated by?

. Is pollinated by .

Below are the names of six plants. Three are pollinated by insects, and three are
pollinated by the wind. Decide which are which and fill in the table below appropriately.
Write the name of each plant in the correct column.

Dandelion
Buttercup
Sunflower
Stinging nettle
Willow tree
Grass
Janet Huguet

Insect-pollinated

Wind-pollinated

CEIP Antoni Roig

PLANT REPRODUCTION

POLLINATION & FERTILISATION

Lesson 7

Name:____________________________

Activity 3
Write the correct words from the box into the spaces provided to complete the
sentences.
Fertilisation
animal explosion water
pollination germination wind
dispersal

1. When the pollen and ovule join together, it is called _________________.

2. Seeds have to get from the plant to the ground to allow new plants to grow. This
is done by _________________.

3. There are four methods of seed dispersal, they are _______________,

_______________, _______________, _______________ .

4. _________________ is when a new plant starts to grow from a seed.

Activity 4 - Dandelion Life-cycle mobile.
Make a mobile of the life-cycle of the dandelion. Cut along the lines. Glue each
picture on to card with the matching sentence on the back. Cut out. Use cotton
thread to join up the mobile in the correct order.
Material needed: scissors, glue, card, cotton thread, colouring pencils.
The flowers die and
fall off.

The dandelion seed

head or clock forms.

The seeds are

dispersed by the wind

A bee pollinates the

flower.

The young plant

begins to grow.
Janet Huguet

The flowers grow.

The seed germinates.

The seed lands in

soil.
CEIP Antoni Roig

PLANT REPRODUCTION

POLLINATION & FERTILISATION

Lesson 8

Name:____________________________

Activity 1 - Plants and their adaptations for pollination.

Each student needs three wild plants (these can be from the local area).
1. Identify your plants.
2. Decide if any of them have adaptations for pollination as listed below.
3. Write its name and draw it in the row provided alongside that feature.
Adaptation

Name of the plant 1

Name of the plant 2

Name of the plant 3

Highly coloured.

Highly scented.

Bell-shaped.

Large lower lip.

By
pollen
being
blown around in the
wind.
Flowers at night.

How are the plants shown below pollinated?

Dandelion

Foxglove

Cocksfoot Grass

Birds-foot-trefol

Bluebell

Share the results with the whole group and discuss.

Which adaptation is most commonly found and why should this be so?
Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION

POLLINATION & FERTILISATION

Lesson 8

Name:____________________________

Activity 2
Write birds, fur, wind, water or explosion in the boxes to show how you
think each seed is dispersed.

a. dandelion

b. strawberry

c. sycamore

d. coconut
Water

e. mistletoe

f. Himalayan Balsam

g. cleavers

h. elderberries

I think .. seeds can be dispersed by .

I think that .. can be spread by .
Write a sentence for each kinds of seed dispersal:

a. ___________________________________________________ .
b. ___________________________________________________ .
c. ___________________________________________________ .
d. ___________________________________________________ .
e. ___________________________________________________ .

Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION

POLLINATION & FERTILISATION

Lesson 8

Name:____________________________

Activity 3
Look at the seeds below and write down your hypothesis about the
reasons why seeds that take a long time to fall can be blown a long way
from their parent plant.

pea

burdock

sycamore

a. Which seed falls the fastest?____________________________

b. Which seed took the longest to fall?_______________________

This bar chart shows you the time each seed took to fall.
30
25
20
seconds 15
10

Pea
Burdock
Sycam ore

5
0

c. Give two reasons why it helps seeds to be a long way from the
parent plant:
1.___________________________________________________
___________________________________________________.
2.___________________________________________________
____________________________________________________.

Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION

POLLINATION & FERTILISATION

Lesson 8

Name:____________________________

Activity 4

Finding out about how fruits and seeds are dispersed.

Look at these fruits carefully and answer the following questions.
Half part of the class is going to investigate the blackberry fruit (a) and the other
half the Dandelion seed (b). Join in pairs share and compare your ideas.
Do the fruit or seed have hooks?
_________________________________
Do the fruit or seed have a parachute of
hairs?
_________________________________
Do the fruit or seed have wings?
_________________________________
What colour is the fruit?
_________________________________
Is the fruit shiny?
_________________________________

a) Blackberry

b) Dandelion

Is the fruit or seed juicy?

_________________________________
How do you think the seeds of your plant are spread around?
_______________________________________________________________
_______________________________________________________________

Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION

POLLINATION & FERTILISATION

Lesson 8

Name:____________________________

Activity 5

Adaptations of plants for seed dispersal.

Most plants just scatter their seeds, but some have special adaptations for dispersal.
1. Look at the plants below to see if they have special adaptations.
2. If they have, draw or write their names in the correct box below.
Blown by wind

Eaten by birds

Buried or
carried by
mammals

Bursting and
scattered

Carried by
water

How are the fruits shown below adapted for seed dispersal?

Sweet chestnut

Alder cones

Blackberries

Cleavers

Pine cone

Compare your answers with a classmate and then think about the following
question. Which adaptation for seed dispersal is most commonly found?
Janet Huguet

CEIP Antoni Roig

PLANT REPRODUCTION

POLLINATION & FERTILISATION

Lesson 8

Name:____________________________

Extension activity.

INSECT POLLINATION

Pollination is when a _______________ grain is carried from one plant

to another.
The pollen is made in the _______________, which is the male part of
the plant. _______________ are attached to the flowers because of
their bright_______________ and strong smell. The bee lands on the
flower and pick up the pollen from the _______________. The bee then
flies to another plant and leaves the pollen on the _______________ of
the plant. The stigma is the _______________ part of the flower. The
pollen grain then goes down the style to fertilise an _______________
in the _______________. They can then grow into a ______________
And the ovary can turn into the _______________.

The Missing Words!!!

Janet Huguet

petals

seed

stigma

female

ovule

fruit

pollen

anther

insects

ovary

CEIP Antoni Roig

PLANT REPRODUCTION
ASEXUAL REPRODUCTION

Lesson 9

Name _____________________________

Activity 1
Watch the Asexual Reproduction Video and complete the text choosing the correct
word in brackets:
http://www.blinkx.com/video/plant-reproduction-asexual-reproduction-britannicacom/-8ufFe2tlM0sw_VjBJoUOQ
After winter has thawed, the first flowers of early __________ (spring / summer)
appear. But these plants have not grown from seeds, they have reproduced from
____________ (rhizomes /bulbs).
Bulbs enable plants to reproduce asexually. That is ____________ (with/without)
producing gametes. Bulbs are known as perenating organs. They allow plants to survive
in______________(favourable/adverse) conditions and then to grow quickly when
the time is right.
The swollen rhizomes of irises have a similar function, but asexual
reproduction does not rely solely on
perenating organs.
This Liverwort can reproduce asexually via gemmae. Gemmae are small
discs of green tissue that grow inside special caps. When mature, they
break off from the parent plant often due to the action of rain drops.
They scatter away from the parent plant and will eventually grow into a
new gammetophyte plants.
Plants like this bryophyllum can also reproduce asexually. Miniature plantlets develop
at the edges of its leaves, in time these will drop off and develop into independent
plants.
Mature strawberry plants are able to establish new plantlets on the end of long
____________ (rhizomes / runners).
Gardeners are able to cultivate plants asexually via ____________ (cuttings/corns).
This is possible because of stems cells like these are able to trigger the formation
of root cells and will start to grow roots.
The ability of many plants to reproduce asexually helps commercial growers, because
its quicker and more reliable than growing plants from seeds. It also ensures growers
that quality is consistent.
Asexual reproduction is all about exploiting a good niche. In such circumstances the
value of sexual reproduction, with its results and diversity may actually weaken the
dominance of an established group. But, in a changing environment
____________(uniformity / diversity) means survival.

Huguet Fit, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
ASEXUAL REPRODUCTION

Lesson 9

Name _____________________________

Activity 2

Asexual Reproduction Growing geraniums (pelargoniums) from cuttings.

A cutting is any vegetative part of the plant, stem, leaf, or root used to produce a
new individual.
Resources for each child:

A small plastic pot (7 cm diameter)

There must be some holes in the bottom of the pots to drain

freely.

Two plastic dishes.

A polythene bag, large enough to enclose the pot (transparent) or half of a 1.5
litre lemonade bottle.
A 50:50 mixture of peat-free compost and horticultural sand.
Plant labels.
Healthy mature geranium plants from which to take the cuttings.

Preparing the pots

1. Label your pot and fill it with the soil mix, pressing down
gently. (Remember the soil needs to have plenty of air in it).
2. Place the pot in a dish of water until the surface
becomes moist and then leave the pot to drain while the
cutting is being taken by the teacher.
Planting the cutting
1. Push your cutting gently into the soil to just below the lowest leaf and
firm it in by gently pressing on the soil around it.
2. Cover your cutting with a transparent cover. Half a lemonade bottle is
ideal. A polythene bag can be used, but it should be arranged so it is
not touching the cutting.
3. Place your cutting in a warm light place, preferably not in full sun.
After one week, water your pot by standing it in a dish of water.
Repeat after about 10 days by which
time the cutting should have rooted and
new leaves should have started to
develop.

HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
ASEXUAL REPRODUCTION

Lesson 10

Name _____________________________

Activity 1
1. Complete the jigsaw puzzle. Cut out all the drawings from below.
2. Colour in each of the drawings.
3. Paste each one under the matching headings.

HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
ASEXUAL REPRODUCTION

Lesson 10

Name _____________________________

Word search puzzle

Find the words listed in the Wordsearch puzzle.

Word list:

asexual reproduction

splitting in two

bulbs

cuttings

runners

spores

bacteria

fungi

HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
ASEXUAL REPRODUCTION

Lesson 10

Name _____________________________

Activity 2
QUIZ
Divide the class into three teams. Give time to each group to read the questions and
to talk about which would be the possible answer. After that children have to choose
a classmate to be the groups secretary and put the cards on the wall.
Listen to the questions carefully and show the A, B, C or D cards to the answer that
you think is the most suitable.
QUESTION 1

Which are the female parts of a flower?

QUESTION 2

How do plants attract insects?

QUESTION 3

Dandelion seeds have fluffy parachutes......

QUESTION 4

When pollen joins with the egg is this.....?

QUESTION 5

Which of the following are seeds?

QUESTION 6

How are seeds from grass dispersed?

QUESTION 7

Wind-pollinated flowers have:

QUESTION 8

Which part of the flower turns into a seed?

QUESTION 9

Which is the correct order of occurrence in seed formation?

QUESTION 10

Which of the following is NOT considered to be an example of asexual reproduction?

QUESTION 11

Which of these plants requires water to reproduce?

QUESTION 12

Which words describe the basic structure of vascular plants?

HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
ASEXUAL REPRODUCTION

Extension activity

Name _____________________________

Break the Code Puzzle

The following sets of numbers are sentences in code. Each number represents a
letter of the alphabet. You can break the code if you can figure out what letter each
number represents. One word in each sentence is done. Use these words as clues to
break the code.
1. S O M E _
8 3 12 1

2. I N
4 11

10 13 2 11 7 8

G R A F T I N G
17 9 2 18 7 4 11 17

15 3 4 11

4 11 17

10 9

11 1 24

17 3 3 19

3 19 5

20 1

2 8

10 13 2 11 7

10 2 9 7 8

1 26 5 2 13 13 6

4 8

3 18

12 2 19 1

3 11 1

21

10 13 2 11

.
7 3

17 3 3 19

10 2 9 7 8

3 18

2 11 3 7 16 1

3. B U L B S
21 5 13 21 8

,
8 5 20 16

2 8

3 11 4 3 11 8

2 9 1

12 3 8 7 13 6
.

12 2 19 1

3 18

7 4 17 16 7 13 6

10 2 20 14 1 19

13 1

2 25 1 8

4. A F R I C A N
2 18 9 4 20 2 11

25 4 3 13 1 7 8

20 2 11

17 9 3 24

11 1 24
.

10 13 2 11 7 8

18 9 3 12

7 16 1

4 9

13 1 2

25 1 8

5. S T R A W B E R R Y
8 7 9 2 24 21 1 9 9 6

10 13 2 11

7 8

5 8 1

9 5 11 11 1 9 8

7 3

6.
2

T H I C K
7 16 4 20 14

HUGUET FIT, Janet

.
8 7 1 12

24 4 7 16

21 5 19 8

4 8

7 5 21 1 9

CEIP Antoni Roig

PLANT REPRODUCTION
ASEXUAL REPRODUCTION

Extension activity

Name _____________________________

Figure 1 shows four plants that reproduce without seeds. Look at it and complete the
table below.

Diagram

Plant part used in

reproduction.

Plant that reproduces

this way.

How does
reproduction occur?

A
B
C
D

Without plants, many other living things, including us, could not exist.

HUGUET FIT, Janet

CEIP Antoni Roig

PLANT REPRODUCTION
ASEXUAL REPRODUCTION

Extension activity

Name _____________________________

Organise the class into four groups. Two groups are going to look for the advantages
and disadvantages of sexual reproduction (A, B) and the other two groups look for
the disadvantages and advantages of asexual reproduction (C,D). They can use some
web pages to search for information.
Discuss the advantages and disadvantages associated with each form of reproduction
and write your ideas down. After that, get pupils involved in new groups (A,C) and
(B,D) to share their knowledge.
Pupils have to be able to communicate the facts they know to the others.

SEXUAL REPRODUCTION
ADVANTAGES

DISADVANTAGES

..

..

..

..

..

..

..

..

..

..

ASEXUAL REPRODUCTION
ADVANTAGES

DISADVANTAGES

..

..

..

..

..

..

..

..

..

HUGUET FIT, Janet

..

CEIP Antoni Roig