REPRODUCTION OF PLANTS AND ANIMALS:

A Core Knowledge Mini-Unit to Suppleent t!e N"A#OSE

Curri$ulu %or t!e &
t!
#r'de
The Supplementary Unit is intended to meet the Core Knowledge requirement
concerning for the 5
th
grade concerning Life Cycles and Reproduction in Plants and
Animals
Note: (e$'u)e t!e &
t!
#r'de !') ' rel'ted !"A#$S% unit* LO &* +ou '+ w'nt to
)ipl+ $onne$t t!e %ollowing le))on) to t!'t unit ,+ 'dding e-tr' tie to t!e unit.
/ou '+ not delete N"A#OSE 'teri'l in order to %ind t!e tie !owe0er.
#r'de Le0el: 5th #rade
Lengt! o% Suppleent'r+ Unit: & 'ays
I. T"E A(STRACT
Students will learn a(out se)ual and ase)ual reproduction in plants and animals
II. T"E O1ER1IE2
A. Concept Objectives:
See daily lesson plans
B. Specific Core Knowledge Content
Se)ual reproduction
Ase)ual reproduction
Plants and parts
Reproducti*e organs
C. Skills to be taught in the unit
See daily lesson plans
III. (ACK#ROUND KNO2LED#E
See daily lesson plans
I1. RESOURCES
Student Reference
Aldrich+ Arthur Flowers and Flowering lants !ew ,or-. /ran-lin 0atts+ 1234
56758176191&7:;
<urnie+ 'a*id !"ewitness Books: #ree !ew ,or-. Alfred A Knopf+ 12== 56782&7
=241378;
Coldrey+ >ennifer $iscovering Fungi !ew ,or-. The <oo-wright Press+ 12== 5675817
1=13673;
#aneri+ Anita %ature $etective: lants. !ew ,or-. /ran-lin 0atts+ 1229 56758171&12&7
9;
?organ+ Sally Flowers& #rees and Fruits !ew ,or-. Kingfisher+ 1224 567358&7568971;
Selsam+ ?illicent % and >oyce "unt A First 'ook at Flowers !ew ,or-. 0al-er and
Company+ 1233 567=693749=174;
Unwin+ ?i-e Science (ith lants Tulsa+ $K. %'C Pu(lishing+ 122& 5673&467623478;
#he )isual $ictionar" of lants !ew ,or-. 'orling Kindersley+ @nc+ 1229 51754&5=7
6147&;
0al-er+ Colin ollination and *er+ination. Cle*eland+ $". ?odern Curriculum Press+
1228 567=1847941679;
0e)ler+ >erome Fro+ Spore to Spore: Ferns and ,ow #he" *row !ew ,or-. 'odd+
?ead A Company+ 12=5 56782476=8137:;

Teacher Reference
"irsch+ %' (hat -our Fifth *rader %eeds to Know !ew ,or-. 'ou(leday+ 1228 567
8=57&111273;
'ife C"cles: ,ow 'iving #hings *row and Change. !ew ,or-. Scholastic @nc+ 1228 567
5267941&671;
Teacher Resource
B/lower PowerB #he .ailbo/+ /e(ruaryC?arch 1225+ 82
Tilgner+ Linda 'et0s *row1 23 *ardening Adventures (ith Children. Pownal+ DT. Storey
Communications+ @nc+ 12== 567==9447&3172;
DanClea*e+ >anice 345 Aweso+e& .agical& Bi66are 7 8ncredible !/peri+ents. !ew
,or-. >ohn 0iley A Sons+ @nc+ 122& 567&3178161175;
0ood+ Ro(ert 0 Science for Kids: 9: !as" lant Biolog" !/peri+ents <lue Ridge
Summit+ PA. TA< <oo-s+ 1221 567=8647128574;
1. MATERIALS
See daily lesson plans
1I. LESSONS
D'+ 3
M'teri'l):
@llustration of a potato plant for transparency 5attached and optional;
$ne copy for each student+ or pair of students+ of the e)cerpt from (hat -our Fifth
*rader %eeds to Know 5attached;
$ne copy for each student+ or pair of students+ of the false statement wor-sheet 5attached;
$ne copy for each student or pair of students+ of the answer -ey 5attached and optional;
/or each cooperati*e group.
$ne section cut from a potato+ to include a white growth frequently called an BeyeB 5see
Teacher <ac-ground;
A Ear
%nough potting soil to fill the Ear to a le*el 1 to 9 inches from the rim
Appro)imately cup water 5Eust enough to ma-e the soil moist;
A large food storage (ag 5optional;
?as-ing tape 5optional;
O,4e$ti0e):
Read to (e informed a(out ase)ual reproduction
Correct false statements to ma-e them true
Propagate a potato to o(ser*e ase)ual reproduction
Sugge)ted (oo5)
Student Re%eren$e
Coldrey+ >ennifer $iscovering Fungi !ew ,or-. The <oo-wright Press+ 12== Chapter 8
is all a(out the reproduction of fungi and has lots of information a(out spores as a form
of ase)ual reproduction
#he )isual $ictionar" of lants !ew ,or-. 'orling Kindersley+ @nc+ 1229 $n page &=
there is a detailed description of ase)ual *egetati*e reproduction The photographs on
pages &= and &2 allow students to see plenty of e)amples of this process

Teacher Reference.
"irsch+ %' (hat -our Fifth *rader %eeds to Know !ew ,or-. 'ou(leday+ 1228
Contains (ac-ground for todayFs lesson

Teacher Resource.
DanClea*e+ >anice 345 Aweso+e& .agical& Bi6arre 7 8ncredible !/peri+ents. !ew
,or-. >ohn 0iley A Sons+ @nc+ 122& A *ariation of potato propagation is on page 93
0ood+ Ro(ert 0 Science for Kids: 9: !as" lant Biolog" !/peri+ents <lue Ridge
Summit+ PA. TA< <oo-s+ 1221 A *ariation of potato propagation+ with e)cellent
illustrations+ can (e found on pages =37=2
Pro$edure)
0hat would happen if no new organisms were producedG 5All of a species would die and
the species would (ecome e)tinct; @n order to pre*ent this from happening+ all li*ing
things reproduce themsel*es As-. 0hat does it mean to reproduce 5write on (oard;G 5to
ma-e again+ or to copy; Reproduction is the process (y which organisms create new
organisms li-e themsel*es $rganisms ha*e different means of reproduction Students
already -now a(out some types of reproduction. plants ma-e seeds+ chic-ens lay eggs+
and in the last unit+ they learned how cells di*ide to reproduce themsel*es Tell students
that in the ne)t se*eral lessons+ they will (e learning more a(out different types of
reproduction
As- students to recall the most recent time they too- a test or filled out a form that
required them to fill in their name+ age or (irthday+ and se) As-. 0hat did you write
under Bse)GB 5whether you were male or female; Tell students that in todayFs lesson+ they
will (e learning a(out ase)ual reproduction BAse)ualB means without se)es+ in other
words+ reproduction that does not use male or female cells To learn a(out types of
ase)ual reproduction+ they will first do some reading+ then complete an acti*ity
Pass out copies of the e)cerpt from (hat -our Fifth *rader %eeds to Know and the false
statements to pairs or indi*iduals 'irect them to read the passage+ then to correct each
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 their
false 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 of
ase)ual reproduction do you thin- a potato plant completesG 5(udding; Tell students that
in nature+ as a potato plant grows+ its root system also grows Underground tips of the
roots grow into large food storage centers called tu(ers 5Show students the transparency
of 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 food
storage center not for us+ (ut for new potato plants $n each tu(er+ there are small dented
spots+ 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 the
tu(er that has one contains enough stored food to -eep the (ud growing until its green
lea*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 they
were underground These tu(ers+ thin-ing they were in soil+ ha*e (egun to (ud 5Show
students the small white spots; Tell students that to o(ser*e (udding+ a form of ase)ual
reproduction+ they will recei*e+ in teams+ one of the (uds and the material they need to
ma-e it grow into a mature potato plant As-. 0hat do you thin- the (ud will need to
growG 5soil+ water+ sunlight;
Tell students you will now di*ide the potatoes up into sections so that each team will get
a (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 5The cut section of the potato
needs to contain enough food for the (ud to allow it to sur*i*e until it has enough green
lea*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 in
charge 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 (e
a(out 1 inches (elow the surface of the soil Teams should then moisten the soil with
water The soil should continue to (e -ept moist+ not wet Students in each group may
want 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 that
recei*es either sunlight or fluorescent light+ summariHe the lesson (y as-ing the following
questions 0hat do you thin- will happen o*er the ne)t se*eral wee-s to the (udG 5@t
should grow and (ecome a potato plant; 0hy is this an e)ample of ase)ual
reproductionG 5!o male or female cells were used; 0hat are some other e)amples of
ase)ual reproductionG 5fission+ spores+ regeneration+ cloning; 0hich one of these forms
descri(es the cell di*ision you learned a(out last monthG 5fission+ which means
BsplittingB; Compliment students on the -nowledge they acquired in todayFs lesson+ and
tell them that they will need to continue to ma-e sure that the soil within their Ears stays
moist Together+ you will watch their Ears for any changes that may occur

Sugge)ted Follow-up A$ti0it+
$(tain a mushroom for each small group Point out the gills on the underside of the cap
and tell students that this is where the spores are produced 'irect students to carefully
(rea- the stem of the mushroom off of the cap The cap should then (e laid+ gill side
down+ on a sheet of white paper in an out7of7the7way place+ and co*ered with a glass The
cap should (e left li-e this o*ernight The ne)t day+ ha*e students carefully lift the glass
and the cap 0hat do they see on the white sheet of paperG 5There should (e e*idence+ in
the form of a light dust7li-e material+ that the mushroom cap has dropped spores; Point
out to students that this is another e)ample of ase)ual reproduction

Ase)ual Reproduction
5/rom (hat -our Fifth *rader %eeds to Know (y %' "irsch;
$ne way that organisms copy themsel*es is through ase)ual reproduction BAse)ualB
means nonse)ualI that is+ reproduction without using males and females The organism
simply ma-es copies of itself through cell di*ision
Ase)ual reproduction can (e *ery simple ?onerans 5the simplest of all organisms; and
many protists reproduce (y fission+ which means splitting After duplicating their genetic
material+ monerans li-e (acteria simply split their single cell in half This allows them to
grow colonies *ery quic-ly Under the right conditions+ (acteria colonies can dou(le their
num(ers e*ery twenty minutesJ
?ildews+ molds and mushrooms are fungi that reproduce (y forming spores Spores are
single cells often protected (y a hard co*ering Spores drop off the parent+ and (ecome
new organisms if there is enough water and food for them to li*e ?ost yeasts+ on the
other hand+ reproduce (y (udding A B(ud+B or enlargement+ forms on one side of the cell+
and e*entually (rea-s off to form a new yeast cell
Some plants and animals can reproduce themsel*es ase)ually in a process called
regeneration+ meaning to ma-e or generate again These organisms ma-e new (ody parts
to replace lost ones @n plants+ the most familiar e)ample of regeneration is called
cloning+ in which a piece of the plant77a leaf or stem cutting77is put into some moist
material+ and a whole new plant forms ?any garden plants li-e roses are reproduced (y
cloning+ (ecause you can (e sure that the new plant is e)actly li-e the parent
The amount of regeneration that can occur in ase)ual reproduction depends on the type of
organism ,ou regenerate s-in cells when you cut your finger and the wound heals <ut
for the most part+ the human (ody has little a(ility to regenerate
$ther animals ha*e a much greater a(ility to regenerate A starfish can grow a whole new
arm if one is cut off The lost arm+ if it still has a piece of the center of the starfish+ can
e*en grow into a new starfish 0hen certain worms are cut in half+ each half grows into a
new worm Salamanders can regenerate a leg if they lose one The leg canFt regenerate a
new salamander+ though ?ore comple) animals li-e salamanders and humans ha*e a
more limited a(ility to regenerate

/alse Statements

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

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

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

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

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

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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 into
moist material where it forms mold or mildew

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

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LLLLLLLL%:TRA CR%'@TLLLLLLLL
@n the space (elow+ write your own tric-y false statement (ased on the science reading
done 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 Students
may 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 is
enough water and food for them to li*e

& ?ost yeasts reproduce (y (udding+ in which an enlargement forms on one side of a cell
and 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 into
moist material where it forms a whole new plant

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

D'+ 6

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 5attached;
The pollination of a pine cone+ for transparency or drawing on chart paper 5attached;
/or each cooperati*e group
A mature fern frond with spore caps on its lea*esF undersides 5can (e o(tained from a
florist;
$ne pine cone 5can either (e o(tained commercially or found outdoors;
$ne pea pod with peas inside
A magnifying glass 5optional;

Sugge)ted (oo5)
Student Reference
<urnie+ 'a*id !"ewitness Books: #ree !ew ,or-. Alfred A Knopf+ 12== Cones are
addressed comprehensi*ely on pages &&7&5 with lots of photographs to clarify the
concepts co*ered
#he )isual $ictionar" of lants !ew ,or-. 'orling Kindersley+ @nc+ 1229 Though the
*oca(ulary pertinent to todayFs lesson is a (it sophisticated for fifth graders+ the photos of
the reproducti*e parts of na-ed7seed plants on pages 14713 are outstanding
0e)ler+ >erome Fro+ Spore to Spore: Ferns and ,ow #he" *row !ew ,or-. 'odd+
?ead A Company+ 12=5 This (oo- has lots of photographs showing the reproducti*e
process of ferns+ and the te)t is appropriate for fifth graders
Teacher Reference
"irsch+ %' (hat -our Fifth *rader %eeds to Know !ew ,or-. 'ou(leday+ 1228
Contains (ac-ground for todayFs lesson

Te'$!er ('$5ground
@n todayFs lesson+ students learn a(out se)ual reproduction within the plant -ingdom
They are gi*en materials that contain reproducti*e parts of a non7seed 5fern;+ na-ed7seed
5pine; and co*ered7seed 5pea; plant After e)amining each+ students listen to a description
of its role in the reproduction of the plant
@n Second #rade+ students dissected a seed and loo-ed at the plant em(ryo contained
within Through this acti*ity+ they (ecame familiar with *arious parts of a seed The
Second #rade curriculum also taught them that egg cells must (e fertiliHed (y pollen to
grow into seeds+ and allowed them to compare a chic-en egg to a seed

Pro$edure
<egin todayFs lesson (y as-ing students to tell you what the su(Eect of the last science
lesson was 5ase)ual reproduction; As-. 0hat is ase)ual reproductionG 5the creation of a
new organism without the use of male or female cells; Knowing this+ then+ how would
you define se)ual reproductionG 5the creation of a new organism using male and female
cells; Tell students that indeed+ se)ual reproduction requires the Eoining of male and
female cells (efore reproduction can occur These special male and female cells are called
gametes 50rite on (oard; The male gamete is typically called sperm+ and the female
gamete is typically an egg 50rite (oth on the (oard+ under gametes; 0hen the sperm
and egg come together+ we say that fertiliHation 5also write on (oard; has ta-en placeI the
egg is now fertiliHed
Tell students that today+ they will (e learning more a(out se)ual reproduction in plants
Put the students into groups of three or four and tell them that you will (e gi*ing them a
section 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 5,ou may want to
write this tas- on the (oard; They may ta-e apart any pieces of the plant that they would
li-e to+ (ut should do so carefully+ so as not to destroy the reproducti*e parts Pass out the
fern fronds and allow students to (egin to e)amine them @f magnifying glasses are
a*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 to
the 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 the
reproducti*e parts of a fern are called spores+ they are different from the spores they
learned a(out in the last lesson+ which were a form of ase)ual reproduction 'irect
studentsF attention to the drawing of the fern frond at the top of the cycle Tell them that
the picture shows a mature fern frond which has created spore caps+ Eust li-e the ones
they ha*e The ne)t picture shows the spore cap releasing its tiny spores %ach one of
these spores is a single cellJ 0hen the fern spores get wet+ they germinate+ or (egin to
grow+ and (ecome tiny heart7shaped plants that produce (oth male and female gametes
5continue to point to the appropriate stages on the life cycle wheel; 0hen these male and
female gametes come together+ the fertiliHed egg grows into a new stage of the fern life
cycle in which it is called a gametophyte This tiny plant will grow into the large fern you
may find growing in the woods 0hen the fern is mature+ it will produce spore caps and
the whole cycle will (egin again
Tell students that although they can see the spore caps+ the spores themsel*es are *ery
tiny and hard to see /or a long time people thought that ferns grew from seeds that were
in*isi(le @t was said that if a person e*er found an in*isi(le fern seed and carried it
around+ they too would (ecome in*isi(leJ Tell students that we now -now that ferns come
from spores+ not seeds at all Scientists therefore call ferns and mosses that reproduce
without the use of seeds non7seed plants The ne)t two forms of se)ual reproduction that
students will learn a(out will (e within plants that use seeds+ not spores
Tell students that each group will now (e recei*ing another reproducti*e part of a plant
This time+ their group tas- is to e)amine what they are gi*en and to try to generate an
e)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
should (e a hint Collect the fern fronds as you pass out the pine cones and gi*e groups a
few minutes to e)amine them
After se*eral minutes+ as- each group to share their ideas a(out how a pine cone may act
in its role as the reproducti*e part of a pine tree Tell students that there are actually two
types of pine cones+ and display the transparency or drawing depicting this %)plain that
if they were to go into the forest and loo- on a mature pine tree+ they would pro(a(ly see
(oth small cones that carry the males gametes and larger cones that carry the female
gametes As-. 0hat type of pine cone did your group ha*eG Tell students that the male
cones are smaller (ecause the male gametes are tiny+ and do not ta-e up much room
These male gametes are stored in tiny grains of pollen that are (lown (y wind from the
male pine cone to the female pine cone They stic- to the eggs found inside the female
pine cone and fertiliHe them The fertiliHed eggs grow into seeds+ and when the female
pine cone is full of seeds+ it opens its scales and drops the seeds onto the ground+ where
they will grow to (ecome pine trees if food and water are present As-. @f your groups
had a female pine cone+ how open were its scalesG 0as anyone a(le to find a seed in their
female pine coneG 0hat does this tell you a(out the stage of the pine cone when it was
foundG
Tell students that the seeds from a pine tree are called Bna-edB (ecause there is nothing
co*ering them e)cept their own s-in As- students to recall from the animal classification
unit that most li*ing organisms ha*e (een gi*en a scientific name that is Latin or sounds
Latin The scientific name for the group of plants that includes pines is Bgymnosperms+B
which means Bna-ed7seedsB
To recap what has (een learned so far in todayFs lesson+ tell students that they -now now
that plants are capa(le of se)ual reproduction Two e)amples of plants that reproduce
se)ually are the fern and the pine The fern manufactures spores to reproduce+ and the
pine creates cones+ which contain Bna-edB seeds So+ they ha*e heard a(out se)ual
reproduction in non7seed and na-ed7seed plants Tell students that each group will now
(e recei*ing a third reproducti*e part of a plant Tell them that they will recogniHe it
immediately Their tas-+ within groups+ is to propose ideas for how the plant grew it and
what type of seed it might (e They will want to e)amine it as they did the other plant
parts+ as this will help them in their tas- Pass out the pea pods and allow groups se*eral
minutes to e)amine them 0hile students do so+ collect the pine cones
After se*eral minutes+ as-. "ow do you thin- that the pea plant manufactured the pea
podG Allow groups to share their ideas+ then tell them that the pea plant started its
creation of a pea pod with a flower 0hen the flower was fertiliHed+ its fertiliHed eggs
(ecame the peas contained within the pods Tell students that they will learn more a(out
flower fertiliHation in the ne)t lesson As-. 0hat type of seed might the pea (eG Tell
students that if a pine seed is na-ed+ the pea seed can (e considered clothed ?ost plants
BclotheB their seeds with some type of co*ering77thin- a(out an apple+ an orange+ a
cucum(er and a tomato as e)amples As-. "ow is the pea seed clothedG 5within a pod;
These plants with BclothedB seeds are called BangiospermsB 0hat do they thin- this name
meansG 5co*ered7seeds; All angiosperms ha*e at least one thing in common. they
produce seeds from a flower Angiosperms+ li-e gymnosperms+ drop their seeds onto the
ground+ and if conditions are right+ the seeds grow to (ecome plants
Collect the peas 5and magnifying glasses+ if they were used; from the students and
summariHe the lesson (y as-ing the following questions 0hat is se)ual reproductionG
5the creation of a new organism using male and female cells; "ow is it different from
ase)ual reproductionG 5@n ase)ual reproduction+ male and female cells are not used; Can
you name three types of plants that se)ually reproduceG 5non7seed+ na-ed seed and
co*ered7seed plants; 0hat were the e)amples of each that you e)amined in class todayG
5the fern+ the pine and the pea+ respecti*ely; 0hat are all co*ered seeds produced fromG
5a flower; Compliment students on the -nowledge they gained in todayFs lesson+ and tell
them that in the ne)t lesson+ they will learn more a(out the role of the flower in
reproduction

Sugge)ted Follow-up A$ti0it+
Students would (enefit from seeing the content co*ered so far in this unit organiHed in
outline form 0ith the students+ complete the following outline on the (oard 5,ou may
also choose to gi*e the outline format+ with (lan-s inserted in the place of some names+ to
students in groups+ and challenge them to complete it;

R%PR$'UCT@$!

@ Ase)ual
A /ission
1<acteria
< Spores
1 ?ushroom
C <udding
1 ,east
' Cloning
1 Rose
% Regeneration
1 Starfish

@@ Se)ual+ in Plants
A !on7seed
1 /ern
< !a-ed7seed
1 Pine
C Co*ered7seed
1 Pea
D'+ 7

O,4e$ti0e)
'issect a flower and classify its parts
Complete a sequence chain descri(ing the pollination of a flower
Construct a flower model 5optional;

M'teri'l)
Transparency or drawing on chart paper of a cross7section of a flower 5attached;
Key for cross7section of a flower 5attached;
Transparency or drawing on chart paper of the series of illustrations showing flower
pollination+ fertiliHation and seed de*elopment 5attached;
/or each student
$ne copy of the sequence chain 5attached;
$ne copy of the cross7section of a flower 5attached;
/or each cooperati*e group
$ne flower 5This can (e o(tained from a local floristI as- a(out the donation of drooping
or 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 5attached;
A sheet of dar-+ prefera(ly (lac-+ construction paper
Tape

Sugge)ted (oo5)
Student Reference
Aldrich+ 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 of
a 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 is
not much te)t on flowers and their parts+ students may enEoy trying the flower7related
e)periments and acti*ities descri(ed on pages 98 and 95
Selsam+ ?illicent % and >oyce "unt A First 'ook at Flowers !ew ,or-. 0al-er and
Company+ 1233 /ifth graders would find this (oo- *ery easy to read+ (ut it does contain
limited information and diagrams of the flower parts discussed in todayFs lesson
Unwin+ ?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 167
11
#he )isual $ictionar" of lants !ew ,or-. 'orling Kindersley+ @nc+ 1229 Though the
te)t is quite sophisticated+ the photographs of flower parts and of the pollination process
are outstanding
0al-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 helpful
diagram of a cross7section of a flower on page 8
Teacher Resource
Tilgner+ Linda 'et0s *row1 23 *ardening Adventures (ith Children. Pownal+ DT. Storey
Communications+ @nc+ 12== There are lots of suggestions for hands7on acti*ities within
this te)t

Te'$!er ('$5ground
@n this lesson+ students learn more a(out the role of the flower in plant reproduction They
were 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 (e
re*iew After students dissect the flower and classify its parts+ they are as-ed to sequence
flower pollination

Pro$edure
<egin todayFs lesson (y as-ing students. 0hat does it mean to reproduce se)uallyG 5to
create a new organism using male and female cells; 0ho can name the three types of
plants+ learned a(out in the last lesson+ that se)ually reproduceG 5spore7producing+ na-ed7
seed and co*ered7seed; 0ho remem(ers how e*ery seed made (y a co*ered7seed plant
(eganG 5as a flower; So+ if we -now that co*ered7seed plants reproduce se)ually through
the use of a flower+ what types of cells would you e)pect to find in a flowerG 5male and
female se) cells+ or gametes; Tell students that today+ they will (e e)amining a flower and
learning more a(out its role in plant reproduction
Put students into cooperati*e groups 5pairs would pro(a(ly wor- (est if you ha*e enough
supplies; and pass out the construction paper and flower chart Tell students that they will
(e recei*ing a flower+ and their tas- will (e to carefully ta-e apart the flower and tape its
parts into the appropriate (o)es on the flower chart As-. "ow do you thin- you will
figure out where to tape the flower partsG 5(y reading the description in each (o) and
finding a flower part that matches the description; Suggest that students e)amine all of
the flower parts and lay each of them into the (o) where they thin- it to (elong (efore
they do any taping That way+ they wonFt ris- tearing the paper+ which is li-ely to occur if
students tape each part into a (o) as they go @nstruct students+ when dismantling the
flower+ to do so o*er the construction paper 'istri(ute the flowers and as students (egin
to dissect them+ attach pieces of tape to the des- of one mem(er of each group
0hen students ha*e completed dissecting the flowers+ display the transparency or chart
of the cross7section of a flower and distri(ute student copies <egin in the upper left
corner of the flower chart and as- a student to read the te)t descri(ing the flower part that
(elongs in the (o) 5the sepals; !e)t+ as- a *olunteer to point out on the flower cross7
section on the o*erhead or chart paper+ the sepals of the flower Students should then
la(el the sepals on their own cross7sections correctly+ as you la(el the part on the
transparency or chart paper Continue to re*iew the flower chart in this manner+ ha*ing a
student read the description of what would go in the (o)+ as-ing a *olunteer to point out
the same part on the flower cross7section+ then instructing students to la(el their own
cross7sections as you la(el the transparency <y comparing what they taped in the (o) to
what is (eing pointed out on the diagram+ students should (e a(le to tell whether or not
they correctly identified each of the parts of the flower during their dissection 5"a*e
students note that the pistil actually consists of three parts+ two of which+ the stigma and
the 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 to
carefully 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 5@t is e)pected
that at least se*eral of the groups will see small grains of pollen+ the male gamete of the
flower; 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 5/requently an insect+ drin-ing flower nectar+ will carry pollen from the stamen
onto 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 dull
and dra( (ecause they do not need to attract insects in the role of pollinators As-. "ow
would you e)pect other flowers+ that do need to attract pollinators+ to do soG 5through
(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 what
happens ne)t Pollen landed on the stigma+ and from the pollen grain+ a tu(e has grown
down the style+ leading to the o*ary 5The tu(e is the white line leading from the stigma
to the o*ary; The pistil will not let a pollen tu(e grow unless the pollen comes from the
same -ind of plant As-. 0hy do you thin- this is soG 5Students should remem(er from
the classification unit that only organisms from the same species will reproduce and
create offspring that loo- li-e the parents; The male gamete from the pollen tra*els down
the pollen tu(e to meet the female gamete in the o*ary 0hen the male gamete Eoins the
egg cell in the o*ary+ fertiliHation occurs
'isplay the ne)t picture in the series and tell students that once this has happened+ the
flower 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 grow
As-. 0hat do you thin- is inside of itG 5fertiliHed eggs+ which are seeds; Tell students that
if 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 fruit
or *egeta(le that has only one seedG 5Answers 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 cell
fertiliHed in each of its flowersG 5Answers will *ary (ut may include a tomato+ pea+
orange or apple;
@n the fifth picture+ 5and si)th picture+ which is simply a cross section of the pepper
shown in the fifth picture; students can see that the o*ary grows into a co*ering to protect
the seed5s; As-. !ow that you can see the co*ering grown (y this plant+ can you name
the type of plant shown in these illustrationsG 5a pepper plant; As-. 'epending on the
type of plant+ what other form might this co*ering ha*e ta-enG 5Answers will *ary+ (ut
include fruits and *egeta(les such as a (ean+ a (erry+ a tomato or the hard shell of a nut;
The co*ering helps to scatter the seeds As-. "ow do you thin- the co*ering can help to
scatter the seedsG 5Animals or people pic- the co*ering+ eat it+ and either throw or e)crete
the seed onto the ground+ where it will grow Students may also ha*e seen the seeds of
maple trees+ which children sometimes call Bhelicopter seedsB These seeds are each
encased 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 pollination
5write 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 again
Lea*ing the series of flower pollination pictures on display+ distri(ute the sequence chain
to students @nstruct each student to write his or her name on it+ then to use the pictures as
clues 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+ and
should (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 5p11;

An Banatomically correctB flower

?aterials
Construction paper
Scissors
#lue
?odeling clay or Play7'ough 5a(out one ta(lespoon for each student;
Pipe cleaners 5four 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 materials
a(o*e Petals should (e cut from the construction paper and glued together at their (ases
The clay or Play 'ough should (e placed or glued to the (ase of the Eoined petals+ and
will act to hold the stamens and pistil in place The stamens and pistils should (e
fashioned from the pipe cleaners+ and it would (e prefera(le+ if possi(le+ for the pistils to
either (e longer or a different color than the stamens to distinguish them 5@f this is
possi(le+ each student will get one pipe cleaner to (e the pistil and three or four to (e the
stamens; $nce the pistil and stamens ha*e (een inserted into the clay or Play 'ough+ the
tips of the stamens should (e lightly dusted with powder to represent pollen
Students 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 hallway
display

/lower Close7Up

?aterials
/or each cooperati*e group
Two flowers of the same *ariety
A magnifying glass

Another acti*ity students may enEoy will allow them to e)amine flowers in a new way
To 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+ right
through the pistil Allow students to e)amine the o*ary at the (ase of the pistil with the
magnifying 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 the
flowersF petals ha*e all dried up and fallen off+ gi*e these flowers (ac- to the groups
0hat changes in the pistil do they o(ser*eG 5The o*ary of the flower should (e
e)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 flower
9 Using the descriptions in each (o) to guide you+ match each flower part to the (o)
where it (elongs
8 $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*es
They surround the de*eloping flower (efore it
(looms to protect it from hungry insects They are
usually attached to the stem at the (ase of the flower
The petals of a flower are usually (rightly colored to
attract insects+ which help to spread the pollen The
petals also pro*ide a protecti*e co*ering for the
plantFs reproducti*e organs

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

The pistil is the flowerFs female reproducti*e
structure @t is near+ and may (e in the center of+ the
stamens At the (ase of the pistil+ in the center of the
flower+ is the ovar"+ where seeds are fertiliHed and
formed

D'+ 8

O,4e$ti0e)
Read content on se)ual reproduction in animals
Complete 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 %' "irsch
5attached;
$ne copy of the related wor-sheet 5attached;

Te'$!er ('$5ground
0ithin this unit+ students ha*e now learned that reproduction can (e se)ual or ase)ual
They ha*e learned a(out types of ase)ual reproduction+ and a(out se)ual reproduction
within plants @n this lesson+ students learn a(out se)ual reproduction in animals through
reading and completing a wor-sheet

Pro$edure
<egin todayFs lesson (y as-ing these re*iew questions. 0hat are the two maEor ways that
an organism can reproduceG 5se)ually or ase)ually; "ow do the flowering plants you
learned a(out in the last lesson reproduceG 5se)ually; 0hat is the difference (etween
se)ual and ase)ual reproductionG 5@n se)ual reproduction+ male and female cells+ or
gametes+ are present; "ow do you thin- most animals reproduceG 5se)ually;
Tell students that they will (e learning a(out se)ual reproduction in animals today
'istri(ute (oth the e)cerpt and the questions Tell students that (efore reading the
e)cerpt+ they may want to read the questions so that they are cued into what is important
within the reading @nstruct students to do the reading+ then complete the questions
$nce students ha*e completed the questions+ either re*iew it together or collect it for
grading purposes 5Use the attached -ey to do either;


Reproduction in Animals
5/rom (hat -our Fifth *rader %eeds to Know (y %' "irsch;
Although some animals can reproduce ase)ually+ as we read earlier+ most animals
reproduce se)ually >ust as plants produce male and female gametes+ so do animals @n
animals+ the gametes or sperm are produced in organs called the testes+ while female
gametes or eggs are produced in organs called the o*aries @n simpler animals+ li-e
earthworms+ the sperm7 and egg7ma-ing organs are (oth in the same creature <ut in
most animals+ male and female gametes are made (y separate male and female creatures
@f sperm and egg Eoin outside the (odies of the parents+ the process is called e/ternal
fertiliHation 0hen sperm and egg Eoin inside the (ody of the female+ as with humans+ it is
called internal fertiliHation
"a*e you e*er seen a film that shows fish spawningG Spawning is a form of e)ternal
fertiliHation 'uring spawning+ female fish and male fish come *ery close together in the
water The female releases her eggs into the water and the male releases his sperm The
sperm swim to the eggs and fertiliHe them
$uring spawning season& adult fish release eggs and sper+ into the water where
fertili6ation takes place.
<irds and also mammals li-e horses and humans reproduce (y internal fertiliHation The
female releases an egg from her o*ary+ and it tra*els down a tu(e which leads from the
o*ary 'uring mating+ the male releases sperm inside the female The sperm tra*els to the
tu(e where the egg is+ and fertiliHes it @f no sperm Eoins an egg+ the egg is unfertiliHed
and lea*es the femaleFs (ody $ther eggs will later tra*el down the tu(e leading from the
o*ary+ and one of these may (e fertiliHed
For birds& fertili6ation takes place inside the fe+ale0s bod". (hether a bird egg is
fertili6ed or not& it grows larger and gains a shell la"er inside the +other0s bod". Once
the +other la"s a fertili6ed egg& she +ust give it war+th and protection if the chick inside
is to develop and hatch.
$nce the egg is fertiliHed+ it is called a Hygote 5M,%7goat; The Hygote (egins to di*ide
and grow+ and after se*eral days or wee-s77depending on the animal77the Hygote (ecomes
an em(ryo An em(ryo+ remem(er+ is a de*eloping organism @n most mammals+ the
em(ryo de*elops inside the motherFs (ody in an organ called the uterus 5,$$7ter7us;
The Hygote tra*els down the tu(e from the o*ary+ enters the uterus+ and attaches itself to
the wall of the uterus @n the uterus the de*eloping em(ryo gets its food and water from
the mother @n the later stages of de*elopment+ the em(ryo is called a fetus 0hen it has
de*eloped enough to li*e on its own+ the fetus is (orn
"orses ta-e ele*en months to de*elop inside their mothers Sheep ta-e only fi*e months
'o you -now how long it ta-es a human em(ryo to de*elopG
T%:T NU%ST@$!S


1 0hen the sperm and egg Eoin inside the (ody of a female+ it is called KKKKKKKKKKK
fertiliHation

9 This organ can (e found inside the motherFs (ody and is where the em(ryo de*elops

8 This is the female gamete+ which is produced in the o*ary KKKKKKKKKKKKKKKK

& @n the later stages of de*elopment+ the em(ryo is called a KKKKKKKKKKKK

5 0hen the sperm and egg Eoin outside the (odies of the parents+ the process is called
KKKKKKKKKKKK fertiliHation

4 These are the female organs in which eggs are produced KKKKKKKKKKKKKKKKKK

3 ?ale gametes+ or sperm+ are produced in the KKKKKKKKKKKK

= This is what the egg is called once it is fertiliHed KKKKKKKKKKKKKKKKK

2 The Hygote continues to di*ide and grow+ and after se*eral days or wee-s+ it (ecomes
an KKKKKKKKKKKK

16 The egg Eoins with this during fertiliHation KKKKKKKKKKKKKKKKKKK
K%,
1 @nternal
9 Uterus
8 %gg
& /etus
5 %)ternal
4 $*aries
3 Testes
= Mygote
2 %m(ryo
16 Sperm

<i(liography

Student Reference
Aldrich+ Arthur Flowers and Flowering lants !ew ,or-. /ran-lin 0atts+ 1234
56758176191&7:;
<urnie+ 'a*id !"ewitness Books: #ree !ew ,or-. Alfred A Knopf+ 12== 56782&7
=241378;
Coldrey+ >ennifer $iscovering Fungi !ew ,or-. The <oo-wright Press+ 12== 5675817
1=13673;
#aneri+ Anita %ature $etective: lants. !ew ,or-. /ran-lin 0atts+ 1229 56758171&12&7
9;
?organ+ Sally Flowers& #rees and Fruits !ew ,or-. Kingfisher+ 1224 567358&7568971;
Selsam+ ?illicent % and >oyce "unt A First 'ook at Flowers !ew ,or-. 0al-er and
Company+ 1233 567=693749=174;
Unwin+ ?i-e Science (ith lants Tulsa+ $K. %'C Pu(lishing+ 122& 5673&467623478;
#he )isual $ictionar" of lants !ew ,or-. 'orling Kindersley+ @nc+ 1229 51754&5=7
6147&;
0al-er+ Colin ollination and *er+ination. Cle*eland+ $". ?odern Curriculum Press+
1228 567=1847941679;
0e)ler+ >erome Fro+ Spore to Spore: Ferns and ,ow #he" *row !ew ,or-. 'odd+
?ead A Company+ 12=5 56782476=8137:;

Teacher Reference
"irsch+ %' (hat -our Fifth *rader %eeds to Know !ew ,or-. 'ou(leday+ 1228 567
8=57&111273;
'ife C"cles: ,ow 'iving #hings *row and Change. !ew ,or-. Scholastic @nc+ 1228 567
5267941&671;

Teacher Resource
B/lower PowerB #he .ailbo/+ /e(ruaryC?arch 1225+ 82
Tilgner+ Linda 'et0s *row1 23 *ardening Adventures (ith Children. Pownal+ DT. Storey
Communications+ @nc+ 12== 567==9447&3172;
DanClea*e+ >anice 345 Aweso+e& .agical& Bi66are 7 8ncredible !/peri+ents. !ew
,or-. >ohn 0iley A Sons+ @nc+ 122& 567&3178161175;
0ood+ Ro(ert 0 Science for Kids: 9: !as" lant Biolog" !/peri+ents <lue Ridge
Summit+ PA. TA< <oo-s+ 1221 567=8647128574;