1. food and drink
2. food
3. grains and pasta

Lesson 3 | Plant Reproduction
Student Labs and Activities
Page
Appropriate For:
Launch Lab
45
all students
Content Vocabulary ELL
46
all students
Lesson Outline ELL
47
all students
MiniLab
49
all students
Content Practice A
50
AL
AL
AL
Content Practice B
51
AL
OL
BL
Language Arts Support
52
all students
School to Home
54
all students
Key Concept Builders
55
Enrichment
59
Challenge
60
AL
AL
BL
Lab A
63
AL
AL
AL
Lab B
66
AL
OL
BL
Lab C
69
AL
AL
BL
Chapter Key Concepts Builder
70
AL
AL
AL
Lesson Quiz A
61
AL
AL
AL
Lesson Quiz B
62
AL
OL
BL
Chapter Test A
71
AL
AL
AL
Chapter Test B
74
AL
OL
AL
Chapter Test C
77
AL
AL
BL
AL
AL
AL
all students
Assessment
Answers (with Lesson Outlines)
AL Approaching Level
T6
OL On Level
BL Beyond Level
ELL English-Language Learner
Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.
44
Plant Processes and Reproduction
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Teacher Support
Name
Date
Launch Lab
Class
LESSON 3: 15 minutes
How can you identify fruits?
Flowering plants grow from seeds that they produce. Animals depend on flowering plants
for food. The function of the fruit is to disperse the seeds for plant reproduction.
Procedure
1. Read and complete a lab safety form.
2. Make a two-column table in your
Science Journal. Label the columns
Fruits and Not Fruits.
3. Examine a collection of food items.
4. Place each food item on a piece of
plastic wrap. Use a plastic or
paring knife to cut the items in half.
5. Examine the inside of each food item.
Record your observations.
Determine whether each item is a fruit.
Record your observations in your table.
Think About This
1. What observations did you make about the insides of the food items? Would you
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
reclassify any food item based on your observations? Explain.
2. How can the number of seeds or how they are placed in the fruit help with seed
dispersal?
3.
Key Concept What role do you think a fruit has in a flowering plant’s
reproduction?
Plant Processes and Reproduction
45
Name
Date
Content Vocabulary
Class
LESSON 3
Plant Reproduction
Directions: Make a labeled drawing to represent each term below. Then answer each question or respond to each
statement on the lines provided.
1. alternation of generations
2. embryo
3. Define fruit and give one example of a fruit.
4. What is mitosis?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. Explain the relationship between an ovule and ovary.
6. What role do pollen grains play in the process of pollination?
7. Compare and contrast pistils and stamens.
8. How is a seed different from a fruit?
9. What is a spore?
46
Plant Processes and Reproduction
Name
Date
Class
Lesson Outline
LESSON 3
Plant Reproduction
A. Asexual Reproduction Versus Sexual Reproduction
1. Plants can
2.
asexually or sexually.
reproduction occurs when a portion of a plant develops
into a separate new plant that is genetically identical to the parent.
3. One advantage of asexual reproduction is that just one parent organism can
produce
4.
.
reproduction in plants usually requires two parent
organisms.
5. Sexual reproduction occurs when a plant’s sperm combines with a
plant’s
.
6. A new plant produced by
reproduction is a genetic
combination of its parents.
B. Alternation of Generations
1. Plants have two life stages called
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2.
.
of
is when the life cycle of
an organism alternates between diploid and haploid generations.
3. Daughter cells produced from haploid structures are
4. Spores grow by
.
and cell division and form the haploid
generation of a plant.
5. In most plants, the
generation is tiny and lives
surrounded by special tissues of the diploid plant.
6. Fertilization takes place when a haploid sperm and a haploid egg fuse and form a
diploid
. Through mitosis and cell division, the zygote
grows into the
generation of a plant.
C. Reproduction in Seedless Plants
1. The first land plants to inhabit Earth probably were
plants—plants that grow from haploid spores, not from seeds.
2. Moss plants grow by
and cell division from haploid
spores produced by the diploid generation.
3. The
generations of ferns are the green leafy plants
often seen in forests.
Plant Processes and Reproduction
47
Name
Date
Class
Lesson Outline continued
D. How do seed plants reproduce?
1. Unlike seedless plants, the
generation of a seed plant is
located within diploid tissue.
2. A(n)
forms from tissue in a male reproductive structure
of a seed plant.
a. Pollen grains produce
b.
cells.
occurs when pollen grains land on a female
reproductive structure of a plant that is the same species as the pollen grains.
3. The female reproductive structure of a seed plant where the haploid egg develops is
called the
.
a. After fertilization occurs, a zygote forms and develops into a(n)
, which is an immature diploid plant that develops
from the zygote.
b. An embryo, its food supply, and a protective covering make up
a(n)
.
4. Flowerless seed plants are also known as
.
a. The most common gymnosperms are
, which are trees
b. The male and female reproductive structures of conifers are
called
.
5. Fruits and vegetables come from
, or flowering plants.
a. The male reproductive organ of a flower is the
.
b. The female reproductive organ of a flower is the
c. The
.
of a flower contains one or more ovules.
d. Angiosperm pollen grains travel by wind, gravity, water, or animal from the
anther to the
, where pollination occurs.
e. The ovary and sometimes other parts of a flower will develop into a(n)
that contains one or more seeds.
f. Fruits and seeds are important sources of
for people
and animals.
g. When an animal eats a fruit, the fruit’s
can pass
through the animal’s digestive system with little or no damage.
48
Plant Processes and Reproduction
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
and shrubs that have needlelike or scalelike leaves.
Name
Date
MiniLab
Class
LESSON 3: 20 minutes
Can you model the perfect flower?
Minerals are natural resources that you use daily. Metal pots, ceramic dishes, and toothpaste
are a few examples of things that are made from minerals.
Procedure
1. Read and complete a lab safety form.
2. In the Data and Observations section
below, list all the parts your flower has
as an angiosperm.
3. Make a large 3-dimensional model
of your new flower using chenille
stems, tissue paper, construction
paper, tag board, pom poms,
plastic beads, scissors, and glue.
4. Check your model to make sure each
flower part is in the correct proportion
and shows how it interacts with other
flower parts.
5. Name your flower. Create a key to
identify each part and its function.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Data and Observations
Analyze and Conclude
1. Analyze Why do flowers have colorful petals and strong scents?
2. Infer Why does the end of the stigma feel sticky?
3.
Key Concept Could your flower be self-pollinating? Explain.
Plant Processes and Reproduction
49
Name
Date
Class
Content Practice A
LESSON 3
Plant Reproduction
Directions: Write each word bank term in the correct location in the Venn diagram.
adult conifer
anther
egg
embryo
female cone with ovule
fertilization
filament
male cone with pollen
ovary
ovule
pine seed
pollen
pollination
seed
sperm
stamen
stigma
style
young seedling
zygote
Plant Reproduction
1. Flowerless Seed Plants
2. Both
3. Flowering Seed Plants
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50
Plant Processes and Reproduction
Name
Date
Class
Content Practice B
LESSON 3
Plant Reproduction
Directions: Answer each question in the space provided.
Compare and Contrast
How are they the same?
Asexual and sexual
reproduction in plants
•
How are they different?
•
•
Diploid generation
and haploid
generation
•
•
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
•
Life cycle of a moss
and of a fern
•
•
•
Flowerless seed
plants and flowering
Seed Plants
•
•
•
Pollen grains and
ovules
•
•
•
Plant Processes and Reproduction
51
Name
Date
Language Arts Support
Class
LESSON 3
Readers’ Theater
CHARACTERS: Mr. Jenkins (florist), Ms. Lee (florist), Jenny (helper), and Ileana (helper)
SETTING: A florist’s workshop
Mr. Jenkins: (into the phone) Thank you for your order, Ms. Gomez. We’ll have the flowers
delivered to Fran’s house by two o’clock this afternoon. (hangs up the phone) Ms. Lee, can
you take care of the order for Ms. Gomez?
Ms. Lee: Absolutely. What kinds of flowers does she want?
Jenny: Probably an arrangement just like the last one—roses, mums, and daisies with a few
ferns.
Ileana: What’s the difference? Plants are all alike. They all have flowers and seeds.
Mr. Jenkins: I think that all plants are beautiful, each in their own way. There are so many
different kinds of plants—you could never get bored with them!
Ms. Lee: Actually, all of them don’t have seeds or flowers. The mosses and ferns that we use
in our flower shop, for example, are seedless plants.
Ileana: You’re kidding!
Mr. Jenkins: Jenny, maybe you can explain plant reproduction to Ileana using what you
Jenny: One important thing I learned is that plants have two life stages called generations.
One generation is the diploid stage, and the other is the haploid stage. So plants go back
and forth between these two stages, and that’s called alternation of generations.
Ms. Lee: I never knew that.
Ileana: But how do plants grow without seeds? I thought all plants grew from seeds. In my
high school biology class, we learned that pollen grains form inside the stamen, which is
the male reproductive structure of a plant. Plants are pollinated when these grains are
transferred to the stigma, located at the top of the pistil, which is the female reproductive
structure of a plant. I thought that’s the way it happened with every plant.
Jenny: No, that only happens with seed plants. In those plants, the female reproductive
structure contains ovules. When pollination occurs, a seed develops after an ovule is
fertilized. The seed contains an embryo, along with a food supply and a protective covering.
Seedless plants grow from haploid spores, not seeds.
Ileana: Okay, so some plants don’t have seeds. But some plants don’t have flowers either?
52
Plant Processes and Reproduction
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
learned in your college course in botany.
Name
Date
Class
Reader’s Theater continued
Mr. Jenkins: Correct. Some plants, like moss, have no seeds and no flowers. Other plants do
have seeds but they do not have flowers. These plants are called gymnosperms. The most
common gymnosperms are conifers, like pine trees, firs, redwoods, or yews. They produce
their male and female reproductive structures in cones, not flowers.
Ms. Lee: Gymnosperms are beautiful, but everyone seems to like the flowering plants best.
Jenny: Flowering plants are called angiosperms. Did you know that almost all the fruits
and vegetables we eat come from angiosperms?
Ileana: Really? So we just ate angiosperms for lunch?
Jenny: We sure did. Fruits develop from the ovaries of flowering plants. After pollination
occurs, a pollen tube grows down from the pollen grain to the ovary at the base of the
pistil. Sperm develop from a haploid cell in the pollen tube, and when they enter an ovule,
the sperm are released and fertilization takes place.
Mr. Jenkins: After fertilization occurs, a zygote forms and develops into an embryo. The
embryo, inside its ovule, becomes a seed.
Ms. Lee: That’s right, and remember that an ovary contains one or more ovules. So the
ovary develops into a fruit that contains one or more seeds. Peapods, tomatoes, peppers,
avocados, and walnuts are fruits!
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Jenny: And then the seeds can grow into new plants, so the cycle starts over again.
Ileana: Wow, I didn’t realize that plants are so interesting.
Jenny: Now that we’ve had our botany lesson, let’s get to work and put some of these
beautiful plants into an arrangement for Fran’s birthday!
Plant Processes and Reproduction
53
Name
Date
Class
School to Home
LESSON 3
Plant Reproduction
Directions: Use your textbook to answer each question or respond to each statement.
1. The life cycle of all plants includes an alternation of generations.
What is an alternation of generations?
2. Seedless plants can reproduce from spores.
Describe the life cycle of a moss plant. Include a description of the haploid and
diploid stages of its life cycle.
Compare and contrast the structures that common gymnosperms and angiosperms
use for reproduction.
4. Flowering plants create seeds surrounded by a fruit.
Identify some of the different types of fruits produced by flowering plants and explain
how humans and animals help spread the seeds inside them.
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Plant Processes and Reproduction
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. Seed plants reproduce as gymnosperms or angiosperms.
Name
Date
Class
Key Concept Builder
LESSON 3
Plant Reproduction
Key Concept What is the alternation of generations in plants?
fertilization
sperm
diploid
zygote
diploid
plant
haploid
spores
meiosis
egg
haploid
plant
Directions: Use the diagram to answer each question on the lines provided.
1. What happens during fertilization?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. What forms as a result of fertilization?
3. What happens in certain cells in the reproductive structures of a diploid plant?
4. What are the daughter cells produced from the haploid structure called?
5. How do haploid spores grow to form the haploid generation of a plant?
6. What do certain reproductive cells of the haploid generation produce?
7. When does the diploid generation in plants begin?
8. When does the haploid generation in plants begin?
9. Does the diagram show sexual or asexual reproduction? How do you know?
Plant Processes and Reproduction
55
Name
Date
Class
Key Concept Builder
LESSON 3
Plant Reproduction
Key Concept How do seedless plants reproduce?
Directions: One each blank, write the term or phrase that correctly completes each sentence.
1. The first plants to inhabit Earth most likely were
.
2. Two examples of seedless plants found on Earth today are
and
.
3. The life cycle of a fern is an example of
generations.
4. The diploid generation of ferns looks like green
5. In ferns, haploid
.
are produced by the diploid generation.
6. Haploid plants produce
and
.
7. Reproduction in ferns and mosses includes the alternation
of
.
8. Like ferns, mosses are another example of a(n)
plant.
10. Haploid plants grow by
plants.
and
11. Haploid spores have
.
structures and
structures.
12. Male structures produce
.
13. Female structures produce
.
14. When eggs and sperm unite, they form the
15. Mosses and ferns are usually found in
.
environments.
16. For sperm produced by mosses and ferns to reach a(n)
, they must swim through a film of water.
17. The process during which a nucleus and its contents divide is
called
.
18. Seedless plants are plants that grow from
instead of from
seeds.
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Plant Processes and Reproduction
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
9. Moss found on rocks, bark, and soil are
Name
Date
Class
Key Concept Builder
LESSON 3
Plant Reproduction
Key Concept How do seed plants reproduce?
Directions: On the line before each statement, write T if the statement is true or F is the statement is false. If the
statement is false, change the underlined word(s) to make it true. Write your changes on the lines provided.
1. Most land plants that cover Earth are seedless plants.
2. Seed plants include flowerless seed plants and haploid seed plants.
3. The haploid generation is within the diploid tissue in a seed plant.
4. Haploid sperm and haploid eggs join during fertilization.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. Pollen grains form from tissue in the male reproductive structure of seed plants.
6. Pollen grains have soft, protective coverings.
7. Eggs are produced from pollen cells.
8. Pollen cells are transported by wind, animals, gravity, and water currents.
9. Only a few pollen grains are produced by male reproductive structures.
10. Pollination occurs when pollen grains land on a female reproductive structure
of the same species.
11. For pollination to occur, the sperm and eggs must be of the same
species.
12. Sperm enter the embryo following pollination.
Plant Processes and Reproduction
57
Name
Date
Class
Key Concept Builder
LESSON 3
Plant Reproduction
Key Concept How do seed plants reproduce?
Directions: Answer each question or respond to each statement in the space provided.
Gymnosperm
Angiosperm
2. What is an angiosperm?
3. What can be said about the seeds of
gymnosperms?
4. Why do many animals depend on
angiosperms for food?
5. Draw a diagram showing reproduction in
flowerless seed plants.
6. Draw a diagram showing the male and female
parts of an angiosperm.
7. Describe the life cycle of a gymnosperm.
8. Describe the life cycle of an angiosperm.
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Plant Processes and Reproduction
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
1. What is a gymnosperm?
Name
Date
Enrichment
Class
LESSON 3
Seeds on the Move
The one time in the lives of most plants
that they will move any significant
distance is during the seed stage. Seeds are
more likely to grow when they travel away
from the parent plant. Over time, plants
and seeds have developed adaptations that
help seeds move. There are several different
strategies for seed dispersal.
than pollen grains, so they need a little
assistance to stay airborne until a breeze
takes them aloft. One adaptation for seed
flight is wings. These are not wings that
flap, but gossamer structures that fan out
from the seed, designed to catch the wind.
The seeds of a red maple are perfectly
shaped to cause seeds to spin like tiny
helicopters as they drop to catch the wind.
Animal Food
Animals that eat fleshy fruits usually
swallow the seeds, too. A swallowed seed
travels through the digestive system and is
deposited, covered in fertilizer. An example
of this type of seed dispersal is when a bird
has eaten blackberries.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Hitching a Ride
Some seeds have outer coats that are
hard, abrasive, or heavily barbed with
hooks on the end of sharp spines. These
seeds readily snag onto a passing animal’s
fur or person’s clothing. Animals often
become irritated when there are too many
burrs stuck to them. When you see deer
rubbing against trees or wallowing in the
dirt, they are probably trying to dislodge
sticky seeds, such as burdock and
cockleburs.
Wind and Flight Plans
Like pollen, some seeds are carried by
wind. Seeds are generally larger and heavier
Explosions and Shakers
Some plants produce seeds in pods that
develop tensions throughout the pod as the
seeds develop. All it takes is a nudge from
an insect, a breeze, or the brush of an
animal to make the pod crack open and
fling seeds in many directions. Peas and
touch-me-nots do this. Other seeds like
poppies develop in a hard pod with tiny
holes. As the wind shakes the pod, the
seeds fall like pepper from a shaker.
Drop and Roll or Float
Many seeds are too large to fly on the
wind, or they are not tasty. Some seeds are
too high in the plant for animals to reach.
When a horse chestnut drops, for example,
its case might crack open, allowing the seed
to roll away from the plant. Some seeds
such as coconuts and mangrove seeds can
drop into or near water, and they float
away with the tide.
Applying Critical-Thinking Skills
Directions: Respond to each statement.
1. Name three mechanisms of seed dispersal.
2. Describe how the dispersal of seeds by animals is a mutually beneficial relationship.
3. Assess the benefits of seeds traveling away from the parent plant.
Plant Processes and Reproduction
59
Name
Date
Challenge
Class
LESSON 3
Is it a fruit or a vegetable?
Some people say that if it is sweet, it is a fruit and that if it is not sweet, it is a vegetable.
Should that be enough to satisfy a scientist? No, but it might satisfy a chef. There is a
scientific definition for fruit, but vegetable is a cooking term. Scientifically, fruit is the
ripened ovary of the flower of a seed-bearing plant. Fruits contain seeds, often surrounded
by a fleshy pulp and/or a seed case. A nut is botanically a fruit. What we call vegetables are
just the edible parts of a plant that are not the seed parts. In everyday language, we call
them vegetables, but botanically they are roots (carrots), leaves (spinach), stems (celery),
and tubers (potatoes).
Distinguish between Fruits and Vegetables
Research each of the foods below. Then draw each food, color and label your drawing,
and write a sentence about each one that explains whether it is a vegetable or a fruit and why.
Labels may include fleshy pulp, stem, leaf, tuber, root, fruit, seed, vegetable or another label.
2. Squash
3. Avocado
4. Garlic
5. English peas
6. Asparagus
60
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
1. Tomato
Plant Processes and Reproduction