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- Unit 8 -
Reproduction in flowering plants
1 Unit 8
- Unit 8 -
Reproduction in flowering plants
Activity 8.1
1. Use the knowledge that you have gained in class to label the parts as shown in the diagram
below. Use the words in
the word bank.
2. Write down a heading for each box of flower parts.
petal - stigma - anther - style - ovary
a)
b)
c)
e)
d)
___________________________
Stigma
Style
Ovary
___________________________
Anther
Filament
f)
2 Unit 8
Activity 8.2
Use the diagram below and the knowledge you have gained to answer the questions:
1. Which part of the flower produces pollen grains?
_____________________________________________
2. During pollination, pollen grains are transferred from
the _____________ to the _____________ of the flower.
3. Name the part of the flower where the egg cells are found.
_____________________________________________
4. Name the part of the flower in which the pollen tube grows
down to meet the egg cell.
_____________________________________________
5. When the pollen tube reaches the ovule, a male reproductive cell fuses with the egg cell.
What is this process called? ____________________________________________
Think Pair Share
Which bird would be likely to help this plant transfer its pollen? The bird with the long beak or
the bird with a short beak?
1. Think about the question
2. Discuss your answer with your partner.
3. Share your answer with the rest of the class.
3 Unit 8
Experiment 8.1: To find out why plants disperse their seeds.
Independent variable Dependent variable Controlled variable
What you decide to change in
an experiment.
What you observe or measure Things you keep the same
1. Type of soil: Controlled variable
2. Distance between each seed: _____________________
3. Amount of sunlight: _____________________
4. The growth of the seedlings: ______________________
5. Amount of water: _______________________
6. The size of the pots: _____________________
Procedure:
1. Fill two identical plastic pots with the same amount of soil. Label
them ‘A’ and ‘B”.
2. Place 5 seeds in Pot A and 30 seeds in Pot B.
3. Add 20ml of water to each pot and leave them in a place with
sunlight.
4. Measure 20ml of water and sprinkle it onto the soil of each pot
every day.
5. Observe and compare the growth of the plants in pots A and B
20 days after the seeds are planted.
Materials
Two identical
plastic pots
Two cups of
garden soil Seeds
A 50ml
beaker Water
4 Unit 8
Teacher’s tip
Use the word ‘because’ to explain
why you think it grew better.
Observations
1. Draw the plants in pots A and B in the boxes
below
Activity 8.3
Use the word bank below to help you answer the questions below.
1. Compare the stems of the plants in pots A and B. Explain the differences.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. In which pot did the plants grow better. Explain your answer.
_______________________________________________
_____________________________________________________________________
_____________________________________________________________________
Plants in Pot A Plants in Pot B
grew - taller - wider - looks stronger - lighter - greener - The plants in - healthier
Stem __ is - overcrowded
5 Unit 8
Activity 8.4
Draw lines to link the concepts, definitions and examples of seed growth and seed dispersal.
Wind dispersal When too many plants
grow in a small space.
Overcrowding
The process where plants
scatter their fruits and
seeds so that their new
plants grow further away
from the parent plants.
Water dispersal
Some ripe fruit split open
to shoot their seeds out
in different directions.
Explosive action
Small and light seeds that
can float in the air are
dispersed in this way.
Fruit and seed
dispersal
Fruit with spongy,
waterproof covering can
float on water and drift
away from the parent
plant.
Think Pair Share
In which way would the following fruit and seeds most likely be dispersed:
1. Blueberries
2. Maple seeds
3. Peas
4. Coconuts
1. Think about the question
2. Discuss your answer with your partner.
3. Share your answer with the rest of the class.
6 Unit 8
Experiment 8.2: To find out if water is necessary for a seed to germinate.
1. Type of seeds: _________________
2. Distance between each seed: _____________________
3. Amount of sunlight: _____________________
4. The growth of the seedlings: ______________________
5. Amount of water: _______________________
6. The size of the pots: _____________________
7. Type of cotton wool: _______________________
Procedure:
1. Fill two Petri dishes with the same amount of cotton wool. Label
them ‘A and ‘B”.
2. Place 5 seeds in Petri dish A and 5 seeds in Petri dish B.
3. Add 20ml of water to Petri dish A, but no water to Petri dish B
and leave them in a place with sunlight.
4. Measure 20ml of water and sprinkle it onto the cotton wool of
Petri dish A every day.
Independent variable Dependent variable Controlled variable
What you decide to change in
an experiment.
What you observe or measure Things you keep the same
Materials
Two Petri
dishes Cotton wool Ten seeds
A 50ml
beaker Water
7 Unit 8
5. Observe and compare the growth of the seeds in Petri dish A and B
7days after the seeds are planted.
Observations
1. Draw the seeds in Petri dish A and B in the boxes
below
Conclusion
1. What conclusion can you draw from the experiment?
_____________________________________________________________________
_____________________________________________________________________
2. What do seeds need to germinate?
_____________________________________________________________________
_____________________________________________________________________
Petri dish A Petri dish B
8 Unit 8
Bonus Activity
Can you draw what is happening in the following stages?
Germination Pollination
Fertilisation Seed dispersal
- Unit 10 -
Adaptations
1
Unit 10
- Unit 10 -
Adaptations
Project
During this unit you have to complete a project about adaptations of living things to their
environment. Please take note that this project will form part of the assessment for this unit.
It is very important that you put extra effort into producing a good project.
Below is the outline of your project: Adaptations project
Create a revision booklet on adaptations. It should be 10 pages long.
First page- The cover title page. Must include your name.
Second page- content page
Third page- Explain what adaptations are and why animals have them. Give examples.
Fourth page- Explain adaptations for breathing in water.
Fifth page and sixth page- explain adaptations of plants.
Seventh page – Adaptations for moving in air.
Eight page- Adaptations for Protection.
Ninth and tenth page- Interesting and weird adaptations. Research on the internet for these.
Must include page numbers.
All pictures must be hand drawn.
Neatness is very important.
* At the end of the unit you will do a 5-minute presentation in front of the class about your booklet*
You will be scored according to the following rubric:
2
Unit 10
Activity 10.1
Complete the following questions about the adaptations animals have for moving:
Study the pictures of the three aquatic animals below:
Seahorse Shark Puffer fish
1. Which aquatic animal has the best shape to move quickly through water?
_____________________________________________________________________
Let’s compare! The word bank can help you.
E.g. The elephant breaks a tree faster than the woodpecker because it is bigger and
has stronger muscles.
2. Why does this animal’s shape help it move quicker through water than the seahorse?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Why does this animal’s shape help it move quicker through water than the puffer fish?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
streamline - more - longer - sharper - wider - rounder - more upright - than
force - greater - water - body
3
Unit 10
3. In the following picture, circle the:
a) part(s) of the animal that help(s) it to keep its balance. Label the parts ‘X’.
b) part(s) of the animal that help(s) it to move forward. Label the part “Y"
Complete the table about adaptations of animals in water:
Adaptation Function Example(s) of animals
To paddle in water. Sea turtles
Webbed feet
To help stay afloat. Fish
To help fish keep their
balance.
4
Unit 10
4. Study the pictures of the two birds below:
These two birds have the same body parts. However, the parts have a different function for
each bird. With your partner, compare the function of these parts in each bird then complete
the table below:
Adaptation Function in rooster Function in eagle
Beak
Wings
Claws
small pointed
beak
small and
under-developed
wing
short, sharp
claw
broad and
powerful wing
sharp, hooked
beak
long, sharp claw
5
Unit 10
Activity 10.2
1. Classify the following animals according to how they are adapted for breathing under water.
Tadpole Fish Beluga whale
Frog Great diving beetle
Adaptations for breathing in water
Gills
________
________
________
________
________
__
Skin
________
________
________
________
________
__
Trapping air bubbles
________
________
________
________
________
__
Blowholes
________
________
________
________
________
__
6
Unit 10
Sunflower
a) Activity 10.3
Aquatic plants are adapted to life in water and can’t survive on land. Study the two pictures
below and compare the two plants with your partner. Then complete the table on the next page.
Word bank
Water hyacinth Sunflower
Similarities
Both plants need ______________________________________
Both plants can ________________________________________
Both plants have _______________________________________
Differences
Roots are _________________ Roots are _________________
_________________________ ________________________
_________________________ ________________________
Leaf stalks are _____________ Leaf stalks are ____________
_________________________
_________________________
Leaves are _________________ Leaves are _______________
Water hyacinth
found in the water · air · sunlight · make their own food (photosynthesis) · found in the soil ·
swollen and filled with air to help the plant float · waxy · non – waxy ·thin ·leaves and flowers
7
Unit 10
The pumpkin plant is an example of a creeper. Answer the
following questions about the adaptations of this type of
plant.
a) Do creepers have woody or non-woody stems?
______________________________________________
b) How do creepers grow to get as much sunlight as possible?
_______________________________________________________________________
_______________________________________________________________________
c) Give one more example of a creeper.
_______________________________________________________________________
Activity 10.3
Write down the adaptations these animals have to survive in their environment.
CAMEL
Adaptations Adaptation 1 _____________________________________
________________________________________________
________________________________________________
________________________________________________
Adaptation 2 _____________________________________
________________________________________________
_______________________________________________
_______________________________________________
8
Unit 10
POLAR BEAR
Adaptations Adaptation 1 ___________________________________
______________________________________________
______________________________________________
______________________________________________
Adaptation 2 ___________________________________
______________________________________________
______________________________________________
______________________________________________
Adaptation 3 __________________________________
_____________________________________________
_____________________________________________
_____________________________________________
TOAD
Adaptations Adaptation 1 _____________________________________
________________________________________________
________________________________________________
________________________________________________
GIRAFFE
Adaptations Adaptation 1 ____________________________________
_______________________________________________
_______________________________________________
_______________________________________________
9
Unit 10
Notes
- Unit 13 -
Weather
1
Unit 13
- Unit 13 -
Weather
Activity 13.1
Cumulus Height: _________________________________
Appearance: _____________________________
Weather: _______________________________
Stratus Height: _________________________________
Appearance: _____________________________
Weather: _______________________________
Cirrus Height: _________________________________
Appearance: _____________________________
Weather: _______________________________
Cumulonimbus Height: _________________________________
Appearance: _____________________________
Weather: _______________________________
Nimbostratus Height: _________________________________
Appearance: _____________________________
Weather: _______________________________
2
Unit 13
Important Words
Precipitation
Water falling from the sky as a liquid (rain) or a solid (hail, snow).
Evaporation
The sun heats up water in rivers, lakes or the ocean and turns it
into water vapour (gas) which rises into the air.
Condensation
When water vapour (gas) in the air gets cold and changes back into water (liquid).
It forms clouds, fog and dew.
Activity 13.2
Complete the sentences to explain how hail is formed.
