VII

CBSE-i

CLASS

Reproduction in Plants
Student Material

The CBSE-International is grateful for permission to

reproduce and/or translate copyright material used in
this publication. The acknowledgements have been
included wherever appropriate and sources from
where the material may be taken are duly mentioned.
In case any thing has been missed out, the Board will
be pleased to rectify the error at the earliest possible
opportunity.
All Rights of these documents are reserved. No part of
this publication may be reproduced, printed or
transmitted in any form without the prior permission
of the CBSE-i. This material is meant for the use of
schools who are a part of the CBSE-International only.

CONTENT
1.

Teacher Student Support Material (TSSM)

(i)

Introduction

- Activity 1
- Worksheet 1
(ii) Definition

1
1
3

- Activity 2
(iii) Vegetative Propagation

5
6

- Activity 3
(iv) Parts of a flower

7
7

- Worksheet 3
(a) Unisexual and bisexual flower
(b) Reproductive parts of a flower
- Worksheet 4
(c) Pollination
(d) Agents of pollination
(e) Functions of a flower in a plant
(f) Fruit
(g) Seed
- Worksheet 5,6
(h) Dispersal of seeds and fruits
- Activity 4
(v) Asexual reproduction

9
10
10
12
13
13
16
18
18
20-21
22
26
27

(a) Budding
- Activity 5
(b) Fragmentation
- Activity 6,7
(c) Spore formation
(vi) Advantages of different methods of reproduction

27
27
28
28-33
33
33

2.

Post content Worksheet

34

3.

Glossary

41

4.

References

42

Preface
The Curriculum initiated by Central Board of Secondary Education -International (CBSE-i)
is a progressive step in making the educational content and methodology more sensitive and
responsive to global needs. It signifies the emergence of a fresh thought process in imparting a
curriculum which would restore the independence of the learner to pursue the learning process
in harmony with the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of
the learners worldwide. It has about 11500 schools affiliated to it and over 158 schools situated
in more than 23 countries. The Board has always been conscious of the varying needs of the
learners and has been working towards contextualizing certain elements of the learning process
to the physical, geographical, social and cultural environment in which they are engaged. The
CBSE-i has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The
objective of the curriculum is to nurture the independence of the learner, given the fact that every
learner is unique. The learner has to understand, appreciate, protect and build on knowledge,
values, beliefs and traditional wisdom. Teachers need to facilitate the leaner to make the
necessary modifications, improvisations and additions wherever and whenever necessary.
The recent scientific and technological advances have thrown open the gateways of knowledge
at an astonishing pace. The speed and methods of assimilating knowledge have put forth many
challenges to the educators, forcing them to rethink their approaches for knowledge processing
by their learners. In this context, it has become imperative for them to incorporate those skills
which will enable the young learners to become 'life long learners'. The ability to stay current,
to upgrade skills with emerging technologies, to understand the nuances involved in change
management and the relevant life skills have to be a part of the learning domains of the global
learners. The CBSE-i curriculum has taken cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while
promoting critical and creative thinking skills, effective communication skills, interpersonal
and collaborative skills along with information and media skills. There is an inbuilt flexibility
in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas
to cater to the different pace of learners.
The CBSE introduced the CBSE-i curriculum in schools affiliated to CBSE at the international
level in 2010 at primary and secondary level in classes I and IX and subsequently in the session
2011-12 initiated the curriculum at Class II, VI and class X. The current session will take the
curriculum forward to classes III, VII and XI.
An important feature of the Senior Secondary Curriculum is its emphasis on the specialisation
in different fields of study and preparing a student for higher professional life and career at the
work place. The CBSE-i, keeping in mind, the demands of the present Global opportunities
and challenges, is offering the new curriculum in the subject of English, Physics, Chemistry,

ii

Biology, Geography, Accountancy, Business Studies, Information and Communication

Technology, and Mathematics at two levels, Mathematics-I for the students of pure sciences
and Mathematics-II for the students of Commerce and other subjects.
There are some non-evaluative components in the curriculum which would be commented
upon by the teachers and the school. The objective of this part or the core of the curriculum is
to scaffold the learning experiences and to relate tacit knowledge with formal knowledge. This
would involve trans-disciplinary linkages that would form the core of the learning process.
Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research
would be the constituents of this 'Core'. The Core skills are the most significant aspects of a
learner's holistic growth and learning curve.
The International Curriculum has been designed keeping in view the foundations of the National
Curricular Framework (NCF 2005) NCERT and the experience gathered by the Board over the
last seven decades in imparting effective learning to millions of learners, many of whom are
now global citizens.
The Board does not interpret this development as an alternative to other curricula existing
at the international level, but as an exercise in providing the much needed Indian leadership
for global education at the school level. The Curriculum envisages pedagogy which would
involve building on learning experiences inside the classroom over a period of time. The Board
while addressing the issues of empowerment and capacity building of teachers believes that all
school must budget for and ensure teachers involved with CBSE-i are continuously updated.
I appreciate the sincere effort put in by Dr. Sadhana Parashar, Director (Training) CBSE, Dr.
Srijata Das, Education Officer, CBSE and the team of Officers involved in the development
and implementation of this material.
The CBSE-i website enables all stakeholders to participate in this initiative through the
discussion forums provided on the portal. Any further suggestions are welcome.
Vineet Joshi
Chairman, CBSE

iii

Acknowledgements
Advisory
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director (Training), CBSE

Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad),
CBSE
Ms. Abha Adams, Consultant, Step-by-Step School,
Noida
Dr. Sadhana Parashar, Director (Training), CBSE

Ideators VI-VIII
Ms Aditi Mishra
Ms Guneet Ohri
Ms. Sudha Ravi
Ms. Himani Asija
Ms. Neerada Suresh
Dr. Rajesh Hassija

Ms Preeti Hans
Ms Neelima Sharma
Ms. Gayatri Khanna
Ms. Urmila Guliani
Ms. Anuradha Joshi
Mrs.SonaliSinha

Ms. Charu Maini

Dr. Usha Sharma
Prof. Chand Kiran Saluja
Dr. Meena Dhani
Ms. Vijay Laxmi Raman
Mrs. Avanita Bir

Ms. Malini Sridhar

Ms. Leela Raghavan
Dr. Rashmi Sethi
Ms. Seema Rawat
Ms. Suman Nath Bhalla
Prof Om Vikas

Material Production Groups: Classes VI-VIII

English :
Ms Neha Sharma
Ms Dipinder Kaur
Ms Sarita Ahuja
Ms Gayatri Khanna
Ms Preeti Hans
Ms Rachna Pandit
Ms Renu Anand
Ms Sheena Chhabra
Ms Veena Bhasin
Ms Trishya Mukherjee
Ms Neerada Suresh
Ms Sudha Ravi
Ms Ratna Lal
Ms Ritu Badia
Vashisth
MsVijay Laxmi
Raman
Core- Research
Ms. Renu Anand
Ms. Gayatri Khanna
Dr. N K Sehgal
Ms. Anita Sharma
Ms. Rashmi Kathuria
Ms. Neha Sharma
Ms. Neeta Rastogi
Ms. Manjushtha Bose
Ms. Varsha Manku
Dr. K L Chopra

Chemistry :
Ms. Poonam Kumar
Mendiratta
Ms. Rashmi Sharma
Ms. Kavita Kapoor
Ms. Divya Arora

Mathematics :
Ms. Deepa Gupta
Ms. Gayatri Chowhan
Ms. N Vidya
Ms. Mamta Goyal
Ms. Chhavi Raheja

Physics :
Ms. Vidhu Narayanan
Ms. Mukta Kaushik
Ms. Patarlekha Sarkar
Ms. Neelam Malik

Hindi:
Mr. Akshay Kumar Dixit
Ms. Veena Sharma
Ms. Nishi Dhanjal
Ms. Kiran Soni

Biology:
Mr. Saroj Kumar
Ms. Rashmi
Ramsinghaney
Ms. Prerna Kapoor
Ms. Seema Kapoor
Mr. Manish Panwar
Ms. Vikram Yadav
Ms. Monika Chopra
Ms. Jaspreet Kaur
Ms. Preeti Mittal
Ms. Shipra Sarcar
Ms. Leela Raghavan

CORE-SEWA
Ms. Vandna
Ms. Nishtha Bharati
Ms. Seema Bhandari
Ms. Seema Chopra
Ms. Reema Arora
Ms. Neha Sharma
ICT
Mr. Yogesh Kumar
Ms. Nancy Sehgal
Ms. Purvi Srivastava
Ms. Babita Mahajan
Ms. Ritu Arora
Ms. Swati Panhani
Ms. Chanchal Chandna

Geography:
Ms Suparna Sharma
Ms Aditi Babbar
History :
Ms Leeza Dutta
Ms Kalpana Pant
Ms Ruchi Mahajan
Political Science:
Ms Kanu Chopra
Ms Shilpi Anand
Economics:
Ms. Leela Garewal
Ms Anita Yadav
CORE-Perspectives
Ms. Madhuchhanda,
RO(Innovation)
Ms. Varsha Seth,
Consultant
Ms Neha Sharma

Chief Co-ordinators: Dr. Srijata Das, EO

Co-ordinators
Ms. Sugandh Sharma,
Ms.S. Radha Mahalakshmi,
EO
E. O.
Mr. Navin Maini, R O (Tech) Shri Al Hilal Ahmed, AEO
Ms. Neelima Sharma,
Consultant (English)

Shri R. P. Sharma,
Consultant (Science)

Dr Rashmi Sethi,
EO
Mr. R P Singh, AEO

Mr. Sanjay Sachdeva, S O

iv

Ms. Madhu Chanda,

R O (Inn)
Ms. Anjali, AEO

Teacher Student
Support Material (TSSM)
Introduction
Some processes such as respiration, and nutrition are vital for the survival of the organisms.
Organisms produce more of their own kind by this process called reproduction. Thus
reproduction helps in the propagation of species.
Reproduction is producing individuals of the same kind. All plants and animals reproduce by
different methods. Thus the life cycle continues. Let us study how mint plant reproduces.

Reproduction in mint Plant

You must have consumed hot mint sauce (Pudina Chutney). You might have noticed that the
leaves are separated and the stalk is usually thrown away as a waste from the stalks to make
the hot sauce.
Do the following activity (Activity 1) to see how mint plant produces more of its kind from the
stalks (stem nodes) that are thrown away.

Activity-1
Take mint stalks (with nodes) and plant them in the soil. Care must be taken of the direction
of the stalk which will be put in soil. Water them regularly and observe them. You will notice,
after about a week or so, these stalks start sprouting and tiny leaves coming out. A new mint
plant is produced. Make your observations and record how many days it took for the leaves
to sprout.
Carry on the process and soon you will notice an increase in the number of mint plants, smell
new leaves.

http://www.tutorvista.com/content/biology/biology-iv/flowering-plants-reproduction/asexual-reproduction.php

Worksheet 1
Based on your observation (of Activity1) answer the following questions.
A.

(1)

What did the mint stalk give rise to?

______________________________________________________________________

(2)

______________________________________________________________________

B.

Draw the day 1, day 5, day 8 of mint stalk.

Which part of the plant produced new plants?

Could we see leaves of any other plant like rose, coriander on the mint stalks?

So we can conclude that a mother plant (like animals) produces more of its own kind. A mango
plant gives rise to another mango plant just as a dog gives birth only to a puppy. The process
of producing more of their own kind is called REPRODUCTION.
We have already learnt the parts of a plant in class VI.
All the parts of a plant such as roots, stems and leaves except the flower, are known as the
vegetative parts. We have also noticed that after a while a young plant bears flowers, in a
particular season. Flower is known as the reproductive part. Observe the parts of a plant
given below.

http://www.tutorvista.com/biology/parts-of-a-plant-for-kids

To recall, draw the diagram of a plant and label its parts.

Worksheet-2
Draw the diagram of a plant and label its parts.

Let us study the phenomenon of reproduction in a few more plants through a group activity
(activity 2).

Activity-2
Divide the class into three groups. Give a plant to each group as mentioned below to study the
process of reproduction.
Group 1
Group 2
Group 3

Potato
Bryophyllum
Carrot

Follow instruction given as under:Group 1:- Instructions

Take a fresh potato. Observe the scars on it with help of a magnifying glass. You may find
bud(s) in them. These scars are also called eyes. Cut a few pieces of a potato, each with an
eye and bury them in the soil. Give water to the pieces regularly for a few days and observe
their progress.
Group 2:- Instructions
1.
2.
3.
4.

Take a Bryophyllum leaf.

Keep the margin of the leaf moist
Place this leaf along with the margin in the soil in a pot and press it.
Sprinkle water on the soil every day.

Group 3:- Instructions

1.
2.
3.

Take a carrot, cut the head part.

Put a number of them in a flat plate.
Add water.

Note your observation after two or three days and share them with the other groups.

Observations
Group 1 will observe new potato plants sprouting from the eyes.

http://www.tutorvista.com/content/biology/biology-iii/angiosperm-morphology/
underground-stem-modifications.php

Group 2 will observe new plants arising from the margins of the Bryophyllum leaf.

http://www.tutorvista.com/content/biology/biology-iv/flowering-plants-reproduction/asexual-reproduction.php

Group 3 will observe cluster of leaves arising from head of the carrot.

http://gustoso.wordpress.com/2009/07/30/carrot-tops/

We would notice that in potato the eyes, in Bryophyllum the margins of the leaf and in carrot
the head of the root gives rise to the new plants, meaning thereby, new plants arise from a stem
in potato, from leaves in Bryophyllum and from roots in case of carrots.

Conclusion
We can conclude that vegetative parts of the plant can give rise to the new plants.

Vegetative Propagation
What enables vegetative parts of some plants to produce new plants? How do these parts look
like? These are tiny, swollen structures present in the eyes of a potato and in the notches of
the margin of the leaves in Bryophyllum. These are known as Vegetative buds. It is through
these buds that the propagation takes place.

Reproduction, through the vegetative parts of the plant is known as Vegetative Propagation.
We can observe Vegetative
Propagation in case of ginger, rose,
money plant, bougainvillea, radish,
spinach. Consult you gardener.
Access the web links.
We know reproductive part of the plant is flower. Plants also reproduce with the help of male
and female sex organs that are present in the flower of the common plants which we see around
us.
The process of reproduction that involves male and female sex organs is known as sexual
reproduction.

Activity-3
AIM: To study the parts of a flower.
Collect different seasonal flowers, for example, China rose, Mustard, Petunia and Phlox. Make
a herbarium under the guidance of your teacher.
Dissect a flower to study their parts. Any of the above mentioned fresh flowers can be taken to
dissect and study the parts.

Flower
Flower is an important organ of a plant. We see many flowers such as lotus, jasmine and rose
around us. Are they similar? Of course, not! All these flowers have different colours, sizes,
shapes and smell. In fact, plants can be recognized because of their colour, shape and smell of
the flowers. Let us study the basic structure of flowers.

Parts of a flower
A flower consists of the following parts:

Pedicel
This is the stalk of the flower through which the flower is joined to the branch.
The pedicel has a flat structure on the other end known as thalamus.

Sepals
Small green leaf like structures are seen on the thalamus. They protect the flower especially
when it is a bud.

Parts of a flower
http://www.naturegrid.org.uk/qca/flowerparts.html

Petals
Petals are brightly coloured leaf like structures present inside the sepals. The colour of the
flower is red, pink or yellow because of the colour of its petals. The petals attract the insects
and help in the process of reproduction.

Stamens
Within the petals there are long thin needle like structures called stamens. These are the male
organs of the flower, it contains anther and filaments.

Flower showing male and female sex organs

galaxysite.weebly.com/uploads/6/4/9/5/.../12reproductioninplants.ppt

Pistil
Pistil is flask shaped centre most part of the flower. It is the female organ of the flower,
contain stigma, style, ovary and ovules.

Worksheet-3
Draw and label parts of a flower.

Unisexual and Bisexual flowers

Some flowers have only stamens and no pistils. Others have only pistils and no stamens. Such
flowers are called Unisexual flowers.
The flowers that have either male or female sex organs are known as unisexual flowers.
Some flowers have both male and female sex organs stamens and pistils. Such flowers are
called Bisexual flowers.
The flowers that have both sex organs are known as bisexual flowers.
Examples of Unisexual flowers are corn, papaya and cucumber. Accordingly, they may have
a male plant and a female plant.
Examples of bisexual flowers are petunia, mustard, china rose.
Stamen is a male sex organ and pistil is a female sex organ of a flower. Let us now study the
various parts of a stamen and a pistil.

Reproductive parts of a flower

Structure of a stamen

Structure of a pistil

galaxysite.weebly.com/uploads/6/4/9/5/.../12reproductioninplants.ppt

10

Stamens
A stamen consists of two parts:
=

Anther

The swollen tip of each stamen is called anther. The anther encloses in it a number of small
granular structures (powdery in appearance) called pollen grains. They are actually the male
part of the flower and bear male gametes.
=

Filament

The anther is joined to the thalamus through the filament. It is a long stalk like structure.

Pistil
Pistil consists of three parts:
=

Stigma

It is small, round and sticky part of the carpel located at the top of the style. Its function is to
trap the pollen grains that fall on it.
=

Style

It is a long, thin tube like structure which is swollen at the base. The swollen end of the base
that lies on thalamus is called ovary.
=

Ovary

Ovary is the swollen part of carpel. It has a number of small structures called ovules. The
ovules are actually the female part of the flower and bears female gamete.

11

Worksheet 4
(A) Draw and label the parts of stamen and pistil.

Parts of a stamen

Parts of a pistil

(B) Have you seen bees, ants and insects visiting flowers? What do you think is the purpose
of their visit? Mention any three reasons.
(i)
(ii)
(iii)

12

POLLINATION
We have often noticed insects visiting flowers. They visit flowers for their food; nectar and
pollen. During the process they carry pollen grains on their wings or feet and inadvertently
deposit them on the stigma of another flower. This transfer of pollen grains to the stigma of
another flower is known as Pollination.
When the pollen grains are deposited on the stigma of the same flower or on the stigma of a
different flower of the same plant, the process is known as Self-Pollination.
If they get deposited on stigma of a different plant, the process is known as CrossPollination.

Agents of Pollination
Pollen grains have a tough protective coat which protects them from drying. When they are
light they can be carried by wind. If they are sticky, insects or any animal visiting them can
carry them away as they stick to their bodies and drop them on the next flower. Pollen grains
can also be carried by water in aquatic plants. Since wind, water, insects and animals help in
pollination, they are called the agents of pollination.
Notice the pictures showing pollination by insects, birds and wind

Pollination by Insects

http://sciencewithme.com/learn-about-pollination/

13

http://www.tekura.school.nz/departments/horticulture/ht102_p2.html

Pollination by Birds

http://www.doctortee.com/dsu/tiftickjian/bio101/seed-plants.html

14

Flower of Rafflesia has the largest

size. It has one meter diameter and
weighs 7-11 kg.
watch http://www.youtube.
com/?v=3y3q07IF14w

Pollination by wind

Fertilization
The process of fusion of the male and female gamete is called fertilization. The result of fusion
is a cell called zygote. The zygote cell multiplies and develops into an embryo.

galaxysite.weebly.com/uploads/6/4/9/5/.../12reproductioninplants.ppt

15

Functions of a Flower in a Plant:

Some important functions of flowers are as under:
=

Flowers help in reproduction.

Flowers like rose and jasmine are important ingredients of perfume.

Flowers are used to decorate houses, roadside, parks and other places because of their
variety of colours.

Flower becomes a Fruit:

We have just studied that fertilized egg develops into an embryo. Embryo grows inside the
ovule which is located in ovary. The ovary of the flower ripens into fruit. The ovules present
inside the ovary become seeds.
The sepals, petals and stamens dry up and fall off.

Some fruits such as brinjal,

retain sepals even when
the fruit is formed.

The embryo of the seed develops into a baby plant on the germination of seed.
What is a fruit ?
If you are to name some fruits it is obvious for you to think of grapes, bananas and apples.
Did you know that commonly known vegetables such as brinjal, ladys finger, capsicum, green
chillies are in fact fruits.
Scientifically speaking, when the ovary of a flower (after fertilization) enlarges to store food,
it is called a fruit.
It is interesting to note that the centre most part of an apple that you throw is the actual fruit.
What you eat is the thalamus of the flower.

16

http://sta.uwi.edu/fsa/lifesciences/BL11F/IMAGES/Fruit%20D/12%20Apple%20drawings.html
While ovary becomes a fruit, the sepals, petals and stamens all dry up and fall off. Hence the
fruit is a ripened ovary.

Ripened ovary becomes a fruit

http://www.ext.colostate.edu/mg/gardennotes/136.html

17

There are different kinds of fruits. They may be fleshy and juicy as in orange, mango and
apple. Some may be dry and hard as in almonds and walnuts.

Function of a fruit
=

The fruit stores food which we eat either raw or cooked.

The fruit stores and protects the seeds.

Seed
A seed is a small, hard structure that remains protected in the fruit. Peas, maize, gram and
beans are all seeds. It encloses a baby plant. It can remain dormant for a long time. On getting
favorable conditions the seed germinates to form a seeding.

http://en.wikipedia.org/wiki/File:Eggplant-sliced.jpg

Parts of a Seed
The seed is covered by a seed coat. It has cotyledons which supply food to the growing
seedling. It has a baby plant which has a plumule.

18

Journey of seed formation

The journey of the seed can be traced in the following steps:

1.

Fertilization of the male and female gamete.

2.

Formation of zygote in the ovule present in the ovary.

3.

Zygote grows into an embryo inside an ovule.

4.

Ovule grows into a seed.

5.

Ovary grows into a fruit.

19

Worksheet 5
Trace the seed formation from the jumbled steps given below by writing them in a correct
sequence.
1.

Zygote develops into an embryo.

2.

Ovary grows into a fruit. Ovule grows into a seed.

3.

Formation of zygote in the ovule present in the ovary.

4.

Fertilization of the male and female gamete.

5.

Stamens produce male gametes and pistils produce female gametes.

1.

2.

3.

4.

5.

-----------------------------------------

20

Worksheet 6
Observe the pictures and answer the questions given below:

(i)

(A)

(B)

Which picture shows overcrowding of plants? (tick mark the correct option) (A) or (B)

(ii) Consequences of overcrowding will be that the plants will not grow healthy because they
will compete for common needs. Mention few of these, one is mentioned for you.

a) Sunlight

c)

b)

d)

e)

21

Dispersal of seeds and fruits:

If a crowd of fruits and seeds fall at the same location they will compete for water, light, air,
minerals space and so on.
Hence we conclude that seeds must spread far and wide for healthy growth of plant.
The spreading of fruits and seeds far and wide is known as Dispersal. Dispersal of seeds
also helps the plants to explore new habitats for wider distribution.
Sometime after a walk through a field or park, we may found seeds or fruits sticking to our
clothes. The seeds hence get carried away far and wide. We have often observed light and
feathery seeds being carried around by wind. The fruits and seeds are also dispersed by water
and animals.
So wind, water and animals are agents of dispersal.

Agents of dispersal of seed and fruit:

Dispersal by wind:
Seeds dispersed by wind are; light, hairy, feathery or winged. Examples, Apple, Madar, Cotton,
Sunflower.

http://keys.lucidcentral.org/keys/v3/eafrinet/weeds/key/weeds/Media/Html/Xanthium_
spinosum_(Bathhurst_Burr).htm

22

galaxysite.weebly.com/uploads/6/4/9/5/.../12reproductioninplants.ppt

Dispersal by water:
The seeds dispersed by water are spongy, fibrous and develop floating ability may be due to
hollow spaces inside, for example Coconut.

http://www.art.com/products/p13061909-sa-i2260667/jurgen-freund-coconut-floating-on-waterindo-pacific-split-level-dispersal-of-seed.htm

23

Lotus - Dispersal by water

Dispersal by animals:
Seeds dispersed by animals generally posses hooks or thorns which get attached to agent body.
For example Xanthium.

http://www.treesforlife.org.uk/forest/ecological/seed_dispersal.html

24

http://nationalzoo.si.edu/Animals/BackyardBiology/UrbanNatureWatch/Watches/
PlantAdaptationsforSeedDispersal.cfm

The dispersal of seed in

Rafflesia is carried out by
elephants and Rhinoceros!

Dispersal by Bursting Mechanism:

It is interesting to note that some seeds are dispersed when the fruits burst with sudden jerks.
For example, Caster and Balsam.

25

http://www.field-studies-council.org/breathingplaces/food_for_us.htm
Do an activity to learn more about dispersal of seed and fruits. This activity can be done in
groups:

Group Activity 4
Collect 3-4 seeds/fruits dispersed by different agents as mentioned below: (you may collect
their pictures).
a.

seeds/fruits dispersed by water

b.

seeds/fruits dispersed by wind

c.

pictures or seeds/fruits dispersed by animals

Take a cardboard sheet, measuring six by ten inches. Place a thin layer of cotton on it. Stick the
above seeds in groups according to the agents of dispersal given above. Cover the cardboard
with a transparent sheet of cellophane paper. Complete this model by placing this cardboard
in a transparent box.
Sexual Reproduction can be summarized as under:

26

Thus we realize that reproduction by seeds is the resultant of sexual reproduction.

So far we have studied vegetative propagation and sexual reproduction in plants.
We will now study another type of reproduction which neither involves sex organs nor produces
new plants through vegetative parts. This is known as asexual reproduction.

Asexual Reproduction
Plants also reproduce by another method called asexual reproduction, which does not involve
sex organs. In asexual reproduction some plants produce special structures to give rise to new
plants.
Asexual reproduction may be of different types. They are:(i)

Budding

(ii) Fragmentation
(iii) Spore Formation
Perform the following activity to learn more about asexual reproduction.

(i) Budding:
A bud is the bulging out of the cytoplasm of a cell which detaches later on from its parental cell
to give rise to new organism.

Activity 5
Budding by Yeasts
Observe the slide of yeast under the microscope (shown by your teacher). Draw the diagram
and note down your observation.

Observation
You will notice a small bulb-like structure coming out of yeast cells called Buds. These
detach and grow in the form of new cells. Sometimes they form chains of buds which detach
later into new cells. So you see a large number of buds in a short time. The process is called
BUDDING.
The multiplication of yeast cells through formation of buds is known as budding.

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galaxysite.weebly.com/uploads/6/4/9/5/.../12reproductioninplants.ppt
(ii) Fragmentation:
We have seen ponds with stagnant waters. You must have also noticed that colour of water
is green. It is mainly because of some slimy water plants growing in there. These plants are
called Algae.

Activity 6
Fragmentation in Spirogyra
Go to a nearby pond with your teacher and collect this green water in a test tube. Put a drop
on a slide and observe it under a microscope (a permanent slide of spirogyra may also be
seen). You will notice thread like green slimy structures. This is Spirogyra, an alga. Draw its
filament.

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galaxysite.weebly.com/uploads/6/4/9/5/.../12reproductioninplants.ppt

Extended study: Besides Spirogyra you will

see a number of other organisms as well, those
will be seen darting around. Try to observe and
draw them and note their names. Some common
organisms may be- Amoeba, Euglena, Ulothrix
and so on.

The remarkable feature is, when these strands of spirogyra are broken into tiny fragments,
each one of these fragments grow into a new plant, this is called FRAGMENTATION.

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Spirulina is green algae, produces single cell protein. It reproduces asexually by binary
fission.

Photograph: Morphology of Spirulina

Photograph: Spirulina in use

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Spirulina: Earths First Food

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Spore Formation
Perform the following activity.

Activity 7
Growth of bread-mould
Take a piece of moist slice of bread and keep it in a closed box. Place this box in a dark corner.
Observe it after 3 days.

galaxysite.weebly.com/uploads/6/4/9/5/.../12reproductioninplants.ppt
You will observe white, cottony, thread like structures. This is a fungus called RHIZOPUS or
bread mould. This white cottony mass represents vegetative part of the fungus. On further
growth this mass will develop in black coloured bulb like heads which on thin thread like
upright structures, containing thousands of spores.

Spore Formation
These black coloured spores are asexual reproductive bodies. Each spore is covered by a
hard protective coat to cope up with unfavourable conditions such as high temperature and
low humidity. So they can survive for a long time. Under favourable conditions, a spore
germinates and develops into a new individual.

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Thus we conclude that reproduction by budding in yeast, fragmentation in spirogyra and spore
formation in bread mould is by asexual methods.

Advantage of different methods of reproduction:

(A) Advantages of Vegetative propagation and asexual reproduction
(i)

This method is faster than reproduction by seeds.

(ii) The new plants are exact replica of the parent plant.
(iii) Only one parent is involved.
(B) Advantages of Sexual Reproduction
(i)

Seeds can be carried anywhere to grow new plants.

(ii) Since two parents are involved, newer varieties/ combinations are formed.
Colourful and fragrant flowers make our environment look beautiful. They fill us with joy. So
grow more plants.

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POST CONENT WORKSHEET

1.

Match the terms of column 1 with appropriate terms given in the column 2:

Column 1

Column 2

1. Stamen

1. Female gamete

2. Pistil

2. Seed

3. Ovary

3. Embryo

4. Ovule

4. Whorls around

5. Pollen grains

5. Fruit

6. Sepals & petals

6. Female sex organ

7. Zygote

7.Male sex organ

8. Egg

8. Male gamete

2.

Fill in the blanks:

a.

The process by which a new plant arises out of a vegetative part of the plant is
called _________________________________.

b.

Name three vegetative parts involved in the

________________________________________________.

c.

Bryophyllum
is
an
example
of
a
_____________________________________.

3.

Match items in Column I with those in column II

Column I

Column II

a) Eyes

i) Spirogyra

b) Fragmentation

ii) Yeast

c) Spores

iii) Potato

d) Buds

iv) Bread Mould

34

plant

above

arising

process.

out

of

4. State whether the following statements are True or False:

a) A spore producing plant is bread mould

T/F

b) Yeast reproduces with the help of buds.

T/F

c) A rose plant can be grown from leaves.

T/F

d) The reproductive part of a plant is a flower. T / F

5.

Distinguish between vegetative parts and reproductive parts of a plant.

___________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6 What is the difference between sexual and asexual reproduction.
___________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
7 Draw and label the parts of a flowering plant.
___________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
8 Only with the help of a diagram show the various steps in the reproduction in Yeast by
budding.

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___________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
9 Design an experiment by which you can show growth of bread mould by spore formation.
___________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
10 List three advantages of vegetative propagation.
___________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

36

POST CONENT WORKSHEET

1.

What is the difference between sexual and asexual reproduction?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2.

Distinguish between :
i)

Self pollination and cross pollination

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
ii)

Unisexual and bisexual flower

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
iii) Fertilization and pollination

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

37

3.

What happens to the following parts of the flower after fertilization:

i)

Sepals

ii)

Petals

iii) Ovary
iv) Ovule

4.

Only draw and label:

i)

A stamen

ii)

A pisitil

5.

Explain how fertilization takes place in flowers? Also draw a diagram to support
your answer.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

38

6.

What are the features present in the following plants for dispersal of their seeds? Also
state their agents of dispersal:

i) Xanthium

______________________________________________________________________

ii) Madar

iii) Drumstick

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7.

State the features necessary for a flower, to get pollinated by insects

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

8.

Consider yourself an agent of dispersal. To what kind of fruit or seeds can you help in
bringing about dispersal. (State their features.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

9.

What is pollination? Do you think you can bring about pollination in flowers? If so
explain the process.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

39

10. Describe how Spirogyra carries out vegetative reproduction by fragmentation.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

11. Mango and apple are fruits. Do you think brinjal and green chilies are also fruits? Give
reasons to support your answer.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

12. Visit a fruit and vegetable market. Collect at least ten kinds of fruits. Find out all details
from fruit / vegetable flowers and complete the following table:
S.No. Name of fruit

Agents of their seed dispersal

1
2
3
4
5
6
7
8
9
10

40

Part of the seed that helps in

its dispersal

Glossary
Vegetative: relating to typical plant growth.
Reproductive: taking part in, or enabling the production of new offspring or individuals.
Sexual: relating to the two sexes.
Asexual: Lacking any apparent sex organs.
Pollination: to transfer pollen grains from the male structure of a plant anther to the female
structure of a plant stigma.
Pollinator: the noun form of pollination.
Agent: something which provides a particular service for another.
Propagation: create new plants.
Ingredients: a component of a mixture.
Inadvertently: without intending to or without realizing.
Bulb: underground plant part.
Unisexual: related to one gender.
Bisexual: both male and female character.
Fertilization: the union of male and female reproductive cells to produce a young offspring.
Fusion: merging or blending.
Gametes: a specialized male and female cell.
Zygote: a fertilized egg cell.
Embryo: earliest stage of development.
Spore: a small, usually one- celled reproductive structure produced by seedless plants, algae,
fungi, and some protozoans that is capable of developing into a new individual.
Budding: an outgrowth which arises from a parent body.
Fragmentation: the process of breaking up into small bits.
Margin: edge.
Node: a swelling from any part.
Inadvertently: not deliberately, and without realizing.

41

REFERENCES
Vegetative propagation in Bryophyllum
http://www.tutorvista.com/content/biology/biology-iv/flowering-plants-reproduction/asexualreproduction.php
http://www.shikshaservices.com/content/getSubMenuContent/HOW%20DO%20
ORGANISMS%20REPRODUCE/193
Vegetative propagation in Mint
http://www.tutorvista.com/content/biology/biology-iv/flowering-plants-reproduction/asexualreproduction.php
Vegetative propagation in potato
http://www.sparknotes.com/biology/plants/lifecycle/section3.rhtml
http://www.tutorvista.com/content/biology/biology-iii/angiosperm-morphology/undergroundstem-modifications.php
Parts of a plant
http://www.phschool.com/science/biology_place/biocoach/plants/basic.html
http://www.tutorvista.com/biology/parts-of-a-plant-for-kids
Parts of a flower
http://www.naturegrid.org.uk/qca/flowerparts.html
Pistil
http://www.naturegrid.org.uk/qca/flowerparts.html
Stamen
http://plant-parts.blogspot.in/2011/06/stamen-male-organs-of-flower.html
galaxysite.weebly.com/uploads/6/4/9/5/.../12reproductioninplants.ppt
Longitudinal section of an apple

http://sta.uwi.edu/fsa/lifesciences/BL11F/IMAGES/Fruit%20D/12%20Apple%20drawings.
html
Ripened ovary becomes a fruit
http://www.ext.colostate.edu/mg/gardennotes/136.html

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Parts of a seed
http://assoc.garden.org/onlinecourse/PartI5.htm
Pollination of flowers by insects, wind, animals
http://sciencewithme.com/learn-about-pollination/
http://www.tekura.school.nz/departments/horticulture/ht102_p2.html http://www.tekura.
school.nz/departments/horticulture/ht102_p2.html
http://www.doctortee.com/dsu/tiftickjian/bio101/seed-plants.html
http://www.treesforlife.org.uk/forest/ecological/seed_dispersal.html
fertilization
galaxysite.weebly.com/uploads/6/4/9/5/.../12reproductioninplants.ppt
dispersal of seeds
galaxysite.weebly.com/uploads/6/4/9/5/.../12reproductioninplants.ppt
http://www.art.com/products/p13061909-sa-i2260667/jurgen-freund-coconut-floating-onwater-indo-pacific-split-level-dispersal-of-seed.htm
http://www.sritweets.com/dispersal-seeds-due-humans-animals-water-wind-seeds-plantsthin-light-dispersed-air/
http://www.field-studies-council.org/breathingplaces/food_for_us.htm
Budding by yeasts
galaxysite.weebly.com/uploads/6/4/9/5/.../12reproductioninplants.ppt
Fragmentation by Spirogyra
galaxysite.weebly.com/uploads/6/4/9/5/.../12reproductioninplants.ppt

Spore formation by Rhizopus

galaxysite.weebly.com/uploads/6/4/9/5/.../12reproductioninplants.ppt

http://www.cas.vanderbilt.edu/bioimages/pages/fruit-devel.htm ----- flower to fruit

http://www.youtube.com/watch?v=bwCpQflmQG4

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------ video, development of fruit

CENTRAL BOARD OF SECONDARY EDUCATION

Shiksha Kendra, 2,Community Center, Preet Vihar, Delhi-110 092