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Chapter 24: Reproduction in Plants Computer Test Bank Essarily Those of the Hybrid Chapter 24 Organizer Reproduction in Plants Refer to pages 4T-5T of the Teacher Guide for an explanation of the National Science Education Standards correlations. Teacher Classroom Resources Activities/FeaturesObjectivesSection MastersSection TransparenciesReproducible Reinforcement and Study Guide, pp. 105-106 L2 Section Focus Transparency 58 L1 ELL Section 24.1 1. Review the steps of alternation of MiniLab 24-1: Growing Plants Asexually, Section 24.1 generation. p. 654 Concept Mapping, p. 24 L3 ELL Basic Concepts Transparencies 38, 39, 40 L2 Life Cycles of Mosses, 2. Describe the life cycles of mosses, Problem-Solving Lab 24-1, p. 659 Life Cycles of BioLab and MiniLab Worksheets, p. 109 L2 ELL Ferns, and Conifers ferns, and conifers. BioTechnology: Hybrid Plants, p. 680 Mosses, Ferns, Content Mastery, pp. 117-118, 120 L1 Reteaching Skills Transparencies 35, 36P L1 National Science Education and Conifers P ELL Standards UCP.1, UCP.2, P UCP.3, UCP.5; A.1, A.2; C.1, P Reinforcement and Study Guide, p. 107 L2 P Section Focus Transparency 59 L1 ELL C.5 (1 session) Section 24.2 P LS Content Mastery, pp. 117, 119-120 L1 Basic Concepts Transparencies 41, 42, 43 L2P LS P Flowers and Inside Story Poster ELL P LSELL Flowering Section 24.2 3. Identify the structures of a flower. Problem-Solving Lab 24-2, p. 663 LS LS Reteaching Skills Transparency 37 L1 P ELL 4. Examine the influence of photo- Inside Story: Parts of a Flower, p. 665 LS Flowers and Flowering periodism on flowering. Investigate BioLab: Examining the P PLS Reinforcement and StudyP Guide, p. 108 L2 SectionP Focus Transparency 60 LSL1 ELL National Science Education Structure of a Flower, p. 678 Section 24.3 LS Critical Thinking/Problem Solving, p. 24 P P Standards UCP.1, UCP.2, L3 LS The Life Cycle of BioLab and MiniLab Worksheets, pp. 110-112 L2 P UCP.5; A.1, C.4-6 (1 session, P 1/ block) a Flowering Plant Laboratory Manual, pp. 171-178 L2LS P LS 2 LS P LS Assessment ResourcesContent Mastery, pp. 117, 119-120 L1 AdditionalLS Resources LS 5. Describe the life cycle of a flowering Careers in Biology: Greens Keeper, p. 673 P P LS Section 24.3 Assessment Resources AdditionalP Resources LS plant. MiniLab 24-2: Looking at Germinating LS LS The Life Cycle of a 6. Outline the processes of seed and fruit Seeds, p. 677 Chapter Assessment, pp. 139-144 Spanish Resources ELL P P Flowering Plant formation and seed germination. MindJogger Videoquizzes English/Spanish Audiocassettes ELL National Science Education P LS LS Performance Assessment in the Biology Classroom CooperativeLS Learning in the Science Classroom COOP LEARN Standards UCP.1, UCP.2, Alternate Assessment in the Science Classroom Lesson Plans/Block SchedulingP UCP.3, A.1, A.2; C.1, C.4-6; LS E.1, E.2; F.3, F.6; G1-3 Computer Test Bank P LS P (2 sessions, 1 block) BDOL Interactive CD-ROM, Chapter 24 quiz LS LS LS LS LS Need Materials? Contact Carolina Biological Supply Company at 1-800-334-5551 KeyKey toto TeachingTeaching StrategiesStrategies or at http://www.carolina.com L1 Level 1 activities should be appropriate Teacher’s MATERIALS LIST for students with learning difficulties. Corner L2 Level 2 activities should be within the The following multimedia resources are available from Glencoe. BioLab Alternative Lab ability range of all students. Products Available From Glencoe p. 678 microscope, microscope slide p. 674 canned kidney beans, paper L3 Level 3 activities are designed for above- Biology: The Dynamics of Life To order the following products, call Glencoe (2), coverslips (2), dropper, water, sin- cup, water, dried kidney beans, wax average students. CD-ROM ELL at 1-800-334-7344: gle-edged razor blade, colored pencils paper, labels, tetrazolium solution, ELL ELL activities should be within the ability Animation: Life Cycle of a Moss CD-ROM (red, green, and blue), hand lens, dropper bottle range of English Language Learners. Video: Fern Development NGS PictureShow: What It Means to Be Green flower (complete) COOP LEARN Cooperative Learning activities Animation:P Life Cycle of a Pine Quick Demos P Curriculum Kit P are designed for small group work. Exploration: Angiosperm MiniLabs p. 657 photomicrographs of gameto- P GeoKit: Plants P P These strategies represent student prod- Video: Blooming Flowers p. 654 potato, garlic clove, carrot, test phytes, metric ruler Transparency Set ucts that can be placed into a best-work Videodisc Program tube, petri dish, beaker, toothpicks, p. 662 flower (rose or daffodil) P NGS PicturePack: What It Means to Be Green portfolio. Double Fertilization water, paper, pencil p. 668 peanut Videodisc LS LS These strategies are useful in a block Fruit Formation p. 677 microscope, corn kernels and p. 672 tomato, peach LS STV: Plants LS LS scheduling format. Seed Dispersal bean seeds (germinating and ungermi- LS Germination nated), paper towels, plastic zipper LS bags, single-edged razor blade 652A 652B ChapterChapter 2424 ChapterChapter SECTION PREVIEW Section Objectives Section 24.1 Review the steps of alternation of genera- 24.1 Life Cycles of Mosses, tion. ETTING TARTED EMO Reproduction in Plants GETTING STARTED DEMO 24 Describe the life cycles Prepare Ferns, and Conifers of mosses, ferns, and Show students pictures of conifers. Key Concepts reproductive structures of Vocabulary Alternation of generations is re- mosses, ferns, and conifers. What You’ll Learn ou may have seen the fine yellow dust vegetative reproduction P that covers everything when pine trees protonema viewed and the life cycles of mosses, Have students discuss ways I You will compare and con- release their pollen. As annoying as megaspore ferns, and conifers are presented. trast the life cycles of mosses, Y microspore they are similar. ferns, and conifers. this pollen may seem, it has a valuable func- micropyle I You will sequence the life tion. It is an important stage in the life cycle Planning LS cycle of a flowering plant. of pine trees. Other plants have even more I Theme Development I You will describe the charac- Purchase garlic, carrots, and teristics of flowers, seeds, and dramatic stages of their life cycles, such as potatoes for MiniLab 24-1. Unity within diversity is ex- fruits. exploding moss capsules and fern sporangia. I Locate pictures of moss, fern, plored in this chapter as the dif- and conifer reproductive struc- Why It’s Important ferent reproductive strategies of Male pine cone tures for Getting Started Demo. major plant divisions are present- Plants are essential to Earth’s releasing pollen I biosphere. The fruits and seeds Locate pictures of moss, fern, ed. The theme of systems and produced by flowering plants and conifer gametophytes for interactions is stressed in the are a major food source for the Quick Demo. study of the life cycles of various humans and animals, and critical plants. Evolution is a theme that for the survival of many species. occurs throughout the chapter, Alternation of mature sporophyte allows the life especially as it relates to the GETTING STARTED cycle to begin again. Figure 24.1 1 Focus coevolution of pollinators and Generations illustrates alternation of generations. Looking at Flowers Bellringer flowers. Look closely at two different As you learned earlier, plants go flowers. How are they similar? through an alternation of generations Before presenting the lesson, How are they different? during their life cycles. Remember Figure 24.1 display Section Focus Trans- that the two phases of the plant life All plants exhibit an alternation of generations. The gametophyte (n) stage produces gametes. parency 58 on the overhead pro- To find out cycle are the gametophyte stage and jector and have students answer If time does not permit teach- more about The sporophyte (2n) produces spores. the sporophyte stage. the accompanying questions. L1 ing the entire chapter, use the plants, visit the Glencoe Science The cells of the sporophyte are all ELL BioDigest at the end of the Web Site. www.glencoe.com/sec/science diploid. Certain cells of the sporo- unit as an overview. Male phyte undergo meiosis and produce gamete (n) haploid spores. These spores grow, Spores (n) Female by mitotic division, into the gameto- gamete (n) P Transparency 58 Fern Life Cycle SECTION FOCUS Use with Chapter 24, Section 24.1 phyte. The multicellular gameto- GAMETOPHYTE (n) phyte that is formed is composed of haploid cells. Some cells of the game- Animals often play an Meiosis Fertilization important role in polli- tophyte will differentiate and form LS P nating flowering plants. haploid gametes. The female gamete Insects, including bees, is the egg, and the male gamete is the SPOROPHYTE (2n) transport pollen from sperm. When a sperm fertilizes an New sporophyte flower to flower. Most Gametophyte nonflowering plants, egg, a diploid zygote is formed. This Mitosis Sporophyte LS such as mosses, rely on zygote divides by mitosis, producing wind or water for the dis- a tiny sporophyte or embryo. The persal of spores. development of the embryo into a Fern Moss 1 Which generation is dominant in the life cycle of this fern? 2 How does this compare with the life cycle of mosses? 652 REPRODUCTION IN PLANTS 653 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Assessment Planner BIOLOGY: The Dynamics of Life SECTION FOCUS TRANSPARENCIES Look for the following logos for strategies that emphasize different learning modalities. Assessment Planner Kinesthetic Meeting Individual Portfolio, p. 670; Tech Prep, p. 672; Portfolio Assessment Alternative Lab, TWE, pp. 674-675 Multiple Needs, p. 662; Building a Model, Enrichment, p. 673 Assessment, TWE, p. 657 BioLab, SE, pp. 678-679 Learning p. 669; Tech Prep, p.
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