Unit 8.

13 Reproduction

Equipment and resources required

Overview of the unit

flower, scalpel, tweezers, magnifying glass, tile, glue,

scissors

In this unit, students will first learn about asexual

reproduction, with reference to Euglena and yeast.
They then investigate the structure of a flowering
plant as an example of sexual reproduction. They
compare asexual and sexual reproduction, and move
on to study natural selection and selective breeding.
Finally they choose one example of selective breeding
to research in detail and present their findings to the
rest of the class.
Concept strands
In completing this unit students will work towards
Learning outcomes L6, L7 and L8.
Learning

Emerging

Developing

Mastered

L6 Compare

Identify

Describe

Compare sexual

sexual and

examples

examples

and asexual

asexual

of sexual

of sexual

reproduction.

outcome

reproduction. and asexual and asexual

reproduction. reproduction.
L7 Explain

Outline

Describe

Explain examples

examples

the process

the process

of natural

of natural

of natural

of natural

selection.

selection.

selection.

selection.

L8 Describe

Identify

Describe

Describe the

the

examples

the process

advantages and

advantages

of selective

of selective

disadvantages of

and

breeding.

breeding.

selective breeding.

disadvantages

adapt changes in an organisms characteristics

over time; the species adapts to have characteristics
useful in its environment
antibiotics medicines that kill bacteria; they are
useful for some infectious diseases, and to control
infection after injuries or medical operations
asexual reproduction this is reproduction with
only one parent organism
bud a bud is a small growth that will become
something new; on a tree, a bud will become a new
branch or a flower
camouflage colors or markings that cannot easily
be seen against the environment; soldiers wear green
and black to camouflage themselves in forests, and
yellow and brown in deserts
characteristic something about an organism
or other thing; for example, having black hair or
having light green leaves is a characteristic
drug resistance when a drug does not work to kill
an organism that causes disease; this is because the
organism has changed
electron microscope a microscope that uses a
beam of electrons instead of light; it shows details at
a much higher magnification than a normal optical
microscope
embryo the bundle of cells that will be a new
multicellular organism

of selective
breeding.

Investigating scientifically strands

The work in this unit will allow students to practice
and improve the following process skills:
Investigative

Key terms

Emerging

Developing

Mastered

S11 Draw a

Draw a

Draw a

Draw a

conclusion,

conclusion. conclusion,

skills
conclusion,

consistent

related

consistent

with the data,

to the

with the data,

and explain it

scientific

and explain it

using scientific

question or using scientific

knowledge and

prediction. knowledge and

understanding.

understanding.

extinct when all organisms in a species are dead

fertilization this happens when the male and
female gametes (sperm and ovum) meet and join; we
say that the ovum is fertilized
fission when a cell reproduces by splitting into two
identical copies
fragmentation one part of a multicellular
organism breaks off and grows into a new individual
fusion when the male and female gametes join;
the two cells become one
gamete a cell needed to make a new organism
during sexual reproduction

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individual a single organism; for example, you

are an individual human
inherit when an organism has a characteristic
that is the same as a characteristic from one or both
parents
mate the mate of a female fish is a male fish
medical operation cutting open a human body
to treat an illness (for example, to remove cancer or
to fix the heart)
misuse using something wrongly, or for the wrong
purpose

sperm the gamete provided by a male organism

variation a measure of the different characteristics
found among different individual organisms in a
species
vegetative reproduction small copies of the
organism grow as part of the original organism; they
then drop off and live as new individuals
zygote the fertilized egg; it is a single cell with
properties of the sperms nucleus and the eggs
nucleus
Common misconceptions

multicellular organism an organism with more

than one cell

Sexual reproduction only happens in

natural selection the process in which organisms

with useful characteristics survive and reproduce;
natural selection chooses useful characteristics over
time

Asexual reproduction only happens in

nectar a sweet liquid produced by some flowers;

bees and other insects drink nectar
offspring the new organism or organisms; for
example, the offspring of birds are baby birds
organ part of an organism with a particular
function or functions
ovum or egg the gamete provided by a female
organism (if there is more than one egg, we say ova)
pollen a sticky powder found in flowers; bees and
other animals move pollen from flower to flower
population all the individuals of a species (we can
talk about the total population, or the population of
an area; for example, the human population of the
world is 7 billion; the population of Abu Dhabi is
2.2 million)
reproduce when an organism or organisms make
new organisms of the same species
resistant not affected by something very much;
resistant bacteria are not killed by antibiotics

animals.
microorganisms.

Eggs and seeds are non-living.

Team, individual and class activities
Getting started
In units 7.8 and 7.12, students were introduced to
the idea of variation. They considered the causes of
variation and how different organisms have features
that help them survive. This introductory section
serves as a brief revision by looking at the features of
a typical predator and prey (a kestrel and a mouse).
1 Reproduction
Students should recall that all living things reproduce
(it is one of the letter Rs in MRS GREN see Unit
6.13). This first section looks at reproduction by
single-celled organisms using Euglena and yeast as
examples.
A single Euglena has one nucleus.
Activity 1.1
There are several videos showing Euglena
fission, for example https://www.youtube.com/
watch?v=Y_2NDmlBEwU

selective breeding when humans choose which

individual plants or animals will be the parents for
sexual reproduction

Explain to students that when just one parent cell

is involved (as with Euglena and yeast) the process
is called asexual reproduction. It may be worth
pointing out at this stage that a- in front of a word
means not. For example, asymmetric means not
symmetric.

species a type of organism (for example, lions are

a species of mammal; kestrels are a species of bird;
date palms are a species of plant)

Emphasise that with asexual reproduction, the

daughter cells are copies of the parent cell, so there
is little variation within a population. Ask Why

rise when yeast produces bubbles of carbon

dioxide and makes the bread mixture increase in size

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might the lack of variation be a problem? Lead students

to the idea that in a changing environment most
organisms might die but, if variation exists, one or
two might have features enabling them to survive.

on the Galapagos Islands, peppered moths and the

dodo. It can be explored further using Worksheet
13.3 (page 189).

Worksheet 13.1 (page 184) provides a set of

instructions for propagating African violets, with
questions to consolidate ideas about asexual
reproduction.

Activity 4.1

2 Sexual reproduction
Sexual reproduction occurs when there are two
parents. It occurs not only in animals but also in
flowering plants. Flowering plants cannot move from
one place to another, so they have other strategies
that allow male and female gametes to meet. One of
these is pollination by insects.
Activity 2.1
Each team will need: flower, scalpel, tweezers,
magnifying glass, tile
Suitable flowers for this practical are tulips, or any
other flower with male and female organs.
Students look carefully at the flower and identify
the features they can see on the diagram before
removing the sepals and petals.
Which parts of the flower make up the stamen?
(Answer: the anther and filament)
Which parts of the flower make up the pistil?
(Answer: the stigma, style and ovary)
Find the name of the part where you can see pollen.
(Answer: the anther)
Once students have sliced the pistil, they should
observe the ovary and ovules.
The male gamete is in the pollen, and during
fertilization, this male gamete unites with the female
gamete inside the ovule.
Unlike in asexual reproduction, this time two
different cells are joining to make a completely
different cell to either of the parent cells the new
cell (the zygote) is not an exact copy of either parent.
Students will revisit this in part 4 of this unit.

4 Comparing asexual and sexual reproduction

Answers:
Asexual reproduction
Advantages:
Reproduction is fairly fast
Less energy is needed to reproduce
There is no need to find a mate
Useful characteristics will definitely be passed on to
the new organism
Disadvantages:
If one organism cannot fight off a disease, this will
be true for all the organisms
If the environment changes, the organism cannot
adapt quickly
Sexual reproduction
Advantages:
Variation means the organism can adapt over a few
generations to adapt to a changing environment
Variation helps defend the population against
disease
Disadvantages:
The process of reproduction takes time and energy
A male and a female need to be in the same place to
meet
Worksheet 13.4 (page 192) is a True or False exercise
summarizing differences in asexual and sexual
reproduction.
5 Selective breeding
The concept of selective breeding is covered in this
section with reference to breeding of crops and dogs.
The problem of drug resistance is also considered in
this section.

Worksheet 13.2 (page 187) is a cut and stick exercise

to consolidate students understanding of sexual
reproduction in a flowering plant.

Worksheet 13.5 (page 194) is a loop game that tests

students comprehension of this unit. Cut out and
shuffle the cards, then hand out a set to each team.
Their task is to put the chain of cards in order.

3 Natural selection

6 Presentation task

The concept of natural selection is covered in this

section with reference to three examples: the finches

Each team will prepare a talk or PowerPoint

presentation on one aspect of selective breeding.

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Differentiation
Worksheets 13.1, 13.3 and 13.5 are most suitable for
Extension students.
Worksheets 13.2, 13.4 and 13.5 are most suitable for
Support students.
Assessment
Making use of peer assessment
Ask students within teams to test each other on the
key terms from this unit.
Collecting items for evidence of achievement
Completed worksheets and presentations
Success criteria for the learning outcomes
Students will be able to:
L6: Compare sexual and asexual reproduction.

Emerging: Identify examples of sexual and

asexual reproduction.

Developing: Describe examples of sexual

and asexual reproduction.

Mastered: Compare sexual and asexual

reproduction.
L7: Explain examples of natural selection.

Emerging: Outline the process of natural

selection.

Developing: Describe the process of natural

selection.

Mastered: Explain examples of natural

selection.

L8: Describe the advantages and disadvantages of

selective breeding.

Emerging: Identify examples of selective

breeding.

Developing: Describe the process of selective

breeding.

Mastered: Describe the advantages and

disadvantages of selective breeding.
Encouraging self-reflection and self-assessment in
students
Set students this task: From this unit, write down:

one thing that surprised you

three things you will try to remember
five new words you have learned.
Further suggestions for additional activities
and investigations
See Worksheet 13.1 students could set up this
activity in the classroom or at home.
Links, references, URLs for the students to use
A short video clip about asexual reproduction:
http://www.bbc.co.uk/nature/adaptations/Asexual_
reproduction#p00htlt4
An interactive quiz about evolution and natural
selection:
http://www.bbc.co.uk/schools/gcsebitesize/science/
edexcel/classification_inheritance/evolutionact.shtml
A game about natural selection:
http://phet.colorado.edu/en/simulation/natural-selection

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