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Lesson Plan on Vegetative Propagation

Lesson Plan on Vegetative Propagation

Date:Concept Map on Lesson / TopicUnit:Reproduction in Plants
Class:VIISubject:Biology
Time:45 minutesTopic:Vegetative Propagation
Period:
Major Concept:

  • Plants reproduce through both sexual and asexual methods
  • Asexual reproduction is a process by which new plants are obtained without seeds
  • Vegetative propagation, budding, spore formation and fragmentation are the different types of asexual reproduction
  • Vegetative propagation is a method of asexual reproduction in which new plants are formed from vegetative parts of the plant like root, stem and leaf.
  • The new plants produced through vegetative propagation resemble the parent plant in all respects

Major concepts/Learning Points:

  • Plants reproduce through both sexual and asexual methods
  • Asexual reproduction is a process by which new plants are obtained without seeds
  • Vegetative propagation, budding, spore formation and fragmentation are the different types of asexual reproduction
  • Vegetative propagation is a method of asexual reproduction in which new plants are formed from vegetative parts of the plant like root, stem and leaf.
  • The new plants produced through vegetative propagation resemble the parent plant in all respects

Learning Objectives:

  • Give examples of plants that reproduce without seeds
  • Identify plants that are propagated through stem, root and leaf from the surrounding
  • Interpret that plants reproduced through vegetative propagation resemble their parent plant in all characteristics
  • Appreciate the importance of vegetative propagation
  • Develop a garden of plants that are grown from root, stem and leaf of parent plant

Learning outcomes:

  • Classification of organisms based on characteristics
  • Conduct simple investigations to seek answers to daily life queries (do all plants produce seeds, what are the other means of reproduction other than through seeds)
  • Explain processes and phenomenon
  • Draw and label diagram

Pre requisites/Previous Knowledge:

  • Concept of reproduction
  • The vegetative and reproductive parts of the plant and its functions
  • Parts of the flower
  • New plants are grown from seeds
  • Modification of plants

Possible misconceptions:

  • Confusion on the parts of the plant that are modified as stem, root and leaf
  • Flowering plants will not reproduce asexually

Process skills:

  • Observation, classification, inferring, scientific communication
  • Technical terms / academic language
  • Vegetative propagation, cutting, eye of potato, vegetative bud

Learning Resources:

  • Specimens of common plants that multiply through stem, root and leaf (ginger, potato, begonia leaves, sweet potato, dahlia root, violet leaves, hibiscus stem, drum stick stem)
  • Flash cards showing different types of vegetative propagation
  • The school garden
Learning Processes (Strategies):
Phases of the lessonTeacher InitiativesPerceived barriers to learn and ways of overcoming themStudent learning process/activities
Introduction (ENGAGE)Discussion on plant variations around us, gardening, landscaping experience may be initiated.

Reflect on their experience of keeping leaves inside the book in which they have observed tiny roots coming out.

Some students may not participate in the discussion.  They can be drawn into the focus by asking a simple question that they can answerName the plants known to them, classify them on the basis of their mode of reproduction, discuss among themselves on the process of propagation of plants known/heard/seen by them.

Students take out leaves from their books (if they have) or recall their experience of keeping/collecting plant parts

Development (EXPLORE/ EXPLAIN)Display the specimens brought, show the flash cards and encourage students to classify them of similar characteristics.

Focus on points of discussions – propagation in different plants like mango, jackfruit, tomato…….

Banana, rose, ginger, potato..

Marigold, drumstick…….

Some names of plants may be unknown to students.  Their local names could be elicited and written on the board with the textual name.

There may be some students in the class those who have no experience in farm related life.  Provide scope to them to learn from peers

Students discuss among themselves and classify the specimens as those reproducing by seeds, and those not by seeds. (modified roots/stem/leaf or by cutting, grafting etc) based on their experience.

Some students those who are from agriculture background or those who have visited a botanical garden or have someone having a family member working as land scape designer or similar filed may narrate the way plants are propagated through other means than seeds.

Students come to conclusion based on the group work and discussion to the learning points as reproduction in plants may be sexual or asexual.  Reproduction through vegetative parts of the plant is called as vegetative propagation

Application (ELABORATE/ EXPAND)Create scope for discussion/debate on advanced methods of vegetative propagation like tissue culture, genetic modification and so on.  Students can learn from local resources like agricultural / horticultural farms in the locality, personnel working in any agriculture sector may be engaged in an interaction with students either in class or school or community.Students search in net for the new techniques of plant propagation and debate on the pros and cons of such expansions in plant propagation
Evaluation (REVIEW/ CLOUSURE)Focus on the learning points and on objectives / outcomes

Teacher can ask the students to identify the difficulties / obstacles in understanding the topics discussed

Some students though have not understood the difficulties in attaining concepts; may not express either due to poor knowledge of their learning or due to fear/shyness.  In such cases teachers have to find alternate ways of identifying the difficulties like through giving simple screening test, performance test and observation of students to understand their learning and encourage self-learning.Prepare simple questions that are of various types (multiple choice, match the following, fill up the blank, short answer questions)

Make groups /pair and share to find answers

Group leaders may be made to organize a class level quiz competition.

Students list the benefits of vegetative propagation

Assignment/ Homework
  • Write a brief note on vegetative propagation in plants
  • Grow a plant through vegetative propagation and replant in the school garden