Rigor/Relevance
Framework
LESSON PLAN
Knowledge
Area and/or Course Horticulture
Lesson Title Cuttings
No. Periods 1
6
5
4
3
2
1
C
D
Assimilation
_______
Adaptation
___X____
A
B
Acquisition
_______
Application
_______
1
Teacher Goal(s):
1. Students will understand the importance of asexual
reproduction.
2. Students will practice proficiency in removing plant
material for the purpose of propagation.
2
3
4
Application
Objectives:
The student will be able to (TSWBT). (Oregon Skill Set numbers in parentheses at the
end of the objective statement.)
1. Compare and contrast sexual and asexual reproduction (Plant 03.01.03.a)
2. Identify the importance, process, and applications of removing plant material for the purpose
of asexual propagation (Plant 03.01.03.a)
3. Organize small groups and assign tasks to group members to complete cuttings tray (CRLS
CS.TW.01)
4. Create a geranium cuttings tray using proper asexual propagation methods (Plant 03.01)
5. Evaluate and calculate the survival rate of the geraniums cuttings tray (Plant 03.02.03.a)
State Standards met by Objectives:
Subject
Strand
1. Plant
03.01.03.a.
2. Plant
03.02.02.a.
3. Plant
4. Plant
03.01.
03.02.03.a.
5. CRLS
CS.TW.01
Eligible Content
Describe optimal conditions for asexual propagation
and demonstrate techniques used to propagate
plants by cuttings, division, separation and layering
Explain the reasons for preparing growing media
before planting.
Demonstrate plant propagation techniques.
Demonstrate proper planting procedures and postplanting care.
Identify different types of teams and roles within
each type of team; describe why each role is
important to effective teamwork.
Knowledge: 1=awareness; 2=comprehension; 3=application; 4=analysis; 5=synthesis; 6=evaluation
Application: 1=knowledge in one discipline; 2=apply knowledge in one discipline; 3=apply knowledge across disciplines; 4=apply knowledge to real-world predictable situations; 5=apply
knowledge to real-world unpredictable situations
5
Materials, Equipment, Audio-Visual
Aids:
1. Mother geranium plant
References:
http://www.usask.ca/education/coursework/mcvittiej/
resources/redlily/middleyears/pdf/sexualreprod.pdf
2. PowerPoint
3. Projector
http://biology.suite101.com/article.cfm/asexualreproduction-in-plants
4. Rooting hormone
5. Scissors
6. Scalpel
7. Alcohol
8. Cuttings tray
9. Growing media
10. Plant tags
http://www.suite101.com/article.cfm/perennials/16787
Anticipatory Set/Introduction/Motivation/Interest Approach:
Review Yesterday’s Lesson:
The teacher will review the roses and flowering shrubs lessons and ask questions pertaining to
the objectives from the previous day
1. Identify characteristics and pruning methods for flowering shrubs
2. Identify characteristics and pruning methods for roses
3. Articulate the effects of improper pruning on roses and flowering shrubs.
4. Demonstrate proper pruning on roses and/or flowering shrubs
5. Create a plan for protecting roses and flowering shrubs from pests and diseases
Set:
The teacher will bring in a geranium and ask the students to c a short create a fictional story
about the history of the plant. The teacher will tell the students the geranium is over 600 years
old, and it is the students’ job to explain to the class how this is possible.
Students are encouraged to be as creative as possible, include historical dates the plant may have
been around for, and how the plant is going to stay around for another 600 years.
Transition (Use Objective):
1. Compare and contrast sexual and asexual reproduction
2. Identify the importance, process, and applications of removing plant material for the purpose
of asexual propagation
3. Organize small groups and assign tasks to group members to complete cuttings tray
4. Create a geranium cuttings tray using proper asexual propagation methods
5. Evaluate and calculate the survival rate of the geraniums cuttings tray
Strategy – Includes Teacher
Activity, Student Activity,
Questions/Answers and
Objectives
Subject Matter Outline/Problem and Solution
(Application Points Lace in Throughout Lesson)
(Modeling, Guided Practice, and Content)
Objective #1
“Sex”
(Q) As a review, who can tell me
what sexual reproduction is?
In sexual reproduction, a new individual is produced by the
combining of material from two parents. In plants, as in
animals, a sperm moves towards an egg. Fertilization occurs
when the egg and sperm nuclei (the central part of each cell)
unite to start development of the offspring. By repeated cell
division, the fertilized egg grows from a single cell into a
many-celled embryo (a tiny new plant that develops into a
seed). All living things that reproduce sexually take some
features from each parent. Next year’s flowers will resemble
this year’s flowers because they inherit features from
both of their parents.
The teacher will ask for
volunteers to describe how
PLANTS reproduce sexually.
If students do not remember what
sexually reproduction is or it is
not in their notes, they will be
instructed to write it in.
(A) sexual reproduction involves
a male sperm and a female egg
The flower is the structure that makes sexual reproduction in
flowering plants possible. A wide variety exists in flower
appearance, but the function of the flower parts is the same.
(Q) If asexual reproduction
involves sex, what is asexual
reproduction?
“Asexual Reproduction”
Asexual reproduction notes are to
be written down in student notes
(A) Does not involve sex
Teacher will explain that today
the class will be learning about
cuttings which are a form of
asexual reproduction where we
basically “prune” off a section of
plant material and plant that
section into a soil media.
(Q) Would cuttings be considered
a form of sexual or asexual
reproduction?
(A) Asexual
(Q) Why?
Gardeners have learned to use the asexual reproduction of
plants to their advantage and are now using artificial
methods of vegetative propagation to increase the stock of a
plant. Two ways in which this is done is via cuttings and
grafting. These methods are considered to be artificial as
they do not occur naturally.
Cuttings
Cuttings are the most common method of artificial
vegetative propagation used as many plants can be produced
from just one parent plant. In this method, cuttings may be
taken mainly from the stems and roots of the parent plant.
These cuttings must include a meristematic region from
which growth (via mitosis) can occur. The cuttings, when
placed in a suitable, for example, moist soil and under the
right conditions (sufficient nutrients, water and sunlight),
develop roots and shoots. The roots and shoots grow and
develop into a plant identical to the parent plant from which
the cuttings were taken.
(A) It does not involve a male
sperm and female egg
This process is used to provide many plants from one single
plant, each plant being exactly the same. It is beneficial to
agricultural farmer as it is a quick, easy method to produce a
vast number of crops. One such example where artificial
vegetative propagation has been very beneficial is on a
sugar cane plantation. The asexual reproduction of plants
via cuttings is much faster and produces much more than
sexual reproduction would.
Objective #2
“Cuttings Process”
Students will be asked to take
notes on the importance and
process of taking cuttings
Plant cutting, also known as striking or cloning, is a
technique for vegetatively (asexually) propagating plants in
which a piece of the source plant containing at least one
stem cell is placed in a suitable medium such as moist soil,
potting mix, coir or rock wool. The cutting produces new
roots, stems, or both, and thus becomes a new plant
independent of the parent.
(Q) What is an advantage of
taking a cutting?
(A) saves money, keeps plant
alive, simple task, etc.
As students are taking notes on
taking the cutting. The teacher
will ask questions about each step
and ask students to answer the
questions while writing down the
steps
(Q) What is different about this
mixture of soil compared to the
soil we used for planting seeds?
(A) The soil has more
“vermiculite” to increase soil
drainage
(Q) Why do we want to increase
soil drainage?
(A) So we don’t drown the roots
(Q) Why do we make the hole for
the cutting with a pencil and not
just shove the cutting into the soil
media?
(A) So the rooting hormone
doesn’t rub off
Taking cuttings of geraniums:
First, prepare the soil and pots. We will use cuttings trays.
Next, locate some nice cuttings on your plants. Early spring
is the best time to do it. Select succulent stems with green
growth tips.
With a pencil, chopstick or similar object poke a hole in the
soil where each cutting will go. The hole should be about 2
inches deep. Each 4 inch pot should have one hole. If you
are using a tray, the holes should be about 4 inches apart.
Make cuttings about 4 inches long. Cut straight across with
a sharp knife. If you cut on an angle, only part of the stem
will root. A straight-across cut is necessary. It is extremely
important to make the cutting at the joint of node. This is
the only point where roots will form from. It is easy to tell
where the node is on a geranium because you will see stem
emerging from that area. Cut straight across that point
Do hold the plant out and swipe in the jaunty fashion that
florists use in cutting the stem ends off of roses. The
movement should be smooth and swift but not dangerous
with knives and blades flashing about.
Strip the leaves (if there are any) off the bottom 1 1/2 inches
of the cutting.
(Q) What is a rooting hormone?
(A) A powder which will induce
the growth of roots
(Q) Why is sterilizing all of the
knife edges important?
Dip each cutting in #1 rooting powder, available at all
garden stores, some hardware stores, and a few florists.
Stick the cutting in the hole.
Immediately stick the cuttings into soil.
(A) So we don’t pass on diseases
Using the pencil again, poke the hole closed so that the soil
is firm around the base of the cutting and water the cutting
(Q) Why do we cut at the node?
Place in a bright location, such as right next to a window.
(A) That is where roots form
In a few weeks your cuttings will be rooting -- but don't pull
them out. That would wreck all that hard work.
(Q) Why do we take off some of
the leaves from the plant?
(A) So plant energy will go to the
roots
(Q) Can we take off all of the
leaves? Why?
You will tell when your cuttings have "taken" because they
will start to grow. Feed them with all-purpose plant food.
Schultz green drops (7 per litre) will do. I like Dutch Plant
Pills. Just about anything will do to keep them happy
indoors until it's time for your geraniums to go back
outdoors.
(A) No because we need 1-2 for
photosynthesis
Objective #3 and #4
The teacher will divide the class
up into 3 person groups. Each
group will be in charge of
creating a cuttings tray.
-
-
-
Each group will have a
designated leader who is
also the quality control
expert who ensures
equipment is sterilized,
cutting is taken properly,
and watered/labeled
One team member will
sterilize equipment, make
the cutting in the
appropriate place, and
remove proper plant
material
The final team member is
Creating a Cuttings Groups and Taking Cuttings
in charge of applying the
rooting hormone and
planting the cutting
Objective #5
Group Evaluation and Calculation
In 10-12 days after the cuttings
have been taken, the teacher will
ask the students to go into the
greenhouse and evaluate their
cuttings tray and calculate their
survival rate.
The calculation for the survival rate of the geranium is
(#survived/total #) X 100
Students will give each other
group grades at this time.
Also make notes on any of the dead geraniums:
- All of the dead geraniums had too many leaves
- The soil was completely dry
- Etc.
Group Grade is Calculated on:
-
Participation
Accuracy
Following directions
Ex. 14 survived
20 total
(14/20) X 100 = 70%
Closure/Summary/Conclusion (Tie in Objectives)
1. Compare and contrast sexual and asexual reproduction
2. Identify the importance, process, and applications of removing plant material for the purpose
of asexual propagation
3. Organize small groups and assign tasks to group members to complete cuttings tray
4. Create a geranium cuttings tray using proper asexual propagation methods
5. Evaluate and calculate the survival rate of the geraniums cuttings tray
Evaluation: (Authentic forms of Evaluation, Quizzes, or Written Exam)
Verbal check for understanding on the importance of taking cuttings and completing the process
accurately.
What are three important factors to remember when taking cuttings?
1.
Sterilize equipment
2.
Cut at the node
3.
Dip in rooting hormone
4.
Pre-make hole
5.
Etc.
How is the soil different for cuttings than seeds? Why?
The soil has more vermiculite to increase drainage
Why do we take cuttings in horticulture?
1.
Save money
2.
Keep mother plant alive through cloning
3.
Easier than sexually reproducing in some situations
Assignments: (Student Activities Involved in Lesson/Designed to Meet Objectives)
Daily notebook and calendar
Cuttings activity
Group assessment
Lesson Reflection
This lesson was one of the most fun and rewarding lessons I have taught. Students really enjoyed
working in the greenhouse, seeing, learning, and actually reproducing the plants in a way which
is new to most of them. Most of the students had the majority of their cuttings survive, and asked
me if they could replace the ones that did die. If I could do this lesson again I would probably not
have the students in groups so that each student could have their own cuttings to watch over,
transplant, pinch, and sell.