90453 Describe modification of livestock reproduction or plant propagation to improve productivity.
PLANT PROPAGATION TO IMPROVE PRODUCTIVITY.
Notes.
1. This Achievement Standard requires knowledge of reproductive process(es) of plants, and describing techniques used to
modify reproduction or propagation of plants, and how these techniques modify reproduction and improve productivity.
2. This Achievement Standard is largely theoretical but practical experience is an important part and you need to build in as
much as possible. THE EMPHASIS SHOULD BE ON COMMERCIAL PROPAGATION TECHNIQUES AND
PRACTICES.
3. Aspects of this Achievement Standard may require to be skipped over or to be covered in more depth, depending on
whether Horticulture has been taught as Year 11.
4. Notes accompany this scheme for depth and breadth of teaching.
5. Do the practical activities on the fine days and last periods and theory when the weather is no good or in the mornings.
6. Power point presentations are a good way to go on a field trip with out leaving the room if this is more suitable.
7. All videos are from the Growing Awareness series from VEA, if not otherwise stated.
8. Texts. There are no text books for this Achievement Standard. This text may be helpful.
 Yates Guide to Horticulture by Don Bramley from Heinemann 1985.
The following biology texts and workbooks are useful for physiology of plants but not productivity.
 The Life of Plants by Martin Hanson, published by Longman Paul 1994.
 Year 12 & 13 Biology Student Resource & Activity Manuals from Biozone, are good for more detailed
knowledge and activities on growth and reproduction.
 Year 11 Biology 1.7 NCEA Level 1 Workbook (from ABA Books Ltd), Year 11 Study Guide NCEA level 1
Biology & Human Biology (from ESA Publications New Zealand Ltd) & 24 hour Year 11 Biology / Human
Biology Revision Notes (from ESA Publications New Zealand Ltd) can be utilised for basic concepts and
activities, on growth and reproduction, if students have not done Year 11 Horticulture.
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Title
Key outcomes
Positioning in teaching programme
Links to curriculum
Time allowance
Assessment
Modification of Plant Propagation
Describe the modification plant propagation to improve
productivity
Autumn/Spring terms
Science and technology curriculum documents
Approx 24 lessons (6 weeks)
AS90453(version 2)
All videos are from the Growing Awareness series from VEA, if not otherwise stated.
Texts. There are no text books for this Achievement Standard. This text may be helpful.
 Yates Guide to Horticulture by Don Bramley from Heinemann 1985.
The following biology texts and workbooks are useful for physiology of plants but not productivity.
 The Life of Plants by Martin Hanson, published by Longman Paul 1994.
 Year 12 & 13 Biology Student Resource & Activity Manuals from Biozone, are good
for more detailed knowledge and activities on growth and reproduction.
General references/texts/Equipment
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
Year 11 Biology 1.7 NCEA Level 1 Workbook (from ABA Books Ltd), Year 11 Study
Guide NCEA level 1 Biology & Human Biology (from ESA Publications New Zealand
Ltd) & 24 hour Year 11 Biology / Human Biology Revision Notes (from ESA
Publications New Zealand Ltd) can be utilised for basic concepts and activities, on
growth and reproduction, if students have not done Year 11 Horticulture.
1
Specific Learning Outcomes
Learning Activities
Resources
Introduce AS90453.

AS90453.doc
Glue AS90453 into books and use as title
page.
 Highlight the key words in the excellence
column (see below).
Explain techniques used to modify plant
propagation to improve productivity
Explain how techniques used to modify plant
propagation improve productivity
Justify a technique used to modify plant
propagation in a plant production system to
improve productivity.
Review with students what ‘Explain’ and ‘Justify’
mean/require.
Review what was learnt in year 11 – Wordlist.
90453.1 Explain techniques used to modify plant propagation to improve productivity.
2
Students can:
 Define Propagation
 Define Physiology – refers to structures,
functions, & control mechanisms
involved in plant reproduction.
 Identify basic plant parts & layout.
 Identify the differences between the
sexual & vegetative parts of the plant.
 Define the difference between sexual &
asexual propagation.
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 Highlight the labels on a plant structure
diagram, 1 colour for vegetative & another for
flowers fruit & seeds.
 Collect flowering weeds & dissect them in the
lab to investigate in more detail.
 Define propagation and list the differences
between sexual and asexual propagation
(Homework Ex if time is short).
Plant Propagation wordlist.xls
Assessment
3
Specific Learning Outcomes
The physiology of sexual
propagation.
Students can:
 Explain the cycle of events involved in
sexual reproduction
 Initiation of flowers and growing to
the point where they open
 Pollen formation
 Development of the ovary and ovules
 Pollination
 Fertilisation
 Seed (embryo) development
 Fruit development
 Seed dispersal
 Germination completes the process
4
5
Students can:
Describe and explain pollination &
fertilisation.
 Methods of pollen movement - insects,
water, wind, animals.
 Self and Cross Pollination
 The difference between bisexual,
monoecious, dioecious, parthenocarpic.
 Seed (embryo) development & Fruit
development.
Students can:
Explain Seeds and Seed dispersal.
 What is a seed?
 Dicots & monocots.
 Seed parts.
 Methods of dispersal.
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Learning Activities
This is intended to provide an overview of sexual
reproduction. The detail /depth required is
covered in the following lessons.
 Dissect as many different flowers as you can
find under a binocular microscope & identify
the parts.
 Investigate the diversity but focus on the parts
they all have in common those parts that are
labelled on the flower diagram worksheet.
 Copy cycle of events as notes in a list or as a
flow chart.
 Class discussion and dissection of flowers and
completion of the relevant questions on
worksheet.
 In season, look at corn cobs to show the
pollen tubes.
 Look at a variety of flowers & group them
according to their method of pollination.
 Draw a diagram of the fertilisation process &
label all the parts.
 Look examples of the different types of fruit
development.
 Look at different types of seeds & groups
them according to their method of dispersal.
 Look at methods to collect seeds before they
disperse. Use these methods to collect seeds.
 Collect seed from the local area.
Resources
 flower diagram worksheet.doc
 Video ‘Sexual reproduction in Plants’.
 Summary notes for AS90453
Propagation
 Pollination and Fertilisation.doc
 Video – Private Life of Plants –
Travelling.
 Seed collection books.
Assessment
Specific Learning Outcomes
6
7
Learning Activities
Students can:
Explain the process of Germination and
techniques used to enhance it.
 Factors affecting germination.
 Invisible changes inside the seed as the
seed germinates.
 Seed viability and dormancy (e.g.
scarification, stratification, removal of
chemical inhibitors etc.).
Students can:
Explain the role of Plant hormones in the
development of the plant.
Id the key hormones and their role
 Auxins
 Gibberellins
 Cytokinins
 Ethylene
8
Introduction to sexual and asexual plant
propagation techniques.
9
Students can:
Explain the genetic basis to
propagation techniques.
 F1 Hybrids
 Cross and Self Pollination
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sexual
Resources
 Complete the germination worksheet.
 Carry out your favourite germination
experiments.
 Look at seed packets, discuss viability & the
reasons for their ‘sow before’ dates.
 (Seed dormancy and seed sowing experiments
are carried out later in this scheme).
 Changes you cannot see during
germination.doc.
 Germination.doc.
 At each stage of growth, identify which
hormones are involved, where these are
produced, what factors stimulate their
production & what effect do they have on the
plant’s growth.
 Complete worksheet on Plant Hormones,
Growth and differentiation.
 Plant hormones, growth and
differentiation.doc
Extension: Carry out an experiment by spraying
gibberellic acid on carnations & note changes in
their growth.
(refer also 2.5- Plant Growth and Development)
 Discuss general ideas that apply to all
techniques about collecting material – timing,
stage of growth, plant health, equipment used,
etc.
Visit local nurseries or view PowerPoint and get
a feel for the sorts of places that they are and
what goes on there.
 Review meiosis, F1 hybridisation and punnet
squares.
 Discuss the Controlled pollination of plants to
produce new seed/plants with improved
characteristics. Examples to refer to include
the forestry industry (breeding for a range of
wood and tree characteristics) , fruit
industries, new cultivars of flowers, etc.
 Using honey & pearl sweet corn, count the
yellow & white seeds, then work out the
ratio, as predicted by Mendel’s generation of
offspring when crossing heterozygous genes.
 View power point of What nurseries look
like.
 Plant breeding.doc
Assessment
Specific Learning Outcomes
10,
11
Students can:
Explain seed germination requirements.
 Breaking seed dormancy.
 Optimal conditions for germination
 Understand the techniques of
environmental control, such as
protected environments, water,
temperature, media etc (also covered in
2.2)
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Learning Activities
 Review the techniques for seed sowing and
the need for water, oxygen, a suitable
temperature. Discuss the role of light in the
germination of seeds.
 Review the techniques for pricking out and
potting up seedlings.
 Explain what seed dormancy is. Carry out
breaking of seed dormancy
activities.(stratification – Golden queen
peach seeds, Scarification – Kowhai, etc)
 Construct a flow diagram that identifies and
explains the stages in the germination of a
seed. Students need to be able to understand
why water, oxygen and a suitable
temperature are requirements for germination
to occur.
 Carry out seed sowing practicals.
 Carry out pricking out and potting up of
seedlings.
Resources
 Order some seeds from New Zealand
tree seeds www.nzseeds.co.nz
 To get the correct dormancy breaking
technique, use the table from the site
GERMINATION INFORMATION.doc
 Video ‘Plant Propagation’
Assessment
Specific Learning Outcomes
12
13
14
15
16
Students can:
Explain the physiology of asexual
propagation and asexual propagation
techniques.
 Cuttings – stem, root, leaf
 Material selection for cuttings.
 Understand the techniques of
environmental control for striking
cuttings, e.g. bottom heat, moisture.

Use of hormone applications to
encourage rooting and callus growth.
Learning Activities
 Use a microscope & prepared slides to
investigate phloem, xylem, & cambium
tissues first hand. Review the basic structure
of the plant.
 Discuss the physiology of the stem, what
tissues there are and what they do.
 Discuss the different natural propagation
types, e.g. tubers, rhizomes, corms, bulbs,
runner etc & ‘artificial’ propagation types e.g.
grafting.
 Describe the sequence of events that occur
when a cutting forms roots.
 Define adventitious roots.
 Complete worksheet on how plants grow by
cuttings
 Carry out practical of the different types of
cuttings, using hormones where appropriate.
 Show the different techniques of
environmental control & place cuttings in
these environments.
Resources
http://www.bestgardening.com/bgc/howto/prop001.htm
http://www.bestgardening.com/bgc/howto/botany01.htm
 Mist Propagation.doc
 Video ‘Growth & Propagation’ or
‘Establishing New Plants’
 Apple root stocks.doc

T budding
 How Plants Grow from Cuttings
 Budding and Grafting.
 The qualities of rootstocks; e.g. dwarfing,
disease resistance etc.
 Tissue culture.
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 Discuss scion (budwood) selection & the
reasons for using rootstocks.
 Carry out practical of budding (both ‘T’ and
Chip) & grafting include; whip & tongue,
cleft graft, bench & mechanical grafting.
Students need to be able to list the steps and
explain why they are done (Tabulate)
 Discuss tissue culture. Get the students to
report on the following using these websites
& worksheets;
1. The technique.
2. Hormone application and the other
chemicals involved.
3. Examples from New Zealand.
4. The reason that we use tissue culture.
5. Advantages and Disadvantages
http://www.jmu.edu/biology/biofac/facfro/cloning/cloning2.htm
http://academy.d20.co.edu/kadets/lundberg/ptc/images/callus.gif
 Tissue culture.doc
Assessment
Specific Learning Outcomes
17
Students can:
Explain the use of natural techniques of
asexual propagation.
 Types of division, e.g. bulbs, tubers,
rhizomes etc.
 Layering.
Learning Activities
 Students to carry out different types of
natural asexual propagation techniques. For
each tabulate information on :
Examples of plants used
Time of year performed
Steps taken
Advantages/Disadvantages
Resources


Plant Propagation by Layering
Try http://www.ces.ncsu.edu/hil/hil8701.html
90453.2 Explain how techniques used to modify plant propagation improve productivity.
18
19
20
Students can:
 Explain how techniques used to
modify plant propagation improve
productivity in large scale,
commercial production.
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 Discuss what Productivity is and common
measures of it.( Eg the time taken to produce
saleable plants, quantity or quality of plants,
economies of production).
 Review propagation techniques (both sexual
and asexual) and identify the critical steps
within each propagation method. Link these
steps/techniques to productivity. The summary
sheet can be used as a template to guide the
students.
 Use the Gyphsophila HortFACT to sort out the
changes in production time..
 Look at some specific examples of breeding
programmes that have improved the genetics of
a crop to improve time of production, quantity
and quality of the end products, and the
economics of production.
 Discuss the advantages & disadvantages of
sexual & asexual propagation in regards to
increasing productivity.
 SUMMARY SHEET - PLANT PROP
TECHNIQUES
 HortFACT on Gyphsophila.doc
 berryfruit information .doc
 Comparison of asexual and sexual
prop.doc
Assessment
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21
22
23
90453.3 Justify a technique used to modify either plant propagation in a livestock or plant production system to improve productivity.
 Review the requirement for ‘justification’
Students can:
answers ie students need to explain why the
selected technique is better and why the
 Justify a technique used to modify
alternatives are not as suitable. In justification
plant propagation in a plant
the comparison of the relative pros and cons of
production system to improve
different techniques is vital.
productivity.
 The decision on which technique to use should
be made according to the best balance of all the
factors that have discussed in this unit.
 Ask questions like, what is the best technique:
To produce identical plants? To produce large
numbers of plants? To produce plants in
sufficient numbers at a low per plant cost? The
selected method will differ from plant to plant
and situation to situation. Eg a nursery growing
Braeburn apples will graft their plants onto
rootstocks whereas someone growing pinus
radiata plants may raise their plants from seed,
cutting or tissue culture depending on the
situation.
Issues to consider include:
 Quantity, quality or the time of production of
the offspring.
 Time of production, quantity & quality of the
end products & the economics of production.
 Careful selection of the plant varieties allows
the maximum return from the market.
 Identical plants.
 Timing of propagation for production.
 Advancing productivity.
 Even germination.
 Profit
The best way to prepare the students is to get them
to do the questions from previous exams & to
investigate the propagation methods used for
specific crops & discuss the reasons for the
techniques chosen.
.
 Use past examination papers..
23
Test.
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Y 12 Prop
Test 2.4
Sample test
90453-exam
2003
90453 exam
2004.pdf
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