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Runners or Seeds? Two Ways to Make New Plants worksheet preview

Worksheet

Runners or Seeds? Two Ways to Make New Plants

Grade 6 life science: compare strawberry runners with pea crosses, complete a one-trait Punnett square and test predictions against garden data.

Grade 6ScienceInteractive · Printable

Aligned toMS-LS3-2

What’s included

  • Single worksheet
  • Auto-graded online
  • 1 NGSS standard
  • Printable answer key
  • 10 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 6
Subject
Science
Question types
Fill in the blank, Multiple choice, Sorting, Short answer

About this worksheet

What students practice

  • Students compare offspring from asexual and sexual reproduction in terms of genetic variation.
  • Students use a one-trait Punnett square to predict offspring and compare predictions with data.

How to use

Review dominant and recessive alleles first, then read the passage together. Let students complete the Punnett square before they look at the results table.

Curriculum

NGSS standard covered

MS-LS3-2

Compare asexual and sexual reproduction and use Punnett squares to show how genetic variation results.

Preview

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Name Date

Runners or Seeds? Two Ways to Make New Plants

Compare asexual and sexual reproduction and use Punnett squares to predict variation.

Two ways to reproduce

Read the passage. Then answer the questions.

The Plant Swap at Elm Street Garden

1Every September, the Elm Street Community Garden holds a plant swap. This year, gardener Samir Haddad brought two kinds of young plants: strawberries and peas. He set them on separate tables and posted a sign explaining how each batch had been made.

2The strawberry table held six young plants from his best strawberry plant, which grows large, sweet berries and rarely gets leaf spots. In summer, that plant sent out runners, long stems that creep along the ground. Where a runner touched the soil, it grew roots and leaves and became a new plant. Mr. Haddad cut each runner once its plant had good roots. All six plants that bore fruit made large, sweet berries like the parent's. The same summer he also planted seeds from that plant's berries. The seedlings grew fruit that varied a lot: some small and sour, some medium, and a few large and sweet.

3The pea table came from crosses. In pea plants, the allele for purple flowers (P) is dominant and the allele for white flowers (p) is recessive. Pea flowers usually pollinate themselves, so to cross two plants Mr. Haddad opened young flowers, removed their pollen-making parts and brushed on pollen from a different plant. In Cross 1, both parents had purple flowers, and each had one white-flowered parent, so both were Pp. In Cross 2, he crossed a Pp purple plant with a pp white plant. He planted the seeds from each cross and recorded the flower color of every plant that bloomed.

1.
Sort each example or statement.
A new strawberry plant grows roots where a runner touches soil.A pea seed forms after pollen from another plant reaches a flower.A potato piece with a bud sprouts into a new potato plant.The offspring gets half its genes from each of two parents.The offspring's genes match those of its single parent.Seedlings from the same parents grow fruit of different sizes.
Asexual reproductionSexual reproduction
2.
Why did the runner plants all make berries like the parent's, while the seedlings' berries varied?
  • A. Seeds pick up new traits from the soil they sprout in each year.
  • B. Runner plants got all their genes from one parent; seeds got a mix.
  • C. Runner plants got a new mix of genes from two strawberry plants.
  • D. Runner plants got more sunlight than seedlings did in the garden.
3.
A gardener wants several plants just like her best strawberry plant by next summer. Which method should she choose?
  • A. Plant its seeds, because sexual reproduction makes copies
  • B. Plant its seeds, because seedlings get genes from one parent
  • C. Root its runners, because runners carry genes from two parents
  • D. Root its runners, because the new plants are genetic copies

Pea crosses and Punnett squares

Use the Punnett square, the results table and paragraph 3 to answer the questions.

4.
This Punnett square shows Cross 1 (Pp × Pp). One box is missing.
Cross 1 Punnett Square
Parent 1 ↓ / 2 →Pp
PPPPp
pPp?

Write the genotype that belongs in the box marked ?:  

5.

Based on the Punnett square, what percent of Cross 1 offspring are expected to have white flowers?  %

Flower Colors of the Offspring
CrossParentsPurple plantsWhite plants
1Pp × Pp3711
2Pp × pp2523
6.

Cross 1 produced 48 plants. Based on the Punnett square, how many of them would you expect to have white flowers?   plants

7.
Mr. Haddad counted 37 purple and 11 white plants from Cross 1. Which conclusion is best?
  • A. The Punnett square was wrong, since it predicted 36 purple plants.
  • B. White is the dominant color, since white plants came from purple parents.
  • C. The results are close to the 3 : 1 ratio the Punnett square predicts.
  • D. The white plants likely grew from runners instead of from seeds.
8.
Which ratio of purple to white plants does a Punnett square predict for Cross 2 (Pp × pp)?
  • A. 1 purple : 1 white
  • B. 1 purple : 3 white
  • C. All purple
  • D. 3 purple : 1 white
9.
A new leaf disease reaches the garden. Why might a batch of seedlings be more likely than a batch of runner plants to include a few plants that survive it?
  • A. Seedlings vary genetically, so some may carry traits that resist it.
  • B. Runner plants share roots, so the disease passes through the soil.
  • C. Runner plants get new traits from the soil once they grow roots.
  • D. Seedlings are smaller, so the disease spreads to them more slowly.
10.
Which kind of reproduction produced more genetic variation at the plant swap? Write a claim, give evidence from the passage and the results table, and explain your reasoning.

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