EARTH AND LIFE SCIENCE

LESSON PLAN
GRADE LEVEL QUARTER / WEEK & DAY NO. PAGE NO.
11 DOMAIN W-4/D2 205
Second Quarter

At the end of the learning activities, the learners are expected to:
a. Define sexual and asexual reproduction
I. OBJECTIVES b. cite the advantages of sexual and asexual reproduction in producing offspring
c. classify organisms if it undergoes sexual or asexual reproduction.

The learners demonstrate an understanding of:

A. Content Standards 1. plant and animal reproduction
B. Performance The learners shall be able to:
Standards conduct a survey of products containing substances that can trigger genetic disorders such as
phenylketonuria
The learners:
C. Learning 1. describe the different ways of how plants reproduce
Competencies/ S11/12LT -IIej-13
Objectives
(Write the LC code)
II. CONTENT PERPETUATION OF LIFE
III. LEARNING
RESOURCES
A. References Earth and Life Science (initial release)
Exploring Life Through Science: Earth and Life Science (Phoenix Publish House)
1. Teacher’s Guide pages
TG11 pp. 295
2. Learner’s Materials
pages LM11 pp. 305
3. Textbook pages
4. Additional Materials from
Learning
Resource (LR) portal

B. Other Learning Images in power point presentation from www. google.com

Resources
IV. PROCEDURES
ELICIT (5 minutes)
Recall:

What was our topic last meeting? O-2

O-5
O-3
O-8
A. Reviewing previous
lesson or presenting
the new lesson
 EARTH AND LIFE SCIENCE
LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter W-4/D2 205

ENGAGE (3 minutes)
B. Establishing a Short video on the topic.
purpose for the O-1
lesson
O-2

C. Presenting O-8
examples/instances http://youtube.com/watch?v=co5jZId0F-g
of the new lesson
D. Discussing new EXPLORE (20 minutes)
concepts and Activity: Where do I belong?
practicing new The class will be divided into two groups. Each group will be given some
skills #1 pictures and they will identify if it is under sexual or asexual reproduction. O-3
After 5 minutes, each group will present their work.
E. Discussing new O-4
Rubrics O-5
concepts and
practicing new Collaboration 3 O-6
skills #2 Accuracy 2 O-7
Time bounded 1 O-8
Presentation 4
Total 10
EXPLAIN (15 minutes)
Reproduction in Plants
Reproduction is the process by which an organism produces its own kind to
ensure that its species lives on. If organisms of a certain kind do not reproduce,
their species will gradually diminish until they cease to exist. In some organisms
such as plants, this process takes place in two main ways: sexual and asexual
reproduction.
F. Developing
SEXUAL REPRODUCTION
mastery (leads to Formative
In plants, flowers play a major role in sexual reproduction as it houses the
Assessment 3)
structures for this process. In many ways, this idealized structure of a flower is
found in plants, which employ sexual reproduction. It is composed of four main
flower organs: Stamen and Carpel (Reproductive) and Petals and Sepals
(Sterile). These organs are held by a structure called a receptacle. The stamen is
male reproductive organ, which produces the pollen, which contains the sperm
cell. Meanwhile, the carpel or the female reproductive organ has the following
structures: stigma, style and ovary. The stigma is the sticky end of the carpel
where pollen is trapped during the process of pollination. The style is a slender
neck where the sperm cell from the pollen can travel to the base of the carpel
called the ovary. In the ovary are ovules, female gametes, which when is
fertilized by the sperm becomes the seeds of a fruit. Sometimes, a flower has
only one carpel, or has more than one carpel, which is fused, it is called a pistil.

Pollination and Fertilization Reproduction in flowering plants starts with

pollination, or the transfer of the pollen from the anther to the stigma of the
same plant. This type of transfer is called self-pollination. Pollen from the
anther of one plant may also be transferred to the stigma of another plant, and
 EARTH AND LIFE SCIENCE
LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter W-4/D2 205

this is called cross pollination. Animals, humans, water and wind can serve as
agents of cross pollination as they aid in the transfer of pollen grains from plant
to plant. Fertilization, or the process by which the sperm and egg cells unite,
takes place after pollination. It begins when a pollen grain has attached to the
stigma and germinates. A pollen tube grows through the tissues of the flower
until it reaches an ovule inside the ovary. The pollen then travels down the
pollen tube and produces two sperm nuclei. One sperm nucleus will move to
the ovule and fertilize it. This union produces the zygote, which will later
develop into a seed. The other sperm nucleus, produced from the pollen grain,
will fuse with other nuclei in the ovule. This union forms the nucleus for the
endosperm, which will later cover the seed and provide nutrition to it. The
entire process in which two cells are fertilized is known as double fertilization.
Below are different types of vegetative propagation:
A. Stems: that grow horizontally above the ground is called a runner. The nodes
of these plants can allow asexual reproduction through bud growth. Example
of this is grass.
B. Roots: swollen roots called tubers can allow asexual reproduction.
Example of this is the swollen root of a cassava.
C. Leaves: that are succulent, such as the catacataca leaf, can allow
asexual reproduction. D. Bulbs: such as onion (each skin is a leaf) and garlic
(each piece is a modified stem and leaf) is attached to an underground stem.
Each can form a new bulb underground.

Artificial propagation
A. Grafting: composed of the stock (rooted part of the plant) and the
scion (the attached part). This is usually done to hasten the reproductive ability
of a plant, grow a selected fruiting plant, etc. ]
B. Layering: like what happens to a runner, wherein, a shoot of a parent
plant is bent and is covered by soil. This stimulates root growth, after which,
the plants can be separated.
C. Cutting: is done to propagate a plant by cutting the stem at an angle
of a shoot with attached leaves. Sometimes, growth stimulator is given.

PROPEL INTEGRATION
G. Finding practical
applications of
ELABORATE (10 minutes)
concepts and skills O-1
in daily living Activity: Making Connections! Directions:
Complete the Venn Diagram below to compare and contrast sexual and
asexual reproduction.

ASEXUAL
SEXUAL
BOTH REPRODUCTION
REPRODUCTION
H. Making
generalizations and
abstractions about
the lesson
 EARTH AND LIFE SCIENCE
LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter W-4/D2 205

I. Evaluating learning EVALUATE (5 minutes)

 Written output
Essay
1. What is sexual and asexual reproduction? Discuss Briefly. 5 points
2. Cite the advantages of sexual and asexual reproduction in producing
offspring. (5pts)

J. Additional activities EXTEND (2 minutes) 0-3

for application or Reflective Writing:
remediation What is the most valuable information you have learned in today’s lesson?
Write your reflection in your journal notebook.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
Prepared by:
CATHREEN S. PACULANAN
 EARTH AND LIFE SCIENCE
LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter W-4/D2 205