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Grades 1 to 12 School BAGONG ELEM.

SCHOOL Grade Level Grade VI


DAILY LESSON Teacher EDNA B. VILLANUEVA Learning Area Science
LOG Teaching Dates and SEPT. 25-29, 2017 WK7 Quarter Second Quarter
Time

Monday Tuesday Wednesday Thursday Friday


I. OBJECTIVES
The learners demonstrate understanding of how non- flowering plants reproduce.
A. Content Standards

The learners should be able to make a multimedia presentation on how parts of the reproductive system of spore-
B. Performance
Standards bearing and cone-bearing plants ensure their survival.

C. Learning Distinguish how spore- bearing and cone- bearing plants reproduce. S6LT- IIg-h-4
Competencies/
Objectives
Write the LC code for
each
Identify and Discuss how spore-bearing plants reproduce. Multimedia presentation on how
describe Show appreciation on the reproduction of spore- spore- bearing plants ensure their
common bearing-plants. survival
Discuss the life cycle of ferns
examples of
Give examples of plants that produce
spore-bearing spores
plants. Show concern in the environment

Reproduction of Non- Flowering Plants. (Spore-bearing Plants)


II. CONTENT

III. LEARNING RESOURCES


A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Science for Daily Science for Active Learning 6 Science for Daily Use Real Life Science for Active
Use 5 textbook pp. 216-217 5 TX pp. 122-125 Science 6 Learning 6 p. 222
Into the Future pages 224-225
pp.127-130 5:Science and Health Science for
TM pp.66-67 TX pp. Active Learning
105-109 page 222
Science for Daily Use
TX pp. 122-125
Science for Active
Learning 6 pp. 216-
217

4. Additional Materials from


Learning Resource (LR)
portal
B. Other Learning Resources Website:
http://www.kids
gardening.org/
node/12087

IV. PROCEDURES
A. Reviewing previous lesson Jumbled letters. The teacher asks Discuss how The teacher will give
or presenting the new The pupils will rearranged the about the part of the spore-bearing a pictures of different
lesson plants produce spore bearing plants
jumbled letters to form a word activity the students
1. nrfe performed the other and match its names
to the pictures.
2. sessmo day
3. fersnico
4. tailsserho
5. permsgiosan
Which of the following are
examples of spore-bearing
plants.
B. Establishing a purpose for Display real Showing pictures of spore The teacher Watch the video
the lesson plants (ferns). bearing plants. will show presentation of the
Have the pupils picture of life cycle of the
plants butterfly
observe the
plants. (mosses, ferns,
Ask. algae)
What can you
say about these
plants?

Ask: Describe
what is in the
picture.
Have you ever
walked into
your bathroom
and noticed a
musty smell
only to see a
glaze of green
and black on
the shower
curtain? You
had mold?
Do you know
that it can
infect your
Ask question about the picture.
lungs and
cause allergies
and other
illness. But it is
not just the
mold that can
make you sick;
it’s the spores

C. Presenting Do activity 7.1 Do Activity 7.2 Spores-Bearing What is spore? Watch the video The
examples/instances of the Identifying and Plants Reproduce Life of the Fern
new lesson https:www.youtube.c
describing Teachers give initial
common instructions about the activity. om/watch?
v=bpyshQ7yn
examples of
spore-bearing
plants.
D. Discussing new concepts Presenting of the Students present their output Continue doing The pupils will Do Activity 7.4
and practicing new skills output of each on the activity. The teacher will Activity 7.2 be group into 4 Life Cycle of Fern
#1 to do the
group. The give feedback about the result.
activity
teacher will write Teacher s give
GroupI: Look
on the board for the spore initial instructions
about the bearing plant in about the activity
important details your school
about the topic. garden. On
one-fourth
illustration
board, write a
story on how
spore bearing
reproduce.
Make your
work creative

Group II:
1. Get plants
(ferns, mosses
and horsetails
2. Observe the
plants
3. Describe the
parts of the
plants
4. Look at the
back of the
leaves of the
ferns.
5. Describe the
spores of the
ferns
6. How do
mosses and
horsetail grow
7. Write short
paragraph
about the
spore-bearing
plants
8. Report it to
your class

Group III
1.Get plants
( ferns,
mosses, algae)
2.Have a
magnifying
glass.
3.With the use
of magnifying
glass, draw a
spore and write
a paragraph
about it
4Report it to
your class

Group IV
1.Watch the
video about
spore-bearing
plants
2.After
watching, write
a paragraph
about spores
3.Report it to
your class
E. Discussing new concepts Picture-studying Students present Each member The pupils present
and practicing new skills about spore their output on the shares ideas their output on the
#2 activity about the activity.
-bearing plant.
The teacher will give different
Present a
feedback about the activities .
different picture
result Team
of plants. Have
consolidates
them identify the
the answers for
plants with
group reporting
spore-bearing to the class.
plants.
Ask. Debrief the
Why did you say problem
so that these through
questions of
plants are
teacher about
examples of
what happened
spore bearing
in solving the
plants? problem/scenar
io including the
issues that the
group faced.

F. Developing mastery (leads List some spore- Answer the Guide Question. Answering the Guide 1. What do you Discuss the life cycle
to Formative Assessment bearing plants Teacher will discuss how Question mean by spore. of the fern and its
3) 2.Do you know benefit in the
found in your spore-bearing plants
Discuss how the ecosystem
locality. reproduce.
spore-bearing plants reproductive
structure of
reproduce spore-bearing
plants?
3.Why do you
think ferns as
the best
example of
plant that grow
from spore?
4. Cite an
example why
spore-bearing
plants
important to
the
environment?

How will you


take care of the
environment?
G. Finding practical How spore The teacher ask question about The teacher ask How spore – Maria found out that
applications of concepts -bearing plants the importance of spores in question about the bearing plant there were so many
and skills in daily living pupils experience in help the fern at their backyard.
help the plants reproduction.
using spore-bearing environment? If you were Maria
environment?
plants in different what will you do?
events.

H. Making generalizations What is spore- How does spore-bearing plants Teacher asks what What are How does fern
and abstractions about the bearing plants? reproduce? pupils learn about the plants that ensure their survival?
lesson produce
Describe the activity
spores?
characteristics of
Discuss what
spore-bearing
happen to the
plants.
spores of ferns,
mosses and
algae.
I. Evaluating learning Direction: Direction:Choose the Choose the Label the life cycle of
Choose the letter letter of the correct letter of the fern
of the correct answer. correct answer
answer. 1.In what way are 1.In which of
mosses and ferns the following
1. Which leaf
alike? group would
has the a. they are flower- you place a
presence bearing plant which
of spores? b. they are spore- produces
a. bearing spores.
b. c. they have vascular a.Algae
c. bundles b. pteridophyte
d. they have roots, c. bryophyte
d.
stems and leaves d. gymnosperm
2. Why are 2. Which major plant 2.Spore
mosses and group will you bearing leaf is
liverworts classify the algae? called -
similar? a. ferns ________
a. they have b. mosses a.Sorus
vascular tissues. c. cone bearing b. cycas
d. flowering c. fern
b. they grow in
d. sporophyll
all kinds of soil Answer the question. 3.In
c. They lack true 3-5. You noticed pteridophyte,
roots, stems, and young fern plants reduction
leaves. growing near a division occurs
d. They when
mature fern plant.
reproduce ___________
You did not plant a.Spores are
through their them. Where do you formed
seeds and think they come b. gametes are
flowers. from? formed
3. Which of the c.Prothallus is
following plants formed
has a spores? d.sex organs
are formed
a. santan
4.Explain what
b. ferns happen to the
c. fine tree
d. rose spore of ferns.
4. How do spore- 5.How fern
bearing plants differ from
help the moss?
environment?
5. Why are spore
bearing plants
grow in different
places?
J. Additional activities for Watch video clip Read more
application or remediation about spore-bearing about spore-
plants. bearing plant
and how they
reproduce.
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?

Grades 1 to 12 School KAYPAABA ELEM. SCHOOL Grade Level Grade VI


DAILY LESSON Teacher ALONA C. REYES Learning Area Science
LOG Teaching Dates and OCT. 2-6, 2017 WK8 Quarter Second Quarter
Time
Monday Tuesday Wednesday Friday
Thursday

I. OBJECTIVES

The learners demonstrate understanding of how non- flowering plants reproduce.


D. Content
Standards

The learners should be able to make a flyer on how plants can be propagated vegetatively.
E. Performance
Standards

F. Learning 1. Distinguish how spore-bearing and cone-bearing plants reproduce. (S6MT-IIg-h-4)


Competencies/ 2. Describe how cone-bearing plants reproduce.
Objectives 3. Show appreciation on reproduction of plants.
Write the LC
code for each

Reproduction of non-flowering plants (Cone-bearing Plants)


II. CONTENT

III. LEARNING
RESOURCES

C. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook pages Science for Active Science for Active The New Science
Learning pp.207- Learning 6 p.211 Links Worktext in
210 The New Science Science and
Science Links Links 6 p. 231 Technology 6 pp. 64-
pp.233-235 65, Integrated
Science pp.58-59
4. Additional Google search
Materials from
Learning
Resource (LR)
portal
D. Other Learning Materials, handouts,
Resources cut –out pictures
Bond paper or
construction paper
Markers, colored
pencils or crayons

IV. PROCEDURES

K. Reviewing Picture Analysis (Study the pictures) What are spore- Meta cards with the What have you
previous lesson Yes or No. Tell whether the ff. bearing plants? word cone-bearing learned about the
or presenting the plants are spore- and spore bearing information you listed
new lesson The teacher should bearing or cone- Describe its Prepare question on, from your flyers
ask the students to bearing plant. characteristics. What cone bearing and yesterday?
prepare yes and no are cone-bearing spore bearing
cards. The teacher plants? Describe the Post the word cone-
shows a picture then characteristics. bearing and spore
pupils will bearing on the board
answerable by yes The teacher will
or no. The teacher prepare meta card
should lead the with the words on how
discussion to spore- pine tree non flowering plants
bearing examples are propagated.
The pupils will post
the meta card on the
board (whether it be
cone or spore bearing
fern plants)
mahogany

moss

redwood
L. Establishing a Jumbled Letters Ask, “Who among you Picture Study
purpose for the The pupils will have been to Question of the day: Show a picture of a
lesson rearrange the Tagaytay? Have you Observe then Have you seen a world that is
jumbled letters to seen this tree there?” describe… brochure or a flyer? devastated and
form a word that is (Show a picture of a Where? without any trees.
best described of pine tree)
evergreen with What can you say
needle-like leaves. about the picture?
Conifers never have
flowers but produce How do these plants
seeds inside cones. differ?
NECO-AREBNGI
M. Presenting Video presentation -Setting the standards 1. Setting of
examples/instanc about the examples -Performance of standards Differentiate the Video presentation of
es of the new of cone bearing activity- Do Activity 8.2 process of a scene from the
lesson plants. -Group Reporting. 2. Activity propagating a cone- animated movie Wall-
https://www.youtube “Reading Across bearing and spore E.
.com/watch? bearing plants using
the Curriculum”
v=X1pAPZeQcmc KWL chart
3. Reporting
N. Discussing new Activity 8.1 -What are the plants 1. How did you Let the pupils
concepts and 1. Observing real listed in your activity? group the enumerate how cone Let the pupils discuss
practicing new plants and/or -What do you call plants? bearing and spore what they have
skills #1 pictures to describe -these plants? 2. How are they bearing plants are observed from the
and identify the -How would you differ from one propagated short film shown
examples of cone- describe them? another? vegetatively. about earth’s
bearing plants. -Do they have How do plants with devastation without
reproductive structure? spores reproduce? trees. Have them
2. Characteristics of What are they? What method of discuss the
cone-bearing plants -How do they reproduction do importance of trees
reproduce? spore-bearing plants especially cone-
3.Field trip to used? How are cone- bearing plants.
school garden bearing plants
reproduce? What are
the two types of
cone?
O. Discussing new Students present Teacher will give How to make a flyer
concepts and their output on the feedback on the pupil’s Criteria on making a
practicing new activity. The teacher output. flyer.
skills #2 will give feedback
about the result
P. Developing Answer the Guide What plants did we Have a discussion Let the pupils reflect
mastery (leads to Questions. use? Where do we about the information on the importance of
Formative usually find these presented on the flyer the reproduction of
Assessment 3) What are the plants? Cite other plants by writing a
common examples of plants. short essay.
characteristics of How these plants
cone-bearing reproduce?
plants?
How will you
describe the cone-
bearing plant?
Identify each
example of cone-
bearing plants?
Q. Finding practical Some plants depend Let the pupils visit
applications of on the wind to carry the school garden.
concepts and pollen from one flower
skills in daily to another in order to
living reproduce seeds. What Group the plants into
might happen if these spore-bearing and
plants were taken cone-bearing.
indoors? Differentiate them.
R. Making Teacher asks what How do cone-bearing How are spore-
generalizations students learn about plants reproduce? bearing plants
and abstractions the activity. Describe reproduce? How are
about the lesson the common cone-bearing plants
characteristics of reproduce?
cone-bearing plants.

S. Evaluating Check √ if the Write the letter of the Write the letter of the Rubrics Weekly Test:
learning following pictures is correct answer. correct answer.
cone bearing plants 1. Which is the first See attached file See attached file 1-
and X if it is not. step in the 1. What structure 15 items
fertilization process? contains
1. Pine a. Pollination clusters of
b. The growth of sporangia?
fruit a. Leaf blade
c. A tube grows to b. Front
the pistil c. Sorus
d. The sperm joins d. Stem
with the egg 2. Which is not a
2. Mahogany part of a fern
2. Which part contains
a material that a sporophyte?
conifer uses to a. Frond
reproduce? b. Rhizomes
3. Fern a. Bulbs c. Rhizoid
b. Flowers 3. Baguio City is
c. Cones known as the
d. Needles “City of Pines,
3. Which is the primary what is the
pollinator of mode of
conifers? reproduction
I. Birds of these
4. Moss II. Insects plants?
III. Water a. Through
IV. Wind tem
a. I and II b. Through
b. III and IV seed
c. I, II and IV c. Through
d. IV only cones
5. Redwood 4. Which statement d. Through
proves that pine spores
trees are 4. How do ferns
gymnosperms while reproduce?
mango trees are Differentiate how
angiosperms? spore-bearing plants
a. Pine trees grow differ from cone-
tall while mango bearing plants in
trees grow short. reproduction?
b. Pine trees have
needle-like
leaves while
mango plants
have round
leaves.
c. Pine trees grow
in cold climate
while mango
trees grow in
tropical climate.
d. Pine trees are
cone-bearing
plants while
mango trees are
flower-bearing
plants.
5. Which of these
statements describe
the work of the
leaves like needles
of conifers?
a. The evergreen
needles can
photosynthesize
in winter.
b. The waxy coating
of the leaves
dries up the
water.
c. The narrow
needles protect
the branches and
reduce heavy
snowfall.
d. The leaves will
grow into a
mature conifer
and produce
more seeds.
V. Additional Create a jigsaw puzzle, Make a short
activities for or word search and paragraph
application or others. Use the differentiating how
remediation concepts you learned spore-bearing and
in the reproduction of cone-bearing
cone-bearing plants. reproduce.

V. REMARKS
VI. REFLECTION

H. No. of learners
who earned 80%
in the evaluation
I. No. of learners
who require
additional
activities for
remediation
J. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson
K. No. of learners
who continue to
require
remediation
L. Which of my
teaching
strategies
worked well?
Why did these
work?
M. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
N. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Activity 7.1
Identifying and Describing Spore-bearing Plants
Day 1

Lesson Concept:
A spore is a reproductive cell. Usually see black or brown circular structures found at the back or along the edges of the leaves of some plants. Some spore – bearing plants grow in
wet, shady places, on the barks of trees and on rocks. Some grow in moist wooded regions. Some do not have vascular bundles and some have roots, leaves and stem.
Example of spore-bearing plants are whisk ferns, club mosses, horsetails, and fern.

Activity 1
Materials:
Actual plant of fern, mosses, horsetail, hand lens

Procedure:
1. Look at these plants. Examine carefully their physical characteristics.
2. Use the hand lens to examine the different plants.
3. Enter your observation in a table like this.
Spore-bearing plants Characteristics

1.

2.

3.

Guide Questions:
1. Describe the characteristics of fern? Mosses? Horsetail?
2. Which typical area live this three spore-bearing plants? Why?
3. Make a conclusion about the activity that you learned.

Activity 2
Materials:
Chart with information about the spore-bearing plant with their characteristics.
Actual plants of mosses and ferns
Procedure:
1. Read the excerpts or information on the chart.
2. List down the answers on manila paper
Questions:
1. What are the physical characteristics of mosses, ferns?
2. What can you say about the stem of mosses, and ferns?
3. How are they similar?
4. How does this plant reproduce?
5. Why do plants have different characteristics?

Activity 7.2
Spore-Bearing Plants
Day 2
Lesson Concept:
Spore- bearing plants reproduce by means of spores.

Act. 1
Materials: Video Presentation
Manila paper
Marker
Procedure:
1. Watch a video about Reproductive Cycle of Ferns/The Amazing Lives of Plants
2. Jot down important details.
3. Broadcasting

Act. 2
Materials
fern, horsetails, mosses and magnifying glass
Procedure
1. Label the plants.
2. Under the magnifying glass, observe the plants.
3. Look at the back leaves of the plants.
Plants Distinct Characteristics

Guide Questions:
1. What is the distinct characteristics of the plants?
2. What is the connection of spores in reproduction of fern, horsetails and mosses?
3. Is reproduction important to plants?

Act. 3

Materials:
Specimen of fern and microscope
Procedure
The pupils will observe the prepared specimen of ferns under a microscope.
They will present creatively the reproduction of spore-bearing plants through songs or poems.

Activity 7.4
Life Cycle of Fern
Day 5
Lesson Concept:
Life cycle of fern

Activity 1 : Create a rap based on the video presentation

Activity 2: Create a song based on the video presentation

Activity 3: Broadcast the important details in the video presentation

Activity 4: Draw the life cycle of fern


Materials
Color
Manila paper
Pencil

ACTIVITY 8.1

ACTIVITY 8.1.a
Answer the following:
1. What characteristics are common in this plant?
2. How will you describe these plants?
3. Name this example of these plants?

ACTIVITY 8.1.b:

CHARACTERISTICS OF EACH GROUP OF PLANTS

Group the plants listed below according to their characteristics. Write them in the box where they belong.
Tamarind cotton banana algae cypress
Mosses fern avocado fungi cedar
Corn pine tree mango acacia ampalaya

Seed bearing Cone bearing

Give at least two plants belonging to each group

Activity 8.1.c
Visit your school garden. Look for cone-bearing plants. Observe these plants. Record your observations.
Name of Plants Observations
1.
2.
3.
4.
Answer the following:
1. What cone-bearing plants did you see in the school garden?
2. Identify the example of cone-bearing plants.
3. How will you describe the Cone-bearing plants?

Activity 8.2
How Cone-bearing Plants Reproduce?
Task 1
Study the pictures given to you then complete the table below.

Cone-bearing Plants Description Reproductive How do they reproduce?


Structure
Cedar tree
Pine tree
Spruce tree
Juniper
Redwood

1. What are the plants listed in your activity?


2. What do you call -these plants?
3. How would you describe them?
4. Do they have reproductive structure? What are they?
5. How do they reproduce?

Task 2
Study the Life Cycle of a Cone-bearing Plant. Describe how does a cone-bearing plant reproduce.

Task 3
Write story/comic strip about the life of a pollen grain from a cone-bearing plant.
Activity 8. 3
Materials:

Blank sheets of paper for the students to create their flyers


Markers, colored pencils, or crayons,cut out pictures
Procedure:

1. Tell the class that they are each going to create a flyer of their own (or in groups upon teacher discretion) on how non flowering plants are
propagated vegetatively.
2. Ask them to paste pictures on a sheet of paper any information that they think needs to be on a flyer .
3. Do not immediately reveal this information to the students, but the flyer should include information
4. Give each student in the class a blank piece of paper, and make markers/colored pencils/crayons available to each student.
5. Give the students 10 minutes to create the flyer.
6. Have the students present their flyers to the class. Have the class assess their peers’ flyers based upon the criteria written on the board.

Rubrics
Criteria At standard Approaching Standard Below Standard Total
ACCURACY The group exhibits very There are some ideas on There are unclear ideas on
clear idea as on the task the context of the taste and the context of the task
Content of the lesson is
related to their chosen field their field of interest given
ckearky shown
Creativity It exhibits high value of It shows enough creativity It has low value of
creativity and uniqueness and uniqueness creativity of the group
Resourcefukness of the
without compromising all compromising some of the compromising the essential
group with sense of
the contents of their output contents of their output content
uniqueness
Teamwork All members are Most of the members show Very few members take
cooperative and took each involvement part in the activity
Cooperation and
part that contributed to
involvement of members
their success
are revealing
Presentation They clearly and fully They explained some They were not able to
explained new things learned in the explain important new
Clear explanation through
understanding gained in activity but not entirely understanding gained in
presentation skills
the activity clear the activity.
WEEKLY TEST for WEEK 8

WEEKLY TEST – Week 8


1. What do conifers use in order to reproduce?
A. seeds b. cones c. spores d. cells

2. What characteristics do mosses and ferns have in common?


a. They produce cones
b. They produce spores
c. They are flowering plants
d. They are non-flowering plants

3. Which of the following could disperse the pollen of cone-bearing plants so that it could produce “naked seeds” and grow into new plants.
a. water b. insects c. wind d. other forces

4. Why are seeds of conifers called “naked seeds”


a. The seeds are not enclosed within fruits
b. The seeds are enclosed within fruits
c. The seeds are within fruits
d. The seeds are from cones.
5. In what way are ferns and mosses alike?
A. They are flower-bearing
B. They are spore-bearing
C. They have vascular bundles
D. They have roots, stems and leaves

6. Which among the following are cone-bearing plants

I. II. III. IV.


Pine Mahogany Fern Moss
a. I
b. I & II
c. II, III & IV
d. III & IV

7. Which is the first step in the fertilization process?


a. Pollination
b. The growth of fruit
c. A tube grows to the pistil
d. The sperm joins with the egg

8. Which part contains a material that a conifer uses to reproduce?


a. Bulbs
b. Flowers
c. Cones
d. Needles

9. Which is the primary pollinator of conifers?


I. Birds
II. Insects
III. Water
IV. Wind

a. I and II
b. III and IV
c. I, II and IV
d. IV only

10. Which statement proves that pine trees are gymnosperms while mango trees are angiosperms?
a. Pine trees grow tall while mango trees grow short.

b. Pine trees have needle-like leaves while mango plants have round leaves.
c. Pine trees grow in cold climate while mango trees grow in tropical climate.
d. Pine trees are cone-bearing plants while mango trees are flower-bearing plants.
11. Which of these statements describe the work of the leaves like needles of conifers?
A. The evergreen needles can photosynthesize in winter.
B. The waxy coating of the leaves dries up the water.
C. The narrow needles protect the branches and reduce heavy snowfall.
D. The leaves will grow into a mature conifer and produce more seeds

12. Seed plants have special structures on them where male and female cells join together through a process called _________.
A. fertilization
B. cone-bearing
C. embryo
D. pollination

13. Which major plant group will you classify the algae?
A. ferns
B. mosses
C. cone-bearing
D. flowering

14. Ferns, conifers and angiosperms have common caharacteristics. What characteristics is this?
A. They can produce seeds
B. They reproduce through spores
C. They have fibro-vascular bundles
D. They have the ability to bear flowers.
E.
15. Which leaf has the presence of spores?

A.
B.

C.

D.

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