SCHOOL VO-KINALANSAN NATIONAL HIGH SCHOOL GRADE LEVEL Grade 11

TEACHER ROSALINA G. PASIBE LEARNING AREA Earth and Life

Science

DATE & QUARTER Second

TIME

I. OBJECTIVES

The learners demonstrate an understanding of plant and animal reproduction;how genes work; and how genetic
A. Content Standards engineering is used to produce novel products.

B. Performance Standards The learners shall be able to conduct a survey of products containing substances that can trigger genetic
disorders such as phenylketunaria.

The learners describe the different ways of how plants reproduce (S11/12LT-IIej-13)

Specific Learning Outcomes

C.Learning Competencies/
At the end of the lesson, the learners will be able to:
Objectives
Write the LC code for each 1. Identify the different ways how plants reproduce.

2. Differentiate asexual reproduction from asexual reproduction.

3. Learn the advantage and disadvantage of both types of reproduction.

4. Relate how the different types of reproduction are being used in farming practices in the Philippines

II. CONTENT

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages Teaching Guide for Earth and Life Science pages 191-198

2. Learner’s Materials

pages

3. Textbook pages Earth and Life Science by Bayo Ang et.al pp.227-239.

4. Additional Materials from

Learning Resource (LR)

portal

5. Other Learning Materials

IV. PROCEDURES

A. Reviewing previous Elicit: MOTIVATION (10 MINS)

lesson or presenting
Activity: Bahay Kubo Song
the new lesson (The activities in this section
will evoke or draw out prior
concepts or prior experiences
from the students)
1. Beforehand, assign the students to bring representative sample of the different plants from the

song Bahay Kubo. The student can bring real plant parts, pictures, drawings, etc. to be identified

with the different plants from the song.

2. Group the class into groups with six members, assigning remaining students equally to the formed

groups. Each group should have a sample of all the plants in the song. Identify the sequence of

participation of the groups, by their numbers (i.e. group 1 goes first, last group the last), through

the length of a stick or in any which way the teacher choose to identify the sequence.

3. The teacher starts the activity by singing the first line of the song and pointing to particular group

to identify the plant in the song. A member of the group should say the plant and show his/her

sample of that plant. The next group in the sequence will then identify the next plant in the song by

saying/singing the plant and showing it. The song is continued until a group is not able to identify

the next plant in the song.

4. If a group is not able to identify the plant within three seconds, they are eliminated from the
game.

The group that is left in the game wins. The activity is repeated until a winner is determined. The

teacher can give bonus points, recitation points based on how the groups faired in the game.

B. Establishing a
purpose for the
lesson Show an actual plant (any plant)or picture of plants.Make observations.

Engage: Key Question:

(The activities in this section
will stimulate their thinking and (Make hypothesis)
C. Presenting help them access and connect
prior knowledge as a jumpstart
examples/instances to the present lesson
of the new lesson
How do plants reproduce?

D. Discussing new Explore: A worksheet on the parts of a flower and its function will be distributed to the students .
concepts and
practicing new skills (In this section, students will be Source
given time to think, plan,
#1 investigate, and organize
collected information; or the (Parts of a Flower. http://vignette1.wikia.nocookie.net/analytical/
E. Discussing new performance of the
planned/prepared activities
concepts and from the students’ manual with images/2/23/Pistil.gif/revision/latest?cb=20100120062519)
practicing new skills data gathering with Guide
Questions)
#2
F. Developing mastery Explain: Ask volunteer students to discuss the result in his/her worksheet.
(leads to Formative
Assessment 3) (In this section, students will be
involved in an analysis of their
exploration. Their
understanding is clarified and
 modified because of reflective
activities)/Analysis of the
gathered data and results and
be able to answer the Guide
Questions leading to the focus
concept or topic for the day.

G. Finding practical Let the teacher clarify misconceptions from the report of the voluntered students,if there
applications of is.
concepts and skills in Elaborate:
With your knowledge of pollination, how can the government help farmers adapt to their
daily living (This section will give students changingenvironment, especially with the reality of climate change?
the opportunity to expand and
solidify/concretize their
H. Making understanding of the concept
generalizations and and/or apply it to a real-world
situation)
abstractions about How can the government help local farmers from the impacts of globalization (e.g
the lesson APEC, etc.) with less technology our farmers have compared to other countries?

Evaluation:
(This section will provide Pen and paper test
opportunities for concept check
test items and answer key 1.What is the difference between sexual and asexual reproduction.
I. Evaluating learning which are aligned to the
learning objectives – content
2.What are the different plant organs responsible for sexual reproduction?Asexual
and performance standards reproduction?
and address misconceptions- if
any)

Extend: Reflection

(This section gives situation 1. Which of the topics interest you the most? Why?
that explains the topic in a new
J. Additional activities context, or integrate it to
another discipline/societal 2. Which of the topics interest you the least? Why?
for application or concern)
remediation
3. Did the activities help you understand the topic (Y/N)? Explain your answer.

4. Did you see the significance/ connection of the topic in your life?

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:

ROSALINA G. PASIBE
Teacher I