Lesson Guide in Earth and Life Science

I. OBJECTIVES

A. Content Standards Plant and animal reproduction

B. Performance The learners conduct a survey of products containing substances

Standards that can trigger genetic disorders such as phenylketonuria

At the end of the session, students are expected to:

C. Learning
Competencies/
1. Illustrate the relationships among structures of flowers, fruits,
Objectives
and seeds (S11/12LT-IIej-14)

II. CONTENT PERPETUATION OF LIFE

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Manual pages
3. Textbook pages Earth and Life Science By Phoenix: pp. 201-205
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Videoclip form youtube.com
Resources

IV. PROCEDURES

A. Reviewing previous Review on the different ways of how plants reproduce

lesson or presenting
new lesson Let the students discuss the difference between asexual
(REVIEW) reproduction and sexual reproduction.

Video Clip on Parts of a Flower and function

Guide Question:
B. Establishing a
1. Based on the video clip, give the different parts of a
purpose of the
flower.
lesson
2. What are functions of the different parts of flower?
(MOTIVATION)
3. How male reproductive structure differ from female
reproductive structure of a flower?
4. Define fruit.
5. How seeds form?

1
 C. Presenting
examples/instances
of the new lesson
SLIDE A SLIDE B
(PRE-ACTIVITY)
Ask the following Guide Questions to the students:

1. Identify the parts of the flower.

2. Explain how pollination occurs.
D. Discussing new Divide the class into three (3) groups. Students will do the
concepts and following activities:
practicing new skills Group 1: Discuss self-pollination
1 (ACTIVITY Group 2: Discuss cross-pollination
PROPER) Group 3: Discuss fertilization.
E. Discussing new Analysis of Theories, Concepts and Principles
concepts and Discuss the sexual reproduction in plants.
practicing new skills
2 (DEEPENING)
Group Activity: REAL FLOWER
F. Developing mastery Divide the class into three (3) groups.
(POST-ACTIVITY) The students will get a sample of flower outside the classroom
then identify the parts of it. Choose a reporter to discuss it in
front of the class.
G. Finding practical The students will create a video clip showing the relationship
applications of among structures of flowers, fruits, and seeds.
concepts and skills
in daily living
(APPLICATION)
H. Making Based on the objectives stated previously, ask the following
generalizations and questions:
abstractions about 1. What is the difference between self-pollination and cross-
the lesson pollination?
(GENERALIZATION) 2. How fertilization happens?
Identify whether the following parts of a flower as stamen and
pistil
1. Stigma- Pistil
I. Evaluating learning
2. Anther- Stamen
(ASSESSMENT)
3. Style- Pistil
4. Ovary- Pistil
5. Filament- Stamen
J. Additional activities Make a role play showing how pollination occurs.
for application or
remediation
(REMEDIAL)

Checked By: Noted By:

SONNY P. DE LEON LIBRADA M. RUBIO

EPS, CID, SDO Cabanatuan City EPS II, CLMD, Regional Office III