Q2_LESSON _Science 6_Lesson 2_Week 2.pdf

NICE

1. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM























6
Lesson Exemplar
for Science

Lesson
2
Quarter 1
Lesson 1
Quarter 2

2. 2

Lesson Exemplar for Science Grade 6
Quarter 2: Lesson 2 (Week 2)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

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of the Director of the Bureau of Learning Resources via telephone numbers [phone] and 8631-6922 or by email at [email protected].

Development Team
Writer:
• Rheomie O. Hallazgo (Father Saturnino Urios University)

Validator:
• Gregie P. Tampon (Philippine Normal University - Mindanao)


Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

3. 1

LESSON EXEMPLAR TEMPLATE

SCIENCE (BIOLOGY)/QUARTER 2/GRADE 6

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners learn that:
1. Plants have systems that help them grow, respond and reproduce.
2. Plants have processes and mechanisms by which plants reproduce, encompassing both sexual and asexual
reproduction.
B. Performance
Standards
By the end of the Quarter, learners demonstrate an understanding of the different ways that plants reproduce. This
includes both sexual and asexual reproduction processes. Students will gain detailed knowledge about the parts of a
flower, such as the stamen, pistil, petals, and sepals, and their specific roles in the reproductive cycle. They will
thoroughly examine and describe these structures, understanding how each part contributes to the plant’s ability to
reproduce. Further, the learners will demonstrate knowledge in the interconnections between plant reproduction,
biodiversity, and conservation, as well as the critical role of vegetables and fruits in human nutrition and sustainable
agriculture. They will apply their knowledge by conducting research and engaging in practical conservation projects that
promote biodiversity and ensure food security.
C. Learning
Competencies
and Objectives

Learning Competency 1. Describe the different ways that plants reproduce, such as pollination, seed production, and
plant propagation.
The learners will be able to:
1. Lesson Objective 1. Label the parts of a flower and their functions in reproduction.
2. Lesson Objective 2. Describe various methods of plant reproduction, including pollination and vegetative
propagation.
3. Lesson Objective 3. Identify the differences between sexual reproduction (e.g., through flowers and seeds) and
asexual reproduction (e.g., through runners, tubers, and cuttings).
4. Lesson Objective 4. Assess how different reproductive strategies contribute to conservation and biodiversity
D. Content Reproduction in Plants
1. Sexual Reproduction
2. Asexual Reproduction
E. Integration Conservation and Biodiversity
The Role of Fruits and Vegetables in our Lives

4. 2

II. LEARNING RESOURCES
● 5_16_58_609.pdf. (n.d.). Docs.google.com. Retrieved May 24, 2024, from
https://docs.google.com/viewerng/viewer?url=http://www.testlabz.com/modelpapers/5_16_58_609.pdf&hl=en_US.
● 11.12: Asexual Plants. (2021, January 13). Biology LibreTexts.
https://bio.libretexts.org/Courses/Lumen_Learning/Fundamentals_of_Biology_I_(Lumen)/11%3A_Module_8 -
_Plant_Reproduction/11.12%3A_Asexual_Plants.
● (2018). Amazonaws.com. https://s3-us-west-1.amazonaws.com/contentlab.studiod/getty/f7a8e8b17ced49b980e26adf18947511.jpg
● (2024). Freepik.com.
https://www.freepik.com/search?format=search&last_filter=query&last_value=thinking+vector+grade+6&query=thinki ng+vector+grade+6.
● (2024). Microbiologynote.com. https://microbiologynote.com/wp-content/uploads/2022/01/Pollination-vs-Fertilization-scaled.jpg.
● (2024). Templatelab.com. https://templatelab.com/wp-content/uploads/2019/08/exit-ticket-template-13.jpg.
● Aparna. (2023, August 18). Difference Between Self Pollination and Cross Pollination. Career Power.
https://www.careerpower.in/school/biology/difference-between-self-pollination-and-cross-pollination.
● Asexual Reproduction in Plants - Definition, Methods - Biology Notes Online. (2024, March 24). https://biologynotesonline.com/asexual-
reproduction-in-plants/#google_vignette.
● BD Editors. (2017, December 26). Rhizome. Biology Dictionary. https://biologydictionary.net/rhizome/.
● bulb | Description, Functions, & Examples. (n.d.). Encyclopedia Britannica. https://www.britannica.com/science/bulb
● corm | Description, Functions, & Examples. (n.d.). Encyclopedia Britannica. https://www.britannica.com/science/corm
● Difference Between Insect Pollinated and Wind Pollinated Flower (with Comparison Chart). (2022, June 5). Bio Differences.
https://biodifferences.com/difference-between-insect-pollinated-and-wind-pollinated-flowers.html.
● Flower Dissection. (2021, July 8). Exploratorium. https://www.exploratorium.edu/snacks/flower-dissection.
● How to Dissect a Flower: 8 Steps (with Pictures). (n.d.). WikiHow. Retrieved May 24, 2024, from https://www.wikihow.com/Dissect-a-
Flower#Dissecting-the-Male-Reproductive-System.
● Growing Flowers Time Lapse - 47 Days. (n.d.). Www.youtube.com. Retrieved April 24, 2023, from https://www.youtube.com/watch?v=HmFTiKBPiA4.
● hobby-video-creator. (2016, May 15). Potato tuber sprouting - time lapse video. YouTube. https://www.youtube.com/watch?v=16zBwMIvDHw .
● https://thecontentauthority.com/blog/stolon-vs-
runner#:~:text=So%2C%20which%20term%20is%20the%20proper%20one%20to,more%20commonly%20used%20to%20describe%20below -
ground%20horizontal%20stems)
● learning junction. (2019). Parts of Flower | Pollination Video | Video for Kids. In YouTube. https://www.youtube.com/watch?v=SiFaN2xQg5g .
● NCERT Books For Class 7 Science Reproduction in Plants -. (n.d.). Cbseinsights.com. Retrieved May 24, 2024, from https://cbseinsights.com/ncert-
books-for-class-7-science-reproduction-in-plants/.
● Sonika. (2023, September 2). Difference Between Abiotic and Biotic. Career Power. https://www.careerpower.in/school/biology/difference-between.
● Stolon | biology. (n.d.). Encyclopedia Britannica. https://www.britannica.com/science/stolon-biology.
● Will Hall. (2009, November 12). Mung Bean seeds sprouting, HD Timelapse. YouTube. https://www.youtube.com/watch?v=XTZih16DUB4 .

5. 3

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating Prior
Knowledge

DAY 1
1. Short Review
Learners will revisit certain terms about Circulatory System that were previously
discussed by filling out the Direct Vocabulary Instruction (DVI) matrix.

Vocabulary
Term
Know
definition
Know
example
Don’t
Know
either
Definition Example
Blood
Vessels

Ventricles


Blood


Blood
pressure


Heart



The teacher will then assess the learners’ outputs.

The teacher can prepare a
ready to fill-out matrix for the
DVI. It can be in a ½ sheet of
bond paper.

Teacher’s intervention in the
review part is relative to the
outcome of the filled matrix.
B. Establishing
Lesson Purpose
1. Lesson Purpose
The teacher will show pictures of the following:
The teacher can visit the links
for the time lapse videos.

Mung bean:
https://www.youtube.com/watch
?v=XTZih16DUB4
Sunflower:
https://www.youtube.com/watch
?v=HmFTiKBPiA4
Potato:
https://www.youtube.com/watch
?v=16zBwMIvDHw
https://www.youtube.com/
watch?v=XTZih16DUB4


https://www.youtube.com/
watch?v=HmFTiKBPiA4


https://www.youtube.com/
watch?v=16zBwMIvDHw

6. 4


Students will then be asked on the following questions:
1. What have you observed in the ways new plants are obtained?
2. How does video 1 differ from video 2 when it comes to reproduction?
3. How does video 2 differ from that of video 3 when it comes to production of
new plants?

2. Unlocking Content Vocabulary

Students will work collaboratively in small groups with five members to think
of related words, phrases, or samples to the given focus words.



Group representatives will then share to the class what they have written.

Learners in this part will have a
bird’s eye-view on the different
ways of producing new plants.





To facilitate a smooth and
engaging discussion, the
teacher will delve into unlocking
the meanings of some
challenging terms through the
use of vocabulary word web.




Their works can be posted in
the walls of the classroom for
cross checking later during the
discussion.

7. 5

C. Developing and
Deepening
Understanding
DAY 2
SUB-TOPIC 1: SEXUAL REPRODUCTION IN PLANTS
a. Explicitation

The learners will answer the following questions:
1. Plants reproduce in different ways. How do these modes of reproduction help
conserve biodiversity, and what can we do to protect these processes?
2. How does plant reproduction impact the availability of fruits and vegetables
in our diets, and why is it important for our nutrition and food supply?

Worked Example
Pupils will be asked to name the various plant parts and be asked which portion
of the plant is responsible for plant reproduction.

Lesson Activity
(Refer to LAS 1 of Science 6 Worksheet for the activity)

The class will be divided into small groups (3-5 members). Each group will be
given a flower specimen to work with. The students will be asked to closely
examine their flower, using the diagram to identify the main parts: petals, sepals,
stamen (male part), and pistil (female part).

Diagram of the flower anatomy:












https://s3-us-west1.amazonaws.com/contentlab.studiod/getty/f7a8e8b17ced49b980e26adf18947511.jpg
The teacher is expected to
supervise the learners while
doing the activity.

The teacher will post on the
board the two prompt
questions.

The teacher will briefly explain
the importance of plant
reproduction and the role of
sex cells. He/she will then
introduce the activity to the
pupils and that they will act as
a detective mission to find and
identify the sex cells of plants.



The teacher will prepare the
materials day before this lesson
such as magnifying glass,
scalpel, diagram of flower
anatomy, and activity sheet.

8. 6

DAY 3
SUB-TOPIC 2: POLLINATION

1. Explicitation
Pupils will be tasked to pay close attention to the visuals and narration of the
video clip about Pollination. They are to listen how the pollination process is
described and demonstrated and will take down notes on some important terms.


https://www.youtube.com/watch?v=SiFaN2xQg5g

Guide Questions:
1. What is pollination, and why is it important for plants?
2. What role do the different parts of a flower (stamen, pistil) play in
pollination?
3. What are the differences between self-pollination and cross-pollination?
4. How does pollination affect the ecosystem and biodiversity?
5. What was the most surprising or interesting fact you learned from the
video?

2. Worked Example
In this activity, the pupils will learn about the process of pollination by
taking on the roles of bees, butterflies, or other pollinators. The goal is to
collect pollen from flowers and transfer it to other flowers to help them
produce seeds.

The learners will arrange the materials as suggested by the teacher:
1. Flower cards be arranged around the game area.
2. Sample pollen tokens be placed on each flower cars.








The teacher will prepare the class
for the pollination quest game.

9. 7

3. Each pupil will serve as a player. Each player will select a pollinator
token.
4. Teacher will determine the starting point for all players.

The learners will follow the following rules:
1. Players take turns rolling the dice or spinning the spinner to move their
pollinator token around the game area.
2. When a player lands on a flower, they collect a pollen token from that flower.
3. To pollinate a flower, a player must land on a different flower of the same
type as the one they collected pollen from. When they do, they deposit the
pollen token and score points.
4. Some spaces on the game area can have special actions, like "Windy Day"
(move extra spaces), "Rainy Day" (skip a turn), or "Nectar Bonus" (collect
extra pollen).
5. The game continues until all flowers are pollinated or a set number of turns
are completed. The player with the most points (from successful pollinations)
wins.

Process questions:
1. How do you think the game will simulate self -pollination and cross-
pollination?
2. What is the difference between self-pollination and cross-pollination?
3. Why is it important for plants to have different pollination strategies?
4. How did environmental factors (e.g., "Windy Day," "Rainy Day" in the game)
influence the
success of self-pollination and cross-pollination?
5. What actions can individuals or communities take to support both self -
pollinating and cross-
pollinating plants in their environment?

3. Lesson Activity
The class will be divided into small groups with 3-5 members. Each group
will be provided with the printed copies of the selected images. Activity
sheets will be given per group where they can write their observations.

(Refer to LAS 2 of Science Worksheet for the activity.)
The teacher will prepare the
following materials:
➢ Flower cards (with
different types of flowers
illustrated)
➢ Pollen tokens (small
colored tokens or beads)
➢ Pollinator tokens (bee,
butterfly, etc.)
➢ A game board or area
representing a garden
with different flower
zones
➢ Dice or a spinner to
determine movement

10. 8

DAY 4
SUB-TOPIC 3: ASEXUAL REPRODUCTION
1. Explicitation
Pupils will be given a word puzzle activity.

Asexual Reproduction Word Adventure
Learners will look for the words listed in the right side of the sheet. Words can
be arranged horizontally, vertically, diagonally, and backwards. When they find a
word, they will highlight or circle it in the puzzle.





























The teacher will prepare copies
of the word puzzle.



Answer Key:

11. 9

2. Worked Example
Learners will be asked to answer the matching type worksheet.
Image Pair-up. Match the photos in column A with that of type of propagation
in column B by drawing a line.

A. B.
1.




A. Bulb
2.




B. Runner
3.




C. Rhizome
4.






D. Corm
5.





E. Bulbil
F. Cuttings






Answer Key:
1. C
2. D
3. A
4. E
5. B

12. 10

3. Lesson Activity
The teacher will prepare a learning station. There will be three stations –
representing the three major parts of the plant that under modification for
reproduction. Pupils will be given 5–10 minutes of allotted time for each
station.

Station 1. Introduction about asexual reproduction
Asexual reproduction is the development of a new species from an
individual parent, without involvement of sex or gametes cells. Asexual
reproduction is utilized by numerous multicellular and unicellular
organisms. Budding fragmentation, vegetative propagation, and the formation of
spores are all part of the process of asexual reproduction in plants. Flowers are not
necessary for this process. The plants created by asexual reproduction are able to
thrive in stable conditions. The process of asexual reproduction in plants can be
accomplished through two different ways:
• Naturally
• Artificially

Natural Methods of Asexual Reproduction in Plants
Natural methods of reproduction are self-propagation and. The various ways plants
self-propagate are described in the following paragraphs:
• The plants, such as ginger onion dahlia, potato develop from the buds that
are at the top of the stem. The stem tuber is adorned with several eyes that
are visible on the surface. If the conditions are favorable the eyes grow and
produce green shoots.
• The sweet potato has new plant life that could emerge from the buds, or the
stolons.
• In Bryophyllum the tiny buds at the margins of the leaves are separated and
transforms into a separate plant.
Budding
Budding is the process of asexual reproduction that occurs when the plant grows
from an outgrowth, also known as the buds. The bud usually forms by cell division
at a particular place.

13. 11

For instance, if the potato is kept over an extended period of time there will be
numerous tiny outgrowths that are generally referred to as “eyes”. Each one of them
could be planted and will eventually form a clone of the initial potato.

Vegetative Propagation
It’s a type of asexual reproduction that occurs within plants, where new plants are
created from the vegetative components of the plant, i.e., the stems, roots or buds.
The vegetative propagation process in plants can be accomplished naturally or
artificially stimulated by gardeners.
The most popular methods for vegetative propagation are:

Stems – runners are the stems that usually develop in a horizontal position over
the ground. They are the ones with nodes at which buds form. The buds typically
develop into an entirely new plant.
Roots – A plant is created by modifying roots, also known as tubers. Example:
Sweet Potato
Leaves – in some plants, the leaves that have been removed from the parent plant
may be used to develop new plants. They show the growth of tiny plants, referred
to as plantlets along the edges of the leaves. Example: Bryophyllum.

Fragmentation
It is a method of asexual reproduction where the plant that is created from a small
portion or a portion of the original plant. Each piece or part of the plants grows into
an adult fully grown person. Certain plants are equipped with special mechanisms
for reproduction via fragmentation. This sort of reproduction happens naturally
when the tiny part of the plant falls off on the soil, and then begins to develop to
form an entirely new plant. This technique is typically employed by nurseries and
greenhouses to create plants rapidly.

Spore Formation
Many algae and plants form spores during their life. A spore is an asexual
reproduction body, enclosed in a tough, protective cover that allows it to endure
adverse conditions like high temperatures as well as low levels of humidity. In
favorable conditions, seeds germinate and develop in new species. The ferns and
mosses make use of this method of reproduction.

14. 12

Artificial Methods
An artificial method is one in which several plants are grown from one plant by
artificial processes. The following is the artificial method of sexual reproduction in
plants

Cutting: Cuttings of stems can be used to create plants like coleus and money
plants, in which a small portion of the stem with nodes and internodes is buried in
moist soil, and then let to grow. The new plant is created by cutting a small part
from an established plant that is a stem, or leaf that has buds. This is then placed
in the soil and then kept moist. A new plant may be observed sprouting within just
a few days.

Grafting: A technique where the pieces of two plants are joined together in order to
grow into one plant. In grafting the stems of two plants are cut, then joined in such
that they develop together as one plant. One of the stems cut has roots and is called
stock. Another stem referred to as the scion cut with no roots. The stock and scion
cut surfaces are slid into place and stitched using a cloth, then covered by a
polythene covering. The cover protects the stem from infections and other ailments.
In the next few days the scion and stock join to create a new plant. Specific
characteristics of both plants can be seen in the fruit that this brand new one
produces.

Layering: Layering can be described as a method where a plant’s stem is connected
to a plant, and then lowered into the ground and then coated with soil. It is
permitted to grow into the soil in such the manner that a part of the branch is
released from the soil upon layering. The portion of the branch which is in touch
with soil begins to grow roots and gets removed of the plant. The new plant is born
from the buried branch this manner.

Micropropagation: This is a technique of generating a huge amount of plant
species from an existing explant in conditions in the laboratory within a short time
period. This allows for the growth of endangered and rare species of plants that are
difficult to cultivate in natural conditions.

(https://biologynotesonline.com/asexual-reproduction-in-plants/#google_vignette)

15. 13

Questions to answer:
1. Compare and contrast the natural and artificial methods of asexual
reproduction in plants. What are the main differences and similarities between
these two approaches?
2. How might the method of vegetative propagation be advantageous for gardeners
and farmers? Provide specific examples from the article.
3. How do sexual and asexual reproduction impact biodiversity and conservation
efforts in plants?
4. How does plant reproduction enhance food security?

Station 2. Stem/Root
The teacher will prepare images of sample plants that undergo stem/root
modification for reproduction.

Part of the
Plant
being
Modified
Type of Vegetative
Propagation/Modification
Examples
Stem/Root Rhizome
A rhizome (also known as rootstocks) is a
type of plant stem situated either at the
soil surface or underground that contains
nodes from which roots and shoots
originate. Rhizomes are unique in that
they grow perpendicular, permitting new
shoots to grow up out of the ground. When
separated, each piece of a rhizome is
capable of producing a new plant
(https://biologydictionary.net/rhizome/)
Ginger





https://th.bing.com/th/id/R.bf6a9
79730b724dbfd20a09223a4893f?ri
k=Qhx2hbI3BietQw&riu=http%3a%
2f%2fwww.freeimageslive.co.uk%2ff
iles%2fimages009%2ffresh_ginger.j
pg&ehk=7gfhxZ%2bN4SdLEgYk%2f
5eIuD8Kw0AyCxtBwzZ3n4cJs2k%
3d&risl=&pid=ImgRaw&r=0

Stolon
Stolon, in biology, a special slender
horizontal branch serving to propagate the
organism. In botany a stolon—also called a
runner—is a slender stem that grows
horizontally along the ground, giving rise
Bermuda grass




https://www.weedalert.com/wp-
content/uploads/2020/09/Bermu
dagrass1.jpg

16. 14

to roots and aerial (vertical) branches at
specialized points called nodes.
(https://www.britannica.com/science/stolon-biology)

A stolon is a horizontal stem that grows
above the ground and produces roots and
shoots at various intervals along its length.
It is also known as a runner or a creeping
stem. Stolons are commonly found in
plants such as strawberries, spider plants,
and mint. They are a means of vegetative
reproduction, allowing the plant to spread
out and colonize new areas. Stolons can
also aid in the survival of the plant by
allowing it to regenerate after damage or
disease.
(https://thecontentauthority.com/blog/stolon-vs-
runner#:~:text=So%2C%20which%20term%20is%20the %2
0proper%20one%20to,more%20commonly%20used%20to
%20describe%20below-ground%20horizontal%20stems)

Runner
A runner is a specialized type of stolon
that grows horizontally above the ground
and produces new plants at the nodes.
Runners are commonly found in plants
such as grasses, clovers, and strawberries.
They are a means of asexual reproduction,
allowing the plant to spread out quickly
and efficiently. Runners can also help the
plant to survive in harsh environments by
allowing it to produce new plants in areas
where the parent plant may not be able to
grow. (https://thecontentauthority.com/blog/stolon-vs-
runner#:~:text=So%2C%20which%20term%20is%20the%2
0proper%20one%20to,more%20commonly%20used%20to
%20describe%20below-ground%20horizontal%20stems)


Strawberry





https://strawberryplants.org/
wp-content/uploads/Moving-
Strawberry-Runner-Plants-
1.jpg

Sweet potato






https://www.bernard-
preston.com/images/Sweet-
potato-runners.jpg

17. 15

Corm
Corm, vertical, fleshy, underground stem
that acts as a food-storage structure in
certain seed plants. It bears membranous
or scaly leaves and buds.
(https://www.britannica.com/science/corm)

Bulb
Bulb, in botany, a modified stem that is
the resting stage of certain seed plants,
particularly perennial monocotyledons. A
bulb consists of a relatively large, usually
globe-shaped, underground bud with
membranous or fleshy overlapping leaves
arising from a short stem. A bulb’s fleshy
leaves—which in some species are actually
expanded leaf bases—function as food
reserves that enable a plant to lie dormant
when water is unavailable (during winter
or drought) and resume its active growth
when favorable conditions again prevail.
(https://www.britannica.com/science/bulb)
Garlic






https://th.bing.com/th/id/R.54f8f
335b9a2e1c9ef6cc22736999db8?ri
k=8IzJzUdZ1kwk%2fg&riu=http%3
a%2f%2f4.bp.blogspot.com%2f-M-
qanA_djNg%2fT4w7OEpMglI%2fAA
AAAAAAAmI%2frpdvrnXB6Ps%2fs1
600%2fDSC_1215%5b1%5d.JPG&e
hk=4tY7yU8LWV5UgK 0cHaxGW9P
UXPVI4ldJjD0vRX7Oo4Y%3d&risl=
&pid=ImgRaw&r=0

Onion






https://i1.wp.com/www.gard
eningchannel.com/wp-
content/uploads/2020/08/on
ion-bulbs.jpg?w=1280&ssl=1

Tuber
Tuber, specialized storage stem of certain
seed plants. Tubers are usually short and
thickened and typically grow below the
soil. Largely composed of starch-storing
parenchyma tissue, they constitute the
resting stage of various plants and enable
overwintering in many species. As modified
stems, most tubers bear minute scale
leaves, each with a bud that has the
potential for developing into a new plant.
The potato is a typical tuber.
(https://www.britannica.com/science/tuber)


Potato






https://www.britannica.c
om/science/tuber

18. 16

Question to answer:
1. What are the advantages of stem and root modifications for vegetative
reproduction in plants? Discuss how these adaptations might benefit plant
survival and proliferation in various environments.

Station 3. Leaf
The teacher will prepare an image of a sample plant that leaf modification for
reproduction.

Part of the
Plant being
Modified
Type of Vegetative
Propagation/Modification
Example
Leaf Leaf Bulbils: The leaves of
Katakataka are thick, fleshy, and
elliptical in shape. They have a
crenate or serrated margin and are
often reddish. At the margins,
between the teeth, adventitious
buds appear. These buds can
develop into roots, stems, and
leaves. When these tiny plantlets
fall to the ground, they root and
grow into larger plants. This ability
to produce bulbils is a common
trait in the Bryophyllum section,
which includes Kalanchoe.
Katakataka










https://th.bing.com/th/id/R.fcb70d8
83ba16dc24c9254a1d55fa43f?rik=xp
6PJWECSdNXjA&riu=http%3a%2f%2f
www.stuartxchange.org%2fKatakatak
a4.jpg&ehk=2UZpKDluPBLAy%2brvq
6M1x0la9%2bAk9W8lVbclgmMZZsA%
3d&risl=&pid=ImgRaw&r=0


Question to answer:
1. What are the advantages and disadvantages of leaf modifications for vegetative
reproduction in plants?









The teacher can access the link
if internet connectivity is
available.

19. 17

D. Making
Generalizations
1. Learners’ Takeaways
Pupils will be asked to fill out the exit slip template.






















https://templatelab.com/wp-content/uploads/2019/08/exit-ticket-template-13.jpg


2. Reflection on Learning
Learners will answer this question in a ½ sheet of paper:
Why is knowledge about plant reproduction important, in your opinion?

20. 18

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating
Learning
1. Formative Assessment

1. What is the primary function of the stigma in a flower?
a) To produce nectar
b) To support the petals
c) To receive pollen
d) To protect the ovules

2. What is the male reproductive organ of a flower called?
a) Pistil
b) Stigma
c) Anther
d) Ovary

3. The female reproductive organ of a flower is known as the:
a) Anther
b) Stigma
c) Ovary
d) Style

4. Pollination is the process of:
a) Fertilizing the ovules
b) Transferring pollen from the stigma to the anther
c) Transferring pollen from the anther to the stigma
d) Forming seeds within the ovary

5. Which of the following is NOT a common pollinator?
a) Bees
b) Birds
c) Wind
d) Roots



Answer Key:
1. C
2. C
3. C
4. C
5. D

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6. What term refers to the underground storage structures in plants, such as
potatoes, used for asexual reproduction?
a) Runners
b) Stolons
c) Tubers
d) Bulbs

7. Which of the following is an underground storage organ consisting of a swollen
stem base surrounded by fleshy scales?
a) Bulb
b) Corm
c) Tuber
d) Rhizome

8. What is the primary purpose of flowers in plants?
a) To provide support to the plant
b) To attract pollinators for sexual reproduction
c) To store nutrients for future growth
d) To protect the plant from predators

9. How do plants reproduce asexually through runners?
a) By producing new individuals from underground stems
b) By sending out above-ground stems that take root at nodes
c) By producing seeds without fertilization
d) By forming new plants from specialized buds

10. After fertilization, what part of the flower develops into a seed?
a) Stigma
b) Ovary
c) Anther
d) Petal

2. Homework (Optional)


Answer Key:
6. C
7. A
8. B
9. B
10. B

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B. Teacher’s
Remarks

Note observations on
any of the following
areas:
Effective Practices Problems Encountered

strategies explored


materials used


learner engagement/
interaction


others
C. Teacher’s
Reflection

Reflection guide or prompt can be on:
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?