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DATE:

YEAR AND SECTION:


SUBJECT:

I. Objectives
a. The learners illustrate the relationships among structures of flowers, fruits,
and seeds (S11/12LT-IIej-14)

II. Subject Matter:


A. Topic: PERPETUATION OF LIFE
B. Reference : (1) Reece J. B., Urry, L. A., &Cain, M. L. (2010). Campbell
Biology(10thed., pp. 815-835). San Francisco, CA:Pearson Benjamin
Cummings.
(2) Vegetative propagation. (n.d.). Retrieved from http://leavingbio.net/
vegetativepropagation.htm
C. Materials: Everyday objects, Plant samples, and school supplies, PPT

III. Learning Procedure


A. INTRODUCTION
1. Communicate Learning Objectives: Introduce the following specific
topics, then give the students a few minutes to write down what they
already know or what they expect to learn under each topic.
B. MOTIVATION
1. Activity: Identifying the function of everyday tools
a. Bring an everyday object to class, and describe its appearance and/or
structure. Discuss its functions in relation to its description.
b. Ask one or more students to do the same.
c. If not all students will present their object in class, require them to
prepare a short write-up describing the structure and function of their
object.
C. INSTRUCTION/DELIVERY
A. FLOWERS
1. Vegetative Part
2. Reproductive Part
3. Complete vs Incomplete Flower
4. Adaptive mechanisms
B. FRUITS
C. SEEDS
D. SEED AND FRUIT DISPERSAL

C. PRACTICE AND ENRICHMENT


Revisit the everyday objects that the students brought to class. Recall
the structure-to-function analyses of these objects. Additional points for
consideration: if the object is likened to a flower, fruit or seed, what part of
that organ is it, and how does it relates to that particular organ’s structure
and specific function?
D. EVALUATION

1. How is structure related to a particular function?


2. Relate specific plant structures to their function/s.
3. How does the structure-function relationship play out in flowers?
4. How does the structure-function relationship play out in fruits?
5. How does the structure-function relationship play out in seeds?
6. How is the structure-function exhibited in local flowers, fruits, or seeds?
Give definite examples.
7. Illustrate the functional relationship of flowers, fruits and seeds.
8. Illustrate the structural relationships of flowers, fruits and seeds.
9. Islands, like in the Philippines, are usually covered by coconuts at the
shores. Using your knowledge of plant propagation, explain how/why this
happens.
10.How can you prevent the propagation of alien species which can
outcompete endemic Philippine plants, using your knowledge of plant
propagation?

F. REFLECTION (HOMEWORK FOR NEXT MEETING)


1. Which of the topics interest you the most? Why?
2. Which of the topics interest you the least? Why?
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?
DATE:
YEAR AND SECTION:
SUBJECT:

I. Objectives:
a. The learners describe the different ways of how representative animals
reproduce (S11/12LT-IIej-15)

II. Subject Matter


A. Topic: PERPETUATION OF LIFE
B. Reference: (1) Reece JB, Urry LA, Cain ML. 2010. Campbell Biology 10th. San
Francisco(CA):Pearson Benjamin Cummings; 2010. pp. 1013-1014.
C. Materials: Representative animals, School supplies, PPT

III. Learning Procedure


A. INTRODUCTION
1. Introduce the learning objective by writing it on the board, then
give the students 5 minutes to write down on a piece of paper
what they already know or what they expect to learn under the
specified topics

B. MOTIVATION (10 MINS)


1. The teacher recalls the process of reproduction in plants to the
class. A debate on the use of asexual and sexual reproduction in
animals will be initiated. Ask the advantage and disadvantage of
the two methods in animal reproduction.

C. INSTRUCTION/DELIVERY
1. Sexual Reproduction
2. Asexual Reproductiom

D. PRACTICE AND ENRICHMENT


A. Given the following scenarios, ask the class which method of
animal reproduction will best allow the survival of a particular
species:
1. In an area devastated by a level 5 Typhoon.
2. Rainforest
3. Dessert
4. After an earthquake
5. Antarctica
E. EVALUATION
1. What is the difference between sexual and asexual reproduction?
2. What are gametes? What are the types of gametes?
3. What is a zygote?
4. Give an advantage of sexual reproduction over asexual
reproduction?
5. Give an advantage of asexual reproduction over sexual
reproduction?
6. What are the different methods of asexual reproduction?
7. What is the prerequisite for binary fission to occur, in terms of an
organism’s growth?
8. Why is regeneration needed for animals undergoing asexual
reproduction through fragmentation?
9. How can invasive species outcompete native species and become a
threat through their mode of reproduction?
10.If you are a conservationist, how will you be able to help the
proliferation of an animal species through your knowledge of its mode of
reproduction?

E. REFLECTION (HOMEWORK FOR NEXT MEETING)


1. Which of the topics interest you the most? Why?
2. Which of the topics interest you the least? Why?
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?
DATE: September 25, 2018
YEAR AND SECTION: Grade 11 – St. Claire
SUBJECT: Earth and Life Science

I. OBJECTIVES:
A. The learners explain how the information in the DNA allows the transfer
of genetic information and synthesis of proteins (S11/12LT-IIej-16)
1. Describe the central dogma.
2. Synthesize the implication of the central dogma
3. Create a DNA Model

II. SUBJECT MATTER


A. Topic: CENTRAL DOGMA OF LIFE
B. Reference: (1) Reece JB, Urry LA, Cain ML. 2010. Campbell Biology 10th.
San Francisco(CA): Pearson Benjamin Cummings; 2010. pp. 1013-1014. (2)
Image from http://patentimages.storage.googleapis.com/
EP0175960B1/imgb0001.p
C. Materials: Video Presentation, PPT, DNA Structure Activity Sheet
D. Strategy: Lecture, Video Presentation, Making a Model.

III. LEARNING PROCEDURE


A. Introduction (5 MINS)
Communicate Learning Objectives
1. Introduce the learning objective by writing it on the board, then give the
students 5 minutes to write down on a piece of paper what they already
know or what they expect to learn under the specified topics.

B. Unlocking of Terminology
 Replication
 Transcription
 Translation
 DNA - deoxyribonucleic acid
 RNA
 Protein
 Amino acid

C. Motivation
1. A picture of KC Conception and Sharon Cuneta
2. The teacher recalls the trait he or she inherited from his or her
parents. The inherited trait or “namana” can be physical, talent or behavior.
Ask the student the traits they inherited to their parents and show it to the
class.
D. Instruction
In the discussion, the teacher will be showing a video clip that best
describe the content of the topic.
A. Central Dogma of Life
1. DNA Replication
2. Transcription and Translation
3. Protein Synthesis

E. Practice
The students will be making a DNA model.
(See the attached activity sheet for the complete discussion of the activity.)

F. Analysis
1. What does DNA contain the instructions for?
2. With what base does adenine pair?
3. With what base does guanine pair?
4. What is the shape of the DNA molecules?
5. What is the name of the sugar in the DNA backbone?
6. Suppose you know that the sequence of bases in one DNA strand is
AGCTCAG. What is the sequence of bases in the opposite strand?
7. Assume that a 100-base pair DNA double helix contains 45 cytosines. How
many adenines are there?

IV. EVALUATION
Direction: Answer the following question.
1. What is the central dogma?
2. What is DNA replication? Why is it important?
3. What is Transcription? Why is it important?
4. How is “mana” or trait inheritance in the Philippine context
explained by the central dogma?
5. How can you explain the genetics of singing ability of a lot of
Filipinos?

V. ASSIGNMENT
Direction: Answer the following question.
1. Which of the topics interest you the most? Why?
2. Which of the topics interest you the least? Why?
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?

Prepared by:

SHERMAINE G. GENISTON