MODULE WEEK NO.

10

DON CARLOS POLYTECHNIC COLLEGE

Purok 2, Poblacion Norte, Don Carlos, Bukidnon
Contact number: 09778527030
Email: doncals1507@yahoo.com

COLLEGE OF TEACHER EDUCATION

SCI 1: TEACHING SCIENCE IN ELEMENTARY GRADES (BIOLOGY AND CHEMISTRY)
1st Semester of A.Y. 2020-2021
Introduction

Most plants have roots, stems and leaves. These are called the vegetative parts of a plant. After a certain
period of growth, most plants bear flowers. You may have seen the mango trees flowering in spring. It is
these flowers that give rise to juicy mango fruit we enjoy in summer. We eat the fruits and usually discard
the seeds. Seeds germinate and form new plants. So, what is the function of flowers in plants? Flowers
perform the function of reproduction in plants. Flowers are the reproductive parts.
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Rationale

This lesson will help the pre-service teachers in understanding of the sexual and asexual reproduction of
flowering plant. The lesson will help the students to develop their higher order thinking skills in answering
some questions about the lesson and at the same time to test their prior knowledge in answering the pre-
assessment activity.
Intended Learning Outcomes

A. Explain sexual and asexual reproduction of both plants;

B. Differentiate sexual reproduction and asexual reproduction in plants; and
C. Create a model or an instructional materials that shows sexual and asexual reproduction of both plants
and animals

Activity

A. Draw and Label the parts of the flower. Write it in a short bond paper.

Discussion
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SEXUAL
You know that the flowers are the reproductive
REPRODU
parts of a plant. Stamens are the male reproductive
part and pistil is the female reproductive part.
Flowers have CTION
four main parts orin whorls. The outer
whorl is made up of sepals.
PLANTS
Sepals are often green and are typically the part of the
plant that contains the bud.

The next whorl is made up of the petals of the

flowers. The petals are typically brightly colored and
help attract pollinators.

The next whorl is the stamen. The stamen is the male

reproductive part of a flower and produces pollen.
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The pollen comes out of the anthers, which are at the

end of the stamen. The last whorl is the stigma. The
stigma is the female reproductive part of the flower,
and the tip of the stigma is called the style.

Below the style is the ovary of the flower. The ovary is often divided in different compartments depending on
the type of flower. In the picture below (Axile placentation, which is a type of ovary structure), the ovules
become the seeds and are attached to the placenta. The locule is the pairing of two ovules in this picture. The
septum is the space between the locules and the ovary wall is the outer edge of an ovary.

POLLINATION

Generally, pollen grains have a tough protective coat which

prevents them from drying up. Since pollen grains are light, they
can be carried by wind or water. Insects visit flowers and carry away
pollen on their bodies. Some of the pollen lands on the stigma of a
flower of the same kind. The transfer of pollen from the anther to
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the stigma of a flower is called pollination. If the pollen lands on the stigma of the same flower or another
flower of the same plant, it is called self-pollination. When the pollen of a flower lands on the stigma of a
flower of a different plant of the same kind, it is called cross-pollination.

FERTILIZATION
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The cell which results after fusion of the gametes is called a zygote.
The process of fusion of male and female The zygote develops into
an embryo. After fertilization, the ovary grows into a fruit and
other parts of the flower fall off. The fruit is the ripened ovary. The
seeds develop from the ovules. The seed contains an embryo
enclosed in a protective seed coat. Some fruits are fleshy and juicy
such as mango and orange. Some fruits are hard like almonds and
walnuts

Asexual reproduction

In asexual reproduction new plants are obtained without production of seeds.

Vegetative propagation

It is a type of asexual reproduction in which new plants are produced from

roots, stems, leaves and buds. Since reproduction is through the vegetative
parts of the plant, it is known as vegetative propagation.

CUTTING

Cut a branch of rose with a node. This piece of branch is termed a cutting.
Bury the cutting in the soil. A node is a part of the stem/branch at which a
leaf arises. Water the cutting every day and observe its growth. Observe and
record the number of days taken for roots to come out and new leaves to
arise.

You must have seen flower buds developing into flowers. Apart from flower buds, there are buds in the axil
(point of attachment of the leaf at the node) of leaves which develop into shoots. These buds are called
vegetative buds. A bud consists of a short stem around which immature overlapping leaves are present.

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Vegetative buds can also give rise to new plants.

Plants produced by vegetative propagation take less time to grow and bear flowers and fruits earlier than those
produced from seeds. The new plants are exact copies of the parent plant, as they are produced from a single
parent.

BUDDING

You have already learnt about the tiny organisms like yeast can be seen only under a microscope. These grow
and multiply every few hours if sufficient nutrients are made available to them.
(Continuation/ additional information is in the reference book/in the following resources given below)

Assessment

A. Differentiate and illustrate sexual and asexual reproduction in plants. Write your answers in a one
whole sheet of paper.
B. Answer the following questions. Write our paper your answers in the back portion of your paper.
1. Why vegetative propagation is considered a form of asexual reproduction?
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2. What are the advantages of using vegetative production?

Reflection

Thoroughly answer the question below. Use appropriate academic vocabulary and clear and complete
sentences.

As a future teacher, what do you think are the challenges that you will encounter in teaching this lesson? How
will you address these problems?

Resources and Additional Resources

Additional Resources:

Discussion: Bilbao, P., et. Al. (2019) Teaching science in elementary grades. Quezon City:
Lorimar Publishing Co., Inc

DON CARLOS POLYTECHNIC COLLEGE

Purok 2, Poblacion Norte, Don Carlos, Bukidnon
Contact number: 09778527030
Email: doncals1507@yahoo.com

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 MODULE WEEK NO.10

COLLEGE OF TEACHER EDUCATION

SCI 1: TEACHING SCIENCE IN ELEMENTARY GRADES (BIOLOGY AND
CHEMISTRY)
1st Semester of A.Y. 2020-2021
Introduction

Rationale

This lesson will help the pre-service teachers in understanding the reproduction of non-flowering plants
such as mosses and ferns. The lesson will help the students to develop their higher order thinking skills
COURSE MODULE

in answering some questions about the lesson and at the same time to test their prior knowledge in
answering the pre-assessment activity.
Intended Learning Outcomes

A. Describe how spore bearing and cone bearing plants reproduce; and
B. Distinguish reproduction in spore and cone bearing plants.

Discussion

REPRODU
CTION in
NON-
FLOWERIN
G PLANTS

Many plants have flowers that help them to make seeds in order to reproduce. You can learn about
these plants on our flowering plants page. However, some plants do not use flowers to reproduce.
These plants are called non-flowering plants. There are two main groups of non-flowering plants.
Plants that use spores to reproduce and plants that use seeds to reproduce. The non-flowering plants

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that use seeds are called gymnosperms.

Mosses are soft and spongy plants that typically only grow a few inches tall. They tend to grow
together in clumps. Mosses don't have flowers or seeds, but use spores to reproduce. They also don't
have typical roots like most plants, but anchor themselves to rocks and soil with short growths called
rhizoids. Mosses are small green plants with stem like and leaf like parts. These plants grow in moist
places and forest floors and form dense mats on the ground during rainy seasons. Mosses are spore
bearing plants.
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© Dreamstine

FERNS

Another type of spore producing plant is the fern. Ferns produce spore casings on the underside of their
leaves. These look like brown spots. At some point the casings dry out and the spores are released into
the air.

Among ferns, the plants that you see are those that produce spores on the underside of the leaflets. When the
spores are ejected from the spores cases and hit the moist places, these germinate and grow into heart-shaped
gametophytes that produce female and male gametes. After fertilization the zygote grows into a young plant that is
spore bearing. Ferns are important in home decorations, landscaping and for floral arrangement.

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© iStockPhoto

CONIFERS

The word "conifers" means "bearing cones." Conifers are plants that use cones to house their seeds. Conifers are
woody plants and most of them are trees such as pine trees, firs, cypresses, junipers, cedars, and redwoods. They
grow in cold places like Baguio do not bear flowers. Conifers reproduce using their cones. Some cones are male
and some are female. The male cones release pollen. This pollen is carried by the wind. If the pollen lands on a
female cone, then the female cone will produce seeds. The hard scales of the cone protect the new seeds as they
grow.

Conifers like the pine trees have seeds that are naked or not enclosed in a fruit wall. Pine trees are source of
lumbers, ornamental plants and Christmas decors. The relatives of pines include the Giant Redwood tree (tallest
and largest plant on Earth) and Bristlecone Pine (oldest plant more than 500 years old) cycads and gingko.

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Conifers are cone-bearing plants.
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Created by Vikki Olds © LoveToKnow

(Continuation/ additional information is in the reference book/in the following resources given below)

Assessment

A. Draw and explain the life cycle of fern (spore bearing plants) and life cycle of a pine (cone-
bearing plants). Place it in short bond paper.
B. Design an experiment for Grade 6 pupils that will answer the question: How do ferns produce
new plants other than from spore germination?( You may use ferns at home)

Resources and Additional Resources

Additional Resources:

Discussion: Bilbao, P., et. Al. (2019) Teaching science in elementary grades. Quezon
City: Lorimar Publishing Co., Inc.

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