JOSE T. QUIBOLOY SR.

NATIONAL HIGH SCHOOL

SEMI-DETAILED LESSON PLAN IN GRADE XI- EARTH AND LIFE SCIENCES

I. OBJECTIVES

At the end of the 60 minutes discussion, the students will be able to:

A. identify and describe the characteristics, functions, and parts of

angiosperms (Flowering Plants).
B. develop positive attitude through the group activities conducted.
C. collect an example of a flowering plant; identify whether it is monocotyledon
or dicotyledon by specimen observation.

II. SUBJECT MATTER

A. Topic: Angiosperms: Flowering Plants

B. References:

Books: Grade IX Science Learners Module page. 245-247.

Websites: https://www.youtube.com/watch?v=4EY4Gc0poMw
Curriculum Guide: K to 12 Curriculum Guide in Science 9,pp.157-
158.

C. Materials: Laptop
Speaker
LED TV/Projector
Visual aids
Printed pictures
Realia: Fruits, Vegetables, Leaves, Roots, Flowering plants

III. PROCEDURE

A. Preparatory Activities

1. Daily Routine
- The teacher will let the students to go back to their respective seats
align the chairs and pick-up pieces of papers.

2. Prayer
- The teacher will ask somebody to lead the prayer and greet the
students.

3. Checking of Attendance
- The teacher will check the attendance of the students.

4. Review
- The teacher will ask the following questions to recall the previous
lesson about gymnosperms.
 What is a gymnosperm?
 What are the examples of gymnosperms?
  How would uncontrolled cutting of pine trees affects the forest
ecosystem?

5. Motivation
- The teacher will divide the class into two and let the students sing
the song entitled Bahay Kubo. What they are going to do is to stand-
up when the assigned plant posted in the board is being mentioned
in the song.

B. Developmental Activities

1. Presentation of the Topic

- The teacher will ask the students what is the song all about. The
teacher will let the students to pick one thing inside on the basket.
The teacher will ask each student about “what do you if it is a fruit or
it is a vegetable?” The teacher will let them tell the class that the
song conducted is related to the topic which is the angiosperms.

2. Activity

- The teacher will conduct various activities about the topic. Consider
the following activities:

Activity 1

- The teacher will show a illustration about the parts of the flower and
student will initially identified the parts of it.
- The teacher will divide the class into two groups and provide a
gumamela in each group for the students to identify its part.
Activity 2
- The teacher will give different types of flower to each of students and
identify the structure of each of the flowers. The teacher will ask the
following question regarding to the activity being presented:

 How can we identify that a flowering plant is considered to be

a monocot or dicot?

3. Analysis

- The teacher will ask the student what is the first activity all about.
- The teacher will present the parts of the flower and its function.
 - The teacher will ask again what is the second activity all about.
- The teacher will present the classification of monocotyledon and
dicotyledon.

C. Concluding Activities

1. Abstraction/ Generalization
- The teacher will divide the class into two, each group will be given a
1 minute to construct two questions. The questions being formed will
be thrown to the other group and let them answer.
- The teacher will give follow-up questions.

2. Application
- After the discussion, the teacher will provide assessment though a
group activity. The teacher will let the students collect angiosperm
inside the classroom and the students will identify if that specific plant
is monocot or dicot with respect to its flower, leaves, and stem. The
teacher will give at least 3 minutes to do the given task and they are
going to make their own yells to introduce their groups.
- The teacher will let the students report their works in front that will be
graded using rubrics.
 Rubrics

Category 5 3 1

Performance is dynamic , Attempts to engage No attempt to engage

Performance engaging, and clearly audience, through with audience; no
rehearsed. infrequently or not fully evidence of
successfully. prepreparation.

Presenter has mastery of Presenter shows mastery Presenter makes

Knowledge presentation content and in identification but in some significant mistakes in
identify the plant parts of the identification of the
completely. Plant only. particular plant.

Group All members of the group Some members of the No cooperation being
Cooperation participated in the activity. group only participated in observed.
the activity.
3. Values Integration

- The teacher will ask the students to the following questions:

 What attitude have you developed on the activities
conducted?
 What strategies you used during the activity? Is it important?
- The teacher will share his insight why good attitude and teamwork is
important in a group activity.

4. Evaluation

- The teacher will let the students get ¼ sheet of paper for a
short quiz (Paper-pencil test) TRUE or FALSE.

1. Angiosperms are referred as flowering plants.

2. Monocot has a parallel leaf venation.
3. Dicot has 4-6 petals on its flower plan.
4. Sepal is the colorful leaf-like structure that attracts the pollinator.
5. Stamen is the female part of the flower.

5. Agreement/Assignment

- The teacher will assign students to research about the important of

angiosperms.

Prepared by:

Mr. JEROME JAY V. GALAN

SST 1