NAME: Katrina Marie C.

Amay
SUBJECT: Science 7
SECTION: Grade 7
DATE: January 18, 2022
TIME: 9:00 - 10:00 AM

Competency: Differentiate asexual from sexual reproduction in terms of:

a. Number of individuals involved;
b. Similarities of offspring to parents. (S7LT-IIg-7)

Skill: Differentiate

Content: Asexual and Sexual Reproduction

Context: Plants, animals, and bacteria

LEARNING EPISODE 1

A. Motivation

1. Today we will differentiate asexual from sexual reproduction in terms of:

a. Number of individuals involved;
b. Similarities of offspring to parents.
2. It is important to differentiate asexual from sexual reproduction so that we
could appreciate the uniqueness of each other.
3. At the end of the lesson, you are going to differentiate asexual from sexual
reproduction in terms of:
a. Number of individuals involved;
b. Similarities of offspring to parents.

B. ENGAGE
1. Present the class rules:
R-Respect O-observe silence T-try and try until you succeed C-cooperate
2. At the beginning of the lesson, the class will do a Think-Pair-Share to
discuss the objective.
Class Activity
a) Tell students that they will be learning about two types of reproduction.
These vocabulary words are covered in the video – asexual reproduction, sexual
reproduction, gamete, mitosis, and meiosis.
b) Ask students to watch for the differences in the offspring in the two types of
reproduction (uniform and diverse or identical or varied)
c) Also, tell them to watch for the number of parents involved to each type of
reproduction.
 d) Inform them that the other vocabulary words will be taught later in the
lesson.
Student Activity
a. Ask students how the offspring of the two types of reproduction
differ.
b. Ask why asexual reproduction only produces clones of the parent.
c. Differentiate the two types of reproduction in terms of the number of
parents involved.

Tell students they will be learning the differences and similarities between
the two reproduction types, how the offspring differ, how genetic information is
passed, the number of parents involved for each type of reproduction.

C. EXPLORE
1. The teacher will set up a student’s-centered station lab so students can
begin to explore asexual and sexual reproduction. Three of the stations are
considered input stations where students are learning new information about
asexual and sexual reproduction and four of the stations are output stations where
students will be demonstrating their mastery of the input stations.  Each of the
stations is differentiated to challenge students using a different learning style.

EXPLORE IT! / ASSESS IT!

Students will be working in pairs to better understand asexual and sexual
reproduction. Students will be comparing 4 organisms by reading a short
description of each and how they reproduce. Students will classify whether they
reproduce sexually or asexually or even both. Students will follow the steps and
record their observations on their lab sheet.

ASSESS IT!
The assess it station is where students will go to prove mastery over the
concepts they learned in the lab.  The questions are set up in a standardized
format with multiple choice answers.  Some questions include:
 Which of the following statements is TRUE about asexual reproduction?
A. Only one parent is required.
B. The offspring produced is genetically unique.
C. A kitten is produced through sexual reproduction.
D. Male and female organisms are needed to produce offspring.
 Which of the following describes asexual reproduction?
A. Sex cells are not involved.
B. It involves the union of egg and sperm cells.
C. A new individual develops from two parents.
D. Fertilization takes place when two different gametes unite.
 What is NOT a characteristics of sexual reproduction?
 A.
Gametes from two parents unite to form a zygote.
B.
Offspring are genetically identical with the present.
C.
Offspring are different from their parents and sibling.
D.
Genetic variability of offspring helps to ensure survival in
changing environmental conditions.
 A sperm cell unites with an egg cell to form a zygote. Which process is
taking place?
A. Asexual reproduction
B. Fertilization
C. Pollination
D. Vegetative propagation

WATCH IT! /ORGANIZE IT!

At this station, students will be watching a short video explaining two types
of reproduction. Students will then answer questions related to the video and
record their answers on their lab station sheet.

ORGANIZE IT!
The organize it station allows your students to look at a number of
descriptions. Students will identify whether those descriptions are for asexual
reproduction or for sexual reproduction. Once students have completed their
organization, the teacher will come and check their understanding.

Basis of Comparison Asexual Reproduction Sexual Reproduction

1. Number of parents
involved
2. Similarities of the
offspring to the parents
3. Gamete or sex cells
4. Number of offspring
produced

One parent is Two parents are Offspring is genetically identical to

involved. involved. the parent.

Offspring is genetically different No gametes are Gametes are needed.

from the parent. needed.

Many offspring can be produced A minimum of one offspring per

quickly. reproductive cycle is produced.
 READ IT! / ILLUSTRATE IT!
This station will provide students with a reading about the types of asexual
reproduction. In the reading, students will understand binary fission, vegetative
propagation, budding, and fragmentation.

ILLUSTRATE IT!
Your visual students will love this station. Students will draw six quick
sketches of vocabulary words related to the topic of sexual and asexual
reproduction. Keep in mind, students are instructed to keep ALL drawings
appropriate to school settings.

Illustrate It! Station Direction

Draw 6 quick sketches to help illustrate the following

vocabulary.

Fragmentation
Budding
Sexual Reproduction (keep it appropriate)
Asexual Reproduction

E. EXPLAIN
1. The teacher will be clearing up any misconceptions about asexual and
sexual reproduction with an interactive PowerPoint, anchor charts, and notes.
a. Now, I show students the following video/ppt that introduces students
to the different types of asexual reproduction (e.g. budding) and contrasts it
to sexual reproduction in terms of genetic composition of offspring.
Applied knowledge of content within and across curriculum teaching
areas.
English: Unlocking of Terms
Prefixes and Root words

Mathematics: Number of chromosomes from sperm cell and egg

cell
egg cell (23 chromosomes)
+ sperm cell (23 chromosomes)
Zygote (46 chromosomes)
Asexual reproduction: Fragmentation (Starfish)
1 parent starfish = 5 offsprings

TLE: Vegetative propagation

 Marcotting, grafting, cutting, etc.
ESP: Paggalang sa Magulang
Ephesians 6:1 Children, obey your parents in the
Lord for this is right.

Current Events: Plantita and plantito during pandemic

b. Students will check their answer from ORGANIZE IT station after

watching the video/presentation.

F. ELABORATE

1. The students are going to do an elaboration project ideas ranging from:

a. Research different types of genetic mutations. What causes
mutations? What are some harmful types of mutations and in what
ways do they affect organisms?
b. Research species that reproduce both asexually and sexually. What
would be the reasons for each preferred types of reproduction?
c. Communicate the negatives and positives about each type of
reproduction. There are more reasons than learned in your lesson.
Think of a creative way to present this material.
2. They can do it as a homework.

G. EVALUATION
Directions: Differentiate asexual from sexual reproduction in terms of:
a. Number of individuals involved;
b. Similarities of offspring to parents;
using a Venn diagram. Keywords are provided in the box.

One parent
Two parents
Genetically unique offspring
Genetically identical offspring
Sperm
Budding
Fertilization
Produce offspring

Prepared by
 KATRINA MARIE C. AMAY
ATTACHMENTS:

EXPLORE IT!

SPIDERS
SEAHORSES
Certain species of female spiders are able to
After some courtship, the female seahorse lays
engage in a practice called "sperm dumping" —
eggs in the male seahorse's pouch. The male seahorse
basically, when these spiders mate, sperm doesn't
is then pregnant — and he doesn't just carry the eggs
flow directly into their reproductive organs; rather, it
around. He also provides nutrients and protection
enters a sack, which the female spider can decide
from viruses to his young while they're in utero, just
about later — she'll either expel and dispose of the
like your typical pregnant female mammal does.
sperm, or use the sperm to conceive. This system is
thought to exist so that these species of female
Then, he'll give birth to the couple's young after
spiders can mate with multiple males during a period
10 to 25 days (depending on the species). Did you
of fertility, and then choose the mate most likely to
already know this? I personally learned it from a
yield successful offspring.
Nirvana t-shirt that I had in eighth grade, but I've
always liked to bring it up at parties.
And spiders are far from the only creatures to
engage in forms of sperm dumping — mammals like
zebra and ducks (more on them below) also have
techniques for keeping unwelcome sperm from their
wombs.
 SHARKS
One of the animals that reproduce asexually is
the shark. An asexual reproduction type known as
parthenogenesis whereby unfertilized eggs develop
into an embryo has been observed in female animals
that are separated from the males for long periods
due to captivity. A captive hammerhead shark in 2001
was the first evidence recorder of parthenogenesis in
cartilaginous fishes. Even though the wild-caught
shark hadn’t been exposed to a male in at least 3
years, it still reproduced and gave birth to offspring
and studies showed no evidence of any genetic
contribution from paternal sources.
Also, the first evidence of any species of sharks
switching from sexual reproduction to
parthenogenesis was exhibited in a zebra shark
named Leonie in Australia. In 2017, this shark gave
birth to 3 baby sharks even after being without a mate
for 5 years. Genetic analysis and testing were carried
out on the offspring, the mother shark, and the
suspected father shark but there was no trace of
paternal genetic material as the offspring only
inherited DNA from their mother.
STARFISH
The starfish is one of those animals that
reproduce asexually. However, they are also capable of
reproducing sexually. In sea stars (starfish),
reproducing asexually is done via binary fission or
fragmentation (autonomy of the arms).
During the process of fission, the central disc of
the starfish breaks into two and regenerates by
growing the missing parts to form two complete
organisms. Out of the 1800 extant sea star species,
only about 24 species reproduce asexually via binary
fission.
The starfish in the process of autonomy sheds an
arm that has a part of the central disc attached to it
which further lives independently as a comet and
grows a new set of arms eventually. Almost all
starfishes can regenerate their arms. However, only a
few selected species of starfish can reproduce via
autonomy.
READ IT!
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