LG Cell Growth and Reproductio

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
Second Year - Biology

Reproduction
Cell Growth and Reproduction
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Written, edited and produced by Basic Education Assistance for Mindanao, April 2009
SECOND YEAR - BIOLOGY
REPRODUCTION
CELL GROWTH AND REPRODUCTION
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 6
Basic Education Curriculum Competencies

Year 2 Science: Reproduction
• Understand and appreciate the importance of cell division
• Describe the cell cycle
• Differentiate mitosis from meiosis
• Understand patterns of reproduction among organisms
• Differentiate sexual and asexual reproduction of organisms
Objectives
• To describe the cell cycle.
• To differentiate mitosis from meiosis.
• To differentiate sexual from asexual reproduction.
Essential concepts, knowledge and understandings targeted

• Stages of mitosis are prophase, metaphase, anaphase and telophase.
• The reproductive cells of animals, plants and fungi undergo meiosis.
• Meiosis creates cell for sexual reproduction.
• Mitosis creates somatic cell exactly like the parent.
• Reproduction is important for survival of living things.
• Two basic types of reproduction: sexual and asexual.
• Asexual reproduction takes place by mitosis.
• Sexual reproduction takes place by meiosis.
Specific vocabulary introduced

• Asexual Reproduction refers to the formation of new individual without involving sex
cells.
• Clitellum is a thickened glandular section of the body wall of some annelids that
secretes a viscid sac in which the eggs are deposited.
• Cloaca is the posterior part of the intestinal tract in various invertebrates.
• Egg Cell is a female gamete.
• Fission means splitting into parts.
• Gamete refers to sperm cell and egg cell.
• Hermaphrodite possessing both male and female reproductive organ.
Basic Education Assistance for Mindanao

Learning Guide, April 2009 3
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• Meiosis is a kind of cell division that occurs only in the gametes.

• Mitosis is a process by which the nucleus of a cell is divided into two nuclei, each with
the same number of chromosomes as the parent.
• Neonate is a newborn child, especially one less than a month.
• Oviparous means producing eggs that hatch within the female's body without obtaining
nourishment from it.
• Sexual Reproduction refers to the union of gamete ( egg cell and sperm cell ).
• Sperm Cell is a male gamete.
• Spore is a reproductive structure that is adapted for dispersal and surviving for
extended period of time.
• Viviparous refers to giving birth to living offspring that develop within the mother's
body.
Suggested organizational strategies

• Organize students in small group.
• Organize ideas for small group discussion.
Opportunities for Integration

• English-developing skills in delivering a poem and creating song or poem.
• E.P.-respecting ideas of others and promoting cooperation among the members of the
group.
• MAPEH.-developing skills in drawing and creativity.
Activities in this Learning Guide

Activity 1: Ex-CELL-ent!
Multiple Intelligences
• Interpersonal, Visual/Spatial
Skills
• Knowledge of major ideas
Activity 2: "Express Your Thoughts" (Part 1)
• Interpersonal, Verbal/Linguistic
Skills
• Solve problems using required skills or knowledge
• Relate knowledge from several areas

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Activity 3.1:Option 1 - How Your Body Makes New Cell?
• Interpersonal, Visual/Spatial, Logical/Mathematical
Skills
• Organization of parts
• Understanding information
Activity3.2: Option 2 - How Your Body Makes New Cell?
• Body/Kinaesthetic, Interpersonal
Skills
• Observation and recall of information
Activity 3.3: How Your Body Makes Sperms or Egg?
• Interpersonal, Visual/Spatial, Logical/Mathematical
Skills
Activity 3.4: Amusing Bugs
• Interpersonal, Verbal/Linguistic, Visual/Spatial
Skills
• Interpret facts, compare, contrast
Activity 3.5: Spot The Difference!
Skills

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Activity 3.6: Growing New Plants from One Plant
• Body/Kinaesthetic, Interpersonal
Skills
• Observation and recall of information
Activity 3.7: Sexual vs Asexual Reproduction
Skills
• Use information
Activity 4.1 "Express Your Thoughts" (Part 2)
• Interpersonal, Visual/Spatial
Skills
• Solve problems using required skills or knowledge
Activity 4.2: "Mito' and "Meio" Venn Diagram
• Intrapersonal
Skills
• Mastery of subject matter
Activity 4.3: Model Your Knowledge
• Visual/Spatial, Interpersonal, Body/Kinaesthetic
Skills
• Use methods, concepts, theories in new situations

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Activity 4.4: Reproduction Quest
• Intrapersonal
Skills
Activity 5: Flip Book
• Body/Kinaesthetic, Intrapersonal, Visual/Spatial
Skills
• Use information
Activity 6: Reproduction Song/Poem
• Body/Kinaesthetic, Interpersonal, Musical/Rhythmic, Verbal/Linguistic
Skills
• Use information
• Use methods, concepts, theories in new situations
Key Assessment Strategies

• Rubrics
• Checklist
• Paper/Pencil Test

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Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
In order for the organisms to survive, cells must create new cells. Billions of cell must
divide each day to maintain its highly organized structure.
The activity in this stage will enable the students to briefly review the parts of a cell
which play an important role in cell division.
Strategy
Small Group Discussion is a strategy that involves a smaller number of participants in each
group. With this strategy, it is hoped, that all members of the group feel connected to
each other in the accomplishment of a common goal, that each group member shares and
collaborates with other members in ways that promote continued progress and that they
develop social skills with support as their teacher.

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Materials for Activity 1

Student Activity Sheet 1, Ex – CELL – ent!, page, 19
Activity 1 – Ex - CELL - ent!
1. Divide the class into five groups.
2. Distribute Student Activity Sheet 1, Ex – CELL – ent!, page 19.
3. Have students identify the parts of the cell shown in Student Activity Sheet 1, Ex – CELL
– ent! page 19.
4. Have them present their output in class.
5. Check students responses, using Teacher Resource Sheet 1, Ex - CELL - ent! – Answer
Key, page 20.
Formative Assessment
Checking of students' answers.(Refer to Teacher Resource Sheet 1, Ex – CELL - ent! –
Answer Key page 20.)
Roundup
Students should have reviewed the major parts ( chromosomes, centromere, centriole and
chromatids ) of the cell.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
Reproduction is an important biological function. It allows organisms to produce new
individual of their kind. Organisms reproduce themselves, either by sexual or asexual
reproduction.
The activity in this stage, provides an overview of the topics: mitosis, meiosis and sexual
and asexual reproduction.
Strategy
Agree/Disagree Chart is useful for helping students organize data to support a position for
or against an idea. It generates the critical thinking skill of evaluating and analyzing.
Agree/Disagree Chart (Student Activity Sheet 2, Agree/Disagree Chart, page 21)
Activity 2 – “Express Your Thoughts” ( Part 1 )
1. Distribute Student Activity Sheet 2, Agree/Disagree Chart, page 21 and explain the
instruction.
2. Have the students answer the activity sheet for 20 minutes.
3. Secure one copy of the Agree/Disagree Chart for recording. Come up with a consensus
as to their stand to each of the statements by letting them raise their hands to express
their opinion. Count the number of responses and record on the appropriate column
under the “BEFORE” heading. Welcome all their opinions whether to agree or disagree.
Leave the chart as it is and revisit in stage 4, Check for Understanding.

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4. Inform the students that they will be finding the answers to the statements by
performing different activities to help them understand about the topic on cell growth
and reproduction.
Behavior Checklist found on page 22 will be used to assess student's performance in doing
the activity.
Roundup
Students should have expressed their views about some concepts related to cell growth
and reproduction.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
Students will be engaged in performing series of activities where they will learn the
concepts through discovery. These activities address the BEC learning competencies: to
describe the cell cycle, differentiate mitosis from meiosis and differentiate sexual and
asexual reproduction of organisms.
In this stage there will be seven activities that would help the learners understand the
concepts about cell division and reproduction, namely:
➢Activity 3.1 (options 1 and 2) will help them identify and arrange in sequence the
different stages of mitosis.
➢Activity 3.2 will help them identify and arrange in sequence the different stages of
meiosis.
➢Activity 3.3 will enable the students to differentiate mitosis from meiosis.
➢Activity 3.4 will let them observe and describe asexual reproduction in organisms.
➢Activity 3.5 will enable them to differentiate sexual from asexual reproduction of
organisms.
Strategy for 3.1
Group Work is useful for encouraging social interaction for isolated, rural and overseas
students. It can be a means for acknowledging and utilizing individual students' additional
strengths and expertise.
Photographs and pictures can be used as visual prompts in the classroom to increase
student's understanding of a concept.
Materials for Activity 3.1
Student Activity Sheet 3.1, How Your Body Makes New Cells?, page 23
Activity 3.1: Option 1 – How Your Body Makes New Cells?
2. Distribute Student Activity Sheet 3.1,How Your Body Makes New Cells?, page 23.
3. Have them answer the activity.

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4. After the activity, ask one representative from each group to present the group's
output.
5. Conduct debriefing by asking the following questions:
– How does the number of chromosomes in the daughter cells compare with that of
the parent? (the same)
– If these chromosomes carry the genetic material for physical traits, how does the
appearance of the daughter cells compare with that of the parent? (The daughter
cells look exactly the same as the parent because the chromosomes of the parent
cell are copied).
– Based on the activity, how do you define mitosis? (Mitosis is a cell division process
that results in two new daughter cells identical with the parent cell. The resulting
new cells are exactly alike with the parent cell. The daughter cells contain the
complete (diploid) number of chromosomes as the parent cell.)
Accuracy of the students answer will be checked. (Refer to Teacher Resource Sheet 3, How
Your Body Makes New Cells? - Answer Key, page 24.)
Roundup
Students should have identified and arranged in sequence the different stages of mitosis
and meiosis.
Strategy for 3.2
Practical Work refers to any teaching and learning activity which involves at some point
the students in observing and manipulating real objects and materials.
Materials for Activity 3.1 (option 2)
prepared slide of mitosis
microscope
Student Activity Sheet 3.1 , How Your Body Makes New Cells?, page 25
Activity 3.1: Option 2 – How Your Body Makes New Cells?
1. Divide the class into desired number of groups.
2. Distribute Student Activity Sheet 3.1 , How Your Body Makes New Cells?, page 25.
3. Give students a precautionary measures in handling the microscope.
4. Have them perform the activity and answer the activity sheet.
5. When done, ask one member from each group to report their output in class.
the parent? (the same)
appearance of the daughter cells compare with that of the parent? (The daughter
cells look exactly the same as the parent because the chromosomes of the parent
cell are copied).
– Based on the activity, how do you define mitosis? (Mitosis is a cell division process
that results in two new daughter cells which are identical with the parent cell. The

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resulting new cells are exactly alike with the parent cell. The daughter cells
contain the complete (diploid) number of chromosomes as the parent cell.)
Accuracy of the students answer will be checked. (`Refer to Teacher Resource Sheet 4,
How Your Body Makes New Cells? - Answer Key, page 26.)
Roundup
and meiosis.
Strategy for 3.2
Small Group Discussion
Lecturette is a strategy that teachers are very familiar with. This is most helpful when you
want to emphasize or highlight essential concepts that you want the students to
internalize. To avoid “monopolizing the scene”, you may raise questions in between
and/or ask students to write their thoughts on the board so that there will be an exchange
of ideas between you and the students and among the students themselves.
Student Activity Sheet 3.2, How Your Body Makes Sperms or Egg?, page 27
Activity 3.2 – How Your Body Makes Sperms or Egg?
2. Distribute Student Activity Sheet 3.3, How Your Body Makes Sperms or Egg?, page 27.
3. Have them answer the activity.
4. After the activity, ask one representative from each group to present the group's
output.
the parent? (half of the parent cell's chromosomes are copied in each of the 4
daughter cells)
– How can a diploid number of chromosomes be possible? (if there is a union of 2
haploid cells)
– What is the chromosome number (haploid or diploid) carried by a sperm cell? egg
cell?
appearance of the offspring compare with that of the parent? (Since the resulting
offspring carry the genetic material from both parents, they will exhibit physical
characteristics coming from both parents.)
– Based on the activity, how do you define meiosis? (Meiosis is a cell division process
that results in two new daughter cells with the haploid number of chromosomes.
Since the resulting new cells contain genetic materials coming from both parent
cells, they exhibit the characteristics coming from both parents.)
6. Conduct a lecturette on mitosis and meiosis. ( Refer to Teacher Resource Sheet 6,
Lecturette on Mitosis and Meiosis, page 30.)

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Accuracy of the students answer will be checked. ( Refer to Teacher Resource Sheet 5,
How Your Body Makes Sperms or Egg? - Answer Key, page 29.)
Roundup
and meiosis.
Strategy for 3.3
Group Work
Photographs
Student Activity Sheet 3.3, Spot The Difference!, page 33
Activity 3.3 – Spot The Difference!
2. Distribute Student Activity Sheet 3.3, Spot The Difference!, page 33.
3. Give them enough time to answer the activity.
4. After the activity, debrief students by asking the following question:
• What are the differences and similarities between mitosis and meiosis.
Accuracy of the students answer will be checked. ( Refer to Teacher Resource Sheet 8,
Spot the Difference – Answer Key, page 34.)
Roundup
Students should have differentiated mitosis from meiosis.
Strategy for 3.4
Practical Work
leaf of Kalanchoe (katakataka)
ginger, razor blade
2 small plant pots with sandy soil
Student Activity Sheet 3.4, Growing New Plants from One Plant, page 35
Activity 3.4– Growing New Plants from One Plant
( This activity may be performed ahead of schedule.)
1. Divide the class into groups of five members.
2. Distribute Student Activity Sheet 3.4, Growing New Plants from One Plant, page 35.
3. Give some precautionary measures in handling sharp objects.
4. Give them enough time to answer the activity.
5. Ask one member from each group to report their output in class.

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6. Debrief students by asking the following questions:

• How do ginger and kalanchoe plant reproduce?
• How about animals? How do they reproduce?
Students performance in oral presentation will be assessed using Teacher Resource Sheet
9,Rubrics for Oral presentation, page 37.
Roundup
Students should have observed and understood asexual reproduction in organisms.
Strategy for 3.5
Group Work
Photographs
Lecturette
pair of scissors, paste or glue
bond paper
Student Activity Sheet 3.5,Sexual and Asexual Reproduction Chart, page 38
Activity 3.5 – Sexual vs Asexual Reproduction
1. Divide the class into desired number of group.
2. Distribute Student Activity Sheet 3.5,Sexual and Asexual Reproduction Chart, page 38.
3. Have the students perform the activity for 30 minutes. You may limit the length of
information for each group to read. Just make sure that they have organisms exhibiting
sexual reproduction and those exhibiting asexual reproduction.
4. After the activity, conduct debriefing leading to the difference between sexual and
asexual reproduction.
5. Conduct a lecturette on sexual and asexual reproduction. Refer to Teacher Resource
Sheet 11, Lecturette on Sexual and Asexual Reproduction, page 42.
Checking of groups' output.
Roundup
Students should have differentiated sexual from asexual reproduction of organisms.
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
The activities in this stage will check if students have learned to differentiate the
following: mitosis from meiosis and sexual from asexual reproduction.

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Strategy for 4.1

Agree/Disagree Chart
Agree/Disagree Chart ( partially completed in Stage 2 )
Activity 4.1 – “Express Your Thoughts” ( Part 2 )
1. Revisit the Agree/Disagree Chart previously answered in Stage 2.
2. Get the students to express their views once again. Find out if there are differences in
their previous answers. Have them explain their answers using the concepts gained
from the activities undertaken.
Strategy for 4.2
Venn Diagram is a visual made with overlapping circles. It can help you remember
similarities and differences between objects or concepts.
Student Activity Sheet 4.2, “Mito” and “Meio” Venn Diagram, page 44
Activity 4.2 – “Mito” and “Meio” Venn Diagram
1. Distribute Student Activity Sheet 4.2, “Mito” and “Meio” Venn Diagram, page 44 to
each student.
2. Give students 10 minutes to answer the activity sheet.
3. Ask one student to present his/her output in class.
Accuracy of students output will be checked. ( Refer to Teacher Resource Sheet 12, “Mito”
and “Meio” Venn Diagram – Answer Key, page 45.)
Roundup
Students should have learned to differentiate mitosis from meiosis.
Strategy for 4.3
Construction is a strategy that helps maximize learning/understanding of the concepts
learned. Here students will be tasked to apply such concepts into building or constructing
models/real objects. Through construction, their imagination and creative skills are
enhanced.
cartolina/illustration board yarn ( any color )
glue small beads
scissors markers,crayons or colored pencils.
Art paper ( any color )
Activity 4.3 – Model Your Knowledge
2. Assign to each group to make a model of mitosis and meiosis.
3. Give them some precautionary measures in handling sharp object such as scissors.

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4. Read and explain to them how their model will be assessed.

5. Give the group enough time to make model of the topics assigned to them.
6. Allow them to display their model for presentation and judging.
Students model of stages of mitosis and meiosis will be assessed using rubric found on page
46.
Roundup
Students should have learned to make model of the stages of mitosis and meiosis.
Strategy for 4.4
Small Group Discussion is a strategy used to generate ideas on certain topic from students
in a limited time within a smaller group. This is done to increase student-student
interaction and to encourage participation especially in expressing ideas.
Student Activity Sheet 4.4,Reproduction Quest page 47
Activity 4.4 – Reproduction Quest
1. Divide the class into groups with five members.
2. Distribute Student Activity Sheet 4.4,Reproduction Quest page 47.
3. Give students 10 minutes to answer the activity sheet.
4. Ask one student to present his/her output in class.
Accuracy of students output will be checked. ( Refer to Teacher Resource Sheet 14, Cell
Reproduction Quest – Answer Key, page 48.)
Roundup
Students should have learned to differentiate sexual from asexual reproduction.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
The concepts learned from previous activities will be applied by the learners to express
their learnings on the cell cycle, mitosis and meiosis and sexual from asexual reproduction
through making a flip book.
Strategy
Flip Book Making means creating a book with a series of pictures that vary gradually from
one page to the next, so that when the pages are turned rapidly, the pictures appear to
animate by simulating motion or some other change.
Diagram

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Student Activity Sheet 5.1, Flip Book, page 49
Activity 5 – Flip Book
1. Distribute Student Activity Sheet 5.1, Flip Book, page 49 to each student.
2. Have each student make a flip book of any of the following:
• Mitosis
• Meiosis
• Sexual and Asexual Reproduction
1. Have them display their output.
Check individual flip book using a rubric. ( Refer to Teacher Resource Sheet 15, Rubric for
Flip Book, page 50.)
Roundup
Students should have applied their learnings on the cell cycle, mitosis and meiosis and
sexual from asexual reproduction through making a flip book.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
The purpose of the activity in this stage is to assess student's mastery of the concept by
creating song or poem.
Strategy
Student – Produced – Responses is the creation of products such as song lyric, visual
graphic and play script that reflect the knowledge and information constructed by
students. Students are encouraged to show the outcome of their insights by generating an
original product
Teacher Resource Sheet 16,Rubric for Song or Poem , page
Activity 6 – Reproduction Song/Poem
1. Divide the class into six groups.
2. Have the group create a song or poem of any of the following:
• Mitosis
• Meiosis
• Sexual and Asexual Reproduction
1. Give the group enough time to practice.
2. Have them present their song or poem

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Assess students presentation using rubrics. ( Refer to Teacher Resource Sheet 16, Rubric
for Song or Poem , page 51.)
Roundup
Students should have created song or poem related to the concepts learned.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.

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Student Activity Sheet 1

Ex - CELL - ent!
DIRECTION: Identify the parts of the cell.

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Teacher Resource Sheet 1

Ex – CELL – ent! – Answer Key
DIRECTION: Identify the parts of the cell.

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Student Activity Sheet 2

Agree or Disagree Chart
DIRECTION: Express your thoughts by checking the agree or disagree column under “BEFORE” heading.
STATEMENTS BEFORE AFTER
1. By the process of cell Agree Disagree Agree Disagree

division, cells grow and
reproduce.
2. Cells do not divide at the

same time.
3. Body cells and sex cells

reproduce through exactly the
same process.
4. Some plants can give rise to a

new plant without sex cells.
5. Unicellular organisms are

usually small and microscopic.

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Behavior Checklist
DIRECTION: Please check the box that appropriately describes the behavior of the students while doing
the activity.
Name of Students Demonstrates Displayed Turn in Allow Respect

productive an his/her others to opinion
character adequate work on remain on of
traits ( e.g. understan- time. task. others.
patience, ding of the
thoroughness, task.
effort, self-
reliance )
10

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Student Activity Sheet 3.1

How Your Body Makes New Cells?
DIRECTIONS: Below are the pictures of stages of mitosis. Arrange the pictures in
sequence by writing the number and name of stage of mitosis in a box below the picture
based on the given description in the table.
No. Stages of Mitosis Description
1 Interphase • The time when the activities of the cell is mainly for its growth and
metabolism.
2 Prophase • Chromosomes become visible because the strands coil up and

shorten. In animal cells, centrioles move toward the opposite poles.
3 Metaphase • Chromosomes move toward and align at the center of the nucleus.
4 Anaphase • The sister chromatids separate and each one moves toward opposite
sides of the cell.
5 Telophase • Two new cells are formed each containing a full amount (diploid) of
chromosomes similar to those of the parent.

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How Your Body Makes New Cells? - Answer Key
DIRECTION: Below are the pictures of stages of mitosis. Arrange the pictures in sequence by writing the
number and name of stage of mitosis in a box below the picture based on the given description in the
table.
metabolism.

sides of the cell.
1. Interphase 2. Prophase 3. Metaphase
4. Anaphase 5. Telophase

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How Your Body Makes New Cells?
DIRECTION:
1. Examine the prepared slide under the microscope using high power objective. Look for
cells which show the different stages of mitosis.
2. Every time you find one, draw it on its corresponding space below. To identify the stage of
cell division you may refer to its description on the table below
metabolism.

sides of the cell.
Interphase Prophase Metaphase
Anaphase Telophase

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How Your Body Makes New Cells? – Answer Key
DIRECTIONS:
1. Examine the prepared slide under the microscope using high power objective.
Look for cells which show the different stages of mitosis.
2. Every time you find one, draw it on its corresponding space below. To identify
the stage of cell division you may refer to its description on the table below
metabolism.

sides of the cell.
Interphase Prophase Metaphase
Anaphase Telophase

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How Your Body Makes Sperms or Egg?
DIRECTIONS:
Match the pictures showing the stages of meiosis with the given description.
Arrange them in sequence by writing the number and name of stage of meiosis in a
box below the picture based on the given description in the table.
No. STAGES OF DESCRIPTION
MEIOSIS I
1 Prophase I • Duplicated chromosomes condense and pair with their homologues

( chromosome with the same genes ).
2 Metaphase I • The chromosomes move to the equator of the cell. Then, the spindle
attaches to the centromere of the homologous pairs of chromosome.
3 Anaphase I • The sister chromatids are already at both ends of the cell. The division
of the cytoplasm of a cell ( Cytokinesis ) starts.
4 Telophase I • The chromosomes arrive at opposite poles and the cytoplasm divides to
form two cells.
No. STAGES OF MEIOSIS DESCRIPTION

II
1 Prophase II • Spindle fibers begin to form. The nuclear membrane breaks. Spindle
fibers attach to the duplicated chromosomes and begin moving them to
the spindle equator.
2 Metaphase II • The chromosomes start to travel to the equator of the cell. Spindle
fibers start to form and attaches to the centromeres of the
chromosomes.
3 Anaphase II • The chromosomes start to travel to its opposite poles by the pulling of
spindle fibers. As the chromosomes reach its respective poles,
cytokinesis start.
4 Telophase II • The chromosomes have reached its poles already and cytokinesis is
about to end by encasing the haploid chromosomes to form four haploid
( half the original number ) cells.

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Meiosis I
_________________________________ ____________________________________
___________________________________ _____________________________________
_____________________________________________________________
Meiosis II
_______________________________________ ________________________________________
_______________________________________________________________

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How Your Body Makes Sperms or Egg? - Answer Key
MEIOSIS I
PROPHASE I METAPHASE I ANAPHASE I
TELOPHASE I
MEIOSIS II
PROPHASE II METAPHASE II
ANAPHASE II
TELOPHASE II

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Lecturette on Mitosis and Meiosis
MITOSIS
Mitosis is the process in which a eukaryotic cell separates the chromosomes in its cell nucleus,
into two identical sets in two daughter nuclei. It is generally followed immediately by
cytokinesis, which divides the nuclei, cytoplasm, organelles and cell membrane into two
daughter cells containing roughly equal shares of these cellular components. Mitosis and
cytokinesis together define the mitotic (M) phase of the cell cycle - the division of the mother
cell into two daughter cells, genetically identical to each other and to their parent cell.
The process of mitosis is complex and highly regulated. The sequence of events is divided into
phases, corresponding to the completion of one set of activities and the start of the next. These
stages are prophase, prometaphase, metaphase, anaphase and telophase. During the process of
mitosis the pairs of chromosomes condense and attach to fibers that pull the sister chromatids to
opposite sides of the cell. The cell then divides in cytokinesis, to produce two identical daughter
cells.
MEIOSIS I
Meiosis is the first of the two separate divisions during which the diploid cell separates into two
diploid cells. This is the step of meiosis where genetic variation is created by recombination. It is
often called the reduction division. This is because it is here that the chromosome complement
is reduced from diploid (two copies) to haploid (one copy). Interphase in meiosis is identical to
interphase in mitosis. At this stage, there is no way to determine what type of division the cell
will undergo when it divides. Meiotic division will only occur in cells associated with male or
female sex organs. Prophase I is virtually identical to prophase in mitosis, involving the
appearance of the chromosomes, the development of the spindle apparatus, and the breakdown
of the nuclear membrane. Metaphase I is where the critical difference occurs between meiosis
and mitosis. In mitosis, all of the chromosomes line up on the metaphase plate in no particular
order. In Metaphase I, the chromosome pairs are aligned on either side of the metaphase plate. It
is during this alignment that the chromatid arms may overlap and temporarily fuse, resulting in
what is called crossovers. During Anaphase I, the spindle fibers contract, pulling the homologous
pairs away from each other and toward each pole of the cell. In Telophase I, a cleavage furrow
typically forms, followed by cytokinesis, the changes that occur in the cytoplasm of a cell during
nuclear division; but the nuclear membrane is usually not reformed, and the chromosomes do
not disappear. At the end of Telophase I, each daughter cell has a single set of chromosomes,
half the total number in the original cell, that is, while the original cell was diploid; the
daughter cells are now haploid.
MEIOSIS II
During Meiosis II, two diploid cells are then split into four haploid cells during the second set of
stages of meiosis. It is quite simply a mitotic division of each of the haploid cells produced in
Meiosis I. There is no Interphase between Meiosis I and Meiosis II, and the latter begins with
Prophase II. At this stage, a new set of spindle fibers forms and the chromosomes begin to move

REPRODUCTION
toward the equator of the cell. During Metaphase II, all of the chromosomes in the two cells
align with the metaphase plate. In Anaphase II, the centromeres split, and the spindle fibers
shorten, drawing the chromosomes toward each pole of the cell. In Telophase II, a cleavage
furrow develops, followed by cytokinesis and the formation of the nuclear membrane. The
chromosomes begin to fade and are replaced by the granular chromatin, a characteristic of
interphase. When Meiosis II is complete, there will be a total of four daughter cells, each with
half the total number of chromosomes as the original cell. In the case of male structures, all four
cells will eventually develop into sperm cells. In the case of the female life cycles in higher
organisms, three of the cells will typically abort, leaving a single cell to develop into an egg cell,
which is much larger than a sperm cell.
Internet Source: http://creationwiki.org/Meiosis

REPRODUCTION

Rubric for Group Work
Criteria Apprentice Basic Learned Exemplary
Social Students frequently Students pay Body and/or verbal Students respect
Interaction interrupt and/or put attention to the responses indicate and encourage the
down the views of task. Some active listening. views of others.
others. Students do students ask Most students ask Students ask
not ask questions or questions and build questions and build questions or
clarification. on others on others clarification.
comments. comments. Students build on
others comments.
On Task Students exhibit on- Students exhibit Most students Students exhibit on-
Behavior task behavior on-task behavior exhibit on-task task behavior
inconsistently some of the time. behavior most of consistently.
the time.
Group With assistance, With assistance, Students complete Students complete

Structure and students have difficulty students are able to a sequence of a clear and logical
Functioning sequencing steps. sequence steps. steps. Complete sequence of steps.
Task is not completed Rush to complete task on time. The Complete task with
on time. task. Division of leader assigns form and reflection
tasks and responsibilities and and revision.
responsibilities is tasks. Members volunteer
inefficient and to take
wastes time. responsibilities and
roles.

REPRODUCTION

Spot The Difference!
Fill in the table below:

Similarities between Mitosis and Meiosis
Similarities:
Differences between Mitosis and Meiosis

Mitosis Meiosis

REPRODUCTION

Spot The Difference! - Answer Key
Similarities between Mitosis and Meiosis
The same phases: prophase, metaphase, anaphase and telophase.
Chromosomes aligned at the metaphase plate.
At first, each chromosome duplicates to form two identical sister chromatids.
Differences between Mitosis and Meiosis
Mitosis Meiosis
It involves only one division to produce It involves two divisions.

daughter cells.
Daughter cells contain full amount Daughter cells only contain half
(diploid) of chromosomes. (haploid) amount of chromosomes.
It occurs in the body cells. It occurs in the sex cells.
Parent cell creates two daughter cells. Parent cell creates four daughter cells.

REPRODUCTION

Growing New Plants from One Plant
Procedure:
A. Kalanchoe
1. Get a mature and healthy leaf of Kalanchoe. Using a razor blade, make a small cut or incision on
the midrib at the lower surface of the leaf.
2. Place the injured leaf on the potted sandy soil. Weigh it down with a small stone.
3. Place the flower pot in the shade. Water it sparingly.
4. After three days, start observing the set up daily to find out how many days it takes an injured
Katakataka leaf to grow roots and produce a plantlet (young or small plant). Record your
observations in the table below:
Date Observation
Questions:
How many days did it take your specimen to:
a. develop roots? ________________________________________________________________
b. produce a plantlet? ____________________________________________________________
c. What type of reproduction do you think is taking place in katakataka leaf? Explain your
answer.
_________________________________________________________________________
_________________________________________________________________________
B. Ginger
5. Take a whole piece of ginger. Note its bumplike portions. These are the buds.
Ginger root with growth buds.

6. Cut the ginger into several pieces with each piece containing at least a bud. Plant these pieces
separately in pots with moistened sandy soil. Do not bury them too deeply.
7. Moisten the soil regularly.
8. Examine the pots after two weeks.

REPRODUCTION
Questions:
• Do you notice anything growing out of the soil? __________________________________
___________________________________________________________________________
Dig up carefully around the ginger parts you planted.
• Do you notice any signs of growth? In which part of the ginger piece does growth occur?
____________________________________________________________________
___________________________________________________________________________
• How does ginger reproduce? Identify its type of reproduction.
___________________________________________________________________________
___________________________________________________________________________

REPRODUCTION

Oral Presentation Rubric
Criteria Points
2 points 4 points 6 points 8 points
Organization Audience Audience has Student Student presents

cannot difficulty presents information in logical,
understand following information in interesting sequence
presentation presentation logical which audience can
because there is because sequence which follow.
no sequence of student jumps audience can
information. around. follow.
Content Student does Student is Student is at Student demonstrates

Knowledge not have grasp uncomfortable ease with full knowledge (more
of information; with content, but than required)with
student cannot information and fails to explanations and
answer is able to elaborate. elaboration.
questions about answer only
the activity. basic questions.
Delivery Student Student Student's voice Student has a

mumbles, incorrectly is clear. modulated voice and
incorrectly pronounces Student correct, precise
pronounces terms. pronounces pronunciation of
terms, and Audience most words terms.
speaks softly members have correctly.
which makes it difficulty
unclear for the hearing
rest of the class presentation.
to hear.

REPRODUCTION

Sexual and Asexual Reproduction Chart
DIRECTIONS:Read the reproduction process of some animals and do the given task.
PLANARIA. Planaria are hermaphrodites, possessing
both testes and ovaries. Thus, they can reproduce
asexually with their own gametes or sexually with
another planarian. In asexual reproduction, the
planarian detaches its tail end and each half re-grows
the lost parts by regeneration. However, several
problems can occur with this, so this does not happen
often. Instead, in sexual reproduction, each planarian
transports its excretion to the other planarian, giving
and receiving sperm. Eggs develop inside the body and
are shed in capsules. Weeks later, the eggs hatch and
grow into adults.
GORILLAS. There isn’t much difference in mating and
reproduction within the subspecies of Eastern Gorillas. There is
no birth season and mating occurring year-round. Females have
a menstrual cycle that lasts for 28-33 days much like that of
female humans. There is a period of fertility which lasts 1-4
days and when the egg is unfertilized the mucus membrane of
the uterus is flushed out and the bleeding lasts for 2-3 days. If
the egg is fertilized and the female reproduces there is a 3-5
year period where ovulation ceases.
KANGAROO. The egg descends from the ovary into the uterus. There
it is fertilized and quickly develops into a neonate. Even in the
largest kangaroo (the red kangaroo) the neonate emerges after only
33 days. Usually only one young is born at a time. It is blind, hairless
and only a few centimeters long; its hind legs are mere buds but uses
its better developed forelegs to haul its way through the thick fur on
its mother's abdomen in to the pouch, which takes about three
minutes. Once there, it fastens on to one of four teats and starts to
feed. Almost immediately, the mother's sexual cycle starts again.
Another egg descends into the uterus and she becomes sexually
receptive. After 190 days, the baby (called a joey) is sufficiently
large and independent to make its first foray out of the pouch. From
then on it spends increasing time in the outside world and eventually,
after 235 days, it leaves the pouch for the last time.
AMOEBA. The single-celled amoeba demonstrates a simple
method of reproduction; it divides in half by a process called
fission ( splitting into two ), in which the cytoplasm simply
pinches in half and pulls apart to form two identical organisms
(daughter cells). This occurs after the parent amoeba's genetic
(hereditary) material, contained in the nucleus, is replicated
and the nucleus divides (a process known as mitosis). Thus, the
hereditary material is identical in the two daughter cells. If an
amoeba is cut in two, the half that contains the nucleus can
survive and form new cytoplasm. The half without a nucleus
soon dies. This demonstrates the importance of the nucleus in
reproduction.

REPRODUCTION
FISH. Most fish are egg-layers, but many bear living young. Live-
bearing fishes may be ovoviviparous, in which the eggs essentially
simply hatch within the female, or viviparous, in which the unborn
young are supplied nourishment through the mother's tissues. In
some ovoviviparous fishes the embryo develops in the egg while the
egg is still within its follicular covering within the ovary, and
ovulation (or release of the egg) and birth occur at the same time.
In other ovoviviparous forms the eggs are released from the
protective follicles into the cavity of the hollow ovary, where
development continues. In some viviparous fishes the walls of the
egg follicle are in intimate contact with the embryo, supplying it
with nourishment.
In live-bearing fish and in some egg-layers, fertilization occurs
internally, and methods have been evolved for introducing the
sperm into the female's body.
WORM. Worms are 'hermaphrodites' which means they have
both male and female reproductive organs. When a worm is
about 4 - 6 weeks old, a white band forms around their
anterior (head). This is called a 'clitellum'. The clitellum' has
both sets of organs in it, which means the worm is neither
male or female, but both.
Despite having both sets of organs, worms do need another worm to mate with. Worms join
together with their heads facing in opposite directions and sperm is passed from one worm to
another and stored in sac.
When the baby worms hatch, they are only about half an inch long and a whitish color. Parent
worms do not nurse their young, the babies are on their own as soon as they are born. It takes
about 6 weeks for the baby worm to grow to adult size, they are then
able to mate with other worms and begin the reproductive cycle
again.
RAT. Female rats ("does") first come into heat when they are 6 weeks
old. Male rats ("bucks") can often be fertile as young as 6 weeks, too.
Does will then come into heat about every 5 days unless they become
pregnant. Rats make rat babies (pups) much in the same way that
people do, only in a shorter amount of time.
ZEBRA. Like most animal species, female zebras mature
earlier than the males and a mare may have her first foal by
the age of three. Males are not able to breed until the age of
five or six. Mares may give birth to one foal every twelve
months. She nurses the foal for up to a year. Like horses,
zebras are able to stand, walk and suckle shortly after
they're born. A zebra foal is brown and white instead of black
and white at birth.
ELEPHANT. Elephants live in large groups called herds. Elephants
and their reproductive cycles are complex. They have large
reproductive tracts, long pregnancies, produce large calves that
require a long developmental period and reproduce infrequently
with the inter-calf interval as long as 5 years.
A female elephant is called a cow, the male is a bull and a baby
elephant is called a calf. The older males attract the females with
a fluid called Musth, signaling that they are ready to mate. Females
prefer bigger, stronger, and, most importantly, older males. Such a
reproductive strategy tends to increase their offspring's chances of survival. Once the female is

REPRODUCTION
pregnant, they go through a 20-22 month process. A female elephant gives birth to a calf about
22 months after mating. When a baby is born, the whole family takes care of it. A calf drinks
milk from its mother until it is about two years old. All the adults in the group help look after
and teach the young elephants.
LEECH. Leeches are hermaphrodites, meaning they are organisms that
have both female and male reproductive organs (ovaries and testes
respectively). They reproduce by reciprocal fertilization and sperm
transfer occurs during copulation.The leech exercising the role of the
male will grow a sperm sack near the end of their tail, and the leech
playing the female will bite it off, thus reproducing. Similarly to the
earth worms, leeches also use a clitellum to hold their eggs and
secrete the cocoon.
HELIOZOA. The Heliozoa are an order of Rhizopoda. The body is

radially symmetrical and the pseudopodia are thin and stiff.
Reproduction is by fission and sexually by the fusion of gametes.
Reproduction takes place by fission, with open mitosis. Under
unfavorable conditions, the organism will form a cyst, which is multi-
walled and covered in spikes. While encysted it may undergo a peculiar
process of autogamy or self-fertilization, where it goes through meiosis
and divides to form two gametes, which then fuse together again. This
is the only form of sexual reproduction that occurs within the group,
though it is really more genetic reorganization than reproduction.
BIRD. During copulation, the female moves her tail to the
side and the male either mounts the female from behind
or moves very close to her. He moves the opening of his
cloaca, or vent, close to hers, so that the sperm can enter
the female's cloaca, in what is referred to as a cloacal
kiss. This can happen very fast, sometimes in less than
one second.
The sperm is stored in the female's cloaca for anywhere
from a week to a year, depending on the species of bird.
Then, one by one, eggs will descend from the female's ovaries and become fertilized by the
male's sperm, before being subsequently laid by the female. The eggs will then continue their
development in the nest.
DINOSAUR. Dinosaurs hatched from eggs laid by females after sexual
reproduction. The eggs were round or elongated and had hard, brittle
shells. Internally, these eggs were similar to those of reptiles, birds and
primitive mammals; they contained a membrane (called the amnion) that
kept the embryo moist. Some dinosaurs cared for their eggs, others simply
laid them and then abandoned them.
FROG. Frogs use external fertilization in their reproductive

cycles. The female frog begins by laying a clutch of eggs. This
can be very large, depending on the type of frog. The male
then sheds sperm over the eggs to fertilize them. Eggs are
almost always laid in a body of water, although some frogs will
lay eggs on vegetation which hangs over a river or other body
of water. This allows the tadpoles to fall from the vegetation
into the water after hatching.

REPRODUCTION
DOLPHIN. To begin mating, the male dolphin will rub the rear of the female
with its sex organ for several minutes, after which the pair engages in what
might be called a "standard" mammalian courtship. Pregnancy lasts for 11 to
12 months, depending on the species of dolphin, although all are born tail-
first. Dolphins reach sexual maturity at various ages, depending on the
region. Females reach this point around 7 to 12 years of age, and males at
around 10 to 15 years old. Dolphins don't mate for life, and they typically
give birth every 4 to 5 years until their death.
EUGLENA. Euglena, being protists, reproduce by binary fission.
This process is very similar to mitosis in animals and plants. The
nucleus, chloroplasts, and basal bodies all split in half and then
the entire organism splits down the middle. Each of the nuclei
and some of the chloroplasts and basal bodies wind up in either
one split or the other, giving you two genetically identical
organisms.
1. From the given information, group the organisms into two categories, those that reproduce
sexually and those that reproduce asexually.
2. Briefly describe how each of these organisms reproduce.
Internet Source: http://www.msnucleus.org/membership/html/k-6/lc/organ/5/lco5_5e.html

REPRODUCTION

Lecturette on Sexual and Asexual Reproduction
Reproduction is important for the survival of all living things. Without a mechanism for
reproduction, life would come to an end. There are two basic types of reproduction: asexual and
sexual reproduction.
Asexual reproduction refers to the formation of new individuals without involving sex cells. On
the hand, sexual reproduction involves the union of gametes: the sperm ( or male gamete ) fuses
with the egg ( or female gamete ) to form a fertilized egg or zygote. A new individual or
offspring, develops from the zygote.
In asexual reproduction is , the offspring is not a product of chance combination of genes derived
from two different parent gametes. Rather, the offspring is genetically, identical with its single
parent. In other words, asexual reproduction results in the formation of clones.
Asexual reproduction is common among plants and protists and less so among animals. It allows
formation of numerous offspring in a short time. This is most advantageous for the perpetuation
of the species in a stable, favorable environment.
There are different types of asexual reproduction:
• Budding. Buds or outgrowths from the parent cell/body grow into new individuals. The
buds may from separate from their parent or remain attached to form extensive colonies.
Budding in yeast and hydra

• Spore Formation. Bread molds, mosses and ferns reproduce by spore formation. Spores are
haploid reproductive cells that can germinate into new individuals without fertilization.
Spore Formation in mold

REPRODUCTION
• Fission. Single-celled organisms, like bacteria and some protozoans, generally reproduce
by fission.
Fission in paramecium
• Fragmentation. In this asexual type of reproduction, the parent breaks up into several
pieces. The pieces or fragments develop into new organisms. Fragmentation is a common
method of reproduction among plants and many sponges and and flatworms in the animal
kingdom.
Fragmentation in planaria
• Regeneration. Similar to fragmentation is the reproductive method demonstrated by sea
stars. When a sea star is cut into pieces such that each arm has a portion of the central
disk, each piece grows the rest of the central disk and the four other arms. The growth of
the lost body parts of an animal is called regeneration.
Regeneration in starfish
Larger animals tend to reproduce sexually and smaller organisms reproduce asexually. Larger
animals have developed more complex organ systems and with these organ systems they can
adapt to their environment more easily than smaller organisms. The complex brain and sense
organs of larger organisms allows them to adapt to their environment.
Organisms that reproduce asexually cannot develop much variety, because they are "copying" the
original organism almost exactly. Sexual reproduction allows for great diversity, because the
zygote is different from the mother's egg and father's sperm; it is a combination of both. Sexual
reproduction produces a greater chance of variation within a species than asexual reproduction
would. This variation improves the chances that a species will adapt to his environment and
survive.

REPRODUCTION

“Mito” and “Meio” Venn Diagram
DIRECTIONS: Fill in the space where the circles overlap with characteristics that
are common to both types of reproduction. Fill in the space to the left with
characteristics that are specific to mitosis and the space to the right with
characteristics specific to meiosis.

REPRODUCTION

“Mito” and “Meio” Venn Diagram - Expected Answers
One division. The same phases: prophase, Two divisions

Daughter cells contain metaphase, anaphase,
Undergo thetelophase. Daughter cells contain
Two divisions.
Onechromosome.
diploid division. following
Chromosomes aligned at metaphase haploid chromosome
It occurs in the body plate. phases: Daughter cells
Only gametes ( sex cells )
Daughter cells prophase, contain haploid
cells. are involved.
contain diploid metaphase, chromosomes.
One cell creates two
chromosomes. anaphase, One cell creates four cells
cells. telophase. Occurs in sex
Occurs in body cells.
cells. During
metaphase, Parent cell
Parent cell chromosomes creates 4
creates 2 are aligned. daughter cells.
daughter cells.

REPRODUCTION

Rubric for Model Your Knowledge
10 8 6 4
Use Of Materials Appropriate Appropriate Appropriate Inappropriate

materials were materials were materials were materials were
used and creatively used and there was used. Student used and
modified in ways an attempt at made a model of contributed to a
that made them using materials to mitosis and product that didn't
even better. make a creative meiosis. represent a model
Creative model of model of mitosis of mitosis and
mitosis and and meiosis. meiosis.
meiosis.
Labeling Students labeled Students labeled Students labeled Students did not
all parts of their several parts of some parts of their label the parts of
mitosis and meiosis their mitosis and mitosis and meiosis their mitosis and
model. meiosis model. model. meiosis model.
Presentation of Students Students used the Appropriate Explanations were

Cell Model constructively used model to explanations with a few.
the model to share adequately share brief presentation.
about the concepts about various
of the topic. concepts of the
topic.

REPRODUCTION

Reproduction Quest
DIRECTION: Analyze the illustration and answer the following questions below:
ELEPHANT AMOEBA
1. How do elephants reproduce? (type of 1. How do amoeba reproduce?(type of

reproduction) reproduction)
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
2. Explain. 2. Explain.
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________
____________________________________________ ____________________________________________

REPRODUCTION

Reproduction Quest – Answer Key
DIRECTIONS: Analyze the illustration and answer the following questions below:
ELEPHANT AMOEBA
1. How do elephants reproduce? (type of 1. How do amoebae reproduce?(type of

reproduction) reproduction)
• Elephants reproduce sexually. • Amoebae reproduce asexually.
2. What are your scientific bases? 2. Explain.
• Elephants have male and female sex. • The single-celled amoeba demonstrates a
simple method of reproduction, it divides in
• They gave birth to a baby.
half by a process called fission ( splitting
• They have a complex reproductive cycle into two )
because of their large size. • The cytoplasm simply pinches in half and
• Elephants nourish their young after birth. pulls apart to form two identical organisms
(daughter cells).
• The two daughter cells survive by
themselves.

REPRODUCTION

Flip Book
1. Using pieces of paper,label each flap with the appropriate information about the
topic you choose: mitosis and meiosis or sexual and asexual reproduction.
2. On each of the following flap(s)
• Draw a picture of a cell in that particular stage
• Show the following cell structures on your picture (when appropriate for that
stage): cell membrane, nuclear membrane or nucleus, chromatin,
chromosomes, spindle fibers and centrioles.
• Describe briefly what happens in each stage ( except for patterns of
reproduction ).
3. Once you have completed all the diagrams, carefully cut out each page, organize
from first to last, and staple.
4. Display your flip book for evaluation.
Sample Format of Flip Book:

REPRODUCTION

Rubric for Flip Book
DIRECTIONS: This form is designed to help you evaluate student-created flip book.
Read the statements below. Then indicate the number from the following scale
that reflects your assessment of the student’s or group’s work.
1 = Weak
2 = Moderately Weak
3 = Average
4 = Moderately Strong
5 = Strong
CRITERIA POINTS
The flip book includes a table of contents and an introduction.
Each item in the flip book has an accompanying caption.
Captions in the flip book are clear and descriptive.
All items in the flip book are relevant to the topic.
The flip book provides full coverage of the topic.
The flip book indicates an understanding of the topic.
The contents of the flip book appear to be well researched.
The flip book is neatly executed and inviting.
TOTAL POINTS

REPRODUCTION

Rubric for Song/Poem
DIRECTIONS: This form is designed to help you evaluate student-created poems and
songs. Read the criteria below. Then indicate the number from the following scale
that reflects your assessment of the student’s work.
1 = Weak
2 = Moderately Weak
3 = Average
4 = Moderately Strong
5 = Strong
CRITERIA POINTS
The content of the poem or song fulfills all the concepts of the topic.
The organization of the poem or song is clear and easy to follow.
The poem or song is descriptive, expressive, and creative.
The contents of the poem or song demonstrate an understanding of the

appropriate events, concepts, or topics.
For songs: the lyrics and tune go together well.
The student did a good job in presenting the poem or song to the class.
Overall, the work represents the student’s full potential.
TOTAL POINTS

REPRODUCTION
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Second Year - Biology

Information about this Learning Guide

Basic Education Curriculum Competencies

Essential concepts, knowledge and understandings targeted

Specific vocabulary introduced

Basic Education Assistance for Mindanao

• Meiosis is a kind of cell division that occurs only in the gametes.

Suggested organizational strategies

Opportunities for Integration

Activities in this Learning Guide

Activity 2: "Express Your Thoughts" (Part 1)

Basic Education Assistance for Mindanao

Activity 3.1:Option 1 - How Your Body Makes New Cell?

Activity3.2: Option 2 - How Your Body Makes New Cell?

Activity 3.3: How Your Body Makes Sperms or Egg?

Activity 3.4: Amusing Bugs

Activity 3.5: Spot The Difference!

Basic Education Assistance for Mindanao

Activity 3.6: Growing New Plants from One Plant

Activity 3.7: Sexual vs Asexual Reproduction

Activity 4.1 "Express Your Thoughts" (Part 2)

Activity 4.2: "Mito' and "Meio" Venn Diagram

Activity 4.3: Model Your Knowledge

Basic Education Assistance for Mindanao

Activity 4.4: Reproduction Quest

Activity 5: Flip Book

Activity 6: Reproduction Song/Poem

Key Assessment Strategies

Basic Education Assistance for Mindanao

1. Activating Prior Learning

Basic Education Assistance for Mindanao

Materials for Activity 1

2. Setting the Context

Basic Education Assistance for Mindanao

3. Learning Activity Sequence

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

6. Debrief students by asking the following questions:

4. Check for Understanding of the Topic or Skill

Basic Education Assistance for Mindanao

Strategy for 4.1

Basic Education Assistance for Mindanao

4. Read and explain to them how their model will be assessed.

5. Practice and Application

Basic Education Assistance for Mindanao

Materials for Activity 5

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Student Activity Sheet 1

DIRECTION: Identify the parts of the cell.

Basic Education Assistance for Mindanao

Teacher Resource Sheet 1

DIRECTION: Identify the parts of the cell.

Basic Education Assistance for Mindanao

Student Activity Sheet 2

STATEMENTS BEFORE AFTER

1. By the process of cell Agree Disagree Agree Disagree

2. Cells do not divide at the

3. Body cells and sex cells

4. Some plants can give rise to a