School Hda.
Conchita National High School
GRADES 1 to 12
DAILY LESSON PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies / Objectives
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Grade Level 11
Earth and Life
Cherry Pink Peñaflor
Teacher Learning Area Science
Teaching Dates and
 October 07, 2019 I
Time Quarter
SECTIONS
         
         
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy inlearning the lessons. Weekly objectives shall be derived
from the curriculum guides.
The learners demonstrate an understanding of:
1. plant reproduction
The learners shall be able to:
1. conduct a survey of products containing substances that can trigger genetic disorders such as phenylketonuria
The learners:
1. describe the different ways of how plants reproduce. S11/12LT-IIej-13
2. illustrate the relationships among structures of flowers, fruits, and seeds. S11/12LT-IIej-14
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
III. PERPETUATION OF LIFE
Plant Reproduction
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
 
 
 
Earth and Life Science DIWA Senior High School Series pp. 116-121
 
www.google.com; www.youtube.com

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the
new lesson (Elicit)
D. Discussing new concepts and
practicing new skills #1 (Engage)
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
DVELOPMENTAL ACTIVITIES ASSESSMENT ACTIVITIES
(5 min) Ask the learners of the their previous lessons using the following guide Formative Assessment: (Listing the learner's
questions: answers)
1. What do you call the entire process of capturing light energy to produce food?
2. What are the two sets of chemical reactions during photosynthesis?
3. What are the three vital energy conversions during photosynthesis?
4. Three metabolic stages of cellular respiration?
5. Summarize photosynthesis in an equation. (Integration of Math subject through
enhancing their vnumeracy skills).
Present the objectives of the lesson to the class by writing the objectives on the  
board or using powerpoint presentation. The objectives are the following:
The learners should be able to:
1. identify reproductive parts of the plant
2. illustrate the relationships among structures of flowers, fruits and seeds
3. describe the different ways that plants reproduce
(5 min) Using scrambled letters to form the correct spelling of the term that will be  Formative Assessment: (Listing the learner's
used in the the lesson. Ask learners for the meaning of the given term. Provide answers)
correct meanings of the terms if there’s any mistakes. (Integration of English subject
through enhancing their vocabulary).
1. gametes - the learners should be able to:
2. zygote - fertilized ovum
3. angiosperms - plants that bear flowers
4. pollination - transfer of pollen grains from the anther to the stigma of a flower
5. fertilization- in sexual reproduction in plants, pollen grain that lands on the stigma
develops a pollen tube that grows down through the style and into the ovary where
the ovule is located
(5 min) Teacher will show to the students 4 pictures and student will guess the the  Formative Assessment:
word that will sum up the picture.Then teacher will lead this to the topic Question and Answer Method
Reproduction.
Reproduction - is the process by which all living organisms produce one of their
kinds to ensure the survival of the species. The perpetuation of life is dependent on
the process of reproduction.
Two Main Ways of Reproduction
1. sexual reproduction
 2. asexual reproduction
(5 min)Teacher will play video about parts of the flowers and instruct students to take  Brainstorming/ Group Discussion
down notes parts of the flowers and answer the given activity sheet. Teacher uses
Gumamela flower. (Localization/Indiginazation)

E. Discussing new concepts and

practicing new skills #2 (Explore)

F. Developing mastery (Leads to Each group will present their work in front of their classmates in a form of reporting.  Rubrics for Reporting
Formative Assessment 3) (Explain) Teacher corrects any misconceptions made by the learners and discuss the concept
not mention by the learners.

Teacher will discuss the topic about Reproduction in Plants.

Reproduction - is the process by which all living organisms produce one of their
kinds to ensure the survival of the species. The perpetuation of life is dependent on
the process of reproduction.

Parts of the Flower

petals - are the flower's brightly colored parts that play an important role in helping
the plant reproduce. They attract bees, birds, butterflies and other animals to the
flower.
receptacle - the part of the plant to which the flower is attached
sepals - are the leaflike parts that enclose and protect the flower before it blooms
stamen - the male reproductive part of a flower which is made up of anther and
filament
filament - is the stalk that supports the anther
anther - where pollen is produced
pollen - the tiny grains containing the sperm that is necessary for sexual
reproduction
carpel and pistil - female reproductive part of the flower which is made up of stigma,
style and ovary
stigma - sticky part of the catches the pollen grains that catches the pollen grains
coming from the stamen
style - is the long tubelike part that connects the stigma to the ovary
 ovary - contains the ovule or unfertilized egg, when the ovule is fertilized, it can
develop into a fruit

Sexual Reproduction - when gametes unite to form a single cell called zygote
angiosperms - reproduce sexually

- Pollination - transfer of pollen grains from the anther to the stigma of the flower
Self Pollination - if the transfer involves the same flower
Cross Pollination - transfer from one flower of one plant to another plant
Animals, humans, water and wind can serve as agents of cross pollination as they
aid in the transfer of pollen grains from plant to plant
- Fertilization - process by which the sperm and egg cells unite, takes place after
pollination. This union produces the zygote, which will later develop into a seed.

Asexual Reproduction - reproduction that uses the cells of only one parent. It does
not require the union of cells from two parents, and it results in the formation of
offspring which characteristics that are exactly like those of its parent.

G. Finding practical applications of 1. (5 minutes) Show video about vegetative propagation.

concepts and skills in daily living
(Elaborate) 2. Ask students what other parts of plants can they use to propagate.

Asexual Reproduction in Plants

Vegetative reproduction - type of reproduction in plants from its vegetative parts such
as stem, roots and leaves.

Example: new plants grows from the eyes of potatoes, cloves of garlic bulbs and
runners of Bermuda grass, tubers of potatoes and rhizome of ginger. Cutting,
budding, grafting, marcotting

tubers - thick swollen roots, these roots grow deep under the ground and contain the
nutrients that the plants need for growth. These tubers have small nodes, called
eyes, from which leaves sprout and grow into new plants.
Ex. potato and camote
Among different kinds of stems that can be used for vegetative propagations are
bulbs, rhizomes and runners.
Bulbs - have short stems with leaves
Apical bud - the center of bulb
Lateral buds - surrounding the apical bud
Ex. onions and garlic

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning (Evaluate)
J. Additional Activities for application or
remediation (Extend)
V. REMARKS
Rhizome - is a stem that grows horizontally under the ground. As it grows, it
develops new stems that grow in a vertical direction and produce new plants.
Ex. Ginger and grasses
runner or stolon - also grows in a horizontal direction. However it grows above the
ground. As it develops, it forms nodes at certain points. This nodes form their own
roots.
Ex. Strawberries
(5 min) From the previous discussions. Make a generalizations out of this  
illustrations.HOTS
1. The two ways in plant reproduction are sexual and asexual reproduction.
2. In gametes unite to form a single cell called zygote
3. In asexual reproduction it uses the cells of only one parent.
4. Vegetative reproduction is a type of reproduction in plants from its vegetative parts
such as stem, roots and leaves.
Question and Answer Formative Assessment:
1-2. What are the two ways in reproduction in plants? Pen and Paper Test
3. What is the male sexual organ of plants?
4. What is the female sexual organ of plants?
5-8.What are the parts of plants used in vegetative propagation? Give at least 4.
Advance study on Animal Reproduction.  
 
 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% on the formative  

assessment
B. No. of learners who require additional activities for  
remediation
C. Did the remedial lessons work? No. of learners who  
have caught up with the lesson
D. No. of learners who continue to require remediation  
E. Which of my teaching strategies worked well? Why did  
these work?
F. What difficulties did I encounter which my principal or  
supervisor can help me solve?
G. What innovation or localized materials did I use/  
discover which I wish to share with other teachers

Prepared by:

CHERRY PINK L. PENAFLOR

Teacher II

Noted by:
DANILO A. GUEVARRA
Principal I