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!
Students will be working in pairs to better understand asexual and sexual
reproduction. Students will be comparing 3 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.

WATCH 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. For example: 
 What is the difference between asexual and sexual reproduction?
 How many parents are involved in the process of reproduction?
 How does genetic variation allow humans to survive long-term?
 Which type of reproduction is responsible for genetic variation?

READ 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.
 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

WRITE IT!
Students who can answer open-ended questions about the lab truly
understand the concepts that are being taught.  At this station, the students will
be answering three task cards: 
 Differentiate sexual from asexual reproduction in terms of number of
individuals involved.
 Differentiate sexual from asexual reproduction in terms of similarities
and differences of the offspring/s to parent/s.
 Describe in detail one of the types of asexual reproduction.
 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

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.
 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.
Indicator 1: 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

Indicator 2: Plan and deliver teaching strategies that are responsive to

the special educational needs of learners in difficult circumstances.
Modules and hand-outs can be sent to learners who are under
difficult circumstances.

Indicator 3: Select, develop, organize and use appropriate teaching

resources, including ICT, to address learning goals.
Use of handouts, ppt, videos and diagram
 b. Students will complete the Asexual Reproduction and Sexual
Reproduction hand-out after watching the videos.
See Attachment

F. ELABORATE

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

a. researching mutations
b. Comparing and contrasting offspring as to the advantages and
disadvantages of sexual and asexual reproduction.
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

Teacher I

Checked by

LEONILA V. OMAGBON VIOLETA CECIL C. CALO

Master Teacher I Head Teacher I
ATTACHMENTS:

EXPLORE IT!
READ IT!
\
EXPLAIN

Hand-out 1
Hand-out 2