LEARNING SESSION

ABILITY: Identify organs of the male and female reproductive system. Teacher: Carmen Ramos C.
EXPECTED LEARNING : Identify organs of the male and female reproductive system and work responsibly Grade and Section: 2nd “E,F”
KNOWLEDGE : Human sexual reproduction. ADVISORY TEACHER : Patricia
Barreda
ATTITUDE TOWARDS THE AREA: - Deliver tasks in a timely and optimal manner Area: CTA
- Complies with safety standards in the laboratory
VALUE: Respect • BEHAVIORAL ATTITUDE: Complies with EI norms, rules and agreements Duration:90 minutes
Respect the rules of coexistence

TRANSVERSAL THEME Education for risk management and environmental awareness Date
Education in values for success 23-10-2013
DIDACTIC SEQUENCE
MOMENTS STRATEGIES/ACTIVITIES ICT TIME
RESOURCES/MATE
RIALS
FOCUSING MOTIVATION
START It is given to them
Motivation, COLLECTION OF PREVIOUS KNOWLEDGE : (COLLECTION OF YOUR PREVIOUS IDEAS) Leaves, notebooks, 5min
recovery of prior Problem Statement ; samples of orchids,
knowledge and lilies, tuberoses,
cognitive conflict I pose the following questions: Brainstorming technique gladioli (large
flowers)
COGNITIVE CONFLICT (HYPOTHESIS)
Through INQUIRY, students propose a hypothesis regarding: Analyze and answer: How would you explain
human reproduction without the intervention of the female sex?
Is it a child's right to be born into a family, that is, to have a father and mother, as natural references in their emotional
formation? Would this right be violated by authorizing IAD in homosexual couples?
Students support their answers.
EXPLORATION 5min
 You are made aware of the purpose of the session, focusing on the expected purpose.
They are given the practice guide: Sexual reproduction in human beings, they proceed to carry out their activities:
 The students are grouped , using the technique The animal farm is given to them in groups:
IN A MODEL Notebooks, pens
.Materials CTA Manual, 30 min
Sheets, posters, clean type Color cards,
.Procedure: multimedia cannon,
The teacher places each organ to join the following posters:
 Question: If this organ has the sign damaged by accident, will it be able to fulfill its function. Why? If this other organ has
the sign of being treated, will it be able to one day contribute to the formation of reproductive cells? .The students
respond in their notebook.
The theme is emphasized
INFORMATION ACQUISITION
 Watch the video
http://cplosangeles.juntaextremadura.net/web/edilim/tercer_ciclo/cmedio/las_plantas/
la_reproduccion_sexual_plantas/la_reproduccion_sexual_plantas.html

REFLECTION  After observing the flash, they contrast the information with that of their guide, the sample of their experience
and the MED book. p. 216, answer the following questions:
 What is the name of the male reproductive organ and what is its reproductive cell called?
 What is the name of the female reproductive organ and what is its reproductive cell called?
 When the flower has both male and female reproductive organs. What name do these flowers receive?
 Do all flowers have carpels?
 Are pollen grains the same in all flowers?
 Are the pollen grains in each of the flowers the same as each other? 30 min

 For each flower, complete this table that summarizes all your observations:
 In the box corresponding to “Number” you will indicate the number determined by you for each floral whorl. In
the “Special characteristics” you will indicate the peculiarities observed (soldiers, grouped, free).
In the corresponding to “Botanical Denomination” you will indicate the botanical term that each of the previous
peculiarities receives, and that you can deduce by consulting the table presented in your guide.

FLOWER CHARACTERISTICS:………………………………………………………….
FLORAL SEPALS PETALS STAMBERS CARPELS
WHORS
NUMBER
SPECIAL
FEATURES
BOTANICAL
DENOMINATI
ON

REFLECTION
DEVELOPMENT
Information
 acquisition,
APPLICATION They investigate the healing properties of some flowers from their context and region, such as infectious diseases,
and transfer of respiratory infections, anti-inflammatory agents, etc. Application sheet
what was learned Find out how the “Arequipeña papaya” should be planted so that it bears fruit. 10
Observation sheet minutes
ASSESSMENT .
 The students contrast their previous ideas they had about the topic with the new things they learned about the
sexual reproduction of the plant. The teacher evaluates the individual and group participation of each student.
Student participation is evaluated through an observation list.
 Meta cognition: They self-evaluate their learning process. What procedures have you used to build your learning
in this session? What did you find most difficult to learn in this session? How did you find teamwork? Do you 5m
learn better in a team or individually? How could you apply what you learned? How could we improve the next
session?

ASSESSMENT
INDICATORS TECHNIQUES INSTRUMENTS
 Point out characteristics of reproduction in Systematic observation. Analysis sheet
angiosperm and gynnosperm plants. Stake. Laboratory Guide
 Recognize the type of sexual reproduction in Cooperative team learning.
plants observed in the laboratory and explain it.
 Elaboration of your hypothesis and contrast
 Laboratory guide evaluation