JOSE T. QUIBOLOY SR. NATIONAL HIGH SCHOOL SEMI-DETAILED LESSON PLAN IN GRADE XI- EARTH AND LIFE SCIENCES I. OBJECTIVES At the end of the 60 minutes discussion, the students will be able to: A. identify and describe the characteristics, functions, and parts of angiosperms (Flowering Plants). B. develop positive attitude through the group activities conducted. C. collect an example of a flowering plant; identify whether it is monocotyledon or dicotyledon by specimen observation. II. SUBJECT MATTER A. Topic: Angiosperms: Flowering Plants B. References: Books: Grade IX Science Learners Module page. 245-247. Websites: https://www.youtube.com/watch?v=4EY4Gc0poMw Curriculum Guide: K to 12 Curriculum Guide in Science 9,pp.157158. C. Materials: Laptop Speaker LED TV/Projector Visual aids Printed pictures Realia: Fruits, Vegetables, Leaves, Roots, Flowering plants III. PROCEDURE A. Preparatory Activities 1. Daily Routine - The teacher will let the students to go back to their respective seats align the chairs and pick-up pieces of papers. 2. Prayer - The teacher will ask somebody to lead the prayer and greet the students. 3. Checking of Attendance - The teacher will check the attendance of the students. 4. Review - The teacher will ask the following questions to recall the previous lesson about gymnosperms. What is a gymnosperm? What are the examples of gymnosperms? How would uncontrolled cutting of pine trees affects the forest ecosystem? 5. Motivation - The teacher will divide the class into two and let the students sing the song entitled Bahay Kubo. What they are going to do is to standup when the assigned plant posted in the board is being mentioned in the song. B. Developmental Activities 1. Presentation of the Topic - The teacher will ask the students what is the song all about. The teacher will let the students to pick one thing inside on the basket. The teacher will ask each student about “what do you if it is a fruit or it is a vegetable?” The teacher will let them tell the class that the song conducted is related to the topic which is the angiosperms. 2. Activity - The teacher will conduct various activities about the topic. Consider the following activities: Activity 1 - The teacher will show a illustration about the parts of the flower and student will initially identified the parts of it. The teacher will divide the class into two groups and provide a gumamela in each group for the students to identify its part. Activity 2 - The teacher will give different types of flower to each of students and identify the structure of each of the flowers. The teacher will ask the following question regarding to the activity being presented: How can we identify that a flowering plant is considered to be a monocot or dicot? 3. Analysis - The teacher will ask the student what is the first activity all about. The teacher will present the parts of the flower and its function. - The teacher will ask again what is the second activity all about. The teacher will present the classification of monocotyledon and dicotyledon. C. Concluding Activities 1. Abstraction/ Generalization - The teacher will divide the class into two, each group will be given a 1 minute to construct two questions. The questions being formed will be thrown to the other group and let them answer. - The teacher will give follow-up questions. 2. Application - After the discussion, the teacher will provide assessment though a group activity. The teacher will let the students collect angiosperm inside the classroom and the students will identify if that specific plant is monocot or dicot with respect to its flower, leaves, and stem. The teacher will give at least 3 minutes to do the given task and they are going to make their own yells to introduce their groups. - The teacher will let the students report their works in front that will be graded using rubrics. Rubrics Category 5 3 1 Performance Performance is dynamic , engaging, and clearly rehearsed. Attempts to engage audience, through infrequently or not fully successfully. No attempt to engage with audience; no evidence of prepreparation. Knowledge Presenter has mastery of presentation content and identify the plant completely. Presenter shows mastery in identification but in some parts of the Plant only. Presenter makes significant mistakes in identification of the particular plant. Group Cooperation All members of the group participated in the activity. Some members of the group only participated in the activity. No cooperation being observed. 3. Values Integration - - The teacher will ask the students to the following questions: What attitude have you developed on the activities conducted? What strategies you used during the activity? Is it important? The teacher will share his insight why good attitude and teamwork is important in a group activity. 4. Evaluation - The teacher will let the students get ¼ sheet of paper for a short quiz (Paper-pencil test) TRUE or FALSE. 1. 2. 3. 4. 5. Angiosperms are referred as flowering plants. Monocot has a parallel leaf venation. Dicot has 4-6 petals on its flower plan. Sepal is the colorful leaf-like structure that attracts the pollinator. Stamen is the female part of the flower. 5. Agreement/Assignment - The teacher will assign students to research about the important of angiosperms. Prepared by: Mr. JEROME JAY V. GALAN SST 1
