General Biology 2
Grade Level
11/12
4th Quarter
Date
I. LESSON TITLE
Reproduction and Development of Plants and Animals
II. MOST ESSENTIAL LEARNING
At the end of the lesson students will be able to:
COMPETENCIES (MELCs)
● Compare and contrast the following processes in plants and animals:
reproduction, development, nutrition, gas exchange, transport/
circulation, regulation of body fluids, chemical and nervous control,
immune systems, and sensory and motor mechanisms
● For this week: Compare and contrast reproduction and development
of plants and animals;
III. CONTENT/CORE CONTENT
The learners demonstrate an understanding of Plant and Animal Organ Systems
and their Functions.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 30 minutes)
From your previous topic about the Evolution and Origin of Biodiversity. Answer the following questions: What is
Evolution? And How Origin of Biodiversity started? Let’s connect to Organismal Biology but before that try to rearrange the
jumbled letters to give you a clue on the lesson to be discussed. The jumbled letters
are E T R U N I P R D O C O . How do Plants and Animals differ?
In a broader sense, reproduction is one of the important aspects of biology:
1.) procreation for continuous existence of organisms; and
2.) improving quality by the mixing of genetic materials leading to variation among individuals in a species.
During the early life on Earth organisms had the ability of some primitive chemical system to make copies of itself.
Therefore, at its lowest level, reproduction is chemical replication.
As evolution progressed, cells of successively higher levels of complexity have arisen, in the case of unicellular
organisms, the ability of one cell to reproduce itself means the reproduction of a new individual identical to its parent and
we call it as Asexual Reproduction. This can be linked to cell division in which organisms grow and repair themselves. In
multicellular organisms, however, it means growth and regeneration.
Multicellular organisms on the other hand can also reproduce asexually but in most cases, they make copies of
themselves through Sexual Reproduction. This type of reproduction seen in both plants and most animals, involves the
fusion of male and female gametes to form a zygote. The fusion of the nuclei of male and female gametes is known as
fertilization. Asexual reproduction does not involve gametes, instead parts of a mature organism may develop to new
individuals.
D. Development (Time Frame: 1hour 30 minutes)
Asexual and Sexual Reproduction
Some plants undergoes asexual reproduction called vegetative reproduction through which a plant part such as
stems is used to reproduced (ex. strawberry and kamote, etc..) Ferns on the other hand reproduce through spore formation,
which involves the production of spores which are asexual reproductive cells. In flowering plants, sexual reproduction
occurs in the presence of both male and female in the same flower or in separate flowers. Flowers that contain either male
or female parts are called unisexual plants whereas those with both male and female parts are called as perfect or bisexual
or hermaphroditic plants.
The female reproductive organs are called the gynoecium consisting of stigma style and ovaries. The ovaries contain
ovules which contain the female gametes. The male reproductive organs are collectively known as the androecium which
consists of filament anther and stamens. The pollen grains on the stamens contains the male gamete (sex cell). Only after
pollination, can a chain of events happen that ends in the making of seeds. A pollen grain on the stigma grows a tiny tube,
all the way down the style to the ovary. This pollen tube carries a male gamete to meet a female gamete in an ovule. In
a process called fertilization, the two gametes join, and their chromosomes combine, so that the fertilized cell contains a
normal complement of chromosomes, with some from each parent flower. The fertilized ovule goes on to form a seed,
which contains a food store and an embryo that will later grow into a new plant. The ovary develops into a fruit to protect
the seed. Some flowers, such as avocados, only have one ovule in their ovary, so their fruit only has one seed. Many flowers,
such as kiwifruit, have lots of ovules in their ovary, so their fruit contains many seeds
Questions:
1. Can you also estimate how many seeds the flower could produce by counting the number of ovules in the ovary?
2. What part of the fruit were the ovules? Compare the fruit structure of mango and dalandan (or other fruits).
W1
Learning Area
Quarter
Learning Task 1: Directions: Listed are the following characteristics or functions exhibited by plants and animals. Classify
them using the Venn diagram.
A. Color Display
B. Sexual Selection
C. Extend their Species
D. Involves Sperm and Egg Cell
E. Spore Formation
F. Does not involve gametes
Plants
Both
Animals
QUESTIONS:
1. What is the difference of Plant Reproduction from Animal Reproduction?
2. What is the similarity of Plant Reproduction and Animal Reproduction?
Reproductive Traits in Organisms
The reproduction of different organisms plays a vital role in the continuation of their species, as well as their survival.
There are a lot of physical differences in the reproductive systems of plants and animals, but they also share certain
similarities.
Plants and animals both use color display for reproduction. Plants use their physical characteristics to attract
pollinators. Some plants have bright-colored flowers to attract insects, thus enabling the transfer of pollen from one flower
to another. As the bee feeds itself, the pollen grains get attached to its hairy body. When the bee sips nectar from another
flower, the pollen grains that previously got attached to it are then transferred; thus, reproduction happens.
Some animals also use color display to attract a mate. The peacock does this to attract the female peafowl, the
peahen. One distinguishing characteristic of animals is sexual selection, wherein some male species compete with other
males to copulate with females. This form of natural selection allows successful transfer of genes from one generation to
the next.
Another difference between plants and animals is their method of fertilization. Sexual reproduction in most animals
requires physical interaction with each other in proximity. In comparison, plants need a vector, such as an insect or a bird.
Thus, animals and plants have different ways of reproduction, but their main goal is the same: to extend their species.
Developmental Difference of Plants and Animals
From your previous topic about the Reproduction of Plants and Animals. How do plants and animals reproduce?
What is the similarity and difference in terms of their reproduction? Let’s connect to the next topic but before that try to
rearrange the jumbled letters to give you a clue on the lesson to be discussed. The jumbled letters are M V E P N E L D E O
T . How do Plants and Animals differ?
Plants and animals have progressed differently. Based on phylogenetic evidence or the evolutionary history of
organisms, the primitive ancestor of plants and animals was likely a unicellular eukaryote. However, based on molecular
evidence from gene comparisons, there is not much similarity between the genes that make up the body plan of plants
and of animals. At the unicellular stages of their development, plant cells are positionally fixed, which means that they are
not capable of movement, whereas animal cells are motile or capable of movement. During the growth stages, the body
plan of plants is highly regulated by the environment because plants cannot choose or change their growing locations,
whereas the body plan of animals is clearly determined by its genes. Plant and animal life cycles are also different from
one another. Most plants undergo alternation of generations, where they have sexual and asexual life cycles, whereas the
animal life cycle has only one continuous multicellular stage (after fertilization).
Fig 1 Comparison between the life cycles of plants and animals.
The processes in the formation of gametes are also different between plants and animals. During meiosis, plants
produce spores first before forming the gametes, whereas in animals, the gametes are directly formed. Another
developmental difference between plants and animals is shown in their morphogenesis, or change in shape. Plants
develop by going through a longer period of morphogenesis than animals. Plants just grow and develop continuously until
they die, whereas animals develop into a distinct and complete body shape (usually during adulthood). Plants grow by
increasing their cell size, whereas animals grow by increasing the number of their cells.
Read: https://opentextbc.ca/biology/chapter/13-1-how-animals-reproduce/
E. Engagement (Time Frame: 30 minutes)
Learning Task 2: Spot that Reproduction: Directions: The following pictures depict reproduction across different animals,
match the following pictures of the animal to its respective type of reproduction listed on the box . As animals, we are only
familiar with one form of reproduction, through mating. However, there are other forms of reproduction that exist in nature.
Can you spot differences among the depicted forms of reproduction?
4.
Retrieved
from
:https://commons.wikimedia.org/w/
index.php?curid=15451468
1. We are Luzon Narrow-Mouthed
Frogs (Kaloula rigida) in
amplexus (mating position),
What could be our mode of
reproduction
Retrieved from : cbimages / Alamy
Stock Photo
Retrieved
from
https://en.wikipedia.org/wiki/File:Pa
rthkomodo.jpg
I am a Baby Komodo dragon
5.
(Varanus komodoensis), my mother
was separated from males . What
could be my mode of reproduction?
Retrieved
from Retrieved
from
:
https://commons.wikimedia.org/wiki https://www.flickr.com/photos/rayin
/File:African_Night_Crawler_2.jpg
manila/25685444152
I am an African nightcrawler
6. I am a Philippine Tarsier (Carlito
earthworm (Eudrilus euginiae), I am
syrichta) found in the islands of
efficient in composting and was
Bohol, Samar, Leyte and Mindanao.
introduced into the Phils. by Dr.
I am quite shy and nervous around
Rafael D. Guerrero III. I have a male others. That is why I’m monogamous
and female reproductive system
because I chose only one partner.
and can fertilize on my own. What
What could be my mode of
could be my mode of reproduction
reproduction?
I am a hawksbill sea turtle (Eretmochelys imbricata) as
a critically endangered species, under Philippine law,
all sea turtles are considered protected species.
Recently a Philippine village on lockdown delivers
nearly 300 hatchlings (from eggs) of my species (
Mascarina, 2020) to sea. What could be my mode of
reproduction?
2.
I am Luzon Sea Star (Echinaster
luzonicus) I am breaking into
two! What could be my mode
of reproduction
Retrieved from
https://en.wikipedia.org/wiki/Hawksbill_sea_turtle
Select Here:
1. Budding
2.
3. Parthenogenesis
4.
5. Fragmentation
6.
7. Hermaphroditism
Retrieved
from
https://commons.wikimedia.org/wiki
/File:Figure_43_01_02.jpg
3. I am a Hydra! having an
outgrowth
that
suddenly
separated from me. What could
be my mode of reproduction?
External Fertilization
Viviparity
Oviparity
A. Assimilation (Time Frame : 1 hour)
You may have known someone who is pregnant. At that time, you may observe something different with that woman,
you may see changes in their appearance but do you know what happens inside a pregnant woman’s body and how a
baby I created?
Procedure:
1.Write the Step-by-Step Reproduction cards onto paper.
2. Draw a ‘Y’ shape onto your floor using chalk or use yarn to create the shape.
3.Mark one arm of the Y as ‘Female’, the other arm as ‘Male’, and put the ‘Pregnancy’ card at the end, as shown on the
side.
4.Place each step in order along each arm of the Y. You can include your family members in doing this activity.
Sperm production or
Ovulation occurs (egg released
spermatogenesis takes place in the
from ovary) about two weeks after
Cells starts to rapidly divide (cleavage)
testes
the onset of menstruation.
Sperm travel through the cervix,
uterus, and into fallopian by
chemotaxis following a gradient of
Female vagina receives male penis
during sexual intercourse.
Egg enters fallopian tube
progesterone secreted by cells
surrounding the egg
Sperm cells mix with semen which
came from the seminal vesicles, the
prostate gland, and the
bulbourethral gland in the process of
ejaculation.
Cells (zygote) travel through the
fallopian tube to the uterus.
Cells attach to
(implantation)
wall
of
uterus
Sperm cells are stored and matures
on epididymis. Once matured the
sperm cells travel up the vas
deferens.
Fertilization begins with the binding of a
sperm head (acrosome releases
enzyme) to the glycoprotein coating of
the egg (called the zona pellucida)
forming a zygote
Sperm cells leave the penis
(ejaculation) and enter vagina
Lining of uterus thickens with blood
Gestation or fetal development period from the time of conception until birth.
Additional Activity:
Read how human embryos developed through this site : https://open.oregonstate.education/aandp/chapter/282-embryonic-development/ then answer the review questions.
V. ASSESSMENT (Time Frame: 15 minutes)
(Learning Activity Sheets for Enrichment, Remediation or Assessment to be given on Weeks 3 and 6)
Directions: Answer the questions below. Write your answer on your activity notebook.
1. What are the physical differences and similarities in the reproduction systems of plants and animals?
2. What is the difference of sexual reproduction from asexual reproduction?
3. What are the differences in the development of plants and animals in terms of life cycle? Answer the table below.
Feature
Plant
Animal
Life Cycle
Growth Pattern
Cell growth (in size or in number)
Change in Body Shape
Formation of Gametes
4. What is the difference of morphogenesis in plants and animals?
VI. REFLECTION (Time Frame:15 minutes )
● Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw
it in the column for Level of Performance (LP). Be guided by the descriptions below:
✰ - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/
lesson.
✔ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target
content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to
do/perform this task.
Learning Task
LP
Learning Task
LP
Learning Task
LP
Learning Task
LP
Number 1
Number 3
Number 5
Number 7
Number 2
REFERENCES
Prepared by:
Number 4
Number 6
Number 8
Hickman, C.P. Jr., Roberts, L.S., Larson, A. and l’Anson, H. 2004. Integrated Principles of Zoology, (12 th
ed). McGrawHill Education.
Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A., Minorsky, P.V., and Jackson, R.B. 2012. Campbell
Biology, (9th ed). The Benjamin Cummings Publishing Co., Inc.
Sheridan, M. 1999. Instructor’s guide for Biology, 5 ed. By Campbell, Reece, Mitchell. Addison Wesley
Longman,Inc.
Marianne Kristine A. Rayala
Checked by: Jocelyn Reyes
Roxanne L. Llona
Leilane P. Lagacion