SEMI-DETAILED LESSON PLAN IN BIOLOGY 2 FOR FINAL DEMONSTRATION
CHEMICAL AND NERVOUS CONTROL: PLANT RESPONSE
Prepared by:
LEENEFIE C. PEÑAS
Student Teacher
Checked by:
CHERYL ANN E. ROMITMAN, RN, LPT
Cooperating Teacher
Noted by:
MARIA LIZA A. BALDONADO, MED-LT
Teaching Internship Supervising Instructor
APRIL 17, 2023
Assumption College of Davao
College Department
J.P. Cabaguio Avenue, Davao City, P.O. Box 80908, Philippines
(082) 225-0720 to 23 Local 1019
221-4726 or 227-6818
assumption@acd.edu.ph
www.assumptiondavao.edu.ph
Semi-Detailed Lesson Plan in
Chemical and Nervous Control: Plant Response
School
Assumption College of Davao
Teacher
Leenefie C. Peñas
Time & Date April 17, 2023
TOPIC/LESSON NAME
LEARNING COMPETENCIES
CONTENT STANDARDS
PERFORMANCE
STANDARDS
SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT
Grade Level
Grade 12
Learning Area
Quarter
Biology 2
4th Quarter
Chemical and Nervous Control: Plant Response
The learners compare and contrast chemical and
nervous
control
in
plants
and
animals
(STEM_BIO11/12-IVa-h-1)
The learners demonstrate an understanding of plant
and animal organ systems and their functions.
The learners shall be able to:
• develop a presentation (e.g., role-playing,
dramatization, and other forms of multimedia) to
show how an organism maintains homeostasis
through the interaction of various organ systems in
the body.
At the end of the lesson, the students are
expected to:
a. Explain
how
plants
respond
to
environmental stimuli;
b. Describe the mechanisms of chemical
control in plants;
c. Create
50 minutes
CONTENT: Chemical and Nervous Control: Plant Response
1.
2.
3.
4.
5.
Introduction: 5 minutes
Motivation: 5 minutes
Instruction/delivery: 15 minutes
Practice: 10 minutes
Enrichment/Evaluation: 15 minutes
MATERIALS
RESOURCES
PowerPoint Presentation, Television,
Responding to Environmental Changes
http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_21c/bra
in_mind/environmentrev1.shtml (Retrieved 10/15)
PROCEDURE
INTRODUCTION
* The teacher will give a short introduction to the topic during a face-to-face class using
the PPT.
Plants and animals are living things. They feed, respire, excrete, grow, move,
reproduce, and are sensitive to their environment. Although plants can’t move like
animals, they also have mechanisms to perceive what is happening around them.
MOTIVATION
Activity 1: Picture Analysis.
Instruction: The students will brainstorm with their seatmates about the picture shown
on the screen. They will be given 2 minutes to discuss and answers the teacher’s
questions.
Guide questions:
1. What do you observe in these set-ups picture?
2. Are the seedlings exhibiting any form of reaction to environmental stimuli?
3. What are these stimuli the plants are reacting to?
INTRODUCTION/DELIVERY
* The teacher will show the class a picture with some responses.
Makahiya Plant Closing upon touching
Nastic Movement - plant movements that occur in response to environmental stimuli
but unlike tropic movements, the direction of the response is not dependent on the
direction of the stimulus.
Sunflowers growing in the Sun’s direction
Phototropism - the ability of the plant to re-orient the shoot growth towards a direction
of light source. Phototropism is important to plants as it enhances the ability of plants
to optimize their photosynthetic capacity.
Tendrils of a vine around a pole
Thigmotropism - the movement or change in orientation of a plant's growth as a
reaction to touch. Thigmotropism is typically found in twining plants and tendrils.
Roots of a plant growing underground
Geotropism – the growth of the parts of plants with respect to the force of gravity.
The upward growth of plant shoots is an instance of negative geotropism;
the downward growth of roots is positive geotropism.
Hydrotropism – a plant's growth response in which the direction of growth is
determined by a stimulus or gradient in water concentration.
* The teacher will show some pictures and let the student identify what response it
exhibits.