NATURAL SCIENCES: PLANNING & PREPARATION
GRADE
Role Players
(WHO is going to
teach/ guide/
support…)
7
TERM
1
Aim / Topic / Content /
Concepts / Skills
Content:
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Sexual reproduction in
Angiosperms
Concepts:
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Seeds are produced in flowers,
which are the sexual organs of
Angiosperms.
•
The components of a flower
usually include:
Male structures called
stamens for producing
pollen (containing male sex
cells);
Female structures called
stigma (for receiving
pollen), style and ovary (for
producing female sex cells);
Petals (for attracting
pollinators); and
Sepals (for protecting the
flower buds).
•
Pollination and fertilisation are
essential processes for flowers to
produce seeds.
•
Pollination is the transfer of
pollen between plants of the
same species for the purpose of
fertilisation.
•
Wind and water can facilitate
pollination.
•
Pollination can also be aided by
pollinators such as insects, birds
and mammals.
LIFE & LIVING
Resources/ LTSM
Teaching Methodologies & Classroom Management Skills
(WHAT am I going to use to teach/
guide/ support…)
(HOW am I going to teach/ guide/ support…)
(WHAT am I going to teach/ guide/
support…)
Topic: Sexual Reproduction
TEACHERS
KNOWLEDGE STRAND
DATE: Term 1 Week 5 and Week 6_2021
METHODOLOGY:
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The methodology is implied in the lesson.
Should you wish to learn more about the implied methodologies, please read more
on Inquiry-based Science Education, the Flipped Classroom, Harvard Thinking
Routines, Thinking Maps and the 5-E Lesson-plan (see Link B with possible
resources).
CLASSROOM SETUP: COVID-19 Regulations
A.
TEACHER e-RESOURCES:
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ENGAGE:
Create a hook to grab the learner’s attention. Use this to generate curiosity and reflect
on the learning content from the previous lesson plan:
Refer to the seven life processes learned in previous grades. Give each learner a
bag with bean seeds. Use the Harvard Thinking Routine ‘What can be …’ to get
the learners to engage with the lesson.
How to do it? (See Activity 1 – ‘What can be …? DoodleMap’ below.)
1. Review: Look at the seeds in the container/packet/plastic bag. What do you
know about the seeds? How did it get to be the way it is now? Write down
your thoughts. (Ask any relevant questions that will lead the learners’ thoughts
to the seven life processes and content that they have covered in previous
grades that is linked to growth.)
2. Predict: How might the seeds change in the future? What will the seeds need
to change?
3. Imagine and create: What can influence the change in the seeds? Imagine
that you plant the seeds. What are your expectations of the seeds? What
would you like to see happen?
4. Link to present content (Topic): What life process results into the seed? Which
one of the life processes have seeds as a result?
For this topic, we will focus on this life process: Sexual Reproduction.
Give the learners an opportunity to give feedback either to a friend, a group or to
the class about the information in their DoodleMap. The learners can alter or add
information to their DoodleMaps.
(This activity can be used as a Baseline to gauge the learners’ pre-knowledge.)
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B.
EXPLORE & EXPLAIN: (Flower Structures)
Teachers for Tech and Science:
https://teachersfortechandscie
nce.co.za/gr7-term-1/term-1
SASOL Inzalo/Siyavula:
https://www.siyavula.com/read
NECT:
https://nect.org.za/materials/fo
r-teachers
Resource pack p. 15-26
Lesson plans p. 109-137
Reference Material:
1.
Learning about Biodiversity –
Angiosperm life cycle
https://botanicalsociety.org.za/
angiosperm-life-cycle-anddiversity_10/
2.
Angiosperms Factsheet:
https://nhpbs.org/natureworks/n
wep14f.htm
PowerPoint Presentations (Slides):
1. @Sexual Reproduction in
flowering plants:
https://www.slideshare.net/Pres
hitPegadpalliwar/sexualreproduction-in-floweringplants-69593712
2. Reproduction in flowering
plants:
https://www.slideshare.net/cari
nazainatul/reproduction-inflowering-plants-40728400
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: Biodiversity - Sexual Reproduction in Angiosperms
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Flowers have special
adaptations to promote
pollination, such as large
colourful petals, scent and
sweet nectar to attract insects
and birds.
Pollinators play an important role
in the production of food crops
(such as maize) for humans.
Fertilisation is the fusion of the
male and female sex cells to
produce seeds.
The following happens during
fertilisation:
Each mature pollen grain
contains two male sex cells.
When the pollen attaches
to the stigma of a flower
from the same species, the
pollen produces a pollen
tube, which grows down
the neck of the style,
transporting the male sex
cells to the ovule.
Within the embryo sac of
the ovule, one male sex cell
fertilizes the egg, which
develops into a seed.
The other male sex cell
unites with two cells in the
embryo sac and this results
in the development of the
endosperm, the starchy
food that feeds the
developing seed.
The ovary enlarges and
becomes a fruit.
The seeds are contained in fruit.
Fruits and seeds are dispersed in
various ways.
•
Give the learners a copy of ‘Learning about Biodiversity – Angiosperm life cycle’ or
‘Angiosperm Factsheet’. (You can also find the link to the resource in the resource
section to the right.) Base the resource on your learners’ ability.
The learners need to read the section and set five questions. The questions need
to focus on things they do not understand or have difficulty with or would like to
know more about.
Allow the learners to find possible answers from the group. Give them a set
amount of time to ask each other the questions and work out the answers.
Once the learners had the opportunity to find answers from each other and find
similar questions, the learners can pose the questions they were not able to answer
to the class.
Should the class not be able to answer the question, the teacher will write down
the questions and use the questions to base the explanation part of the lesson on.
Focus on questions based on the topic: Sexual reproduction.
Give a simple explanation of what sexual reproduction is and explain any
terminology that are unfamiliar to the learners. (See the explanation in the SASOL
Inzalo/Siyavula Learner Book on p. 81. It is more than sufficient at this stage.)
C.
ELABORATE:
•
If possible, provide the learners with flowers or ask them to bring a flower to school.
Unpack the parts of the flower by dissecting the flower so that all the parts are clearly
set out and labelled including the reproduction organs. Use a Brace Map to do this.
Videos:
1. Sexual reproduction in
flowering plants – Biology
https://www.youtube.com/wat
ch?v=1OFF2qYvLag
2. Sexual reproduction in
flowering plants:
https://www.youtube.com/wat
ch?v=HP21hIVJhWI
3. A world without bees:
https://www.youtube.com/wat
ch?v=7X1xIIyZw3M
4. Why are bees important?
https://www.youtube.com/wat
ch?v=YaaQUGPXtnU
LAC:
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Glossary List / Science
Dictionary
•
Flashcards for new vocabulary
https://tinyurl.com/y7nwbzoy
Other:
•
•
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Science diary or workbook,
stationary
Laptop / tablets / smart
phones, projectors, speakers,
etc.
Pictures of biodiversity on Earth
e.g.:
SASOL INZALO/Siyavula Gr 7-A:
Teacher’s Guide (pp. 106 – 134)
Learner’s Textbook (pp. 78 – 103)
NECT:
Natural Sciences Lesson Plan Term 1
(pp. 109 – 137)
Skills:
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Accessing and recalling
information
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Observing
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Set up the class for the learners to work in groups while maintaining COVID-19
regulations. Make sure that the learners are aware of the rules and management of
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: Biodiversity - Sexual Reproduction in Angiosperms
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Comparing
Measuring
Sorting and classifying
Identifying problems and issues
Raising questions
Predicting
Hypothesizing
Planning and doing
investigations
Recording information
Interpreting information
Communicating
LAC:
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Reading with deeper
understanding
Reading and interpreting
data
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Writing with clarity
Observation skills:
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What do I see?
o
What do I think?
o
What do I wonder?
Taking notes:
o
Using thinking maps,
doodle maps or
thinking diagrams to
make thinking visible.
o
Translate information in
thinking maps, doodle
maps or thinking
diagrams into a graph
and paragraph.
Using symbols in a diagram
as a language to make
meaning clear.
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Vocabulary:
See link with Vocabulary in
resource column to the
right.
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group activities and that each is aware of their role in the group. If necessary, work
outside or in an open space such as the hall where learners have enough space to
share their findings orally with other learners.
Instead of drawing, the learners can paste the flower parts on a page using sticky tape.
Explain the purpose of each of the parts of the flower. The learner can add the
information to the Brace Map to help them remember the information.
Allow time for the learners to draw the information they have discovered in the
practical activity into their workbooks and write the notes in such a way that it is easy to
understand and to study.
Use the information and look at other types of flowers. Do all flowers look the same?
Do all flowers have the same parts?
D.
EVALUATE:
•
Do an informal assessment. See Assessment Activity 1 in the learner activities.
E.
EXPLORE & EXPLAIN: (Pollination)
•
Ask the learners what pollination is and if they could guess how pollination takes place
looking at the parts of the flowers.
Discuss possible ways of pollination.
Ask the learners what different animals have in common, e.g.
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Ask questions such as:
Which type of animal is most common?
What is the main feature that most of the animals have in common?
What do the animals get from the flowers that they visit?
What attracts the animals to the flowers?
How has the plants adapted to attract pollinators?
What do you see in the pictures that does not feature an animal, but helps with
pollination?
How have plants adapted that are not pollinated by animals, but by wind or
water?
Have a variety of plants available, such as grasses in seed, flowers, etc. so that the
learners can see and experience that not all plants have obvious flowers but could
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: Biodiversity - Sexual Reproduction in Angiosperms
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have feathery ends that are the actual flowers of the plant. Use pictures if in an urban
area or set up a PowerPoint with different flowering plants if e-resources are available.
The real thing, however, has a greater impact.
Use this to start a conversation in the class with headings such as:
Describe the flower. Focus on the different parts of the flower, its scent and colour.
What kind of pollinator will the plant use?
What about the flower tells you about the kind of pollination? How has the flower
adapted to the pollinator?
F.
ELABORATE:
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Refer to the video ‘Why are bees important?’ in the resources to the right and the
passage on p. 95 – 96 of the SASOL Inzalo/Siyavula Learner Book and discuss the
importance of pollinators to us as humans. What is the link between humans and
pollinators and how does it link to biodiversity?
Keep this discussion to the point and focus on the point of oral communication.
A value to focus on is that we might have different opinions, but we have to value
each other’s opinions.
A skill to focus on is to listen to each other.
G.
EVALUATE:
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The learners complete informal assessment activity 2 based on the passage read in the
previous part of the lesson.
H.
EXPLORE AND EXPLAIN: (Fertilisation)
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Provide the learners with a diagram of the fertilisation process.
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The learners watch an appropriate video from the resources on the right.
The learners use 5 minutes to study the drawings and decide if they are capable to
explain the process to another learner.
Allow the learners to work as a group to decide how fertilisation occurs. They explain
the process to the rest of the class.
The class provide support to each other in correcting the groups or to voice another
opinion.
Use this discussion to explain to the learners that scientists can also have differences of
opinions, but that we need to look at the facts.
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GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: Biodiversity - Sexual Reproduction in Angiosperms
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Correct any misconceptions and let the learners write the fertilisation process in
sequential order using a Flow Map.
I.
ELABORATE: (Seed dispersal)
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Ask the learners:
What the word dispersal means?
How the seeds that develop due to the fertilisation process are dispersed or
spread? Let them think of a few methods.
What agents participate in seed dispersal?
Use pictures to show learners the build of some seeds and discuss how the seeds have
been adapted for seed dispersal. Some examples:
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J.
EVALUATE:
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Revise the section with the use of a PowerPoint presentation as mentioned in the
resources to the left.
Complete informal assessment activity 3 in the learner section and find misconceptions.
Use the misconceptions and correct it in class.
K.
REFLECT:
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Use this opportunity to reflect on what has been taught. Ask the learners to do an ‘I
used to think …, but now I know ….’ This will give you an opportunity to see if the
learners understand the work and are able to internalise the information.
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: Biodiversity - Sexual Reproduction in Angiosperms
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ACTIVITIES AT HOME:
Explore together:
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The beauty of the natural world with the focus on flowering plants.
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What are the names of flowering plants in our immediate area? Look at names of plants in our mother tongue and
finding the scientific name of the plant.
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Appreciate the pollinators and understanding their importance for our survival.
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What can we do at home to attract pollinators to our vegetable gardens?
Support your child with the activities by:
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Providing support when asked for it.
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Guiding their learning through questions.
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Showing an interest.
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Providing a safe, secure area in which to work.
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Allowing for the time it will require to do the activity.
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Helping them to acquire the materials they will need to explore and investigate the topic.
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Allowing them to make mistakes and seeing it as growth in their thinking and doing (don’t give up attitude).
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Allowing them to fix their mistakes.
The idea is still that the learner should do their own work, but it is very important that they feel that their parents had some input and
supported them.
PARENTS
This activity will teach fact-finding and problem-solving skills and responsibility as a value.
Key Questions:
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How do plants make seeds?
What is the role of flowers in reproduction?
Flowers come in so many different colours, shapes and sizes. So, are there some structures that are common to all
flowers?
What is a 'pollinator'? Why are pollinators also important to humans?
Is the flower on a rose the same as the flower on a sweet pea or on a daisy bush?
Why are seeds in different shapes and sizes, or contained in fruits? Does it have something to do with the way seeds
are spread to new areas?
Does fertilisation mean the same things in plants as it does in animals?
See the resources in the Teacher
section above.
Any programs on National
Geographic or Discovery Channel
Key Concepts:
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In angiosperm plants, seeds are produced in the flowers.
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The male structures of flowers are the anthers and filaments, making up the stamens.
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The female structures of a flower are the stigma, style and ovary, forming the pistil.
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Pollination occurs when pollen is transferred from the anther of one flower to the stigma of another flower of the same
species.
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Pollination is assisted by animals (pollinators), the wind and/ or water.
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Pollinators play an important role in the production of crops for humans.
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The pollen grows a pollen tube down the style to deliver the pollen nucleus to the ovules in the ovary.
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The fertilised ovules become seeds and the ovary may swell to form a fruit.
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Seeds are dispersed in various ways by animals, the wind, water and explosive force.
LEARNER
See the Learner Activity Worksheet below.
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: Biodiversity - Sexual Reproduction in Angiosperms
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Informal / Formal
Assessments
Values Taught
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Informal Assessment:
Class test or quiz
See the Global Goals for Sustainable Development and Habits of Mind. Choose from the Global Goals and Habits of Mind a value that you would like to focus on during
this lesson.
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: Biodiversity - Sexual Reproduction in Angiosperms
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Natural Sciences: Gr 7
Life and Living: Topic 3 – Sexual Reproduction in Angiosperm
What can be…? Create a DoodleMap
Review
Predict
Imagine
Topic
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: Biodiversity - Sexual Reproduction in Angiosperms
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Activity 2:
Read the information sheet provided by your teacher. Set 5 questions you would like to ask your teacher to
give you more clarity about the information in the passage.
Questions:
1. _________________________________________________________________________________________________
_________________________________________________________________________________________________
2. _________________________________________________________________________________________________
_________________________________________________________________________________________________
3. _________________________________________________________________________________________________
_________________________________________________________________________________________________
4. _________________________________________________________________________________________________
_________________________________________________________________________________________________
5. _________________________________________________________________________________________________
_________________________________________________________________________________________________
Possible answers:
1
2
5
4
3
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: Biodiversity - Sexual Reproduction in Angiosperms
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Informal Assessment Activity 1:
1. Label the drawing.
2. Name the structures labelled as:
A:
___________________________________
B:
___________________________________
3. Why do you think the petals of a flower have to be colourful and smell nice?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
4. What is another name for carpel?
_________________________________________________________________________________________________
5. What is fertilisation?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Informal Assessment Activity 2: SASOL Inzalo/Siyavula Learner Book p. 95 - 98
INSTRUCTIONS:
1. Imagine it is the future - it is the year 2056!
2. Read the following article from a newspaper called "The Earth Times".
3. Answer the questions that follow.
Loss of pollinators lead to crop destruction - third year of famine
23 May 2056
The loss of pollinators in Southern Africa, specifically wild bees and butterflies, has lead to further crop
failures three years in a row. Very few viable seeds remain to plant the next crop. The next crops planted
might be the last ones unless another means of pollination can be found.
The entire region has been severely affected by the sudden death of large swarms of bees and butterflies in
the past 5 years. Bees and butterflies, that were once so common, are almost extinct.
One group of researchers have been working to preserve the last remaining colony of bees. It was found
hidden away in the mountains of the Helderberg Nature Reserve. So far, they report that the colony is
doing well and have added 127 new worker bees this week. It is hoped more colonies will be found in other
remote mountain regions.
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: Biodiversity - Sexual Reproduction in Angiosperms
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The researchers are still trying to identify the cause of the extinction of these insects. They think that the huge
increase in air pollution and acid rain has affected the wings and flight of these insects. They are therefore
not able to fly to food sources, such as the nectar of flowers, and then die.
The lead researcher, Dr Wimple, has indicated that they have wild bee larvae from other parts of the world
which were frozen several years ago to preserve them. The team is now close to reintroducing these
bee larvae into the remaining colony. They hope this will increase the diversity of the population. Dr
Wimple's team is working closely with other similar teams around the world to find a possible solution.
The team is also looking at ways to modify the crop plants to increase how
efficient they are at being pollinated by the wind, for example maize crop
plants. They hope that this will increase the production of maize. They
need to do this by changing the DNA of the existing crop plants. This is
called genetic modification. "It's a long shot but one we hope will bear
fruits" commented Dr Wimple.
Bees, and other pollinators, are dying due to air pollution.
QUESTIONS:
1. Find the following words in the article and underline them. Then look up a definition for each word
and write it down. Identify whether the word is a noun, verb, adverb or adjective. Do not copy the
definition word for word but write it in your own words.
a) famine:
___________________________________________________________________________________
b) failure:
___________________________________________________________________________________
c) severely: ___________________________________________________________________________________
d) extinct:
___________________________________________________________________________________
e) preserve: ___________________________________________________________________________________
f) remote:
___________________________________________________________________________________
g) diversity: ___________________________________________________________________________________
h) modify:
___________________________________________________________________________________
2. Write down the title of this article.
_________________________________________________________________________________________________
3. What is the message that is brought across by the title and article?
_________________________________________________________________________________________________
4. Explain what the link is between the loss of pollinators and crop failures.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
5. Which specific pollinators were lost?
_________________________________________________________________________________________________
6. What reason did the article provide for the loss of these pollinators?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
7. Explain at least two ways in which wind pollinated plants' structures are adapted for wind pollination.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
8. How do you think the researchers could modify the crops' flowers so that they are able to be
pollinated more efficiently by wind?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
9. Do you think the situation described in this article could happen in the future? Write a paragraph
where you explain your reason why.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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Informal Assessment Activity 3
1. What is pollination?
____________________________________________________________________________________________
____________________________________________________________________________________________
2. If the seeds have to be dispersed by wind, state THREE characteristics of the seeds:
_____________________________________
_____________________________________
_____________________________________
3. If the seeds have to be dispersed by water, state THREE characteristics of the seeds:
_____________________________________
_____________________________________
_____________________________________
4. If the seeds have to be dispersed by animals, state THREE characteristics of the seeds:
_____________________________________
_____________________________________
_____________________________________
5. Name the pollination agent of the following:
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