asexualreproduction

1. Beaconhouse School System
Walton Campus
Middle Section Class VI
Science Curriculum Weekly Planner Sheet
Class: VI
Topic: Plant Reproduction
Term: 2nd Dates: 4th
Mar-8st
Mar, 2024
Month: Mar, 2024 Lesson Sequence: 1+1+1+1+1
Date Activity Routine Lesson Written Task Wrap up
time
Homework
04-03-24 Walk to the board To Know the meaning of hazard symbols, and
consider them when planning practical work.
Q hazardous
symbols.
05-03-24 Video watch Describe the different types of reproduction
(sexual and asexual) in plants.
Word wall game
06-03-24 Video watch + Pair work Understanding Asexual Reproduction in Plants Q1 and 4 pg
88 of course
book +
worksheet
Exit ticket Q2 and Q3 pf
pg 88
07-03-24 Lab Activity Growing Garlic Plants from Garlic Cloves Q 5, 6 pg 88
08-03-24 Class test Acids and Alkalis Worksheet
Coordinator: Ms Naureen Bukhari Planned by: Khadija Shami

2. Attainment Target To Know the meaning of hazard symbols, and consider them when planning practical work.
Learning Outcomes To explore different hazardous symbols shown on the bottles of dangerous chemicals.
To analyse the meaning drawn from various hazardous signs.
Plan (Methodology) Embedding Learner
Agency
Time
min
Resources Assessment
Recap:
The previous lesson will be recapped by asking Q How can neutralization
help to grow healthy crops? Q What is the role of anti-acid tablets? Q Give
two examples of neutralization in every day life.
Routine Lesson:
Students will be engaged in a discussion about different hazardous symbols
and the meanings drawn by them. Different symbols will be drawn on the
board and how to safely utilize those chemicals will be shared with the
students.
Walk to the board:
Students will be asked to come up towards the board and explain the
meaning drawn by different symbols and the safety measures involved
before handling such chemicals.
Written Work: Students will draw a table regarding chemical symbols and
precautionary measures associated with them.
● Wrap up: Lesson will be wrapped by answering student’s queries.
How/Where/when/what
Walk to the board
Impact of the activity
Students will be able to
retain the idea of
hazardous symbols and
the precautionary
measures associated
with them on individual
basis.
5
15
15
5
Students will be
assessed on
their ability to:
Describe
different
hazardous
symbols and
their handling
techniques.

3. Attainment Target Describe the different types of reproduction (sexual and asexual) in plants.
Learning Outcome By the end of the lesson, students will be able to describe and classify different types of plant reproduction, distinguishing
between sexual and asexual methods. They will have engaged with various interactive activities to reinforce their
understanding, and will be able to provide examples of each reproduction type, grounding their learning in both theoretical
and practical contexts..
Plan (Methodology) Embedding Learner
Agency
Time
min
Resources Assessment
Introduction
Begin by asking students what they know about plant reproduction using
real-life examples like fruit-bearing plants and runners in grass.
Illustrations on the whiteboard or smartboard are used to visually support
the explanation. Discuss the importance of reproduction in ensuring the
survival of plant species. Introduce the two main types of reproduction:
sexual and asexual. Students will watch a video to grasp the concept
https://www.youtube.com/watch?v=ZUAL7hHdOXI
Main Activity: The teacher facilitates an outdoor learning activity where
students examine plants in the school garden or local park, identifying the
reproduction type. The teacher navigates the activity, ensuring students
stay on task and offering assistance.
Students will read pg no. 67-68 from course book.
Wrap-up: Lesson will be wrapped up playing game to identify the types
of plant
reproduction.https://wordwall.net/resource/8006270/science/asexual-vs-
sexual-reproduction
How/Where/when/what
Impact of the activity
Learners listen to the
explanation and are
encouraged to give
examples of plants they
believe utilise each type
of reproduction.
5
25
5
Students will be
assessed on
their ability to:
Class
participation
during
discussions and
activities.

4. Attainment Target Understanding Asexual Reproduction in Plants
Learning Outcome Students will be able to explain the process of asexual reproduction in plants and identify examples of plants that reproduce asexually.
Plan (Methodology) Embedding Learner A. Time Resources Assessment
Brainstorming:
Start the lesson with a short video showing examples of asexual
reproduction in plants
https://www.youtube.com/watch?v=Mxmu3phxSHw
https://www.youtube.com/watch?v=6Ew6mqwgGR0
Ask students to brainstorm different ways plants can reproduce without
seeds
Introduction to New Material:
Define asexual reproduction in plants and discuss different methods (e.g.,
fragmentation, cloning) Anticipate students may think all plants reproduce
through seeds, address this misconception. Show pictures or diagrams of
each example and explain how they reproduce asexually. Encourage
students to think about why each method of asexual reproduction might be
advantageous for the plant species.
Pair work: Distribute a worksheet or handout with images or descriptions
of plants undergoing asexual reproduction. In pairs or small groups, have
students identify and label the method of asexual reproduction depicted in
each example.
How/Where/when/what
Impact of the activity
Students will recognize
examples of plants that
reproduce asexually.
5
15
Students will be
assessed on
their ability to:
Participation
during
discussions and
activities.

5. Encourage students to explain their reasoning for each identification based
on the characteristics of asexual reproduction discussed in class.
Written Work:
question 1 and and 4 pg 88 of course book
● Wrap up: Describe one example of a plant that reproduces
asexually and explain how this method of reproduction benefits the
plant species. (Exit ticket)
15
5

6. Attainment Target Growing Garlic Plants from Garlic Cloves (lab Activity)
Learning Outcome In this science lab, students will investigate whether garlic plants can be grown from
garlic cloves. They will observe the growth of garlic cloves planted in soil and analyze
the conditions necessary for plant growth.
Plan (Methodology) Embedding Learner
Agency
Time
min
Resources Assessment
Recap: Do plants need to grow? How do plants reproduce? Can
different parts of a plant be used to grow a new plant?
Introduction:
Start the lab by discussing the anatomy of a garlic clove and how plants
grow from seeds or other plant parts.
Introduce the question: Can garlic plants be grown from garlic cloves?
Hypothesis: Have students make predictions on whether they believe
garlic plants can grow from cloves. Encourage them to explain their
reasoning.
Procedure:
Fill the pots with potting soil.
Plant one garlic clove in each pot, making sure the pointy end faces up.
Water the soil until damp.
Place the pots in a sunny location.
Water the plants regularly and observe any changes in growth over a period
of time
Reflection questions:
1. What changes did you observe in the garlic cloves as they grew into
plants?
How/Where/when/what
Impact of the activity
Students will investigate
whether garlic cloves
can be grown into garlic
plants through a hands-
on experiment.
5
20
Garlic cloves
Small pots or
containers
Potting soil
Watering can
Sunlight
Students will be
assessed on
their ability to:
Students will be
assessed based
on their
observation
skills
documented
during the
experiment.

7. 2. Why is it important to plant the garlic cloves with the pointy end facing
up?
3. What do plants need in order to grow successfully?
4. How did sunlight affect the growth of the garlic plants?
Written Work: Q 5, 6 pg 88 would be done in copy
● Wrap up: Lesson will be wrapped by answering student’s queries.
10
5