The document provides details about a science lesson on the reproductive parts of flowering, non-flowering, and cone-bearing plants. It includes illustrations and descriptions of the parts of various plants. Students observe flowers to identify reproductive structures like stamens and pistils. They also learn about the spores and life cycles of ferns and conifers. Activities include labeling diagrams of plant parts and arranging stages of life cycles. The lesson aims to teach students the different reproductive structures and processes in various types of plants.
English 2_q2_mod2_Generating Ideas Through Pre-Writing Activities_v2.pdfEverdinaGiltendez
Boyet is a responsible boy who likes to wear white shirts and blue shorts. He shares his fried chicken with his dog and takes good care of his pet by giving it baths and cleaning its doghouse. Boyet and his dog enjoy playing ball together in the garden.
This lesson plan aims to teach students about the external parts of the eye. It includes learning objectives, subject matter, procedures, evaluation, and an assignment. The procedures involve motivating students by having one student come to the front blindfolded. Students will then be divided into groups to observe and draw the external parts of the eye using mirrors and labels. The groups will report their findings and a discussion will follow about taking care of the eyes. Students will then be evaluated by drawing and labeling the external eye parts. The assignment is to identify the internal eye parts.
A detailed lesson plan in science iii (composition of soil)Ces Sagmon
The document outlines a science lesson plan about soil composition and types. It describes the key components that make up soil including sand, silt, clay, and loam. The lesson explains the characteristics of each soil type and emphasizes that loam is the best soil for growing plants because it can absorb nutrients and water effectively.
Sexual Reproduction in Animal (Internal and External FertilizationPrincess Piñero
Lesson Objectives
At the end of the one hour period, the Grade 5 learners should be able to:
1. identify the methods of sexual reproduction in animals;
2. categorize different animals into internal and external fertilization; and
3. state the difference of internal and external fertilization using a venn diagram.
This document appears to be a science diagnostic test for 4th grade students containing 40 multiple choice questions covering various science topics including: materials that float or sink in water, first aid procedures, types of illnesses caused by exposure to garbage, properties of materials when mixed with other substances, body systems, plant and animal habitats, plant structures and growth, forces and motion, heat transfer, weather, soil science, the scientific method, and the water cycle. The test is intended to assess students' knowledge in these different areas of science.
The document discusses filling out forms, with the objectives of identifying what forms are, learning how to fill them out correctly and honestly, and being able to do so for things like school forms. It states that forms are used to gather essential information and provide templates, with some requiring more details than others. Students are expected to identify common forms they use, fill them out accurately and legibly, and recognize the importance of providing correct information.
English 2_q2_mod2_Generating Ideas Through Pre-Writing Activities_v2.pdfEverdinaGiltendez
Boyet is a responsible boy who likes to wear white shirts and blue shorts. He shares his fried chicken with his dog and takes good care of his pet by giving it baths and cleaning its doghouse. Boyet and his dog enjoy playing ball together in the garden.
This lesson plan aims to teach students about the external parts of the eye. It includes learning objectives, subject matter, procedures, evaluation, and an assignment. The procedures involve motivating students by having one student come to the front blindfolded. Students will then be divided into groups to observe and draw the external parts of the eye using mirrors and labels. The groups will report their findings and a discussion will follow about taking care of the eyes. Students will then be evaluated by drawing and labeling the external eye parts. The assignment is to identify the internal eye parts.
A detailed lesson plan in science iii (composition of soil)Ces Sagmon
The document outlines a science lesson plan about soil composition and types. It describes the key components that make up soil including sand, silt, clay, and loam. The lesson explains the characteristics of each soil type and emphasizes that loam is the best soil for growing plants because it can absorb nutrients and water effectively.
Sexual Reproduction in Animal (Internal and External FertilizationPrincess Piñero
Lesson Objectives
At the end of the one hour period, the Grade 5 learners should be able to:
1. identify the methods of sexual reproduction in animals;
2. categorize different animals into internal and external fertilization; and
3. state the difference of internal and external fertilization using a venn diagram.
This document appears to be a science diagnostic test for 4th grade students containing 40 multiple choice questions covering various science topics including: materials that float or sink in water, first aid procedures, types of illnesses caused by exposure to garbage, properties of materials when mixed with other substances, body systems, plant and animal habitats, plant structures and growth, forces and motion, heat transfer, weather, soil science, the scientific method, and the water cycle. The test is intended to assess students' knowledge in these different areas of science.
The document discusses filling out forms, with the objectives of identifying what forms are, learning how to fill them out correctly and honestly, and being able to do so for things like school forms. It states that forms are used to gather essential information and provide templates, with some requiring more details than others. Students are expected to identify common forms they use, fill them out accurately and legibly, and recognize the importance of providing correct information.
The document provides rules for students to follow during virtual classes:
1. Wear appropriate clothing and be in an area with few distractions.
2. Turn off your audio if it isn't necessary and actively participate in class.
3. Be prepared and maintain focus and attentive listening.
Things in the Surroundings and their Importance.pptxDianeGudelosao
SCIENCE LESSON IN GRADE III QUARTER 1 THINGS IN THE SURROUNDINGS AND THEIR IMPORTANCE A LESSON IN SCIENCE III
You depend on each other and need the nonliving things in your home, like food, water, air, and furniture. Living things need nonliving things to survive. Without food, water, and air, living things die. Sunlight, shelter, and soil are also important f
or living things.
Living things need nonliving things to
survive. Without food, water, and air, living things
die. Sunlight, shelter, and soil are also important
for living things. Living things meet their needs
from living and nonliving things in ecosystems.
Plants are important in ecosystems. They are
food for many animals. Plants use water from the
soil, carbon dioxide from the air, and energy from
sunlight to make their own food. This is called
photosynthesis. Plants give off oxygen when they
make food. Animals need oxygen to breathe, and
they give off carbon dioxide. Can you see how
plants and animals need each other?
Animals and plants depend on each other for
other things, too. Birds, lizards, and insects build
their homes in trees. Deer and small animals
sleep and hide in thick brush. Some plants need
animals to spread their seeds. What role
does weather play in plant growth?
Soil is important in ecosystems too.
It is made from broken-down stones and
materials like dead leaves, twigs, and roots.
There are living things in soil. Bacteria,
fungi, insects, and worms all live here. In
many ways soil might be considered an
ecosystem. It’s a place that has living and
nonliving things which need and use each
other.
Ecosystems are always changing. Living things are
born; they grow and die too. Nonliving things can
break down. They can also build up. The living fungus
in this photo is breaking down the dead wood in a
log. Things like wind, fi re, and disease can cause big
changes. Do ecosystems ever stay the same?
Sand particles Silt particles
Clay particles Loam
Farms are ecosystems.
Farmers work with
crops, animals, soils, and
the weather to grow our
food. Some animals on
farms are visitors from
nearby forest or water
ecosystems. Can you
think of any that might
like to eat this alfalfa?
There are four textures of soil: sand, clay, silt, and
loam. Sand texture is like the sand on a beach. Clay
texture is like modeling clay. Silt is in between sand
and clay. Loam is a soil made up of equal amounts
of sand, silt, and clay. Silt is often found along river
banks. Loam makes good farm fi elds and gardens.
Notice how water moves diff erently through each
soil texture.
The forest is an ecosystem. Forests are full
of living and nonliving things that depend on
each other. Trees, ferns, and shrubs grow in
Ponds, lakes, streams, wetlands, and oceans
are ecosystems too. They are water ecosystems.
They are home to things like algae, insects,
fi sh, and turtles. These living things depend on
nonliving things like stones, sunlight, and soil,
as well as water.
All living things in ecosystems are part
of
This document provides an overview and lesson plans for a science curriculum on matter for third grade students, including lessons on solids, liquids, gases, properties of materials, and safety. The curriculum covers topics such as describing characteristics of different states of matter, changes in materials, living things and their environment, and earth and space. Detailed lesson plans provide objectives, procedures, and background information for teachers.
This document describes the function of each part of the respiratory system. It begins by listing the parts and their functions: nostrils allow air to enter the nasal cavity, the pharynx enables air to pass to the trachea, the larynx produces sounds, the trachea transports air to the lungs, bronchioles allow for gas exchange, and lungs filter and purify air. The document then provides a lesson plan to teach students about the respiratory system through activities, discussion of the parts and their roles, and a labeling exercise to reinforce understanding.
This daily lesson log outlines the English lessons for a 10th grade class taught by Arlyn M. Baron from September 11-15. The objectives focus on determining the effect of textual aids on understanding texts. Lessons include discussing different types of textual aids using examples from a reading, writing an essay using textual aids, and a quiz. Formative assessment strategies are used such as checking answers to activities and recording scores. Students are assigned to study for the quiz and given a homework assignment to define different film genres.
This document appears to be a draft of a grade 3 science textbook. It includes an introduction, acknowledgements, table of contents, and the beginning of the first unit on matter. The first chapter describes the characteristics of solids, including activities for students to classify objects based on properties like color, shape, size and texture. The second chapter will discuss liquids and gases. The textbook is meant to help students learn about states of matter and develop observation skills through hands-on experiments.
K TO 12 GRADE 3 LEARNER’S MATERIAL IN Mother Tongue Based (MTB)LiGhT ArOhL
Here are the answers to your questions in complete sentences:
My complete name is Claude.
My favorite color is blue.
I don't have any brothers or sisters.
My favorites are reading books and playing basketball.
I usually eat cereal or toast for breakfast.
I love to eat sandwiches and soup for lunch.
My best dinner meal is spaghetti and meatballs.
This document appears to be a test from a fourth grade class assessing students' knowledge of entrepreneurship, business, and agriculture. It contains multiple choice, true/false, and matching questions about topics like the qualities of good sellers, business expenses, gardening, and different types of stores. It also includes directions for students to draw a garden and write a short paragraph about their experience buying and selling.
English4_Q2_Mod1_What Do You Mean__v3.pdfyrrallarry
The document provides instructions for an English module on using definition and exemplification clues to determine the meaning of unfamiliar words, including examples of activities where learners identify context clues and apply their understanding. It also lists the writers and editors who created the module and provides publishing details and references for further resources.
Daytime objects in the sky include the sun, which Earth revolves around, clouds which are important for weather, and rainbows which are formed when sunlight hits raindrops and splits into colors. Nighttime objects are the moon, which orbits Earth, stars which are bright balls of gas that give their own light, and planets.
This document appears to be a practice test in English for students. It contains multiple choice questions to test understanding of parts of speech, punctuation, prepositions, conjunctions and sentence structure. It also includes exercises to identify subjects and predicates in sentences, determine sentence patterns, arrange letters to complete words, and write a letter. The test covers a range of basic English grammar and language concepts.
This document provides a teaching guide for a 1st grade physical education class. It outlines four modules that teach students about body awareness, action songs, moving with confidence, and exploring personal and general space. The modules include performance standards, competencies, lesson plans, worksheets and assessments. The lessons incorporate locomotor skills, non-locomotor movements, rhythmic activities, dances, and games to develop students' physical fitness and motor skills.
This document contains a weekly lesson plan for Grade 3 students focusing on the theme of "My Family and I". The lesson plan covers several learning objectives including oral language skills, reading fluency, spelling, composing different writing forms, grammar, vocabulary, listening comprehension, and developing a love of literacy. Over the course of three days, students will participate in activities like role playing conversations, reading stories aloud, identifying parts of a narrative text, and filling out forms. The goal is for students to enhance their communication skills and learn to appreciate family togetherness.
This document is an activity sheet for 6th grade students discussing the importance of planting trees. It contains 5 activities to help students understand the benefits of trees. The activities include identifying true/false statements about trees, explaining trees' role in combating global warming and creating a healthy environment, listing products made from trees, and suggesting marketing strategies for selling tree seedlings. The overall goal is for students to recognize the value of propagating and marketing trees.
This lesson plan aims to teach students about objects seen in the day and night sky. It will have students match terms like stars, sun, and moon to their definitions. Students will then sort pictures of the day and night sky into graphic organizers, labeling objects seen during each time. They will discuss that the sun can only be seen during the day, while the moon and stars can be seen at night, due to the Earth's rotation. For evaluation, students will answer questions about objects in the day and night sky and draw what they observe on a clear night.
This document outlines a lesson plan on the modes of reproduction of plants. It includes objectives, content, procedures, activities, and assessments. The objectives are for students to understand how plants reproduce and be able to illustrate plant reproductive organs. The content covers sexual and asexual reproduction in flowering and non-flowering plants. Procedures include reviewing concepts through games, demonstrations, group activities observing different plants reproducing, and discussions. Formative assessments evaluate students' abilities to describe various modes of plant reproduction. The lesson aims to teach students the key ways that different types of plants reproduce.
1) The document outlines a lesson plan for teaching 8th standard students about the parts of plants. It includes learning objectives, activities to engage students, and assessment questions.
2) The lesson introduces key terms like shoot, root, stem, leaves, flowers and fruits. It explains that the shoot is the part above ground consisting of stem, leaves, flowers and fruits, while the root is below ground.
3) Activities include identifying parts of a plant diagram, matching terms to definitions, and rearranging letters to form plant part names. The lesson aims to develop students' knowledge of both plant structures and the scientific process.
The document provides rules for students to follow during virtual classes:
1. Wear appropriate clothing and be in an area with few distractions.
2. Turn off your audio if it isn't necessary and actively participate in class.
3. Be prepared and maintain focus and attentive listening.
Things in the Surroundings and their Importance.pptxDianeGudelosao
SCIENCE LESSON IN GRADE III QUARTER 1 THINGS IN THE SURROUNDINGS AND THEIR IMPORTANCE A LESSON IN SCIENCE III
You depend on each other and need the nonliving things in your home, like food, water, air, and furniture. Living things need nonliving things to survive. Without food, water, and air, living things die. Sunlight, shelter, and soil are also important f
or living things.
Living things need nonliving things to
survive. Without food, water, and air, living things
die. Sunlight, shelter, and soil are also important
for living things. Living things meet their needs
from living and nonliving things in ecosystems.
Plants are important in ecosystems. They are
food for many animals. Plants use water from the
soil, carbon dioxide from the air, and energy from
sunlight to make their own food. This is called
photosynthesis. Plants give off oxygen when they
make food. Animals need oxygen to breathe, and
they give off carbon dioxide. Can you see how
plants and animals need each other?
Animals and plants depend on each other for
other things, too. Birds, lizards, and insects build
their homes in trees. Deer and small animals
sleep and hide in thick brush. Some plants need
animals to spread their seeds. What role
does weather play in plant growth?
Soil is important in ecosystems too.
It is made from broken-down stones and
materials like dead leaves, twigs, and roots.
There are living things in soil. Bacteria,
fungi, insects, and worms all live here. In
many ways soil might be considered an
ecosystem. It’s a place that has living and
nonliving things which need and use each
other.
Ecosystems are always changing. Living things are
born; they grow and die too. Nonliving things can
break down. They can also build up. The living fungus
in this photo is breaking down the dead wood in a
log. Things like wind, fi re, and disease can cause big
changes. Do ecosystems ever stay the same?
Sand particles Silt particles
Clay particles Loam
Farms are ecosystems.
Farmers work with
crops, animals, soils, and
the weather to grow our
food. Some animals on
farms are visitors from
nearby forest or water
ecosystems. Can you
think of any that might
like to eat this alfalfa?
There are four textures of soil: sand, clay, silt, and
loam. Sand texture is like the sand on a beach. Clay
texture is like modeling clay. Silt is in between sand
and clay. Loam is a soil made up of equal amounts
of sand, silt, and clay. Silt is often found along river
banks. Loam makes good farm fi elds and gardens.
Notice how water moves diff erently through each
soil texture.
The forest is an ecosystem. Forests are full
of living and nonliving things that depend on
each other. Trees, ferns, and shrubs grow in
Ponds, lakes, streams, wetlands, and oceans
are ecosystems too. They are water ecosystems.
They are home to things like algae, insects,
fi sh, and turtles. These living things depend on
nonliving things like stones, sunlight, and soil,
as well as water.
All living things in ecosystems are part
of
This document provides an overview and lesson plans for a science curriculum on matter for third grade students, including lessons on solids, liquids, gases, properties of materials, and safety. The curriculum covers topics such as describing characteristics of different states of matter, changes in materials, living things and their environment, and earth and space. Detailed lesson plans provide objectives, procedures, and background information for teachers.
This document describes the function of each part of the respiratory system. It begins by listing the parts and their functions: nostrils allow air to enter the nasal cavity, the pharynx enables air to pass to the trachea, the larynx produces sounds, the trachea transports air to the lungs, bronchioles allow for gas exchange, and lungs filter and purify air. The document then provides a lesson plan to teach students about the respiratory system through activities, discussion of the parts and their roles, and a labeling exercise to reinforce understanding.
This daily lesson log outlines the English lessons for a 10th grade class taught by Arlyn M. Baron from September 11-15. The objectives focus on determining the effect of textual aids on understanding texts. Lessons include discussing different types of textual aids using examples from a reading, writing an essay using textual aids, and a quiz. Formative assessment strategies are used such as checking answers to activities and recording scores. Students are assigned to study for the quiz and given a homework assignment to define different film genres.
This document appears to be a draft of a grade 3 science textbook. It includes an introduction, acknowledgements, table of contents, and the beginning of the first unit on matter. The first chapter describes the characteristics of solids, including activities for students to classify objects based on properties like color, shape, size and texture. The second chapter will discuss liquids and gases. The textbook is meant to help students learn about states of matter and develop observation skills through hands-on experiments.
K TO 12 GRADE 3 LEARNER’S MATERIAL IN Mother Tongue Based (MTB)LiGhT ArOhL
Here are the answers to your questions in complete sentences:
My complete name is Claude.
My favorite color is blue.
I don't have any brothers or sisters.
My favorites are reading books and playing basketball.
I usually eat cereal or toast for breakfast.
I love to eat sandwiches and soup for lunch.
My best dinner meal is spaghetti and meatballs.
This document appears to be a test from a fourth grade class assessing students' knowledge of entrepreneurship, business, and agriculture. It contains multiple choice, true/false, and matching questions about topics like the qualities of good sellers, business expenses, gardening, and different types of stores. It also includes directions for students to draw a garden and write a short paragraph about their experience buying and selling.
English4_Q2_Mod1_What Do You Mean__v3.pdfyrrallarry
The document provides instructions for an English module on using definition and exemplification clues to determine the meaning of unfamiliar words, including examples of activities where learners identify context clues and apply their understanding. It also lists the writers and editors who created the module and provides publishing details and references for further resources.
Daytime objects in the sky include the sun, which Earth revolves around, clouds which are important for weather, and rainbows which are formed when sunlight hits raindrops and splits into colors. Nighttime objects are the moon, which orbits Earth, stars which are bright balls of gas that give their own light, and planets.
This document appears to be a practice test in English for students. It contains multiple choice questions to test understanding of parts of speech, punctuation, prepositions, conjunctions and sentence structure. It also includes exercises to identify subjects and predicates in sentences, determine sentence patterns, arrange letters to complete words, and write a letter. The test covers a range of basic English grammar and language concepts.
This document provides a teaching guide for a 1st grade physical education class. It outlines four modules that teach students about body awareness, action songs, moving with confidence, and exploring personal and general space. The modules include performance standards, competencies, lesson plans, worksheets and assessments. The lessons incorporate locomotor skills, non-locomotor movements, rhythmic activities, dances, and games to develop students' physical fitness and motor skills.
This document contains a weekly lesson plan for Grade 3 students focusing on the theme of "My Family and I". The lesson plan covers several learning objectives including oral language skills, reading fluency, spelling, composing different writing forms, grammar, vocabulary, listening comprehension, and developing a love of literacy. Over the course of three days, students will participate in activities like role playing conversations, reading stories aloud, identifying parts of a narrative text, and filling out forms. The goal is for students to enhance their communication skills and learn to appreciate family togetherness.
This document is an activity sheet for 6th grade students discussing the importance of planting trees. It contains 5 activities to help students understand the benefits of trees. The activities include identifying true/false statements about trees, explaining trees' role in combating global warming and creating a healthy environment, listing products made from trees, and suggesting marketing strategies for selling tree seedlings. The overall goal is for students to recognize the value of propagating and marketing trees.
This lesson plan aims to teach students about objects seen in the day and night sky. It will have students match terms like stars, sun, and moon to their definitions. Students will then sort pictures of the day and night sky into graphic organizers, labeling objects seen during each time. They will discuss that the sun can only be seen during the day, while the moon and stars can be seen at night, due to the Earth's rotation. For evaluation, students will answer questions about objects in the day and night sky and draw what they observe on a clear night.
This document outlines a lesson plan on the modes of reproduction of plants. It includes objectives, content, procedures, activities, and assessments. The objectives are for students to understand how plants reproduce and be able to illustrate plant reproductive organs. The content covers sexual and asexual reproduction in flowering and non-flowering plants. Procedures include reviewing concepts through games, demonstrations, group activities observing different plants reproducing, and discussions. Formative assessments evaluate students' abilities to describe various modes of plant reproduction. The lesson aims to teach students the key ways that different types of plants reproduce.
1) The document outlines a lesson plan for teaching 8th standard students about the parts of plants. It includes learning objectives, activities to engage students, and assessment questions.
2) The lesson introduces key terms like shoot, root, stem, leaves, flowers and fruits. It explains that the shoot is the part above ground consisting of stem, leaves, flowers and fruits, while the root is below ground.
3) Activities include identifying parts of a plant diagram, matching terms to definitions, and rearranging letters to form plant part names. The lesson aims to develop students' knowledge of both plant structures and the scientific process.
1) The document outlines a lesson plan for teaching 8th standard students about the parts of plants. It includes learning objectives, activities to engage students, and assessment questions.
2) The lesson introduces key terms like shoot, root, stem, leaves, flowers and fruits. It explains that the shoot is the part above ground, while the root is below ground.
3) Students do activities to identify the different parts of a plant and their functions. They match terms to definitions and find terms in word searches.
4) The lesson aims to develop students' knowledge of both the factual and conceptual information about plant parts.
This document outlines lessons from a science class about the modes of reproduction of various plants. It includes activities where students observe how different plants like sweet potatoes, onions, San Francisco plants, and ginger reproduce asexually through means like rhizomes, bulbs, stems, and runners. Students also learn about the sexual reproduction of flowering plants through processes like pollination, fertilization, seed dispersal, and seed germination. Assessments are included to evaluate student understanding of these concepts. The document discusses setting up the lesson to teach students about non-flowering plants like moss and ferns and how they reproduce without seeds.
This document provides guidance for learning about the parts of flowers and their functions. It includes 3 activities and an assessment. The activities guide students to identify and label the parts of a flower, solve a puzzle about the parts, and arrange jumbled words about the parts. An assessment tests students' knowledge of the flower parts and their functions by having them identify and label the parts of a gumamela flower. The document also provides enrichment questions and a progress report card to track understanding.
This document provides information about the parts of flowers. It begins by stating the objective is to identify the important parts of a flower needed for seed development. It then describes several learning activities and assessments for students to complete to learn about flower parts, including identifying the main parts of flowers and grouping flowers by their completeness. The document provides diagrams and explanations of the main parts of flowers, including the pistil, stamen, petals, and sepals. It also distinguishes between complete and incomplete flowers as well as perfect and imperfect flowers. Students are prompted to answer questions to test their understanding and provide feedback on the difficulty of the tasks. References and resources for further learning are also listed.
This document outlines a 5E lesson plan for teaching 2nd grade students about the parts of plants. The lesson begins by engaging students with an example plant. Students then plant seeds and observe their growth. Students learn the roles of each plant part like roots, stems, leaves and flowers. They label diagrams and take a test identifying jobs of each part. The lesson emphasizes that plants need sunlight, water and nutrients to grow from seeds into plants.
The document outlines the basic classroom health protocols which include always wearing a face mask, washing hands with soap or sanitizer, observing social distancing of 1 meter, and not going to school when feeling unwell. It then defines and provides examples of the different parts of flowers including the male reproductive stamen and female reproductive pistil. The main reproductive parts, their structures and functions are described.
Grade 1 School Garden Lesson Plan - Pollination Lesson; Reason for a Flower ~ Massachusetts
|=> In this activity students will look closely at some flowers in the garden and classroom to see the connections between the flower and the fruits. They will then work together to write a poem to tell the reason for a flower
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The lesson plan discusses the parts and functions of plants. It will teach students to identify the four main parts of a plant - roots, stem, leaves, and flowers. The roots absorb water and minerals, the stem provides support, leaves capture sunlight for photosynthesis, and flowers are for reproduction. Students will learn the functions of each part through discussion and an activity where they match pictures of plant parts. Their understanding will be assessed through a short quiz. As an assignment, students will label the parts of a plant they draw.
1. The document outlines a lesson plan for a teacher to instruct students about leaves and flowers.
2. The lesson plan includes objectives, materials, procedures, discussions of parts of leaves and flowers, and activities for students to identify types of leaves and parts of flowers.
3. The teacher leads discussions to define terms like petiole, stigma, and perfect/imperfect flowers, and explains the male and female parts of flowers.
The document summarizes the process of plant reproduction. It explains that flowers have four main parts: the calyx, corolla, stamens, and pistil. Pollination is when pollen is transferred between the stamens of one flower to the stigma of another via animals like insects or wind. After pollination, the pollen grains fertilize the ovule inside the ovary, causing the ovule to grow into a seed within a fruit. When the seed falls to the ground and absorbs water in warm conditions, germination occurs and a new plant grows.
Colorado School Garden Lesson Plan a1: Edible Plant Parts: What’s for Lunch? (1st Grade and Beyond) - Indoor Projects, Lesson Plans and Activities
|=> Overview: Students will learn about the six parts of a plant, their functions and learn which parts of the plants we eat
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document is a worksheet about how plants grow that contains three sections. Section I asks questions about the main parts of a plant and their functions, as well as what plants need to grow. Section II contains blanks to be filled in about different parts of plants. Section III requires identifying correct and incorrect statements about plants. The key provided answers all the questions and identifies the right and wrong statements in the worksheet.
The document outlines a week-long unit plan for teaching students about plants. The plan includes reading books each day about plant topics like seeds, plant parts, and trees. Students will participate in hands-on activities such as sorting seeds, planting seeds to observe growth, identifying plant parts by eating them, and viewing plant art. They will draw pictures of trees at the start and end as an assessment. The goal is for students to learn what seeds need to grow, how seeds travel, and how plants grow in different ways.
The document outlines a week-long unit plan for teaching students about plants. Over the course of seven days, students will read books about seeds, plant growth, and plant parts. They will sort seeds, plant seeds to observe growth, draw pictures of trees, discuss plant art, and go on a planting field trip. The goal is for students to learn what seeds need to grow, identify plant parts, and draw a more accurate picture of a tree. Student understanding will be assessed through class discussion participation and a final tree drawing.
The document outlines a week-long unit plan for teaching students about plants. The plan includes reading books each day about plant topics like seeds, plant parts, and trees. Students will participate in hands-on activities such as sorting seeds, planting seeds to observe growth, identifying plant parts by eating them, and viewing plant art. They will draw pictures of trees at the start and end as an assessment. The goal is for students to learn what seeds need to grow, how seeds travel, and how plants grow in different ways.
The document outlines a week-long unit plan for teaching students about plants. The unit includes reading books about seeds, planting seeds and observing their growth, examining plant parts, looking at tree cookies and plant art, and going on a planting field trip. Students will identify parts of plants, what seeds need to grow, how seeds travel, and how plants grow. They will participate in discussions, sort seeds, draw pictures of trees before and after the unit, and be assessed on their learning.
The document provides instructions and activities for students to learn about the structures of terrestrial and aquatic plants through observing plant specimens, completing worksheets, and discussing their findings. Students examine examples of terrestrial plants to identify common structures like stems, leaves, and roots, and note any specialized structures. They also study aquatic plant specimens to compare adaptations like wide leaves and fleshy stems that allow plants to grow submerged in water.
This document provides information about the parts of flowers and includes a multiple choice test. It begins by asking questions about flowers and listing parts of flowers. It then provides guide questions about the parts of flowers and how they work. The document includes a multiple choice test with questions about the different parts of flowers. It lists the criteria for a rubric to evaluate presentations on flower parts. In the end, it provides references used in the document.
Similar to Reproductive Parts of Flowering Plants (20)
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dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
Equivariant neural networks and representation theory
Reproductive Parts of Flowering Plants
1. WEEK 6 Day 1
Lesson 26: Reproductive
Parts in Flowering Plants
Based from: Science Exemplar
by Science Writing Team
2. Review
Look at these vertebrates and find out how they
reproduce .Write A on the blank if the baby animal is born
alive and write E if it is hatched from eggs.
_________1. horse
_________2. pigeon
_________3. frog
_________4. crocodile
_________5. carabao
3. Establishing a purpose for the lesson
1.What is the most attractive part that you
see? What do you call this part?
Petals - are most attractive part of all
floral parts, purposely to attract insects.
Flower - reproductive organ of a plant
that produces the egg and sperm.
4. Presenting examples/ instances of the lesson
1.Its Blooming to Make More !”
I. Problem: What are the parts of the reproductive organs of the flower
II. Materials: gumamela flower, magnifying glass, cutter or blade
III. Procedures:
1. Bring out the materials assigned to you.
2. Observe the gumamela flower carefully. Identify the external parts. Gently pull out the
petals to expose the male and female parts of the flower.
3. Locate the female and male parts of the flower.
4. Observe the stamen that consists of the filament and the anther. Use a magnifying glass
to look for pollen grains.
5. Observe the pistil that consists of the stigma, the style, and the ovary.
6.Look closely at the ovary located at the base of the pistil. With a blade or knife, cut the
ovary horizontally.
Observe what are found inside it.
IV. Use the illustration as your guide in answering the following Questions
1.What are the external parts of the flower?___________
2.What flower part is labeled B? ____________________.
3.What flower part is labeled C? ___________________
4.Which are the reproductive parts of the flower? ______
5. 2. Use Venn diagram to illustrate the
different parts of a flower.
Female parts
of flower
Male parts
of flower
Common parts of
flower
6. 3. From the strips of paper with written
parts of the flower. Classify which belongs
to male and female parts.
Female parts of
flower
Male parts of
flower
7.
8. Discussing new concepts and practicing new skills #1
1.Group reporting and presentation of outputs.
2. Analysis and Discussion.
a. What are the parts of the
flower?
b. What are the female
reproductive parts?
c. What are the male reproductive
parts?
9. Discussing new concepts and practicing new skills #2
What is the most important role of the
flower to the plant?
Explain your answer.
10. Developing Mastery
Classify the following parts of flower into
male and female. Use the chart below.
stamen ovary stigma
filament style anther
Male reproductive Part Female Reproductive Part
11. Finding practical applications of concepts and skills in daily living.
Read the situation below then answer the
question that follow.
You saw a group of boys and girls
picking flowers in the park. They
made fun of these by removing the
petals one by one.
What would you tell them?
Why are flowers important to plants?
12. Making generalizations and abstractions about the lesson .
1.What are the necessary parts of
the flower?
2.What are the reproductive parts of
the flower?
13. A complete flower has the following
parts: receptacle, sepals, petals,
stamens, and pistils (carpels )
• receptacle- is the enlarged upper
end of flower stalk which bears the
flower or group of flowers.
Petals - the brightly colored parts that
attracts insects during pollination.
A group of petals is called corolla
14. • sepals - are modified leaves which
enclose and protect the other parts
of a flower when it is still a bud.
• When a flower blooms the
sepals supports the bottom of
the flower.
• A group of sepals is called Calyx
15. stamen – the male part of a flower. It
consist of filament and anther
1.filament- holds the anther in a position
tall enough to release the pollen.
2.anther- consist of two lobes that
contain pollen sacks.it has pollen grains
that are released by the anther when it
matures.
3. pollen grains- contain the male
gametes.
16. Pistil or carpel is the female part of
the flower. It consists of the stigma,
style and ovary.
1. ovary - contains two or more
ovules. Within the ovule is the female
games or egg cell called ovum.
2.style- a stalk that connects the
stigma to the ovary, tall enough to
trap the pollen grains.
17. 3.stigma – a swollen structure
at the end of the style
• It receives the pollen grains.
• Mature stigma secretes a fluid
that stimulates the pollen grains
to germinate.
18. 1.
Evaluating learning
Write the reproductive parts of the flower corresponding to the indicated number.
3.
2.
4.
5.
6.
7.
8.
9.
19. Assignment: Complete the table below and the shade,
using pink for the female structure of a flower and yellow
for male part.
Flower part Functions
filament
ovary
anther
style
stigma
What are the following
parts in a flower?
Define or give its
function.
1. receptacle-
2. Sepals-
3. Petals-
4. Pistil-
5. Stamen-
20. WEEK 6 Day 2
Lesson 27: Functions of the
Reproductive parts of the
Flowering Plants
Based from: Science Exemplar
by Science Writing Team
Batangas Province
PRECILA R. UMALI
JZMES Santa Rosa City Laguna
23. Presenting examples/ instances of the lesson
1.Grouping of the pupils
B. Setting the standards of the activity
C. Activity Proper
1.“How it Works“
I. Problem: What are the functions of the different parts of a flower?
II. Materials: illustration of the flower parts
III. Procedures:
1. Examine the illustration of the parts of the flower
24.
25.
26. Guided Questions:
1. Which are the reproductive parts of the
flower?___________
2. Where are the pollen grains
found?____________________
3. What is the function of pollen
grains?___________________
5. Which part of the flower becomes
seed?_________________
6. Which part receives the pollen during
fertilization? _________
7. What holds the
anther?___________________
27. Guided Questions:
1. Which are the reproductive parts of
the flower?___________
2. Where are the pollen grains found?___
3. What is the function of pollen
grains?_____
5. Which part of the flower becomes
seed?________________
6. Which part receives the pollen during
fertilization? _________
7. What holds the anther?__________
28. Discussing new concepts and practicing new skills #1
1.Group reporting and presentation of outputs.
B. Analysis and Discussion.
a. What are the reproductive parts of the
flower?
b. What is the role of each reproductive part?
E. Discussing new concepts and practicing new skills #2
Presenting video clip about the functions of
the reproductive parts of flowering plants
http://www.youtube.com/watch?V=7G9Jozhr
29.
30. Assignment:
Read the sentences carefully. Choose the
letter of the best answer.
1. What is the male reproductive part of
the flower?
A. sepal B. pistil
C. petal D. stamen
2. What is the female reproductive part
of the flower?
A. stamen B. petal
C. sepal D. pistil
31. 3. Which of the following is not found in
the pistil?
A. filament B. ovary
C. style D. stigma
4. Which part holds and catches the
pollen grains?
A. anther B. ovary
C. stigma D. style
32. 5. What part of the flower connects
the stigma and the ovary?
A. filament B. pistil
B. stamen D.style
33. WEEK 6 Day 3
Lesson 28: Reproductive Parts in Spore-
bearing Plants
Based from: Science Exemplar 5
by Science Writing Team
Batangas Province
PRECILA R. UMALI
JZMES Santa Rosa City Laguna
34. Review
Game: “Passing the Box”
Pupils will pass the box as they sing “
Bubuka ang Bulaklak”.
When the music stops the one who is
holding the box will get a cartolina strip
reads and answers what is described
there.
35. Establishing a purpose for the lesson;
Many plants have flowers that
help them to make seeds in order to
reproduce. However, some plants do
not use flowers to reproduce. These
plants are called non-flowering
plants.
What do you think is their
reproductive part? Let’s find out.
36. Presenting examples/ instances of the lesson
Activity Proper
“ A Trip to the Garden “
I. Problem: What is the reproductive part of spore-bearing plants?
II. Materials: live fern plant, pen and paper
III. Procedures:
1. Bring pupils to the school garden.
2. Instruct them to go in pairs.
3. Look for a non-flowering plant like fern.
4. Observe the appearance and body parts. Examine
closely the leaves of the plants. Note down the
structures observed from the plants. (They can even
bring camera with them and take photos of the plants.)
5. Teacher can introduce the word spores and further explain about it. Life cycle of
the fern can also be tackled during the field observation.
6. Throughout the field observation, observe and give specific feedback relevant
to what the pupils are expected to do.
7. When the pupils are finished tell them to leave the
area without picking any specie or live plants.
37. Guide questions:
1. What non- flowering plants did you
observe in the garden?______
2. What structure did you see in ferns?__
3. Where did you find them? __________
4. How will you describe spores?
__________
5. Why is life cycle of ferns different from
most of the plants?______
(See illustrations in the next slide to answer the above questions)
38.
39.
40. Discussing new concepts and practicing new skills #2
Look at the diagram, how will you describe the ferns’ life cycle
Why are spores important to ferns?
41.
42. Finding practical applications of concepts and skills in daily living.
Nina took a walk in the garden and
saw a small plant with feather-like
arrangements of leaves. She was amazed
upon looking at the undersides of the
leaves and immediately gathered the
blackish brown spots found in it. Did
Nina show the right behavior? Why?
43. Background Information for Teacher
Spore bearing plants have slightly different life
cycles from most plants. They produce spores from
one parent plant. The spores fertilized themselves
and develop into plants identical to their parents.
Stages of Fern Life Cycle
1. Frond Stage-formation of leaves that grow
from rhizomes called fronds .
2.Sorus Stage-development of small
brown dots or patches called sori
44. 3. Sporangium Stage-Mature
sporangium shrinks, breaks and
release the spores in air. When fall in
moist place, germinate and develop
a vegetative cell
4. Prothallus stage- continued cell
divisions results in the formation of a
heart-shaped prothallus
45. 5. Archegonium and Antheridium Stage-
development of the female sex organ
called archegonium and male sex organ
antheridium
6. Fertilization Stage- Sperm and egg
mature ; antheridium breaks causing the
sperm to swim in water archegonia
opens and sperms enter. One sperm
fertilizes each egg that result the
formation of zygotes.
46. 7. Embryo Fern Stage- zygote
undergoes cell division after fertilization.
The development produces the embryo
fern which consists of a foot anchored in
the tissue of the prothalllus: a root and a
leaf .
47. Evaluation
Read the sentences carefully. Write TRUE if the statement
is correct and FALSE if it is not.
__1. Spores are the reproductive cells of
all non- flowering plants.
__2. Spore-bearing plants have slightly
different life cycles from most of the
plants.
__3. Spores are produced in structures
called sori.
48. __4. In a spore –bearing plants, both
parents contribute to the formation of
spores.
__5. Ferns reproduce by means of
producing spores the blackish brown
spots underside of the leaves.
Assignment
1. Aside from ferns what other plants are
spore-bearing? List atleast 5.
49. WEEK 6 Day 4
Lesson 29: Reproductive Parts in Cone-bearing
Plants
Based from: Science Exemplar
by Science Writing Team
Batangas Province
PRECILA R. UMALI
JZMES Santa Rosa City Laguna
50. Review SCI-CIONARY
Form the words by replacing the numbers with the correct letters.
Write the correct words on the blanks. Use the given clue as
your guide.
51. 1. _________ Small brown dots or
patches found undersides of fern leaves
2. ________reproductive structures
3. ________ Leaves grow from rhizomes
4. ________Plants with feather-like
leaves
5. ________heart-shaped plants formed
from spores germination
52. Establishing a purpose for the lesson (Show a picture of a pine tree)
*What comes out on your mind
when you see this tree?
*Can you see any flowers in the
tree?
This is another example of
non-flowering plant. It has
no spores also.
*Can you imagine how this
plant reproduces?
*What are the reproductive
parts /organs of this kind of
plant?
53. Presenting examples/ instances of the lesson:
1. Set the objectives in the watching the video.
* Pupils will discover the reproductive parts of cone-bearing
plants And the life cycle of conifer.
https://www.youtube.com/watch
?v=2gWEgrMwMe0
54. Group work ( COLLABORATIVE WORK )
1. What non-flowering plant did you see
in the video?______
2. How is this plant called? __________
3. What are conifers?_____________
4. Where can female cone be found?
__________
5. Where can male cone be found?
_____________
6. What are the stages in the life cycle of
conifer? ______(See next slide pls.)
58. Developing mastery (Leads to formative assessment)
Pupils will be given metacards in which different stages of life cycle of conifers ( pine
tree) are written . Arrange the life cycle of conifer (Pine tree) according to the stages.
59.
60. Making generalization
Conifers--- are woody trees with needle-like leaves
that reduce water loss during dry or cold climates. -
--plants that bear seeds within a cone.
---It develops many cones and one tree can
produce both male and female cones.
---Male cones produce the pollen grains with
sperm cells
---Female cones contain the ovule with two to
three egg cells.
61. Evaluation
Supply the missing words to complete the sentences.
Plants that bear seeds within a cone are
called ____1. Conifers are woody trees
with 2._______ leaves. They develop
many 3.___ and one tree can produce
both 4.____and female cones. Male
cones produce the 5.______ with sperm
cells while female cones contain the
6.____ with two to three egg cells.
63. WEEK 6 Day 5
Lesson 30: Illustration of Different
Reproductive Parts
Based from: Science Exemplar
by Science Writing Team
Batangas Province
PRECILA R. UMALI
JZMES Santa Rosa City Laguna
64. Review
Group Activity : Pupils will be grouped into three. Each group will be
given pictures of flowering and non-flowering plants. They are
going to label the different parts/reproductive parts
Group 1- label the reproductive parts of a gumamela flower
66. Group 2. Label the parts of Life Cycle of fern
Group 3. Label the parts of Life cycle of Conifer
67. Group 2. Label the parts of Life Cycle of fern
Establishing a purpose for the lesson
Look closely at the details of different pictures/illustrations of
Cone bearing - pine tree
68. Group 2. Label the parts of Life Cycle of fern
Establishing a purpose for the lesson
Look closely at the details of different pictures/illustrations of
Flowering-gumamela
69. Group 2. Label the parts of Life Cycle of fern
Establishing a purpose for the lesson
Look closely at the details of different pictures/illustrations of
Spore bearing – fern
71. Group 2. Label the parts of Life Cycle of fern
Finding practical applications of concepts and skills in daily living.
If you will be given a chance to illustrate
using a real plant as your model what will
you draw? Why?
Making generalizations and abstractions about the lesson
What should be remembered when
you have to illustrate or draw
something? Should you submit your
work on time?
72. Group 2. Label the parts of Life Cycle of fern
Evaluation
73. Group 2. Label the parts of Life Cycle of fern
Assignment
Draw your favorite flower in
your notebook. Label the parts.
74. Group 2. Label the parts of Life Cycle of fern
HAPPY
TEACHING!!!
.