Subject: Biology Objectives At the end of the lesson the students will be able to : i).

state the
functions of the sepals, petals, anthers and carpels; ii). identify and describe the anthers and stigmas of one, locally available, named, windpollinated flower, and examine the pollen grains under a light microscope;

Reader: XI C

Topic: sexual reproduction in flowering plants. Time 20min s 5mins 13min s Resources Microscope wind pollinated flower. Worksheet to label the parts of the flower.

Week: ______ Date: _______________ Assessment Students will be assessed on their ability to : i). label the parts of wind pollinated flower and describe the functions of the sepals, petals, anthers and
carpels of a flower. ii). Identify and describe the anthers and stigmas of one, locally available, named, wind-pollinated Flower, and examine the pollen grains under a light microscope.

Methodology Introduction/ Teachers exposition: Through demonstration by showing the main parts of flower involved in sexual reproduction will be briefed. Query: students will be allowed to ask topic related questions if any. Group work: students will identify one, locally
available, named, wind-pollinated flower, and examine the pollen grains under a light microscope

Written task: i). label the parts of wind pollinated flower and describe the functions of the sepals, petals, anthers and
carpels of a flower. ii). Identify and describe the anthers and stigmas of one, locally available, named, wind-pollinated Flower.

10min s 10min s 2mins

Wrap up: lesson will be summarized by the student.

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives At the end of the lesson the students will be able to : i). Outline the process of pollination and distinguish between selfpollination and crosspollination. ii) Compare the different structural adaptations of insectpollinated and wind-pollinated flowers.

Reader: XI C Topic: wind-pollination and insect-pollination Time 5mins 15min s 3mins 10min s 5mins 10min s 2mins 1mins

week:_____

Date:_______________________

Methodology Recap: parts of the flower and their functions will be revised through warm-up questioning. Teachers exposition: Types of pollination and their processes will be described. Query: students will be allowed to ask topic related questions. Pair work Students may find out the differences between the two processes (self-pollination and crosspollination). Random feed back: Orally students will identify and compare the different structural adaptations of insect-pollinated and wind-pollinated flowers. Written task: produce a list of the advantages and disadvantages of (self-pollination and crosspollination). Wrap up: Lesson will be summarized by the student. H.W: Define pollination and name the agents of pollination. Evaluation of students learning: What did the children learn in this lesson?

Resources

Assessment Students will be assessed on their ability to : Describe the differences between the two processes (self-pollination and cross-pollination) and produce a list of the advantages and disadvantages of each method. Orally students will identify and compare the different structural adaptations of insect-pollinated and wind-pollinated flowers.

Pictures of insect pollinated and wind pollinated flowers.

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives At the end of the lesson the students will be able to : i) Describe the growth of the pollen tube and its entry into the ovule followed by fertilization. ii) Describe the formation of seed and fruit and the structure of a nonendospermic seed.

Reader: XI C

Topic: growth of pollen tube and formation of seed Time

5mins 15mins 5mins Diagram of pollen tube http://staff.tuhsd .k12.az.us/gfost er/standard/ovu le.jpg youtube video on double fertilization 15mins 5mins 3mins 2mins

week: ____

Date: _______________

Methodology Recap: Define pollination and name the agents of pollination. Teachers exposition: through a diagram; pollen tube formation tube and its entry into the ovule followed by fertilization will be explained. Query: students will be allowed to ask question from the related topic if any. OR Oral feed back: Describe the growth of the pollen tube and its entry into the ovule followed by fertilization. Teachers exposition: Through a video formation of seed and fruit and the structure of a nonendospermic seed will be explored to the students. Query: students will be allowed to ask question from the related topic if any. Wrap up: lesson will be outlined by student. H.W:
Describe the growth of the pollen tube and its entry into the ovule followed by fertilization. .Describe the formation of seed and fruit and the structure of a non-endospermic seed.

Resources

Assessment Students will be assessed on their ability to : i).Describe the growth of the pollen tube and its entry into the ovule followed by fertilization. ii).Describe the formation of seed and fruit and the structure of a non-endospermic seed.

Seed development http://www.te kura.school.nz /departments/h orticulture/ht1 02_p2.html

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives At the end of the lesson the students will be able to : i). Define dispersal of seeds and fruits. ii). Describe seed and fruit dispersal by wind and by animals.

Reader: XI C

Topic: dispersal of seed and fruit Time 5mins

week: _____ Date:_____________________ Resources Assessment Students will be assessed on their ability to : i).Define dispersal of seeds and fruits. ii).Describe seed and fruit dispersal by wind and by animals.

Methodology Recap: Describe the growth of the pollen tube and its
entry into the ovule followed by fertilization. .Describe the formation of seed and fruit and the structure of a non-endospermic seed.

Lesson on dispersal of seed: The class may brainstorm advantages of the ability of plants to colonize new areas. Pair work: (lab work) Through the provided website student will search the information about dispersal of seeds and fruits ;( by wind and by animals). Written task: i). Define dispersal of seeds and fruits. ii). Describe seed and fruit dispersal by wind and by animals Wrap up: Lesson findings will be summarized by the student.

6mins

Seed dispersal mechanisms:

15min s 10min s 2mins

http://www.ze phyrus.co.uk/s eeddispersal.h tml

Wind dispersal mechanisms: http://waynesw ord.palomar.ed u/plfeb99.htm

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Seed dispersal mechanisms:

http://www.zephyrus.co.uk/seeddispersal.html
Wind dispersal mechanisms: http://waynesword.palomar.edu/plfeb99.htm

Seed dispersal mechanisms:

http://www.zephyrus.co.uk/seeddispersal.html
Wind dispersal mechanisms: http://waynesword.palomar.edu/plfeb99.htm

Seed dispersal mechanisms:

http://www.zephyrus.co.uk/seeddispersal.html
Wind dispersal mechanisms: http://waynesword.palomar.edu/plfeb99.htm

Seed dispersal mechanisms:

http://www.zephyrus.co.uk/seeddispersal.html
Wind dispersal mechanisms: http://waynesword.palomar.edu/plfeb99.htm

Seed dispersal mechanisms:

http://www.zephyrus.co.uk/seeddispersal.html
Wind dispersal mechanisms: http://waynesword.palomar.edu/plfeb99.htm

Subject: Biology Objectives At the end of the lesson the students will be able to : i) Investigate and state the environmental conditions that affect germination of seeds.

Reader: XI C

Topic: factors affecting the germination of seeds Time 5mins Resources

week: ____

Date: __________________

Methodology Recap: i).Define dispersal of seeds and fruits. ii).Describe seed and fruit dispersal by wind and by animals. Teachers exposition: Demonstration to investigate the conditions essential for germination of seed; suitable temperature, water and oxygen. Query: students will ask topic related questions. Written task: Complete the work sheet questions. Wrap up: Outline the environmental conditions that affect the germination of seed by a student.

Assessment Students will be assessed on their ability to : Investigate and state the environmental conditions that affect germination of seeds.

15min s 3mins 10min s 2mins

Green peas, Cotton wool, 4 specimen tubes with stoppers, small tube of alkaline pyrogallol.

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives At the end of the lesson the students will be able to : i). Define pollination. ii). Distinguish between selfpollination and crosspollination iii). Discuss the implications to a species of self-pollination and crosspollination.

Reader: IX C

Topic: self -pollination VS cross-pollination Time 5mins 12min s Flip chart to 2mins 5mins
Name the agents of pollination Compare the different structural adaptations of insectpollinated and wind-pollinated flowers.

week: ____

Date: _________________

Methodology Recap: Outline the environmental conditions that affect the germination of seed. Teachers exposition: Name the agents of pollination
Compare the different structural adaptations of insectpollinated and wind-pollinated flowers. Describe the growth of the pollen tube and its entry into the ovule followed by fertilization.

Resources

Assessment Students will be assessed on their ability to : orally i). Define pollination. ii). Distinguish between self-pollination and crosspollination. iii). Discuss the implications to a species of selfpollination and cross-pollination. (written task)

Query: topic related questions will be discussed. Random feed back: i).Define pollination. as the transfer of pollen grains from the male part of the flower to the female part of the plant ii). Distinguish between self-pollination and crosspollination. Written task: Discuss the implications to a species of selfpollination and cross-pollination Wrap up: Lesson will be summarized by the student.

12min s 2mins

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

http://www.tekura.school.nz/departments/horticulture/ht102_p2.html (seed development)