SHS1 General Science · Semester 1 Week 16: Essentials for Survival

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.1 - Explain reproduction in plants and humans.

By the end of the lesson, learners can:

Identify the reproductive parts of flowering plants and describe the role of each part in sexual reproduction.
Distinguish between sexual and asexual reproduction in plants, giving at least two examples of vegetative parts used in asexual reproduction.
Describe the structure of the male and female human reproductive systems and state the function of each main part.
Explain the process of pollination and its importance in sexual reproduction in plants.
Compare reproduction in plants and humans, noting at least two similarities and two differences between the two processes.

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Curriculum details

Strand: Processes for Living (Strand 2)
Sub-strand: Essentials for Survival (2.1)
Content standard: 1.2.1.CS.2 - Demonstrate knowledge and understanding of the principles of reproduction and their application in addressing sexually related societal problems. 1.2.1.LO.2 Illustrate the principles of reproduction. 1.2.1.LO.3 Design Possible solutions to address sexually related societal problems.
Indicator: 1.2.1.LI.1 - Explain reproduction in plants and humans.
Suggested placement: Semester 1, Week 16 (Week 16 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

content standard text - p.36: this sub-strand prints 3 learning outcomes (1.2.1.LO.1, 1.2.1.LO.2, 1.2.1.LO.3) against 2 content standards, so 1.2.1.LO.3 has no content standard of its own; it is carried here with its competencies rather than dropped
Curriculum reference: NaCCA curriculum document, p. 36

Exemplars (from the NaCCA curriculum)

Activity-based Learning
- Embark on a nature walk around the school to observe different kinds of plants.
- Task learners to identify the parts of the various plants observed that are used in reproduction.
Project-based Learning: Place learners into groups to prepare and give presentations on:
- Sexual reproduction in plants using resources such as flowers, fruits and seeds.
- Asexual reproduction in plants using vegetative parts such as corm, rhizome, suckers, stem cuttings and bulbs.
- Pollination and its role in sexual reproduction in plants.
Activity-Based Learning
- Using models, videos, pictures or charts of the female reproductive system, learners describe the structure and explain the function of the parts of the structure.
- Allow learners to raise critical concerns for clarifications from experiences or misconceptions concerning the structure and function of the female reproductive system of mammals.
- Be aware of stereotypes when using videos, pictures, models or charts. Learners describe the structure and explain the functions of the parts of the male reproductive system.
Teaching and Learning Resources:
- Videos
- Pictures
- Charts/pictures and models of the reproductive system of male and female humans.
- Videos of the reproductive system of mammals.
- Internet resources such as https://www.webmd.com/baby/healthtool- ovulation-calculator;
- https://www.unfpa.org/resources/adolescent-sexual-
- Vegetative parts of plants such as corm, rhizome, and-reproductive-health; https://www.youtube.com/watch?v=lBHRwkZPNac; Videos showing propagation in plants, projectors and
- Journals
- Books
- Charts/videos/pictures of the menstrual cycle.
- Internet resources such as (https://www.webmd.com/baby/healthtool- ovulation-calculator; https://www.always.com/en- us/period-calculator)
- Flowers, fruits and seeds
- suckers, stem cuttings and bulbs.
- other ICT resources.
Assessment (1.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.