Plant Systems · SHS3 Biology

Lesson notes

Learning Objectives

Indicator: 3.4.2.LI.1 - Explain the methods of reproduction in flowering plants with emphasis on sexual reproduction.

By the end of the lesson, learners can:

Distinguish between sexual and asexual reproduction in flowering plants, giving at least two local examples of each.
Identify and label the four floral whorls (calyx, corolla, androecium, and gynoecium) from fresh flowers or diagrams.
Explain the process of pollination and differentiate between self-pollination and cross-pollination with Ghanaian plant examples.
Describe double fertilisation and trace the development of the ovule into a seed and the ovary into a fruit.
Outline the main methods of seed and fruit dispersal, relating each method to structural adaptations.

This lesson focuses on reproduction methods in flowering plants. Learners will compare asexual and sexual reproduction, but the main emphasis is on the sexual pathway: floral structure, pollination, fertilisation, and fruit and seed formation. The importance of these processes for sustaining life is scheduled for Week 17, so discussions of importance should be brief and should not dominate this lesson.

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Curriculum details

Strand: Systems of Life (Strand 4)
Sub-strand: Plant Systems (4.2)
Content standard: 3.4.2.CS.1 - Demonstrate knowledge and understanding of excretion and reproduction in flowering plants. 3.4.2.LO.1 Describe reproduction and excretion and relate them to their importance in flowering plants.
Indicator: 3.4.2.LI.1 - Explain the methods of reproduction in flowering plants with emphasis on sexual reproduction.
Suggested placement: Semester 2, Week 16 (Week 36 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.
Curriculum reference: NaCCA curriculum document, p. 117

Exemplars (from the NaCCA curriculum)

Collaborative Learning Approach: in mixed-ability, social-inclusive groups, learners research the two main types of reproduction in plants (sexual and asexual with both natural and artificial forms such as vegetative propagation and budding) and take notes on lessons learnt: learners in a group learn from other members and build teamwork confidence.
Experiential Learning Approach: learners go on a tour in floral gardens around the school compound or an area of choice to study various forms of flowering plants to identify the whorls/floral parts (calyx, corolla, androecium and gynoecium); this offers the learner real-world scenarios, hence first-hand information of lessons.
Initiate Talk for Learning Approach: in mixed-ability, all-inclusive groups, learners discuss with examples, various adaptations of flowering plants for self-pollination and cross pollination; learners analyse and make annotated diagrams of double fertilisation in flowering plants, types of fruits, and discuss seeds and fruit dispersal: learners learn to accept one another's view and develop tolerance through discussions.
Differential Task-Based Learning: Learners in their groups set up experiments to investigate the various factors necessary for seed germination and prepare a PowerPoint slide for class presentations and discussions: Laboratory and field experiments offer the learner first-hand experiences to understand lessons better. Learners boost confidence and obtain emotional satisfaction.
Teaching and Learning Materials:
- * Flowers and fruits of the following plants: flamboyant, crotalaria/centrocema, pride of barbados, * Tridax should be provided for practical exercises. * Simulations
- * Videos * Posters and photos on reproduction flowering plants.
- and excretion in
Assessment (3.4.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.