Life Science Grade 11

More documents

Recommendations

Info

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 4 TOPIC Biodiversity of plants Lesson 1 & 2LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content: (CAPS p40)Biodiversity of plants:Grouping of bryophytes according to the presence/absence of:• Vascular tissue (xylem and phloem).• True leaves and roots.• Seeds or spores.• Fruit.The learners will be able to:• List the 4 groups of plants: Bryophytes, Pteridophytes, Gymnosperms and Angiosperms.• Define the terms: ‘true leaves’, ‘true roots’, ‘vascular tissue’, ‘seeds’ and ‘fruit’.TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 IntroductionDiscuss how the Bryophytes, Pteridophytes, Gymnosperms and Angiosperms are relatedto each other. Understanding Life Sciences has a good flowchart. Solutions for all Fig 2.2p56 have a phylogentic tree.2.2 Main Body (Lesson presentation)Whole class discussionLearners to copy down theflow chart or phylogenetictree.15 minSolutions for all Fig 2.2 p56Understanding Life Sciences Fig 1.2.1p54Learners to complete the colouring in page on the various plants.10 minHave a whole class discussion on the following:Explain what is meant by the following terms:• True leaves: The leaf tissue is differentiated into xylem and phloem.• True roots: The root tissue is differentiated into xylem and phloem.• Vascular tissue: Possess true conducting tissues i.e. xylem and phloem• Seeds: Contain and protect a plant embryo. Usually structurally modified to allow fora specific type of dispersal away from the parent plant.• Spores: a single haploid cell that eventually develops into an adult plant in fungi andBryophytes; it develops into a pro-thallus in ferns and into pollen in seed plants.• Fruit:following fertilization in flowering plants, the ovary becomes fleshy housing thedeveloping embryos in a seed /seeds. Fruits are usually produced to encourageanimals to eat them allowing for seed dispersal.Whole class teaching, followedby writing definitions innotebooks,15min• Discuss the concept of alternation of generations and have learners draw a flowchart representing this.Term 1 Page 26© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans2.3 ConclusionRecap on the definitions learnt in today’s lesson..Homework:Learners to bring a moss plant to school. Moss plants are found in damp shady placesfor example in paving or near taps.Copy down a flow chartshowing alternation ofgenerations followed by anexplanation of the concept.15 min5 minSolutions for all Fig 2.3 p57Study and Master Fig 1.2.2 p91Reflection / Notes:Name of Teacher:Sign:Date:HOD:Sign:Date:Term 1 Page 27© Gauteng Department of Education (CAPS version)
Page 1 and 2: Grade 11 Life Sciences Lesson Plans
Page 25: Grade 11 Life Sciences Lesson Plans
Page 77 and 78:
Grade 11 Life Sciences Lesson Plans
Page 79:
Grade 11 Life Sciences Lesson Plans
show all

Life Science Grade 11

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?