Life Science Grade 11

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Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 4 TOPIC Biodiversity in Plants: teridophytes Lesson 4LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content: (CAPS p40)Biodiversity of plants: PteridophytesGrouping of Pteridophytes 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:• Discuss Pteridophytes in terms of: true leaves, true roots, vascular tissue, seeds/spores, fruit, and dependence on water for reproduction.TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1. Whole class discussion, observation completing table from previous lesson.1.1 IntroductionAllow learners to show the rest of the class the specimens which they have brought to class.Discuss where the learner found the fern plant and whether the plant they have brought toschool is in fact a fern.Learners show and tell their fernplants.10 minLearners to bring fern plantsto school1.2 Main Body (Lesson presentation)• Whole class teaching where using OHT/chalkboard, explain the structure of the dominantsporophyte generation. Stress that there is no xylem and phloem, therefore this is a thallusplant, i.e. not true roots, stems or leaves.Allow learners to locate the rhizoids, fronds and sori (if present). Explain that beneath thesori are sporangia which are involved in the production and release of spores.With the aid of a textbook or diagram from the chalkboard/OHT learners are to draw andlabel a diagram of the sporophyte generation of a fern plant.• Leaving out the detail of for instance the structure of the archegonia and antheridia,learners are to have a basic understanding of the life cycle of the fern plant, i.e.sporophyte produces spores, which divide by mitosis and grow into a prothalus(gametophyte generation) which produce gametes (sperm and egg cells) which fuse toform a zygote which develops into the sporophyte plant.Learners to draw a basic life cycle of the fern plant in their notebooks.• Complete the column ‘Pteridophytes’ in the table drawn in the previous lesson.Whole class discussion on thestructure of the sporophytegeneration of a fern plant.Observations on the plantmaterial brought to school.Learners to draw and label adiagram of the sporophytegeneration of a fern plant.5 min15 minSolutions for all p 60Study and Master p92-94Understanding Life Sciencesp57-58Solutions for all p60 Fig 2.5Study and master p93 Fig1.2.5Practical Workshop 1 Gr 11worksheet 31.3 ConclusionUsing the table from learners are to consider the similarities and differences between fern andmoss plants.Whole class teaching on thebasics of the life cycle of a fernplant.Learners to draw a simplified life10 minStudy and Master p95 Fig1.2.6Term 1 Page 32© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson PlansSimilarities between moss and ferns:1. They both grow in similar habitats: shady, moist and cool areas.2. They both survive on land. However they are dependent on water for fertilization.3. Both produce spores.4. Sperm are motile.Differences between the moss and fern plants.Moss plants are thallus plants; they neither possess xylem nor phloem. Whereas the fern plantspossess both xylem and phloem and are considered vascular plants.Moss plants are generally speaking much smaller than fern plants.The sporophyte plant of the fern is dominant whereas the gametophyte plant of the moss is thedominant generation.cycle of the fern in theirnotebooks.Learners to complete the‘Pterophyte’ section drawn inthe previous lesson.Learners are to consider how thefern plant is similar yet differentfrom a moss plant.10 min10 minHomework:Provide learners with questions from a textbook on fern and moss plants.Understanding Life SciencesActivity 1.2.2 p58Understanding Life SciencesActivity 1.2.3 p59Reflection / Notes:Name of Teacher:Sign:Date:HOD:Sign:Date:Term 1 Page 33© Gauteng Department of Education (CAPS version)
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Life Science Grade 11

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