CHRIST THE KING ACADEMY

Antequera, Bohol

VISION: A community geared towards the holistic formation of learners to become productive citizens and faithful servants of Christ the King.
MISSION: Dedicated to educating students in a Christ-centered environment united by our core values of Resilience, Inspiring Leadership and
Striving Excellence.

UNIT LEARNING PLAN

GRADE: 7
UNIT TOPIC: LIVING THINGS AND THEIR ENVIRONMENT
QUARTER: 2
TIME ALLOTMENT: Week 4: November 25, 2024
UNIT STANDARDS
CONTENT STANDARD:
● The learner demonstrates an understanding of the differences between asexual and sexual
reproduction in terms of the number of individuals involved and the similarities of offspring to parents.
PERFORMANCE STANDARD:
❖ The learner creates a model or presentation to explain the differences between asexual and sexual
reproduction, highlighting the number of individuals involved and the genetic similarities between
offspring and parents.
CORE VALUES
Curiosity and Inquiry, Critical Thinking, Collaboration.

EXPLORE
LC4 Differentiate sexual Unit Introduction and Overview:
from asexual
reproduction among Reproduction is a fundamental process of life that ensures the survival of species.
plants, animals and Organisms have developed two main strategies for reproduction: asexual and
humans in terms of: a) sexual reproduction. These methods differ in how they create new organisms, the
number of parents number of individuals involved, and how offspring compare genetically to their
involved, and b) parents.
similarities of offspring This unit will guide students in exploring the distinctions between these two types of
to parents; reproduction, focusing on two key aspects:
Learning Target(s):
● I can describe 1. Number of individuals involved in the reproductive process.
sexual and 2. Genetic similarities between offspring and their parents.
asexual
reproduction By the end of this unit, students will:
among plants, 1. Differentiate between asexual and sexual reproduction based on the
animals and number of individuals involved.
humans in 2. Explain how offspring compare to their parent(s) in terms of genetic
terms of similarities and differences.
number of 3. Apply their understanding to real-life examples of organisms.
parents
involved and
similarities of Activity #1. Engage (8 minutes):
offspring. ● Show a 3-5-minute video or images of both asexual and sexual
Success Criteria: reproduction.
● I am able to
identify how Process Question:
many parents ○ “What do you notice in these processes?”
are needed for ○ “How many organisms are involved in each example?”
sexual ○ “What do you think the offspring will look like compared to the
reproduction parent(s)?”
 versus asexual
Essential Question: How do asexual and sexual reproduction ensure the survival
reproduction in
and diversity of organisms, and what are the advantages and limitations of each
plants, animals,
method?
and humans.
Map of Conceptual Change Activity for Students’ Prior/New Knowledge:
● I am able to
Students will show their initial answer to the EQ with the use of Initial Answer, Revised
compare how
Answer and Final Answer.
similar the
offspring are to
Before we go further, l want you to answer the essential question for this quarter. All
their parents in
the activities that we will be doing will help us answer these questions. Write your
both types of
answer in the IRF organizer. Give you three minutes to answer the first column only.
reproduction.
There’s no wrong answer.
● I am able to
give examples
Instructions: Use the IRF chart below. Answer only the I or initial response column.
of sexual and
asexual EQ: How do asexual and sexual reproduction ensure the survival and diversity of
organisms, and what are the advantages and limitations of each method?
reproduction
for plants, Initial response Revised response Final response
animals, and
humans.

LEARNING
FIRM-UP (ACQUISITION)
COMPETENCY
LC4 Differentiate sexual Activity 2: Sexual and Asexual Reproduction
from asexual Introduction: Hands-On Simulation
reproduction among Objective: Help students visualize and simulate the processes of asexual and sexual
reproduction.
plants, animals and
humans in terms of: a) Materials Needed:
number of parents ● Colored modeling clay or paper cutouts
involved, and b) ● Markers and sticky notes
similarities of offspring ● Worksheet for recording observations
to parents; Procedure:
1. Asexual Reproduction Simulation:
○ Students use clay to create a single “parent” organism.
○ They split the clay to show offspring that are identical to the parent.
Examples:
■ Binary fission: divide into two equal parts.
■ Budding: add a small “bud” that detaches.
2. Sexual Reproduction Simulation:
○ Students pair up. Each partner contributes one color of clay to
represent a gamete.
○ Combine the two colors to create offspring with a unique mix of
traits.
3. Output:
○ Students draw or photograph their models and label them in their
worksheets.

LEARNING
DEEPEN (MAKE MEANING)
COMPETENCY
LC4 Differentiate sexual Class Discussion: Advantages and Disadvantages (10 minutes)
from asexual Reflection Activity: "What If?" (5 minutes)
reproduction among Objective: Apply knowledge to real-world scenarios.
● Present this scenario:
plants, animals and
○ “Imagine you are a plant living in a forest with limited sunlight. Would
humans in terms of: a)
you reproduce asexually or sexually to ensure your survival? Why?”
number of parents ● Students write a short response in their activity sheets.
involved, and b)
similarities of offspring
to parents;
LEARNING
TRANSFER
COMPETENCY
LC4 Differentiate sexual
from asexual Title: "Design an Organism: Choose the Best Reproductive Strategy"
reproduction among Objective:
plants, animals and Students will apply their understanding of asexual and sexual reproduction by
designing an imaginary organism and selecting the most suitable reproductive
humans in terms of: a)
method based on its environment.
number of parents
Materials Needed:
involved, and b) 1. Worksheet or blank paper for the design activity.
similarities of offspring 2. Colored pencils or markers.
to parents; 3. A list of possible environmental conditions (printed or projected).
4. Rubric for evaluating creativity and logical application of knowledge.
Procedure:
Learning Target(s):
1. Introduction (5 minutes):
● I can describe
● Briefly review key differences between asexual and sexual reproduction.
sexual and ● Pose this challenge:
asexual ○ "Imagine you’re creating a new organism. You must decide whether
reproduction it reproduces asexually, sexually, or both. Your choice should be
among plants, based on the environment it lives in and its chances for survival."
animals and 2. Design the Organism (15 minutes):
Task:
humans in
1. Students individually or in pairs design an imaginary organism.
terms of
○ They should decide its:
number of ■ Habitat (e.g., desert, forest, deep sea, urban areas).
parents ■ Features (e.g., size, appearance, adaptations).
involved and 2. Students choose its reproductive method(s):
similarities of ○ Asexual, sexual, or both.
offspring. ○ Explain their choice in a short paragraph, considering:
■ Speed of reproduction.
■ Energy requirements.
Success Criteria:
■ Need for genetic diversity.
● I am able to
identify how 3. Share and Justify (10 minutes):
many parents Objective: Foster critical thinking and presentation skills.
are needed for ● Students present their organism to the class or in small groups, explaining:
○ The habitat and characteristics of their organism.
sexual
○ Why did they choose a specific reproductive strategy?
reproduction
versus asexual Output:
reproduction in 1. A drawing or description of the imaginary organism.
plants, animals, 2. A written explanation of its reproductive strategy.
and humans. 3. A brief oral presentation of their work.
● I am able to
Guiding Questions for Reflection:
compare how
● "How does the environment affect your choice of reproduction method?"
similar the
● "What might happen to your organism if its environment changes?"
offspring are to ● "Would your organism benefit from having both reproductive methods?
their parents in Why or why not?"
both types of
reproduction. Rubric for the Transfer Activity: "Design an Organism: Choose the Best
● I am able to Reproductive Strategy"
give examples Criteria Excellent (4) Good (3) Satisfactory (2) Needs Weight
Improvement (1) (%)
of sexual and
asexual
 reproduction Creativity The organism The organism The organism The organism 30%
for plants, design is highly design is design shows design lacks
imaginative, creative with basic creativity, creativity and
animals, and detailed, and some details with minimal detail, with little
humans. unique; habitat and unique details or effort shown.
and adaptations features; habitat originality.
are thoughtful and adaptations
and original. are logical.

Application The reproductive The The The 40%

of method chosen reproductive reproductive reproductive
Knowledge is clearly and method chosen method is method is
logically is logical and chosen but unclear or not
explained, explained, with lacks depth in logically
considering some explanation or connected to
habitat, consideration of connection to the organism’s
reproduction key factors. the environment.
speed, energy environment.
needs, and
genetic diversity.

Presentation The student The student The student The student is 20%
presents presents clearly presents basic unclear,
confidently and with good ideas but unprepared, or
clearly, providing justifications, struggles with does not
strong though not fully clarity or effectively
justifications and engaging. justification. explain their
engaging the work.
audience.

Engagement Fully participates Participates Participation is Minimal or no 10%

in the activity, actively with minimal, with participation,
shows minor lapses in some effort but showing a lack
enthusiasm, and focus or little enthusiasm of interest or
collaborates well collaboration. or teamwork. effort.
with peers.

Learning Resources/Materials/Handout: (title and description)

Clickable Links : (Website Title and URL)

Internet (PDF):

✔ DepEd Teaching Guide - Quarter 2- Module 6: Alone or Together, Let’s

Multiply for the Better
✔ DepEd Learning Module- Science- Grade 7 Alternative Delivery Mode

✔ https://youtu.be/9AIBnaow5a0?si=wsoXRDvK_-FwGZ7I

Book:

✔ Phoenix Publishing House; Grade 7, 5th edition “Exploring Life Through

Science Series”

Prepared by: Evaluated by:

CRIS ALEXIS HADUC MRS. GINA M. PERGAMINO, MAEM

Science 7 Teacher School Principal