ASEXUAL REPRODUCTION: VEGETATIVE PROPAGATION
Grade Level Seven (7) Quarter
Semester First
Living Things and
Learning Area
their Environment
`
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Write the LC code for each
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(ELICIT)
B. Establishing a purpose for the
lesson
(ENGAGE)
C. Presenting examples/instances of
the new lesson (ENGAGE)
2nd
Region Region 1
Teaching Dates
The learners demonstrate an understanding of reproduction being both
asexual or sexual.
The learners should be able to differentiate asexual from sexual reproduction
in terms of number of individuals involved and similarities of offspring to
parents.
S7LT-IIg-7
After the lesson, at least 85% of the students should be able to:
 identify the type of vegetative propagation exhibited by locally-
grown plants;
 classify plants according to their type of propagation; and
 cite the importance of vegetative propagation in food production and
survival.
Asexual Reproduction: Vegetative Reproduction
DepEd Teacher’s Guide pp. 107-113
DepEd Learners’ Module pp. 113-120
1. APEX Biology. Unit 5. Life Reproduction.
2. BEAM II. Unit 1. Different Life Process. Process of Life. April 2009.
3. BEAM II. Unit 5. Reproduction. Cell Growth and Reproduction. April
2009.
4. EASE Biology. Module 12. Lesson 3.
5. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 139-
142.
Vegetative Propagation retrieved on May 9, 2019 from
https://www.youtube.com/watch?v=VNp20dDrnY
After establishing class routines, the teacher will flash
examples asexual reproduction animals and other organisms in which
they will identify their type of asexual reproduction.
Expected output:
Lactobacillus casei (yogurt milk/yakult) Binary fission
Mushroom spore formation
Starfish fragmentation
Yeast budding
The teacher will say, “You already know how animals and other
organisms reproduce. How about plants? Do all plants reproduce through
seeds?”
Time: 3 mins.
*Note: Students understand the concept of asexual reproduction.
“Our lesson for today is the continuation of asexual reproduction in
plants called vegetative propagation”
Time: 2 minutes.
The students will perform a game titled, “Uncover the
mystery”. The teacher will use an interactive activity which will
slowly uncover an image which the students will guess. The group
 ASEXUAL REPRODUCTION: VEGETATIVE PROPAGATION
Grade Level Seven (7) Quarter 2nd
Semester First Region Region 1
Living Things and
Learning Area Teaching Dates
their Environment
`

who will guess the most wins.

Expected output:

Potato (papatas) Onion (sibuyas)

Ginger (luya)

Taro (gabi)

Strawberry

Bryophyllum (Katakataka)
Carrot

The teacher will say, “each of these plants is an example of the

different types of vegetative propagation. It is up to you to discover
each. Remember, be responsible for your own learning”.

*Note: Students must remember these plants for the next activity.
Time: 7 minutes
The teacher will distribute differentiated activities for each group (4
groupings). Titled, “what you see is what you learn”

Group A. students are given a potato, onion, and ginger.

Group B. students are given a taro, and carabao grass.
Group C. students are given a carrot.
Group D. students are given katakataka leaves.

Instruction:
Examine the given plant. Observe the physical characteristics of the
D. Discussing new concepts and
plant and figure out how the plant can reproduce/propagate asexually.
practicing new skills
(EXPLORE)
Guide questions:
Q1. What part of this plant is used in propagation?
Q2. What is the importance of this part of the plant in
propagation?

*Note: Set a time limit in order to maximize instructional time.

Time: 7 minutes.

Let students present their outputs in the previous activity.

E. Developing mastery (leads to
Formative Assessment)
(EXPLAIN)
F. Finding practical applications of
concepts and skills in daily living
Ask the students thought-provoking questions in order to arrive to
the idea that some plants have specialized parts that are used in propagation.
*Note: let students engage in a healthy discussion as the presentation
goes on.
Time: 5 minutes.
Students’ presentation will be checked and corrected (if necessary)
through a PowerPoint presentation.
 ASEXUAL REPRODUCTION: VEGETATIVE PROPAGATION
Grade Level Seven (7) Quarter 2nd
Semester First Region Region 1
Living Things and
Learning Area Teaching Dates
their Environment
`

(ELABORATE)
See PPT presentation

*Note: let students arrive to the idea that plants have specialized parts
that do reproductive functions in other to propagate.
Time: 5-7 minutes.
Let students apply the concepts learned through activity titled,
“make the connection”.
In the screen, a plant will be flashed. The groups, in turns, will
tell how it can be grown then give another example of this type of
vegetative propagation.

Expected output:
Tuber – examples are sweet potato, yam

Corm – examples are water chestnut,

crocosmia

bulb – examples are garlic, calla lily

rhizome – examples are turmeric, bamboo

G. Making generalizations and
abstractions about the lesson
(ELABORATE)

root – examples are radish, cassava

runner – examples is carabao grass

leaves – example is spider plant, money plant

Time: 3-5 minutes.

The teacher utilizes the use of Plickers are an assessment app.

MULTIPLE CHOICE. Read the following items carefully then

H. Evaluating learning choose the letter of the best answer for the questions given.
(EVALUATE)
1. It is a form of asexual reproduction where a specialized part of
a plant is capable of propagating into a new plant (bud).
 ASEXUAL REPRODUCTION: VEGETATIVE PROPAGATION
Grade Level Seven (7) Quarter 2nd
Semester First Region Region 1
Living Things and
Learning Area Teaching Dates
their Environment
`

a. Vegetative propagation
b. Vegetative prosperization
c. Fragmentation
d. Regeneration
2. Which among the following is an example of a plant that
propagates through the stem?
a. Carrot
b. Potato
c. Ginger
d. Taro
3. How would you classify the vegetative
propagation of this plan?
a. Tuber
b. Rhizome
c. Corm
d. Runners
4. Which among the following is a plant characterized as a tuber?
a. Carrot
b. Potato
c. Ginger
d. Taro
5. Which statement would best express the importance of
vegetative propagation?
a. It shows how some plants reproduce asexually.
b. It is advantageous to farmers to increase food production of
such plants.
c. Rhizomes are abundant because it propagates through the
stem.
d. Propagation refers to the ability of plants to reproduce new
offspring by virtue of specialized parts.

Students will to activity: “Ticket out-the-door”

Time: 5-7 minutes.

Since you already know the concept, I encourage you to use this
practice of propagating in the community. You form a group (6
persons/group) choose a place to make your garden. Plan carefully with your
groupmates and create your garden.
I. Additional activities for
application or remediation
You can choose any place your house backyard, school premises,
(EXTEND)
vacant lot in your barangay etc.

See rubrics

Time: 3 minutes
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who
 ASEXUAL REPRODUCTION: VEGETATIVE PROPAGATION
Grade Level Seven (7) Quarter 2nd
Semester First Region Region 1
Living Things and
Learning Area Teaching Dates
their Environment
`

have caught up with the lesson

D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Activity 1: What you see is what you learn

Objective:
After performing the activity, you should be able to:
 Distinguish the parts used by plants to reproduce asexually; and
 Determine the importance of having specialized parts in vegetative propagation;
Materials:
Potato, ginger, onion, carabao grass, taro, katakataka, carrot
Marker
Manila paper

Procedure:
1. Observe the given plant/plant part.
2. Distinguish the unique characteristics of the given plant/plant part.
3. After carefully examining, answer the following questions:
Q1. What part of this plant is used in propagation?

Q2. What is the importance of this part of the plant in propagation?

Other insights:
(Write other observations you would like to discuss further)
 ASEXUAL REPRODUCTION: VEGETATIVE PROPAGATION
Grade Level Seven (7) Quarter 2nd
Semester First Region Region 1
Living Things and
Learning Area Teaching Dates
their Environment
`

TICKET OUT THE DOOR

Directions: In pairs, you are given a BLANK ticket. You should write on the ticket what they have learned or
your most significant learning for this lesson. Your answers can be in any form (essay, illustrations/diagrams,
and/or bullet points).