Lesson Plan on Vegetative Propagation
|Date:||–||Concept Map on Lesson / Topic||Unit:||Reproduction in Plants|
|Time:||45 minutes||Topic:||Vegetative Propagation|
|Major concepts/Learning Points:
Pre requisites/Previous Knowledge:
|Learning Processes (Strategies):|
|Phases of the lesson||Teacher Initiatives||Perceived barriers to learn and ways of overcoming them||Student learning process/activities|
|Introduction (ENGAGE)||Discussion on plant variations around us, gardening, landscaping experience may be initiated.
Reflect on their experience of keeping leaves inside the book in which they have observed tiny roots coming out.
|Some students may not participate in the discussion. They can be drawn into the focus by asking a simple question that they can answer||Name the plants known to them, classify them on the basis of their mode of reproduction, discuss among themselves on the process of propagation of plants known/heard/seen by them.
Students take out leaves from their books (if they have) or recall their experience of keeping/collecting plant parts
|Development (EXPLORE/ EXPLAIN)||Display the specimens brought, show the flash cards and encourage students to classify them of similar characteristics.
Focus on points of discussions – propagation in different plants like mango, jackfruit, tomato…….
Banana, rose, ginger, potato..
|Some names of plants may be unknown to students. Their local names could be elicited and written on the board with the textual name.
There may be some students in the class those who have no experience in farm related life. Provide scope to them to learn from peers
|Students discuss among themselves and classify the specimens as those reproducing by seeds, and those not by seeds. (modified roots/stem/leaf or by cutting, grafting etc) based on their experience.
Some students those who are from agriculture background or those who have visited a botanical garden or have someone having a family member working as land scape designer or similar filed may narrate the way plants are propagated through other means than seeds.
Students come to conclusion based on the group work and discussion to the learning points as reproduction in plants may be sexual or asexual. Reproduction through vegetative parts of the plant is called as vegetative propagation
|Application (ELABORATE/ EXPAND)||Create scope for discussion/debate on advanced methods of vegetative propagation like tissue culture, genetic modification and so on. Students can learn from local resources like agricultural / horticultural farms in the locality, personnel working in any agriculture sector may be engaged in an interaction with students either in class or school or community.||Students search in net for the new techniques of plant propagation and debate on the pros and cons of such expansions in plant propagation|
|Evaluation (REVIEW/ CLOUSURE)||Focus on the learning points and on objectives / outcomes
Teacher can ask the students to identify the difficulties / obstacles in understanding the topics discussed
|Some students though have not understood the difficulties in attaining concepts; may not express either due to poor knowledge of their learning or due to fear/shyness. In such cases teachers have to find alternate ways of identifying the difficulties like through giving simple screening test, performance test and observation of students to understand their learning and encourage self-learning.||Prepare simple questions that are of various types (multiple choice, match the following, fill up the blank, short answer questions)
Make groups /pair and share to find answers
Group leaders may be made to organize a class level quiz competition.
Students list the benefits of vegetative propagation