7

Science
Quarter 2- Module 6
Alone or Together,
Let’s Multiply for the Better
Science- Grade 7
Self-Learning Module
Quarter 2 – Module 6: Alone or Together, Let’s Multiply for the Better
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Glenn Frey L. Pepito, Leah Joy A. Desamparado
Editors: Cynthia S. Bustillo, Miraflor O. Albios, Lenie G. Forro, Leoncio Tan
Reviewers: Agabai S. Kabdalayang, Yusof A. Aliudin, Mary Joy D. Bautista,
Mary Anne A. Barrientos, Marivic D. Devibar
Layout Artist: Jaypee K. Balera, Erickson D. Bello, Glen D. Napoles,
Mark Daryl T. Lazaro, Alex C. Macale, Kryss Mayven L. Fabrero,
Sammie Per S. Montero, Jay Ar O. Espartero
Management Team: Allan G. Farnazo - Regional Director
Isagani S. Dela Cruz - Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson, Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Elpidio B. Daquipil – CID Chief
Juvy B. Nitura – EPSVR, LRMS
Lenie G. Forro – EPSVR, Science

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Department of Education – Region XII

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax: (083) 2281893
E-mail Address: [email protected]
 7

Science
Quarter 2 – Module 6
Alone or Together,
Let’s Multiply for the Better
Introductory Message
For the facilitator:

Welcome to the Science 7 Self-Learning Module (SLM) Module on Alone or Together,

Let’s Multiply for the Better.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

Note to the Teacher

Hello, teacher of learning! You are lucky that to have this learning
material which let us easily deliver the lesson for our learners, enhance their
knowledge on differentiating asexual and sexual reproduction in terms of
number of individuals involved and similarities of offspring to parents. Please
help them achieve our learning objective.

Please advise our learners to read, understand, analyze and answer all
the activities and questions seriously as this material is designed and made
for them. This is also to inform our learners to take some precautionary
measures and some activities need extra care.
This is just a reminder teacher of learning; do not go beyond our
objectives and main goal for our learners. Be an agent of learning. Have fun!

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

ii
For the Learner:

Welcome to the Science 7 Self-Learning Module (SLM) on Asexual and Sexual

Reproduction.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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Lesson
ASEXUAL REPRODUCTION
1 A Tale of Awesome Single Parenting!

What I Need to Know

Hello! How are you? Look around you. Have you ever wondered how organisms
around you like bacteria, plants and animals reproduce? How do single bacteria
become a colony after an hour or so? How do star fish reproduce? What could be the
reason behind the formation of molds in bread left untouched on the table after a few
days? Each has their own different way of reproducing. In this module, you will
understand one type of reproduction which is the asexual reproduction.
Most Essential Learning Competency:
Differentiate asexual from sexual reproduction in terms of:
1. Number of individuals involved; and
2. Similarities of offspring to parent.
After going through this module, you are expected to:
1. define asexual reproduction;
2. describe the different types of asexual reproductions;
3. classify organisms according to their methods of reproduction;
4. describe sexual reproduction;
5. label the male and female reproductive structures of a gumamela
flower; and
6. distinguish asexual and sexual reproduction in terms of number of
individuals involved and similarities of offspring to parents.

What I Know

Directions: Choose the best answer from the given choices. Write the letter of your
choice on your activity notebook.

1. Which of the following statements is true about asexual reproduction?

A. Only one parent is required.
B. A kitten is produced through asexual reproduction.
C. A mother and father are needed to produce offspring.
D. The offspring that are produced are genetically unique.

2. Which of the following is NOT a form of asexual reproduction?

A. Budding
B. Regeneration
C. Binary Fission
D. Formation of zygote

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3. Which of the following statements correctly describes binary fission?
A. It grows from a part of an organism.
B. It is the combination of two organisms.
C. It produces daughter cells that are different from the parent.
D. It is the splitting of an organism to produce two daughter cells.

4. Which of the following structures is NOT involved in asexual reproduction?

A. Gametes
B. Roots
C. Stem
D. Tuber

5. The table below shows organisms and some data on their characteristics. Based on
the information in the table, which organism is likely to produce offspring that are
all genetically uniform?
Mode of
Organism Kingdom Mode of Feeding
Reproduction
Gumamela Plantae Sexual Photosynthesis
Chicken Animalia Sexual Consumer
Hydra Animalia Asexual Consumer
Fish Animalia Sexual Consumer
A. Chicken
B. Fish
C. Gumamela
D. Hydra

For items 6—10, determine what type of asexual reproduction does each picture
represent. Choose from the choices given in the box below.

A. Binary Fission D. Spore Formation

B. Budding E. Vegetative Propagation
C. Regeneration

7.

6. 9.

7. 10.

8.

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11. Which of the following organisms reproduce through spore formation?
I. mold II. mushroom III. potato IV. yeast

A. I only
B. II only
C. I and II only
D. I, II, III and IV

12. Edmar was asked by his teacher to give examples of organisms that reproduce
through budding. He answered hydra and yeast. Do you think his answer is
correct?
A. Yes, because both do not grow from seeds.
B. No, because yeast reproduce through spore formation.
C. Yes, because both formed as an outgrowth of the parent.
D. No, because hydra reproduce through vegetative propagation.

13. A farmer wants to propagate a good variety of a crop in a way which maintained all
its desirable traits. Which of the following methods should be used?
A. Self-pollination
B. Vegetative propagation
C. Growing seeds produced from this variety
D. Cross-pollinating this crop with another good variety and growing the
seeds resulting from the cross

14. Vegetative propagation is one type of asexual reproduction. Which of the following
are advantages of vegetative propagation?
I. All plants are resistant to some diseases.
II. Plants reach maturity faster than ones grown in seeds.
III. If unfavourable condition occurs, the whole population will be wiped out.
IV. Same good agricultural traits such as taste and yields will be maintained.
A. I, II and III only
B. I, II and IV only
C. II, III and IV only
D. I, II, III and IV

15. Ana’s father, a farmer grew only one type of onion. She told her father that all of
the onion plants will die from the same disease. Do you think Ana is correct?
A. Yes, because the onion plants were genetically identical.
B. No, because only a few plants were resistant to the disease.
C. Yes, because all of the onion plants were resistant to the disease.
D. No, because the onion plants were genetically different from each other.

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 What’s In

Hello! Remember that in the previous module, you have explored the diversity of
organisms. You also have discussed the different living things other than plants and
animals. These organisms make sure to continue their own kind through reproduction
whether sexually or asexually. In this lesson, we will know how organisms reproduce
asexually. Although organisms have different methods of reproducing asexually, each
method leads to the beginning of a new life for the continuity of their species.

What’s New

Hello! Mr. Org of Asexualandia needs your help. The Queen of their land was
kidnapped by Mr. Unknown. I know you are brave enough to help him release the
Queen. Are you excited? Let’s start reading the story below.

Mr. Org’s Quest in Finding Queen Asexually

by: Leah Joy A. Desamparado

In a faraway place, there is a beautiful land named Asexualandia. This place is

full of various organisms: plants and animals that are unique from each other. Each
has their own distinct role to play to keep Asexualandia at peace and maintain its
stability. In Asexualandia, organisms reproduce asexually where a single organism is
the sole parent and the offspring is genetically identical to the parent.
All is well. Everything is in order until a horrible incident happened; Queen
Asexually was kidnapped by a very forgetful Mr. Unknown. Mr. Unknown is someone
who feels alone and not at home. He always feels like he is different from them for he
doesn’t even remember who his real family is. Because of this, he came up with an
idea of kidnapping the Queen. He will only release the Queen if someone can help him
remember where he came from.
Mr. Org, the knight of the Queen, the bravest of all in Asexualandia, set forth to
a cave to start his quest in finding Queen Asexually.In his quest,
questions will be posted and must be correctly answered.
Asexualandia is divided into five important areas. First
among the five is the land of vegetative propagation where
plants reproduce through this type of asexual reproduction.
Question: Can you give plants that do not grow from seeds?
“Potato, onion and ginger are just a few”, named Mr. Org.

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 Second area is the land of the bacteria where they
reproduce through binary fission. Question: Can one become
two? Tell me more if this true. Mr. Org answered with all his
might, “Yes! One can become two like how the bacteria do. With
my microscope I had observed that each cell divides to form two
daughters that are exactly alike.”

Third area is the land of Hydra. This organism

reproduces asexually through budding. It is formed as an
outgrowth of the parent then it will separate from the parent
and becomes a new individual. Question: What other
organisms reproduce through budding? “Corals and yeast also
reproduce same with hydra”, Mr. Org said.

The fourth area is the land of spore formation. Question: What happened to the
bread inside your bag’s pocket? It is not good for you to eat it but if you can explain
what happen I will give you something else to eat. Mr. Org then replied, “Molds are now
growing on my bread, they reproduce asexually through spore formation like what you
said. Mushrooms also reproduce in the same manner.”

The last area is the land of Regeneration. In this area,

some animals like starfish where an arm that breaks off from
the body can develop into a new individual. Question: Can you
kill starfish by breaking it into two? “No, you are just
reproducing them into two because starfish can restore their lost
or damaged parts like you Mr. Unknown. You belong here in the
land of regeneration” Mr. Org responded. “Is that so? That
explains why I was able to grow my lost tail. Thank you so
much Mr. Org” Mr. Unknown said happily.

By that instant, Mr. Unknown releases the Queen for Mr. Org successfully
helped him remember where he belongs to. And everything is back to normal.

Directions: Answer the following questions. Write your answer on your activity
notebook.

A. What is asexual reproduction?

B. What are the five types of asexual reproduction mentioned in the story?

C. What organisms reproduced through vegetative propagation?

D. How do bacteria reproduce?

E. What happened to the lost arm of a starfish?

F. How will you describe asexual reproduction through budding?

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 What is It

Asexual Reproduction

In asexual reproduction, one individual (parent) produces offspring that is

genetically identical to itself. It does not involve sex cells or gametes (produced
through meiosis). Rather, it is reproduction by mitosis allowing a new, genetically
identical individual to be produced. Asexual reproduction does not allow genetic
variation, but guarantees reproduction (no dependence on others). It rapidly
increases numbers of an organism and keeps its desired combination of traits.
There are several types of asexual reproduction namely: vegetative propagation,
binary fission, budding, spore formation and regeneration.

In vegetative propagation, new individuals are formed without the production

of seeds and spores. From a) a single potato (stem tuber), several new potato plants
can be produced through the “eyes” where shoots can grow from it. The formation
of new plants out of rhizomes like b) ginger is another example. Others reproduce
through their stolons also called a runner such as in the c) strawberry plant,
formation of bulbs for d) onions, and the growing of plantlets around the leaf
margins of the e) Bryophyllum. Each example is shown in the pictures below.

a) potatoes b) ginger c) strawberry

d) Bryophyllum e) onions

Why do we use vegetative propagation to grow plants? Vegetative

propagation results in plants that reach maturity faster than plants grown form
seeds. Another good thing about it is that the same good agricultural traits such as
taste, yield and resistance to pests will be passed on from generation to generation.
But one disadvantage is that the population might be wiped out if environmental
conditions become unfavorable.

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 In binary fission, from the word binary which means “two” and
fission which means “splitting”, the cells divides or splits to form
two identical daughter cells. Each daughter cell continues to grow
until it becomes as large as the parent cell. This type of
reproduction is common among single-celled organisms including
bacteria.

Budding is another type of asexual reproduction. Yeast, hydra and sponges

reproduced this way. The figure below shows how yeast, a microorganism used in
baking, reproduces by budding. In budding, a new individual may form as an
outgrowth of the parent. The outgrowth separates from the parent and becomes a
new individual.

a) yeast b) hydra c) sponges

Formation of spore is another type of asexual

reproduction common among molds or fungi. If you
have observed a piece of bread with molds growing
on it, the black, round structure at the tip of a stalk
is called a spore case which contains the spores.
When the spore case opens, the tiny spores are
released and may be carried by wind or water. Once the spore lands on a favorable
environment, it develops into a new organism. Under the microscope, a bread mold
with a spore case looks like the one in the picture on the left.

Fragmentation is the breaking of the body into two parts with subsequent
regeneration. Regeneration is the process in which organisms replace or restore
their lost or damaged body parts. If the animal is capable of fragmentation and the
part is big enough, a separate individual will regrow.

Many sea stars reproduce asexually by

fragmentation. For example, if the arm of an
individual sea star is broken off it will regenerate a
new sea star. Fishery workers have been known to
try to kill the sea stars that eat their clam or oyster
beds by cutting them in half and throw them back
into the ocean. Unfortunately for the workers, the
two parts can each regenerate a new half, resulting
in twice as many sea stars to prey upon the oysters
and clams. Fragmentation also occurs in annelid worms, turbellarians and
poriferans.

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 What’s More

Directions: Read and answer the question. Write you answer on your activity
notebook.

Activity 1. Describe Me Asexually, Match the correct description…

COLUMN A COLUMN B
1. The release of spores to develop an organism. a. Binary fission

2. A process in which organisms replace or b. Budding

restore their lost or damaged body parts

3. New individuals are formed without the c. Regeneration

production of seeds or spores

4. It results from the outgrowth of a part of a cell d. Spore Formation

5. An individual splits off and forms two identical e. Vegetative Propagation

daughter cells.

Activity 2. How Do I Reproduce?

Directions: Classify the following organisms according to their method of

reproduction. Choose from the choices in the box.

Binary fission Budding Fragmentation/ Regeneration

Spore Formation Vegetative Propagation

1. Sweet potato 2. Yeast 3. Amoeba

4. Star Fish 5. Molds

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Questions to Ponder: Write your answer on a separate sheet of paper.

6. How many parent/s is/are involved in asexual reproduction?

_______________________________________________________________________

7. Are the parents and the offspring identical or not? Explain your answer.
______________________________________________________________________

8. Draw your own conclusion.

______________________________________________________________________

What I Have Learned

Directions: Read the paragraph carefully and identify the correct word in the box
below. Write your answer on your activity notebook.
asexual bacteria budding different
ginger identical molds regeneration
reproduce two vegetative propagation

In order for organisms to continue their own kind, they must (1) ________.
Organisms may reproduce either asexually or sexually. In (2) __________
reproduction one parent is needed to produce offspring that is genetically
(3) _________ to the parent. Modes of asexual reproduction include vegetative
propagation, binary fission, budding, spore formation and regeneration.
In (4) ____________, new plants are formed without seeds or spores. Few
examples of these are (5) _________ and potatoes.
(6) _______ are single celled organisms that reproduce through binary
fission. In this type of asexual reproduction, the cell divides into (7) ________
identical daughter cells. Another type is the formation of spores which is
common among (8) __________ or fungi. Once the spore is released under
.
favorable condition, it develops into a new organism. On the other hand, starfish
\ reproduce through (9) __________. A starfish that is broken into two will
regenerate the lost part of the body and become two new individual. Lastly,
hydra and yeast reproduce through (10) _________.

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 What I Can Do

Congratulations! You just learned the different types of asexual reproduction. It

is now your turn to list down an example of organisms under each type of asexual
reproduction. Use the table below as your guide. Write your answers on your activity
notebook.

Types of Asexual Reproduction Example

Vegetative Propagation
Binary Fission
Budding
Formation of Spore
Regeneration

Assessment

Directions: Choose the best answer from the given choices. Write the letter of your
choice on your activity notebook.

1. Which of the following statements correctly describes asexual reproduction?

I. Offspring are genetically unique.

II. Offspring are genetically identical to parent.
III. A male and female is needed to produce offspring.
IV. One parent is needed to reproduce.
V. It only occurs in plants and bacteria.

A. I and III only

B. II and IV only
C. I, IV and V only
D. II, IV and V only

2. How many parents are there in asexual reproduction?

A. 1
B. 2
C. 3
D. 4

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3. How do bacteria make the next generation?
A. Budding
B. Sexually
C. Fragmentation
D. Binary Fission

4. Which of the following is a DISADVANTAGE of asexual reproduction?

A. There is great variation among the offspring.
B. Offspring will get all good characteristics of parents.
C. Offspring have difficulty in adapting to new environment.
D. Adapting to the environment is always constant among the offspring.

5. If you cut a starfish into two pieces, each piece develops into anew starfish.
What type of asexual reproduction is this?
A. Budding
B. Regeneration
C. Spore Formation
D. Vegetative Propagation

6. Which of the following is known as the horizontal runners in strawberries?

A. Buds
B. Clones
C. Roots
D. Stolons

7. The diagrams below represent various processes associated with reproduction.

Which of the following represent asexual reproduction?

I II III IV

A. I and II only
B. II and III only
C. I, III and IV only
D. I, II, III and IV

8. Which of the following is the starting point of an offspring of a budding organism?

A. Colony of clones
B. Unfertilized egg cell
C. Cutting from the parent
D. Growth on the parent’s body

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9. Which of the following words is another term for regeneration?
A. Communication
B. Defense
C. Healing
D. Movement

10. Which of the following statements are NOT true about types of asexual
reproduction?
I. Spore formation is the release of spores to develop an organism.
II. Regeneration is a process in which organisms replace their lost body parts.
III. In vegetative propagation new individuals are formed through the
production of seeds or spores.
IV. Budding results from the outgrowth of a part of a cell.
V. Binary fission is the combination of two organisms to form a new individual.
A. II and III only
B. III and V only
C. I, II and III only
D. III, IV and V only

11. An offspring is produced through asexual reproduction. Which of the following

best describes the offspring’s genetic material?
A. Completely unrelated to its parents.
B. A copy of the genetic material of one parent.
C. Identical to the genetic material of one parent.
D. A combination of the genetic material of its parents .

12. Edmar was asked by his teacher to give an example of organisms that reproduce
through binary fission. He answered bacteria. Do you think his answer is correct?
A. No, because bacteria reproduce through budding.
B. Yes, because bacteria reproduce by splitting into two.
C. No, because bacteria reproduce through spore formation.
D. Yes, because bacteria formed as an outgrowth of the parent.

13. A farmer wants to propagate a good variety of a crop in a way which maintained all
its desirable traits. Which of the following methods should be used?
A. Self-pollination
B. Vegetative propagation
C. Growing seeds produced from this variety
D. Cross-pollinating this crop with another good variety and growing the seeds
resulting from the cross

12
14. Vegetative propagation is one type of asexual reproduction. Which of the following
are advantages of vegetative propagation?
I. All plants are resistant to some diseases.
II. Plants reach maturity faster than ones grown in seeds.
III. If unfavourable condition occurs, the whole population will be wiped out.
IV. Same good agricultural traits such as taste and yields will be maintained.

A. I, II and III only

B. I, II and IV only
C. II, III and IV only
D. I, II, III and IV

15. John’s father, a farmer grew only one type of onion. He told his father that all of
the onion plants will die from the same disease. Do you think John is correct?
A. Yes, because the onion plants were genetically identical.
B. No, because only a few plants were resistant to the disease.
C. Yes, because all of the onion plants were resistant to the disease.
D. No, because the onion plants were genetically different from each other.

13
 Additional Activities

Wow! That was a tough job. At last! You have finished studying the module.
But, before you completely exit, try to answer this additional activity. Complete the
crossword by identifying the words being described in each item below. Write your
answer on your activity notebook.

Across:
1. A sea creature that is capable of regenerating its lost arm; sea stars
3. A type of asexual reproduction in which organisms replace or restore
their lost or damaged body parts.
5. Belongs to kingdom fungi and reproduce through spore formation
6. A type of reproduction where one parent is needed and the resulting
offspring is identical to the parent
8. A single celled organism that reproduce through binary fission
9. It means to split or separate

Down:
2. An example of this is ginger where new plants are formed out of this
4. It is found in mushrooms and molds that help them reproduce
7. A type of asexual reproduction where it occurs as an outgrowth of the
parent
9. One of its example is potato where a new plant emerge from its eyes
11. Also called as runners; it helps strawberries to propagate

14
Lesson
SEXUAL REPRODUCTION
2 Togetherness Produces Differences

What I Know

Directions: Choose the best answer from the given choices. Write the letter of your
choice in your activity notebook.

1. How many parent cell/s are required for sexual reproduction?

A. 1
B. 2
C. 3
D. 6

2. In what organ of the plant does the reproduction occurs?

A. Flower
B. Leaf
C. Roots
D. Stem

3. In what part of the flower where the seeds originate?

A. Ovary
B. Ovules
C. Stigma
D. Style

4. What do you call to the female reproductive part of a flower?

A. Petal
B. Pistil
C. Sepal
D. Stamen

5. Which of the following refers to the male reproductive part of a flower?

A. Petal
B. Pistil
C. Sepal
D. Stamen

15
6. Which of the following is NOT a part of the pistil?
A. Anther
B. Stigma
C. Style
D. Ovary

7. In what part of the flower are the pollen grains produced?

A. Anther
B. Filament
C. Ovary
D. Stigma

8. Which of the following organisms uses conjugation as its mode of sexual

reproduction?
A. Frog
B. Papaya
C. Spyrogiya
D. Gumamela flower

9. Which species can produce offspring that are genetically different from their
parents?
A. A species that has few variations
B. A species that reproduces sexually
C. A species that reproduces asexually
D. A species that competes with a similar species

10. Flowers are the reproductive organs of plants. How will you differentiate flowers
from the reproductive organs of animals?
A. Flowers need pollinators like bees to reproduce; animals do not.
B. Flowers are shed from time to time; nothing is shed from animal.
C. Flowers have male and female parts; animals have either male or
female parts.
D. There is no difference between flowers and the reproductive organs
of animals.

11. How would you compare sexual reproduction and asexual reproduction?
A. Asexual reproduction has many forms while sexual reproduction has only
two.
B. Asexual reproduction happens only in plants while sexual reproduction
happens only in humans.
C. Sexual reproduction requires two parent cells to form an offspring while
asexual reproduction needs only one parent cell to produce offspring.
D. Sexual reproduction produces offspring that are identical to the parent
while asexual reproduction produces offspring that are not identical to the
parent.

16
 12. Which of the following do you think is the result of sexual reproduction of
organisms?
A. rapid increase of organisms
B. produces variety forms of life
C. maintains the traits of the parents
D. produces identical/ the same offspring

13. Which of the following statement/s differentiate/s asexual from sexual

reproduction?
I. In sexual reproduction, two parent cells are needed to produce new
individual.
II. In asexual reproduction, only one parent cell is needed to produce
new individual.
III. In sexual reproduction, only one parent cell involved, while in
asexual reproduction, two parent cells are involved.

A. I and II only
B. II and III only
C. I and III only
D. I, II, and III only

14. Ethan plants a group of seeds that all came from the same flower. When seeds
grow and bloom, the resulting flowers are different sizes and colors. What can
Ethan conclude from his experiment?
A. Ethan used soil that had other seeds in it.
B. The species of plants must reproduce sexually.
C. The species of plants must reproduce asexually.
D. The flowers changed colors because of its environment.

15. Jeofrey was asked by his science teacher to give an example of an organism
that can reproduce sexually. He answered starfish. Is Jeofrey correct about
his answer?
A. Yes, because starfish needs one parent cell to reproduce .
B. No, because starfish needs two parent cells to reproduce.
C. Yes, because starfish needs two parent cells to reproduce.
D. No, because starfish needs one parent cell to reproduce.

What’s In

Did you know that organisms reproduce sexually in a number of ways? Let us
take a look at the different ways how representative microorganisms and plants
reproduce sexually.

17
 What’s New

Hello there! I want you to label the parts of a gumamela flower. All we have to
do is read and understand the context below in identifying its parts.

Activity 1: The Reproductive Parts of Plants

Plant parts that are involved in sexual reproduction are called reproductive
parts. These parts produce sex cells or gametes in the form of ovules and pollen
grains. Since you have learned about the vegetative parts of plants, now is the right
time to know the reproductive parts.

Have you try walking along the garden and observed the flowers? What is the
most attractive part that you can see? Is it the petals or the other floral parts? Well,
generally speaking, petals are the most attractive of all floral parts, purposely so to
attract insects. The flower is the reproductive organ of a plant that produces the egg
and sperm. Sex organs are formed during the reproductive stage of plant
development. In flowering plants, sex cells are produced in certain floral organs. Look
at the diagram on the next page and examine the floral parts.

The male reproductive organ is called the stamen. It is made up of two parts:
the anther and filament. The anther produces the pollen, which contains the male
sperm cells and the filament that holds or supports the anther up.

The female reproductive organ is the pistil. Starting from the top, it is
composed of the following parts: stigma, style, ovary and the ovules. The ovules are
equivalent to the pollen grains of the male reproductive organ. They are the sex cells
produced in the ovary.

18
 What is It

Did you understand the context? Label now the parts of a gumamela flower as
shown below. Write your answers on a separate sheet of paper.

(1) (6)

(7)
(2)

(3)
(8)
(4)
(9)
(5)
(10)

Do you notice the yellowish portion at the center? It is a group of anther

that contains the pollen. The anther is held up by a structure known as the filament.
Anther and filament comprise the stamen. Locate the pistil. It is composed of the
stigma, ovary and style. The colored part at the center is the sticky stigma, which
receives the pollen during pollination. It has a tube called the style and ends up in the
ovary of the plant.

When pollen lands on the stigma during the process of fertilization, a tube
grows down the style and enters the ovary. Male sperm cells travel down the tube and
join with the ovule, fertilizing it. The fertilized ovule becomes the seed, and the ovary
becomes the fruit.

Have you tasted an apple?

Tomato? Cucumber? What part of the
plant are these? These organs are called
fruits. A fruit is the ripened ovary of a
plant containing the seeds. After
fertilization, the ovary swells and becomes
either fleshy or hard to protect the
developing seeds. Most of the items prepared as vegetables are actually fruits such as
tomato, cucumber, beans and squash.

19
 Fruits have originated from the ovary of the flower, which means that they are
products of sexual reproduction. Cut the fruit and check for some hard structures
inside. How many do you find inside? These are the fertilized ovules or popularly
referred to as seeds. Once seeds germinate, they are capable of growing into another
young plant.

What’s More

Some microorganisms undergo sexual reproduction by a process called

conjugation. An example of a microorganism that reproduces by conjugation is
Spirogyra, a green alga. Spirogyra can be found in freshwater habitats such as
ponds and rivers.

During conjugation, a bridge forms

between two cells of two Spirogyra filaments
lying side by side. The contents of one cell pass
into the other cell through the bridge, emptying
the other cell. The contents of both cells
combine in the other cell and form the zygote.
This zygote is able to secrete a substance that
forms a wall around itself for protection against
unfavourable environmental conditions (e.g.
when the pond dries up). When conditions
become suitable for growth and development, the zygote grows into a new
individual.

Sexual Reproduction in Humans

Humans (and all animals that reproduce sexually) have cells called
gametes. Gametes are formed during meiosis and come in the form of sperm
(produced by males) or eggs (produced by females).
When conditions are right, sperm and egg unite in a process known as
fertilization. The resulting fertilized egg, or zygote, contains genes from both
parents.

Questions to Ponder: Write your answers on a separate sheet of paper.

1. How many parent/s is/are involved in sexual reproduction?

2. Are the parents and the offspring identical or not? Explain your answer.

3. How are asexual and sexual reproductions similar? How they differ?

4. Draw your own conclusion.

20
 What I Have Learned

Directions: Fill up the concept map of the plant reproductive organ using the
word pool below. Write your answers on your activity notebook.

REPRODUCTIVE SEPALS PETALS

MALE (STAMEN) ANTHER (POLLEN) FILAMENT
OVARY (OVUM) STYLE STIGMA

THE FLOWER
(1)

NON-REPRODUCTIVE
(3) (2)

(4) (5) FEMALE

(6) (7)

(8) (9) (10)

(11)

(12)

21
 What I Can Do

Directions: Using the ideas that you have learned in the previous activities and
discussions, describe the sexual reproduction of flowering plants, like the gumamela
flower, by creating your own storyline. Do it on your activity notebook. Be creative and
enjoy!

Story Making Rubric

Criteria Distinguished Proficient Apprentice Novice

(5 points) (4 points) (3 points) (2 points)
1. Creativity Writing had many Writing had Writing had Writing was
and creative details three or more one to two not creative
Originality that made the examples of creative and did not
reader want to creative details. show
learn more. ideas. imagination.
2. Organization Writing has a Writing has a Writing has Writing does
of Thoughts beginning, beginning, at least a not have a
middle, and an middle, and beginning, beginning,
end. Writing flows end. middle, or middle, or
from one end. end.
sentence to
another.
3. Spelling and Writer makes no Writer makes Writer makes Writer makes
Grammar spelling or less than five less than ten so spelling
capitalization spelling and spelling and and
errors. Writer capitalization capitalization capitalization
always used the errors. Writer errors. Writer errors work is
parts of speech used the sometimes hard to read.
correctly. parts of used the
speech parts of
correctly. speech
correctly.
(Source: Adapted from rubric-maker.com.ph)

22
 Assessment

Directions: Choose the best answer. Write the letter of your choice on your activity
notebook.

1. What part of the flower is the most attractive where it uses to attract insects?
A. Ovary
B. Petals
C. Sepals
D. Style

2. What do you call to the part of the flower that supports or holds the anther up?
A. Filament
B. Pollen
C. Stamen
D. Style

3. Which of the following parts of the flower refers to the sex cells produced by the
ovary?
A. Anther
B. Ovules
C. Style
D. Pollen grains

4. Which of the following does NOT belong to the group??

A. Filament
B. Ovary
C. Stigma
D. Style

5. In what organ of the plant does the reproduction occurs?

A. Flower
B. Leaf
C. Roots
D. Stem

6. Which of the following organisms uses pollination as its mode of sexual

reproduction?
A. Frog
B. Rabbit
C. Spyrogiya
D. Gumamela flower

23
7. Which of the following refers to the male reproductive part of a flower?
A. Petal
B. Pistil
C. Sepal
D. Stamen

8. Which species can produce offspring that are genetically different from their
parents?
A. A species that has few variations
B. A species that reproduces sexually
C. A species that reproduces asexually
D. A species that competes with a similar species

9. In what part of the flower are the pollen grains produced?

A. Anther
B. Filament
C. Ovary
D. Stigma

10. Which of the following statement/s differentiate/s asexual from sexual

reproduction?
I. In sexual reproduction, two parent cells are needed to produce new
individual.
II. In asexual reproduction, only one parent cell is needed to produce
new individual.
III. In sexual reproduction, only one parent cell involved, while in
asexual reproduction, two parent cells are involved.

A. I and II only
B. II and III only
C. I and III only
D. I, II, and III

11. Alexander plants a group of seeds that all came from the same plants. When
seeds grow and bloom, the resulting flowers are different sizes and colors. What
can Alexander conclude from his experiment?
A. Alexander used soil that had other seeds in it.
B. The species of plants must reproduce sexually.
C. The species of plants must reproduce asexually.
D. The flowers changed colors because of its environment.

24
12. Flowers are the reproductive organs of plants. How will you differentiate flowers
from the reproductive organs of animals?
A. Flowers need pollinators like bees to reproduce; animals do not.
B. Flowers are shed from time to time; nothing is shed from animal
C. Flowers have male and female parts; animals have either male or female
parts.
D. There is no difference between flowers and the reproductive organs of
animals.

13. Jhen was asked by her science teacher to give an example of an organism
that can reproduce sexually. She answered yeast. Is Jhen correct about
her answer?
A. No, because yeast needs one parent cell to reproduce.
B. Yes, because yeast needs one parent cell to reproduce.
C. No, because yeast needs two parent cells to reproduce.
D. Yes, because yeast needs two parent cells to reproduce.

14. Which of the following do you think is the result of sexual reproduction of
organisms?
A. Rapid increase of organisms.
B. Produces variety forms of life.
C. Maintains the traits of the parents.
D. Produces identical/ the same offspring.

15. How would you compare sexual reproduction and asexual reproduction?
A. Asexual reproduction has many forms while sexual reproduction has only
two.
B. Sexual reproduction produces offspring that are identical to the parent
while asexual reproduction produces offspring that are not identical to the
parent.
C. Asexual reproduction happens only in plants while sexual reproduction
happens only in humans.
D. Sexual reproduction requires two parent cells to form an offspring while
asexual reproduction needs only one parent cell to produce offspring.

25
 Additional Activities

Directions: Using what you have learned on the previous lesson on asexual
reproduction, create a Venn Diagram on the differences and similarities of asexual and
sexual reproduction. Write your answer on a separate sheet of paper.

Asexual Sexual
Reproduction Reproduction

26
 27
Assessment What I Know
1. B 1. B
2. A 2. A
3. B 3. B
4. A 4. B
5. A 5. D
6. D 6. D
7. D 7. A
8. B 8. C
9. A 9. B
10. A 10. A
11. B 11. C
12. A 12. B
13. A 13. A
14. B 14. B
15. D 15. D
Lesson 2
Assessment What I Know
1. B 1. A
2. A 2. D
3. D 3. D
4. C 4. A
5. B 5. D
6. D 6. C
7. D 7. E
8. D 8. B
9. C 9. D
10. B 10. A
11. C 11. C
12. B 12. C
13. B 13. B
14. B 14. C
15. A 15. A
Lesson 1
Answer Key
References

Books
Asuncion, Alvie J., et al. 2017. K to 12 Science Grade 7 Learner’s Material. First
Edition. Pasig City: Bureau of Learning Resources (DepEd-BLR).

Asuncion, Alvie J., et al. 2017. K to 12 Science Grade 7 Teacher’s Guide. First Edition.
Pasig City: Bureau of Learning Resources (DepEd-BLR).

2020. Department of Education Curriculum Strand. Pasig City: Department of

Education.

K to 12 Science Curriculum Guide. Pasig City: Department of Education.

Mapa, Amelia.,et al. 2001. EASE IModule 7 (Plant Parts and

Functions).QuezonCity: Book Media Press.
Tom Jackson, D.M. (2012). Help Your Kids With Science. New York: Dorling
Kindersley Limited.

Websites

OpenStax. How Animals Reproduce. n.d. www.bio.libretext.org (accessed June

1, 2020).

28
 Disclaimer
This Self – learning Module (SLM) was developed by the DepEd SOCCSKSARGEN
with primary objective of preparing for ang addressing the new normal. Contents of
this module were based on DepEd’s Most Essential Learning Competencies (MELC).
This is a supplementary material used by all learners of Region XII in all public
schools beginning 2020 – 2021. This process of LR development was observed in
the production of this module. This version 1.0. We highly encourage feedback,
comments and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]