5

Flower Power
Describe the reproductive parts in plants and their functions
(S5LT-IIf-6)

Nonita C. Patalinghug
Education Program Supervisor
Bislig City Division
 Flower Power
Describe the reproductive parts in plants and their functions
(S5LT-IIf-6)

Unpacked Competencies:
1. Identify the male reproductive parts of a plant;
2. Identify the female reproductive parts of a plant; and
3. Describe the reproductive parts in plants and their functions.

Localized and Contextualized Learning

Resource Material for Science 5

This instructional material was collaboratively developed and reviewed by educators

from Department of Education - Bislig City Division. We encourage teachers and other
stakeholders to email their feedback, comments and recommendations at
bcdlrmds@gmail.com. We value your feedback and recommendations.

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Flower Power
Describe the reproductive parts in plants and their functions (S5LT-IIf-6)
First Edition,2019

Republic Act 8293, Section 176 indicates that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior to the 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., stories, selections, poems, songs, pictures, photos, brand
names, trademarks, etc.) included in this book 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 – Bislig City Division

Secretary: Leonor M. Briones

Development Team of the Learning Material

Author: Nonita C. Patalinghug
Illustrator: Rosa Mia L. Pontillo
Quality Assurance: Marvilyn C. Francia, PhD.
Jay Silvosa Ayap
Celeste Faith R. Almanon
Mary Grace C. Josafat
Module Concept & Editing: Jay Silvosa Ayap, Celeste Faith R. Almanon

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Preface
 This contextualized learning material is developed in support of the K to 12
Science Curriculum. It is designed as an intervention material of the least-learned
competency to help students enrich their learning experiences by answering
activities that are meaningful to their lives which can be done by themselves or with
a minimum assistance from the teacher. A variety of tasks deemed suitable for
students are provided to deepen students’ knowledge and skills.
This Learning Material contains Activities, Rubrics, References and Answer
Keys. It follows the 7E Instructional Model – Elicit, Engage, Explore, Explain,
Elaborate Evaluate and Extend which was developed by Lawson in 1995 and
narrated by Kanli in 2007 and is adapted by the science curriculum. Activities are
provided in each model as formative assessment to check from time-to-time
student’s understanding of the lesson. Apart from identifying and describing, this
Learning Material also provides activities that would allow the students to give
insights and personal responses and explore the meanings of science words. Given
the range of learning activities in this package, teachers are encouraged to freely
adapt them to suit their school contexts and students’ needs, interests and abilities.
The readings found in the References are limited so the teacher is advised to look for
more supplemental readings. The answer key pages may be separated from the
material during the actual implementation of the lesson.
In answer to localization, most of the photos used were taken from Bislig City
and were personally photographed by the authors. Most Illustrations were drawn by
local illustrators and those taken from the internet were properly cited.
The suggested time in the implementation of the Learning Material follows
the regular schedule of the class however, teachers should use their professional
judgment to gauge appropriate timings with a particular group of learners in mind.

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Directions: Sing the song to the tune of “Twinkle, Twinkle Little Star”.
After singing, try answering the questions to think about below.

FLOWERS EVERYWHERE
(Tune: Twinkle, Twinkle Little Star)

Flowers, flowers everywhere,

In the garden, in my hair.
In the vase, at the store,
On the table, on the door.
What a lovely time of year,
Flowers are blooming, bringing cheer.

Illustrated by: Rosa Mia L. Pontillo

Questions to think about:

Why are flowers everywhere? Can you mention some parts of a flower?

Activity 1. Where Am I?

Directions: Put the correct description of the main parts of a flower by

 D. I am the prettiest part of the
C. I am located under the sepal
flower. I come in different
and I support the flower. 
colors.

E. I look like a bunch of bean sprouts and I have

two parts. The top part of me is called the anther
and the bottom part of me is called the filament. 

Illustrated by: Rosa Mia L. Pontillo

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Activity 2. Look at Me
 Directions: Find the inside parts of a Gumamela flower.
 Materials:
· Gumamela
· Melon or Squash flower
· Scotch tape
· Hand lens
· Pencil /Pen

Procedure:
1. Carefully pull apart the sepals and the petals one at a time. Tape
them on the appropriate box below.

2. Choose one of the male parts. Using a hand lens, look at the pollen
inside the anthers on top of the filaments. Take an intact stamen
and tape it also on the box.

3. Now, see the female parts of the flower. Feel the stigma to see if it
is sticky.

4. Remove the part that covers the style. Follow the tube-shaped
tissue with your finger until you reach the rounded base -the ovary.

5. Carefully break open the ovary with your fingernail and look at the
parts with a hand lens. Tape the part/s onto the box.

6. Follow the same procedure with the other flower.

Activity 3. Flying Bee Paste the parts here

Sepals Petals
Directions: Complete the story by writing the letter of the correct
answer on a separate sheet of paper.

Yellow Bee, Bambee, Bubuyog and Bee Pollen are attracted to a

flower because of its colorful 1. (A. sepals B. petals C. calyx). They land
on the flower to drink the 2. (A. pollen B. sap C. nectar). As they drink,
3. (A. seeds B. dandruff C. pollen) rub off the 4. (A. anther B. stigma C.
petal) onto their bodies.
 
 The bees fly to another flower of the same type for another

Illustrated by: Rosa Mia L. Pontillo

Flower Parts
Flowers are important in
making seeds. Flowers can be made up of different parts, but there are
some parts that are basic equipment. The main flower parts are the

male part called the stamen and the female part called the pistil or

carpel.

Facts About the Pistil

The pistil has three parts: stigma, style, and ovary. The stigma
is the sticky surface at the top of the

Pistil. It traps and holds the pollen. The style is the tube-like structure
that holds up the stigma. The style leads down to the ovary that
contains the ovules. The ovary contains ovules where egg cells are
produced.

Facts About the Stamen

The stamen has two
parts: anthers and
filaments. The anthers carry
the pollen which are a mass
of spores found in a seed
plant. These are generally
yellow in color. Anthers are
held up by a thread-like part
called a filament.

Flowers can have either all male parts, all female parts, or a
combination. Flowers with all males or all female parts are
called imperfect  (cucumbers, melons, etc.). Flowers that have both
male and female parts are called  perfect  (gumamela, roses, lilies,
and many others
 Facts about the Sepals and
Petals
Other parts of the flower
that are important are the petals
and sepals. Petals attract
pollinators and are usually the
reason why we buy and enjoy
flowers. Petals are also
important parts of the flower
because they help attract
pollinators such as bees,
butterflies and bats.

The sepals are the green petal-

like parts at the base of the flower. Illustrated by: Rosa Mia L. Pontillo

Sepals help protect the developing

bud. The calyx or calyxes (plural) are the usually green outer whorl
of a flower consisting of separate sepals or fused sepals while the
receptacle is a structure at the end of the flower stalk upon which
the floral organs are born.

Activity 4. Dot to Dot.

Directions: Connect the dots to match the part of the flower with its
function. An arrow points a specific part. Write your answer on this page.
 Illustrations by: Rosa Mia L. Pontillo
Note to the teacher: Provide extra
copies of this activity to be used by the
learners.
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Illustrated by: Rosa Mia L. Pontillo
Activity 5. Match Me Up

Directions: Match each part of the flower with its function. Write only
the letter on a separate sheet of paper.
 1. Anther   A. It collects the pollen through its sticky tip

2. Style B. It holds up the anther.

 3. Filament C. It holds up the stigma and is also the passage of the

pollen in going to the ovary

 4. Stigma  D. It produces pollen.

 5. Pollen  E. It helps protect the developing bud.

 6. Petal  F. It produces egg cells.

 7. Ovary  G. It produces sperm cells.

 8. Sepal  H. It produces nectar.

 9. Ovule  I. It develops into a seed.

 10. Nectary  J. It attracts pollinators.

Activity 6. Get to Know Me

 Directions: Identify the numbered parts of a flower and describe
each. Write your answers on a separate sheet of paper.

Illustrated by: Rosa Mia L. Pontillo

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________

6. _____________________________________________

7. _____________________________________________

8. _____________________________________________
.
Directions: Identify the parts of a flower by labeling the drawing.
Write your answers on a separate sheet of paper
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 Illustrated by: Rosa Mia L. Pontillo

Directions: Write the letter of the correct answer. Write your answers on
a separate sheet of paper.
9. What is the function of the part labeled 7?
A. attracts insects
B. produces pollen
C. produces nectar
D. holds up the anther

10. Which part of the flower produces pollen?

A. Label 1
B. Label 2
C. Label 3
D. Label 8

11. Which three labels are parts of the carpel?

A. Labels 1, 2, 3
B. Labels 2, 7, 8
C. Labels 3, 4, 5
D. Labels 4, 5, 6

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12. Pollination is the transfer of pollen from which parts of the flower?
A. Label 2 to 3
B. Label 3 to 2
C. Label 3 to 5
D. Label 5 to 8

13. Through which of the following does the pollen tube grow?
A. Labels 1, 2, 3
 B. Labels 2, 5, 7
C. Labels 2, 7, 8
D. Labels 3, 4. 5
 
14. It is the leaflike part of the flower that that protects and covers the
bud
A. Label 1
B. Label 4
C. Label 5
D. Label 6

15. Look at the structures that the arrows point to below. What do
these structures become once fertilization has taken place?
 
A. Fruits
  B. Seeds
C. Sepals
D. Flower petals

Illustrated by: Rosa Mia L. Pontillo

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Directions: Read the past tragic event that made a mark in the history
of our country and then do the activity on the next page.
 Inside Story Headline: Bagyong Ondoy

September 26,2009, Filipinos got the biggest shock of their

lives. As Bagyong Ondoy, flooded all the prime cities like Manila,
Quezon, Makati, Marikina. These places got swamped like nothing you
have seen before in the past 50 years!
 
The “great flood” was scientifically deduced by PAG-ASA as the
longest-measured rainfall ever recorded in the
Philippines dethroning the 1967 flood record which lasted for 24
hours.

Bagyong Ondoy’s record is something that never happened

before in the history of PAG-ASA too. The extreme weather event
might be nature’s way of calling the public’s attention to human
activities that contribute to climatic fluctuations. “Parang paalala
lang ito sa mga tao,”

Residents wait for rescuers at a building during flooding caused by Typhoon Ondoy
in Cainta Rizal, east of Manila September 27, 2009. (REUTERS/Erik de Castro)

Activity 7. Pro Plants-Pro Earth 12

Directions: You are invited to help spread the news on how people’s
lives can be protected by plants. Do the activity below.

t appropriate actions can we

Materials:
Pencil pictures
Rubric

Points Description

3 Practical application is scientifically explained consistent

to the concept and has no misconception
2 Practical application is scientifically explained consistent
to the concept but with minimal misconceptions
1 Practical application is scientifically explained consistent
to the concept but with several misconceptions
0 No output

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ANSWER KEY

Engage.
Activity 1
1. D
2. E
 3. A

Explore Elaborate. Activity 4

Activity 3
1. B
2. C
3. C
4. A
5. C

Elaborate
Activity 5
1.  D 6.  J
2.  C 7.  F

  3.  B 8.  E
4.  A 9.  I
5.  G 10.  H

Elaborate 14
Activity 6
1. Stigma - the sticky surface at the top of the pistil
2.  Style - the tube-like structure that holds up the stigma
3.  Ovary - ovary contains ovules where egg cells are produced.

4.  Petal – colorful part of a flower that attracts pollinators

5.  Sepal - the green petal-like parts at the base of the flower
6.  Receptacle – the structure at the end of the flower stalk upon
which the floral organs are born
Evaluate Extend
1. Petal Activity 7
2. Anther
(Sample answers)
3. Stigma 13. D
4. Style 14. D
5. Ovary 15. A
6. Sepal
7. Filament
8. Ovules
9. D
10. B
11. C
12. A

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REFERENCE PAGE
Coronel, Carmelita C. et., al; Science and Health 5, Quezon City: SD
Publications, Inc., 1999.

Mallinson, G. & Mallinson J. Science. USA, Silver Burdett Company,

1975.
 

 
 

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