WHOLE-BRAIN LESSON PLAN

3RD QUARTER
SUBJECT: Science GRADE: 10
UNIT TITLE: Living Things and their Environment WEEK : 1
LESSON TITLE : The Human Reproductive System and the Menstrual Cycle SESSIONS : 1-4

I. LEARNING ENDSTATES:
What skills & competencies, values and attitudes (7 mastery skills) are being developed? To what degree should students be
assessed?
LEARNING TO THINK: Understands the significance of reproductive system in life’s perpetuation.
( S10LT-IIIc-33, S10LT-IIIc-35)
LEARNING TO DO: Observe practices to attain physical and mental balance.
LEARNING TO FEEL: Upholds responsibility for one’s health.
LEARNING TO COMMUNICATE: Expresses the significance of protecting and managing one’s life.
LEARNING TO INTUIT: Predicts the ill-effects of reproductive system malfunctioning.
LEARNING TO LEAD: Promotes healthful practices to protect and manage one’s life.
LEARNING TO BE: Healthy communitarian

HOW WILL THE LEARNING PROMOTE:

1. ETHICAL FORMATION: Values the importance of healthy life.
2. SOCIAL RESPONSIVENESS: Promote public health awareness in maintaining one’s life.

II. ESSENTIAL QUESTIONS:

1. Why are the human male and female reproductive systems important?
2. How can the different structures of the female reproductive system contribute to the perpetuation of life?
3. Why men and women essential in reproduction?
4. Why do women experience monthly cycle?
5. How can menstruation myths or fallacies affect female’s way of thinking?
III. MATERIALS, METHODS AND ACTIVITIES TO ACHIEVE THE ENDSTATES:

MATERIALS METHODS ACTIVITIES

Bingo cards Game-based/ICT-based Reproductive Bingo
Picture/Illustration Individual Labelling Activity
Activity sheet Collaborative/Knowledge-Based Venn Diagramming/Sequencing
Critiquing the Events
Worksheet Constructivism Reasoning Out/Table Completion
Powerpoint presentation/slides Lecture-discussion/Socratic Classroom discussion
Videoclip ICT-based Video Watching/Reflective
thinking
Print out ICT-based/Socratic Case Study
Mechanics/Procedure Individual Oral Recitation
Guidelines Individual Interview/Self-Reflection

IV. RUBRICS FOR ASSESSMENT:

1. Product-based Rubric for Venn Diagramming
2. Performance-based Rubric for Debate
3. Performance-based Rubric for Individual Oral Recitation
4. Product-based Rubric for Self-Reflective Writing

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating Focus and Purpose) Activity 1: The Power of Hormones
The students will have an engaging activity by using the Concept
Map about female and male reproductive hormone. Write the correct
answer inside the box provided.
 https://www.researchgate.net/figure/Concept-map-of-the-conceptual-relationships-among-
gonads-hormones-and-sexes_fig1_227322593
2) ACQUIRE
Activity 2: A. Short lecture-discussion

The teacher provides short reading materials for the students to have an
idea of the primary parts and functions of both the male and female
reproductive system. Students may also have a deeper understanding of
the topic thru this link:
https://med.libretexts.org/Bookshelves/Anatomy_and_Physiology/Book
%3A_Anatomy_and_Physiology
B. Label the Male and Female Reproductive Systems
https://www.tes.com/teaching-resource/male-and-female-
reproductive-system-diagram-label-worksheets-differentiated-
11799765

In this activity, the students will have to get familiarized with the
different structures of both the male and the female reproductive
systems in preparation for their comparisons.

Male Reproductive system Female reproductive system

Activity 3: Comparisons Between Male and Female Reproductive

Systems
In this individual activity, the students will be introduced to the Venn
Diagramming to establish an opportunity to compare the two.
Knowledge-based critiquing will be used in the presentation of the
outputs.
 Male Reproductive System Female Reproductive System

Activity 04: MENSTRUATION CHECKLIST

In this activity the students are required to read and understand

carefully the statements, if they think the statement is TRUE, they will
place a check mark in the YES column. If they think the statement is
FALSE, they will place a check mark in the NO column.
Activity 05: Activity 5: Menstruation Myths and Facts

In this activity students will work at home with another member in

their household preferably with their parents or older brothers and
sisters. They will try to identify if the statements are true, false or unsure
and then make justifications.

STATEMENT TRUE JUSTIFICATION

FALSE OR
UNSURE

1. When you get your menarche

(your first flow) in your teenage
years, wash your face with the
blood so you won’t get pimples.

2. Jump off the stairs from three

steps up so that your period will
last for only three days.

3. Don’t take a bath during your

period, you’ll be infertile.
 4. Dysmenorrhea can be cured by
marriage.

5. Attending a wake during your

period will make your menses
foul-smelling.

Activity 06: Mark My Calendar!

In this activity, students will describe the feedback mechanisms
involved in regulating processes in the female reproductive system.
Procedure:

Part A - For no fertilization:

1. Get a calendar, with an approximate size of 8 x 11 inches. It must be
marked by the day-to-day changes in the menstrual cycle.
2. Note that certain events are marked on certain days.
3. Make a copy of the diagrams of the menstrual cycle.

Some of the diagrams will show events in the ovary, and some will show
events in the uterus. They are not in proper order. Cut out each square.
 4. Place the diagram in the space to the right of the corresponding
description.
5. Tape or glue your diagrams in right places/dates where they occur.
6. Make sure that they are correctly placed.

Part B – With fertilization of the egg

1. Get another calendar marked by the day-to-day changes in the
menstrual cycle.
2. You will be given a set of diagrams to place on the calendar. The
diagrams will not be in proper order. You may not need all the diagrams
that show the uterus.

Activity 7: Lecture-Discussion
The teacher will conduct a short lecture-discussion or provide
reading materials for the students to further deepen the concepts and
ideas on feedback mechanisms involved in regulating processes in the
Female reproductive system starting from menstrual cycle. This will be a
great venue to check misconceptions of the students regarding the topic.
Students may also have their reading thru:
https://www.open.edu/openlearncreate/mod/oucontent/view.php?
id=34&printable=1

3.) APPLY, PRACTICE, FORMATIVE ASSESSMENT Activity 08: Arranging the Process of Menstruation
In this activity the students are required to look at the image,
“Menstrual Cycle” and study the processes involved. They must copy the
correct sentences written below the image into the correct boxes.
Activity 9: Family Planning Videoclip Watching Activity
https://www.youtube.com/watch?v=2pNWpojebjc
Students will be viewing the videoclip on family planning (a campaign
advertisement of the Department of Health last 2014). They will be
introduced to the importance of family planning. After watching the
video, the teacher will ask the students the following questions:
1. How do you find the video?
2. Can this video encourage married couples to practice family planning?
3. What are the effects of an unplanned family?
Entertain answers from the students.

Activity 10: Individual Activity

Summative Assessment: individual Activity

In this last activity, students are asked to take the summative
assessment.
1. Which hormone causes the re-growth of the endometrial lining of the
uterus?
A. Testosterone C. GnRH
B. Estrogen D. Progesterone

2. Which hormone signals ovulation?

A. FSH C. LH
B. Inhibin D. Estrogen

3.  Which of the following statements about the menstrual cycle is

false?
A. Progesterone levels rise during the luteal phase of the ovarian cycle
and the secretory phase of the uterine cycle
B. Menstruation occurs just after LH and FSH levels peak
 C. Menstruation occurs after progesterone levels drop
D. Estrogen levels rise before ovulation, while progesterone levels rise
after

4.  What is the role of FSH during the menstrual cycle?

A. Inhibits the development of another follicle by inhibiting FSH.
B. Stimulates the development of follicles which in turn leads to
estrogen secretion.
C. Causes ovulation and causes the ruptured follicle to develop into a
corpus luteum.
D. stimulates the growth of the endometrium lining.

5. The source of FSH in the body is...

A. ovary
B. ovarian corpus luteum
C. anterior pituitary gland
D. pineal gland

6. Where specifically is the source of estrogen during days 15-24 of the

Menstrual cycle?
A. Ovarian follicle
B. Oviduct glands
C. Ovarian corpus luteum
D. Ovarian gland

7. Which hormone stimulates the build up of the endometrium?

A. FSH C. LH
B. Estrogen D. Progesterone
8. Which of the following is NOT a hormone associated with the
menstrual cycle?
 A. FSH C. LH
B. testosterone D. estrogen
9. How many days are in an average menstrual cycle?
A. 14 C. 28
B. 7 D. 35
10.  At which stage of the uterine cycle does the menstrual phase occur? 
A. Days 1 to 5 C. Days 14 to 28
B. Days 5 to 14 D. Days 0 to 5

Prepared by:

RENIER D. GUERRERO
Teacher I

Enhanced by:

EVANGELINE S. BARBA
Teacher III
 Scoring Rubric No. 1 Assessing for Venn Diagramming

www.keansburg.k12.nj.us/cms/lib02/.../Assessment_Rubric_for_Venn_Diagram.doc

CRITERION 4 3 2 1

Concept Arrangement Each section of the Each section of the Each section of the Each section of the
diagram contains four diagram contains diagram contains two diagram contains
facts easily identified. three facts easily facts that are very few facts that
identified. somewhat identified. are not easily
identified.
Primary Source Student exhibits Student illustrates a Student displays a Student shows little
Content mastery of the firmer understanding limited understanding or no understanding
material as evidenced of most of the with some details of topic. There are
by attention to detail. similarities and pertinent to the few details.
differences subject matter.
brainstormed.
Linking Content Reflects factual Most of the Reflects some factual Contains non-factual
together information that information is information and information that does
corresponds with factual and attempts to put it in not correspond to the
appropriate section of seemingly corresponding section appropriate section of
diagram. corresponds with of diagram. diagram
appropriate section
of diagram.
Scoring Rubric No. 2 Assessing for Debate Implementation
http://www.csun.edu/~ds56723/phil338/hout338rubric.htm
LEVELS OF PERFORMANCE FOR AFFIRMATIVE TEAM

Criteria 4 3 2 1
1. Organization & Completely clear and Mostly clear and Clear in some parts Unclear and
Clarity:  orderly presentation orderly in all parts but not overall disorganized
throughout
Main arguments
and responses are
outlined in a clear
and orderly way.
2. Use of Very strong and Many good Some decent Few or no real
Argument:  persuasive arguments arguments given, arguments, but some arguments given, or all
given throughout with only minor significant problems arguments given had
Reasons are given problems significant problems
to support the
resolution
3. Use of cross- Excellent cross-exam Good cross-exam Decent cross-exam Poor cross-exam or
examination and and defense against and rebuttals, with and/or rebuttals, but rebuttals, failure to
rebuttal:  Negative team’s only minor slip-ups with some significant point out problems in
objections problems Negative team’s
Identification of position or failure to
weakness in defend itself against
 attack.
Negative team’s
arguments and
ability to defend
itself against
attack. 
4. Presentation All style features were Most style features Few style features Very few style
Style:  used convincingly were used were used features were used,
convincingly convincingly none of them
Tone of voice, convincingly
clarity of
expression,
precision of
arguments all
contribute to
keeping
audience’s
attention and
persuading them
of the team’s
case.

LEVELS OF PERFORMANCE FOR NEGATIVE TEAM

Criteria 4 3 2 1
1. Organization & Completely clear and Mostly clear and Clear in some Unclear and disorganized
Clarity:  orderly presentation orderly in all parts parts but not throughout
overall
Main arguments
and responses
are outlined in a
clear and orderly
way.
2. Use of Very strong and Many good Some decent Few or no real arguments
Argument:  persuasive arguments arguments given, arguments, but given, or all arguments
given throughout with only minor some significant given had significant
Reasons are problems problems problems
given against the
resolution
3. Use of cross- Excellent cross-exam Good cross-exam Decent cross- Poor cross-exam or rebuttal,
examination and and defense against and rebuttal, with exam and/or failure to point out problems
rebuttal:  Affirmative team’s only minor slip-ups rebuttal, but in Affirmative team’s
objections with some position or failure to defend
Identification of significant itself against attack.
weakness in problems
Affirmative
team’s
arguments and
ability to defend
itself against
attack. 
4. Presentation All style features were Most style features Few style Very few style features
Style:  used convincingly were used features were were used, none of them
convincingly used convincingly
Tone of voice, convincingly
clarity of
expression,
precision of
arguments all
contribute to
keeping
audience’s
attention and
 persuading them
of the team’s
case.

Scoring Rubric No. 3 Assessing for Individual Oral Recitation

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=2ahUKEwiKgb7ux4biAhVYWisKHUMPD78QFjABegQICxAE&url=http
%3A%2F%2Fhplengr.engr.wisc.edu%2FRubric_Presentation.doc&usg=AOvVaw1TLvyRTseNLwp4IJAZcPit

CATEGORY 4 3 2 1
Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or
distinctly all (100-95%) distinctly all (100-95%) distinctly most (94-85%) cannot be understood
the time, and the time, but of the time. or mispronounces more
mispronounces no mispronounces one Mispronounces no than one word.
word. word. more than one word.
Volume Volume is loud enough Volume is loud enough Volume is loud enough Volume is often too soft
to be heard by the to be heard by all the to be heard by all the to be heard by all
audience members audience members at audience members at audience members.
throughout the least 90% of the time. least 80% of the time.
recitation.
Posture and Eye Stands up straight, Stands up straight and Sometimes stands up Slouches and/or does
Contact looks relaxed and establishes eye contact straight and establishes not look at people
confident. Establishes with everyone in the eye contact. during the recitation
eye contact with room during the
everyone in the room recitation.
during the recitation.
Preparedness Student is completely Student seems pretty The student is Student does not seem
prepared and obviously prepared but might somewhat prepared, at all prepared to
rehearsed. have needed a couple but it is clear that present.
more rehearsals. rehearsal was lacking.

Scoring Rubric No. 4 Assessing for Self-Reflective Writing

http://www.readwritethink.org/files/resources/lesson_images/lesson963/Rubric.pdf

SKILLS 5 4 3 2 1
Depth of Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate little
reflection conscious and thoughtful basic limited or no understanding
thorough understanding of understanding of understanding of of
understanding of the writing prompt the writing prompt the writing prompt the writing prompt
the writing prompt and the subject and the subject and subject and subject
and the subject matter. matter. matter. This matter.
matter. This reflection needs This reflection
reflection can be revision. needs revision.
used as an example .
for other students.
Use of textual Use specific and Use relevant Use examples from Use incomplete or No examples from
evidence and convincing examples from the the text to support vaguely developed the text are used
historical examples texts studied to most claims in your examples to only and claims made in
context from the texts support claims in writing with some partially support your own
studied to support your own writing, connections made claims with no writing are
claims in your own making applicable between texts. connections made unsupported and
 writing, making connections between texts. irrelevant to
insightful and between the topic at hand.
applicable texts.
connections
between
texts.
Language use Use stylistically Use language that is Use basic but Use language that is Use language that is
sophisticated fluent and original, appropriate vague or imprecise unsuitable for the
language that is with evident a sense language, with for the audience or audience and
precise and of voice, a basic sense of purpose, with little purpose, with little
engaging, with awareness voice, some sense of voice, or no awareness of
notable sense of of audience and awareness of and a limited sentence structure.
voice, awareness of purpose, and audience and awareness of
audience and the ability to vary purpose and some how to vary
purpose, and varied sentence structure. attempt to vary sentence
sentence structure. sentence structure. structure.

Conventions Demonstrate Demonstrate Demonstrate partial Demonstrate Demonstrate little

control of the control of the control limited or no control
conventions with conventions, of the conventions, control of the conventions,
essentially no exhibiting exhibiting of the conventions, making
errors, even with occasional occasional exhibiting frequent comprehension
sophisticated errors only errors that do not errors that make almost impossible.
language. when using hinder comprehension
sophisticated comprehension. difficult.
language.