Science Grade 5 Q2 COT 1 Ni Ama. 12.7.2022

LESSON PLAN for COT 1
School Tanay Ville Elementary School Grade Level 5 Q2 W1 D1

Teacher Amabelle P. Acleta Learning Area Q2 Science: Aguinaldo
Time and Date December 7, 2022 Checked : Daniel S. Custodio
I. Objectives
A. Content Standard The learners demonstrate understanding of how the parts of the
human reproductive system work
B. Performance The learners should be able to practice proper hygiene to care of the
Standard reproductive organs
C. Learning The learners should be able to describe the parts of the reproductive
Competencies/Objectives system and their function (S5LTIIa-1)
 Identify the parts of the female reproductive system
II. Content The Reproductive System

III. Learning Resources
A. References
1. Teacher’s TM 28-30; STeP, CG
Guide
pages
2. Learner’s
material pages
3. Textbook pages Science Beyond Borders pages 44-47 Science for Daily Use
pages 2- 5
4. Additional
materials from Learning
Resource (LR) portal
B. Other Learning Chart/ tarpapel, pictures or diagram, jumbled word puzzle, word cut-
Resources outs of the parts of the female reproductive system, video clip
https://www.vectorstock.com/royalty-free-vector/female-reproductivesystem-vector-659071
IV. Procedure
A. Engage Let us arrange the picture puzzle to find out all about our discussion
1
for today.
https://www.vectorstock.com/royalty-free-vector/female-reproductiv e
syste m-vector-65907 1
What illustration was formed?

B. Explore Group the learners into 3 and ask them to perform the activity
(Please refer to the attached activity sheet)
C. Explain Presentation of output
What words were you able to form? What are the parts of the female
reproductive system?
Presentation of output
What words were you able to form? What are the
2
D. Elaborate How many parts parts
doesof the
the female
femalereproductive
reproductivesystem?
system have?
What are the parts of the female reproductive system? (The female
reproductive system is made up of several organs which include the
ovaries, fallopian tubes, uterus, cervix and vagina)
How does each one look? What are the features of each part?
How important is knowing the parts of the female reproductive
system?
E. Evaluate Name and identify the parts of the female reproductive system. Write
them inside the box.
https://www.vectorstock.com/royalt
y-free-vector/femal
e-reproductiv
e
system-vector-659071
3
4
ACTIVITY SHEET
Learning Target: We can form words related with the female reproductive system and put
the words formed in the picture below
What You Need:

Scissors
Double adhesive tape
Cut out letters (1. ERCIXV 2. ROVAY 3. AGINVA 4. RETUSU 5. ALLPIFONA
TUEB)
Picture of the female reproductive system
What to Do:
Prepared and Submitted by:
AMABELLE P. ACLETA
Master Teacher 1
NOTED:
DANIEL S. CUSTODIO
Principal I
5
1. Choose a leader, secretary and reporter.
2. Within 5 minutes, rearrange the letters to form words related to the parts of the
female reproductive system.
3. After forming the word, paste them on the given picture.
4. Postyour output on the board.
Guide Questions:
1. What are the parts of the female reproductive system?
2. To what specific object can you compare or relate each part?
https://www.vectorstock.com/royalt
y-free-vector/femal
e-reproductiv
e-system-vector-659071
6
DAILY LESSON PLAN
School Grade Level 5

Teacher Learning Area Science
Time & Date Quarter Q2 W3 D1
I. Objectives
A. Content The learners demonstrate understanding of how the parts of the
Standard human reproductive system work
B. Performance The learners should be able to practice proper hygiene to care of
Standard the reproductive organs
C. Learning The learner should be able to explain the
Competen menstrual cycle (S5LTIIc-3)
cies/ ● Define menstruation
Objective
s

III. Learning
Resources
A. References
1. Teacher’s Teacher’s Manual p 34-35, STeP, CG
Guide pages
2. Learner’s
Materials
pages
3. Textbook Science Beyond Borders p 54-55 Science for Daily Use p 15-18,
pages
4. Additional Video clip, https://www.youtube.com/watch?v=z1F0jbVCDIg
Materials
from
Learning
Resource
(Portal)
7
B. Other
Learning
Resources
Chart/tarpapel , sets of jumbled letters
IV. Procedure
A. Engage Check the box if the sentence tells the changes in females’ body
during puberty and mark an x if not.
Occurrence of menstruation . Development of the
breasts Appearance of Adam’s apple Broadening of
the hips
Increase in height and weight
B. Explore Group the learners in two. Provide each group with a set of
jumbled letters.
Have learners rearrange the jumbled letters to form a word

RAUTMNETOISN
The team who first form the word correctly will win. Post the
formed word on the board and have the learners give words
related to the word
MENSTRUATION by completing the Acronym.

M - monthly period
E - eliminating, endometrium, egg cell ,estrogen
N - nasty
S - system
T - teenager
R - reproduction
8
U - uterus
A - abdominal pain
T - tiresome
I - irritable
O - ovulation
N - not comfortable
Ask the learners to answer the following questions:

1. What is the first onset of menstruation called?
2. What should you do to avoid discomfort during
menstruation?
3. Does exercise help lessen the pain and discomfort
brought about by
dysmenorrhea? Explain your answer
C. Explain Have learners answer the following questions:

2. What should you do to avoid discomfort during

menstruation?
3. Does exercise help lessen the pain and discomfort
brought about by dysmenorrhea? Explain your answer.
D. Elaborate
Have pupils watch a video clip about

menstruation.
Answer the questions below.

1. What is menstruation? (One of the
changes that take place to girls during
puberty is the occurrence of menstruation.)
2. What is menstruation? (Menstruation is the
monthly vaginal discharge of blood
secretions, and the lining of the uterus
when fertilization has not occurred)
E. Evaluate What is menstruation? Explain your answer in two to three

sentences.
Assignment/ What is menstruation and how does it occur?
9
Enrichment: Why do we need to study the menstrual cycle?
V. Remarks
VI. Reflection
VII. Others
A. No. of
learners who
earned 80%
on the
formative test
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lessons
work? No. of
learners who
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 it
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
10
to share with
other
teachers?
DAILY LESSON PLAN

I. Objectives
11
A. Content Standard The learners demonstrate understanding of how the parts of
the human reproductive system work
B. Performance The learners should be able to practice proper hygiene to care
Standard of the reproductive organs
C. Learning The learner should be able to explain the
Competencies/ menstrual cycle. (S5LTIIc-3)
Objectives ● Illustrate the phases of menstrual cycle
III. Learning
Resources
A. References
1Teacher’s Guide Teacher’s Manual p 34-35, STeP, CG
. pages
2Learner’s
. Materials pages
3Textbook pages Science Beyond Borders p 54-55 Science for Daily Use p 15-
. 18
4.Additional Video clip, https://www.youtube.com/watch?v=ak7tFOL32sE

. Materials from
Learning
Resource (Portal)
B. Other Learning
Resources
Chart/ tarpapel, diagram
IV. Procedure
12
A. Engage Encourage the learners to answer the riddle: “I am a vessel that
serves as a house for guests for about nine months. My guests
can vary in size and number, but I prepare for all of them.
Every month, I lay out a thick, red carpet for the guests.
However, if no guest comes, I have to clean up the carpet and
send it out. After a month or so, I repeat the process. What am
I? (Uterus)
The teacher will present a diagram of the phases of menstrual

cycle.
https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=
1&ei=ZaEmXa2TGKuymAX9-
5jgBQ&q=menstrual+cycle&oq=MENSTRUA&gs_l=img.1.1.0l7j0i67j
0l2.960672.967987..971796...1.0..0.126.815.7j2......0....1..gws-
wizimg.......35i39j0i5i30j0i30.1pUzjTbcHyc#imgrc=NH6ImDY79Yl-VM:
B. Explore Group the learners into three and ask them answer the
attached activity sheet.
C. Explain The menstrual cycle is the monthly series of changes a woman’s
body goes through in preparation for the possibility of
pregnancy. Each month, one of the ovaries releases an egg- a
process called ovulation. At the same time, hormonal changes
prepare the uterus for pregnancy. This is a menstrual period.
The menstrual cycle has four phases.
D. Elaborate Have learners watch a video clip about the menstrual cycle.
https://www.youtube.com/watch?v=ak7tFOL32sE
E. Evaluate Learners’ output will be rated using the rubrics below.
13
Assignment:
Using other books or the internet briefly answe

the following questions:
1. What happens during one menstrual cycl
and why is it important to reproduction?
2. Does exercise help lessen the pain and
discomfort brought about by
dysmenorrhea? Explain your answer.
V. Remarks
VI. Reflection
VII. Others
A. No. of learners
who earned
80% on the
formative test
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
14
strategies
worked well?
Why did it 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 SHEET
15
Learning Target: I can draw/ illustrate the phases of the menstrual cycle.
What You Need: pencil, coloring material (crayons, coloring pen/pencils), drawing
book/ coupon bond, enlarged picture of menstrual cycle (to be
provided by the teacher)
What to Do:
1. Illustrate the menstrual cycle. Refer to the diagram below.
https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1&ei=ZaEmXa2TGKuymAX
9
5jgBQ&q=menstrual+cycle&oq=MENSTRUA&gs_l=img.1.1.0l7j0i67j0l2.960672.967987..971796...1.0..0.126.815.7j
2.
.....0....1..gws-wiz-img.......35i39j
0i5i30j0i30.1pUzjTbcHyc#imgrc=NH6ImDY79Y
l-VM:
2. Make your illustration colorful and neat.

3. Display you work /output on the board for assessment.
Scoring Rubric for Assessment
DAILY LESSON PLAN
16
I. Objectives
A. Content The learners demonstrate understanding of how the parts of the
Standard human reproductive system work
B. Performance The learners should be able to practice proper hygiene to care of
Standard the reproductive organs
C. Learning The learner should be able to explain the menstrual cycle (S5LTIIc-
Competen 3)
cies/ ● Describe what happens in each stage/ phase of
Objectives menstrual cycle

III. Learning
Resources
A.
References
Guide
pages
2. Learner’s
Material
s pages
3. Textbook Science Beyond Borders p 54-55 Science for Daily Use p 15-18
pages
17
4. Additional
Material
s from
Learning
Resourc
e
(Portal)
Video clip, https://www.youtube.com/watch?v=ak7tFOL32sE

https://www.youtube.com/watch?v=ayzN5f3qN8g
B. Other Chart/tarpapel, diagram , flash cards

Learning
Resourc
es
IV.
Procedure
A. Engage Present the word MENSTRUATION.
Show the following words in a flash card and then ask them what
words they can relate to menstruation.
sanitary napkins puberty baby monthly period

uncomfortable teens abdominal pains
B. Explore Group the learners into 3 and have them perform the attached
activity.
18
C. Explain Presentation of output
Present a diagram of the

Phases of Menstrual
Cycle and have learners
discuss and explain
what happens during
each phase.
https://www.google.com/search?
biw=1366&bih=657&tbm=isch&sa=1&ei
=ZaEmXa2TGKuymAX9-
5jgBQ&q=menstrual+cycle&oq=MENSTRUA&gs_l=img.1.1.0l7j0i67j0l2.9
60672.967987..971796...1.0..0.126.815.7j2......0....1..gws-
wizimg.......35i39j0i5i30j0i30.1pUzjTbcHyc#imgrc=NH6ImDY79Yl-VM:
Phases of Menstrual Cycle

Phase I – This is the menstruation phase. The first
Day of menstruation is the first day of menstrual Cycle.
The uterine lining breaks down and blood comes out of the vagina.
This is called the menstrual flow. The flow lasts from three to five
days. It marks the beginning of the next menstrual cycle.
Phase II – The lining of the uterus becomes thin after menstruation.

This is a repair period for the uterine lining and development period
for an egg to mature.
Phase III –The mature egg is released. This period is called

ovulation. The egg cell travels along the oviduct/fallopian tube and
waits for a sperm cell.
Phase IV- During this period, the uterus prepares for a possible
fertilization and implantation by making the uterine lining grow and
thicken.
19
D. Elaborate
Have learners view a video clip about the phases of

menstrual cycle.
While viewing, have learners answer the following

questions:
2. What are the phases of menstrual cycle?
3. What happens in each phase of menstrual
cycle?
E. Evaluate Which phase of the menstrual cycle is being referred to? Write the
phase before the number.
Menstrual Description
Phase
1. The uterine lining begins to break
and the bleeding period begins.
2. The mature egg is released by the
ovary and travels to the fallopian
tube.
3. The endometrium becomes thicker

in case a fertilized egg moves to
the uterus for implantation.
4. The process of fertilization may

take place.
5. The lining of the uterus becomes
thin after the bleeding period.
Assignment/ Make a flow chart showing what happens during the menstrual
Enrichment: cycle.
V. Remarks
VI. Reflection
VII. Others
20
A. No. of learners who earned
80% on the formative test
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
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 it 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 SHEET
21
Learning Target: I can track the menstrual cycle.
What You Need: pen, notebook, short text, textbook (Science Beyond Borders)
What to Do:
1. Read the short text and do the activity below.
Liza has a normal menstrual cycle. If she has her first day of menstruation on
September 6, what will be the dates for the following events?
a. The day when the uterine lining was released from the body.
b. The days when the uterine wall will become thick and spongy; and
c. The period when the mature cell
egg will be released from the ovary to the
fallopian tube.
You may refer to the illustration on page 54 of your textbook to trace the
menstrual cycle of Liza.
22
DAILY LESSON PLAN

Time & Date Quarter Q3 W3 D4-5
I. Objectives
A. Content The learners demonstrate understanding of how the parts of
Standard the human reproductive system work
B. Performance The learners should be able to practice proper hygiene to
Standard care of the reproductive organs
C. Learning The learner should be able to explain the menstrual cycle.
Competencies/ (S5LTIIc-3)
Objective s ● Explain how menstrual cycle affect reproduction

III. Learning
Resources
A. References
Guide
pages
2. Learner’s
Materials
pages
3. Textbook Science Beyond Borders p 54-55 Science for Daily Use p
pages 15-18
23
4. Additional
Materials from
Learning Resource
(Portal)
Video clip, https://www.youtube.com/watch?v=ak7tFOL32sE
B. Other Learni Chart/ tarpapel, diagram , flash cards

Resources ng
IV.
Procedure
A. Engage What comes to your mind when you hear the word menstrual
cycle? What words can be associated to menstrual cycle?
Elicit learners’ responses through semantic web
B. Explore Have learners watch a video clip about fertilization and

menstrual cycle. Have them answer the questions below.
24
1. What is menstruation?
2. How does fertilization occur?
3. What is ovulation? How many egg is released by the
ovary?
4. What happens when the egg is fertilized?
C. Explain Presentation of output.
Further discussion of the lesson:

1. What are the important words that can be associated
with menstrual cycle?
(menstruation, ovulation, fertilization, implantation)
2. What happens during menstruation? (During
menstruation, the uterine lining breaks down and blood
comes out the vagina.)
3. What is ovulation? (Ovulation is the release of egg
from the ovary.
4. What happens when a sperm cell and an egg cell
unite? (When a sperm cell and an egg cell unite,
fertilization takes place.)
5. What happens when the egg is fertilized? (When the
egg is fertilized, a new life begins. The fertilized egg is
called the zygote. In the uterus, the zygote undergoes
development for nine months until the birth of the baby.
This period of time is called pregnancy.)
D. Elaborate
How does menstrual cycle affect reproduction?
Why does the uterine lining thicken? Why does it

break down?
Your mother is 50 years old and she has regular

monthly period. Do you think she will still get
pregnant? Why? Why not?
E. Evaluate Explain how menstrual cycle affects reproduction. Write your

answer in 2-3 sentences.
25
Assignment/ Give the meaning of the following terms:
Enrichment
fertilization ovulation menstruation reproduction
zygote pregnancy
V. Remarks
VI. Reflection
VII. Others
A. No. of learners who
earned 80% on
the
formative test
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
26
continue to require
remediation
Why did it work/
encounter which my
help me solve
use/discover which I wish
to share with other
teachers?
DAILY LESSON PLAN

Date & Time Quarter Q2 W4 D1
27
I. Objectives
Content The learners demonstrates understanding of how the parts of
Standard Human Reproductive System work
Performance The learners should able to practice proper hygiene to care of the
Standard Reproductive Organs
Learning The learners should be able to give ways of taking care of the
reproductive organs (S51TII d-4)
Competency/  Enumerate some common diseases or disorders of the
Objective Reproductive System.
III. Learning
Resources
A.
Reference
s:
1.Teache TM Science Beyond Borders, STeP
r’s
guide
pages
2.Learne
r’s
Materials
pages
3.Textbo Science Beyond Borders
oks
pages
28
4.Additio
nal
Materials
from
Learning
Resourc
es (LR)
Portal
B. Other video clips, graphic organizer strips of paper, activity card pocket.
Chart.
Learning
Resources
IV. Procedure
A. Engage Game: The following words are written in paper strips and are
hidden under the learners’ chairs (endometriosis, HIV/AIDS,
sexually transmitted disease, gynecological cancer, prostate
cancer)
1. Let the pupils find some hidden paper strips under the chair.
2. After finding those paper strips let them post the words in a
pocket chart.
3. Elicit pupil’s reaction about the words found.
a. What are the words hidden under your chairs?
b. Do you often hear these words?
c. What do you think are these words about?
29
B. Explore Group the learners into 4. Ask Divide the class into 2
them to accomplish the attached
activity sheet. 1.The first group will write the
words in a box. (a piece of paper
will be distributed to the pupils
with boxes)
2. The second group will attach

the paper strips to the picture of
male and female reproductive
organs where arrows are found.
C. Explain Let the learners answer the following key questions:

1. What are some common diseases and disorders you have
listed in your output?
2. How are these common diseases and disorders acquired?
3. What are the causes of these common diseases and
disorders of the reproductive system?
D. Ask the following questions:

Elaborate 1. What are some common diseases or disorders of the
reproductive system?
2. Do you think this can be prevented?
3. Is it important to take care of our reproductive system?
Why?
30
E. Direction: Read the sentences carefully. Choose the letter of the
Evaluate correct answer.
1. It is a problem affecting a woman’s uterus, called a

“misplaced tissue”.
A. Endometriosis
B. Gynecological Cancer
C.HIV/AIDS
D. Sexually Transmitted Diseases
2. It is made up of muscle cells and other tissues that grow in
and around the wall of the uterus, or womb.
A. Endometriosis B. Gynecological
Cancer
C.HIV/AIDS
3. A cancer that begins in the different places within a woman’s
pelvis.
A. Endometriosis
B. Gynecological Cancer
C. HIV/AIDS
4. Swelling of the prostate gland which surrounds the base of
the male bladder and urethra.
A. prostate cancer
B. BPH (Benign prostatic hypertrophy)
C. RTI (Reproductive Tract Infection)
D. Testicular Cancer
5. It is a cancer that occurs in the prostate, a small walnut
shaped gland in the male that nourished the sperm.
A. prostate cancer
B. BPH (Benign prostatic hypertrophy)
C. RTI (Reproductive Tract Infection)
D. Testicular Cancer
List down some ways to prevent ailment of the Reproductive

Assignment System.
31
ACTIVITY SHEET
Learning Target: We can enumerate diseases and disorders of the Reproductive System
For Groups 1 and 2:
What You Need:

paste pens paper strips What to Do:
1. Pick out from the words found inside the envelope some common disorders of the
reproductive System.
2. Write it in the paper strips provided for you.
32
Answer the following questions:
1. What are the common diseases and disorders of the reproductive system found inside
the envelope?
2. What helps you choose the right pictures?
3. Do you think these common diseases can be treated and prevented? How?
Note: Pictures to be used for the activity will be provided by the teacher.
DAILY LESSON PLAN

I. Objectives
Content The learners demonstrates understanding of how the parts of human
Standard Reproductive System work
Performance The learners should able to practice proper hygiene to care of the
Standard Reproductive Organs
33
Learning The leaners should be able to give ways of taking care of the Reproductive
Competency/ Organs (S51TII d-4)
Objective:  Identify ways on how to prevent ailment in the reproductive system

III. Learning
Resources
A.
References
1.Teache TM Science Beyond Borders, STeP
r’s
Guide
pages
2.Learner
’s
Materials
pages
3.Textboo Science Beyond Borders
ks pages
4.Addition
al
Materials
from
Learning
Resources
(LR)
Portal
B. Other
Learning
Resources pictures, paper strips, activity sheets chart.
IV.
34
Procedure
A. Show pictures of common diseases and disorders affecting the
Engage reproductive system.
Elicit learners’ responses:

1. What do you see in the pictures?
2. Describe the pictures
3. How can we avoid acquiring these diseases and disorders in the
Reproductive System?
B. Divide the learners into 4 groups. Let the Divide the class into 2
Explore learners do their task as reflected in the activity groups.
sheet
Remind them of the
standards to follow
during the group activity.
The first group will check

the table below on how
to prevent ailments in
the Reproductive
System.
1. YE N
Practic S O
e good
hygien
e. 2.
Visit
your
doctor
regula
rly.
3.Do
not
smoke
4.
Submi
t for
a
regula
r
screen
ing for
HIV
and
other
sexual
ly
trans
mitted
diseas com
es. mon
35
Group 2: Check
th e table below
on how to
prevent
diseases and
disorders
female.
for
1. Eat YE N
balan S O
ced a
diet.
2. Drink
plent
y of
water
.
3. Get
regul
ar
exerc
ise.
4. See
your
docto
r
regul
arly.
5. Avoid
smok
ing
tobac
co.
6. Drink
colas
when
thirst
y
C. Let each group present their output.

Explain
Let them answer the key questions:
1. What are some ways in preventing common diseases and
disorders in the Reproductive System?
2. Is it important that we observe those healthy habits for the
Reproductive System?
D. Ask the following questions:
Elaborat 1. What are some ways in preventing ailments of the
e Reproductive System?
2. As teenagers do you need to take care of your reproductive
system? Why?
36
E. Direction: Put a check if the statement tells ways in preventing common
Evaluate diseases and disorders in the reproductive system, X if not.
_____ 1. Seek medical advice if your feel something wrong with your
reproductive system.
_____ 2. Get regular exercise.
_____ 3. Eat a balanced diet and drink plenty of water.
_____ 4. Seeing a doctor for a screening for HIV and other sexually
transmitted diseases is not needed.
_____ 5. Get enough sleep and manage stress and healthy ways.
_____ 6. Use public toilet and washroom always.
_____ 7. Always wear clean underwear.

Assignment: List down some health habits that you do in taking care of your reproductive
system.
Collect some articles about prevention and cure of common diseases and
disorders in the Reproductive System.
V. Remarks
VI.
Reflection
A. No. of
learn
ers
who
earne
d
80%
on
the
forma
tive
asses
smen
t.
B. No. of
learn
ers
who
requir
e
additi
onal
activit
ies
for
reme
diatio
n.
C. Did
the
37
reme
dial
lesso
n
work
?
D. No. of
learn
ers
who
have
caug
ht up
with
the
lesso
n.
E. No. of
learn
ers
who
conti
nue
to
requir
ed
reme
diatio
n
F. Which
of my
teach
ing
strate
gies
work
ed
38
well?
Why
did
these
work
?
G. What
difficu
lties
did I
enco
unter
which
my
princi
pal or
super
visor
can
help
me
solve
?
H. What
innov
ation
or
locali
zed
mater
ials
did I
use/d
iscov
er
which
I wish
to
share
with
other
teach
ers?
39
ACTIVITY SHEET
Learning Target: We can identify ways on how to prevent ailment in the reproductive
system.
For Groups 1 and 2:
What You Need: pens manila paper

crayons
What to Do:
40
1. Make a poster showing ways on how to prevent ailment in the reproductive system.
2. Use the coloring materials and paper for you.
DAILY LESSON PLAN
School Grade 5
I. Objectives
Content The learners should be able to understand how the parts of the human
Standard reproductive system works.
Performance The learners should be able to practice proper hygiene to care for the
3. Post your output after 5 minutes.
Standard reproductive system
Learning
Answer The
the following learners should be able to give ways of taking care of the
questions:
1. What are some ways to doorgans
Competency/ reproductive (S5LTIId-4)
to prevent ailment in the reproductive system?
2. Do you have to do this? Why and why not? practices for the reproductive system
Objective  Identify good health
II. Groups
For Content3 and 4:The Reproductive System
III. Learning
What You eNed:
Resources
A. pens paper
What to
ReferencesDo:
1. Write an essay on ways on how to prevent ailment in the reproductive system.
1. TM. Science Beyond Borders, pp. 36-38, STeP
2. Use the paper provided for you
3. Post your output after 5 minutes
Teacher’s
Answer the Guidefollowing questions:
pages1. What are the ways on howprevent
to ailment in the reproductive system?
2.2.
Is it important to do this regularly? Why?
Learner’s
Materials
pages
3. Science Beyond Borders, pp56-59 Science for Daily
Textbook Use pp.19-22
pages
41
4. Additional
Materials from
learning
Resources
(LR) Portal
B. Other Pictures, paper strips, tarp papel/chart, activity sheets

Video clip https://www.youtube.com/watch?time_continue=23&v=MbdS3EEWYsU
Learning
Resources
IV. Procedure
A. Engage Show pictures of a healthy person and a sick one.
Have learners describe each picture.

1. What do you think are the reasons why she/he is healthy?
2. Why do you think he/she is weak/ sick?
Let the learners complete the following sentences:

1. “I am healthy because…”
2. “I am not healthy because…”
Let the learners walk through inside the classroom and have them look
for the pictures showing good health habits. (Pictures were posted in
every corner of the room).
What are those good health habits that you find inside our classroom?
B. Explore Divide the learners into 2 groups and have them answer activity sheet.
C. Explain Presentation of Output. (See attached rubric)
Have learners answer the questions below:
42
1. What are some health habits you should do to keep your
reproductive organs healthy?
2. Why is it important to take care of the reproductive system?
D. Elaborate Have learners watch a video clip about the lesson Caring for the
Reproductive System.
Have learners answer the checklist on how much they take care of their
reproductive organ. (See attached checklist)
What are the things you should do to keep your body/ reproductive
system healthy?
Is it good to borrow underwear to others? Why? Why not?
Generalization: Our reproductive organs should be taken care of

properly to avoid discomfort and infection. One should practice good
health habits to keep the reproductive system healthy.
E. Evaluate
Directions: Draw a  if the statement tells about good habits

to keep the reproductive system healthy and  if not.
____1. Take a bath every day.
____2. Wear only your own underwear.
____3. Wash external reproductive organs with
mild soap and water.
____4. Sit comfortably using a public toilet.
____5. Use clean towelafter every bath.
____6. Wash underwear properly.
____7. Change underwear every other day.
____8. Borrow underwear from friends.
____9. If you are a girl, use sanitary napkins duringyour
menstrual period.
____10. Visit / consult a doctor if necessary
Assignment Cut out pictures showing good health practices for the reproductive
system.
V. Remarks
VI. Reflection
A. No. of
learners who
earned 80%
on the
43
formative
assessment.
B. No. of
learners who
require
additional
activities
for
remediation.
C. Did the
remedial
lesson work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learners who
continue to
required
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?
44
ACTIVITY SHEET
Group 1:
Science Skills: identifying, describing and communicating
Time Frame: 5- 10 minutes
What You Need: pictures inside the envelope, manila paper, paste
(To be provided by the teacher)
What to Do:
1. Choose the pictures inside the envelope that show good health
practices to keep your reproductive system healthy.
2. Paste the pictures you chose in the manila paper
3. Answer the questions below:
What are some good health habits you do in caring for your reproductive system?
Why are these practices good for your reproductive system?
4. Present your output in class.
Health Habits for Reproductive System
1. Eat nutritious food.

2. Take a bath every day. Use clean towel every after bath.
3. Thoroughly wash your external reproductive organ with mild soap and water.
4. Be sure your underwear is clean before wearing them.
5. Change your underwear every day or as often as needed.
45
6. Wash your underwear properly.
7. Wear only your own underwear.
8. Urinate when you feel you have to empty your bladder.
9. Use sanitary pad/napkins during menstruation. Change it when needed.
10. Exercise care when using public toilet.
11. Avoid using jeans or trousers that are too tight.
12. Seek medical advice if you feel something wrong with your reproductive organ.
Check the column that describes how often you practice good health habits to take care of
your reproductive organ.
Health Habits Rating

Always (5) Seldom (3) Never (1)
1. I take a bath every day
2. I wash my external
organ with mild soap and
water.
3. I wear only
my underwear.
4. I change my underwear
as often as needed.
5. I am extra careful in
using public toilet.
3. Which of these health habits have you scored poorly? Why?
4. Are you keeping your reproductive organs healthy?
ACTIVITY SHEET
Group 2
Science Skills: Identifying, Describing, Communicating
Time Frame: 5- 10 minutes
What You Need: Checklist (written on the manila paper/ tarpapel), pentle pen/ chalk
What to Do:
1. Boys and girls must practice care and concern of their reproductive organs.
Identify which practices are intended for boys, which are for girls and which can
be practiced by both boys and girls.
2. Check the chart below:
46
Proper Care For Male For Female Both Male and
(Boys) (Girls) Female (Boys &
Girls)
1. Wash external reproductive
organ with mild soap and
water.
2. Change
underwear regularly.
3. Exercise care when using
public toilet.
4. Use sanitary pad when
having menstruation.
5. Avoid using other’s
underwear
6. Have to undergo
circumcision
7. Visit a
gynecologist/urologist
when needed.
3. Answer the questions below:
a. Which of the above mentioned practices do you observe regularly?
b. Why are these practices intended for girls only, or for boys only?
4. Present your output to the class.
https://www.google.com/search?rlz=1C1CHBF_enPH805PH812&tbm=isch&q=BLIND+MAP+OF+THE+PARTS+OF+
FLOWER+GUMAMELA&chips=q:blind+map+of+the+parts+of+flower+gumamela,online_chips:hibiscus+flower&usg=
AI4_-
kTTHfzJ15HNfFUMPYAmi26puAOOMg&sa=X&ved=0ahUKEwj9t6zcrMDjAhXTdXAKHSXCDeQQ4lYIMygJ&biw=170
7&bih=821&dpr=0.8#imgrc=_
DAILY LESSON PLAN

I. Objectives
Content The learners demonstrates understanding of how the parts of human
Standard Reproductive System work
Performanc The learners should able to practice proper hygiene to care of the
e Standard Reproductive Organs
Learning The learners should be able to give ways of taking care of the
Competency Reproductive Organs (S51TII d-4)
/ Objective  Illustrate good health practices for the reproductive system.
47
III. Learning
Resources
A.
References:
1.Teache TM Science Beyond Borders, pp. 36-38; STeP
r’s guide
pages
2.Learne
r’s
Materials
pages
3.Textbo Science Beyond Borders pp. 56-59
oks
pages
4.Additio
nal
Materials
from
Learning
Resources
(LR)
Portal
B. pictures, paper strips, activity sheets chart
Other
Learning
Resources
IV.
Procedure
A. Engage Let the learners listen to a song about taking good care of the
reproductive system.
Do you like the song?
48
What is the message of the song?
B. Explore Divide the class into 4 groups. Let them do the task found in the
activity sheet.
C. Explain. What are some good health habits you should observe to make your
reproductive organs healthy?
Why do you need to do it?
D. Elaborate Make a daily checklist on how often you were able to do good health
practices for your reproductive system.
Direction. Check the table below which shows how consistent you
are in taking care of your reproductive system.
Good health practices Always Sometimes Never

for the
reproductive system
I. I sleep at least 8
hours everyday
2. I take a bath
everyday
3. I eat nutritious foods
like fruits and
vegetables.
4. I drink at least 8
glasses of water.
5.I exercise daily to
keep myself fit and
healthy
How do these practices that you observed everyday affect your

health?
Is it important to do these practices regularly? Why?

E. Evaluate Direction: Draw good health habits in caring for the reproductive
system (5 pts). Use the attached rubric for checking.
Assignment: Collect pictures showing good health practices for the reproductive
system. Make a collage.
V. Remarks
VI.
Reflection
VII. Others
A. No. of
learners
who earned
80% on the
formative
assessment
.
49
B. No. of
learners who
require
additional
activities
for
remediation.
C. Did the
remedial
lesson
work?
No. of
learners
who have
caught up
with the
lesson.
D. No. of
learners
who
continue to
required
remediation
E. Which of
my teaching
strategies
worked
well?
Why did
these work?
F. What
difficulties
did I
50
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation
or localized
materials
did I
use/discove
r which I
wish to
share with
other
teachers?
ACTIVITY SHEET
Learning Target: We can illustrate ways on how to prevent ailment in the reproductive
system.
What You Need:

pens crayons
What to Do:
1. Make a poster on how to prevent ailment in the reproductive system.
2. Use the coloring materials provided for you.
3. Post your output after 5 minutes.
51
DAILY LESSON PLAN

I. Objectives
Content The learners demonstrate understanding of how animals reproduce
Standard
52
Performance
Standard
Learning The learners should be able to describe the different modes of
Competency/ reproduction in animals such as butterflies, mosquitoes, frogs, cats and
Objective dogs (S5LTIIe-5)
 Identify ways on how animals reproduce.
II. Content Modes of Reproduction in Animals
III. Learning
Resources
A. References
1.Teacher’s TM Science Beyond Borders, pp.39-41, STeP
guide
pages
2.Learner’s
Materials
pages
3.Textbooks Science Beyond Borders pp. 62-63
pages
4.Additional
Materials
from
Learning
Resources (LR)
Portal
B. Other
Learning
53
Resources
pictures, paper strips, activity sheets chart
IV. Procedure
A .Engage The teacher will show pictures of different animals.
2. How do these animals differ from each other?
B. Explore Show video clips about how animals Divide the class into 2
reproduce. Can you tell/ identify how groups.
animals reproduce? Remind them of the
standards.
Divide the learners into 3 groups. Let the
learners do the task. Distribute the • The first group will cut
activity sheets. out picture of animals
that lay eggs and paste
it in the Manila paper.
• The second group will

cut out pictures of
animals born alive and
paste in the Manila
paper.
C. Explain Let each group present their output.
Let them answer the key questions.

1. What is reproduction?
2. What are the ways on how animals reproduce?
54
3. What are some examples of animals that lay eggs?
4. What are some animals that are born alive?
5. Do these animals have similarities and differences?
How?
D. Elaborate Group the following animals into 2 those that are born alive and
animals that lay eggs.
(Pictures are found in an envelope. Photos will be provided by the

teacher.)
horse, crocodile, cat, dog, chicken, turtle, duck, pig, lizard
Ask the following questions:

1. How do you group the animals in the pictures?
2. Are these animals found in your own surroundings?
E. Evaluate Direction: Group the following animals according to how they
reproduce.
Lay Eggs Born Alive
cat carabao fish frog lizard eagle

crocodile chicken horse pig birds
cow goat
Assignment:
Collect pictures of animals that are born alive and animals

that lay eggs. Make a scrap book.
List down some pictures of animals found in the sea.
V. Remarks
55
VI. Reflection
VII. Others
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial lesson
work?
No .of learners
who have caught
up with the
lesson.
D .No. of
learners who
continue to
required
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?
56
ACTIVITY SHEET
Group 1
Learning Target: We can identify ways on how animals reproduce.
What You Need:

pen paper
What to Do:
1. Open the envelope containing pictures of animals that lays eggs.

2. Write it in a paper provided for you.

1. What are the animals in your list?
2. How do the animals in your list reproduce?
Group 2
What You Need:

pen paper
What to Do:
1. Open the envelope containing pictures of animals.
2. Group the animals in the pictures into animals that are born alive and those that
lay eggs using a Venn Diagram

1. How do the animals in your list reproduce?
57
2. how do the groups differ?
Group 3
What You Need:

pen paper crayons
What to Do:
1. Draw the animals that lay eggs and those that are born alive
2. Use the crayons to make your output presentable.

1. How do animals reproduce?
2. What are the different modes of reproduction in animals?
58
DAILY LESSON PLAN
59
Teacher Learning Science
Area
I. Objectives
Content The learners demonstrate understanding of how animals reproduce.
Standard
Performance
Standard
Competency/ reproduction in animals such as butterflies, mosquitoes, frogs, cats
Objectives and dogs (S5LTIIe-5)
 Differentiate sexual from asexual reproduction
III.
Learning
Resources
A.
References
1.Teach TM Science Beyond Borders, pp. 42-45, STeP
er’s
guide
pages
2.Learner’s
Material
s pages
oks
pages
60
4.Additional
Material
s from
Learning
Resources
(LR)
Portal
B. Other pictures, paper strips, activity sheets chart
Learning
Resources
IV.
Procedure
A. Engage Show pictures of fish, hydra, sea anemone, dog, frog, horse.
2. Can you tell how these animals reproduce?
B. Explore Provide video clip on - Group tasks.

asexual and sexualGroup 1:
reproduction. Check the names of animals which are
produced through asexual reproduction.
Let them answer the key Group 2:
question after watching Group the following animals into two
the video: How do animals using the table below.
reproduce?
Animals that Animals that
Divide the pupils into 3 undergo undergo
groups sexual asexual
reproduction reproduction
Distribute the
activity sheets.
fish birds cat hydra
61
sea anemone
dog frog cow
horse chicken butterfly
mosquito
C. Explain Let each group present its output.

1. Can you tell what sexual and asexual reproduction in animals
is?
2. How do they differ from each other?
3. What are the modes of asexual reproduction in animals?
4. How important are gametes to sexual reproduction?
D. Elaborate Show video clips (sexual and asexual reproduction)
Let the learners watch the video clips
Let them differentiate sexual reproduction from asexual reproduction

using the Venn diagram.
E. Evaluate
Direction: Fill in the table correctly.

Choose your answers below.
Sexual reproduction Asexual reproduction
fission gamete
regeneration budding
internal fertilization external fertilization
autogamy zygote
single organism fragmentation two parents
Assignment: Collect pictures of animals that are produced through sexual

reproduction.
How do lizards and jellyfish differ from each other? .

V. Remarks
VI. Reflection
VII. Others
62
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
activities
for
remediation.
C. Did the
remedial
lesson work?
No. of
63
learners who have
caught up with the
lesson.
continue to required
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 SHEET
Learning Target: We can differentiate sexual from asexual reproduction
What You Need:

pens paper pictures
64
What to Do:
1. Open the envelope and get the pictures inside it.

2. Describe how both animals/specie reproduce?
Ask the following questions
1. What is sexual and asexual reproduction?

2. What are the modes of reproduction in anima ls?
DAILY LESSON PLAN

65
I. Objectives
Content Standard The learners demonstrate understanding of how animals reproduce
Performance
Standard
Competency/ reproduction in animals such as butterflies, mosquitoes, frogs, cats and
Objectives dogs (S5LTIIe-5)
 Identify animals that undergo sexual reproduction
III. Learning
Resources
A. References
1.Teacher’s TM Science Beyond Borders, pp.39-40, STeP, CG
guide
pages
2.Learner’s
Materials
pages
3.Textbooks Science Beyond Borders pp. 61-63
pages
4. Additional
Materials
from
Learning
Resources (LR)
Portal
66
B. Learni
ng
Other
Resourc
es
IV.
Procedur
e
A. Game:
Engage
1. Let the pupils guess the name of animals through its sound.
2. After the game let them list down the names of the animals.
3. Do these animals undergo sexual reproduction?
B. Divide the learners in 4 groups. Divide the class into 2.

Explore
Let them choose a leader and a Distribute pictures of animals
reporter in each group
Group 1: Put in the pocket
Each group will be given envelopes chart the animals that undergo
containing pictures of animals sexual reproduction (teacher
will provide
They are going to choose pictures of pictures)
animals that undergo sexual reproduction.
Group 2: Cut out picture of
After 5 minutes let them present their animals that are produce
outputs. through sexual reproduction.
67
C. Let them answer the key questions. 1. What is
Explain sexual reproduction?
2. What are some example of animals that are produce through

sexual reproduction?
3. Are all these animals undergo internal fertilization?
D. Elaborate The teacher will show pictures of horse and frog.
1. Are these two animals the same in terms of fertilization? Why or

why not?
2. Which animal undergoes external fertilization? How about
internal?
3. From your answer how do external and internal fertilization differ
from each other?
4. What are the advantages and the disadvantages of external and
internal fertilization?
E. Evaluate Direction: Write inside the box the names of animals found below that
undergo sexual reproduction.
cow carabao pig chicken sea anemone

birds hydra horse turtle deer mosquito
butterfly
Assignment: Collect pictures of animals that are produced through sexual and asexual
reproduction.
V. Remarks
VI. Reflection
68
VII. Others
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial lesson
work? No. of
learners who
have caught up
with the lesson.
D. No. of learners
who continue to
required
remediation
E. Which of my
teaching
strategies worked
well?
Why did these
work?
F. What
69
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 SHEET
Learning Target: We can identify animals that undergo sexual reproduction
What You Need:

pictures paste paper
What to Do:
1. Open the envelope containing pictures of animals 2. Choose
pictures of animals that undergo sexual reproduction.
3. Paste those pictures in a paper provided for you.
4. After 5 minutes post your output.
70
Answer the question
: What are those animals that undergo sexual reproduction?
DAILY LESSON PLAN

I. Objectives
Standard
Performance
Standard
Competency/ reproduction in animals such as butterflies, mosquitoes, frogs, cats
Objectives and dogs (S5LTIIe-5)
 Distinguish animals that undergo asexual reproduction
71
III. Learning
Resources
A. References
1.Teacher’ TM Science Beyond Borders, pp. 42-43; STeP
s guide
pages
2.Learner’
s
Materials pages
3.Textboo Science Beyond Borders pp. 64-66
ks pages
4.Addition
al
Materials
from
Learning
Resources
(LR) Portal
B. Learni
ng
Other
Resourc pictures, paper strips, activity sheets chart
es
IV.
Procedu
re
72
A. The teacher will show pictures of hydra, starfish sea anemone,
Engage jellyfish crocodile
2. Where can we find these animals and organisms?
3. Are these animals and organisms alike or different?
Why?
B. Show video clips about how animals reproduce. Divide the

Explore learners into 4 groups. Give the task. Distribute the activity sheets.
C. Let each group present its output.

Explain
a. What is asexual reproduction?
b. How do animals reproduce asexually?
c. What are some examples of animals that undergo asexual
reproduction?
D. Ask the question below: What are some modes of reproduction in
Elaborat animals?
e
E. Evaluation Direction: Cross-out the organisms /animals that do not belong in
the group.
1. hydra hen starfish
2. sea anemone cow butterfly
3. crocodile lizard goat
4. rat jellyfish whale
5. duck seahorse mosquito
Assignment: Collect pictures of animals that undergo asexual reproduction and
make a scrap book.
Are all animals in the surroundings needed by human and

organisms in the ecosystem?
V. Remarks
VI. Reflection
VII. Others
A. No. of
learners who
earned 80% on
the formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial lesson
work?
No. of learners
who have
73
caught up with
the lesson.
D. No. of
learners who
continue to
required
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?
74
ACTIVITY SHEET
Learning Target: We can distinguish animals that undergo asexual reproduction
What You Need:
pens pictures paper
What to Do:
1. Open the envelopes with pictures inside

2. Choose the pictures of animals that undergo asexual reproduction.
3. Paste it in a piece of paper provided for you.
4. Be ready to post your output after 5 minutes.
Ask the question:What are those animals that undergo asexual reproduction?
75
DAILY LESSON PLAN

I. Objectives Explain the importance of reproduction in animals and its relationship to

extinction
Standard
Performance
Standard
reproduction in animals such as butterflies, mosquitoes, frogs, cats and
Competency/ dogs (S5LTIIe-5)
Objectives  Explain the importance of reproduction in animals and its
relationship to extinction
III. Learning
Resources
A .Reference
s
1.Teacher’s TM Science Beyond Borders
guide pages
2.Learner’
s
Materials
pages
3.Textboo Science Beyond Borders
ks pages
4.Addition
al
Materials
from
Learning
Resources
(LR) Portal
76
B. Other
Learning
Resources
IV.
Procedure
A. Engage The teacher will show pictures of chicken, turtle, tiger, parrot, walrus and
leopard.
1. What can you say about the pictures?
2. Which among those animals in the picture are still in this
world?
3. Which among those animals are gone?
4. What does the word ‘extinct’ mean?
B. Explore Show video clips of animals and its relationship to the Group
extinction. the
learners
https://www.youtube.com/watch?v=qfslJ into 3.
2TDIEY
Give the task. Draw an

environ
Distribute the activity sheets ment
where
Group 1: animals,
Name your group and choose a leader and a reporter. plants
and
Make a poster about the importance of reproduction in animals
people
and its relationship to the extinction
live.
77
Use the coloring materials and sheet of paper provided for your
output.
Be ready to present your output in 5 minutes.
Group 2 and 4:
Choose a leader and a reporter in your group.
Make a slogan depicting the

importance of reproduction in
animals and its relationship to
extinction.
Group 3:
Name your group and choose
a leader and reporter.
Write an essay about the

importance of reproduction in
animals and its relationship to
extinction.
After 5 minutes be ready to

present your output.

1. How does reproduction affect the extinction of animals?
2. How important is reproduction to the continuity of life?
D. Elaborate What will happen to the organism if it will stop reproducing?
How would it affect us humans?
How would we be able to help slow down extinction of animals?
78
E. Evaluate Direction: Complete the statements below using the words found inside
the box.
1. When the number of individuals in a species becomes so
small that the specie may not survive the specie is___________
2. The term applied to a specie that can no longer be found
living is_______.
3. A specie could become extinct because
of____________
4. _________ is one way that human might have caused
animals to be extinct.
5. ____________ a kind of reproduction in animals where it
helps produce many offspring or specie that helps in extinction of
animals.
Direction: Explain why reproduction in animals is important to its
extinction?
extinct asexual endanger

hunting and eating human activities
Assignment: As a pupil how would you take care of the animals found in our
surroundings?
V. Remarks
VI. Reflection
VII. Others
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
79
require
additional
activities for
remediation.
C. Did the
remedial
lesson work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learners who
continue to
required
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?
DAILY LESSON PLAN

80
I. Objectives Identify the reproductive parts of plants
Content How Plants Reproduce
Standard
Performanc
e Standard
Learning The learners should be able to describe the reproductive
Competenc parts in plants and their functions (S5LTIIf-6)
y  Identify the reproductive parts of plants
II. Content Reproductive Parts in Plants
III.
Learning
Resources
A .Referenc
es
1.Teac TM Science Beyond Borders, pp. 49-50, STeP, CG
her’s
guide
pages
2.Learner’s
Materia
ls
pages
3.Textb Science Beyond Borders pp. 72-75
ooks
pages
81
4.Additional
Materia
ls
from
Learnin
g
Resources
(LR)
Portal
B. Other pictures, paper strips, activity sheets char

Learnin https://www.pinterest.ph/pin/168603579777303412/?lp=true t
g
Resources
IV.
Procedure
A. Engage The teacher will show pictures of different kinds of plants.
Ask the questions.

1. What do you observe in the pictures?
2. Can you see these plants in your surroundings?
3. Which plant in the pictures bear flowers?
4. Do you know the reproductive parts of the plants?
B. Explore Provide a blind map of a flower.
Divide the pupils in 4 groups. Let each group choose a leader and a
reporter.
Distribute the blind map of a flower where they are going to label its
reproductive parts (See attached Activity Sheet)
After 4 minutes let them present their output.
82
https://www.pinterest.ph/pin/168603579777303412/?
lp=true

1. What are the reproductive parts of a plant?
2. What are the parts of the flower that is involved in the
reproduction of plants?
D. Elaborate Ask the following questions:
1. Is it possible to reproduce if a flower has a male reproductive only
or a female reproductive only? Why do you think so?
2. What is the difference between complete from incomplete flower?
E. Evaluate Direction: Read the sentences below and choose the letter
of the correct answer.
1. It is a reproductive part of a plant.

a. flower
b. leaves
c. roots
d. stem
2. It is called the female reproductive parts of the plants.
a. pistil
b. sepal
c. petal
d. anther
3. It is a lip shape structure found in a flowering plant.
a. pistil
b. sepal
c. petal
d anther
4. It is called the male reproductive part of a flower. a. pistil
b. sepal
83
c. petal
d. anther
5. It is fine coarse powdery substance and it produces male
gametes found in the filament of a plant. a. pistil
b. sepal
c. petal
d. anther
Assignment: Are flowers important in the reproduction of plants? Draw a flower
and label its parts.
ACTIVITY SHEET
84
Groups 1 and 4:
Learning Target: We can identify the reproductive parts of plants
What You Need:

picture pens crayons
What to Do:
1. Open the envelope and get the picture of a flower

2. Color the male reproductive parts of a flower
3. Tell the functions of each.
4. Be ready to present your output after 5 minutes
1. What are the male reproductive parts of a flower?

2. What are the functions of each part?
3. Do you think it plays an important role in reproduction in plants?
Groups 2 and 3:
Learning Target: We can identify the reproductive parts of plants
What You Need:

picture pens crayons
What to Do:
1. Open the envelope containing the picture of a flower.

2. Color the female reproductive parts of a flower.
3. After 5 minutes, post your output
1. What are the female reproductive parts of a flower?

2. How does it help in the reproduction of plants?
DAILY LESSON PLAN

Date & Time Quarter Q2 W6 D2-3
85
I. Objectives
Content The learners demonstrate understanding of how plants reproduce
Standard
Performance
Standard
Learning The learners should be able to describe the reproductive parts in
Competency/ plants and their functions (S5LTIIf-6)
Objectives  Explain the functions of each reproductive parts of plants
II. Content The Reproductive Parts of Plants

III. Learning
Resources
A. References
1.Teacher’s TM Science Beyond Borders, STeP
guide
pages
2.Learner’s
Materials
pages
3.Textbooks Science Beyond Borders
pages
4.Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other
Learning
86
Resources
IV. Procedure
A. Engage Show a picture of a flower then ask the following questions:
1. What do you see in the picture?
2. Do you know the different parts of a flower?
3. What are the functions of the parts of a flower?
B. Explore Show video clips about the functions of the reproductive parts of a
plant.
1. Give the task.

2. Distribute a copy of the attached activity sheet per group.

1. What do you call the process of reproduction in flower?
2. What are the main parts of a flower?
3. What are their functions?
D. Elaborate What are the functions of the parts of a plant?
Do you think the parts of plant are important? Why?
How do these plants play an important role in plants?
87
E. Evaluate Direction: Complete the idea of the paragraph by filling out the blanks.
Choose your answers inside the box.
.
stamen reproduction pistil pollen carpels flower
stigma ovary
The parts of the plants play an important role in _________. The

reproductive part of a plant is ___________ which has two main parts
the ______________, _______________. The stamen contains
___________. The pistil consists of one or more _________ each
consisting of__________, style and ________________.
Assignment: Write an article about the reproductive parts of the plants.
V. Remarks
VI. Reflection
VII. Others
A. No. of
learners who
earned 80% on
the formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial lesson
work? No. of
learners who
have caught up
with the lesson.
88
D. No. of
learners who
continue to
required
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?
89
ACTIVITY SHEET
Learning Target: We can explain the functions of the reproductive parts of plants
What You Need:

pens crayons picture
What to Do:
1. Open the envelope and get the blind map of a flower.

2. Color the female reproductive parts of a flower.
3. Explain the functions of each parts.
4. How does it help in the reproduction of plants?
DAILY LESSON PLAN

I. Objectives
90
Standard
Performanc
e Standard
Learning The learners should be able describe the reproduction parts in plants
Competency and their functions (S5LTIIf-6)
/ Objectives  Draw and label the reproductive parts of plants
II. Content .The Reproductive Parts of Plants
III.
Learning
Resources
A.
References
1.Teache TM Science Beyond Borders
r’s Guide
pages
2.Learner
’s
Materials
pages
oks
pages
4.Additio
nal
Materials
from
Learning
Resource
s (LR)
Portal
B. pictures, paper strips, activity sheets chart
91
Other
Learning
Resources
IV.
Procedure
A. Engage Present a song about plants entitled The Plant Song.
Ask them to answer the following questions:

1. Do you like the song?
2. What are the parts of the plants mentioned in the song?
3. Do you think each part is important in reproduction?
B. Explore Group the pupils into 4. Let each group choose a leader and a
reporter. Distribute a copy of the attached activity sheet per group.
C. Explain What are the parts of the flower present in your output?
Why should flowers be beautiful and colorful?

D. Elaborate Let them read the article about the different kinds of plants that grow
in other country.
F. Evaluate Direction: Draw a plant and label its reproductive parts.
Rubric in Rating the Output

Criteria Percentage Score
TOTAL: 100% 10
Assignment: Collect pictures of flowering plants and make a scrap book.
V. Remarks
VI.
Reflection
VII. Others
A. No. of
learners
who earned
80% on the
formative
assessment
.
92
B. No. of
learners
who require
additional
activities
for
remediation.
C. Did the
remedial
lesson
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learners
who
continue to
required
remediation
E. Which of
my teaching
strategies
worked
well? Why
did these
work?
F. What
93
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation
or localized
materials
did I
use/discove
r which I
wish to
share with
other
teachers?
ACTIVITY SHEET
Learning Target: We can draw and label the reproductive parts of plants
What You Need:

paper crayon pens
What to Do:
1. Get the paper provided for you.

2. Draw the reproductive parts of the plants.
3. Label the reproductive parts of the plants.
94
DAILY LESSON PLAN

I. Objectives
Content Standard The learner demonstrate understanding on how plants reproduce
Performance
Standard
Learning Describe the reproductive parts in plants and their functions. (S5LTIIf-
Competency 6)
 Cite Importance of Reproduction in plants
II. Content Reproductive Parts in Plants
95
III. Learning
Resources
A. References
1.Teacher’s guide TM Science Beyond Borders, STeP, CG
pages
2.Learner’s
Materials
pages
3.Textbooks Science Beyond Borders
pages
4.Additional
Materials from
Learning
Resources
(LR) Portal
B. Learni pictures, paper strips, activity sheets chart
ng
Other
Resource
s
IV.
Procedur
e
A. Show pictures of plants.

Engage
B. Group the learners into 4. Let each group choose a leader and a
Explore reporter.
Distribute a copy of the attached activity sheet together with an
96
article from www.scienceindia.in/home/view_article/59 by:Supriya Sarma,
Ph.D.DBT Research Associate11
C. Explain Why is reproduction in plants important?
D. What do you think will happen if plants will not be able to reproduce?
Elaborate
Show the slogan: “If you cut a tree you cut a life; if you save a tree you
save a life; if you plant a tree you plant a life.”
E. Direction: Complete the statement below. Choose your answer from the
Evaluate box.
Reproduction is important for the ________ of all living things.

Without a mechanism life will come to an end. _________ plays an
important role in the ecosystem. All organisms will not survive and will
____________ without the ________ that plants produce ________
that is needed by all living things so plants need to survive and our
environment.
survival reproduction plants food
die
Assignme Write a jingle about the importance of reproduction in plants.
nt:
V.
Remarks
97
VI. Reflection
earned 80% on the
formative assessment.
require additional activities
for remediation.
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
remediation
strategies worked well? Why
did these work?
encounter which my
help me solve?
use/discover which I wish to
share with other teachers?
98
ACTIVITY SHEET
Learning Target: We can cite importance of the reproductive parts of plant
What You Need:

an article about plants pen paper
What to Do:
1. Read the article carefully.

2. After reading the article cite importance of plants by writing an essay.
Answer the questions below:
1. Why is the reproductive parts o f the plants important?

2. If each plant will not reproduce what will happen ?
99
SUMMATIVE TEST in SCIENCE 5
Name ___________________________Section _____________ Date ___________
Read the questions/sentences carefully and write the correct answer on the blank. Choose
your answer from the word bank below.
Puberty menstruation reproduction menstrual cycle menarche
fertilization Ovulation menopause dysmenorrheal gynecologist
___________1. It is a monthly vaginal discharge of blood secretions and the lining of

the uterus when fertilization has not occurred.
___________2. It is the union of egg cell and sperm cell.
___________3. It is the process by which living things produce new offspring of the same
kind.
___________4. It is a stage in life in which bodily changes have been occurred.
___________5. A painful menstruation experienced by some girls. ___________6.
It is the release of the mature egg from the ovary.
___________7. It is the cycle of egg production and menstruation.
___________8. This is the time when a woman stops menstruating.
___________9. It is the first menstrual period of a female individual.
___________10. A Person/doctor who specializes in dealing with the diseases and routine
physical care of the reproductive system.
II. Draw a if the statement shows proper care for the reproductive organ and if
not.
__________11. Wash external reproductive organ with water and mild soap.
__________12. Use clean underwear every day.
__________13. Exercise care when using public toilet.
__________14. Borrow underwear from friends.
__________15. Seek medical advice if you feel something wrong with your reproductive
organ.
100
_GoodLuck_
DETAILED LESSON PLAN

I. Objectives
A. Content The learners demonstrate understanding of how plants reproduce
Standard
B.
Performance
Standard
C. Learning The learners should be able to describe the different modes of
Competencies/ reproduction in flowering and non-flowering plants such as moss,
Objectives ferns, mongo and others (S5LTIIg-7)
 Name flowering plants found in the locality
II. Content Modes of Reproduction in Plants

III. Learning
Resources
A. References
1. Teacher’s Guide STeP, CG
pages
2.
Learner
’s
Material
s pages
3. Textbook pages Science Beyond Borders pp. 72-83
101
4.
Addition
al
Material
s from
Learnin
g
Resour
ce (LR)
portal
https://www.google.com/search?q=flowering+and+non+flowering+pla
nts+examples&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiRpJL
X0bXjAhXOfXAKHR7bCBIQ_AUIECgB&biw=1242&bih=597#imgrc= dlLEJismb3D3IM:
https://www.google.com/search?biw=1242&bih=597&tbm=isch&sa=1
&ei=2sQrXbefOJji-
AbK26GwAg&q=santan+flower&oq=santan&gs_l=img.1.2.0i67j0j0i67
l2j0l6.12253.12974..15048...0.0..0.235.887.0j5j1......0....1..gws-
wizimg.Awcwj9KQ7xw#imgrc=HRQGO9bOjvVCFM:
https://www.google.com/search?biw=1242&bih=597&tbm=isch&sa=1 &ei=bckrXbSjBZPj-
Ab31Y3oAQ&q=mango+tree+with+flowers&oq=mango+tree+with+flo
B. Other Learning wers&gs_l=img.1.0.0l2.9600.11880..13169...0.0..0.164.1625.0j13.....
.
Resources 0....1..gw-wi
s z
img.......0i67j0i5i30.VhDNdZDfKMs#imgrc=yfuxbTaZqivlJM:
&ei=fMkrXZbRLZmvoATgopG4Ag&q=fern&oq=fern&gs_l=img.3..0i67
l2j0l2j0i67l2j0j0i67l3.69543.70191..71857...0.0..0.176.558.0j4......0....
1..gws-wiz-img.0WzGlzs3Mm8#imgrc=oFGVz0IQG2Zt6M:
&ei=xskrXYnVEM6DoAS3r6z4Ag&q=moss&oq=moss&gs_l=img.1.0.
0i67l2j0l3j0i67j0j0i67j0l2.55289.55845..57166...0.0..0.122.480.0j4.....
.0....1..gws-wiz-img.JImNduMQ5fY#imgrc=E8VJNE28rAG6TM:
IV. Procedure
102
A. Engage (Show pictures of different kinds of plants in the locality)
 Name the plants shown in the picture.
https://www.google.com/search?q=flowering+and+non+flowering+pla
nts+examples&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiRpJL
X0bXjAhXOfXAKHR7bCBIQ_AUIECgB&biw=1242&bih=597#img
dlLEJismb3D3IM:
https://www.google.com/search?biw=1242&bih=597&tbm=isc
&ei=2sQrXbefOJji
AbK26GwAg&q=santan+flower&oq =santan&gs_l=img.1.2.0i67j0j
l2j0l6.12253.12974..15048...0.0..0.235.887.0j5j1......0....1..gw
s-wiz
img.Awcwj9KQ7xw#imgrc=HRQGO9bOjvVCFM :
https://www.google.com/search?biw=1242&bih=597&tbm=isc
&ei=bckrXbSjBZ P j
Ab31Y3oAQ&q=mango+tree+with+flowers&oq=mango+tree+w
wers&gs_l=img.1.0.0l2.9600.11880..13169...0.0..0.164.1625.0j
0....1..gws-wiz
img.......0i67j0i5i30.VhDNdZDfKMs#imgrc=yfuxbTaZqivlJM
:
https://www.google.com/search?biw=1242&bih=597
&tbm=isch&sa
&ei=fMkrXZbRLZmvoATgopG4Ag&q=fern&oq=fern&gs_l=img.3
l2j0l2j0i67l2j0j0i67l3.69543.70191..71857...0.0..0.176.558.0j4......0....
1..gws-wiz-img.0WzGlzs3Mm8#imgrc=oFGVz0IQG2Zt6M:
103
&ei=xskrXYnVEM6DoAS3r6z4Ag&q=moss&oq=moss&gs_l=img.1.0.
0i67l2j0l3j0i67j0j0i67j0l2.55289.55845..57166...0.0..0.122.480.0j4..... .0....1..gws-wiz-
img.JImNduMQ5fY#imgrc=E8VJNE28rAG6TM:
Differentiate the plants shown above.

Learners will be divided into groups. They will be allowed to
conduct a school tour to answer the key question: What plants have
B. Explore
flowers?
(Please refer to the attached Activity Sheet)
Presentation of outputs.
1. Based on your activity, how were you
to identify the flowering plants?
2. What are the different parts of the fl
3. What are the different example
flowering plants?
C. Explain 4. Differentiate a complete flower fro
incomplete flower.
Key Questions:
D. Elaborate
1. How are the flowers different from one another?
2. Why do you think they have different features?
3. In what way are the flowers similar from one another?
104
E. Evaluate Name 5 examples of flowering plants.
V. Remarks
VI. Reflection
VII. Others
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lesson work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
required
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
localized
materials did I
use/discover
which I wish to
share with other
teachers?
105
ACTIVITY SHEET
Learning Target: We can name flowering plants found in the locality
What You Need:

Magnifying lens
Marker
Chart
What to Do:
2. In 10 minutes, go around the school and look for flowering and non-flowering plants
106
DAILY LESSON PLAN

Time and Date Quarter Q2 W7 D2
I. Objectives
A. Content How plants reproduce
Standard
B. Performance
Standard
C. Learning The learner should be able to describe the different modes of
Competencies reproduction in flowering and nonflowering plants such as moss,
/Objectives ferns, mongo and others (S5LTIIg-7)
 Explain how flowering plants reproduce
107
III. Learning
Resources
A. References
1. Teacher’s Guide pp. 49-51, STeP
pages
2. Learner’s
Materials
pages
4. Additional
Materials
from
Learning
Resourc
e (LR)
portal
B. Other
Learning
Resources
https://www.youtube.com/watch?v=HP21hIVJhW
IV. Procedure
A. Engage What are the examples of flowering plants?
Show a seed of a mango fruit. What will happen to this seed if I

bury it on the ground? From what kind of plants is this?
B. Explore Learners will watch a video on reproduction of flowering plants
108
using the link
https://www.youtube.com/watch?v=HP21hIVJhWI
Learners will be divided into groups. They will perform activity so

they can answer the key question: How do flowering plants
reproduce?

C. Explain Presentation of outputs.
1. What do you call the transfer of pollen grains from the
anther to the stigma of a flower?
2. What are the agents of pollination?
3. What are the 2 kinds of pollination?
4. What is produced during pollination in a flower?
D. Elaborate
How do flowering plants reproduce?
109
110
ACTIVITY SHEET
Learning Target: We can make a diagram on how flowering plants reproduce
What You Need:

chart, marker, coloring materials
What to Do:
2. Watch the video on reproduction of flowering plants
https://www.youtube.com/watch?v=HP21hIVJhWI
3. Based from the video, make a diagram on how flowering plants reproduce.
4. Present your output.
DAILY LESSON PLAN
111
I. Objectives
A. Content The learners demonstrate understanding of how plants
Standard reproduce
B. Performance
Standard
C. Learning The learner should be able to describe the different modes of
Competencies/ reproduction in flowering and non-flowering plants such as
Objectives moss, ferns, mongo and others (S5LTIIg-7)
 Name non-flowering plants found in the
locality

III. Learning
Resources
A. References
1. Teacher’s pp. 51-55, STeP
Guide pages
2. Learner’s
Materials
pages
112
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. Procedure A B
A. Engage How do flowering plants How do flowering plants
reproduce? reproduce?
Do all plants have flowers? Take a look at the picture.

(Show pictures of flowering
and non-
flowering plants found in
the locality.)
What can you say about other

plants?
B. Explore Learners will be divided into groups. They will be out for
school tour so they can answer the key question: What are the
non-flowering plants found in your locality?
113
When can you say that a plant is non-flowering?
Where can you see the spores of mosses and ferns?
Where can you see potatoes, onions and ginger?
What do you notice with the banana plant?
Take a look at the illustration of a pine tree. What does this

tree bear?
What similar plant do we have here in our locality that also

bears cones?
D What are examples of non-flowering plants?

.
Elab What do these plants bear instead of flowers?
orat
e
E. Evaluate Choose the non-flowering plants from the table below. Write
your answer on the space provided.
banana mango gabi moss
strawberry ginger fern papaya
114
V. Remarks
VI. Reflection
VII. Others
earned 80% on the
formative test
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did it work/
encounter which my
principal or
115
supervisor can help
me solve
localized materials
did I use/discover
which I wish to
share with other
teachers?
ACTIVITY SHEET
Learning Target: We can identify non-flowering plants found in the locality.
What You Need:

camera marker chart
What to Do:
2. In 10 minutes, go around the school and look for non-flowering plants
3. Take a picture of the non-flowering plants that you see.
4. List down the name of the plants that you captured.
5. Present your output.
116
DAILY LESSON PLAN

I Objectiv
. es
A. Standar
d
B. Perform
ance
Standar
d
C. Learnin The learners should be able to describe the different modes of reproduction in
g flowering and non-flowering plants such as moss, ferns, mongo and others
Compet (S5LTIIg7)
encies/  Explain how non-flowering plants reproduce
Objectiv
es
III Learnin
. g
Resourc
es
A.
Refere
nces
1. pp. 51-55, STeP, CG
T
e
a
c
h
e
r’
s
G
u
i
d
e
p
117
a
g
e
s
2.
L
e
a
r
n
e
r’
s
M
a
t
e
ri
a
l
s
p
a
g
e
s
3. Science Beyond Borders pp. 77-83
Text
book
page
s
118
4.
Addition
al
Materials
from
Learning
Resourc
e
(LR)
portal
B. Other
Learning
Res
our
ces
IV. A B
Proced
ure
A. What are the different Show pictures of non-
Engage examples of nonflowering plants? flowering plants and ask
the following questions:
1. Name the plants
shown in the picture.
2. What kind of plants
are these?
B. Learners will be divided into groups.
Explore They will be asked to perform the activity found in the attached activity sheet
considering the key question: How do non-flowering plants reproduce?
(Please refer to attached Activity Sheet)
119
Presentation of outputs.
C. Do all non-flowering plants reproduce in the same way?

Explain
Why do you think some plants do not need seeds in order to reproduce?
Let us complete this table.
Plant Part Method of Vegetative propagation Exampl

e
D.
Stem
Elabor
ate Root
Stem
stem
What are the advantages and disadvantages vegetative plant

propagation?
Does it affect the nutrient value and quality of vegetables being

produced? of
E. Choose at least 5 plants from the list below.
Evalu Write their name on the first
ate
Match the plant examples

below with their method of
reproduction.
column. On the
second column,
write how the plant A B
reproduce asexually.1. gabi a. stem
cutting
banana onion2. rose b. tuber
gabi g inger3. sweet c. stolon
pine tree potato
potat
bougainvillea rose
strawberry moss o
4. d.
bamboo rhizome
Plant Method of 5. ginger e. corn

Asexual
Reproduction
120
V.
REMA
RKS
VI.
REFLE
CTION
VII.
OTHE
RS
A. No. of
learner
s who
earned
80%
on the
formati
ve test
B. No. of
learner
s who
require
additio
nal
activitie
s for
remedi
ation
C. Did the
remedi
al
lesson
s
work?
No. of
learner
s who
have
caught
up with
the
lesson.
D. No. of
121
learner
s who
continu
e to
require
remedi
ation
E. Which of
my
teaching
strategies
worked
well?
Why
did it
work/
F. What
difficulti
es did I
encoun
ter
which
my
principa
l or
supervi
sor can
help
me
solve
G. What
innovati
on or
localize
d
materia
ls did I
use/dis
cover
which I
wish to
share
with
other
teacher
s?
122
ACTIVITY SHEET Group
1:
HOW NON-FLOWERING PLANTS REPRODUCE

Learning Target: We can tell how non-flowering plants reproduce.
What You Need:

Potato with many eyes (planted a week before the activity)
Chart
Marker
What to Do:
123
2. In 5 minutes, observe a potato given by the teacher.
3. Identify the method of reproduction of the potato.
4. Answer the questions below.
5. Report your findings.
Guide Questions:
1. Does a potato produce seed?
2. What do you see along the surface of the potato?
3. How does a shoot devel op in a potato?
4. What is one method of reproduction of non -flowering plant that you
observed in a potato?
Group 2:
HOW NON -FLOWERING PLANTS REPRODUCE
Learning Target: We can tell how non -flowering plants reproduce.
What You Need :

Ginger plant
Marker
Chart
What to Do :
2. In 5 minutes, observe the ginger plant given by the teacher.
Guide Questions:
1. Does a ginger produce seed?
2. Where does leaf-bearing branches of a ginger develop?
3. What is one method of reproduction of non-flowering plant that can be observed
in a ginger?
Group 3:
HOW NON-FLOWERING PLANTS REPRODUCE
What You Need:

Banana plant
Marker
Chart
What to Do:
2. In 5 minutes, observe the banana plant located at the backyard of the classroom.
Guide Questions:
1. What grows around the main plant of the banana?
2. Can these be separated from the main plant?
3. What is one method of reproduction of non-flowering plant present in a banana?
124
Group 4:
HOW NON FLOWERING PLANTS REPRODUCE
What You Need:

Fern and moss
Marker
Chart
What to Do:
2. In 5 minutes, observe the ferns and mosses given by the teacher.
Guide Questions:
1. What do ferns and mosses produce instead of a seed?
2. What is one method of reproduction of non-flowering plant is present in ferns and
mosses?
Group 5:
What You Need:

Cone (pine tree or agoho)
Marker
Chart
What to Do:
2. In 5 minutes, observe the cone of a pine tree or agoho tree given by the teacher.
Guide Questions:
1. Do cones produce seed?
2. What is one method of reproduction of non-flowering plant?
Score Sheet
125
4 3 2 1 0
Followed the Followed the Followed the Followed the Did not follow
directions. directions. directions. directions. the
Answered all Answered at Answered at Did not directions.
questions least 3 least 2 answer all Did not
correctly. questions questions questions answer all
Identified the correctly. correctly. correctly. questions
method of Identified the Identified the Identified the correctly.
reproduction method of method of method of Did not
of the plant reproduction reproduction reproduction identify the
observed. of the plant of the plant of the plant method of
observed. observed. observed. reproduction
of the plant
observed.
Score: ________
Legend: 4 -95 %, 3-90 %, 2-85 %, 1 -80 %, 0 -70 %
THIRD SUMMATIVE TEST

Name: _________________________ Section: ____________ Date: ____________
I. Direction Read the sentences carefully and encircle the letter of the correct answer.
1. It is a type of reproduction by which offspring arises and inherits the genes of the
parent.
A. sexual
B. asexual
C. budding
D. gamete
2. It is a type of asexual reproduction in which a new organism develops from an
outgrowth of bud?
A. asexual reproduction
126
B. sexual reproduction
C. budding
D. gamete
3. It is a type of reproduction in which the organism is capableregrow
to certain body
parts.
A. sexual reproduction
B. asexual reproduction
C. budding
D. regeneration
4. It is the production ofone living organismby combining genetic information from
two individuals of different types.
A. sexual
B. asexual
C. budding
D. regeneration
5. Which animal does not reproduce by laying eggs?
A. crocodile
B. turtle
C. eagle
D. dog
6. How do hydras reproduce?
A. budding
B. fission
C. regeneration
D. gamete
7. Which of the following is the reproductive part of a plant?
A. flower
B. leaves
C. roots
D. stem
8. A lip shape structure found in a flowering plant.
A. pistil
B. sepal
C. anther
D. petal
9. It is fine coarse powdery substance which produces male gametes found in the filament
of a plant.
A. pistil
B. sepal
C. anther
D. petal
10. It is the transfer of pollen grain from the anther from the stigma of the same flower.
A. cross pollination
B. self-pollination
C. sexual pollination
D. artificial pollination
11. What do you call the reproduction in plants where the male and the female parts of the
flowers of the plants are involved?
A. Asexual
B. Budding
C. Pollination
D. Sexual
127
12. Which plant part cannot undergo vegetative propagation?
A. Stem
B. Fruit
C. Leaves
D. roots
13. Which plant can reproduce through a bulb?
A. Coconut
B. Fern
C. Mango
D. Onion
14. Which plant can grow from stolons?
A. Banana
B. Ginger
C. Papaya
D. strawberry
15. What kind of reproduction involves only one parent plant?
A. Asexual
B. Fertilization
C. Pollination
D. Sexual
16. Which of the following plants is a rhizome?
A. Corn
B. Katakataka
C. Ginger
D. Onion
17. What will happen when a butterfly sips nectar from a flower?
A. Flower could wait.
B. Pistil co uld break.
C. Stamen could develop a tube.
D. Pollen grains could fall on the stigma.
18. What happens during cross pollination?
A. The pollen grains transfer from the anther to the stigma of the same plant’s
flower
B. The pollen grains transfer from the anther to the stigma of a flower that
belongs to another plant but of the same kind
C. The pollen grains transfer from the anther to the stigma of another plant of
the different kind
D. None of the above
19. You observed that the ovary of the wilted

flower is becoming bigger. What does this
show?
A. The ovary is going to drop.
B. The ovary is going to break.
C. A seed is developing inside the ovary.
D. More ovules are being produced.
20. Which is true about asexual reproduction? A.
Only plants use asexual reproduction.
B. All organisms use asexual reproduction.
C. There is only one parent involved in asexual reproduction.
D. There are at least two parents involved in asexual reproduction.
II. Fill in the blanks with the correct answer. Choose from the words below.
128
happy take care reproduce survive symbiotic
Plants animals and other organisms interact with each other through a
1.____________elationship.
r Animals need to 2.____________because extinction of
other species may affect other organisms.
It is very importantthat we should 3. ____________ofthem so that other
organisms will 4._________ and our environment will be a 5.___________ place to
live.
III. LOOK AT THE PICTURE AND LABEL CORRECTLY ITS PARTS (5 points)
1. 3.
4.
5.
2.
https://garden.lovetoknow.com/garde
n-basics/part
s-flower
DAILY LESSON PLAN

I. Objectives
The learners demonstrate understanding of the interactions for
Content survival among living and non-living things that take place in
A.
Standards estuaries and intertidal zones.
129
B. Performance Create a hypothetical community to show how organisms interact and
Standard reproduce to survive.
C. Learning The learner should be able to discuss the interactions among living
Competencies things and non-living things in estuaries and intertidal zones (S5LTIIh-
/ 8)
Objectives  Describe estuaries and identify the living and nonliving things
found in it
II. Content Interactions Among Living Things in Estuaries
III. Learning
Resources
A. References
1. Teacher’s
56-58, STeP, CG
Guide
pages
2. Learner’s
Materials
pages
3. Textbook Science Beyond Borders pp. 84-94
pages
4. Additional
Materials
from
Learning
Resource (LR)
portal
https://www.google.com/search?q=ECOSYSTEM+PYRAMID&rlz=1C1CHBF_e
B. Other
Learning
Resource
s
130
IV.
PROCEDURE
A. Engage: (Show the pyramid of ecosystem)
https://www.google.com/search?q=ECOSYSTEM+PYRAMID&rlz=1C1CHBF_e
Based on the pyramid, what is formed when organisms of the same

kind live together?
What is a community?
What is the relationship between biotic factors and abiotic

factors in a certain place?
B. Explore The learners will be divided into groups.
They will be allowed to watch a video as they answer the

following key questions:
1. Presentation of outputs.
2. Where do we usually find estuaries?
3. Where is the specific place that you have seen an estuary?
4. Why do you think estuaries are called the
“nurseries of the sea”?
5. Are estuaries important? Why?
C. Explain What is an estuary?
What are the biotic and abiotic factors in an estuary?

D. Elaborate From what part of the earth do we usually find estuary/?
131
E. Evaluate
Write down at least 2 characteristics of estuaries.

1. _______________________________________
2. _______________________________________
List down 3 abiotic factors in an estuary.
3. _________________
4. _________________
5. _________________
List down 5 biotic factors in an estuary.
6. _________________
7. _________________
8. _________________
9. _________________
10. _________________
V. Remarks
VI. Reflection
VII. Others
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lesson work?
D. No. of learners
who have
caught up with
the lesson.
E. No. of learners
who continue to
required
remediation
F. Which of my
teaching
strategies
132
worked well?
Why did these
work?
G. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
H. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
133
ACTIVITY SHEET
Activity 1
Learning Target: We can describe estuaries and interactions between living things and non-
living thing
What You Need:

pictures pens paste paper
What to Do:
1. Choose the pictures of estuary .and the animals/ organisms found in it.
2. Tell what benefit the organisms/animals get in an estuary.
134
3. After 5 minutes post your output

1. What is an estuary?
2. What are those animals/ organisms living in an estuary?
3. Do you think these organisms/ animals will survive without an estuary?
Activity 2
Learning Target: We can describe estuaries and the interactions between living and non -
living things.
What You Need:

pens crayons paper
What to Do:
1. Make a poster about an estuary.
2. Include in your poster the living and non-living things found in it.
3. After 5 minutes paste your output.
Answer the questions below

2. What are living and non -living things found in an estuary?
3. Do you think they can survive without an estuary? How?
Rubric for Poster Making

Category 4 3 2 1
Coverage of the Details on the Details on the Details in the Details on the
topic poster capture poster include poster relate to poster have little
important important the topic but are or nothing to do
information about information but too general and with the topic
the topic and the audience may incomplete the
enhances the then figure audience need
learners’ information to more information
understanding understand fully to understand
All graphics are All graphics are All graphics relate

Use of Graphics related to the topic related to the to the topic Graphics do not
and input relate to the topic
topic and input to
Is easy to understand
understand
Information is well- Information is Information is

Organization organized well-organized well-organized The information
with but ideas appears to be
and disorganized
135
and clear ideas and with ideas and subheadings is
subheadings subheadings missing or do not
help the readers
understand
All information in Most information Some of the

Lay-out Much of the
the poster are in in the poster are information in the
design information in
focus and content in focus and poster are in
the poster is
can easily be content can easily focus and can
unclear for the
understood be understood easily be
pupil
understood
One or two
No grammatical Almost no Many
Mechanics grammatical
spelling or grammatical spelling or grammatical
punctuation errors spelling or
punctuation spelling or
grammatical punctuation
errors
errors errors
DAILY LESSON PLAN

I. Objectives
A. Content survival among living and non-living things that take place in
Standard estuaries and intertidal zones
136
B. Create a hypothetical community to show how organisms interact
Performance and reproduce to survive
Standard
Compete things and non-living things in estuaries and intertidal zones
ncies/ (S5LTIIh-8)
Objective  Determine how freshwater and saltwater meet and mix in an
s estuary
II. Content Interactions Among Living Things in Estuaries
III. Learning
Resources
A. References
1.
Teach
er’s
56-58, Step, CG
Guide
pages
2.
Learn
er’s
Materi
als
pages
3.
Textbook
pages
Science Beyond Borders pp. 84 -94
137
4.
Additi
onal
Materi
als
from
Learni
ng
Resource (LR)
portal
B. Other Learning
Resources
IV. Procedure
2. Name some biotic and abiotic factors in an estuary.
A. Engage 3. What type of water can be found in an estuary?
B. EXPLORE Learners will be divided into groups. They will perform an activity to
answer the key question: how do saltwater and freshwater mix in an
estuary?

C. Explore Presentation of the output.
What happened when freshwater was added to saltwater in the

experiment?
Where does freshwater come from?
What will be the effects of salinity on living things in estuaries?
D. Elaborate How does freshwater mix with saltwater?

E. Evaluate In your own words, describe Complete this statement.
how freshwater and saltwater
meet and mix in as estuary. Estuaries have a mixture of
________ and freshwater.
Freshwater comes from the
____________. The continuous
flow of _______ to from the rivers to
the _______ mix in an
___________.
V. Remarks
VI. Reflection
VII. Others
A. No. of learners
who earned
80% on the
formative
assessment.
138
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lesson work?
D. No. of learners
who have
caught up with
the lesson.
E. No. of learners
who continue
to required
remediation
F. Which of my
teaching
strategies
worked well?
Why did these
work?
G. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
H. What
innovation or
139
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
ACTIVITY SHEET
Learning Target: We can show and tell how saltwater and freshwater mix in an estuary.
What You Need:

2 small screw top jars
Food coloring
Salt
¼ measuring spoon
Dropper
What to Do:
1. Half fill one of the small jars with water.
2. Add ¼ teaspoon of salt and three drops of food coloring. Shake to mix well.
3. Half fill another jar with freshwater.
4. Fill a dropper with freshwater from container.
5. Open the cap of the container with the saltwater and tilt the container at an
angle.
6. Let the open end of the dropper touch the inside of the jar with the saltwater.
Observe while the freshwater trickles down the jar.
7. Continue adding freshwater in that manner until there is a 2cm layer on top of
the saltwater.
8. Put down the saltwater jar and observe what will happen.
Guide Questions:
1. What happened when you drop the freshwater on the saltwater?
2. In an estuary, how do freshwater and saltwater mix?
Score Sheet
3 2 0 Score
Followed Followed the Did not follow
the directions. the
directions. directions.
Answered Answered
all 1 Did not
questions question answer
correctly. correctly. questions
correctly
140
DAILY LESSON PLAN

I. Objectives
A. Content Standard survival among living and non-living things that take place in
estuaries and intertidal zones
Performance Create a hypothetical community to show how organisms interact
B.
Standard and reproduce to survive
Competencies/ things and non-living things in estuaries and intertidal zones
Objectives (S5LTIIh-8)
 Describe intertidal zones and identify the living and non-
living things found in it
II. Content Interactions Among Living Things in Intertidal Zones
III Learning
. Resources
A. References
1Teacher’s Guide 56-58, STeP, CG
. pages
2Learner’s
. Materials pages
3Textbook pages Science Beyond Borders pp. 84-94

.
141
4Additional
. Materials from
Learning
Resource (LR)
portal
https://www.freeworldmaps.net/asia/philippines/map.html
Other Learning
B.
Resources https://www.youtube.com/watch?v=DR1gP5S6Bsk
IV Procedure
.
A. Engage Show a Philippine Map
https://www.freeworldmaps.net/asia/philippines/map.html
Based from the map, what surrounds the Philippine archipelago?
If the country is surrounded by seas and oceans, what can be

found here?
B. Explore Learners will be divided into groups. They will perform an activity
focusing on the key questions: What is an
142
intertidal zone? What are the living things (biotic) and non-living
things(abiotic) found in it?

Where do we usually find intertidal zones?
Are intertidal zones important? Why?
What living things can be found in intertidal zones during high

tide/low tide?
D. Elaborate 1. What is an intertidal 1. Name the organisms that
zone? live in an intertidal zone.
2. What are the biotic and 2. What is an intertidal zone?
abiotic factors in an
intertidal zone?
E. Evaluate
Write down at least 2 characteristics of inte

1. _____ _______________ _________
2. ______________________ _______
List down 3 abiotic factors in an intertidal zo

3. _________________
4. _________________
5. _________________
List down 5 biotic factors in an intertidal zon
6. _________________
7. _________________
8. _________________
9. _________________
10. _________________
V. Remarks
VI. Reflection
VII. Others
earned 80% on the
formative
assessment.
143
require additional
activities for
remediation.
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to share
with other teachers?
144
ACTIVITY SHEET
Learning Target: We can tell what an intertidal zone is; we can identify the living
things(biotic) and non-living things(abiotic) found in an intertidal zone
What You Need:

Video clip https://www.youtube.com/watch?v=DR1gP5S6Bsk
What to Do:
1. Watch the video about the Intertidal zone.
2. Fill in the needed data below.
An intertidal zone is the area constantly exposed to changing _______. It is home to
145
many kinds of ___________ animals and birds. The ______ changes in the tides play
a major role to the life of ___________ in this area.
Intertidal Zones
Biotic Factors Abiotic Factors
DAILY LESSON PLAN

I.
Objectives
The learner should demonstrate an understanding of the
A. Content interactions for survival among living and nonliving things that take
Standard place in estuaries and intertidal zones
146
Standard
C. Learning The learner should be able to explain the need to protect and
Compete conserve estuaries and intertidal zones
ncies/ (S5LTIIj-10)
Objective  Differentiate estuaries from intertidal zones
s
Interactions Among Living Things in Estuaries and Intertidal Zones
II. Content
III. Learning
Resources
A.
References
1. Teacher’s
56-58, STeP, CG
Guide
pages
2. Learner’s
Material
s pages
3. Textbook
pages
Science Beyond Borders pp. 84 -94
4. Additional
Material
s from
Learning
147
Resourc
e (LR)
portal
B. Other https://www.google.com/search?tbm=isch&sa=1&ei=Pd8rXf7nKof7wA
OM2pvgCA&q=marine+animal+in+estuaries&oq=marine+animal+in+e
Learning stuaries&gs_l=img.3...514560.519288..519842...0.0..4.552.6062.0j17j
Resource 1j4j2j2......0....1..gws-wizimg.......0i67j0j0i24.f9gOzKlnGAo#imgrc=kb3j_OHXELaCIM:
s https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=
1242&bih=597&tbm=isch&sa=1&ei=jYGtXOm5LOSzmAWBmYqIDQ&
q=estuary+ecosystem&oq=estuary&gs_l=img.1.1.0j0i67l2j0l3j0i67j0l2j
0i67.87199.88084..90359...0.0..0.157.953.0j7......1....1..gws-
wizimg.__wwTfyTNKM#imgrc=Xsb-cfsPhAresM:
https://www.google.com/search?q=Estuary&rlz=1C1CHBF_enPH815P
H815&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj30sbk5MThAhU
RAogKHejsDA0Q_AUIDigB&biw=1242&bih=597#imgrc=ni3Elnb60OP 9oM:
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=
1242&bih=597&tbm=isch&sa=1&ei=_36tXKGZF-
TFmAWa75zABQ&q=intertidal+zone+ecosystem&oq=intertidal&gs_l=i
mg.1.3.0l10.1982.5559..8031...0.0..0.269.2053.0j5j5......1....1..gwswiz-
img.......0i67.c9LdKHHCEb8#imgrc=7TMmjumbWRt6PM:
https://www.google.com/search?q=picture+of+blank+venn+diagram&t
bm=isch&source=iu&ictx=1&fir=mZ-
8eNOjCjT9cM%253A%252CCxNEq4QjhYBPGM%252C_&vet=1&usg
=AI4_-
kRs2yCUEBD_aI4shShv9QC7OzzrHg&sa=X&ved=2ahUKEwiXuqfVz7
7jAhXSP3AKHZiqAlkQ9QEwCnoECAcQGA#imgrc=sA58mhyL9YYkm M:&vet=1
IV.
Procedure
A. Engage Show pictures of marine animals found in estuaries
and intertidal zones.
https://www.google.com/search?tbm=isch&sa=1&ei=Pd8rXf7nKof7wA
OM2pvgCA&q=marine+animal+in+estuaries&oq=marine+animal+in+e
stuaries&gs_l=img.3...514560.519288..519842...0.0..4.552.6062.0j17j
1j4j2j2......0....1..gws-wizimg.......0i67j0j0i24.f9gOzKlnGAo#imgrc=kb3j_OHXELaCIM:
Where can we find these organisms?

What are the characteristics of these places that make these
organisms live there?
148
B. Explore
Learners will be divided into groups. They will be

given pictures to observe which they can use to
answer the key question:How does an estuary differ
from an intertidal zone?
(Please refer to the attached Activity Sheet

)
C. Explain
1. Presenting the outputs
3. Describe an intertidal zone.
4. What are the different habitats found in intertidal zones and
estuaries?
5. What abiotic factors affect the organisms living in estuaries
and intertidal zone?
D. Elaborate Fill this Venn Diagram about the difference and similarities of
estuary and intertidal zone
Intertidal estuary
zone
https://www.google.com/search?q=picture+of+blank+venn+diagram&
t
bm=isch&source=iu&ictx=1&fir=m
Z
8eNOjCjT9cM%253A%252CCxNEq4QjhYBPGM%252C_&vet=1&usg =AI4_-
kRs2yCUEBD_aI4shShv9QC7OzzrHg&sa=X&ved=2ahUKEwiXuqfVz7
7jAhXSP3AKHZiqAlkQ9QEwCnoECAcQGA#imgrc=sA58mhyL9YYkm M:&vet=1
149
E. Evaluate Cite at least 2 Put a check on the blank if the
differences of estuaries and sentence indicates the difference
intertidal zones. between estuaries and intertidal
zones and cross if not.
___1. The area between land and
sea that is submerged at high tide.
___2. Serves as exit points for
floods.
___3. There is a unique
environmental conditions, including
the temperature, ecological factors,
and microclimates.
___4. Habitat of marine organisms.
___5. Mud is deposited from the
seas or rivers.
V. Remarks
VI. Reflection
VII. Others
A. No. of
learners who
earned 80%
on the
formative
assessment.
150
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lesson work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learners who
continue to
required
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
151
solve?
G. What
innovation or
localized
materials did
I
use/discover
which I wish
to share with
other
teachers?
ACTIVITY SHEET
Learning Target: We can differentiate estuary from intertidal zone.
What You Need: pictures of estuary and intertidal zones
What to Do:
1. Observe the pictures below.
2. List down the differences of estuary and intertidal zone using the table below.
Characteristics and Differences of Estuary and Intertidal zone

Estuary Intertidal Zone
152
Estuary
https://www.google.com/search?q=Estuary&rlz=1C1CHBF_enPH815PH 815&source=lnms&tbm=isch&sa=X&ved=0a
hUKEwj30sbk5MThAhURAogKHejsDA0Q_AUIDigB&biw=1242&bih=597#imgrc=ni3Elnb60OP9oM:
153
Intertidal Zone
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=1242&bih=597&tbm=isch&sa=1&ei=_36tXKG
Z
F
TFmAWa75zABQ&q=intertidal+zone+ecosystem&oq=intertidal&gs_l=img.1.3.0l10.1982.5559..8031...0.0..0.269.205
3
.0j5j5......1....1
..gws-wiz-img.......0i67.c9LdKHHCEb8#imgrc=7TMmjumbWRt6PM
:.
Criteria for Rating

3 2 1
The outputshowed clear Explanation of the Unclear explanation of
explanation of the differencesand similaritiesthe differences and
differencesand similaritiesof estuary and intertidalsimilaritiesof estuary
of estuary and intertidalzone is evident and intertidal zone
zone
DAILY LESSON PLAN

154
I. Objectives
The learners should demonstrate an understanding of the
A. Content interactions for survival among living and nonliving things that take
Standard place in estuaries and intertidal zones

Standard
Compete conserve estuaries and intertidal zones
ncies/ (S5LTIIj-10)
Objective  Discuss the interactions among living and nonliving things in
s the estuaries and intertidal zones
2.1 Interactions Among Living Things in Estuaries and

II. Content
Intertidal Zones
III. Learning
Resources
A. References
1Teacher’s 61-64, STeP, CG
. Guide
pages
2Learner’s
.
Materials
pages
3Textbook Science Beyond Borders pp. 95-100
155
. pages
4Additional
.
Materials
from
Learning
Resource
(LR) portal
B. Other https://www.google.com/search?q=Estuary&rlz=1C1CHBF_enPH815PH8
15&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj30sbk5MThAhURAog
Learning KHejsDA0Q_AUIDigB&biw=1242&bih=597#imgrc=ni3Elnb60OP9oM:
Resources
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=12
42&bih=597&tbm=isch&sa=1&ei=_36tXKGZF-
TFmAWa75zABQ&q=intertidal+zone+ecosystem&oq=intertidal&gs_l=img
.1.3.0l10.1982.5559..8031...0.0..0.269.2053.0j5j5......1....1..gws-
wizimg.......0i67.c9LdKHHCEb8#imgrc=7TMmjumbWRt6PM:
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=12
42&bih=597&tbm=isch&sa=1&ei=54WtXL-
1CfGwmAXfipGYAw&q=food+chain+in+estuary+ecosystem&oq=food+ch
ain+in+estuary&gs_l=img.1.0.0j0i8i30.496563.500497..502700...0.0..0.47
7.7038.2-7j10j4......1....1..gws-wizimg.......0i67j0i5i30j0i24.5bLgN5hnLyU#imgrc=Tikd-
4RQmidMpM:
https://images.search.yahoo.com/search/images?p=estuary+food+web&f
r=mcafee&imgurl=http%3A%2F%2Fwww.somethingfishy.ie%2Fteachersl essons
%2Flesson7%2FEstuaryFoodWebB.gif#id=0&iurl=http%3A%2F% 2Fwww.somethingfishy.ie
%2Fteacherslessons%2Flesson7%2FEstuaryF oodWebB.gif&action=click
IV. Procedure
A. Engage What did you eat for dinner last night?
Based from what you ate, which of them came from plants?
Which animals feed on plants?
Which animals feed on both plants and animals?
Which are called producers? Why?
Which one are consumers? Why?
B. Explore Learners will be divided into groups. They will perform activities to
answer the key question: How are energy and nutrients transferred
from producers to decomposers? What are the producers found in an
estuary and intertidal zone? What are the consumers in an estuary
and intertidal zone?
C. Explain Presenting the outputs
How does energy flow in an ecosystem?
How do nutrients go from the organisms back to the environment?
156
D. Elaborate
What kind of relationship do different organisms have

in estuaries and intertidal zones?
What do you think will happen if one component of th

estuarine system disappears?
E. Evaluate
I. Draw an example of food chain found in an estuary

and intertidal zone using the box below.
II. Complete the paragraph below.
Living things depend on ____________ in order to live. Without air,

sunlight and ____________, plants will not survive. Plants serve as
producers in a food chain. __________ depend on plants in order to
live. When they die, __________ put back the nutrients to the soil
and make the soil fertile.
V. Remarks
157
VI. Reflection
VII. Others
A. No. of learners who earned
80% on the formative
assessment.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lesson
work?
D. No. of learners who have
caught up with the lesson.
E. No. of learners who continue
to required
remediation
F. Which of my teaching
Why did these work?
G. What difficulties did I
encounter which my
help me solve?
H. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
158
ACTIVITY SHEET
Group 1
Learning Target: We can tell the interactions of living and non-living things in the estuaries
and intertidal zones.
What You Need:

Pictures of estuary and intertidal zone
159
Estuary
https://www.google.com/search?q=Estuary&rlz=1C1CHBF_enPH815PH815&source=lnms&tbm=isch&sa=X&ved=0a
hUKEwj30sbk5MThAhURAogKHejsDA0Q_AUIDigB&biw=1242&bih=597#imgrc=ni3Elnb60OP9oM:
Intertidal Zone
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=1242&bih=597&tb m=isch&sa=1&ei=_36tXKGZ
F
3 .0j5j5......1....1..gws-wiz-img.......0i67.c9LdKHHCEb8#imgrc=7TMmjumbWRt6PM:
Chart
marker
What to Do:
1. Work with your group.

2. With the use of the printed resources and internet resources from the teacher, list
the organisms that live in an intertidal zone and estuary.
3. Identify each organism as producer, consumer or decomposer.
160
4. Answer the questions below then present your output.
Guide Questions:
1. How can we group organisms in an estuary and intertidal zone?
2. How does each organism affect other organisms?
3. Can a consumer survive without the producer?
4. What will happen if there are no decomposers?
Group 2
Learning Target: We c an tell the interactions of living and non -living things in the
estuaries and intertidal zones.
What You Need:

Pictures of estuary and intertidal zone
Estuary
https://www.google.com/search?q=Estuary&rlz=1C1CHBF_enPH815PH815&source=lnms&tbm=isch&sa=X&ved=0a
hUKEwj30sbk5MThAhURAogKHejsDA0Q_AUIDigB&biw=1242&bih=597#imgrc=ni3Elnb60OP9oM :
161
Intertidal Zone
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=1242&bih=59
7&tbm=isch&sa=1&ei=_36tXKG
Z
F
3
.0j5j5......1....1..gw
s-wiz-img.......0i67.c9LdKHHCEb8#imgrc=7TMmjumbWRt6PM
:
Chart
marker
What to Do
:
1. Work with yourgroup.

2. With the use of the printed resources and internet resources from the teacher,
list the organisms that live in an intertidal zone and estuary.
3. Identify each organism as herbivore, carnivore or omnivore.
4. Answer the questions below then present utput.
your o
Guide Questions:
1. How can we group organisms in an estuary and intertidal zone?
2. Does each organism affect other organisms? In what way?
3. What will happen if there are no plants in an estuary or intertidal zone?
Group 3
Learning Target:
We can tell the interactionsliving
of and non
-living things in the
What You Need

:
Picture of estuary and intertidal zone
Chart
Marker
Coloring materials
What to Do:
1. Identify the producers and consumers found in an estuary and intertidal zone.
2. Make a sample food chain similar to the picture below based from the
identified producers and consumers in task number 1.
162
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=1242&bih=597&tbm=isch&sa=1&ei=54WtX L
1CfGwmAXfipGYAw&q=food+chain+in+estuary+ecosystem&oq=food+chain+in+estua ry&gs_l=img.1.0.0j0i8i30.496
5
63.500497..502700...0.0..0.477.7038.
2-7j10j4......1....1..gw
s-wiz-img.......0i67j0i5i30j0i24.5bLgN5hnLyU#imgrc=Tik
d
4RQmidMpM :
Guide Questions:
1. What are the producers found in an estuary and intertidal zone?
2. What are theconsumers in an estuary and intertidal zone?
3. How do producers and consumers affect one another?
Group 4
Learning Target:
We can tell the interactionsliving
of and non
-living things in the
What You Need

:
Pictures ofestuary and intertidal zone
Chart
marker
coloring materials
What to Do
:
1. Identify the producer
s and consumers found in an estuary and intertidal zone.
2. Make a sample food web similar to the picture below based from the identified
producers and consumers
in task number 1.
https://images.search.yahoo.com/search/images?p=estuary+food+web&fr=mcafee&imgurl=http%3A%2F%2Fwww.s
o
methingfishy.ie%2Fteacherslessons%2Flesson7%2FEstuaryFoodWebB.gif#id=0&iurl=http%3A%2F%2Fwww.
someth
ingfishy.ie%2Fteacherslessons%2Flesson7%2FEstuaryFoodWebB.gif&action=click
163
Guide Questions:
1. What are the producers found in an estuary and intertidal zone?
2. What are the consumers in an estuary and intertidal zone?
How do producers and consumers affect one another?
Scale of Score Score

Attributes (1) Not (2) (3) (4)
acceptable Below Meets Exceeds
expectations expectations expectations
Appropriate Incorrect Some Correct So clear and
symbol notation notations are Notations complete
of incorrect
representation or
misused
Flow of process Unclear or Incomplete or Clear and So simple and clear.
Presented poorly not well complete The design is
designed designed understandable to all
intended learners.
164
DAILY LESSON PLAN

I. Objectives
The learners demonstrate the understanding of the interactions
A. Content for survival among living and nonliving things that take place in
Standard estuaries and intertidal zones
B. Performance Create a hypothetical community to show how organisms
165
Standard interact and reproduce to survive
Competencies/ conserve estuaries and intertidal zones (S5LTIIj-10)
Objectives  Identify human activities that can affect estuaries and
intertidal zones
2.1 Interactions Among Living Things in Estuaries and Intertidal

II. Content
Zones
III. Learning
Resources
A. References
1 Teacher’s 64-67 CG, STeP
. Guide pages
2 Learner’s
. Materials
pages
3 Textbook Science Beyond Borders pp. 101-106

. pages
4 Additional
. Materials
from Learning
Resource
(LR)
portal
166
B. Other Learning https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&bi
w=1242&bih=597&tbm=isch&sa=1&ei=6oGtXPDpC4m4mAXc46a4
Resources BQ&q=proper+care+for+estuaries&oq=proper+care+for+estuaries&
gs_l=img.3...527684.535666..536244...2.0..0.631.8186.0j2j15j8j1j1.
.....1....1..gws-wizimg.......0i67j0j0i8i30j0i24.G64_ILqf39g#imgrc=kshJPokuV98EBM:
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&bi
w=1242&bih=597&tbm=isch&sa=1&ei=soStXNqtG5D90gSrjqfoCA&
q=manila+bay+clean+up+pictures&oq=manila+bay+clean+u&gs_l=i
mg.1.3.0l9j0i8i30.48558.52724..55352...1.0..0.317.2944.3j14j1j1..... .1....1..gws-wiz-
img.......0i67j0i30.1Z_T MapEL0#imgrc=1FB5xUHj_fsQjM:
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&bi
w=1242&bih=597&tbm=isch&sa=1&ei=nYWtXM6YCJrMmAXi7pLo
Dg&q=cutting+mangroves+in+estuaries&oq=cutting+mangroves+in
+estuaries&gs_l=img.3...36514.71419..72217...1.0..0.326.6422.0j14 j16j1......1....1..gws-
wiz-
img.......0i67j0j0i5i30j0i8i30j0i24.pkgmSmJKbzo#imgrc=RSJf5UGL3 NaGmM:
IV.
Procedure
A. Give an example of feeding relationship in an estuary and intertidal
Engage zone.
Based on the example, what is the importance of estuaries and

intertidal zones?
Who should protect them?

B. Learners will be divided into groups. They will watch a video clip to
Explore answer the key question: What are some of the human activities that
affect estuaries and intertidal zones?
C. 1. Presenting the outputs

Explain 2. Are the estuaries and intertidal zones in our place under threat?
Why?
3. How do humans put them in danger?
D. What are the different human activities that affect estuaries and
Elaborate intertidal zones?
Who will be affected by these activities?
What can you do to help save mother earth?
E. List down 5 human activities that affect estuaries and intertidal zones.
Evaluate
167
V. Remarks
VI. Reflection
VII. Others
A. No. of
learners
who
earned
80% on
the
formative
assessm
ent.
B. No. of
learners
who
require
additional
activities
for
remediati
on.
C. Did the
remedial
lesson
work?
No. of
168
learners
who have
caught up
with the
lesson.
D. No. of
learners
who
continue
to
required
remediati
on
E. Which of
my
teaching
strategies
worked
well?
Why did
these
work?
F. What
difficulties
did I
encounte
r which
my
principal
or
superviso
r can help
me
solve?
G. What
innovatio
n or
localized
materials
did I
use/disco
ver which
I wish to
share
with other
teachers?
169
ACTIVITY SHEET
Learning Target: We can identify human activities that can affect estuaries and intertidal
zones
What You Need:

Documentary film - https://www.youtube.com/watch?v=060jEwexRo0
Laptop
Projector
Speaker
Real objects as props
What to Do:
DAILY LESSON PLAN
170
I. Objectives
The learners demonstrate the understanding of the
A. Content interactions for survival among living and non-living things that
Standard take place in estuaries and intertidal zones
B. Performance Create a hypothetical community to show how organisms

Standard interact and reproduce to survive
conserve estuaries and intertidal zones (S5LTIIj-10)
Competencie  Identify ways to protect and conserve estuaries and
s/ Objectives intertidal zones
2.1 Interactions Among Living Things in

II. Content
Estuaries and Intertidal Zones
III. Learning
Resources
A. References
1. Teacher’s 64-67, STeP, CG
Guide pages
2. Learner’s
Materials
pages
171
3. Textbook pages
Science Beyond Borders pp. 101
4. Additional
Materials
from Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. Procedure A B
A. Engage What are some human What are some human activities
activities that affect that affect estuaries and intertidal
estuaries and intertidal zones?
zones? (Present a poster showing
(Show a picture of Earth protecting Mother Earth)
and a band aid) What does the poster represent?
Paste the band aid on the
picture of the Earth. What
does the picture represent
now?
B. Explore Learners will be divided into groups. They will perform an
activity to answer the key question: What can you do to protect
and conserve estuaries and intertidal zones?
(Please refer to attached Activity Sheet)
C. Explain 1. We have rivers in our community. Where does the

water from the river go?
2. What ways can you do at home to protect estuaries
172
and intertidal zones?
3. When you go to the beach, what simple things can
you do so that trash will not go to estuaries?
D. Elaborate 1.
What can you do to protect and conserve the
estuaries and intertidal zones?
2. Suppose you are the mayor of the city with an
intertidal zone and estuary, what kind of policies will
you enact to protect it?
E. Evaluate List down 5 ways you can do to protect and conserve intertidal
zones and estuaries.
V. Remarks
VI. Reflection
VII. Others
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lesson work?
No. of learners
who have caught
up with the
lesson.
173
D. No. of learners
who continue to
required
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
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?
174
ACTIVITY SHEET
Group 1
A VOW TO THE ENVIRONMENT
Learning Target: We can tell/give ways to protect and conserve estuaries and intertidal
zones
What You Need: Coloring

materials
Marker
Band-aid shaped paper
Picture of Earth
Scale of Score Score

Attributes (8) Not (9) Below (10) (11)
acceptable expectations Meets Exceeds
expectations expectations
Appropriate Unclear Incomplete Incomplete So clear
to the topic and
complete
What to Do:
1. Write on a band-aid shaped paper a promise to save and protect the intertidal
zones and estuaries
2. Paste the band-aid shaped papers containing your promises onto a big drawing
of the earth.
Group 2
HOW TO PROTECT AND CONSERVE ESTUARIES AND INTERTIDAL ZONES
Learning Target: We can show ways to protect and conserve estuaries and intertidal zones
What You Need: Manila

paper
Coloring materials
Marker
What to Do:
Make a simple illustration showing protection and conservation of estuaries and
intertidal zones.
Rubric 5 4 3 2 1
FOCUS
Worked hard and finishes the output on the given time
COMPOSITION
The output is balanced and worked together well.
CREATIVITY
175
The output is unique and used own ideas.
CRAFTSMANSHIP
Output is neat and carefully made. Coloring, painting and
other parts of the process were all neat.
Total
DAILY LESSON PLAN

I. Objectives
A. Content The learners will demonstrate the understanding of the
Standar interactions for survival among living and non-living things that
d take place in estuaries and intertidal zones
B. Performance Create a hypothetical community to show how
Standard organisms interact and reproduce to survive
Compet conserve estuaries and intertidal zones (S5LTIIj-10)
encies/  Explain the need to protect and conserve the estuaries and
Objectives intertidal zones
Interactions Among Living Things in Estuaries and Intertidal
II. Content
Zones
III. Learning
Resources
A. References
1. Teacher’s
Guide 64-67, STeP, CG
pages
2. Learner’s
Materials
pages
pages
176
4. Additional
Materials
from
Learning
Resource
(LR)
portal
B. Other https://images.search.yahoo.com/search/images;_ylt=AwrgBmVcnjBdqhcAk
zRXNyoA;_ylu=X3oDMTEyam12ZnYyBGNvbG8DZ3ExBHBvcwMxBHZ0aW
QDQjg0ODdfMQRzZWMDc2M-?p=animals+with+trash&fr=mcafee
Learning
Resource
s
IV. Procedure
A. Engage Show the picture below.
https://images.search.yahoo.com/search/images;_ylt=AwrgBmVcnjBdqhcAk
zRXNyoA;_ylu=X3oDMTEyam12ZnYyBGNvbG8DZ3ExBHBvcwMxBHZ0aW
QDQjg0ODdfMQRzZWMDc2M-?p=animals+with+trash&fr=mcafee
How do you feel upon seeing this picture? Why do you think this
turtle ate the plastic?
Why do you think these things happen?

B. Explore Learners will be divided into groups. They will perform an activity
to answer the key question: Why is there a need to protect and
conserve estuaries and intertidal zones?
177
C. Explain Who are in danger when man continue their negative activities?
Where can we usually see the animals in the picture given to

your group?
What might happen to the next generation if we will not protect

and conserve estuaries and intertidal zones?
D. Elaborate Why do we need to protect estuaries and intertidal zones?
What will happen to oceans if estuaries and intertidal zones are

harmed?
E. Evaluate
Complete this statement.
We need to protect estuaries and intertidal zones

because
__________________________________________
__________________________________________
__________________________________________
_____________________________________ _______.
V. Remarks
VI. Reflection
VII. Others
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
178
C. Did the
remedial
lesson work?
No. of
learners who
have caught
up with the
lesson.
D. No. of learners
who continue
to required
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?
179
ACTIVITY SHEET
Group 1
Learning Target: We can write a letter telling people what to do in order to protect and
conserve estuaries and intertidal zones.
What You Need:

marker chart picture
What to Do:
1. Observe the picture that will be given to your group.
2. Consider you are the animal in the picture.
180
3. Write a letter to the people about the things that they need to do in order to
protect and conserve estuaries and intertidal zones.
https://images.search.yahoo.com/search/images;_ylt=AwrgBmVcnjBdqhcAkzRXNyoA;_ylu=X3o
DMTEyam12ZnYy
B
GNvbG8DZ3ExBHBvcwMxBHZ0aWQDQjg0ODdfMQRzZWMDc2 M-?p=animals+with+trash&fr=mcafe
e
Group 2
Learning Target:
We can write a letter telling people what to do in order to protect and
What You Need

:
What to Do
:
3. Write a letter to the people about the things that they need to do in order to
protect and conserve estuaries and intertidal
zones.
https://images.search.yahoo.com/search/images;_ylt=AwrgBmVcnjBdqhcAkzRXNyoA;_ylu=X3oDMTEyam12ZnYy
B
GNvbG8DZ3ExBHBvcwMxBHZ0aWQDQjg0ODdfMQRzZWMDc2 M-?p=animals+with+trash&fr=mcafe
e
Group 3
Learning Target: We can write a letter telling people what to do in order to protect and
What You Need:

What to Do:
181
3. Write a letter to the people about the things that they need to do in order to protect
and conserve estuaries and intertidal zones.
DAILY LESSON PLAN

I. Objectives
182
The learners will demonstrate the understanding of the
A. Content interactions for survival among living and non-living things
Standard that take place in estuaries and intertidal zones
B. Create a hypothetical community to show how organisms

Performance interact and reproduce to survive
Standard
Compet conserve estuaries and intertidal zones (S5LTIIj-10)
encies/  Apply through poster making, roleplaying, constructing
Objectives diorama, creating jingles or poems the need to protect
and conserve estuaries and intertidal zones
Interactions Among Living Things in Estuaries and Intertidal

II. Content
Zones
III. Learning
Resources
A. References
1.
Teacher
’s
Guide
pages
64 -67 , STeP, CG
2. Learner’s
Material
s pages
pages
4. Additional
Materials
183
from
Learning
Resource
(LR) portal
B. Other https://images.search.yahoo.com/search/images?p=assessment+f
or+diorama&fr=mcafee&imgurl=https%3A%2F%2Fecdn.teachersp ayteachers.com
%2Fthumbitem%2FAnimals-and-Their-Habitats Diorama-Project-and-Grading-Rubric-
12112851405276652%2Foriginal-1211285-
Learnin 2.jpg#id=0&iurl=https%3A%2F%2Fstudy.com%2Fcimages%2Fmu ltimages
g %2F16%2Fdiorama_rubric.png&action=click
Resourc
es
IV. Procedure A B
A. Engage Why do we need to protect What benefits do people get in
estuaries and intertidal estuaries and intertidal zones?
zones?
B. Explore Learners will be divided into groups. They will perform an

activity which will help them apply concepts on protecting and
conserving estuaries and intertidal zone.
C. Explain What are the different ways of showing care to the

environment?
As a grade 5 learner, how else can you show it?
How did you come up with the output?

D. Elaborate Why do we need to protect estuaries and intertidal zones?
E. Evaluate Learners will be rated according to the Group Output
V. Remarks
VI. Reflection
VII. Others
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lesson work?
No. of learners
who have
184
caught up with
the lesson.
D. No. of learners
who continue
to required
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?
185
ACTIVITY SHEET
Group 1
Learning Target: We can apply the things we learned on protecting and conserving
What You Need:

Cartolina
Pencil
Coloring materials
What to Do:
Make a diorama that promotes protection and conservation of estuaries and

intertidal zones.
186
4 3 2 1
Accuracy Diorama Diorama Diorama Diorama does
accurately depicts source unclearly not depict
depicts source material depicts source source material
material and material and no
and shows some and evidence of
shows evidence shows little
evidence of evidence comprehensio
of comprehensio of n is shown
strong n comprehensio
n
comprehensio
n
Creativity Diorama shows Diorama shows Diorama shows Diorama shows
great creativity creativity and creativity and little to no
and thought, thought, thought
student created student created
something something creativity and
completely interesting thought
new using using source
source material material
Constructio Diorama is Diorama is well Diorama Diorama is not

n extremely well put-together, is construct,
put-together, some sloppy, everything just
used very interesting materials are thrown in
interesting materials used falling off without
materials and/or apart purpose
Presentation Student spoke Student spoke Student was Student
incredibly clearly, unclear when presentation
clearly, showed signs speaking, made little
demonstrated of practice showed little sense, no
great evidence of evidence of
confidence and preparation practice or
practice preparation
https://images.search.yahoo.com/search/images?p=assessment+for+diorama&fr=mcafee&imgurl=https%3A%2F%2
Fecdn.teacherspayteachers.com%2Fthumbitem%2FAnimals-and-Their-Habitats-Diorama-Project-and-Grading-
Rubric-1211285-1405276652%2Foriginal-1211285-
2.jpg#id=0&iurl=https%3A%2F%2Fstudy.com%2Fcimages%2Fmultimages%2F16%2Fdiorama_rubric.png&action=cli
ck
Group 3
What You Need:

Cartolina
Pencil
What to Do:
187
Create a jingle about protection and conservation of estuaries and intertidal zones.
Criteria 5 4 3 2 1
Ideas were clear, complete and well
developed
Presents jingle with consistent volume
Conveys musicality
Group 4
What You Need:

Cartolina
marker
What to Do:
Create a poem about protection and conservation of estuaries and intertidal zones.
188
SECOND QUARTERLY ASSESSMENT
Name: _______________________ Section: ____________ Date: ______________
Direction: Read and analyze each item carefully. Write the letter of the correct answer
on your paper.
1. Boys and girls will undergo changes at puberty. The following statements are the
changes in girls EXCEPT one. Which one is it?
A. Enlargement of hips C. Enlargement of breast
B. Menopause D. Occurrence of menstruation
2. What part of the female reproductive system releases the egg cell?
A. cervix B. ovary C. fallopian tube D. vagina
3. Which of the following best describes the ovary?
A. The birth canal
B. The passageway of the eggs
C. A muscular tube where the fetus is developed
D. The female sex organ that produces egg cells
4. Where does fertilization occur?
A. uterus B. cervix C. fallopian tube D. ovary
5. Where does a baby (fetus) grow and develop inside the mother?
A. uterus B. vagina C. cervix D. fallopian tube
6. At what period of life is a girl already capable of reproduction?

A. debut B. menopause C. mentally mature D. start of
menstruation
7. What part of the male reproductive system serves as a passageway for the sperm from
the testes to the seminal vesicle?
A. prostate gland B. scrotum C. urethra D. vas deferens
8. Which of the following is the male sex hormone produced by the testes?
A. estrogen C. testosterone B. progesterone D. none of the
above
189
9. What part of the male reproductive system produces a sugar-rich fluid that provides
energy to sperms’ motility?
A. penis B. seminal vesicle C. testes D. urethra
10. What is the function of the male reproductive system in human reproduction?
A. it produces hormones called testosterone
B. It is responsible for the deepening of male’s voice.
C. It provides hormones to develop male characteristics.
D. It produces sperm cells needed to fertilize egg cells to produce new human being. 11.
Which is NOT a change observed in a girl’s body during puberty?
A. broadening of hips
B. development of breasts
C. development of muscles
D. occurrence of menstruation
12. Which is NOT a changed observed in a boy’s body during puberty?

A. deepening of voice
B. development of breasts
C. broadening of shoulders
D. growth of hair in the armpit
13. How many days does a normal menstrual cycle occur?

A. 7 days B. 14 days C. 21 days D. 28 days
14. What will happen to a girl when fertilization happens?

A. the girl will menstruate C. she may get pregnant
B. she will ovulate D. the girl will menopause
15. What is also known as fertilized egg?

A. gamete B. ovum C. sperm D. zygote
16. How often does an egg cell mature and leaves the ovary?
A. once a day C. once a month
B. once a week D. once a year
17. Menstruation is considered as a cycle. Why?

A. It happens every month
B. The woman gets pregnant every month C. The woman gets pregnant every year
D. It is normal to all women.
Here are some of the activities most boys and girls do to take care of his body especially
during puberty stage.
Cleaning the genitals with mild soap and

I Everyday
water
II Use underarm deodorant body Everyday
III Change underwear Every week
IV Take a bath Every other day
18. If you are one of the boys and girls who are in the puberty stage, which practice or practices
will you follow?
A. I and II C. III and IV
190
B. II and III D. I and IV
19. What part of the male butterfly conveys sperm out from the testis?
A. Accessory gland C. Vas deferens
B. Seminal Vesicle D. Ejaculatory duct
20. It is a type of reproduction in plants where the male and female reproductive parts of a
flower are involved?
A. sexual reproduction
B. asexual reproduction
C. self-pollination
D. cross pollination
21. It is the transfer of pollen grain from the anther to the stigma of the same flower
A. cross pollination C. sexual pollination
B. self-pollination D. none of the above
22. It is the female part of a flower.

A. corolla B. pistil C. calyx D. none of the above
23. It is a type of reproduction by which offspring arises and inherits the genes of the
parent.
A. sexual B. asexual C. budding D. gamete
24. It is a type of asexual reproduction in which a new organism develops from an

outgrowth of bud?
A. asexual reproduction C. budding
B. sexual reproduction D. gamete
25. It is a type of reproduction in which the organism is capable to regrow certain body
parts.
A. sexual reproduction C.Budding
B. asexual reproduction D. regeneration
26. Which animal does not reproduce by laying eggs?

A. crocodile B. turtle C. eagle D. dog
27. Mosquitoes reproduce through eggs by what kind of fertilization?

A. external B. internal C. regeneration D. budding
28. How do hydras reproduce?

A. budding B. fission C. regeneration D. gamete
29. It is the production of one living organism by combining genetic information from two
individuals of different types.
A. sexual B. asexual C. budding D. regeneration
30. It is the transfer of pollen grains from the anther to the stigma of another flower that
belongs to another part but the same kind.
A. cross pollination B. self-pollination C. fission D. budding
31. A lip shape structure found in a flowering plant.
191
A. pistil B. sepal C. anther D. petal
32. Which of the following is the reproductive part of a plant?

A. flower B. leaves C. roots D. stem
33. It is a fine coarse powdery substance which produces male gametes found in the
filament of a plant.
A. pistil B. sepal C. anther D. petal
34. Which statement is not true about plants?

A. Plants need water in order to survive
B. Plants are important for the survival of all living things.
C. Plants are needed by animals for food.
D. Plants will reproduce without its reproductive parts.
35. Which statement is not true about flower?

A. Flowers are reproductive parts of plant. B. Flowers helps plant during
pollination
C. Flowers have three main parts.
D. Flowers helps beautify the environment
36. Which of the following statement best explains what pollination is? A. It is the union of
sperm and egg cell.
B. It is the process where the pollen of one flower reaches the stigma of another
flower.
C. It is the process wherein plants are developed from seeds.
D. It is the process by which seeds are sent by their parent plant into a faraway place
to become a new plant.
37. How does self-pollination differs from cross pollination?

A. Cross pollination occurs when the pollen is transferred from the stamen of
one flower to the pistil of the same flower while in self-pollination the pollen grain is
transferred from the anther of one flower to the stigma of another flower of the same
kind.
B. Self-pollination occurs when the pollen is transferred from the stamen of one
flower to the pistil of the same flower while in cross pollination, the pollen grain is
kind.
C. Self-pollination occurs when the pollen is transferred from the stamen of one
flower to the pistil of the different flower while in cross pollination, the pollen grain is
transferred from the anther of one flower to the stigma of another flower of the different
kind.
D. Cross pollination occurs when the pollen is transferred from the ovary of one
flower to the pistil of the same flower while in cross pollination, the pollen grain is
kind.
38. The following plants are flowering except _______.

A. fern B. gumamela C. santan D.
daisy
192
39. It is a kind of ecosystem where freshwater meets a saltwater?
A. habitat C. estuaries
B. intertidal zone D. marine zoo
40. It is an ecosystem where the ocean floor is covered and uncovered as the tide goes in
and out.
A. terrestrial zoo C. habitat
B. estuaries D. intertidal zone
41. Is fresh water suitable to all kinds of plants? Why?

A. No, because plants may die due to the absence of salt in the water.
B. Yes, some marine plants can be grown in fresh water.
C. Not all. Some plants can survive in fresh water while others like marine
plants can only survive in salt water.
D. It depends on the kind of plant and fertilizers used by the farmer.
42. Why is the ocean floor covered and uncovered as the tide goes in and out? A. It is
affected by the current of water during daytime and night time.
B. Because of the regular movement of the animals under the sea.
C. It is caused by the dynamite explosion.
D. Due to the occurrence of natural calamities in the country.
43. The following pictures are examples of a food chain or a food web. Which picture
describes a food chain in estuaries?
A. C.
B. D.
44. Most of the food for the aquatic ecosystem is produced

by _________.
A. worms B. phytoplankton C. fish D.
shellfish
45. What kind of system

is formed by the interaction of a community of organisms with
their environment?
A. ecosystem C. estuaries
B. intertidal zone D. marine animals
193
46. What type of consumer feeds directly on a producer?
A. carnivore C. second – order consumer
B. first – order consumer D. third – order consumer
47. Food chains and food webs are models that show different relationships within an
ecosystem. The primary difference between a food chain and a food web is that
____________.
A. a food web shows how energy is used
B. a food chain shows how energy is stored
C. a food web is a complex system of food chain
D. a food chain is a complex system of food chains
48. Why is it advantageous to burrow oneself into the sand if you live in an intertidal zone?
A. So you would not be carried away by the tide
B. So you can make a bigger home
C. So you can get more oxygen
D. So you can get food
49. Why is it important to protec

t the estuaries and intertidal environment?
A. It provides places for habitat of valuable species of plants and animals.
B. It attracts tourists.
C. It gives people work to do.
D. It is a mandate to give importance from the town mayor.
50. As a grade five learner, how can you contributein the preservationand
conservation of our estuaries?
A. Join in a stream or beach cleanup in our community or in school.
B. Advise your town mayor to conduct an orientation.
C. Do not use pesticides.
D. Keep more fishesalive.
194
ANSWER KEY
KEY TO CORRECTION FOR FIRST SUMMATIVE TEST
1. D
2. C
3. B
4. D
5. B
6. B
7. A
8. C
9. D
10. B
11. FALLOPIAN TUBE OR OVIDUCT
12. UTERUS
13. OVARY/OVARIES
14. CERVIX
15. VAGINA
16. URETHRA
17. PENIS
18. PROSTATE GLAND
19. EPIDIDYMIS
20. TESTICLE
C. 1. Answers may vary

2. Answers may vary
KEY TO CORRECTION FOR SECOND SUMMATIVE TEST
Test I
1. Menstruation
2. Fertilization
3. Reproduction
4. Puberty
5. Dysmenorrheal
6. Ovulation
7. Menstrual cycle
8. Menopause
9. Menarche
10. Gynecologist
Test II
11.
12.
195
13.
14.
15.
KEY TO CORRECTION FOR THIRD SUMMATIVE TEST
I. 1. a
2. c
3. d
4. b
5. d 6. a
7. a
8. d
4 C 14 C 24 C 34 D 44 B
5 A 15 D 25 D 35 C 45 A
6 D 16 C 26 D 36 B 46 B7 D 17 A
27 A 37 B 47 C
8 C 18 A 28 A 38 A 48 A
9 B 19 D 29 A 39 C 49 A
10 D 20 A 30 B 40 D 50 A
9. c 196
10 . b
11 . d
12 . b

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LESSON PLAN for COT 1

School Tanay Ville Elementary School Grade Level 5 Q2 W1 D1

II. Content The Reproductive System

What illustration was formed?

C. Explain Presentation of output

What words were you able to form? What are the

What You Need:

Prepared and Submitted by:

School Grade Level 5

II. Content The Reproductive System

Chart/tarpapel , sets of jumbled letters

Have learners rearrange the jumbled letters to form a word

MENSTRUATION by completing the Acronym.

Ask the learners to answer the following questions:

C. Explain Have learners answer the following questions:

2. What should you do to avoid discomfort during

Have pupils watch a video clip about

Answer the questions below.

E. Evaluate What is menstruation? Explain your answer in two to three

DAILY LESSON PLAN

School Grade Level 5

4.Additional Video clip, https://www.youtube.com/watch?v=ak7tFOL32sE

Chart/ tarpapel, diagram

The teacher will present a diagram of the phases of menstrual

E. Evaluate Learners’ output will be rated using the rubrics below.

Using other books or the internet briefly answe

2. Make your illustration colorful and neat.

Scoring Rubric for Assessment

DAILY LESSON PLAN

School Grade Level 5

II. Content The Reproductive System

Video clip, https://www.youtube.com/watch?v=ak7tFOL32sE

B. Other Chart/tarpapel, diagram , flash cards

sanitary napkins puberty baby monthly period

Present a diagram of the

Phases of Menstrual Cycle

Phase II – The lining of the uterus becomes thin after menstruation.

Phase III –The mature egg is released. This period is called

Have learners view a video clip about the phases of

While viewing, have learners answer the following

3. The endometrium becomes thicker

4. The process of fertilization may

School Grade Level 5

II. Content The Reproductive System

Video clip, https://www.youtube.com/watch?v=ak7tFOL32sE

B. Other Learni Chart/ tarpapel, diagram , flash cards

B. Explore Have learners watch a video clip about fertilization and

Further discussion of the lesson:

How does menstrual cycle affect reproduction?

Why does the uterine lining thicken? Why does it

Your mother is 50 years old and she has regular

E. Evaluate Explain how menstrual cycle affects reproduction. Write your

DAILY LESSON PLAN

School Grade Level 5

2. The second group will attach

organs where arrows are found.

C. Explain Let the learners answer the following key questions:

D. Ask the following questions:

1. It is a problem affecting a woman’s uterus, called a

List down some ways to prevent ailment of the Reproductive

For Groups 1 and 2:

What You Need:

DAILY LESSON PLAN

School Grade Level 5