Grade 5 Q2 Science LAS

5
Science
Second Grading Period
LEARNING ACTIVITY SHEET
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
Learning Activity Sheet in Science
Grade 5
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Government Center, Carig Sur, Tuguegarao City, 3500Regional Office No. 02 (Cagayan
Valley)
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This material has been developed for the implementation of K to 12 Curriculum through the
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Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV, DepEd R02
Assistant Regional Director : RHODA T. RAZON, EdD., CESO IV
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
OIC, Schools Division Superintendent : EDUARDO C. ESCORPISO JR, EdD, CESO IV
OIC-Assistant Schools Division Superintendent : GEORGANN G. CARIASO
OIC-Chief Education Supervisor: : MARCIAL Y. NOGUERA
Development Team
Writers: VERONA F. AGUDO, T-III (INHS); MA. VICTORIA Y. FACURI, T-III (MES); KATHLEEN E. CASTILLO,
T-II (INHS); WILFREDO C. BATALLONES, T-III (UES); EDWARD C. VALIENTE, SST-I (BGCHS); CATHLYN B.
YBAY, T-I, (IIS); KRISTINE HAZEL W.
BIDAYAN, SST-I (BNSHS); MA HAZEL M. VELAYO, T-III (VIS); CAROL F. DELA CRUZ,
T-III (Sumnanga ES); ARMAR C. COVITA, T-II (SNSF); MA. ESPERANZA D. JOVES, T-III
(BCS); KYM CLYDE H. MORO, T-III (BNSHS); AGNES B. NICO, T-I (ICS); SUZETTE C. Content & CULTURA, T-
II; MA. LYZETTE V. RICO, T-I (INAHS)
Language Editor: FRED V. GIMENEZ, HT-I/Division Science Coordinator; ELENA A. BALDOMAR, SP-I
(MNHS); ANGELIE L. BLANQUERA, T-III (BNSHS), MARY JOY Y. BALDOMAR, HT I
(IIS), DELIA G. GATO, SP-I (INAHS), EDEN P. MALABAG-PSDS,SDO Cagayan,
CLIFFORD E. ABAD , MT 1, SDO Cagayan
Illustrators: KYM CLYDE H. MORO, T-III (BNSHS)
Layout Artists: KYM CLYDE H. MORO, T-III (BNSHS)
Focal Persons: FRED V. GIMENEZ, Head Teacher I, Science Coordinator
EVANGELINE D. CASTILLO, Education Program Supervisor-Learning Resource
ESTER B. GRAMAJE, Education Program Supervisor-Science, CLMD
RIZALINO G. CARONAN, Education Program Supervisor-LR, CLMD
Printed by: Curriculum and Learning Management Division
DepEd, Carig Sur, Tuguegarao City
Table of Contents
Page
Competency number
Describe the parts of the reproductive system and their functions (S5LT – IIa.....................
– 1) 1 – 10
Explain the menstrual cycle (S5LT – IIc – 3) ..................... 11 – 19
Describe the different modes of reproduction in animals such as

butterflies, mosquitoes, frogs, cats, and dogs (S5LT – IIe – 5)
..................... 19 – 27
Describe the reproductive parts in plants and their functions (S5LT – IIf – 6) ..................... 28 – 34
Describe the different modes of reproduction in flowering and non -

flowering plants such as moss, fern, mongo, and others (S5LT – IIg – 7)
..................... 35 – 43
Discuss the interactions among living things and non -living things in
estuaries and intertidal zones
(S5LT – IIh – 8) ..................... 44 – 56
Explain the need to protect and conserve estuaries and

intertidal zones (S5LT – Ii – j – 10) ..................... 57 – 66
Note: Practice Personal Hygiene protocols at all times.

SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________
Section: __________________________________ Date: ____________________________
LEARNING ACTIVITY SHEETS The

Human Reproductive System
Background Information for Learners
The human reproductive system consists of the set of organs which produces the sex
cells necessary for reproduction .One of the distinct characteristics of a living organism is its
ability to produce offspring. Every human being has a reproductive system which works
together for the purpose of sexual reproduction and ensure the survival and continuity of the
species.
The major organs of the female reproductive system are the ovaries. Other organs of
the female reproductive system are the: fallopian tubes or the oviduct, uterus(womb), cervix,
and vagina (birth canal. The female reproductive system has several functions. The ovaries
produce the egg cells, called the ova or oocytes. The oocytes are transported to the fallopian
tube where fertilization by a sperm may occur. The fertilized egg can be implanted into the
thickened uterine lining and continue to develop. If implantation does not take place, the
uterine lining is shed off as menstrual flow. In addition, the female reproductive system
produces female sex hormones that maintain the reproductive cycle.
The primary male reproductive organs are the testes. Other organs of the male
reproductive system include the scrotal sac(scrotum), epididymis, vas deferens, prostate
gland, Cowper’s gland (bulbourethral gland), seminal vesicles, vas deferens, urethra, and
penis. The organs of the male reproductive system are specialized for the following functions:
• to produce, maintain and transport sperm (the male reproductive cells) and
protective fluid (semen)
• to discharge sperm within the female reproductive tract
• to produce and secrete male sex hormones.
Learning Competency with code
Describe the parts of the reproductive system and their functions (S5LT-IIa-1)
1
The Male Reproductive system
www.google.com
Parts and Functions:

1. Testis (testes in plural) - produces sperm cells and secretes the male sex hormones
(androgen and testosterone)
2. Scrotal sac or scrotum - external pouch-like structure that holds the testis/testes
3. Penis – it is an external organ that contains the urethra
4. Urethra - serves as the passageway for both sperm and urine
5. Epididymis - stores sperm from the testis and provides environment for sperm to
mature
6. Vas deferens (sperm duct) - transports mature sperm from the epididymis to the urethra
7. Prostate gland – contributes additional fluid and help nourish the sperm
8. Bulbourethral gland (also known as Cowper’s gland) - to produce fluid that will
provide the sperm with nourishing and balance environment
9. Seminal vesicle - secrete a fluid that contains fructose (an energy source for sperm);
when this fluid is added to the sperm, it is known as the semen
2
Activity 1A: Where is it coming from?
Direction: Label the parts of the male reproductive system.
Activity 1B: Describe me
Directions: Identify the following. Write your answers on the blanks before each number.
_______1. Produces sperm cells and secretes the male sex hormones (androgen and
testosterone).
________2. Transports mature sperm from the epididymis to the urethra.
_______3. Stores sperm from the testis and provides environment for sperm to
mature.
_______4. Serves as the passageway for both sperm and urine.
_______5. An external pouch-like structure that holds the testis/testes.
3
The Female Reproductive System
InternalParts
Internal Parts External Parts
Parts and Functions:

1. Ovary (ovaries in plural) - alternately produce the female sex cells (egg or ova) and
secretes the female hormones (estrogen and progesterone)
2. Fallopian tube or oviduct- a pair of ducts leading from the ovaries to the uterus;
pathway where the ova travels from the ovary to the uterus
3. Uterus (womb) – it is the home for the developing fetus
4. Cervix - neck of the uterus that opens to the vagina; it is the passageway for menstrual
flow; passageway for sperm
5. Vagina (birth canal) - A thin-walled passageway through which sperm can enter;
passageway for menstrual flow and baby to the outside
6. Bartholin’s glands – located beside the vaginal opening and produce a fluid (mucus)
secretion.
7. Clitoris – a sensitive protrusion that is comparable to the penis in males that is very
sensitive to stimulation and can become erect
8. Hymen – thin piece of mucosal tissue that surrounds or partially covers the external
vaginal opening
9. Labia minora – they lie inside the labia majora and surround the openings to the
vagina
10. Labia majora – the majora enclose and protect the other external reproductive organs;
it contain sweat and oil- secreting glands; after puberty, the labia majora are covered
with hair; together with the labia minora and clitoris, they are called the vulva or the
external female genitalia
11. Fimbria - are small, fingerlike projections at the end of the fallopian tubes, through
which eggs move from the ovaries to the uterus. The fimbriae are connected to the
ovary.
Activity 2A: Where’s the Egg?
4
Direction: Label the parts of the female reproductive system.
Activity 2B:
Directions: Identify the following. Write your answers on the blanks before each number.
_______1. Neck of the uterus that opens to the vagina; it is the passageway for menstrual
flow; passageway for sperm.
_______2. Alternately produce the female sex cells (egg or ova) and secretes the female
hormones (estrogen and progesterone).
_______3. Located beside the vaginal opening and produce a fluid (mucus) secretion.
_______4. It is the home for the developing fetus.
_______5. A pair of ducts leading from the ovaries to the uterus; pathway where the ova
travels from the ovary to the uterus
Activity 2B
1. Cervix
2. Ovary
3. Bartolin’s gland
4. Uterus
5. Fallopian tube
5
Activity 3: Where do I belong?
Direction: Classify the following parts into the male or female reproductive organ. Write your
answer in the box provided.
Cervix Penis Scrotum Ovary Hymen
Vas deferens Uterus Vagina Seminal Vesicle Fallopian tube
Testis Clitoris Foreskin Prostate Gland Epididymis
Male Reproductive Organ Female Reproductive Organ
6
Activity 4: Fill me!
Directions: Study the

illustration then fill in the
blanks below.
Khan Academy
The female sex cells are the ________ (1)________. They are released from the _______
(2)________ once every 28 days. They are floated down the _______ (3)________ by cilia
(hairs). The _______ (4)________ is where a fertilized egg can grow into a baby. The
_______ (5)________ holds the baby in place during pregnancy. The cervix opens into the
_______ (6)________. _______ (7)________ is the external part of the female genitalia.
B. Male Reproductive System
Directions: Study the illustration then fill in the blanks below.
Fairview Health Services
7
The male sex cells are the _____ (1)_______. They are made in the ______ (2)_______. The
testes are held by an outer bag of skin called the _____ (3)______. The _____ (4)______
stores sperm and transport it from the testes. Sperm travels up to the sperm duct where liquids
are added from the _______ (5)________. The mixture is called _______ (6)________. It
flows out of the _______ (7)________ through a tube called _______ (8)________.
Activity 5: Word Puzzle
Direction: Study the puzzle. Find all the ten (10) parts of the human reproductive system. The
words may be written horizontally, vertically, or diagonally.
Reflection
In this activity, I learned that

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I enjoyed most on
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8
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I want to learn more on

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References for Learners
Grade 5 Science Learner’s Manual
BEAM 5 Unit 1 DLP 1: The Human Reproductive System (LRMDS)
https://my.clevelandclinic.org
Answer Key
Activity 1A
Prostate gland Seminal vesicle

Penis
Bulbourethral gland
Urethra
Vas deferens
Epididymis
Scrotum Testis
Activity 1B
1. Testis
2. Vas deferens
3. Epididymis
4. Urethra
5. Scrotum
Activity 2A
9
Fallopian tube
Uterus
Ovary
Cervix
Vagina
Activity 2B
6. Cervix
7. Ovary
8. Bartolin’s gland
9. Uterus
10. Fallopian tube
Activity 3
Male Reproductive Organ Female Reproductive Organ
Penis Scrotum Vas deferens Cervix Ovary Hymen
Testes Seminal vesicle Vagina
Epididymis Foreskin Prostate Gland Uterus Clitoris Fallopian tube
Activity 4
A. B.
1. egg cells 1. sperm cells
2. ovary 2. testes
3. fallopian tube 3. scrotum
4. uterus 4. epididymis
5. cervix 5. seminal vesicles
6. vagina 6. semen
7. vulva 7. penis
8. urethra
Activity 5
10
Prepared by:
Verona F. Agudo Maria Victoria Y. Facuri Kathleen E. Castillo
Writers
SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________
Section: __________________________________ Date: ____________________________
LEARNING ACTIVITY SHEETS The Menstrual Cycle
Background Information for Learners
Menstruation is the periodic monthly discharge of the inner lining of the uterus
(endometrium), lasts about 3 to 5 days and occurs on the average, every 28 days.
Once a month an egg cell is released from an ovary. Every time an egg cell is released
the uterus prepares itself for implantation. This is when a thick lining of blood vessels slowly
develops. If the egg is fertilized it passes into the uterus and attaches itself to the thickened
lining. If the egg is not fertilized the uterus lining breaks down and is expelled through the
vagina. This process is called menstruation and is often referred to as a period. The whole
sequence of changes in developing a new uterus lining and producing an egg is call the
menstrual cycle. Menstruation is an indication that a woman is not pregnant.
11
Factors such as genetics, diet and overall health can affect cycle. Periods or
menstruation usually occurs between age 11 and 14 and continue until menopause at about the
age of 45 – 55.
Besides bleeding from the vagina, the following are also experienced during
menstruation: lower back pain, bloating and sore breasts, food cravings, mood swings and
irritability, headache and fatigue
Learning Competency with code
Explain menstrual cycle (S5LT-IIc-3)
Activity 1: Fill me out!
Directions: Identify the words from the box below that would make the statements correct.
Write your answer on the blanks.
Menstrual Cycle Fertilized month period
Ovary Blood Menstruation
Once a __________, an egg cell is released from an __________. Every time an egg
cell is released the __________ prepares itself for implantation. This is when a thick lining of
__________ vessels slowly develops. If the egg is __________ it passes into the uterus and
attaches itself to the thickened lining. If the egg is not fertilized the uterus lining breaks down
and is expelled through the vagina. This process is called __________ and is often referred to
as a __________. The whole sequence of changes in developing a new uterus lining and
producing an egg is call the __________.

12
Activity 2: Familiarize Yourself!
Direction: Study the illustrations below and answer the guide questions.
Figure 1. The Menstrual Cycle
13
Day 19-28 Day 1-5
(Luteal Phase
) (Menstruation Phase
)
The uterine lining starts to thicken again, The menstrual cycle starts. The uterine
preparing for a possible fertilization and lining breaksdown and blood comes out
implantationof a zygote. of the vagina
Day 11- 18 Day 6-10

(Ovulation Phase
) (Follicular Phase
)
Ovulation occurs. The egg travels fromThe uterine lining starts to thicken again.
the ovary to the oviduct or fallopian tubeDays 6 to 13 is a repair period for the
and waits for a sperm cell to fertilize it. uterine lining and development period for
an egg to mature.
https://www.kjkhospital.com/menstrual-cycle-health/
Figure 2. The Uterine Lining during Menstrual Cycle.
Day 1-5 Day 6-10 Day 11- 18 Day 19-28
14
https://www.mariongluckclinic.com/blog/understanding-menstrual-cycle.html
Guide Questions
1. What happens to the uterine lining during menstruation period?

_____________________________________________________________________
_____________________________________________________________________
2. What happens to the uterine lining on the 6th – 13th day of the menstrual cycle?
_____________________________________________________________________
_____________________________________________________________________
3. What happens to the egg on day 6th – 13th of the menstrual cycle?
_____________________________________________________________________
_____________________________________________________________________
4. What happens to the matured egg during ovulation period?
_____________________________________________________________________
_____________________________________________________________________
5. In which stage of the menstrual cycle will pregnancy likely to happen?
_____________________________________________________________________
_____________________________________________________________________
Activity 3: You Complete Me!
Directions: Fill in the blanks to complete each statement correctly. Choose from the box
below.
1. The cycle that occurs monthly in the female reproductive system which lasts for 28
days is called the ______________ cycle
2. Menstruation usually lasts for __________ days.
3. Periods usually start between the age _________.
15
4. The process by which blood and tissue from the lining of the uterus break apart and
leave the body is called ________________.
5. The menstrual cycle occurs about every ______________ days.
6. When a mature egg leaves the ovary, it enters the _____________.
7. For most females, the menstrual cycle continues until about age ________.
8. ___________ takes place when the egg cell and the sperm cell meet.
9. When the fertilized egg attaches itself to the lining of the uterus this is called
_____________.
10. Each month inside your ovaries, a group of eggs starts to grow in small, fluid-filled
sacs called follicles. When one of the eggs erupts from the follicle this results to
_________.
menstruation implantation 28
fertilization 15 45 - 55
11-14 menstrual 3–5
cervix oviduct 7-9
blood uterus ovulation
Activity 4: Order Me!

Direction: Write the number of the correct sequence of the stages of the menstrual cycle.
Starts with number 1.
16
Ovulation occurs Menstrual blood
discharges
A. _____________ B. _____________
Egg develops Egg enters uterus
D. _____________ C. _____________
Egg moves through

oviduct
E. _____________
Activity 5: Explain Me
Direction: Briefly explain the menstrual cycle at least 100-150 words.

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3 2
Features 4 Expert 1 Beginner
Accomplished Capable
Quality of • Piece was • Piece was • Piece had • Piece had no

Writing written in an written in an little style and style and
extraordinary interesting voice. voice.
style and style and • Gives • Gives no
voice. voice. Information information
• Very • Somewhat but poorly and very
Informative Informative organized poorly
and well and well organized
organized organized
Grammar, • Virtually no • Few • Several • Many

Usage and spelling, spelling and spelling, spelling,
Mechanics punctuation, punctuation punctuation, punctuation,
or errors, or and
grammatical minor grammatical grammatical
error. grammatical error. error that it
error. interferes
with the
thought being
displayed.
https://www.pinterest.ph/pin/746682813190156916/
Reflection:
18
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I enjoyed most on
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___________________________________________________________________________

___________________________________________________________________________
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___________________________________________________________________________
https://www.slideshare.net/mobile/NaliaMemon/menstrual-cycle-13695974
https://medlineplus.gov/menstruation.html
Answer Key
Activity 1: Fill me out!
Once a month an egg cell is released from an ovary. Every time an egg cell is
released the uterus prepares itself for implantation. This is when a thick lining of blood
vessels slowly develops. If the egg is fertilized it passes into the uterus and attaches itself to
the thickened lining. If the egg is not fertilized the uterus lining breaks down and is expelled
through the vagina. This process is called menstruation and is often referred to as a period.
The whole sequence of changes in developing a new uterus lining and producing an egg is
call the menstrual cycle.
Activity 2: Familiarize Yourself!

1. The uterine lining breaks down.
2. Day 6 -13 of the menstrual cycle is the repair period of the uterine lining.
3. The egg develops and becomes mature.
4. It is released by the ovary. Activity 4: Order Me
5. Day 19 – 28 or the luteal phase.
A. 3
Activity 3: You Complete Me! B. 1
1. menstrual 6. oviduct C. 5
2. 3 – 5 7. 45 – 55 D. 2 E. 4
3. 11 – 14 8. fertilization
4. menstruation 9. implantation
5. 28 10. ovulation
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Activity 5: Explain Me
Menstrual Cycle is the regular change that occurs in the female reproductive system that
usually lasts for 28 days. This is composed of 4 phases: The Menstruation Phase,
Follicular Phase, Ovulation Phase and the Luteal Phase.
The cycle starts at the menstruation phase and is usually the first 5 days. Here, the lining
of the uterus breaks down and blood comes out of the vagina. After this comes the repair
period which is days 6-13. The uterine lining starts to thicken again preparing for the
development period for an egg to mature. This is called the Follicular Phase.
Ovulation phase occurs when the egg travels from the ovary to the oviduct or the
fallopian tube and waits for a sperm cell to fertilize. Lastly, the luteal phase wherein the
uterine lining starts to thicken again, preparing for a possible fertilization and
implantation of a zygote. If fertilization did not take place, the cycle starts again.
Prepared by:
Wilfredo Batallones Edward C. Valiente Cathlyn B. Ybay
Writers
20
SCIENCE 5
Name of Learner: ___________________________ Grade Level:
______________________ Section: __________________________________ Date:
____________________________
LEARNING ACTIVITY SHEET Modes of Reproduction in Animals
Background Information for Learners:
Reproduction the process by which plants and animals give rise to offspring and which
fundamentally consists of the segregation of a portion of the parental body by a sexual or
an asexual process and its subsequent growth and differentiation into a new individuals.
Sexual reproduction is the production of a new organism from two parents. A sperm cell
from a male and an egg cell from a female join into a single unit in a process called
fertilization. Dogs, cats, butterflies, mosquitoes, and frogs reproduce sexually.
Fertilization in dogs and cats takes place inside the female’s body (internal fertilization)
occurs when male animal releases sperm cell into the body of the female animal to
fertilize the egg cell inside the body of the female animal. The embryo develops inside the
female body until it is born or develop inside an egg laid by the female. Fertilization in
frogs happens outside the body; that is, in water where they live (external fertilization)
occurs when female releases egg into the water or attaches them to a plant or rock. Male
animal releases sperm cells over the eggs to fertilized them. Asexual reproduction is the
production of new individuals from a single parent. This type of reproduction is generally
observed in single-celled organisms. Here, no fusion of gametes is involved and a single
parent divides into two or more daughter cells. The offsprings produced are genetically
and physically identical to the parent and are known as clones. Asexual reproduction takes
place in different ways. The different asexual reproduction examples include:
Binary fission. In this type of reproduction, parent cell divides into two equal parts each
containing a nucleus. These are called daughter cells. The daughter cells are genetically
and physically like the parent cell. This type of asexual reproduction can be seen in
organisms such as amoeba, bacteria, euglena, etc.
Budding is another method of asexual reproduction where a new organism develops from
an outgrowth from the parent body known as a bud. These derive nutrition from the parent
for growth and development. Once grown, the new organism detaches from the parent
body. This process is called budding. This type of reproduction can be seen in Hydra.
Fragmentation, this type of asexual reproduction is exhibited by Planaria. In this, the

parent body breaks into several pieces where each piece grows into a new individual. The
detachment of the body parts is intentional.
Lastly, Regeneration, if a part of the body of an organism is detached, the detached part
grows into a completely new individual. Regeneration is observed in Echinoderms.
21
Learning Competency with code:Describe the different modes of reproduction in
animals such as butterflies, mosquitoes, frogs, cats, and dogs (S5LT-IIe-5)
Activity 1: In or Out?
Directions: Study the two (2) types of fertilization - internal and external. Describe each
type of fertilization on the table below.
Figure 1: Internal fertilization Figure 2: External Fertilization
Internal fertilization External fertilization
22
Activity 2: In or Out?
Direction: Study the illustrations below showing how the animals reproduce. Identify
whether they undergo internal or external fertilization. Write your answer on
the space provided.
1. _______________________________ 2. _________________________________
3. ________________________________ 4. _________________________________
5. _________________________________
23
Activity 3A: Asexual Reproduction in Animals
Direction: Study the illustrations of a binary fission and answer the guide questions that
follow.
Figure: binary fission of sea anemone
Guide Questions:
1. What happened to the parent animal?
__________________________________________________________________
___
__________________________________________________________________
___
2. How are the daughter animals produced?
_____________________________________________________________________
_____________________________________________________________________
3. Why is binary fission classified as asexual reproduction?
__________________________________________________________________
___
__________________________________________________________________
___
4 3 2 1
24
All topics are All topics are All topics are
addressed, and all addressed, and addressed, and
One or more
Amount of questions most questions most questions
topics were
Information answered with at answered with at answered with 1
not addressed.
least 2 sentences least 2 sentences sentence about
about each. about each. each.
Information
Information Information clearly Information has little or
Quality of clearly relates to relates to the main clearly relates to
nothing to do
Information the main topic. It topic. It provides the main topic.
No details with the main
includes several 1-2 supporting
topic.
supporting details details and/or and/or examples
and/or examples. examples. are given.
A few Many
No grammatical, Almost no
grammatical grammatical,
spelling or grammatical,
Mechanics spelling, or spelling, or
punctuation spelling or
punctuation punctuation
errors. punctuation errors
errors. errors.
Notes are Notes are
recorded and Notes are recorded recorded only
organized in an legibly and are Notes are with
Notes peer/teacher
extremely neat somewhat recorded.
and orderly organized. assistance and
fashion. reminders.
Information is
Information is The
very organized Information is
organized, but information
with organized with
Organization paragraphs are appears to be
wellconstructed well-constructed
not disorganized.
paragraphs and paragraphs. 8)
wellconstructed.
subheadings.
Activity 3B: Round and round
Directions: Encircle T if the statement is TRUE and F if the statement is FALSE.
______ 1. Sexual reproduction is making a copy of the organism with a single parent.
______ 2. Some tiny animals and marine animals like sea anemone reproduce by
Regeneration.
______ 3. Reproduction is the ability of a living organism to make copies of itself.
25
______ 4. Hydras reproduce themselves through the process of budding
______ 5. When a worm is cut into different segments, it undergoes
budding.
______ 6. Budding happens when the parent organism divides itself into two.
______ 7. When a frog loses it leg, it can regenerate its own leg.
______ 8. Regeneration happens when another organism is produced from the outgrowth
of the parent organism.
______ 9. Fission happens when an organism develops from a detached part of the parent
organism.
______ 10. when a starfish loses its arm, its detached arm undergoes regeneration.
Activity 5: I’m the Map!
Direction: Complete the concept map by describing sexual and asexual reproduction in
animals.
26
Reproduction in Animals
Sexual Reproduction Asexual Reproduction
Example Example Example Example
Reflection

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___
I enjoyed most on
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___
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___

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27
________________________________________________________________________
___ References for Learners
Answer Key
Activity 1
INTERNAL EXTERNAL
occurs when male animal releases sperm occurs when female releases egg into the
cell into the body of the female animal to water or attaches them to a plant or rock.
fertilize the egg cell inside the body of the Male animal releases sperm cells over the
female animal. The embryo develops inside eggs to fertilized them
the female body until it is born or develop
inside an egg laid by the female
Activity 2
1. Internal
2. Internal
3. External
4. External
5. Internal
Activity 3A, and 4,
4 3 2 1
All topics are All topics are All topics are
addressed, and all addressed, and addressed, and
One or more
Amount of questions most questions most questions
topics were
Information answered with at answered with at answered with 1
not addressed.
least 2 sentences least 2 sentences sentence about
about each. about each. each.
Information Information clearly Information
Information
clearly relates to relates to the main clearly relates to
has little or
Quality of the main topic. It topic. It provides 1- the main topic.
nothing to do
Information includes several 2 supporting details No details and/or
with the main
supporting details and/or examples. examples are
topic.
and/or examples. given.
A few Many
No grammatical, Almost no
grammatical grammatical,
spelling or grammatical,
Mechanics spelling, or spelling, or
punctuation spelling or
punctuation punctuation
errors. punctuation errors
errors. errors.
Notes are Notes are
recorded and Notes are recorded recorded only
organized in an legibly and are Notes are with
Notes peer/teacher
extremely neat somewhat recorded.
and orderly organized. assistance and
fashion. reminders.
28
Information is
Information is The
very organized Information is
organized, but information
with organized with
Organization paragraphs are appears to be
wellconstructed well-constructed
not disorganized.
paragraphs and paragraphs. 8)
wellconstructed.
subheadings.
ACTIVITY 3B
1. FALSE
2. FALSE
3. TRUE
4. TRUE
5. FALSE
6. TRUE
7. FALSE
8 TRUE
9. FALSE
10. TRUE
Prepared by:
Carol F. Dela Cruz

Armar C. Covita
Writers
29
SCIENCE 5
______________________
Section: __________________________________ Date:

____________________________
LEARNING ACTIVITY SHEET Reproductive Parts of Plants and its

functions
You can see different types of plants everywhere. They differ in size, shape, color, smell
and even in their mode of reproduction. Plants have parts that enable them to produce
sexually. They also have parts that enable them to reproduce asexually. Some plants
reproduce through their roots, stems, and leaves. Generally, most plants reproduce through
their seeds.
Flowers are the main parts of plant involved in reproduction. A flower contains structures
needed for sexual reproduction. Most flowers have four main parts – the petals, sepals.
Stamen and pistil. A flower may be complete or incomplete.
The flower is said to be incomplete if the stamen or pistil is not present together in a
flower. A complete flower has the female (pistil) and male (stamen) reproductive parts
with their accessory parts (receptacle, pedicel, sepals, and petals).
Below are parts and function of a flower.

Parts Function
Receptacle The enlarged upper end of a flower stalk which bears the flower or group of
flowers.
Sepals A modified leaf which encloses and protects the other parts of a flower when it
is still a bud.
 Calyx is a group of sepals.
Petals The most obvious part of a flower which are brightly colored to attract insects
for pollination.
 Corolla is a group of petals.
Stamen The male part of a flower that consists of the filament and anther.
Filament A threadlike stalk that holds the anther in a position tall enough to release the
pollen.
Anther It consists of two lobes that contain pollen sacs. Pollen sacs have a mass of
powdery particles or grains called pollen grains.
Pistil The female part of a flower that consists of stigma, style and ovary.
Stigma A swollen structure at the end of the style. It receives the pollen grains. The
mature stigma secretes a fluid that stimulates the pollen grains to germinate.
Style A stalk that connects the stigma to the ovary. It is tall enough to trap the pollen
grains.
Ovary The enlarged, rounded lower part of the pistil of a flower in which seeds are
30
formed.
Learning Competency
Describe the reproductive parts in plants and their functions (S5LT-IIf-6)
Activity 1 Find Me
Direction: Study the puzzle. Find and encircle all the fifteen (15) parts of a complete
flower. The words may be written horizontally, vertically, or diagonally. Write
them on the space provided.
Answers
1. ______________________ 9. ______________________
2. ______________________ 10. ______________________
3. ______________________ 11. ______________________
4. ______________________ 12. ______________________
5. ______________________ 13. ______________________
6. ______________________ 14. ______________________
7. ______________________ 15. ______________________
31
8. ______________________
Activity 2 Identify Me
Direction: Fill in the crossword puzzle with the four main parts of a flower. Use the
descriptions of each part found beside it as a clue.
Across: Down:
1. The male part of a flower 2. The female part of a flower
3. The modified leaf 4. The most obvious part of a flower
5. The enlarged upper end of a flower stalk
Activity 3 Compare and Contrast
Direction: Study the illustrations below. Make a comparison by filling out the Venn
diagram indicating the differences and similarities.
32
Figure 1. Complete flower Figure 2. Incomplete flower
COMPLETE INCOMPLETE
Activity 4: Match Me Perfectly
Direction: Match the part of a flower in column A to its correct function in column B.
Write the number of your answer on the blank before the letters.
33
Column A Column B
1. It bears the flower or group of flowers. ___________ a. STIGMA
___________ b. RECEPTACLE
2. It encloses and protects the other ___________ c. FILAMENT
parts of a flower when it is still a bud. ___________ d. ANTHER
3. Usually are brightly colored to attract ___________ e. PETALS
insects for pollination. on ( done for you ) or make Column A , the
(Please recast your MATCHING TYPE ___________ f. SEPALS functions)
directi4. Holds the anther in a position tall parts ___________ g. OVARY
of the flower and Column be should be its
___________ h. STYLE s
enough to release the pollen.
parts.
5. It releases pollen grains when they
Activity 5: Show Meare mature
6. It receives the pollen grains.
Direction7. It connects the stigma to the ovary.:
Draw any kind of flower and label it
8. It is where seeds are formed.
Activity 5: Draw Me
Direction: Draw any kind of flower and label its parts.
34
Points Zero (0) Two (2) Four (4) Six (6) Eight (8) Ten (10)
Correct The The pupil The pupil The pupil The pupil The pupil
Labelling pupil was able was able to was able to was able to was able to
was not to label label two label three label four (4) label five
able to one (1) (2) parts (3) parts part correctly. (5) parts
label any part correctly. correctly. correctly.
part correctly.
correctly
Quality of The The The The The The
Drawing illustrati illustratio illustration illustration illustration illustration
on has 9- n has 7-8 has 5-6 has 3-4 has 1-2 has no
10 erasures. erasures. erasures. erasures. erasures
erasures.
Reflection:

________________________________________________________________________
___
________________________________________________________________________
___
________________________________________________________________________
___
I enjoyed most on
________________________________________________________________________
___
________________________________________________________________________
___
________________________________________________________________________
___

________________________________________________________________________
___
________________________________________________________________________
___
________________________________________________________________________
___
35
Science Beyond Borders Textbook paage 72-77
Science Beyond Borders Textbook page 49-51
Answer Key:
Activity 1: Find Me Activity 3: Compare and Contrast
Activity 2: Identify Me Activity 4: Match Me Perfectly

Across:
1. Stamen 1. F
3. Sepals 2. A
5. Receptacle 3. D
4. E
5. C
Down: 6. B
2. Pistil 7. H
4. Petals
8. G
Activity 5: Show Me
Refer to the criteria.
Prepared by:
Kristine Hazel W. Bidayan Hazel M. Velayo
36
Writers
SCIENCE 5
______________________ Section: __________________________________ Date:
____________________________
LEARNING ACTIVITY SHEET Sexual and Asexual Reproduction in

Plants
Plants reproduce sexually and asexually. Plant sexual reproduction happens when pollen
grains are transferred from the anthers (male) into the stigmas (female) which is called
Pollination. There are two types of pollination- self- pollination and cross- pollination.
Selfpollination is the transfer of pollen grains from the anther to the stigma of the same
flower or of a different flower that belongs to the same plant. While cross-pollination is
the transfer of pollen grains from the anther of a flower to the stigma of another flower
that belongs to another plant but of the same kind. Once a pollen grain enters the stigma, it
swells and grows a long tube that travels though the style until it reaches the ovary, the
tube releases the sperm cells into the ovule to fertilize the egg cell. The fertilize egg and
the ovule itself develops into a seed. The ovary then enlarges and thickens its walls to
become some fruit. These seeds grow into a new plant.
Asexual reproduction in plant does not involve seed. Vegetative propagation is a form of
asexual reproduction where new plants are produced from one part of a parent plant. New
plant can grow from roots, stems, and leaves of a parent plant. Most shrubs grow through
stem cutting like rose plant, bougainvillea, and sugar cane. Some plants have modified
stems and roots such as bulb (onion and tulip), rhizome (ginger and lotus), corm
(gladiolus, taro and gabi), tuber (potato-stem, sweet potato-root) and runners (strawberry).
Leaves such as katakataka plant can produce young plants on its edge. Ferns and moss can
reproduce by sexual or asexual methods depending on its type. Fern can reproduce spores,
rhizomes, and stems.
Learning Competency
Describe the different modes of reproduction in flowering and nonflowering plants such as
moss, fern, mongo, and others. (S5LT-IIf-6)
Activity 1: Match Me
37
Direction: Match the mode of reproduction in column A to its correct description in
column B. Write the letter of your answer on the blank before the number.
Column A Column B
a. The process of generating

offspring
___________1.d SEXUAL REPRODUCTION b. It happens when a pollen grains

from the anther are transferred to
the stigma of another plant but of
the same kind.
___________2.e SELF-POLLINATION
c. A reproduction that involves one
parent plant only.
___________3.b CROSS-POLLINATION
d. Plant reproduction that involves
pollen grains
c
___________4. ASEXUAL REPRODUCTION
e. It happens when a pollen grains
from the anther are transferred to
the stigma of a flower that belongs
to the same plant.
___________5.a REPRODUCTION
Activity 2: Find Me
Direction: Study the puzzle Find all the ten (10) words which you have learned from the
38
topic “Plant Reproduction”. The words may be written horizontally, vertically,
or diagonally. Complete the clue letter on the box.
ANSWER
1. S___________________________________
2. F___________________________________
3. P___________________________________
4. S___________________________________
5. A___________________________________
6. R___________________________________
7. S___________________________________
8. L___________________________________
9. R___________________________________
10. P___________________________________
39
Activity 3: Connect Me
Direction: Connect the pictures of plants (A) to its mode of reproduction (B). Check the
appropriate column whether it is Sexual or Asexual.
(A) Plants (B) Mode of Reproduction
Parts Sexual Asexual
Corms
Corms
corms
pollination
Bulb
Stem
Rhizome
Pollination
40
Leaf
Runner
Stem
Activity 4 Observe Me
Direction: Study and observe the illustrations below to answer the guide questions.
Figure A. Self -pollination Figure B. Cross-pollination
Guide Questions:
1. Based from the pictures, what serves as the agent of pollination or the pollinator?
___________________________________________________________________
__ How does self-pollination happen?
__________________________________________________________________
___
2. How does cross-pollination happen?
__________________________________________________________________
___
How does self-pollination differ from cross-pollination?
__________________________________________________________________
___
Points Zero (0) One (1)

Correct The pupil was not able to The pupil was able to give his/her answer
41
Answer give his/her answer correctly correctly
Activity 5: Complete Me
Direction: Check (√) the column that corresponds to the correct mode of reproduction of
the plants listed in the first column.
Name of plant Sexual Reproduction Asexual Reproduction
Selfpollination Crosspollination Stem Leaves Bulb Corms Runners Rhizome
Example:
√
Cassava Plant
1.
Bougainvillea
2. Rice Plant
3. Corn Plant
4. Rose
5. Manggo
Reflection:

________________________________________________________________________
___
________________________________________________________________________
___
________________________________________________________________________
___
I enjoyed most on
________________________________________________________________________
___
________________________________________________________________________
___
42
________________________________________________________________________
___ I want to learn more on
________________________________________________________________________
___
________________________________________________________________________
___
________________________________________________________________________
___

Science Beyond Borders (LM) pages 72-83 Science Beyond Borders
(TG) pages 49-54 https://homeguides.sfgate.com/method-
reproduction-ferns-74716.html https://mosslovers.com/how-does-
moss-reproduce-the-life-cycle-of-moss/
https://www.pexels.com/photo/plants-onion-onion-leaks-3468844/
https://commons.wikimedia.org/wiki/File:Stem_Cutting.jpg
https://commons.wikimedia.org/wiki/File:Life_plant.jpg
https://www.rd.usda.gov/newsroom/news-release/usda-announces-available-
fundingand-changes-bio-refinery-and-bio-based https://www.pxfuel.com/en/free-
photo-xsaaa
https://www.gardenersworld.com/how-to/grow-plants/how-to-propagate-
strawberriesfrom-runners/
Answer key:
Activity 1: Match Me
43
Activity 2 “Find Me”
ANSWER
1. SEEDS
2. FLOWERS
3. POLLINATION
4. SEXUAL
5. ASEXUAL
6. REPRODUCTION
7. STEM
8. LEAVES
9. ROOTS
10. PLANT
Activity 3 Connect Me
44
Activity 4: Observe Me
Guide Questions
45
1. Insects serves as the agent of pollination in the figures.
2. Self-pollination happen when the pollen grains transfer from the anther to the
stigma of the same flower or of different flower that belongs to the same plant.
3. Cross-pollination happen when the pollen grains transfer from the anther to the
stigma of another flower that belongs to another plant but of the same kind.
4. Self-pollination happens on the same flower or of different flower that belongs to

the same plant while cross-pollination happens to another flower that belongs to
another plant but of the same kind.
Refer to the criteria in giving points
Activity 5 Complete Me
Refer to the criteria.
Prepared by:
Kristine Hazel W. Bidayan Hazel M. Velayo

Writers
SCIENCE 5
______________________
46
Section: __________________________________ Date:
____________________________
LEARNING ACTIVITY SHEET Biotic and Abiotic Factors in an

Intertidal Zone and Estuarine Ecosystem
Background Information for Learners (Overview of the Lesson)
When organisms of the same kind live together, they form a group called
population. The interaction among two or more population is called community. The
community interacts with nature, air, water, soil, sunlight, and other nonliving things, thus
called an ecosystem. An ecosystem is the relationship between biological indicators /
biotic indicators (living things) such as mosses, lichens, birds, sedges, earthworms, and
butterflies. And nonliving factors / abiotic factors (non-living things) such as air, soil,
water, and sunlight in a certain place.
In this lesson, you will learn about two ecosystems; (1) the intertidal zones –
these are zones which are constantly exposed to changing tides and home to different
animals. Furthermore, biotic factors of intertidal zones include several species of animal
like crabs, starfishes, sea urchins, shrimps, corals, and sea anemones, while its abiotic
factors include waves, water depth, salinity, temperature, winds, and sunlight.
(2) The estuaries – bodies of water that are formed when freshwater from rivers
flows and mixes with saltwater from sea or ocean. Biotic factors of estuaries include
several kinds of plants and animals like algae, salt marshes, mangrove trees, fishes,
sponges, planktons, shrimps, and oysters while its abiotic factors include waves, water
depth, salinity, temperature, winds, and sunlight. With the interaction between the biotic
and abiotic factors on both intertidal zones and estuaries, different habitats arise from it
such as coral reefs, salt marshes, mud flats, and rocky shores which serves to different
animals and plants as a home and/or sanctuary for them to populate and live in peace. Find
out the components of estuaries, their importance, and how to protect them.
Learning Competency with Code
Discuss the interactions among living things and non-living things in estuaries and
intertidal zones. (S5LT-IIh-8)
Activity 1: Word Jumble!
47
Directions: Unscramble the words based on the given description. Make sure that there is
only One letter for each box. Identify the words formed from the circled
letters.
1. Amount of salt in water
2. Hotness and coldness of water
3. Commonly known as the nurseries of the seas which serves as the habitat of
organisms, filters water in and out of the seas, and exit points of floods.
4. Relationship between biotic and abiotic factors
5. A mixture of saltwater and freshwater
6. Waves, salinity, temperature, sunlight, and type of soil are ______ factors
7. Trees growing in saltwater areas
8. Zones which are constantly exposed to changing tides and home to different
marine animals and birds.
SURPRISE WORD (2 POINTS):
48
Activity 2A: Stop, Look, and Observe!
Directions: Study the two pictures shown below. Write down your observations and
answer the guide questions.
49
Estuaries
Intertidal Zones
Guide Questions:
1. What are biotic and abiotic components of the picture shown above? Use the table
below.
50
Estuaries Intertidal Zones
Biotic Abiotic Biotic Abiotic
2. Why are estuaries and intertidal zones important to humans?

__________________________________________________________________
___
__________________________________________________________________
___
__________________________________________________________________
___
__________________________________________________________________
___
__________________________________________________________________
___ Activity 2B: Where do I live?
Directions: Using the table provided, describe the different habitats found in estuary and
intertidal zone and identify the animals living in it.
Habitat Description Animals living in it
51
1.
Coral reef
2.
Salt Marsh
3.
Mud flats
4. Rocky shores
52
Guide Questions:
3. How are intertidal zones and estuaries harmed by the following?
a. Deforestation (the action of clearing a wide area of trees)
_______________________________________________________________
_______________________________________________________________
b. Improper garbage disposal (disposal of waste in a way that has negative
consequences for the environment)
_______________________________________________________________
_______________________________________________________________
c. Air pollution (the presence in or introduction into the air of a substance
which has harmful or poisonous effects)
_______________________________________________________________
_______________________________________________________________
Activity 3: Which is which?
Directions: Use a line to match the Biotic factor (living thing) that exist in a certain
Abiotic factor (nonliving thing).
Nonliving factors Biological Indicators
Mosses
1. Clean air
Lichens
2. Soil Rich in nutrients
Birds
3. High water vapor in air
53
4. Ground is full of water
Sedges
Earthworms
5. Presence of flowers
Bees/Butterflies
6. Presence of worms and seeds
Guide Question:
1. How will you promote the protection, conservation, and rehabilitation of the
estuaries in your locality?
_____________________________________________________________
_____________________________________________________________
Activity 4: What’s Next?

Every plant and animal no matter how big or small, depends on another plant or animal
for its survival. It could be photosynthesis of plants known as producers (first trophic
level) as they can make their own food. Bees taking pollen from a flower, or deer eating
shrub leaves known as the primary consumers (second trophic level) which are usually
herbivores or planteaters. Wolves eating the deer are classified as secondary consumers
(third trophic level) and are generally carnivores or meat-eaters. Lastly, there are
organisms that eat secondary consumers which are called tertiary consumers (fourth
trophic level) as they are carnivoreeating carnivores.
A food chain shows how energy is transferred from one living organism to another
through food. It is important for us to understand how the food chain works so that we
know what are the important living organisms that make up the food chain and how the
ecology is balanced.
Directions: Study the food chain below and answer the guide questions.
54
Guide Questions:
1. What does the arrow mean in a food chain?

_____________________________________________________________________
2. Name the producer in the food chain
_____________________________________________________________________
3. Name the third trophic level in the food chain.
__________________________________________________________________
___ 4. Name the tertiary consumer in the food chain.
_____________________________________________________________________
5. What is the ultimate source of energy that drives the food chain?
_____________________________________________________________________
Activity 5A: Search the Web
A food web represents several paths through which energy and matter flow through an
ecosystem. It includes many intersecting food chains. It shows that most organisms eat,
and are eaten, by more than one species.
Directions: Study the food web below and answer the guide questions.
55
Snake Eagle
Wild Cat
Bird
Field Mouse
Frog Dragonfly
Grasshopper Fruit fly
Butterfly
Flowering
Plant Fruits
Corn plant
Flowering Plant
Guide Questions:
1. Name two producers in the food web.

__________________________________________________________________
___ 2. Name three types of consumers in the food web.
_____________________________________________________________________
3. Name the animals/insects that the small fish eats.
_____________________________________________________________________
4. Name the animals that eat the small fish.
__________________________________________________________________
___ 5. Explain what could happen to the food web if all frogs suddenly died.
_____________________________________________________________________
Activity 5B: Web Navigation
A food web represents several paths through which energy and matter flow through an
ecosystem. It includes many intersecting food chains. It shows that most organisms eat,
and are eaten, by more than one species.
Directions: Study the food web below and answer the guide questions.
56
Snake Eagle
Wild Cat
Bird
Field Mouse
Frog Dragonfly
Grasshopper Fruit fly
Butterfly
Flowering
Plant Fruits
Corn plant
Flowering Plant
Guide Questions:
1. List down five (5) food chains from the food web with five (5) or more trophic
levels.
__________________________________________________________________
___
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reflection

________________________________________________________________________
___
________________________________________________________________________
___
57
________________________________________________________________________
___
I enjoyed most on
________________________________________________________________________
___
________________________________________________________________________
___
________________________________________________________________________
___ I want to learn more on
________________________________________________________________________
___
________________________________________________________________________
___
________________________________________________________________________
___
Science Beyond Borders Textbook page 84 – 90 Answer
Key
Activity 1
1.
2.
3.
4.
5.
6.
7.
8.
58
Surprise Word:
Activity 2A
1. What are biotic and abiotic components of the above? Use the table below.
Estuaries Intertidal Zones

Biotic Abiotic Biotic Abiotic
Plants Waves Crabs Waves
- Salt
marshes Salinity Starfish Water Depth
- Algae
- Mangrove Temperature Sea Urchin Salinity
Trees
- Grasses Sunlight Shrimps Temperature
Animals
- Fish Types of Soil Corals Winds
- Shrimps
- Oysters Sea Anemones Sunlight
- Sponges
- planktons
2. Why are estuaries and intertidal zones important to humans?

**Answers may vary**
The estuaries and intertidal zone maintain a balance between the land and the
sea. It provides a home to marine plants and animals. Those organisms, in turn,
serve as food for many us humans.
Activity 2B
Habitat Description Animals living in it
59
1. Coral reef Areas which are teeming with Corals, different kinds of
many corals. Serves as a fishes, jellyfish, sea
sanctuary for young / small fishes anemones, starfish
2. Salt Marsh Areas which are filled with sea
water during high tide and Clams, oysters, mussels,
becomes drained when low tide. snails, shrimps
Decomposing plant matter are
seen here
Areas with large amount of mud
3. Mud flats Crabs, migratory birds,
deposited on it. Mud usually
sand dollars, mussels,
comes from sea/river
clams, mollusks, shellfish
Shores which have many rock
Crabs, Prawns, barnacles,
4. Rocky shores deposits. Rocks serves as a
hermit crab, starfish,
hiding place for small crabs and
limpets, mollusks, shrimps
prawns
Guide Questions:
1. How are intertidal zones and estuaries harmed by the following?
a. Deforestation
- Deforestation of mangrove forests creates a negative impact on the
organisms living in those ecosystems. Small crabs and shrimps lose their
source of food and fishes lose their shelter on the roots of the mangrove.
(Answers may vary)
b. Improper garbage disposal
- It may lead to water pollution in rivers. Wastes are hazardous to all
organisms. Birds may choke on plastic parts, fishes and turtles get tangled in
plastic, water may be poisonous. (Answers may vary)
c. Air pollution
- Polluted air decreases the health of mangroves and birds. May lead
to acid rain which increases the acidity of water.
(Answers may vary)
Activity 3
1. Lichens
2. Earthworms
3. Mosses
4. Sedges
5. Bees/Butterflies
6. Birds
Guide Question:
How will you promote the protection, conservation, and rehabilitation of

the estuaries in your locality?
60
- By practicing proper waste disposal - By helping in clean-up drives.
- By promoting clean waterways and rivers.
- By educating people on the dangers of throwing garbage in bodies of
water (Answers may vary)
Activity 4
1. What does the arrow mean in a food chain? It

indicates where energy is being passed
2. Name the producer in the food chain
Any of the plant/insect in the food web
3. Name the third trophic level in the food chain.
Secondary consumer – Field mouse
4. Name the tertiary consumer in the food chain. Field
mouse
5. What is the ultimate source of energy that drives the
food chain? Solar energy / Sunlight / Heat from the
Sun
Activity 5A
1. Name two producers in the food web.

Mangoes / Flowering plant / Corn plant
2. Name three types consumers in the food
web.
Any of the animal/insect except for the answers in number 1
3. Name the animals/insects that the frog eats.
Grasshopper/Butterfly/Dragonfly/Fruit fly
4. Name the animals that eat the frog. Snake and Eagle
5. Explain what could happen to the food web if all frogs suddenly died.
**Answers may vary**
When the frog is removed, the organism who eats or hunt them will decrease
some because they lost one of the food sources even though they still have other
food sources. This new organism will break the balance of the ecosystem so their
food sources will decrease by having too many predators that hunt and eat them
Activity 5B
1. Write five (5) food chains from the food web with five or more trophic levels.
Flowering plant – Butterfly – Dragonfly – Frog – Snake - Eagle
Flowering plant – Butterfly – Frog – Snake - Eagle
Corn plant – Grasshopper – Field Mouse –Snake - Eagle
Corn plant – Grasshopper – Frog –Snake - Eagle
Fruits – Fruit fly – Bird – Wild Cat – Eagle
Prepared by:
61
Kym Clyde H. Moro Ma. Esperanza D. Joves
Writers
SCIENCE 5
______________________
Section: __________________________________ Date:

____________________________
LEARNING ACTIVITY SHEET “PROTECTING AND

CONSERVING OUR INTERTIDAL ZONES AND ESTUARIES”
Do you know where most seafood-like clams, mussels, mollusks and crabs come from?
Intertidal Zones and Estuaries are places where we can find these living things, and just
like humans, these sea creatures need a safe, clean and favorable environment in order for
them to live. Examples of Intertidal zones are beaches, streams, and rivers connected to
seas. While Estuaries filters dirt before freshwater enters the seas or ocean, it filters salt
from the seas and oceans, and it serves as exit points for floods during stormy days.
Protecting these from harm should be a priority to human. Here in our country, the
Philippines, there are many intertidal zones and estuaries, one good example is the
Cataggaman Boulevard at Cataggaman Nuevo, Tugegarao City. This place was a newly
accomplished place for people to visit for recreation and fun. The place has also been
rehabilitated for such purposes. The Sangguniang Kabataan of CNTC spearheaded a
clean-up drive to develop the area with the support of Barangay Employees, CNES
Teachers, Kalinga Scholars and many more volunteers. Clean-up drives are best practices
each region should practice ensuring the cleanliness and development of Intertidal zones
62
and Estuaries. It is essential that we conserve and preserve Intertidal zones and Estuaries
because these are also sources of natural resources, like fish and clams that we eat.
Photos taken from facebook post Sanggguniang Kabataan-Cataggaman Nuevo,

Tugegarao City FB Page
Learning Competency:
Explain the need to protect and conserve estuaries and intertidal zone. S5MT-Ih-j-10
Activity 1: “Let’s take a Tour!”
Directions: Listed below are consequences or negative effects of some human activities in
our Intertidal zones and Estuaries. Put a check (̷) inside the box if it describes
the effect for estuaries, cross (X) if it describes the effects for intertidal zones.
(Photo Credit: Obet Nico ) ( Photo Credit: iTravel Cabo )
Figure 1: Siayan Island, Itbayat, Batanes Figure 2: Estero, San Jose, Laguna
□ 1. Thousands of fish will lose their homes.

□ 2. High tide and low tide will not happen.
□ 3. Red tide happens and clams and mussels may poison people as a result.
□ 4. Salt waters will not be salty any more.
63
□ 5. Mud from the rivers may not be safe for marine life.
□ 6. Mangroves may be depleted and erosion on the coast may happen.
□ 7. Coral reefs and sea grass beds will be protected from harm.
□ 8. Fresh water will separate from the saltwater.
□ 9. Sea weeds that serve as food for some marine life may die.
Activity 2: “Destroying Nature is Destroying People”
Directions: Study the pictures and answer the following guide questions. Write your
answers in the space provided.
Figure A: Manila Bay

(Photo credits : Jeremiah Capacillo)
Intertidal zone: Manila, Philippines
64
Figure B: Dying Mangrove Forest
Estuaries: Philippines
Guide Questions:
1. What activities of men affect the Intertidal Zone and Estuaries shown in each
picture? Figure A.
___________________________________________________________________
__
___________________________________________________________________
__ Figure B.
__________________________________________________________________
___
__________________________________________________________________
___
2. How do these activities affect the place?

Figure A.
__________________________________________________________________
___
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________
__
65
___________________________________________________________________
__ Figure B.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
___
3. How do these activities affect us?

Figure A.
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
___
___________________________________________________________________
__
___________________________________________________________________
__ Figure B.
__________________________________________________________________
___
__________________________________________________________________
___
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
___ Activity 3: “Take Action!”
Directions: Make a poster or poem on how you can help preserve and conserve the
intertidal zones and estuaries. Use separate sheet for your outputs.
Rubric in Scoring Poster

1 2 3 4
Originality The project shows The pupil’s work The pupil The pupil
little or no lacked demonstrated demonstrates a
evidence of sincere originality. unique level of
original thought originality. originality
66
Relevance to The pupil did not The pupil The pupil The student
the topic finish the work in finished the completed gave an effort
a project, but it the beyond the
lacks finishing project in requirements of
satisfactory touches or can an this project.
manner be improved above average
with a little manner.
effort.
Visual Impact The pupil’s The pupil The pupil The pupil
showed poor showed average showed above showed
craftsmanship craftsmanship. average outstanding
craftsmanship. craftsmanship.
Rubric Scoring for Poem

1 2 3 4
Relevance to The project The pupil’s work The pupil The pupil
the topic shows little or lacked sincere demonstrated demonstrates
no evidence of relevance relevance a unique
relevance level of
originality
and
relevance to the
topic
Organization The pupil did not The pupil The pupil The student gave
of Thought show finished the completed the an effort beyond
organization of project, but it project in an the requirements
thoughts lacks above average of this activity
organization of
manner of
thoughts
thoughts
Structure The pupil’s The The pupil
pupil The pupil showed
of showed poor showed average
showed above outstanding
sentences grammar usage grammar usage
average grammar usage
(Grammar) and made 4 or and made 3
grammar usage and had no
more error errorand made 2 or evidence of
less error grammatical error
Activity 4: “Why are estuaries and intertidal zones important?”
Directions: Using these two bubble maps, answer the question that is found at the center.
Write your answers on the bubbles radiating from the center.
67
1.__________________
____________________
____________________
____________________
___________________
Why do we need 2.__________________

4.____________________ to protect and ____________________
______________________ conserve our ____________________
______________________ estuaries? ____________________
___________________ __________________
3.___________________
____________________
____________________
____________________
___________________
68
1._____________________
______________________
______________________
______________________
__________
Why do we need 2._____________________

4._______________________ to protect and ______________________
________________________ conserve our ______________________
________________________ intertidal zones? ______________________
____________ _________
3._____________________
_______________________
_______________________
_______________________
________
69
Activity 5: “What should I do?”
Directions: Read the following situations and answer the questions that follows. Write 1
or 2 sentences in the space provided. You will be given 5 points in each item.
1. My family went to a picnic at Chanarian Beach. We brought foods packed in plastic

containers. And for convenience, we also brought disposable cups, spoons, forks
and plates. Everybody enjoyed eating and we had so much fun. Before leaving the
place, what should we do?
__________________________________________________________________
___
__________________________________________________________________
___
__________________________________________________________________
__.
2. Our class attended the clean-up drive of the YES Organization. I saw one member
put the collected non-biodegradable trash in a bin for biodegradables. What should
I do?
___________________________________________________________________
__
__________________________________________________________________
___
__________________________________________________________________
__.
Rubrics in Scoring
1 2 3 4
Content The sentence The pupil’s The pupil The pupil
(includes shows little or work lacked demonstrated demonstrates
grammar and no evidence of sincere content understanding of a unique
structure) content review. review. content. level of
understanding of
content.
Idea expressed The pupil’s The pupil The pupil The pupil
showed poor showed average showed above showed
thoughts in the thoughts in the average thoughts outstanding
subject area. subject area. in the subject thoughts in the
area. subject area.
Reflection
70
________________________________________________________________________
___
________________________________________________________________________
___
I enjoyed most on
________________________________________________________________________
___
________________________________________________________________________
___
________________________________________________________________________
___
________________________________________________________________________
___ References
Sarte E. T., et al, Science Beyond Borders, “Protecting and Conserving Our Intertidal
Zones and Estuaries” p.102
Answer Key
Activity 1: “Let’s take a Tour!”

□ Thousands of fish will lose their homes.
□ High tide and low tide will not happen.
□ Red tide happens and clams and mussels may poison people as a result.
□ Salt waters will not be salty anymore.
□ Mud from the seas or rivers may not be safe for marine life.
□ Mangroves may be depleted and erosion on the coast may happen.
□ Coral reefs and sea grass beds will be protected from harm.
□ Fresh water will separate from the saltwater.
□ Sea weeds that serve as food for some marine life may die.
Activity 2: “Destroying Nature means Destroying People”
1. What activities of men affect the Intertidal Zone and Estuaries shown in each
picture? Figure A.
People kept on throwing garbage to Manila Bay that it caused over pollution in the
waters. Figure B.
Mangroves die because of the too much garbage in the
2. How do these men’s activities affect the place? Figure A.
It pollutes the water causing other animals living in the coasts poisoned and die.
Figure B.
Mangrove trees may die if this keeps on.
3. How do these activities affect us?
Figure A.
The source of food will be scarce and people will not have places to go visit.
Figure B.
71
Houses nearby might be destroyed in case of tidal waves, and other food sources
will not be available.
Activity 4
Why do we need to protect and conserve our estuaries?
✓ It is an ideal place for ships and boats to come into land
✓ They serve as breeding grounds for fishes and birds
✓ It attracts tourists
✓ It gives help to fishing industries
Why do we need to protect and conserve our estuaries?
✓ Animals such as bear, find marine life to serve as their food for survival
✓ Provides as a place for outdoor activities during low tide.
✓ During low tide, migrating birds have access to reach food that intertidal
habitats have.
Activity 5
1. We should make sure that there will be no traces of trash in the place, have them
segregated and make sure to leave the place as clean as when we arrived.
2. I will tell this person to keep the trash on the right bin, if he does not respond, I
will do it myself.
Prepared by:
Agnes S. Nico Maria Lyzette V. Rico Maria Suzette C. Cultura
Writers
72

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5

LEARNING ACTIVITY SHEET

Republic of the Philippines

Explain the menstrual cycle (S5LT – IIc – 3) ..................... 11 – 19

Describe the different modes of reproduction in animals such as

Describe the different modes of reproduction in flowering and non -

(S5LT – IIh – 8) ..................... 44 – 56

Explain the need to protect and conserve estuaries and

Note: Practice Personal Hygiene protocols at all times.

Section: __________________________________ Date: ____________________________

LEARNING ACTIVITY SHEETS The

Background Information for Learners

Learning Competency with code

Note: Practice Personal Hygiene protocols at all times.

Parts and Functions:

Direction: Label the parts of the male reproductive system.

Activity 1B: Describe me

________2. Transports mature sperm from the epididymis to the urethra.

_______4. Serves as the passageway for both sperm and urine.

_______5. An external pouch-like structure that holds the testis/testes.

Note: Practice Personal Hygiene protocols at all times.

Parts and Functions:

Activity 2A: Where’s the Egg?

Note: Practice Personal Hygiene protocols at all times.

_______4. It is the home for the developing fetus.

Cervix Penis Scrotum Ovary Hymen

Vas deferens Uterus Vagina Seminal Vesicle Fallopian tube

Testis Clitoris Foreskin Prostate Gland Epididymis

Male Reproductive Organ Female Reproductive Organ

Note: Practice Personal Hygiene protocols at all times.

Directions: Study the

B. Male Reproductive System

Directions: Study the illustration then fill in the blanks below.

Fairview Health Services

Note: Practice Personal Hygiene protocols at all times.

In this activity, I learned that

I want to learn more on

Prostate gland Seminal vesicle

Note: Practice Personal Hygiene protocols at all times.

Testes Seminal vesicle Vagina

Epididymis Foreskin Prostate Gland Uterus Clitoris Fallopian tube

Note: Practice Personal Hygiene protocols at all times.

Verona F. Agudo Maria Victoria Y. Facuri Kathleen E. Castillo

Section: __________________________________ Date: ____________________________

LEARNING ACTIVITY SHEETS The Menstrual Cycle

Background Information for Learners

Learning Competency with code

Explain menstrual cycle (S5LT-IIc-3)

Activity 1: Fill me out!

Menstrual Cycle Fertilized month period

Ovary Blood Menstruation

producing an egg is call the __________.

Figure 1. The Menstrual Cycle

Note: Practice Personal Hygiene protocols at all times.

Day 11- 18 Day 6-10

Day 1-5 Day 6-10 Day 11- 18 Day 19-28

Note: Practice Personal Hygiene protocols at all times.

1. What happens to the uterine lining during menstruation period?

2. Menstruation usually lasts for __________ days.

3. Periods usually start between the age _________.

Note: Practice Personal Hygiene protocols at all times.

5. The menstrual cycle occurs about every ______________ days.

6. When a mature egg leaves the ovary, it enters the _____________.

Section: ______ Date:

Section: ______ Date:

Section: ____________ Date:

Section: ____________ Date: