School Grade Level V

Grades 6 Teacher Learning Area SCIENCE

DETAILED
50 minutes
LESSON PLAN Time AllotmentAppreciate Quarter 2
the importance of plants to our (ANNOTATIONS)
life. KRA OBJECTIVES

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science Beyond Borders Teacher’s Manual Gr. 5
2. Textbook pages
3. SLM
B. Other Learning Resources
The learners demonstrate understanding of how
plants reproduce
The learners should be able to create a hypothetical
community to show how organisms interact and
reproduce to survive
Describe the reproductive parts in plants and their
functions. S5LT-IIf-6
Reproductive Parts in Flowering Plants
Value Integration: Appreciate the value of
plants/Caring for the plants.
p.49-51
Science Beyond Borders Textbook 5, p. 72-73
Grade 5 Quarter 2 Module 4 pages 1-9
Localization: School Garden
Indigenization: (Materials) laptop,magnifying lens,
cut-outs of flowers, slide deck presentation, charts,
real flower, cutter, magnifying lens, video clips, tv,
marker, 1/4 illustration board, gumamela flower,
plastic tape

You tube Video

Related Subjects/Topics
IV. PROCEDURES
A. ELICIT
Reviewing past lesson or
presenting the new lesson
Flower Dissectionhttps://www.youtube.com/watch?
v=ZbEj5Hy3NHEhttp://bitly.ws/bCU5
http://bitly.ws/bCUd
http://bitly.ws/bCUw
https://www.youtube.com/watch?v=-qKWw7JcXCY
https://extension.illinois.edu/gpe/case1/
c1facts2d.html
Mapeh (Arts)- Pagpipinta
EsP – Pangangalaga sa Kalikasan
(Integration of positive and non-violent discipline)
Presenting the classroom standards:
1. Be kind, polite, and courteous to others.
2. Keep your hands and feet to yourself.
3. Be respectful of classmates, teachers, and
property.
4. Listen to the teacher and classmates, and
follow directions.
5. Work hard and always do your best.
6. Be safe.
7. Raise your hand when you would like to
speak in class, when leaving your seat or if
you need to leave the classroom for a
reason.
8. Be ready to take the consequences if you
break the rules.

Review
Asking for diagnostic questions:
 What is asexual reproduction?
 What is sexual reproduction?

B. ENGAGE
Establishing a purpose of the
new lesson ( Motivation)
C. ENGAGE
Presenting examples/ instances
of the new lesson
 What are the different forms of asexual
reproduction?
 In sexual reproduction, what can you say
about the appearance of the parent and
young?
Guessing Game: Modified true or false. Write T if the
statement is true. If false, change the underlined
word to make the statement correct.
1. Sexual reproduction is making a copy of the
organism with a single parent. False
( two parents)
2. Some tiny animals and marine animals, like sea
anemone, reproduce by binary fission. True
3. Reproduction is the ability of a living thing to make
copies of itself. True
4. Hydras reproduce themselves through the process
of budding. True
5. Fission happens when an outgrowth of the parent
animal develops into a new animal. False(budding)
Motivation
Asking Motive Questions
 Do you love planting plants? What kind of
flowering plant do you love to Plant? Why?
 Describe the characteristics of the flower.
Game: Picture Puzzle Game
(Each pupil will arranged the cut-outs of a gumamela
flower.)
Present/Ask: KRA 1
Picture Analysis Objective 2 – Used research-based
Show a picture of a gumamela flower. knowledge and principles of teaching
Ask: and learning to enhance professional
practice.
1. What is the most attractive part that you see?
2. What do you know about the basic parts of a
 Pupils are engage in
flower?
challenging situation, prior
3. What do you want to know more about them?
knowledge is activated and
questions are provoked.
Video Presentation
Let the pupils watch video on Flower Dissection
https://www.youtube.com/watch?
v=ZbEj5Hy3NHEhttp://bitly.ws/bCU5
1. Set the objectives in the watching the video.
 Pupils will discover the reproductive
parts of a flowering plant.
2. Setting the norms/standards of the activity
(standards when viewing)
Setting the standard:
 Be quiet and stay on your seat while
watching the video.
 Remember all the important details shown
in the video.
 Be prepared to share your insights or
understanding about the video presented
 Teacher ask questions about the video
Follow up questions about the video clip
presented:
1. What is the video about?
2 What are the reproductive parts of a flower?
3. What are considered as the male and female
part?
4. Do all flowers have anther and filament?
5. Do all the flowers have stigma, style and ovary?
Why do flowers have male and female parts?
6. What do you call flowers that do not have either
of the main parts?
7. How do you think flowers with incomplete parts
reproduce?
(refer to power point presentation)

D. EXPLORE Presenting video clip about the functions of the

Discussing new concepts and reproductive parts of flowering plants
practicing new skills no. 1 Setting the standard:
 Be quiet and stay on your seat while
watching the video.
 Remember all the important details shown
in the video.
 Be prepared to share your insights or
understanding about the video presented

Video Presentation
(http://www.youtube.com/watch?V=7G9Jozhr)

Teacher ask questions about the video

 Based from the video you’ve watched,
what is the function of the filament?
anther? stigma? style? ovary? (follow up
questions by teacher)

E. EXPLORE A. Grouping of the pupils (Divide the class into three KRA 1
Discussing new concepts and (2) groups). Objective 2 – Used research-based
practicing new skills no. 2 B. Setting the norms/standards of the activity knowledge and principles of teaching
Standards for the simple Science activity. and learning to enhance professional
G- Give thoughtful feedback practice.
R- Respect others & their thoughts
O- On task all the time  Pupils investigate the
U- Use soft voices phenomenon, prior-knowledge
P- Participate actively is challenged and ideas are
S- Stay with your group created.
Group Activity-Directions:
1. Group yourselves into two.
2. Choose your leader.
3. The leader gets the activity sheets from the
teacher.
4. Go to your respective area assigned to you.
5. Begin doing the activity following the group
standards.
6. Be mindful of the rubrics presented.
7. Finish in ten minutes, then present your
output in less than 3 minutes.
C. Give emphasizes on the rubric.
D. Activity Proper

RUBRIC
CRITERIA 5 4 3
All Missing 1-
Missing 3 or
1. informati 2
more
CORRECTNESS on are informati
information
given. on
Finish
Finish Finish after
2. before
right on the given
PROMPTNESS the given
time time.
time
All 5-10
Only 2-4
members members
members
3. participat participat
participate
COOPERATION ed with ed with
and the
the less the lesser
noisiest
noise noise
No Few
Many
reassure erasures
4. NEATNESS reassure in
in the in the
the output
output output

Group 1:
“Youtube Fanatics”
I. Problem : What are the reproductive parts of a
flower?
II. Materials: video about the parts of a flower
https://www.youtube.com/watch?
v=ZbEj5Hy3NHE
III. Procedure:
 Watch and listen to the video presentation
 Write down important details about the topic
presented in the video.

http://bitly.ws/
bCUd

Group 2:
“Its Blooming to Make More!”

I. Problem: What are the parts of the reproductive

organs of the flower
II. Materials: gumamela flower, magnifying glass,
cutter or blade
III. Procedures:
1. Bring out the materials assigned to you.
2. Observe the gumamela flower carefully. Identify
the external parts. Gently pull out the petals to
expose the male and female parts of the flower.
3. Locate the female and male parts of the flower.
4. Observe the stamen that consists of the
filament and the anther. Use a magnifying glass to
 look for pollen grains.
5. Observe the pistil that consists of the stigma,
the style, and the ovary.
6. Look closely at the ovary located at the base of
the pistil. With a blade or knife, cut the ovary
horizontally. Observe what are found inside it.
7. Paste the parts of a flower in the show board
and label it.
8. Answer the table

Male Female Reproductive Parts

Reproductive
Parts

F. EXPLAIN Processing the Answers KRA 1

Developing Mastery  Presentation of group outputs by their Objective 2 – Used research-based
assigned member knowledge and principles of teaching
 Reporters of each group will explain their and learning to enhance professional
outputs one at a time and enrichment of practice.
information shall be supplemented by the
teacher to confirm their observations  Pupils explain the
 The teacher will give feedback about the phenomenon, new knowledge
result is gained and applied.

Think – Pair Share (Look for your partner)

 Pupils will be group into two. They will be
given two sets of metacards.
 Group A will hold the cards with parts of the
plants written on it while Group B will hold
the cards with functions written on it. When
the teacher say “GO” look for your partner.
G. ELABORATE Read the situation below then answer the question KRA 1
Finding Practical Application of that follow. Objective 2 – Used research-based
concepts and skills in daily knowledge and principles of teaching
living. You saw a group of boys and girls picking flowers in and learning to enhance professional
the park. They made fun of these by removing the practice.
petals one by one.
 What would you tell them?  Pupils apply their knowledge
 As a grade 5 pupil, how do you show your towards new situation,
love to the flowers? knowledge is deepened and
 Why are flowers important to plants? extended.
 How important are flowers to plants? to
human?
H. ELABORATE Guide the pupils in constructing the main idea or
Making Generalization and concept of the lesson
abstraction about the lesson  What are the necessary parts of the flower?
 What are the reproductive parts of the
flower?
 Fill up the KWL chart for the concept that
 pupils learned.
Now I learned
that_______________________________

I. EVALUATE Directions: Read the questions carefully. Choose and

Evaluating learning encircle the letter of the best answer.
1. This is responsible for holding and catching the
pollen grains.

A. anther B. ovary
C. stigma D. style
2. Once the pollen reaches the stigma, this part
starts to become hollow and forms a tube which
takes the pollen to the ovaries to enable fertilization.

A. Stigma B. Filament
C. Style D. Ovary
3. Fruits with seeds came from flowers. Which of the
statement below is true about the formation of fruits
and seeds?

A. The ovule develops into fruits and ovary into

seeds.
B. The ovary develops into fruits and ovules to seeds
C. The ovary develops into fruits and stigma into
seeds
D. The ovules develop into fruits and stigma into
seeds
4. The pistil is specialized for the following functions
EXCEPT one.

A. It catches pollen grains from different pollinators

or those dispersed through the wind.
B. It holds the ovules which have an ovum inside.
C. It holds and connects the stigma and ovary.
D. It holds the anther in a position tall enough to
release the pollen.
5. The flowers are the reproductive organs of plants
and are mainly involved in the production process.
Below are the essentials functions of flowers
EXCEPT one.

A. Helps in the development of fruit with a seed

B. Flowers serve as human foods
C. Involved in the union of male and female gamete
D. Provide nectar to certain birds and insects
J. EXTEND A- Instructions: Write the parts of the flower to the
Additional activities for corresponding space provided. Choose your answer
application and remediation inside the box above the figure.
petal sepal receptacle stigma
ovary stamen style pistil

B- Draw the parts of the flower in a short bond paper.

 V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% ___Lesson carried. Move on to the next objective.
in the evaluation. ___Lesson not carried.
____of the pupils got 80% mastery
B. No. of learners who require
additional activities for remediation
who scored below 80%.
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 these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solved?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers?
Lesson to be continued :
Lesson done :
___ of Learners who require additional activities for
remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who require additional activities for
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power PointPresentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their
tasks