LESSON School

KALINGAYAN ELEMENTARY
Grade Level 5
PLAN SCHOOL
Teacher MARY GRACE C. CRASCO Quarter 2nd Quarter

Teaching
Subject SCIENCE 5 01-12-2024/9:35-10:25
Date/Time
FOR CO

A. CONTENT STANDARD:
The learners demonstrate understanding how animals reproduce
B. PERFORMANCE STANDARD:
The learners should be able to create hypothetical community to show how organisms interact and
reproduce to survive.
C. Most Essential Learning Competencies (MELCS)Write the code for each
Describe the different modes of reproduction in animals SSLT-lle-5

I- OBJECTIVE
a. Identify egg-laying and born alive animals
b. Differentiate egg-laying and born alive animals
c. give the advantage of egg-laying and born alive animals
d. draw an egg-laying and born alive animals

II- SUBJECT Types of Reproduction in Animals

MATTER Science beyond Borders, Evelyn T. Sarte, page 68-71
References: Visual Aids, printed pictures
Materials: Deductive Teaching Method and Cooperative learning
Strategies: Appreciation and Cooperation
Values: English
Subject Integration:
III- PROCEDURE Teacher’s Activity ANNOTASYON
A. Preliminary Activities a. Prayer KRA 2 LEARNING
ENVIRONMENT
b. Greetings
AND DIVERSITY
c. Setting of Standard OF LEARNERS
INDICATORS 5:
Establish safe and
secure learning
environment to
enhance learning
through the
consistent
implementation of
policies, guidelines
and procedure.
(PPST 2.1.2)
B. REVIEW Game: “Passing the Box” KRA 3 curriculum
and planning
Pupils will pass the box as the teacher will play the
&assessment and
music” reporting
Indicator 5: used
when the music stops the one who is holding the box
strategies for
 will draw(bubunot) an animal inside the box and tell providing timely,
accurate and
what is the name and describe what kind of sexual
constructive
reproduction in animals that she/he withdrawn. feedback to improve
learner’s
performance. (PPST
5.3.2)

C. MOTIVATION  Which one of you has a pet at home? KRA 1 Content

Knowledge and
 What is your pet? Tell me something about
Pedagogy
your pet? Indicator 3: Applied
a range of teaching
(Show Different pictures of animals)
strategies to develop
critical and creative
thinking, as well as
other higher order
thinking skills.
(PPST 1.5.2)

Indicator 7:
Established a learner-
centered culture by
using teaching
Question:
strategies that
1.What do you observe in the picture? respond to their
linguistic, cultural,
2.Are you Familiar with these animals?
socio-economic and
3.Do these animals have something in common? religious background.
4.What do they have in common?

 Very Good!
 All animals in the picture reproduce their new
born animals.

D. LESSON PROPER  Now, our lesson for today is about Types of KRA 2 LEARNING
Reproduction in Animals. ENVIRONMENT
AND DIVERSITY
 There are two types of reproduction in animals. OF LEARNERS
The Egg-Laying Animals and Born Alive Indicators 7:
Animals. Established a learner
a. The Egg-Laying Animals are animals that lay centered culture by
eggs. using teaching that
 The laid eggs by the female animal are respond to their
developed outside her body. The time between linguistic, cultural,
the laying of the eggs and the hatching of the socio economic and
young is called Incubation Period. religious background
(PPST 3.2.2)
 I have here the picture of animals that lay eggs. Indicator 8:
(show picture of animals) Adapted the used
culturally appropriate
teaching strategies to
address the needs of
 learners from
indigenous groups
(PPST 3.5.2)

KRA 1 Content
Knowledge and
Pedagogy
Indicators 1: applied
*Who can give other examples of egg-laying animals? knowledge of content
(call at least three pupils) within across
curriculum teaching
 The advantages of egg-laying animals are they areas (PPST 1.1.2)
can lay multiple of eggs at one time. The body
isn’t weighed down by developing young. Indicator 2:
Used a range of
(Show Pictures) teaching strategies
that enhance learner
achievement in
literacy and
numeracy

Indicator 4:
Displayed proficient
use of mother
Tongue, Filipino and
English to facilitate
teaching and
learning.
 Do you know that most animals with wings,
except bats, lays eggs and those that are in
water except whale and shark species also lay
eggs? And animals that crawl also lays eggs.

b. The Born Alive Animals directly give birth to

the young ones. The fertilized egg retains and
nourish inside the body of the female parent.
The fertilized egg develops into an embryo that
grows while receiving the nourishment from
the mother through the placenta.
 The time between fertilization and birth of the
live young is called Gestation.
 I have here again the picture of animals that are
born alive.

(show picture of animals)

*Who can give other examples of born alive animals?

(call at least three pupils)
  An advantage of animal that is born alive is
that the mother can concentrate on taking care
of only a few young. Even in the womb, the
young will be able to receive proper
nourishment from the mother.

(show some example of born alive animals)

E. APPLICATION  I will divide you into two groups. Each group KRA 2 LEARNING
ENVIRONMENT
will pick one representative who will make the
AND DIVERSITY
animal body moves while the members will OF LEARNERS
guess the animals name and how they Indicator 6:
Maintain learning
reproduce. Highest pointer will be the winner. environments that
Same with the other group. promote fairness,
respect and care to
 Are you ready! encourage learning
(PPST 2.2.2)
Indicators 9: Used
strategies for
providing timely and
constructive
feedback to improve
learner performance
(PPST 5.3.2)

F. GROUP ACTIVITY  I will group you into three. Identify whether KRA 2 LEARNING
the following animals are EGG-LAYING or ENVIRONMENT
AND DIVERSITY
BORNALIVE. Write your answer in the
OF LEARNERS
table below Indicator 6:
Maintain learning
Cat fish dog tiger dolphin ostrich environments that
promote fairness,
Crocodile pig horse chicken frog respect and care to
encourage learning
(PPST 2.2.2)
Egg-laying animals Born alive animals
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
VALUES INTEGRATION  What should we do to multiply the number of KRA 2 LEARNING
animals we have? ENVIRONMENT
AND DIVERSITY
OF LEARNERS
Indicator 6:
 Maintain learning
environments that
promote fairness,
respect and care to
encourage learning
(PPST 2.2.2)

G. GENERALIZATION  Did you understand the types of reproduction KRA 1 Content

in animals? Knowledge and
 Again, how do animals reproduce? Pedagogy
Indicator 3: Applied
 Differentiate egg-laying from born-alive
a range of teaching
animals? strategies to develop
critical and creative
thinking, as well as
other higher order
thinking skills.
(PPST 1.5.2)
IV- EVALUATION Directions: Identify the following animals. Write KRA 3 curriculum
EGG-LAYING if it is hatched from egg and and planning
BORN ALIVE if it is from animal body. Write your &assessment and
answers on the blanks provided reporting
_______________1. Ostrich Indicators 9: Used
________________2. Turtle strategies for
________________3. Goat providing timely and
________________4. Penguin constructive
________________5. lion feedback to improve
________________6. Crocodile learner performance
________________7. Mud fish (PPST 5.3.2)
________________8. Birds
________________9. chicken
________________10. cat

V- ASSIGNMENT  Instructions: Draw one egg-laying and one KRA 3 curriculum

born alive animals on a short bond paper and planning
&assessment and
reporting
Indicators 9: Used
strategies for
providing timely and
constructive
feedback to improve
learner performance
(PPST 5.3.2)

Prepared by:
MARY GRACE C. CRASCO
Teacher II

Checked by:

GINA V. ESPINA
Head Teacher III