Beruflich Dokumente
Kultur Dokumente
LEARNING
MATERIAL
(SCIENCE)
GRADE 5
(Quarter 2)
Department of Education
Schools Division Office
Cabanatuan City
LEARNING MATERIAL
(SCIENCE)
GRADE 5
(Quarter 2)
Author/Developer:
Quality Assurance:
Romeo R. Hipolito
EPS-I Subject
Ever M. Samson
EPS-I LRMDS
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This Learning Material is a property of DepEd Schools Division Office of Cabanatuan City.
Outside of the public schools in this Division, no part of this Learning Material may be sold, distributed
or reproduced in any means without its explicit consent.
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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CONTENTS
Flowering Plants
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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LESSON: Describe the Parts of the Reproductive System and their Functions.
WEEK 1- DAY 3
What to do
1. The pupils will sing a song about female reproductive system and then watch a
video about it.
2. Each pupil will label the parts of the female reproductive system using the
illustration.
3. Individual pupil will make their own concept map.
Guide Questions:
1. What are the major parts of the female reproductive system ?
2. What are the main parts of the female reproductive system ?
Remember these:
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ACTIVITY 1-
Week 1- Day 3
Source
http://www.phecanada.ca/sites/default/files/ac_gr5_downloadables_en_2_female
_facts.jpg
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Grade 5 Quarter 2 Learners Materials
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ACTIVITY 2
WEEK 1- DAY 2
In this activity, you will make a concept map. A concept map is a diagram that
shows how certain topics (usually boxed) are related. The boxes are joined by a line
and a word or phrase that tells how the two topics (inside the boxes) are related.
Start here:
Consists of
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DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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LESSON: Describe the Parts of the Reproductive System and their Functions.
( S5LT-IIa-1)
Week 1- Day 1
What to do
1. The class will answer the puzzle about the parts of the male reproductive system.
2. The class will watch a video about parts of the male reproductive system.
https://youtu.be/oFlUqgYqt1A
3. Individual pupil will label the parts of the male reproductive system using the
illustration.
Source: http://kidshealth.org/misc/javascript/js_apps/kh-
slideshows/bodybasics-flash-male-en/MaleRepro-enSS-2.jpg
Guide Questions:
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
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Remember these:
The main parts of the male reproductive system are the testes , epididymis ,
vas deferens, prostate glands , urethra , penis and scrotum.
The major organs of the male reproductive system are the testes and the
penis.
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
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ACTIVITY 1: Look for the following parts of the male reproductive system.
E V A S D E F E R E N S U
P R O S T A T E G L A N D
I S S C T V A S L A U O R
D P C V S D P P U V R S T
I C R 0 T T R E D C E C H
D S O P E N I S P N T N B
Y C T E S E S P E D H I C
M P U N T P T A T E R S I
I E M T E I V R I H A V S
S N V S S D E F E R P R O
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
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Source: http://kidshealth.org/misc/javascript/js_apps/kh-slideshows/bodybasics-flash-
male-en/MaleRepro-enSS-2.jpg
1.____________________________________
2.____________________________________
3.____________________________________
4.____________________________________
5.____________________________________
6.____________________________________
7.____________________________________
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ANSWER KEY
Source: http://kidshealth.org/misc/javascript/js_apps/kh-slideshows/bodybasics-flash-
male-en/MaleRepro-enSS-2.jpg
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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LESSON :Describe the Parts of the Reproductive System and their Functions.
( S5LT-IIa-1)
WEEK 1 DAY 4-5
Objectives:
1.Describe the parts of the female reproductive system.
2.State the functions of each part of the female reproductive system.
3.Identify the functions of each part of the female reproductive system.
What to do
Activity 1.
1. The leader will get materials to be used from the teacher
2. The whole group will listen to the instructions given by the teacher.
(Viewing session regarding the functions of the parts of the female reproductive
system)
3. Write the important data about the topic using activity sheet no.1 while
watching.
Guide Questions
1. What are the parts of the female reproductive system ?
2. What are the main functions of the female reproductive system ?
3. What is the main function of the ovaries?
4. Where do fertilization take place?
5. Which nourishes the fertilized egg?
6. What is the main function of the cervix ?
7. Where do baby passes through at birth ?
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Remember these
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ACTIVITY NO.1
WEEK 1- DAY 4-5
Direction : While watching the video kindly fill up the table below.
PARTS OF FEMALE FUNCTIONS STRUCTURES
REPRODUCTIVE
SYSTEM
1.
2.
3.
4.
5.
6.
7.
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DIRECTIONS : Fill the blank spaces with the appropriate word to complete the
learning ideas. Clues are provided on the right side. Rearrange the letters of the
given anagrams and fit them in blank spaces of the words above them.
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Grade 5 Quarter 2 Learners Materials
LESSON :Describe the Parts of the Reproductive System and their
Functions.
( S5LT-IIa-1)
WEEK 1- DAY 2
Objectives:
1.State the functions of each part of the male reproductive system.
What to do
Activity 1.
1. The leader will get materials to be used from the teacher
2. The whole group will listen to the instructions given by the teacher.
(Viewing session regarding the functions of the parts of the male
reproductive system)
3. Write the important data about the topic using activity sheet no.1
while watching.
Guide Questions
1. What are the parts of the male reproductive system ?
2.What do you call the sex cells produce in the testicles ?
4. Which part of the male reproductive system serves as the storage for
sperms ?
5. Which deposits sperm cells in the vagina ?
6. Which support and protects the testicles ?
7. What organ enables the developed sperms from the epididymis to pass
through ?
8. What is the function of urethra ?
Remember these
ACTIVITY NO.1
WEEK 1- DAY 2
Direction : While watching the video kindly fill up the table below.
PARTS OF REPRODUCTIVE FUNCTIONS
SYSTEM
1.
2.
3.
4.
5.
6.
7.
ACTIVITY 2 : WEEK 1- DAY 2 :State the functions of each part of the male
reproductive system. Write the answer in the corresponding box. You will be
guided by the color.
URETHRA
TESTES SCROTUM
PENIS PROSTATE
GLAND
VAS
DEFERENS
EPIDIDYMIS
FUNCTIONS
FUNCTIONS
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CHANGES THAT OCCUR DURING PUBERTY
S5LT-IIb-2
WEEK 2, DAY 1
ACTIVITY # 1: WHATS HAPPENING TO ME?
(Group Activity)
Objective:
Describe physical changes that occur to female during puberty
What to do
Look at the picture below
Describe the changes observed to each body part listed during
puberty
Write your answer on the table below.
Body Part Changes Observed
Breast
Hips
Hair
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Guide Questions
1. What changes happen in the females body during puberty?
2. How do you feel about these changes?
3. At what age do these changes usually appear?
4. What changes do you like most/least? Why?
Remember these
Reference: The New Science Links (Worktext in Science and Technology) by Evelyn T.
Larisma, Jan Jason Madriaga-Mariano, Nenita A. Apolinario, pp. 102-103
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 2, DAY 2
ACTIVITY # 2 MY CHANGING LIFE
Objective:
Describe the physical changes that occur to male during puberty
What to do
Look at the picture of the stages on male
Describe the changes observed on each body part listed on the chart
during puberty
Write your answer on the table below.
Body Part Changes Observed
Breast
Face
Neck
Hips
Hair
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Guide Questions
1. What physical changes occur in the males body during puberty?
2. How do you feel about these changes?
3. At what age do these changes usually happen?
4. What changes do you like most/least? Why?
Remember these
The changes that take place in the body of a male during puberty are:
a. His chest and shoulder become broader
b. Hair begins to grow under his armpits and around his private parts
c. He grows fast in height
His testes begin to produce more sperm cells
d. His voice deepens, slight breast development, but this is usually
temporary and disappears after a while.
e. Adams apple appears in the neck
We should be aware of these changes because these are part of
growing up.
Reference: The New Science Links (Worktext in Science and Technology) by Evelyn T.
Larisma, Jan Jason Madriaga-Mariano, Nenita A. Apolinario, pp. 102-103
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Grade 5 Quarter 2 Learners Materials
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WEEK 2, DAY 3
ACTIVITY # 3 ITS GOODBYE TO CHILDHOOD!
Objective:
Identify the socio-emotional changes in males and
females during puberty
What to do
Decode the secret messages in the scrolls below with the help of the
corresponding symbols provided for each letter in the legend. Write
each letter below and complete each message:
SCROLLS:
1. # ! + = 6 ? + = ! @ ? * ! ? *=+ *(9<
2. !9 ? @= !##=/=$ !9$ >(<=$
3. @=&(9 ? =/!+!= ^+?6 /!+=9
4. &? !>?9& 6?+= ( ^+(=9$
5. @=#?6= =>^ #?9#(? ?+ !98(? ! @ ? &+?* #*!9&
Guide Question
What are the socio-emotional changes of males and females during
puberty?
How do you feel about these changes?
Do you like these changes? Why or why not?
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Remember these
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WEEK 2, DAY 4
ACTIVITY # 4 ITS TIME TO TALK ABOUT IT!
(Group Activity)
Objective:
Show awareness in body changes during puberty.
What to do
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Guide Question
What are the changes occur to girls/boys during pubertal stage?
How do you feel about these?
Remember these
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Grade 5 Quarter 2 Learners Materials
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WEEK 2, DAY 5
ACTIVITY # 5 IT SHOULD BEGIN WITH YOU
(Group Activity)
Objective:
Practice proper hygiene to keep the body clean during puberty
What to do
1. Form a group of five members
2. Discuss the importance of keeping the body clean
3. Each pupil should share her/his practices in taking care and keeping the
body clean.
4. List all the ways mentioned and post it in a manila paper
5. Follow the chart below
6. A reporter shall present their output.
Ways of Keeping the Body Clean Importance of Keeping the Body
Clean
Guide Question
What are the ways of keeping your body clean during puberty?
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Grade 5 Quarter 2 Learners Materials
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Why is it important to keep your body clean always?
Remember these
Most children at your age are very playful and active. Therefore,
you should observe certain practices to keep yourself clean. Make it
a habit to maintain personal cleanliness as part of good grooming.
This will give you a clean, fresh, and odor- free feeling when you are
with your friends.
Ways of taking care of the body:
Take a bath everyday
Clean your external genital organs
Change underwear as often as possible
Wash your used underwear immediately, or rinse it at least with
water before putting in a laundry basket.
Eat a well- balanced diet
Exercise regularly
Taking enough rest and sleep
For girls who are having their monthly period, use sanitary napkins
or absorbent pads.
Dispose the used pads properly by wrapping them with used paper
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
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WEEK 3- DAY 1
Objectives:
1. Define menstruation.
2. Enumerate the different phases of the menstrual cycle.
.
What to do
1. The pupils will listen to a song about menstruation and then watch a video about
it.
2. They will be grouped into three. They will have a brainstorming about what do
they experienced during menstruation, how long it occurs and the problems they
encountered during those days.
3. They will answer the maze about menstruation.
Guide Questions:
1. What is menstruation?
2. Why it is called a cycle?
3. What happen during menstruation?
4. How many days usually menstruation occur?
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Remember these
This cycle repeats itself after 28 days (on the average) during the
reproductive years of most women.
The levels of estrogen, the female hormones, start to rise in the first
half of the cycle. The hormones play an important role in keeping
you heathy, especially by helping you build strong bones and keep
them strong as you get older. Estrogen also makes the lining of the
uterus (womb) grow and thicken. The lining of the womb is a place
that will nourish the embryo if pregnancy occurs.
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Grade 5 Quarter 2 Learners Materials
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ACTIVITY 1
WEEK 3 DAY 1
DIRECTIONS: Determine the concept/s given in the maze and write it on the lines
below. Start with the letter to where the arrowhead is pointing.
O N T H L Y B L E E D I N G.
M S N A M O W A O T D E R R E
U A L C Y C L E. I T I S R E F
R T S N E M E H T F O T R A P
M E N S T R U A T I O N I S
START HERE
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ACTIVITY 2
WEEK3- DAY 2
DIRECTIONS: Fill in the blanks with the different phases of the menstrual cycle.
1.
Phases of
Menstrual Cycle
4.
2.
3.
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LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
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Objectives:
What to do
1. The pupils will be grouped into three.
2. Each group will be given a diagram of the menstrual cycle.
3. They will answer the different activities.
Guide Questions:
1. What are the different phases of the menstrual cycle ?
2. How many days usually a follicular phase happen ?
3.What is an ovulation phase ?
4. What happen during luteal phase ?
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Remember these
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Remember these
As the egg moves down the fallopian tube over several days ,
the lining of the uterus continues to grow thicker and thicker.
It takes about three to four days for the egg to travel toward
the uterus.
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Remember these
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ACTIVITY 1
WEEK 3 DAY 3-5
DIRECTIONS: Rearrange the letters of the jumbled word to form the word described
in each number.
2. L A U V O I T N O S E H A P : O __ __ L __ T __ ___ N P H __ S __
If you have regular 28- day menstrual cycle, this phase usually
occurs on day 14.
3. CU R A L LL I O F E S P H A : F __ L __ I __U L __ R __ H A __ __
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ACTIVITY 2
WEEK 3 DAY 3-5
DIRECTIONS: Fill in the blanks with the different events that happen in specific
phase of the menstrual cycle.
1.MENSTRUAL PHASE
________________________________
________________________________
________________________________
________________________________
________________________________
PHASES OF THE
MENSTRUAL CYCLE
_______________________________ _______________________________
________________________________ ________________________________
________________________________ _______________________________
________________________________ ________________________________
_______________________________ ________________________________
3. OVULATION PHASE
________________________________
________________________________
________________________________
________________________________
________________________________
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LESSON :Give Ways of Taking Care of the Reproductive Organs
(S5LT-IId-4)
Objectives:
What to do
1. Answer the checklist on how much you take good care of your own reproductive
organs.
2. Make a poster showing your appreciation of the reproductive organs.
Guide Questions
Guide Questions:
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Grade 5 Quarter 2 Learners Materials
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Remember these
1. Keep your genitals clean at all time. Wash them regularly with
soap and clean water, especially after using the toilet.
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Grade 5 Quarter 2 Learners Materials
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LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ACTIVITY 1
WEEK 5-DAY 4-5
Direction : Check the column that describes how much you take care of your
reproductive organs. Be sure to write your score.
Guide Questions:
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Grade 5 Quarter 2 Learners Materials
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LESSON :Give Ways of Taking Care of the Reproductive Organs
(S5LT-IId-4)
Objectives:
Sci-Games
What to do
1. Pupils will be grouped into three.
2. They will solve the puzzle about how to take good care of the reproductive
organs.
3. They will list down ways of taking good care of the reproductive organs.
4. The pupils will prepare a simple and short skit on how to take good care of their
own reproductive organs.
Guide Questions
1. What are the ways to keep the reproductive system healthy?
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Grade 5 Quarter 2 Learners Materials
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Remember these
1. Keep your genitals clean at all time. Wash them regularly with
soap and clean water, especially after using the toilet.
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ACTIVITY 1
-WEEK 5-DAY 1-3
DIRECTION : Write the letter that comes after to form the concept .
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ __
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ACTIVITY 2
WEEK 5- DAY 1-3
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ACTIVITY 3
WEEK 5- DAY 1-3
DIRECTION : Write a simple and short skit on how to take good care of the
reproductive organs.
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LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Objective:
Identify the parts of reproductive system of representative
groups of animals (butterfly, frogs, cats and dogs)
What to do
1. After the class discussion about the different reproductive parts of animals,
group the class into five and assign a leader or representative to lead the
group.
2. Give them the materials needed for the activity.
3. Instruct them to connect the different parts to form specific reproductive
system. Allow leaders to indicate number on each strip/part.
4. Paste the strips to form reproductive system
Guide Questions
1. Did the structures of male and female reproductive parts of each animal the
same? If not, identify those parts that are often seen from the charts both male
and female.
3. What would happen if one of the parts for male and female reproductive
system is missing?
4. Among the given parts, which of them conveys the semen out from the
male reproductive organ?
Remember these
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Grade 5 Quarter 2 Learners Materials
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LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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DAY 2-3
Objective:
What to do
1. After the class discussion, divide the class into four groups.
2. Each group should have specific picture of reproductive system with
corresponding Meta-Cards (Parts and Functions of reproductive system).
a. Group 1- Frog
b. Group 2- Butterfly
c. Group 3- Cat
d. Group 4- Dog
3. Brainstorm and make an observation as to what function is really appropriate for
specific part.
4. Ask the leader and members to paste their answers on the manila paper.
GROUP I - FROG
ANIMAL PARTS FUNCTIONS
MALE
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ANIMAL PARTS FUNCTIONS
FEMALE
GROUP II - BUTTERFLY
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GROUP IV - DOG
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Guide Questions
1. What are the functions of male and reproductive system for the assigned
representative group of animals?
2. Write a short note about the function of the following:
Uterus
Vas deferens
Seminal vesicle
Ovarioles
3. Distinguish between the primary and accessory male reproductive organs
of mosquito, frog, cat and dog.
4. Distinguish between the primary and accessory female reproductive
organs of mosquito, frog, cat and dog.
5. Trace the path of the vas deferens from the epididymis to the ejaculatory
duct.
Remember these
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LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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reproductive system are the testicles, ductus or vas deferens, prostate gland,
and penis. Sperm production and storage occurs within the testicles. Upon
ejaculation, the sperm is transported to the prostate gland by the vas deferens.
Within the prostate, additional fluids are added to the sperm to nourish it and
aid in its transport from the penis and through the uterus.
The sperm and prostatic fluids, at the level of the prostate gland, enter
the common urethra and are carried from the body through the penis. The
penis of the dog has two specialized structures. The glans penis is a bulb-like
dilation at the base of the penis, which fills with blood and holds the penis
within the vagina during intercourse. Within the penis is a bone that
maintains the shape and direction of this organ during mating. The penis is
protected from the environment, as it is enclosed within the sheath or
prepuce.
FEMALE REPRODUCTIVE
SYSTEM OF DOG
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the period of year other than breeding season. The ovary is enveloped by
mesovarium, a thin layer of peritoneum. Several hollow sac-like structures
form the ovary. The lobulated appearance of the ovary due to those
structures. Initially the colour of the ovary is yellowish with small black spots.
The lumen of the ovary is part of the coelom. It is filled with coelomic fluid.
During the breeding season the wall of the ovary becomes studded
with a large number of ovarian follicles. Each Ovarian Follicle contains a
developing Egg. The ovarian follicles project towards the lumen of ovary.
Such an ovary greatly enlarges. It attains black color with light yellow spots.
Each oviduct is a long narrow and highly coiled tube. It is divided into three
parts in accordance with its structure and functions.
(1) Oviducal Funnel,
(2) Oviduct and
(3) Ovisac.
The anterior end of the oviduct forms a wide and fringed oviducal
funnel. The oviducal funnel is located on the dorsal side of the lung. The
margin and inner surface of the oviducal funnel is lined by ciliated
epithelium. The oviducal funnel leads into the oviduct. This oviduct is
straight and thin-walled for a short distance. Thereafter it becomes highly
coiled and thick-walled. This coiled oviduct runs posteriorly along the outer
side of the kidney. The hinder portion of the oviduct becomes very thin
walled. It is sac-like and is called ovisac. The ovisac opens of the posterior end
in the dorsal wall of the cloaca by its individual apertures lying anteriorly to
the openings of ureters. The cloaca opens to the exterior by a cloacal aperture
at the posterior end of the body.
The release of ovum in female is termed as spawning.
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(penis). The ejaculatory duct is quite complex in insects in which a complex
spermatophore is formed, like monarchs.
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Day 4
Activity 3: What is the mode of reproduction of butterfly, frog, cat and dog?
Objective:
Describe the mode of reproduction of butterfly, mosquito, frog, cat and
dog.
What to do
1. After watching the educational video about the modes of reproduction of
animals, group the class into five. Ask them to choose a leader.
2. Provide them the pictures of representative animals (Butterfly, frogs, cats
and dogs)
3. Ask them to follow the standards in performing the activity.
4. Allow them to identify and describe the mode of reproduction of the
selected animals.
5. Use the chart to record your answer.
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MODE OF
ANIMALS DESCRIPTION
REPRODUCTION
Guide Questions
1. Do animals reproduce the same way?
2. How does each animal reproduce?
3. What are the processes in sexual and asexual reproduction?
4. Aside from the given animals, give 3 other animals with the same mode of
reproduction.
Remember these
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Day 5
Objective:
What to do
1. Divide the class into four groups and assign a particular animal for their
activity.
GROUP I DOG
GROUP II CAT
GROUP III BUTTERFLY
GROUP IV - FROG
2. Let them watch a video clip showing significant activities of animals prior
to reproduction.
3. Ask the group to create a story in relation to the activities of an animal
before the reproduction stage.
4. Give them an ample time to finish the activity.
5. Instruct the leaders to involve all members in the stage play.
Guide Questions
1. What was your activity all about?
2. What conspicuous activities have shown of each animal prior to
reproduction stage base from the video clip or stage play? List them in an
order manner.
3. Do they manifest the same activity?
4. Relate their activities to human before the reproduction stage.
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Remember these
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Day 1
Activity 1: What are the male reproductive parts of plants?
Objective:
What to do
MALE
1. A S M E T N
_______________________________
2. A H R T E N
_______________________________
3. L M E A T I N F
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II. Label the parts of the Male Reproductive Parts of a Flower.
III. Decode the secret message in the scroll below with the help of the
corresponding symbols provided. Write each letter below and complete the
message.
LEGEND:
1-A 7-G 13-M 19-S 25-Y
2-B 8-H 14-N 20-T 26-Z
3-C 9-I 15-O 21-U
4-D 10-J 16-P 22-V
5-E 11-K 17-Q 23-W
6-F 12-L 18-R 24-X
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
20 8 5 13 1 12 5 18 5 16 18 15 4 21 3 20 9 22 5 16 1 18 20 19
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
15 6 6 12 15 23 5 18 19 1 18 5 1 14 20 8 5 18 1 14 4
__ __ __ __ __ __ __ __ .
6 9 12 1 13 5 14 20
Guide Questions
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Remember these
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Day 2
Activity 2: What are the female reproductive parts of plants?
Objective:
What to do
1. After watching the video about the female reproductive parts of a plant, the
pupils will perform the activity below.
2. The pupils will be given 5 minutes to perform the activity.
I. Direction: Determine the concept given in the maze and write it on the box
below. Start with the letter to where the arrowhead is pointing.
E P R O
R D F L O W
S T Y L
E U F E
, E
L C O R
A A
A T S S Y
N M
START HERE M I T A R
D G
E V R R A
S T I
T H E F E P A E O V
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III. Find the words in the box about the female reproductive parts of a flower.
Some of these words are written from right to left or vice versa, top to bottom
or diagonally.
O O F D H G R Q F
A V G R N D W A X
U D A Y R R A F A
R G M R D T S T W
S J N J Y Y R R R
D U B S T I G M A
T T G S G J G B D
Y R V A G K H C G
K E L Y T S M B N
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Guide Questions
Remember these
The female part of the flower is called the pistil. A pistil may be
made up of one or more carpels. The pistil is made up of the stigma,
style, ovary and ovule.
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Day 3
Objective:
Explain the function of each male reproductive part of a flower.
What to do
1. After watching the educational video about the functions of the male
reproductive parts of a flower, the pupils will be grouped into five. They will
assign a leader and rapporteur.
2. Each group will be given an envelope with the materials needed in the
activity.
3. The pupils will accomplish the graphic organizer provided to them.
4. They will be given 10 minutes to perform the activity.
5. Each group will present their answers.
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II. Rearrange the letters of the scrambled words given to form the male
reproductive parts of a flower. Next, fill in the blanks with the correct words
to complete the statement.
Guide Question
1. Explain the function of the following parts of a flower namely:
a. anther
b. filament
Remember these
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
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Day 4-5
Objective:
Explain the function of each female reproductive part of a
flower.
What to do
1. After watching the video about the functions of the female reproductive
parts of a flower, the pupils will be grouped into five. They will assign a
leader and rapporteur.
2. Each group will be given an envelope with the materials needed in the
activity.
3. The pupils will accomplish the graphic organizer provided to them.
4. They will be given 10 minutes to perform the activity.
5. Each group will present their answers.
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
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II. Determine the concept given in the maze and write it on the lines below.
Start with the letter to where the arrowhead is pointing.
S
T
A P R F A , S D O
R E O O F Y T N V
T R D S L R Y A U
E U T O A L , L
T L C R W V E A E
H A T A E O , M
E M I P R E S G
F E V E A R T I
ANSWER:
III. Match the item in column A with those in column B by using line.
Style
Ovule
this is the fine hair-like stalk that
the anther sits on top.
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Guide Question
1. Explain the function of the different female reproductive parts of a flower.
a. style
b. stigma
c. ovary
d. ovule
Remember these
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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DepEd Division of Cabanatuan City
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DAY 1-2
Activity 1: What is the mode of reproduction in flowering plants?
Objective:
Describe the different modes of reproduction in flowering plants.
Describe sexual reproduction.
WATERMELON
PAPAYA
ORANGE EGGPLANT
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What to do
GROUP I PAPAYA
___________________________
___________________________
___________________________
___________________________
GROUP II WATERMELON
___________________________
___________________________
___________________________
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___________________________
___________________________
___________________________
___________________________
GROUP IV EGGPLANT
___________________________
___________________________
___________________________
___________________________
Guide Question
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Remember these
FLOWERING PLANTS
Flowering plants or angiosperms comprise the most varied
group of plants. It is estimated that there are 260,000 species of
flowering plants and this is 88% of all species in the plant kingdom.
The term angiosperm comes from two Greek words: angeion
meaning vessel, and sperma meaning seed. These plants
develop seeds within a surrounding layer of tissues.
Angiosperms are characterized by the presence of the
following:
a. Flowers. the flowers are the plants reproductive organs.
They are the most impressive and remarkable feature of these
plants.
b.Endosperm within the seeds. The endosperm is the highly
nutritious tissue that provides the food requirement of the growing
embryo.
c. Fruits that contain the seeds.
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FLOWER
FLOWER
BANANA OAT
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Day 3-5
Activity 2: What is the mode of reproduction in non-flowering plants?
Objective:
Describe the different modes of reproduction in non-flowering
plants.
Describe asexual reproduction
CYCAD FERN
MOSS CONIFER
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What to do
GROUP I CYCAD
___________________________
___________________________
___________________________
___________________________
GROUP II FERN
___________________________
___________________________
___________________________
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___________________________
___________________________
___________________________
___________________________
GROUP IV CONIFER
___________________________
___________________________
___________________________
___________________________
II. Determine the concept given in the maze and write it on the lines below.
Start with the letter to where the arrowhead is pointing.
O D E U N T G A
R U V N E W F M
P C I I R I O E
O E E T T A T N T
F R D A P P H O E S
F E F T R A O I S L
S R R E O Y U S O L
P A O G D B T U R E
R G M E U D A F S C
I N A V C E N Y E X
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ANSWER:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
III. Spot 10 words associated with Asexual Reproduction of Plants in the maze
below. The letters of each word are written side by side in any direction.
F Q C O N I F E R S N A R
Y R C H B E D T G C T W H
C S A H S R W R F V S E I
Y C V G D G E F A M A S Z
C D B E M A R G S J E E O
A G N R I E G H E T W R M
D T H T S S N M X G Q D E
S H M Y S D H T U S I T S
T M O O I F N K A D O Y I
G B S I O G B U L T N U O
F G S U N U U Y D T I M U
I F E H Y P D T S Y F O Y
S D S G U O D F T R D B N
S S Y B J L I G Y D F H F
I Y R R G K N U U R E F S
O U D T D J G J I G R D D
N I F H S N J F M I N T R
B A G S P O R E S K S Y E
Guide Question
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Grade 5 Quarter 2 Learners Materials
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Remember these
1. MOSSES
There are approximately 12, 000 species of moss. Mosses are small and
soft plants that grow together in clumps or mats. These mats or clumps grow
in damp or shady areas. Mosses do not absorb water or nutrients through
their roots but through their leaves.
In asexual reproduction, mosses reproduce when stems separate from
a dying or dead large clump of moss. Sometimes, bits of stems or leaves are
broken off and become separated. In both cases, the separated plant parts
regenerate and re-grow into new individuals.
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Grade 5 Quarter 2 Learners Materials
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MOSSES
2. FERNS
Ferns possess true roots, stems and complex leaves and they
reproduce by pores. The number of fern species is about 9,000 but
estimates have ranged to as high as 15,000. Ferns are most
abundant in the tropics especially in the tropical rain forest. Many
of the species grow as epiphytes upon the trunks and branches of
trees. Ferns like moist and humid habitats with low light.
The delicate leaves of ferns are called fronds. The horizontal
stems of ferns are called rhizomes. The roots grow out of rhizome.
Ferns dont have seeds. Instead, they have spores. These can be
found on the underside of the fronds.
In ferns, the spores are enclosed in structures called
sporangia. The individual sporangium is grouped together in
clusters called sori (singular, sorus). These form yellowish or
brownish masses arranged on the edge of the under surface of the
fronds.
FERNS
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3. CONIFERS
Conifers are cone-bearing trees or shrubs. Typical examples
of conifers include cedars, cypresses, firs, and pines.
Most conifer trees are evergreen and are specially adapted to
survive in areas with lots of snow. Other conifers are cone-shaped
in terms of tree form, and snow slides off then so the branches do
not break. The leaves or needles of coniferous trees lose less water
than other kinds of leaves. This also helps them survive. There are
about 600 species of conifers.
CONIFERS
4. CYCADS
Cycads are seed plants with a crown of large, hard and stiff,
innately compound leaves and stout woody trunks. They grow
very slowly and live very long, some being as old as 1,000 years.
Cycads were common plants about 250 million years ago. Today,
there are about 150 species of cycads. They grow in the tropics and
subtropics. Cycads look like palms, but they arent. Their naked
seeds are exposed to the air for direct fertilization by special
pollinators.
Cycads can produce sexually or asexually.
In asexual reproduction, cycads produce stem offshoots or
suckers called pups. These can be separated and rooted to grow
into a new plant.
In sexual reproduction, the individual plants contain either
all male cones or strobili (singular, strobilus) or all female cones.
The male strobili contain the pollens while the female strobili
contain the ovules.
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INTERACTIONS AMONG LIVING THINGS AND NON-LIVING
THINGS IN ESTUARIES AND INTERTIDAL ZONESS
CODE: 5LTIIh-8
WEEK 8, DAY 1
ACTIVITY # 1: SEE THE DIFFERENCE
(Group Activity)
Objective:
Identify freshwater ecosystem from saltwater ecosystem or estuaries.
2 kind of plants
Marker
2 liters of tap water
10 grams of table salt
Pebbles
Manila paper
What to do:
1. Let the pupils do the following activity by group named Saltwater vs.
Freshwater
2. Fill the container with tap water and another one with salt and water then
stir. Tag each container with saltwater and freshwater using a marker.
3. Place plants in each container; examine each plant after 45 minutes.
4. Allow each group to work on the activity in the designated station.
5. Give each group at least 1 whole sheet of manila paper where they can
write their observations and answer to the different guide questions.
6. Ask a representative of each group to post their observations and answers
to the different questions on the board.
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SET A SET B
(Salt Water) (Fresh Water)
Guide Questions:
1. What happen to the plant when you put in salt water? fresh
water?
2. Why does the plant in salt water withered?
3. Why does the plant in fresh water stay the same?
4. What is the explanation behind this?
Remember these:
References: The New Science Links Grade 5 (Worktext in Science and Technology) by:
Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion p. 178
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WEEK 8, DAY 2
ACTIVITY # 2: WHERE DO I BELONG?
(Group Activity)
Objective:
Identify plants and animals found in an estuary and intertidal
zone.
What to do:
1. Form two (2) groups and choose among your group who will act as leader
and presenter.
2. Get the materials to be used for the activity.
3. Using the cartolina, copy the table and write the organisms that fall into
producers, consumers, scavengers, and decomposers. Add additional table
if possible.
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Guide Questions:
1. What are the organisms found in the estuary and intertidal zone?
2. What did you notice with the organisms?
3. How do they depend on one another?
Remember these:
Estuaries are body of water near the coast where fresh water from rivers and
streams flows into the ocean and mixes with salt water.
Salt dominates in estuaries, and this is the reason why estuaries are called
hostile environments. Plants found in estuaries need to be adapt in salty
condition, strong currents and storm waves, varying exposure to sunlight and
winds, and low oxygen level in muddy soils. Having too much salt can kill
many types of plants. There are many types that are found in estuaries. The
amazing diversity of the animals in the estuary are helped and supported by
the complex food web in the place.
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Intertidal Zone is known as the area where land meets the sea, between high
and low tides. This area is covered with water at high tide, and exposed to air
at low tides. Its communities are found sandy beaches and long rocky
shorelines. Many species of animals and plants stay in the intertidal zone.
Most of the animals are invertebrates that constitute a wide group of
organisms.
Producers are green plants that capture energy and use it to produce food from
inorganic compounds.
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References: The New Science Links Grade 5 (Worktext in Science and Technology) by:
Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion p. 181 & 192
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WEEK 8, DAY 3-4
ACTIVITY # 4: WHO EATS WHO?
(Group Activity)
Objective:
Construct food chains to show feeding relationships among
living things.
What to do:
1. Form two (2) groups and choose among your group who will act as
leader and presenter.
2. Get the materials to be used for the activity.
3. Form a food chain using the cut-out pictures following the guide below.
Arrange the organisms according to their feeding relationship.
4. If you are done with it you need to clap for the presentation purposes,
first to finish, first to report their work.
Group 1 (Estuary)
_________________ _________________
Decomposer Tertiary Consumer
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_________________ _________________
Decomposer Tertiary Consumer
GROUP 1 (ESTUARY)
Guide Questions:
1. What are the organisms in your food chain?
2. Which is the producer, primary consume, secondary consumers, tertiary
consumers and decomposer?
3. What does it show?
4. What do you think will happen if there are no plants in these ecosystems?
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Remember these:
1. Food Chain is a series of organisms where each member is eaten in turn by
another. The energy is reduced as it passed on from one organism to another.
The food chain shows the feeding relationship of organisms.
2. The sun is the ultimate source of energy
3. Through photosynthesis, the light energy from the sun is converted to store
energy and this occurs in the chloroplast of the plants.
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WEEK 8, DAY 5
ACTIVITY # 5: INTERTWINING THE WEB
(Group Activity)
Objective:
Construct food web to show feeding relationships among living things.
What to do:
a. Who in the circle could I give my energy to? (Who might eat me?)
b. Who in the circle could give me energy? (Whom could I eat?)
c. Explain that the ball of yarn represents sunbeams or energy from the sun. Ask
the pupils representing the sun to hold the end of the yarn tightly and toss the
ball to someone who can use that energy (a green plant). When a pupils
representing the green plant catches the ball of yarn, he or she should hold a
piece of the yarn and throw the ball to someone else that could use the
energy.
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Guide Questions:
1. Have we made food chains?
2. What does our entire food chains together look like?
3. What is a food web?
4. What would happen if all the green plants died?
Remember these
Food Web is an interconnected food chain.
The only difference is that in a food web, animals that can feed on different
organisms are taken into account. This creates balance in the ecosystem.
If the green plants die (The producers), there will be no life existing in the
ecosystem.
References: Science Journey 5 p. 136
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PROTECTING AND CONSERVING ESTUARIES AND
INTERTIDAL ZONES
CODE: S5LT-Ii-j-10
WEEK 9, DAY 1
ACTIVITY # 1: MIND TO PROTECT
(Group Activity)
Objective:
Identify ways on how to protect and conserve estuary.
What to do:
1. Form four (4) groups and designate a leader for each group to act as a
reporter (let the pupils assign their leader).
2. Get the task card containing the different pictures of estuary and the
materials needed for the activity.
4. The leader will open the task card and let the pupils describe the pictures
inside.
5. Solicits all the ideas of each member and make a simple presentation about
the activity.
6. If you are done with it you need to clap for the presentation purposes, first
to finish, first to report their work.
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DepEd Division of Cabanatuan City
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Task Card: Contains pictures of different estuaries in the Philippines
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Guide Questions
1. Tell something about the picture. Give some ideas that describe the pictures.
2. What do we call them?
3. Do you think there are organisms living in those places? Why?
4. What possible cause can you give from the condition of the sample estuary?
5. Cite some ways on how to protect or conserve our estuaries.
Remember these
At your home, In fertilizers, Make sure you keep you will keep it from
washing into our streams and waterways.
Be careful before you pour any hazardous products. Many of these
products may flow from drains through sewage plants into coastal
river and estuaries.
Products for lawn care should be used sparingly. Always follow the
directions carefully. These products can affect other plants and animals
if they reaches estuaries.
Along waterfront, observe care for waterside trees and shrubs.
Restore riverside grasses, shrubs, and trees are important to filter
pollutants.
Keep soil from eroding.
At the beach, keeping more fish alive is vital to everyone.
Respect life in rocks.
When you leave the beach, be sure to bring your trash with you.
Watch out for contamination.
References: The New Science Links Grade 5 (Worktext in Science and Technology) by:
Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion pp. 183-184
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 9, DAY 2
ACTIVITY # 2: LEND A HAND TO PROTECT
(Group Activity)
Objective:
Explain the need to protect and conserve estuaries.
What to do
1. Form four (4) groups and designate a leader for each group to act as a
reporter (let the pupils assign their leader).
2. Using your periodicals and references, research on Why do we need to
protect and conserve organisms in estuaries.
3. Copy the date table in your manila paper
4. Include clippings and pictures in your report.
5. Solicits all the ideas of each member and make a simple presentation
about the activity
6. Shout your groups name to inform your teacher that youre already done
with the activity.
7. Report your outcomes to the class.
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Guide Questions
1. What organism did you include in your data table?
2. How can we protect and conserve them?
3. Why do we need to protect and conserve them?
Remember these
Estuaries provide us with a wide range of resources, benefits, and
services. Estuaries provide places for habitat of valuable species of
plants and animals, recreational activities, scientific study, important
centers for transportation, and international commerce. Estuaries are
irreplaceable natural resources that must be managed carefully for the
mutual benefit of all who enjoy and demand on them.
Estuaries often called nurseries of the sea. Thousands of species of
birds, mammals, fish, and other wildlife depend on estuarine habitats
as place to live, feed, and reproduce. Moreover, many marine
organisms, including most commercially important species of fish
depend on estuaries at the time when they are completing their life
cycle development.
Many estuaries are important centers for commerce and recreational
activities. Their important commercial value and resources provide
economic benefits for tourism, fisheries, and recreational activities.
Estuaries perform other valuable services as they help maintain a
healthful ocean environment. Water draining from uplands carries
sediments, nutrients, and other pollutants to estuaries.
Reference: The New Science Links Grade 5 (Worktext in Science and Technology) by: Evelyn
T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion pp. 182
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 9, DAY 3
ACTIVITY # 3: ACT TOGETHER
Objective:
Identify ways on how to protect and conserve intertidal zone.
What to do
2. Let the pupils watch the video clip and t list down the important facts
about the documentary that they have watched.
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Guide Questions
1. What can you say about the video?
2. What did the people do to the shore line?
3. Can you give other ways in protecting intertidal ecosystem?
4. If you were the director of the video clip, what title can you give after
watching it?
Remember these
An intertidal zone is the area between high and low tides. Although this zone
is considered as a harsh habitat, many species of animals can adapt to this
environment. The intertidal zone is home to many species of plants and
animals that are mostly invertebrates.
We need to protect and conserve the intertidal zones, too. Here are some
practices/ways that have been established to protect intertidal species.
o Protect diversities in the intertidal community
o Provide source of water supply for breeding stock so that useful areas nearby
can be sustained
o Harvesting of intertidal species should be regulated and undertaken at
sustainable levels.
o Avoid dumping garbage and chemical in the intertidal zones.
The intertidal zone is home to a wide variety of organisms. Their survival
depends not only in their ability to adapt in this challenging environment but
also from the help of people around them.
Reference: The New Science Links Grade 5 (Worktext in Science and Technology) by: Evelyn
T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion pp. 192
https://www.youtube.com/watch?v=DR1gP5S6Bsk
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 9, DAY 4
ACTIVITY # 4: WHAT CAN YOU DO?
(Group Activity)
Objective:
Explain the need to protect and conserve intertidal zones.
What to do
1. Form four (4) groups and designate a leader for each group to act as a
reporter (let the pupils assign their leader).
2. Describe what is shown in the given picture.
3. Copy the data table in your manila paper
4. Solicits all the ideas of each member and make a simple presentation about
the activity.
5. Shout your groups name to inform your teacher that youre already done
with the activity.
6. Report your findings to the class.
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Red Tide
Chemical Waste
Fish Kill
Oil Spill
Guide Questions
1. What does each picture show?
2. What is its effect to our intertidal environment?
3. What do we need to do to protect it?
4. Why do we need to protect the intertidal environment?
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Remember these:
The intertidal zone is home to a wide variety of organisms. Organisms in
this zone are able to adapt to allow them to survive in this challenging,
ever-changing environment.
Pollution poses threats to tidal pool animals and plants. Coastal pollution
includes discarded trash, sewage spills, and toxic chemical run offs.
Increased development in coastal regions can also damage tide pools
through the introduction of contaminants.
References: The New Science Links Grade 5 (Worktext in Science and Technology)
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 9, DAY 5
ACTIVITY # 5: WORKING AS ONE
Objective:
Construct a poster depicting protection and preservation
estuary and intertidal zone.
What to do
4. Ask them to present their work and make a brief explanation on it.
Guide Questions:
1. How can you protect and preserve estuary and intertidal zone? Describe your
work?
Remember these:
People are one of the biggest threats to the estuary and intertidal zone
but we can change that perception by protecting and conserving these
ecosystem.
References: The New Science Links Grade 5 (Worktext in Science and Technology)
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 10, DAY 1-3
ACTIVITY # 1: LOOK WHAT WEVE DONE
(Group Activity)
Objective:
Perform an experiment showing the disruption of estuaries
and intertidal zones.
What to do
1. Form four (4) groups and designate a leader for each group to
act as a reporter
2. Prepare 2 identical fish bowl or any transparent container
having same size and shape.
3. Place each fish bowl a soil, plant and pebbles. (expose half of the
plant above water level)
4. Put the 2 fish bowl in a place where it cannot be moved. Label
the fish bowl A and B. Make sure that each fish bowl receives
the same amount of sunlight and have the same temperature.
5. Mix 5 ml of cooking oil and a drop of brown food color then
stir.
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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6. Put 3 grams of sulfur powder and the mixture of cooking oil and
food coloring in fish bowl A.(Be careful with sulfur powder, it can
irritate your skin. Use protective gloves for your hands)
7. Observe and record your observations on your data table in
your notebook.
8. Discuss the results with your group mates.
9. Be ready to discuss your findings in class.
Fish
Height of Height of Height of
Bowl Color of Color of Color of
the plant the plant the plant
water water water
(cm) (cm) (cm)
Set A
Set B
Set A
Set B
Guide Questions:
1. What was your experiment all about?
2. How was the set up in two fish bowl different?
3. What were the controlled variable, manipulated variable and responding
variable?
4. What differences did you notice with the plant from day 1 to day 3?
5. How do you compare the results?
6. What did we prove in our experiment?
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Remember these:
Estuaries and intertidal zone are areas most at risk in our region from human
activities such as oil spills and sewage spills. Developments in and around these
ecosystems and increasing population growth affect these special places.
References: The New Science Links Grade 5 (Worktext in Science and Technology)
http://www.waikatoregion.govt.nz
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 10, DAY 4
ACTIVITY # 2: FIND AND LOOP
(Group Activity)
Objective:
Identify the human activities that disrupt the estuaries and
intertidal environment.
What to do:
Put a loop on the word/group of words that identify the different activities
that disrupt the estuaries and intertidal zone. They may be horizontal, vertical or
diagonal:
D D S G F Q U A R R Y I N G D C B P M C
G Y W E R T Y U H N M Q G R Y M N O L O
P B N R D G S D G F H K L J H I S P W A
Q T R A M H K Q R X Z S Q B G H K U A S
W L D U M P I N G G A R B A G E S L P T
P R Q S T I N I B U R T E K L D C A J A
L R T W S Q T W S F H K N B V R Y T Z L
K U P Q C Z X E Q Y I B G J M F A I A H
T J E T Y O A S F S E R T T Q A H O C O
I G J K W T B V L I A Q Y H E R N N A U
J Q Y B G S M O I L S P I L L R C G H S
N R T X W Q Y P N S O H P G K G M R G I
G X M F R Y H Q K D S T I M Q U I O G N
R F B R D W Q U I K M V T N S R T W U G
P O L L U T I O N N M F R A G V C T J T
W T W Q F H J K V N M T R W Q F I H K R
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Guide Questions:
1. What are the activities that disrupt estuaries and intertidal zones found in
your puzzle?
2. Who do you think are responsible for these activities?
3. What should we do to avoid the destruction of this water ecosystem?
Remember these:
Humans have depended on estuaries for many things including trade, food
and shelter. Estuaries are home to many plants and animals that humans use as
food and other reasons. Many times Estuaries can be greatly polluted from trash and
sediment. Humans dump garbage and chemicals while sediment from rivers runs
into Estuaries. Other dangers estuaries face is population growth, many times this
can cause estuaries to be destroyed. In addition, water pollution, coastal housing, oil
spills, and quarrying also contribute destruction of this ecosystem. Overall, humans
use estuaries for many things but do not treat the estuaries well which can cause
drastic changes in the environment.
References:http://www.narragansett.k12.ri.us/NHS/scienceweb/mrreis/Oceanography_files/0
9s%20websites/Max%20Austin%20and%20Mikey%20c/Humans%20and%20Estuaries.ht
m
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 10, DAY 5
ACTIVITY # 3: COUNT ME IN
(Group Activity)
Objective:
Participate in community efforts in protecting and conserving estuaries
and intertidal environment.
What to do
1. Form five (5) groups and designate a leader for each group.
2. Instruct the pupils to create placards showing protecting and conserving
estuaries and intertidal zones.
3. Follow the instruction in creating placards (listen to your teacher)
4. Solicits ideas from each member and make a simple SLOGAN showing
protection and conservation of estuaries and intertidal zones.
5. Shout your groups name to inform your teacher that youre already done
with the activity.
6. Ask them to present their work and make a brief explanation.
7. Let the pupils move around the school and let their work seen by other
people.
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Guide Questions:
Remember these:
Estuaries and intertidal zone serve as the breeding ground of organisms that
play a vital role in the balance of nature.
References: The New Science Links Grade 5 (Worktext in Science and Technology)
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Grade 5 Quarter 2 Learners Materials