Grade 5 Science Reproductive System Parts

PROTOTYPE AND
CONTEXTUALIZED DAILY LESSON

PLANS
IN GRADE 5 SCIENCE
QUARTER 2, WEEKS 1-10
i
DAILY LESSON PLAN (DLP) DEVELOPMENT TEAM
JOSE L. DONCILLO, CESO V
Schools Division Superintendent
FATIMA D. BUEN, CESO VI WILFREDO J. GAVARRA

Asst. Schools Division Superintendent Asst. Schools Division Superintendent
SANCITA B. PEÑARUBIA, EdD LORNA D. DIA, EdD

Chief Education Supervisor Chief Education Supervisor
Curriculum Implementation Division School Governance and Operations Division
JADE O. ALBERTO, EdD EDISON L. MALLAPRE

Education Program Supervisor, Science Education Program Supervisor, LRMDS
Content and Technical Consultant Technical Consultant
A. Writers/ Demonstration Teachers:

MARLYN B. RIVERA, Master Teacher II, Hindi ES, Bacacay West
MARIVIC D. BHO, Master Teacher II, Pioduran West CS, Pioduran West
MARGARITA M. MELLA, Master Teacher I, Polangui South CS, Polangui South
SHALLUM O. LOSANO, Master Teacher I, Baligang ES, Camalig South
GINA D. RIAN, Teacher III, Libon CS, Libon East
RUTH M. BASQUIÑEZ, Teacher III, Polangui North CS, Polangui North
JOSEPHINE B. BONGADILLO, Teacher III, San Jose ES, Malilipot
ARVIN R. REDILLAS, Teacher III, Bangiawon ES, Oas North
MA. REANA O. VILLAREAL, Teacher III, Guinobatan East CS, Guinobatan East
ENRILYN N. ARCOS, Teacher II, Camalig North CS, Camalig North
SHAYNE M. MONILLA, Teacher II, Kilicao ES, Daraga North
VINCENT WILSON L. DE LUMEN, Teacher I, Sinagaran ES, Jovellar
B. Demonstration Teachers:
REGINA H. BARCIA, Master Teacher I, Bacacay East CS, Bacacay East
ZENAIDA S. SABAREZA, Teacher III, Balinad ES, Polangui North
GLENDA M. ARADO, Teacher III, Baligang ES, Camalig South
EMIL P. MESINA, Teacher III, Quirangay ES, Camalig North
ANNA MARIA O. NANTIZA, Teacher II, Maipon ES, Guinobatan East
C. Content Editors:
JAY L. ALBAYTAR, Teacher I, Daraga NHS, Daraga

ROCHELLE P. ARANAS, Teacher III, Ilawod NHS, Camalig
BONNAVIE D. BUENO, Master Teacher II, San Francisco NHS, Malilipot
CATHERINE L. MUYNA, Teacher III, Ilawod NHS, Camalig
D. Language Editors:
SHIELA P. ALBERTO, School Principal I, Maipon ES, Guinobatan East
MARICEL P. NARVAEZ, School Principal I, Bubulusan ES, Guinobatan East
ii
TABLE OF CONTENTS
Page
TITLE PAGE i
ACKNOWLEDGMENTS ii
TABLE OF CONTENTS iii
QUARTER
2
WEEK 1 1
Day 1: The Reproductive System 1
WEEK 2 21
FIRST SUMMATIVE TEST 35
WEEK 3 38
Days 4-5: The Reproductive System 49
WEEK 4 52
WEEK 5 68
Day 1: Modes of Reproduction in 68
Animals
iii
Animals
Animals
Animals
Animals
WEEK 6 86
Day 1: Reproductive Parts in Plants 86
Days 2-3: Reproductive Parts in Plants 90
SECOND SUMMATIVE TEST 99
WEEK 7 100
Plants
Plants
Plants
Plants
THIRD SUMMATIVE TEST 117
WEEK 8 120
Day 1: Interactions Among 120
Living Things in Estuaries
Days 2-3: Interactions Among 125
WEEK 9 132
iv
Living Things in Estuaries and
Intertidal Zones
Intertidal Zones
Intertidal Zones
Intertidal Zones
WEEK 10 151
Intertidal Zones
Intertidal Zones
SECOND QUARTERLY ASSESSMENT 161
ANSWER KEY 167
v
DAILY LESSON PLAN
School Grade Level 5
Teacher Learning Area Science
Time and Date Quarter Q2 W1 D1
I. Objectives
A. Content Standard The learners demonstrate understanding of how
the parts of the human reproductive system work
B. Performance Standard The learners should be able to practice proper
hygiene to care of the reproductive organs
C. Learning The learners should be able to describe the parts of
Competencies/Objectives the reproductive system and their function
(S5LTIIa-1)
 Identify the parts of the female reproductive
system
II. Content The Reproductive System
III. Learning Resources
A. References
1. Teacher’s Guide TM 28-30; STeP, CG
pages
2. Learner’s material
pages
3. Textbook pages Science Beyond Borders pages 44-47
Science for Daily Use pages 2- 5
4. Additional materials
from Learning Resource (LR)
portal
B. Other Learning Chart/ tarpapel, pictures or diagram, jumbled word
Resources puzzle, word cut-outs of the parts of the female
reproductive system, video clip
https://www.vectorstock.com/royalty-free-vector/female-reproductive-
system-vector-659071
IV. Procedure
A. Engage Let us arrange the picture puzzle to find out all
about our discussion for today.
1
What illustration was formed?
B. Explore Group the learners into 3 and ask them to perform
the activity (Please refer to the attached activity
sheet)
C. Explain Presentation of output
What words were you able to form? What are the

parts of the female reproductive system?
D. Elaborate How many parts does the female reproductive

system have?
What are the parts of the female reproductive
system? (The female reproductive system is made
up of several organs which include the ovaries,
fallopian tubes, uterus, cervix and vagina)
How does each one look? What are the features of
each part?
How important is knowing the parts of the female
reproductive system?
E. Evaluate Name and identify the parts of the female
reproductive system. Write them inside the box.
2
Assignment: What are the parts of the male reproductive
system?
VI. Remarks
VII. Reflection
VIII. Others
A. No. of learners who earned
80% on the formative test
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did it work/
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
3
ACTIVITY SHEET
Learning Target: We can form words related with the female reproductive system and
put the words formed in the picture below
What You Need:

Scissors
Double adhesive tape
Cut out letters (1. ERCIXV 2. ROVAY 3. AGINVA 4. RETUSU 5. ALLPIFONA
TUEB)
Picture of the female reproductive system
What to Do:
1. Choose a leader, secretary and reporter.
2. Within 5 minutes, rearrange the letters to form words related to the parts of the
female reproductive system.
3. After forming the word, paste them on the given picture.
4. Post your output on the board.
Guide Questions:
1. What are the parts of the female reproductive system?
2. To what specific object can you compare or relate each part?
https://www.vectorstock.com/royalty-free-vector/female-reproductive-system-vector-659071
4
DAILY LESSON PLAN

Time & Date Quarter Q2 W1 D2
I. Objectives
A. Content Standard The learners demonstrate understanding of how the
parts of the human reproductive system work
B. Performance Standard The learners should be able to practice proper hygiene
to care of the reproductive organs
C. Learning The learner should be able to describe the parts of the
Competencies/Objectives reproductive system and their function(S5LTIIa-1)
 Identify the parts of the male reproductive
system
A. References
1. Teacher’s Guide pages Teacher’s Manual p 25-27, STeP, CG
2. Learner’s Materials pages
3. Textbook pages Science Beyond Borders p 40-43 , Science for Daily
Use p 2-5
4. Additional Materials from Video clip https://www.youtube.com/watch?v=GVsddP6VO0w
Learning Resource (Portal)
B. Other Learning Resources Enlarged picture of male reproductive system, chart/
tarpapel , activity card
IV. Procedure
A. Engage What are the parts of the female reproductive system?
(Show picture of the female reproductive system and
ask them to identify the parts)
B. Explore Group the learners into 5. Have each group answer the
attached activity sheet.
Present an enlarged picture/ diagram of the male

reproductive system. Have them name and identify
each part guided by the words found in the puzzle.
https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1&ei=f
5smXfD7MPKxmAWI4beYCQ&q=male+reproductive+system&oq=male+r
eproductive+system&gs_l=img.3..0i67j0l7j0i67j0.31975.32155..32804...0.
0..0.79.156.2......0....1..gws-wiz-
img.......0i7i30.KzQ4w55uQa4#imgrc=SL0i0I4lPiLbaM:
C. Explain What are the parts of the male reproductive system?
5
(The parts of the male reproductive system are penis,
testes, scrotum, epididymis, urethra, seminal vesicles,
vas deferens, Cowper’s gland and prostate gland)
D. Elaborate Have learners describe the parts of the male
reproductive system.
Penis – the external male organ with a tip called glans.

Scrotum –is a pair of pouch like sacs that contains the
testes.
Seminal vesicles – are saclike pouches attached to the
vas deferens.
Vas deferens – a long muscular tube that serves as the
passageway of the sperm cells released from the
testes.
Prostate gland –located between the bladder and the
penis.
Have them answer the questions:

a. What are the parts of the male reproductive
system?
b. What is the importance male reproductive
system?
Generalization: What did you learn today?
(Today I learned the different parts of the male
reproductive
system)
E. Evaluate Name the parts of the male reproductive system.
https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1&ei=f
5smXfD7MPKxmAWI4beYCQ&q=male+reproductive+system&oq=male+r
eproductive+system&gs_l=img.3..0i67j0l7j0i67j0.31975.32155..32804...0.
0..0.79.156.2......0....1..gws-wiz-
img.......0i7i30.KzQ4w55uQa4#imgrc=SL0i0I4lPiLbaM:
Assignment Can an organism survive without a reproductive
system? Why or why not? Give concrete example to
support your answer.
V. Remarks
VI. Reflection
VII. Others
6
remediation
lesson.
D. No. of learners who continue to
require remediation
strategies worked well? Why
did it work/
encounter which my principal
or supervisor can help me
solve
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
7
ACTIVITY SHEET
Learning Target: I can identify the parts of the male reproductive system in the puzzle.
What you Need: copy of the puzzle (Each pupil will be provided with the puzzle)
What to Do: Find and encircle the following words on the word puzzle below.
(The words can be written diagonally, horizontally, vertically or backward)
reproduction scrotum semen penis urethra

sperm prostate testosterone epididymis testes
A H D X Y E F L U Y X V W K V
E F C G Z C E D S I N E P J U
P E T A T S O R P V W U X S I
I B J E A B G M N Z O T Y C T
D I B B S X I H T A R Z S R S
I N K Z U T J K Q C P A B O H
D C M A T W O N S R O N D T R
Y S A M R E P S R B Q E C U Q
M E L Y V H O M T S P M L M G
I T S A S R T L F E I F L F P
S S P D I J H E E J R I K O N
T E O E M Y P O R T K O J E E
V T Z F L K G Q G U H G N N M
R D Q C N X Q P T V W H M E E
S
U W R E P R O D U C T I O N
8
DAILY LESSON PLAN

I. Objectives
parts
of the human reproductive system work
B. Performance The learners should be able to practice proper hygiene
Standard to care of the reproductive organs
C. Learning The learner should be able to describe the parts of the
Competencies/Obje reproductive system and their functions (S5LTIIa-1)
ctives  Explain the functions of the female reproductive
system
A References
1. Teacher’s Guide Teacher’s Manual p 28 – 30, STeP, CG
pages
2. Learner’s
Materials pages
3. Textbook pages Science Beyond Borders p 44-49 , Science for Daily

Use p 2-5
Additional Materials from Video clips
Learning Resource https://www.youtube.com/watch?v=IA3xaIgW8lc
https://www.youtube.com/watch?v=ZZEsPUQ1gG4
(Portal) https://wirindiagrampedia.com
B. Other Learning Enlarged picture of female male reproductive system,
Resources chart/ tarpapel , activity card, box of knowledge, flash
cards.
IV. Procedure
A. Engage Name Game:
Present flashcards containing pictures of the female
and male reproductive system.
Have pupils name and identify each part.
https://www.google.com/search?source=hp&ei=-
5UmXZO2D4f1hwOgsaWIAg&q=female+reproductive+system&oq=female
+re&gs_l=psy-
ab.1.0.0i131j0l9.4604.8540..11196...3.0..0.175.1127.4j6......0....1..gws-
wiz.....10..35i39j35i39i285.ZNlQ0bECRMI
9
B. Explore Ask the learners to describe the functions of each part
of the female reproductive system by watching the
video found in the link
https://www.youtube.com/watch?v=IA3xaIgW8lc
Pre-viewing instructions:
a. Listen and watch attentively
b. Write down important details from the video.
c. Answer the questions found in the attached
activity sheet while viewing the video
(Guide questions will be posted on the board before

viewing and have them read each question.)
C. Explain Verifying and explaining the answers for each question
through text scanning
(Science Beyond Borders textbook page 45-46)
Have the learners read about the function of the female

D. Elaborate How does each part of the reproductive system work?
Have pupils pick a word inside the box of knowledge
and explain the function of each.
uterus ovary fallopian tube cervix vagina
What is the important role of the female reproductive

system in the reproduction of humans?
E. Evaluate Fill out the blank below to complete the sentence.
1. The uterus is shaped like an upside -down
pear. It is where the fertilize egg
cell___________
2. The ovary releases the egg cells and
__________.
3. The vagina serves as the
birth________________.
4. Fallopian tube is a place where ___ takes
place.
5. Cervix is a neck-like portion of the uterus
which expands ____________________.
Assignment/ Enrichment Do you think it is possible for female to be pregnant

even if one of their ovaries is removed? Why do you
say so?
V. Remarks
VI. Reflection
VII. Others
A. No. of learners who
earned 80% on the
formative test
B. No. of learners who
require additional
activities for
remediation
10
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
strategies worked
well? Why did it work/
encounter which my
principal or supervisor
can help me solve
localized materials did
I use/discover which I
wish to share with
other teachers?
11
ACTIVITY SHEET
Learning Target: I can watch attentively and intently; write down important details
from the video and answer the questions correctly.
What You Need: pen, notebook, television/projector & laptop, video clip
(To be provided by the teacher https://www.youtube.com/watch?v=IA3xaIgW8lc)
What to Do:
Attentively watch the video then answer the following questions:
a. Why is vagina called as the birth canal?
b. What is the function of the uterus?
c. What are produced in the ovaries of the female reproductive system?
d. How many eggs does a woman release every month?
e. What is the role of the fallopian tube in the female reproductive system?
f. What organ is located at the lower portion of the uterus that expands to
allow the baby to pass through the vagina?
g. Why is the female reproductive system important?
h. Which part can be considered as the most important part of the female
reproductive system? Why?
12
DETAILED LESSON PLAN

I. Objectives
C. Learning Competencies/ The learner should be able to describe the parts
Objectives of the reproductive system and their functions
(S5LTIIa-1)
 Explain the functions of the male
reproductive system
1. Content The Reproductive System
2. Learning Resources
A References
3. Textbook pages Science Beyond Borders p 41-43 , Science for
Daily Use p 2-5
4. Additional Materials from Video clip, https://www.youtube.com/watch?v=LMp0QFCjYH4
B. Other Learning Resources Enlarged picture of male reproductive system,
chart/ tarpapel , activity card, box of knowledge,
flash cards.
IV. Procedure
A. Engage Divide the learners into 6 groups.
Provide each group cut-outs of jumbled letters.
Ask the learners to rearrange the letters in the

box to form words related with the male
enipscoturmssetest perms retuharstaterop
B. Explore Have pupils watch a video clip about the parts

and function of the male reproductive system.
Group Activity:
1. Present flashcards of male reproductive
system in the class.
2. Group the learners into four and distribute
the flashcards of male reproductive
system together with the copy of the
3. Let the group brainstorm on the part
assigned to them.
4. Let one of the members discuss and
explain their assigned part to the class.
13
C. Explain Presentation of outputs
Allow the learners to read about the male

reproductive system on page 40-42 of their work
text (Science Beyond Borders).
Have the learners answer the following

questions:
1. Why is the male reproductive system
important? (This enables that the human
beings will be able to reproduce).
2. Why are the testes considered to be an
important organ of the male reproductive
system? (This is because the testes are
the organs responsible for producing the
sperm cells of the male which fertilize the
egg cell of the females)
3. Why do the testes need to have a lower
temperature than the rest of the body?
(This is because the sperm cell needs
lower temperature for them to develop and
mature)
4. What part of the male reproductive system
protects the testes?
5. What secretes fluid which nourishes
sperm?
D. Elaborate Have learners pick a word from the bowl of
knowledge and ask them to explain the function
of it.
penis testes urethra epididymis

prostate gland scrotum vas deferens
seminal vesicle Cowper’s gland
What have you realized after learning the parts

and function of male reproductive system?
E. Evaluate Write the correct answer on the blank. Choose
your answer below.
penis seminal vesicle testes

scrotum epididymis prostate gland
sperm urethra vas deferens
Cowper’s gland
____________1. The tube that stores

sperm cell
____________ 2. Secretes fluid which
nourishes the sperm
____________ 3. The gland that releases
the fluid that flushes out
foreign matter and
neutralizes acidic urine
in urethra.
14
_____________ 4. The passageway of
urine and semen
_____________ 5. A pair of pouch like
sacs that protect the
testes
_____________ 6. Produces sugar-rich
fluid that provides
energy for the sperm
cells’ motility.
_____________ 7. Glands that produce
sperm cells and the
male sex hormones
called testosterone.
_____________ 8. The male sex cell
_____________ 9. External male organ
with a tip called glans
____________ 10. The passageway of
sperm coming from the
testes
Assignment/ Enrichment: What do you think is the importance of
circumcision?
Bring sketch pad and drawing pens/pencils

tomorrow.
V. Remarks
VI. Reflection
VII. Others
A. No. of learners who earned 80%
on the formative test
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
require remediation
E. Which of my teaching strategies
worked well? Why did it work/
F. What difficulties did I encounter
which my principal or supervisor
can help me solve
materials did I use/discover which
I wish to share with other
teachers?
15
ACTIVITY SHEET
Learning Target: We can identify and describe and give the function of the male
What You Need: flashcards of the parts of the male reproductive system
(To be provided by the teacher)
What to Do:
a. Identify the part of the male reproductive system given to your group.
b. Have your group brainstorm on the part assigned to you.
c. Let one of your members discuss and explain your assigned part to the class.
Scoring Rubric for Assessment
Category 4 3 2 1 0
Collaboration Group Group Group Group Group
members members members members members
contributed contributed worked worked DID NOT
GREATLY ENOUGH SOME Very CONTRIBUT
LITTLE E
Staying on Group Group Group Group Group
Task members member members members members
stayed on stayed on stayed on stayed on DID NOT
task the task MOST task SOME task stayed on
ENTIRE time of the time of the time LITTLE of task.
the time
Completion of The group The group The group The group The group
task completed completed completed complete DID NOT
the task with the task with MOST of d SOME work on task
FULL the Task of task
EFFORT REQUIRED
AMOUNT of
effort
16
DAILY LESSON PLAN

I. Objectives
A. Content Standard The learners demonstrate understanding of
how the parts of the human reproductive
system work
C. Learning The learner should be able to describe the
Competencies/Objectives parts of the reproductive system and their
functions (S5LTIIa-1)
● Draw and label the parts of the
reproductive system
A References
3. Textbook pages Science Beyond Borders p 39 -49 , Science for
Daily Use p 2-5
Additional Materials from Learning Video clip,
Resource (Portal) https://www.youtube.com/watch?v=LMp0QFCjYH4
B. Other Learning Resources Enlarged picture of male and female

reproductive system, chart/tarpapel, flash
cards.
IV. Procedure
A. Engage Have pupils name and identify the parts of the
male and female reproductive system. Ask
them to give the function of each part. (Name
Game: one pupil will name a part of male
/female reproductive system. She/he will call
another pupil to give the function of the part
she/he mentioned. The game will continue until
all the parts are mentioned and the functions
are explained.
17
B. Explore Present an enlarged picture of female and male
reproductive system. Have them identify the
parts.
https://www.google.com/search?source=hp&ei=-
5UmXZO2D4f1hwOgsaWIAg&q=female+reproductive+system&
oq=female+re&gs_l=psy-
ab.1.0.0i131j0l9.4604.8540..11196...3.0..0.175.1127.4j6......0....
1..gws-wiz.....10..35i39j35i39i285.ZNlQ0bECRMI
https://www.google.com/search?biw=1366&bih=657&tbm=isch
&sa=1&ei=oZsmXbW5O6aWr7wPya2LqAI&q=urinary+bladder
&oq=URRINARY&gs_l=img.1.0.0i10i24l3.1467522.1471121..14
74007...0.0..0.108.717.7j1......0....1..gws-wiz-
img.......35i39j0i67j0j0i30.w4gvVH8bjGY
Have the learners accomplish the attached

activity sheet.
C. Explain What is the importance of the reproductive

system?
(The reproductive system is important because
it is responsible for reproduction of new
offspring.)
D. Elaborate Have the learners display their work and have
them identify the parts of the reproductive
system.
E. Evaluate (Learner’s output in the Explore will serve as
evaluation)
Learners’ work will be rated using the criteria
below:
Criteria Points Earned

Followed directions 20 Points
Has all items required in 20 Points
drawing
Neatness/Best effort 20 Points
Detailed 20 Points
Colorful 20 Points
18
Assignment: Bring some of your photos when you were
young and your recent picture. You may also
bring pictures of your parents and siblings.
V. Remarks
VI. Reflection
VII. Others
A. No. of learners who earned 80% on
the formative test
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson.
require remediation
can help me solve
materials did I use/discover which I
wish to share with other teachers?
19
ACTIVITY SHEET
Learning Target: I can draw and label the parts of female (for girls) and male (for boys)
What You Need: coloring pens/ crayons, pentle pen, sketch pad/coupon bond
What to Do:
a. Boys: Illustrate and label the parts of the male reproductive system.
b. Girls: Draw and label the parts of the female reproductive system.
c. Color your work and make it neat.
d. Display your output on the board.
Set of Criteria 3 2 1 Points

Earned
A. Creation of diagram The learner The learner The learner
correctly illustrates the illustrates the
illustrates thereproductive reproductive
reproductive organ with organ with
organ to
one error in more than one
include thethe drawing error in the
different of the drawing of the
parts. different different parts.
parts.
B. Labeling of diagram The learner The learner The learner
labels all the labels the labels the
parts of the parts of parts of
reproductive reproductive reproductive
system system with system with
correctly one error. more than one
error
20
DAILY LESSON PLAN

I. Objectives
B. Performance Standard The learners should be able to practice proper hygiene
to care of the reproductive organs
C. Learning Competencies/ The learner should be able to describe the changes
Objectives that occur during puberty. (S5LTIIb-2)
● Enumerate the changes that female undergo
during puberty
A. References
pages
2. Learner’s Materials
pages
3. Textbook pages Science Beyond Borders p 50 - 53, Science for Daily
Use p 12-14
4. Additional Materials Video clip, https://www.youtube.com/watch?v=J8PyEVacaVA
from Learning https://www.youtube.com/watch?v=TlfsGKDoVIQ
Resource (Portal)
B. Other Learning Resources Photos of pupils when they were young, chart/
tarpapel, flash cards, pictures
IV. Procedure
A. Engage Present picture of a baby girl and a picture of a young
lady. Ask the learners to spot the changes/ differences
of the two pictures.
B. Explore Ask the learners work in pairs in accomplishing the
Have learners watch a video clip about the lesson

puberty. The video must focus on changes in Female
only. Have them answer the questions below:
1. What is puberty? (Puberty is the stage at which
girls and boys experience primary and
secondary changes in their body.)
2. What are the changes that may happen to a girl
at puberty stage? (Changes in girls are: breasts
begin to develop, hair begins to grow under
armpit and around sex organ/genitals; voice
become higher; increase in height; and start of
menstruation.)
3. How do you think can you cope with the
changes that are happening in your body
during puberty?
D. Elaborate What are the most common physical changes among
the girls during puberty? (The most common changes
21
among the girls during puberty are the development of
breasts, widening of hips, and the growth spurts).
How will you accept the changes that occur in your

body during puberty? (By becoming more aware of the
changes in the body and practicing proper hygiene.
Also by acknowledging the fact that everybody goes
through this stage and it is necessary for the body’s
growth and development.)
E. Evaluate List down the changes that occur in females during
puberty by filling out the table below.
Body Parts Changes Observed

Breasts
Hips
Weight/height
Hair
Skin
Assignment/ Enrichment Make a research on the nonphysical changes during
puberty. Ask your older friends or relatives whether
they have experienced such changes.
V. Remarks
VI. Reflection
VII. Others
remediation
lesson.
continue to require
remediation
Why did it work/
encounter which my
help me solve
which I wish to share with
other teachers?
22
ACTIVITY SHEET
Learning Target: I can enumerate and describe the changes in the body during
puberty.
What You Need: photos when you were young/ photos of your mother or older
female siblings when they were young and recent picture.
pen and notebook

What to Do:
1. Work in pairs.
2. Study each other’s photo
3. Record the changes that you observe in the table below
Name of Classmate/ Partner:

_________________________________________
Body Parts Changes Observed

breasts
hips
weight/ height
hair
skin
4. Answer the following questions:
a. Does your partner look the same from when she was younger?
Do the two pictures look the same?
b. How will you compare the changes in the female’s body during puberty?
23
DAILY LESSON PLAN

I. Objectives
C. Learning The learner should be able to describe the changes
Competencies/Objectives that occur during puberty. (S5LTIIb-2)
 Enumerate the changes that male undergo
during puberty
A. References
1. Teacher’s Guide Teacher’s Manual p 31 – 35, STeP
pages
pages
3. Textbook pages Science Beyond Borders p 50 - 53, Science for Daily
Use p 12-14
4. Additional Materials Video clip, https://www.youtube.com/watch?v=TlfsGKDoVIQ
from Learning https://www.youtube.com/watch?v=J8PyEVacaVA
Resource (Portal)
B. Other Learning Photos of pupils when they were young, chart/
Resources tarpapel, flash cards. Pictures
IV. Procedure
A. Engage Present picture of a baby boy and a picture of young
lass. Ask the learners to spot the changes/
differences of the two pictures.
B. Explore Ask the learners to work in pairs in accomplishing the
C. Explain Let the learners watch a video clip about puberty
Ask them to answer the following questions:

1. What is puberty? (Puberty is the onset of the
development of secondary sexual
characteristics.)
2. What are the most common physical
changes among the boys during puberty?
(The most common changes among the boys
during puberty are the broadening of
shoulders, Adam’s apple becomes
prominent, growth of beard and mustache
and around genitals, and the growth spurts).
3. How will you accept the changes that occur
in your body during puberty? (By becoming
more aware of the changes in the body and
practicing proper hygiene. Also by
acknowledging the fact that everybody goes
24
through this stage and it is necessary for the
body’s growth and development.)
D. Elaborate What is puberty? What are the changes that may
happen to a boy at puberty stage?
Have the learners understand the following

concepts:
1. Children between 9-16 years old should
expect more bodily changes. This is called
pubertal age or puberty.
2. As boys undergo puberty, they develop
secondary sexual characteristics such as:
development of sexual organs, appearance
of pubic, underarm, and facial hair.
3. These changes during puberty prepare an
individual for reproduction.
E. Evaluate Make a list of the changes that a boy may undergo
during puberty by filling out the table below.
Body Parts Changes

chest/ shoulders
facial features
weight/ height
voice
neck
hair
Assignment Explain why boys have to undergo circumcision and
its benefits.
V. Remarks
VI. Reflection
VII. Others
remediation
lesson.
D. No. of learners who continue
to require remediation
did it work/
solve
other teachers?
25
ACTIVITY SHEET
Learning Target: I can enumerate the changes in my body during puberty.
What You Need: photos when you were young and photos of your father or older
brother/other male relatives when they were young and recent picture
pen and notebook

What to Do:
1. Work in pairs.
2. Study each other’s photo
3. Record the changes that you observe in the table below
Body Parts Changes

chest/shoulders
facial features
weight/height
voice
neck
hair
4. Answer the following questions:
a. Do the two pictures look the same?

b. How will you describe the changes that happen in the male’s body
during puberty?
c. What changes do you like most/ least? Why?
26
DAILY LESSON PLAN

I. Objectives
Competencies/ changes that occur during puberty. (S5LTIIb-2)
Objectives ● Explain the relationship of bodily changes
to reproduction
A. References
pages
pages
3. Textbook pages Science Beyond Borders p 50 - 53, Science for
Daily Use p 12-14
4. Additional Materials Video clip, https://www.youtube.com/watch?v=BUqFaaA7MlM
from Learning
Resource (Portal)
B. Other Learning Photos of pupils when they were young,
Resources chart/tarpapel, flash cards. Pictures
IV. Procedure
A. Engage Let the learners compare and contrast the
changes that happen to boys and girls during
puberty using a Venn Diagram.
Present jumbled letters on the board. Have the

pupils rearrange the letters to form a word. Use
the clue below.
(The main function of reproductive system)
PERUDTOICRN
What is the word that you have formed?
(Reproduction)
The changes in your body has something to do
with reproduction.
What is reproduction? (Reproduction is the
process by which living things produce offspring of
the same kind.
B. Explore Group the learners into 3 and have them
accomplish the attached activity sheet
Have pupils answer the following questions:

1. What are the most common physical changes
among boys and girls during puberty?
27
2. Which of the changes among boys and girls
play a vital role to reproduction? (onset of
menstruation among girls, testes of boys start to
produce sperm)
3. What is the relationship of puberty to
reproduction? (Puberty is the stage during which
adolescents achieve fertility, meaning they are
able to reproduce. For young girls, the
achievement of fertility is marked by the first
menstrual period. Adolescent boys also achieve
fertility and begin producing sperm during puberty.
Development of sex organs also occur during
puberty. In boys, testes begin to produce sperms.
In girls, ovaries enlarge and egg begins to
mature.)
D. Elaborate The changes in your body have something to do
with reproduction.
What is reproduction? (Reproduction is the

process by which living things produce offspring of
the same kind.)
Have learners watch a video clip about the

relationship of puberty to reproduction.
What is the essence of being a man/woman?
Why do you think there are couples who were not

blessed to have a child? What do you think are the
reasons for this?
E. Evaluate In three to five sentences, explain the relationship
of bodily changes to reproduction.
Assignment/ Enrichment: What is the importance of reproductive system?
V. Remarks
VI. Reflection
VII. Others
remediation
lesson.
continue to require
remediation
Why did it work/
encounter which my
28
help me solve
other teachers?
29
ACTIVITY SHEET
Learning Target: I can list down the changes that may happen to both boys
and girls during puberty
What You Need: pen and notebook
What to Do:
List down all the changes that may happen to both boys and girls during
puberty.
Fill in the table below.

Bodily Changes at Puberty
Boys Girls
Answer the following questions:

1. What is produced by the testes when boys reach the stage of puberty?
2. What is released by the ovary during puberty?
30
DAILY LESSON PLAN

I. Objectives
Competencies/ changes that occur during puberty. (S5LTIIb-2)
Objectives  Realize the importance of reproductive
system in the process of reproduction
A. References
1. Teacher’s Guide pages STeP, CG
pages
3. Textbook pages Science Beyond Borders p Science for Daily Use
p 12-14, Science Teaching Planner
4. Additional Materials from Video clip, https://www.youtube.com/watch?v=_5OvgQW6FG4
Learning Resource https://www.youtube.com/watch?v=GEerCIZxYZo
(Portal)
B. Other Learning Chart/ tarpapel
Resources
IV. Procedure
A. Engage Recall the parts and functions of the reproductive
system
Game: Pass the Cabbage. (Music will be played.
The ball of paper/ ”cabbage” will be passed to one
other. When the music stops, the one holding the
cabbage will peel it, read the question in it and give
the correct answer.( questions contain the parts
and functions of the reproductive system
B. Explore Group the learners by gender. Each group will
answer the task specified for them in the attached
activity sheet.
Have learners watch a video about fertilization.
Pre-viewing Questions:
1. What is fertilization?
2. What happens when fertilization occurs?
3. What is the importance of reproductive
system to reproduction?
(When a sperm cell enters the woman’s body and

meets the egg cell in the fallopian tube, fertilization
may take place. A new life begins when a sperm
cell unites with an egg. This union is called
31
fertilization. An egg is usually fertilized in the
fallopian tube and implanted in the uterus. The
fertilized egg is called the zygote. In the uterus, the
zygote undergoes development for nine months
until the birth of the baby. This period of time is
called pregnancy.)
D. Elaborate Have pupils watch a video clip about the
importance of reproductive system to
reproduction.
What is the role of male and female reproductive

system to reproduction?
(The reproductive system is a system of sex

organs within an organism which work together for
the purpose of sexual reproduction. Many non-
living substances such as fluids, hormones, and
pheromones are also important accessories to the
reproductive system.)
E. Evaluate A. Choose the letter of the correct answer:
1. What is reproduction?
a. When a young organism makes adults
b. When parents produce an offspring
c. When a young is an exact copy of its
parent
2. Why is reproduction important?
a. To sustain the life of organisms
b. To develop the life of organisms
c. To guarantee the continuity of
organisms
3. The male sex hormone is produced by
which male reproductive organ?
a. testes
b. penis
c. urethra
4. It is the stage in human development in
which a person becomes physically
mature.
a. infancy
b. puberty
c. adulthood
5. The female sex hormone is produced by
which female reproductive organ?
a. ovary
b. uterus
c. fallopian tube
B. Answer the question briefly:

How important is knowing the significance of
reproductive system to reproduction?
Assignment/ Enrichment Create a jingle to communicate your thoughts
about being an adolescent.
V. Remarks
VI. Reflection
32
VII. Others
earned 80% on the
formative test
require additional activities
for remediation
lesson.
continue to require
remediation
Why did it work/
encounter which my
help me solve
to share with other
teachers?
33
ACTIVITY SHEET
Learning Target: I can trace the path of a sperm
Activity 1: For Boys
What You Need:

diagram of male reproductive system
notebook and pen
What to Do:
1. Using the diagram of male reproductive system that your teacher will provide,
trace the path of a sperm from its production in the testes to its release in the
urethra.
2. Explain your work in the class.
Learning Target: I can trace the journey of the egg cell
Activity 2: For Girls
What You Need:

pen, notebook/ drawing book
What to Do:
1. Using the diagram of female reproductive system that your teacher will provide,
trace the journey of the egg cell from its production and implantation.
2. Color your work and make it neat.
34
FIRST SUMMATIVE TEST
Name _____________________________ Section___________ Date___________
Directions: Read the questions carefully. Choose and ring the letter of the
correct answer.
1. What part of the male reproductive system serves as the passageway for the
sperm from the testes to the seminal vesicle?
A. prostate gland
B. scrotum
C. urethra
D. vas deferens
2. Which of the following is the male sex hormone produced by the testes?
A. estrogen
B. progesterone
C. testosterone
D. none of the above
3. What part of the female reproductive system releases the egg cell?
A. cervix B. ovary C. fallopian tube D. vagina
4. Which of the following organs is also known as the birth canal?

A. cervix
B. fallopian tube
C. uterus
D. vagina
5. Where does a baby (fetus) grow and develop?

A. fallopian tube B. uterus C. ovary D. stomach
6. Where does fertilization occur?

A. cervix
B. fallopian tube
C. uterus
D. vagina
7. What do you call the process of the union of the egg cell and sperm cell?
A. fertilization
B. implantation
C. menstruation
D. ovulation
8. It is the stage in human development in which a person becomes physically

mature.
A. infancy B. childhood C. puberty D.
adulthood
9. How many days does a normal menstrual cycle occur?

A. 7 days B. 14 days C. 21 days D. 28 days
35
10. Which is NOT a change observed in a boy’s body during puberty?
A. Adam’s apple become prominent
B. Development of breasts
C. Broadening of shoulders
D. Growth of mustache and beard
Directions: Label the parts of the female reproductive system.
11.
12.
13. 14.
15.
Directions: Label the parts of the male reproductive system.
16. 18.
17. 19.
20.
36
Directions: Explain briefly the following questions: (5 points each)
1. How important is knowing the parts of the male and female reproductive
systems?
___________________________________________________________
___________________________________________________________
__________________________________________________________
2. What changes occur as you grow and why are these changes important in
your growth and development?
___________________________________________________________
___________________________________________________________
___________________________________________________________
37
DAILY LESSON PLAN

I. Objectives
C. Learning The learner should be able to explain the
Competencies/ menstrual cycle (S5LTIIc-3)
Objectives ● Define menstruation

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

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

M - monthly period
E - eliminating, endometrium, egg cell ,estrogen
N - nasty
S - system
T - teenager
R - reproduction
38
U - uterus
A - abdominal pain
T - tiresome
I - irritable
O - ovulation
N - not comfortable
Ask the learners to answer the following

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

1. What is menstruation? (One of the
changes that take place to girls during
puberty is the occurrence of menstruation.)
2. What is menstruation? (Menstruation is the
monthly vaginal discharge of blood
secretions, and the lining of the uterus
when fertilization has not occurred)
E. Evaluate What is menstruation? Explain your answer in two
to three sentences.
Assignment/ Enrichment: What is menstruation and how does it occur?
Why do we need to study the menstrual cycle?
V. Remarks
VI. Reflection
VII. Others
remediation
lesson.
continue to require
remediation
39
Why did it work/
encounter which my
help me solve
other teachers?
40
DAILY LESSON PLAN

I. Objectives
C. Learning The learner should be able to explain the
Competencies/Objectives menstrual cycle. (S5LTIIc-3)
● Illustrate the phases of menstrual cycle
A. References

3. Textbook pages Science Beyond Borders p 54-55 Science for
Daily Use p 15-18
4. .Additional Materials from Video clip, https://www.youtube.com/watch?v=ak7tFOL32sE
B. Other Learning Resources Chart/ tarpapel, diagram
IV. Procedure
A. Engage Encourage the learners to answer the riddle: “I am
a vessel that serves as a house for guests for
about nine months. My guests can vary in size and
number, but I prepare for all of them. Every month,
I lay out a thick, red carpet for the guests.
However, if no guest comes, I have to clean up the
carpet and send it out. After a month or so, I repeat
the process. What am I? (Uterus)
The teacher will present a diagram of the phases

of menstrual cycle.
https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=
1&ei=ZaEmXa2TGKuymAX9-
5jgBQ&q=menstrual+cycle&oq=MENSTRUA&gs_l=img.1.1.0l7j0i67j
0l2.960672.967987..971796...1.0..0.126.815.7j2......0....1..gws-wiz-
img.......35i39j0i5i30j0i30.1pUzjTbcHyc#imgrc=NH6ImDY79Yl-VM:
B. Explore Group the learners into three and ask them
answer the attached activity sheet.
41
C. Explain The menstrual cycle is the monthly series of
changes a woman’s body goes through in
preparation for the possibility of pregnancy. Each
month, one of the ovaries releases an egg- a
process called ovulation. At the same time,
hormonal changes prepare the uterus for
pregnancy. This is a menstrual period. The
menstrual cycle has four phases.
D. Elaborate Have learners watch a video clip about the
menstrual cycle.
https://www.youtube.com/watch?v=ak7tFOL32sE
E. Evaluate Learners’ output will be rated using the rubrics
below.
Assignment: Using other books or the internet briefly answer

the following questions:
1. What happens during one menstrual cycle
and why is it important to reproduction?
dysmenorrhea? Explain your answer.
V. Remarks
VI. Reflection
VII. Others
remediation
lesson.
to require remediation
did it work/
encounter which my
42
help me solve
other teachers?
43
ACTIVITY SHEET
Learning Target: I can draw/ illustrate the phases of the menstrual cycle.
What You Need: pencil, coloring material (crayons, coloring pen/pencils),

drawing book/ coupon bond, enlarged picture of menstrual cycle
(to be provided by the teacher)
What to Do:
1. Illustrate the menstrual cycle. Refer to the diagram below.
https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1&ei=ZaEmXa2TGKuymAX9-
5jgBQ&q=menstrual+cycle&oq=MENSTRUA&gs_l=img.1.1.0l7j0i67j0l2.960672.967987..971796...1.0..0.126.815.7j2.
.....0....1..gws-wiz-img.......35i39j0i5i30j0i30.1pUzjTbcHyc#imgrc=NH6ImDY79Yl-VM:
2. Make your illustration colorful and neat.

3. Display you work /output on the board for assessment.
Scoring Rubric for Assessment
44
DAILY LESSON PLAN

I. Objectives
C. Learning The learner should be able to explain the menstrual
Competencies/ cycle (S5LTIIc-3)
Objectives ● Describe what happens in each stage/
phase of menstrual cycle
A. References
1. Teacher’s Guide Teacher’s Manual p 34-35, STeP, CG
pages
pages
Use p 15-18
4. Additional Materials Video clip, https://www.youtube.com/watch?v=ak7tFOL32sE
from Learning https://www.youtube.com/watch?v=ayzN5f3qN8g
Resource (Portal)
B. Other Learning Chart/tarpapel, diagram , flash cards
Resources
IV. Procedure
A. Engage Present the word MENSTRUATION.
Show the following words in a flash card and then ask

them what words they can relate to menstruation.
sanitary napkins puberty baby monthly period

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

Phases of Menstrual Cycle
and have learners
discuss and explain
what happens during
each phase.
https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1&ei
=ZaEmXa2TGKuymAX9-
5jgBQ&q=menstrual+cycle&oq=MENSTRUA&gs_l=img.1.1.0l7j0i67j0l2.9
60672.967987..971796...1.0..0.126.815.7j2......0....1..gws-wiz-
img.......35i39j0i5i30j0i30.1pUzjTbcHyc#imgrc=NH6ImDY79Yl-VM:
45
Phases of Menstrual Cycle
Phase I – This is the menstruation phase. The first
Day of menstruation is the first day of
menstrual Cycle. The uterine lining breaks down and
blood comes out of the vagina. This is called the
menstrual flow. The flow lasts from three to five days.
It marks the beginning of the next menstrual cycle.
Phase II – The lining of the uterus becomes thin after

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

called ovulation. The egg cell travels along the
oviduct/fallopian tube and waits for a sperm cell.
Phase IV- During this period, the uterus prepares for

a possible fertilization and implantation by making
the uterine lining grow and thicken.
D. Elaborate Have learners view a video clip about the phases of
menstrual cycle.
While viewing, have learners answer the following

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

thicker in case a fertilized egg
moves to the uterus for
implantation.
4. The process of fertilization may
take place.
5. The lining of the uterus becomes
thin after the bleeding period.
Assignment/ Enrichment: Make a flow chart showing what happens during the
menstrual cycle.
V. Remarks
VI. Reflection
VII. Others
46
remediation
lesson.
continue to require
remediation
Why did it work/
encounter which my
help me solve
to share with other
teachers?
47
ACTIVITY SHEET
Learning Target: I can track the menstrual cycle.
What You Need: pen, notebook, short text, textbook (Science Beyond Borders)
What to Do:
1. Read the short text and do the activity below.
Liza has a normal menstrual cycle. If she has her first day of menstruation on
September 6, what will be the dates for the following events?
a. The day when the uterine lining was released from the body.
b. The days when the uterine wall will become thick and spongy; and
c. The period when the mature egg cell will be released from the ovary to the
fallopian tube.
You may refer to the illustration on page 54 of your textbook to trace the
menstrual cycle of Liza.
48
DAILY LESSON PLAN

Time & Date Quarter Q3 W3 D4-5
I. Objectives
C. Learning The learner should be able to explain the menstrual
Competencies/Objective cycle. (S5LTIIc-3)
s ● Explain how menstrual cycle affect
reproduction
A. References
1. Teacher’s Guide Teacher’s Manual p 34-35, STeP, CG
pages
pages
Use p 15-18
4. Additional Video clip, https://www.youtube.com/watch?v=ak7tFOL32sE
Materials from
Learning Resource
(Portal)
B. Other Learning Chart/ tarpapel, diagram , flash cards
Resources
IV. Procedure
A. Engage What comes to your mind when you hear the word
menstrual cycle? What words can be associated to
menstrual cycle? Elicit learners’ responses through
semantic web
B. Explore Have learners watch a video clip about fertilization

and menstrual cycle. Have them answer the
questions below.
49
1. What is menstruation?
2. How does fertilization occur?
3. What is ovulation? How many egg is
released by the ovary?
4. What happens when the egg is fertilized?
C. Explain Presentation of output.
Further discussion of the lesson:

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

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

monthly period. Do you think she will still get
pregnant? Why? Why not?
E. Evaluate Explain how menstrual cycle affects reproduction.
Write your answer in 2-3 sentences.
Assignment/ Enrichment Give the meaning of the following terms:
fertilization ovulation menstruation

reproduction zygote pregnancy
V. Remarks
VI. Reflection
VII. Others
earned 80% on the
formative test
for remediation
lesson.
50
continue to require
remediation
Why did it work/
encounter which my
help me solve
to share with other
teachers?
51
DAILY LESSON PLAN

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

attach the paper strips to
the picture of male and
female reproductive
52
organs where arrows are
found.
C. Explain Let the learners answer the following key questions:
1. What are some common diseases and
disorders you have listed in your output?
2. How are these common diseases and
disorders acquired?
3. What are the causes of these common
diseases and disorders of the reproductive
system?
D. Elaborate Ask the following questions:
1. What are some common diseases or disorders
of the reproductive system?
2. Do you think this can be prevented?
3. Is it important to take care of our reproductive
system? Why?
E. Evaluate Direction: Read the sentences carefully. Choose the
letter of the correct answer.
1. It is a problem affecting a woman’s uterus, called

a “misplaced tissue”.
A. Endometriosis
B. Gynecological Cancer
C.HIV/AIDS
D. Sexually Transmitted Diseases
2. It is made up of muscle cells and other tissues
that grow in and around the wall of the uterus, or
womb.
A. Endometriosis
C.HIV/AIDS
3. A cancer that begins in the different places within
a woman’s pelvis.
A. Endometriosis
C. HIV/AIDS
4. Swelling of the prostate gland which surrounds
the base of the male bladder and urethra.
A. prostate cancer
B. BPH (Benign prostatic hypertrophy)
C. RTI (Reproductive Tract Infection)
D. Testicular Cancer
5. It is a cancer that occurs in the prostate, a small
walnut shaped gland in the male that nourished
the sperm.
A. prostate cancer
B. BPH (Benign prostatic hypertrophy)
C. RTI (Reproductive Tract Infection)
D. Testicular Cancer
Assignment List down some ways to prevent ailment of the
Reproductive System.
53
Make a scrap book on the different diseases and
Disorders of the Reproductive System.
V. Remarks
VI. Reflection
VII. Others
earned 80% on the
formative assessment.
for remediation.
C. Did the remedial lesson
lesson.
continue to required
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
54
ACTIVITY SHEET
Learning Target: We can enumerate diseases and disorders of the Reproductive

System
For Groups 1 and 2:
What You Need:

paste pens paper strips
What to Do:
1. Pick out from the words found inside the envelope some common disorders
of the reproductive System.
2. Write it in the paper strips provided for you.
3. Paste it in the chart provided for you.
Common Diseases and Disorders of the Reproductive System
1. How many common diseases or disorders of the reproductive system have

you listed?
2. From the words that you have written, which common diseases are for
female? male?
3. Do you think these diseases can be treated? How?
For Groups 3 and 4:
What You Need:

pictures pen paste
What to Do:
1. Open the envelope containing pictures.

2. Choose from the pictures inside the envelope some common diseases and
disorders of the Reproductive system.
3. Paste those pictures in a manila paper and label them.

1. What are the common diseases and disorders of the reproductive system found
inside the envelope?
2. What helps you choose the right pictures?
3. Do you think these common diseases can be treated and prevented? How?
Note: Pictures to be used for the activity will be provided by the teacher.
55
DAILY LESSON PLAN

I. Objectives
Content Standard The learners demonstrates understanding of how the parts of
human Reproductive System work
Performance Standard The learners should able to practice proper hygiene to care of
the Reproductive Organs
Learning The leaners should be able to give ways of taking care of the
Competency/Objective: Reproductive Organs (S51TII d-4)
 Identify ways on how to prevent ailment in the
reproductive system
A. References
1.Teacher’s Guide TM Science Beyond Borders, STeP
pages
2.Learner’s
Materials pages
4.Additional
Materials from
Learning Resources
(LR) Portal
B. Other Learning
Resources pictures, paper strips, activity sheets chart.
IV. Procedure
A. Engage Show pictures of common diseases and disorders affecting the
Elicit learners’ responses:

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

below on how to prevent ailments
in the Reproductive System.
1. Practice YES NO
good
hygiene.
2. Visit
your doctor
regularly.
3.Do not
smoke
56
4. Submit
for a
regular
screening
for HIV and
other
sexually
transmitted
diseases.
Group 2: Check the table below

on how to prevent common
diseases and disorders for
female.
1. Eat balanced YES NO

a diet.
2. Drink plenty
of water.
3. Get regular
exercise.
4. See your
doctor
regularly.
5. Avoid
smoking
tobacco.
6. Drink colas
when thirsty
C. Explain Let each group present their output.
Let them answer the key questions:

1. What are some ways in preventing common diseases
and disorders in the Reproductive System?
2. Is it important that we observe those healthy habits for
the Reproductive System?
1. What are some ways in preventing ailments of the
Reproductive System?
2. As teenagers do you need to take care of your
reproductive system? Why?
E. Evaluate Direction: Put a check if the statement tells ways in preventing
common diseases and disorders in the reproductive system, X if
not.
_____ 1. Seek medical advice if your feel something wrong with
your reproductive system.
_____ 2. Get regular exercise.
_____ 3. Eat a balanced diet and drink plenty of water.
_____ 4. Seeing a doctor for a screening for HIV and other
sexually transmitted diseases is not needed.
_____ 5. Get enough sleep and manage stress and healthy
ways.
_____ 6. Use public toilet and washroom always.
57
_____ 7. Always wear clean underwear.
Assignment: List down some health habits that you do in taking care of your
Collect some articles about prevention and cure of common

diseases and disorders in the Reproductive System.
V. Remarks
VI. Reflection
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lesson work?
D. No. of learners
who have
caught up with
the lesson.
E. No. of learners
who continue to
required
remediation
F. Which of my
teaching
strategies
worked well?
Why did these
work?
G. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
H. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
58
ACTIVITY SHEET
Learning Target: We can identify ways on how to prevent ailment in the reproductive
system.
For Groups 1 and 2:
What You Need:

pens manila paper crayons
What to Do:
1. Make a poster showing ways on how to prevent ailment in the reproductive
system.
2. Use the coloring materials and paper for you.
3. Post your output after 5 minutes.

1. What are some ways to do to prevent ailment in the reproductive system?
2. Do you have to do this? Why and why not?
For Groups 3 and 4:
What You Need:

pens paper
What to Do:
1. Write an essay on ways on how to prevent ailment in the reproductive system.
2. Use the paper provided for you
3. Post your output after 5 minutes

1. What are the ways on how to prevent ailment in the reproductive system?
2. Is it important to do this regularly? Why?
59
DAILY LESSON PLAN
School Grade 5
I. Objectives
Content Standard The learners should be able to understand how the parts of the
human reproductive system works.
Performance Standard The learners should be able to practice proper hygiene to care
for the reproductive system
Learning Competency/ The learners should be able to give ways of taking care of the
Objective reproductive organs (S5LTIId-4)
 Identify good health practices for the reproductive
system
A. References
1. Teacher’s Guide TM. Science Beyond Borders, pp. 36-38, STeP
pages
2. Learner’s
Materials pages
3. Textbook pages Science Beyond Borders, pp56-59
Science for Daily Use pp.19-22
4. Additional Materials
from learning
Resources (LR) Portal
B. Other Learning Pictures, paper strips, tarp papel/chart, activity sheets
Resources Video clip https://www.youtube.com/watch?time_continue=23&v=MbdS3EEWYsU
IV. Procedure
A. Engage Show pictures of a healthy person and a sick one.
Have learners describe each picture.

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

1. “I am healthy because…”
2. “I am not healthy because…”
Let the learners walk through inside the classroom and have
them look for the pictures showing good health habits. (Pictures
were posted in every corner of the room).
What are those good health habits that you find inside our
classroom?
B. Explore Divide the learners into 2 groups and have them answer activity
sheet.
C. Explain Presentation of Output. (See attached rubric)
Have learners answer the questions below:

1. What are some health habits you should do to keep your
reproductive organs healthy?
60
2. Why is it important to take care of the reproductive
system?
D. Elaborate Have learners watch a video clip about the lesson Caring for
the Reproductive System.
Have learners answer the checklist on how much they take care
of their reproductive organ. (See attached checklist)
What are the things you should do to keep your body/

reproductive system healthy?
Is it good to borrow underwear to others? Why? Why not?
Generalization: Our reproductive organs should be taken care

of properly to avoid discomfort and infection. One should
practice good health habits to keep the reproductive system
healthy.
E. Evaluate Directions: Draw a  if the statement tells about good habits
to keep the reproductive system healthy and  if not.
____1. Take a bath every day.
____2. Wear only your own underwear.
____3. Wash external reproductive organs with
mild soap and water.
____4. Sit comfortably using a public toilet.
____5. Use clean towel after every bath.
____6. Wash underwear properly.
____7. Change underwear every other day.
____8. Borrow underwear from friends.
____9. If you are a girl, use sanitary napkins during your
menstrual period.
____10. Visit / consult a doctor if necessary
Assignment Cut out pictures showing good health practices for the
V. Remarks
VI. Reflection
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
61
encounter which my
can help me solve?
use/discover which I
wish to share with other
teachers?
62
ACTIVITY SHEET
Group 1:
Science Skills: identifying, describing and communicating
Time Frame: 5- 10 minutes
What You Need: pictures inside the envelope, manila paper, paste
(To be provided by the teacher)
What to Do:
1. Choose the pictures inside the envelope that show good health practices to
keep your reproductive system healthy.
2. Paste the pictures you chose in the manila paper
3. Answer the questions below:
What are some good health habits you do in caring for your reproductive system?
Why are these practices good for your reproductive system?
4. Present your output in class.
Health Habits for Reproductive System
1. Eat nutritious food.

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

Always (5) Seldom (3) Never (1)
1. I take a bath every day
2. I wash my external
organ with mild soap and
water.
3. I wear only my
underwear.
4. I change my underwear
as often as needed.
5. I am extra careful in
using public toilet.
3. Which of these health habits have you scored poorly? Why?

4. Are you keeping your reproductive organs healthy?
63
ACTIVITY SHEET
Group 2
Science Skills: Identifying, Describing, Communicating
Time Frame: 5- 10 minutes
What You Need: Checklist (written on the manila paper/ tarpapel), pentle pen/ chalk
What to Do:
1. Boys and girls must practice care and concern of their reproductive organs.
Identify which practices are intended for boys, which are for girls and which can
be practiced by both boys and girls.
2. Check the chart below:
Proper Care For Male For Female Both Male and

(Boys) (Girls) Female (Boys &
Girls)
1. Wash external reproductive
organ with mild soap and
water.
2. Change underwear
regularly.
3. Exercise care when using
public toilet.
4. Use sanitary pad when
having menstruation.
5. Avoid using other’s
underwear
6. Have to undergo
circumcision
7. Visit a
gynecologist/urologist when
needed.
3. Answer the questions below:
a. Which of the above mentioned practices do you observe regularly?
b. Why are these practices intended for girls only, or for boys only?
4. Present your output to the class.
https://www.google.com/search?rlz=1C1CHBF_enPH805PH812&tbm=isch&q=BLIND+MAP+OF+THE+PARTS+OF+
FLOWER+GUMAMELA&chips=q:blind+map+of+the+parts+of+flower+gumamela,online_chips:hibiscus+flower&usg=
AI4_-
kTTHfzJ15HNfFUMPYAmi26puAOOMg&sa=X&ved=0ahUKEwj9t6zcrMDjAhXTdXAKHSXCDeQQ4lYIMygJ&biw=170
7&bih=821&dpr=0.8#imgrc=_
64
DAILY LESSON PLAN

I. Objectives
Content Standard The learners demonstrates understanding of how the
parts of human Reproductive System work
Performance Standard The learners should able to practice proper hygiene to
care of the Reproductive Organs
Learning Competency/ The learners should be able to give ways of taking care
Objective of the Reproductive Organs (S51TII d-4)
 Illustrate good health practices for the
A. References:
1.Teacher’s guide TM Science Beyond Borders, pp. 36-38; STeP
pages
2.Learner’s
Materials pages
3.Textbooks pages Science Beyond Borders pp. 56-59
4.Additional
Materials from
Learning Resources
(LR) Portal
B. Other Learning pictures, paper strips, activity sheets chart
Resources
IV. Procedure
A. Engage Let the learners listen to a song about taking good care
of the reproductive system.
Do you like the song?
What is the message of the song?

B. Explore Divide the class into 4 groups. Let them do the task found
in the activity sheet.
C. Explain. What are some good health habits you should observe
to make your reproductive organs healthy?
Why do you need to do it?
D. Elaborate Make a daily checklist on how often you were able to do
good health practices for your reproductive system.
Direction. Check the table below which shows how

consistent you are in taking care of your reproductive
system.
Good health Always Sometimes Never
practices for the
reproductive system
I. I sleep at least 8
hours everyday
65
2. I take a bath
everyday
3. I eat nutritious
foods like fruits and
vegetables.
4. I drink at least 8
glasses of water.
5.I exercise daily to
keep myself fit and
healthy
How do these practices that you observed everyday

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

E. Evaluate Direction: Draw good health habits in caring for the
reproductive system (5 pts). Use the attached rubric for
checking.
Assignment: Collect pictures showing good health practices for the
reproductive system. Make a collage.
V. Remarks
VI. Reflection
VII. Others
A. No. of
learners who earned
80% on the formative
assessment.
require additional
activities for
remediation.
C. Did the remedial
lesson work?
No. of learners who
lesson.
remediation
Why did these work?
encounter which my
can help me solve?
teachers?
66
ACTIVITY SHEET
Learning Target: We can illustrate ways on how to prevent ailment in the reproductive
system.
What You Need:

pens crayons
What to Do:
1. Make a poster on how to prevent ailment in the reproductive
system.
2. Use the coloring materials provided for you.
3. Post your output after 5 minutes.
67
DAILY LESSON PLAN

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

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

1. What is reproduction?
2. What are the ways on how animals reproduce?
68
3. What are some examples of animals that lay eggs?
4. What are some animals that are born alive?
5. Do these animals have similarities and differences?
How?
D. Elaborate Group the following animals into 2 those that are born alive
and animals that lay eggs.
(Pictures are found in an envelope. Photos will be provided

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

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

eagle crocodile chicken horse
pig birds cow goat
Assignment: Collect pictures of animals that are born alive and animals
that lay eggs. Make a scrap book.
List down some pictures of animals found in the sea.

V. Remarks
VI. Reflection
VII. Others
earned 80% on the
for remediation.
work?
No .of learners who have
caught up with the lesson.
D .No. of learners who
remediation
Why did these work?
encounter which my
help me solve?
69
G .What innovation or
to share with other
teachers?
70
ACTIVITY SHEET
Group 1
Learning Target: We can identify ways on how animals reproduce.
What You Need:

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

2. Write it in a paper provided for you.

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

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

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

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

1. How do animals reproduce?
2. What are the different modes of reproduction in animals?
71
72
DAILY LESSON PLAN

Teacher Learning Science
Area
I. Objectives
reproduce.
Performance
Standard
Learning The learners should be able to describe the different modes
Competency/ of reproduction in animals such as butterflies, mosquitoes,
Objectives frogs, cats and dogs (S5LTIIe-5)
 Differentiate sexual from asexual reproduction
III. Learning
Resources
A. References
1.Teacher’s TM Science Beyond Borders, pp. 42-45, STeP
guide pages
2.Learner’s
Materials pages
3.Textbooks Science Beyond Borders pp. 61-66
pages
4.Additional
Materials from
Learning
Resources (LR)
Portal
Resources
IV. Procedure
A. Engage Show pictures of fish, hydra, sea anemone, dog, frog,
horse.
2. Can you tell how these animals reproduce?
B. Explore Provide video clip on - Group tasks.
asexual and sexual Group 1:
reproduction. Check the names of animals
which are produced through
Let them answer the key asexual reproduction.
question after watching Group 2:
the video: How do animals Group the following animals
reproduce? into two using the table below.
Divide the pupils into 3 Animals that Animals that

groups undergo undergo
sexual asexual
Distribute the activity reproduction reproduction
sheets.
73
fish birds cat
hydra sea anemone
dog frog cow
horse chicken
butterfly mosquito
C. Explain Let each group present its output.

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

reproduction using the Venn diagram.
E. Evaluate Direction: Fill in the table correctly.
Choose your answers below.
Sexual reproduction Asexual reproduction
fission gamete
regeneration budding
internal fertilization external fertilization
autogamy zygote
single organism fragmentation two parents
Assignment: Collect pictures of animals that are produced through
sexual reproduction.
How do lizards and jellyfish differ from each other? .

V. Remarks
VI. Reflection
VII. Others
earned 80% on the
formative
assessment.
require additional
activities for
remediation.
C. Did the remedial
lesson work? No. of
74
learners who have
caught up with the
lesson.
remediation
E. Which of my
teaching strategies
these work?
F. What difficulties did
I encounter which my
can help me solve?
G .What innovation or
wish to share with
other teachers?
75
ACTIVITY SHEET
Learning Target: We can differentiate sexual from asexual reproduction
What You Need:

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

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

2. What are the modes of reproduction in animals?
76
DAILY LESSON PLAN

I. Objectives
reproduce
Learning Competency/ The learners should be able to describe the different modes of
Objectives reproduction in animals such as butterflies, mosquitoes, frogs,
cats and dogs (S5LTIIe-5)
 Identify animals that undergo sexual reproduction
A. References
1.Teacher’s guide TM Science Beyond Borders, pp.39-40, STeP, CG
pages
pages
from Learning
Resources
IV. Procedure
A. Engage Game:
1. Let the pupils guess the name of animals through its

sound.
2. After the game let them list down the names of the
animals.
3. Do these animals undergo sexual reproduction?
B. Explore Divide the learners in 4 groups. Divide the class into 2.
Let them choose a leader and a Distribute pictures of

reporter in each group animals
Each group will be given envelopes Group 1: Put in the

containing pictures of animals pocket chart the
animals that undergo
They are going to choose pictures of sexual reproduction
animals that undergo sexual (teacher will provide
reproduction. pictures)
After 5 minutes let them present their Group 2: Cut out picture
outputs. of animals that are
produce through sexual
reproduction.
C. Explain Let them answer the key questions.
1. What is sexual reproduction?
77
2. What are some example of animals that are produce
through sexual reproduction?
3. Are all these animals undergo internal fertilization?
D. Elaborate The teacher will show pictures of horse and frog.
1. Are these two animals the same in terms of fertilization?

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

birds hydra horse turtle deer mosquito
butterfly
Assignment: Collect pictures of animals that are produced through sexual and
asexual reproduction.
V. Remarks
VI. Reflection
VII. Others
earned 80% on the
for remediation.
lesson.
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
78
ACTIVITY SHEET
Learning Target: We can identify animals that undergo sexual reproduction
What You Need:

pictures paste paper
What to Do:
1. Open the envelope containing pictures of animals
2. Choose pictures of animals that undergo sexual reproduction.
3. Paste those pictures in a paper provided for you.
4. After 5 minutes post your output.
Answer the question: What are those animals that undergo sexual reproduction?
79
DAILY LESSON PLAN

I. Objectives
reproduce
Learning Competency/ The learners should be able to describe the different
Objectives modes of reproduction in animals such as butterflies,
mosquitoes, frogs, cats and dogs (S5LTIIe-5)
 Distinguish animals that undergo asexual
reproduction
A. References
1.Teacher’s guide TM Science Beyond Borders, pp. 42-43; STeP
pages
2.Learner’s
Materials pages
4.Additional
Materials from
Learning Resources
(LR) Portal
B. Other Learning
IV. Procedure
A. Engage The teacher will show pictures of hydra, starfish sea
anemone, jellyfish crocodile
2. Where can we find these animals and
organisms?
3. Are these animals and organisms alike or
different? Why?
B. Explore Show video clips about how animals reproduce. Divide
the learners into 4 groups. Give the task. Distribute the
activity sheets.

a. What is asexual reproduction?
b. How do animals reproduce asexually?
c. What are some examples of animals that
undergo asexual reproduction?
D. Elaborate Ask the question below: What are some modes of
reproduction in animals?
80
E. Evaluation Direction: Cross-out the organisms /animals that do not
belong in the group.
1. hydra hen starfish
2. sea anemone cow butterfly
3. crocodile lizard goat
4. rat jellyfish whale
5. duck seahorse mosquito
Assignment: Collect pictures of animals that undergo asexual
reproduction and make a scrap book.
Are all animals in the surroundings needed by human

and organisms in the ecosystem?
V. Remarks
VI. Reflection
VII. Others
earned 80% on the
require additional
activities for remediation.
C. Did the remedial
lesson work?
No. of learners who have
caught up with the
lesson.
remediation
Why did these work?
encounter which my
can help me solve?
teachers?
81
ACTIVITY SHEET
Learning Target: We can distinguish animals that undergo asexual reproduction
What You Need:
pens pictures paper
What to Do:
1. Open the envelopes with pictures inside

2. Choose the pictures of animals that undergo asexual reproduction.
3. Paste it in a piece of paper provided for you.
4. Be ready to post your output after 5 minutes.
Ask the question: What are those animals that undergo asexual reproduction?
82
DAILY LESSON PLAN

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

relationship to extinction
reproduce
Learning Competency/ The learners should be able to describe the different
Objectives modes of reproduction in animals such as butterflies,
mosquitoes, frogs, cats and dogs (S5LTIIe-5)
 Explain the importance of reproduction in animals
and its relationship to extinction
A .References
1.Teacher’s guide pages TM Science Beyond Borders
pages
4.Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources pictures, paper strips, activity sheets chart
IV. Procedure
A. Engage The teacher will show pictures of chicken, turtle, tiger,
parrot, walrus and leopard.
1. What can you say about the pictures?
2. Which among those animals in the picture are still in this
world?
3. Which among those animals are gone?
4. What does the word ‘extinct’ mean?
B. Explore Show video clips of animals Group the learners into 3.
and its relationship to the
extinction. Draw an environment
where animals, plants and
https://www.youtube.com/watch?v=qfslJ people live.
2TDIEY
Give the task.
Distribute the activity sheets
Group 1:
Name your group and choose
a leader and a reporter.
Make a poster about the

importance of reproduction in
animals and its relationship to
the extinction
83
Use the coloring materials
and sheet of paper provided
for your output.
Be ready to present your

output in 5 minutes.
Group 2 and 4:
Choose a leader and a
reporter in your group.
Make a slogan depicting the

extinction.
Group 3:
Name your group and choose
a leader and reporter.
Write an essay about the

extinction.
After 5 minutes be ready to

present your output.

1. How does reproduction affect the extinction of
animals?
2. How important is reproduction to the continuity of
life?
D. Elaborate What will happen to the organism if it will stop reproducing?
How would it affect us humans?
How would we be able to help slow down extinction of

animals?
84
E. Evaluate Direction: Complete the statements below using the words
found inside the box.
1. When the number of individuals in a species becomes
so small that the specie may not survive the specie
is___________
2. The term applied to a specie that can no longer be
found living is_______.
3. A specie could become extinct because
of____________
4. _________ is one way that human might have caused
animals to be extinct.
5. ____________ a kind of reproduction in animals where
it helps produce many offspring or specie that helps in
extinction of animals.
Direction: Explain why reproduction in animals is important
to its extinction?
extinct asexual endanger

hunting and eating human activities
Assignment: As a pupil how would you take care of the animals found
in our surroundings?
V. Remarks
VI. Reflection
VII. Others
earned 80% on the formative
assessment.
for remediation.
lesson.
remediation
did these work?
solve?
use/discover which I wish to
share with other teachers?
85
DAILY LESSON PLAN

I. Objectives Identify the reproductive parts of plants

Content Standard How Plants Reproduce
Performance
Standard
Learning The learners should be able to describe the reproductive
Competency parts in plants and their functions (S5LTIIf-6)
 Identify the reproductive parts of plants
II. Content Reproductive Parts in Plants
III. Learning
Resources
A .References
1.Teacher’s TM Science Beyond Borders, pp. 49-50, STeP, CG
guide pages
2.Learner’s
Materials pages
3.Textbooks Science Beyond Borders pp. 72-75
pages
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other pictures, paper strips, activity sheets chart
Learning https://www.pinterest.ph/pin/168603579777303412/?lp=true
Resources
IV. Procedure
A. Engage The teacher will show pictures of different kinds of plants.
Ask the questions.

1. What do you observe in the pictures?
2. Can you see these plants in your surroundings?
3. Which plant in the pictures bear flowers?
4. Do you know the reproductive parts of the plants?
B. Explore Provide a blind map of a flower.
Divide the pupils in 4 groups. Let each group choose a

leader and a reporter.
Distribute the blind map of a flower where they are going to

label its reproductive parts (See attached Activity Sheet)
After 4 minutes let them present their output.
86
https://www.pinterest.ph/pin/168603579777303412/?lp=true

1. What are the reproductive parts of a plant?
2. What are the parts of the flower that is involved in the
reproduction of plants?
1. Is it possible to reproduce if a flower has a male
reproductive only or a female reproductive only? Why
do you think so?
2. What is the difference between complete from
incomplete flower?
E. Evaluate Direction: Read the sentences below and choose the letter
of the correct answer.
1. It is a reproductive part of a plant.
a. flower
b. leaves
c. roots
d. stem
2. It is called the female reproductive parts of the plants.
a. pistil
b. sepal
c. petal
d. anther
3. It is a lip shape structure found in a flowering plant.
a. pistil
b. sepal
c. petal
d anther
4. It is called the male reproductive part of a flower.
a. pistil
b. sepal
c. petal
d. anther
5. It is fine coarse powdery substance and it produces
male gametes found in the filament of a plant.
a. pistil
b. sepal
c. petal
d. anther
Assignment: Are flowers important in the reproduction of plants?
Draw a flower and label its parts.
87
V. Remarks
VI. Reflection
VII. Others
A. No. of learners
who earned 80% on
the formative
assessment.
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
required remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized materials
did I use/discover
which I wish to share
with other teachers?
88
ACTIVITY SHEET
Groups 1 and 4:
Learning Target: We can identify the reproductive parts of plants
What You Need:

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

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

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

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

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

2. How does it help in the reproduction of plants?
89
DAILY LESSON PLAN

Date & Time Quarter Q2 W6 D2-3
I. Objectives
Content Standard The learners demonstrate understanding of how plants
reproduce
Learning Competency/ The learners should be able to describe the reproductive
Objectives parts in plants and their functions (S5LTIIf-6)
 Explain the functions of each reproductive parts of
plants
II. Content The Reproductive Parts of Plants
A. References
1.Teacher’s guide TM Science Beyond Borders, STeP
pages
pages
from Learning
B. Other Learning
IV. Procedure
A. Engage Show a picture of a flower then ask the following questions:
1. What do you see in the picture?
2. Do you know the different parts of a flower?
3. What are the functions of the parts of a flower?
B. Explore Show video clips about the functions of the reproductive
parts of a plant.
1. Give the task.

2. Distribute a copy of the attached activity sheet per
group.
1. What do you call the process of reproduction in
flower?
2. What are the main parts of a flower?
3. What are their functions?
D. Elaborate What are the functions of the parts of a plant?
Do you think the parts of plant are important? Why?
How do these plants play an important role in plants?
90
E. Evaluate Direction: Complete the idea of the paragraph by filling out
the blanks. Choose your answers inside the box.
.
stamen reproduction pistil pollen carpels
flower stigma ovary
The parts of the plants play an important role in _________.

The reproductive part of a plant is ___________ which has
two main parts the ______________, _______________.
The stamen contains ___________. The pistil consists of
one or more _________ each consisting of__________,
style and ________________.
Assignment: Write an article about the reproductive parts of the plants.
V. Remarks
VI. Reflection
VII. Others
earned 80% on the
for remediation.
lesson.
remediation
Why did these work?
encounter which my
help me solve?
use/ discover which I wish
to share with other
teachers?
91
ACTIVITY SHEET
Learning Target: We can explain the functions of the reproductive parts of plants
What You Need:

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

2. Color the female reproductive parts of a flower.
3. Explain the functions of each parts.
4. How does it help in the reproduction of plants?
92
DAILY LESSON PLAN

I. Objectives
Content Standard The learners demonstrate understanding of how plants
reproduce
Learning Competency/ The learners should be able describe the reproduction
Objectives parts in plants and their functions (S5LTIIf-6)
 Draw and label the reproductive parts of plants
II. Content .The Reproductive Parts of Plants
III. Learning
Resources
A. References
1.Teacher’s Guide TM Science Beyond Borders
pages
2.Learner’s
Materials pages
4.Additional
Materials from
Learning
Resources (LR)
Portal
Resources
IV. Procedure
A. Engage Present a song about plants entitled The Plant Song.
Ask them to answer the following questions:

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

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

Criteria Percentage Score
93
TOTAL: 100% 10
Assignment: Collect pictures of flowering plants and make a scrap book.
V. Remarks
VI. Reflection
VII. Others
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
remediation
E. Which of my
teaching strategies
these work?
F. What difficulties did
I encounter which my
can help me solve?
wish to share with
other teachers?
94
ACTIVITY SHEET
Learning Target: We can draw and label the reproductive parts of plants
What You Need:

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

2. Draw the reproductive parts of the plants.
3. Label the reproductive parts of the plants.
95
DAILY LESSON PLAN

I. Objectives
Content Standard The learner demonstrate understanding on how plants
reproduce
Learning Competency Describe the reproductive parts in plants and their functions.
(S5LTIIf-6)
 Cite Importance of Reproduction in plants
II. Content Reproductive Parts in Plants
A. References
1.Teacher’s guide pages TM Science Beyond Borders, STeP, CG
pages
from Learning Resources
(LR) Portal
Resources
IV. Procedure
A. Engage Show pictures of plants.
B. Explore Group the learners into 4. Let each group choose a leader and
a reporter.
Distribute a copy of the attached activity sheet together with an

article from www.scienceindia.in/home/view_article/59 by:Supriya Sarma,
Ph.D.DBT Research Associate11
C. Explain Why is reproduction in plants important?
D. Elaborate What do you think will happen if plants will not be able to
reproduce?
Show the slogan: “If you cut a tree you cut a life; if you save a
tree you save a life; if you plant a tree you plant a life.”
E. Evaluate Direction: Complete the statement below. Choose your answer
from the box.
Reproduction is important for the ________ of all living

things. Without a mechanism life will come to an end.
_________ plays an important role in the ecosystem. All
organisms will not survive and will ____________ without the
________ that plants produce ________ that is needed by all
living things so plants need to survive and our environment.
survival reproduction plants
food die
Assignment: Write a jingle about the importance of reproduction in plants.
V. Remarks
96
VI. Reflection
earned 80% on the
for remediation.
lesson.
remediation
did these work?
encounter which my
help me solve?
97
ACTIVITY SHEET
Learning Target: We can cite importance of the reproductive parts of plant
What You Need:

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

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

2. If each plant will not reproduce what will happen?
98
SECOND SUMMATIVE TEST
Name ___________________________Section _____________ Date ___________
Read the questions/sentences carefully and write the correct answer on the blank.
Choose your answer from the word bank below.
Puberty menstruation reproduction menstrual cycle menarche
fertilization Ovulation menopause dysmenorrheal gynecologist
___________1. It is a monthly vaginal discharge of blood secretions and the lining of

the uterus when fertilization has not occurred.
___________2. It is the union of egg cell and sperm cell.
___________3. It is the process by which living things produce new offspring of the
same kind.
___________4. It is a stage in life in which bodily changes have been occurred.
___________5. A painful menstruation experienced by some girls.
___________6. It is the release of the mature egg from the ovary.
___________7. It is the cycle of egg production and menstruation.
___________8. This is the time when a woman stops menstruating.
___________9. It is the first menstrual period of a female individual.
___________10. A Person/doctor who specializes in dealing with the diseases and
routine physical care of the reproductive system.
II. Draw a if the statement shows proper care for the reproductive organ
an if not.
__________11. Wash external reproductive organ with water and mild soap.
__________12. Use clean underwear every day.
__________13. Exercise care when using public toilet.
__________14. Borrow underwear from friends.
__________15. Seek medical advice if you feel something wrong with your
reproductive organ.
99
DETAILED LESSON PLAN

I. Objectives
The learners demonstrate understanding of how
A. Content Standard
plants reproduce
B. Performance Standard
C. Learning The learners should be able to describe the
Competencies/Objectives different modes of reproduction in flowering and
non-flowering plants such as moss, ferns, mongo
and others (S5LTIIg-7)
 Name flowering plants found in the locality
II. Content Modes of Reproduction in Plants
A. References
1. Teacher’s Guide pages STeP, CG
pages
3. Textbook pages Science Beyond Borders pp. 72-83
from Learning
Resource (LR) portal
https://www.google.com/search?q=flowering+and+non+flowering+pla
nts+examples&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiRpJL
X0bXjAhXOfXAKHR7bCBIQ_AUIECgB&biw=1242&bih=597#imgrc=
dlLEJismb3D3IM:
https://www.google.com/search?biw=1242&bih=597&tbm=isch&sa=1
&ei=2sQrXbefOJji-
AbK26GwAg&q=santan+flower&oq=santan&gs_l=img.1.2.0i67j0j0i67
l2j0l6.12253.12974..15048...0.0..0.235.887.0j5j1......0....1..gws-wiz-
img.Awcwj9KQ7xw#imgrc=HRQGO9bOjvVCFM:
&ei=bckrXbSjBZPj-
B. Other Learning Resources Ab31Y3oAQ&q=mango+tree+with+flowers&oq=mango+tree+with+flo
wers&gs_l=img.1.0.0l2.9600.11880..13169...0.0..0.164.1625.0j13......
0....1..gws-wiz-
img.......0i67j0i5i30.VhDNdZDfKMs#imgrc=yfuxbTaZqivlJM:
&ei=fMkrXZbRLZmvoATgopG4Ag&q=fern&oq=fern&gs_l=img.3..0i67
l2j0l2j0i67l2j0j0i67l3.69543.70191..71857...0.0..0.176.558.0j4......0....
1..gws-wiz-img.0WzGlzs3Mm8#imgrc=oFGVz0IQG2Zt6M:
&ei=xskrXYnVEM6DoAS3r6z4Ag&q=moss&oq=moss&gs_l=img.1.0.
0i67l2j0l3j0i67j0j0i67j0l2.55289.55845..57166...0.0..0.122.480.0j4.....
.0....1..gws-wiz-img.JImNduMQ5fY#imgrc=E8VJNE28rAG6TM:
IV. Procedure
100
A. Engage (Show pictures of different kinds of plants in the
locality)
 Name the plants shown in the picture.
https://www.google.com/search?q=flowering+and+non+flowering+pla
nts+examples&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiRpJL
X0bXjAhXOfXAKHR7bCBIQ_AUIECgB&biw=1242&bih=597#imgrc=
dlLEJismb3D3IM:
&ei=2sQrXbefOJji-
AbK26GwAg&q=santan+flower&oq=santan&gs_l=img.1.2.0i67j0j0i67
l2j0l6.12253.12974..15048...0.0..0.235.887.0j5j1......0....1..gws-wiz-
img.Awcwj9KQ7xw#imgrc=HRQGO9bOjvVCFM:
&ei=bckrXbSjBZPj-
Ab31Y3oAQ&q=mango+tree+with+flowers&oq=mango+tree+with+flo
wers&gs_l=img.1.0.0l2.9600.11880..13169...0.0..0.164.1625.0j13......
0....1..gws-wiz-
img.......0i67j0i5i30.VhDNdZDfKMs#imgrc=yfuxbTaZqivlJM:
&ei=fMkrXZbRLZmvoATgopG4Ag&q=fern&oq=fern&gs_l=img.3..0i67
l2j0l2j0i67l2j0j0i67l3.69543.70191..71857...0.0..0.176.558.0j4......0....
1..gws-wiz-img.0WzGlzs3Mm8#imgrc=oFGVz0IQG2Zt6M:
101
&ei=xskrXYnVEM6DoAS3r6z4Ag&q=moss&oq=moss&gs_l=img.1.0.
0i67l2j0l3j0i67j0j0i67j0l2.55289.55845..57166...0.0..0.122.480.0j4.....
.0....1..gws-wiz-img.JImNduMQ5fY#imgrc=E8VJNE28rAG6TM:
Differentiate the plants shown above.

Learners will be divided into groups. They will be
allowed to conduct a school tour to answer the key
B. Explore
question: What plants have flowers?
(Please refer to the attached Activity Sheet)

Presentation of outputs.
1. Based on your activity, how were you able
to identify the flowering plants?
2. What are the different parts of the flower?
C. Explain
3. What are the different examples of
flowering plants?
4. Differentiate a complete flower from an
incomplete flower.
Key Questions:
D. Elaborate
1. How are the flowers different from one
another?
2. Why do you think they have different
features?
3. In what way are the flowers similar from one
another?
E. Evaluate Name 5 examples of flowering plants.
V. Remarks
VI. Reflection
VII. Others
on the formative assessment.
remediation.
C. Did the remedial lesson work? No.
of learners who have caught up
with the lesson.
worked well? Why did these work?
102
can help me solve?
materials did I use/discover which
I wish to share with other
teachers?
103
ACTIVITY SHEET
Learning Target: We can name flowering plants found in the locality
What You Need:

Magnifying lens
Marker
Chart
What to Do:
2. In 10 minutes, go around the school and look for flowering and non-flowering
plants
3. List down in the table below all flowering and non-flowering plants that you see.
4. Observe each flower using a magnifying lens.
5. Check the table below if the flower of the plants has the following parts and
cross if not.
6. Present your output.
Name of Flowering Plant Anther Filament Stigma Style Ovary Petal
104
DAILY LESSON PLAN

Time and Date Quarter Q2 W7 D2
I. Objectives
A. Content Standard How plants reproduce
C. Learning Competencies The learner should be able to describe the different
/Objectives modes of reproduction in flowering and non-
flowering plants such as moss, ferns, mongo and
others (S5LTIIg-7)
 Explain how flowering plants reproduce
A. References
1. Teacher’s Guide pages pp. 49-51, STeP
pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources https://www.youtube.com/watch?v=HP21hIVJhWI
IV. Procedure
A. Engage What are the examples of flowering plants?
Show a seed of a mango fruit. What will happen to

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

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

C. Explain Presentation of outputs.
1. What do you call the transfer of pollen
grains from the anther to the stigma of a
flower?
2. What are the agents of pollination?
3. What are the 2 kinds of pollination?
4. What is produced during pollination in a
flower?
D. Elaborate
How do flowering plants reproduce?
105
Bees are said to be vital to the existence of the
plants around the world. What role do bees play in
the life of plants?
E. Evaluate Make an illustration/diagram on how flowering
plants reproduce.
V. Remarks
VI. Reflection
VII. Others
A. No. of learners who earned 80% on
the formative test

additional activities for remediation
C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson.
require remediation


can help me solve
materials did I use/discover which I
wish to share with other teachers?
106
ACTIVITY SHEET
Learning Target: We can make a diagram on how flowering plants reproduce
What You Need:

chart, marker, coloring materials
What to Do:
2. Watch the video on reproduction of flowering plants
https://www.youtube.com/watch?v=HP21hIVJhWI
3. Based from the video, make a diagram on how flowering plants reproduce.
Scale of Score Score

Attributes (1) (2) (3) (4)
Not Below Meets Exceeds
acceptable expectations expectations expectations
Appropriate Incorrect Some Correct So clear and
symbol of notation notations are Notations complete
representation incorrect or
misused
Flow of Unclear or Incomplete Clear and So simple and
process poorly or not well complete clear. The
Presented designed designed design is
understandable
to all intended
learners.
107
DAILY LESSON PLAN

I. Objectives
The learners demonstrate understanding of how
A. Content Standard
plants reproduce
Competencies/Objectives different modes of reproduction in flowering and
non-flowering plants such as moss, ferns, mongo
and others (S5LTIIg-7)
 Name non-flowering plants found in the
locality
A. References
1. Teacher’s Guide pages pp. 51-55, STeP
pages
portal
B. Other Learning Resources
IV. Procedure A B
A. Engage How do flowering How do flowering plants
plants reproduce? reproduce?
Do all plants have Take a look at the

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

other plants?
B. Explore Learners will be divided into groups. They will be
out for school tour so they can answer the key
question: What are the non-flowering plants
found in your locality?
108
When can you say that a plant is non-flowering?
Where can you see the spores of mosses and

ferns?
Where can you see potatoes, onions and ginger?
What do you notice with the banana plant?
Take a look at the illustration of a pine tree. What

does this tree bear?
What similar plant do we have here in our locality

that also bears cones?
D. Elaborate What are examples of non-flowering plants?
What do these plants bear instead of flowers?

E. Evaluate Choose the non-flowering plants from the table
below. Write your answer on the space provided.
banana mango gabi moss

strawberry ginger fern papaya
V. Remarks
VI. Reflection
VII. Others
on the formative test
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
require remediation
can help me solve
teachers?
109
ACTIVITY SHEET
Learning Target: We can identify non-flowering plants found in the locality.
What You Need:

camera marker chart
What to Do:
2. In 10 minutes, go around the school and look for non-flowering plants
3. Take a picture of the non-flowering plants that you see.
4. List down the name of the plants that you captured.
Score Sheet
3 2 1 0 Score
Took pictures Took pictures Took pictures Did not take
of at least 5 of 3-4 non- of 1-2 non- any picture of
non-flowering flowering plants flowering plantsnon-flowering
plants plants
Was able to Was able to Was able to Was not able to
name the 5 name the 3-4 name the 1-2 name non-
non-flowering non-flowering non-flowering flowering plants
plants captured plants captured plants captured
110
DAILY LESSON PLAN

I. Objectives
The learners demonstrate understanding of how plants
A. Content Standard
reproduce
B. Performance
Standard
C. Learning The learners should be able to describe the different
Competencies/ modes of reproduction in flowering and non-flowering
Objectives plants such as moss, ferns, mongo and others (S5LTIIg-
7)
 Explain how non-flowering plants reproduce
III. Learning
Resources
A. References
1. Teacher’s Guide
pp. 51-55, STeP, CG
pages
pages
from Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. Procedure A B
A. Engage What are the different Show pictures of non-flowering
examples of non- plants and ask the following
flowering plants? questions:
1. Name the plants shown in
the picture.
2. What kind of plants are
these?
B. Explore Learners will be divided into groups.
They will be asked to perform the activity found in the
attached activity sheet considering the key question:
How do non-flowering plants reproduce?
(Please refer to attached Activity Sheet)

Presentation of outputs.
Do all non-flowering plants reproduce in the same way?

C. Explain
Why do you think some plants do not need seeds in order
to reproduce?
111
Let us complete this table.
Plant Part Method of Vegetative propagation Example

Stem
D. Elaborate Root
Stem
stem
What are the advantages and disadvantages of

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

being produced?
E. Evaluate Choose at least 5
plants from the list
below. Write their
name on the first
column. On the Match the plant examples below
second column, with their method of reproduction.
write how the plant
reproduce asexually. A B
1. gabi a. stem
banana onion cutting
gabi ginger 2. rose b. tuber
pine tree potato 3. sweet c. stolon
bougainvillea rose potato
strawberry moss
4. bamboo d. rhizome
Plant Method of 5. ginger e. corn

Asexual
Reproduction
V. REMARKS
VI. REFLECTION
VII. OTHERS
remediation
lesson.
continue to require
remediation
Why did it work/
encounter which my
112
help me solve
to share with other
teachers?
113
ACTIVITY SHEET
Group 1:
HOW NON-FLOWERING PLANTS REPRODUCE

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

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

Ginger plant
Marker
Chart
What to Do:
2. In 5 minutes, observe the ginger plant given by the teacher.
Guide Questions:
1. Does a ginger produce seed?
2. Where does leaf-bearing branches of a ginger develop?
3. What is one method of reproduction of non-flowering plant that can be
observed in a ginger?
114
Group 3:
What You Need:

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

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

Cone (pine tree or agoho)
Marker
Chart
What to Do:
2. In 5 minutes, observe the cone of a pine tree or agoho tree given by the teacher.
115
Guide Questions:
1. Do cones produce seed?
2. What is one method of reproduction of non-flowering plant?
Score Sheet
4 3 2 1 0
Followed the Followed the Followed the Followed the Did not follow
directions. directions. directions. directions. the
Answered all Answered at Answered at Did not directions.
questions least 3 least 2 answer all Did not
correctly. questions questions questions answer all
Identified the correctly. correctly. correctly. questions
method of Identified the Identified the Identified the correctly.
reproduction method of method of method of Did not
of the plant reproduction reproduction reproduction identify the
observed. of the plant of the plant of the plant method of
observed. observed. observed. reproduction
of the plant
observed.
Score: ________
Legend: 4-95%, 3-90%, 2-85%, 1-80%, 0-70%
116
THIRD SUMMATIVE TEST
Name: _________________________ Section: ____________ Date: ____________
I. Direction Read the sentences carefully and encircle the letter of the correct
answer.
1. It is a type of reproduction by which offspring arises and inherits the genes of the
parent.
A. sexual
B. asexual
C. budding
D. gamete
2. It is a type of asexual reproduction in which a new organism develops from an
outgrowth of bud?
A. asexual reproduction
B. sexual reproduction
C. budding
D. gamete
3. It is a type of reproduction in which the organism is capable to regrow certain body
parts.
A. sexual reproduction
B. asexual reproduction
C. budding
D. regeneration
4. It is the production of one living organism by combining genetic information from
two individuals of different types.
A. sexual
B. asexual
C. budding
D. regeneration
5. Which animal does not reproduce by laying eggs?
A. crocodile
B. turtle
C. eagle
D. dog
6. How do hydras reproduce?
A. budding
B. fission
C. regeneration
D. gamete
7. Which of the following is the reproductive part of a plant?
A. flower
B. leaves
C. roots
D. stem
8. A lip shape structure found in a flowering plant.
A. pistil
B. sepal
C. anther
D. petal
9. It is fine coarse powdery substance which produces male gametes found in the
filament of a plant.
A. pistil
B. sepal
C. anther
D. petal
117
10. It is the transfer of pollen grain from the anther from the stigma of the same flower.
A. cross pollination
B. self-pollination
C. sexual pollination
D. artificial pollination
11. What do you call the reproduction in plants where the male and the female parts
of the flowers of the plants are involved?
A. Asexual
B. Budding
C. Pollination
D. Sexual
12. Which plant part cannot undergo vegetative propagation?
A. Stem
B. Fruit
C. Leaves
D. roots
13. Which plant can reproduce through a bulb?
A. Coconut
B. Fern
C. Mango
D. Onion
14. Which plant can grow from stolons?
A. Banana
B. Ginger
C. Papaya
D. strawberry
15. What kind of reproduction involves only one parent plant?
A. Asexual
B. Fertilization
C. Pollination
D. Sexual
16. Which of the following plants is a rhizome?
A. Corn
B. Katakataka
C. Ginger
D. Onion
17. What will happen when a butterfly sips nectar from a flower?
A. Flower could wait.
B. Pistil could break.
C. Stamen could develop a tube.
D. Pollen grains could fall on the stigma.
18. What happens during cross pollination?
A. The pollen grains transfer from the anther to the stigma of the same
plant’s flower
B. The pollen grains transfer from the anther to the stigma of a flower that
belongs to another plant but of the same kind
C. The pollen grains transfer from the anther to the stigma of another plant
of the different kind
D. None of the above
19. You observed that the ovary of the wilted flower is becoming bigger. What does
this show?
A. The ovary is going to drop.
B. The ovary is going to break.
C. A seed is developing inside the ovary.
118
D. More ovules are being produced.
20. Which is true about asexual reproduction?
A. Only plants use asexual reproduction.
B. All organisms use asexual reproduction.
C. There is only one parent involved in asexual reproduction.
D. There are at least two parents involved in asexual reproduction.
II. Fill in the blanks with the correct answer. Choose from the words below.
happy take care reproduce survive symbiotic
Plants animals and other organisms interact with each other through a
1.____________ relationship. Animals need to 2.____________because extinction of
other species may affect other organisms.
It is very important that we should 3. ____________of them so that other
organisms will 4._________ and our environment will be a 5.___________ place to
live.
III. LOOK AT THE PICTURE AND LABEL CORRECTLY ITS PARTS (5 points)
1. 3.
4.
5.
2.
https://garden.lovetoknow.com/garden-basics/parts-flower
119
DAILY LESSON PLAN

I. Objectives
The learners demonstrate understanding of the
interactions for survival among living and non-living
A. Content Standards
things that take place in estuaries and intertidal
zones.
B. Performance Create a hypothetical community to show how organisms
Standard interact and reproduce to survive.
C. Learning The learner should be able to discuss the interactions
Competencies/ among living things and non-living things in estuaries and
Objectives intertidal zones (S5LTIIh-8)
 Describe estuaries and identify the living and non-
living things found in it
II. Content Interactions Among Living Things in Estuaries
A. References
56-58, STeP, CG
pages
pages
https://www.google.com/search?q=ECOSYSTEM+PYRAMID&rlz=1C1CHBF_e
from
_AUIDigB&biw=1242&bih=596#imgrc=MY-j7qZbHGkpUM: Learning
B. Other Learning
Resources
IV. PROCEDURE
A. Engage: (Show the pyramid of ecosystem)
https://www.google.com/search?q=ECOSYSTEM+PYRAMID&rlz=1C1CHBF_e
_AUIDigB&biw=1242&bih=596#imgrc=MY-j7qZbHGkpUM:
Based on the pyramid, what is formed when
organisms of the same kind live together?
What is a community?
What is the relationship between biotic factors

and abiotic factors in a certain place?
B. Explore The learners will be divided into groups.
120
They will be allowed to watch a video as they
answer the following key questions:
1. Presentation of outputs.
2. Where do we usually find estuaries?
3. Where is the specific place that you have seen an
estuary?
4. Why do you think estuaries are called the
“nurseries of the sea”?
5. Are estuaries important? Why?

C. Explain What is an estuary?
What are the biotic and abiotic factors in an estuary?

D. Elaborate From what part of the earth do we usually find estuary/?
E. Evaluate Write down at least 2 characteristics of estuaries.
1. _______________________________________
2. _______________________________________
List down 3 abiotic factors in an estuary.
3. _________________
4. _________________
5. _________________
List down 5 biotic factors in an estuary.
6. _________________
7. _________________
8. _________________
9. _________________
10. _________________
V. Remarks
VI. Reflection
VII. Others
assessment.
remediation.
work?
D. No. of learners who have
E. No. of learners who

remediation
F. Which of my teaching
Why did these work?
G. What difficulties did I
encounter which my
help me solve?
121
H. What innovation or
122
ACTIVITY SHEET
Activity 1
Learning Target: We can describe estuaries and interactions between living things and
non-living thing
What You Need:

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

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

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

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

Category 4 3 2 1
Coverage of the Details on the Details on the Details in the Details on the
topic poster capture poster include poster relate to poster have little
important important the topic but are or nothing to do
information about information but too general and with the topic
the topic and the audience may incomplete the
enhances the then figure audience need
learners’ information to more information
understanding understand fully to understand
Use of Graphics All graphics are All graphics are All graphics relate Graphics do not
related to the topic related to the to the topic relate to the topic
and input topic and input to
Is easy to understand
understand
Organization Information is well- Information is Information is The information

organized with well-organized well-organized appears to be
but ideas and disorganized
123
clear ideas and with ideas and subheadings is
subheadings subheadings missing or do not
help the readers
understand
Lay-out and All information in Most information Some of the Much of the
design the poster are in in the poster are information in the information in
focus and content in focus and poster are in the poster is
can easily be content can easily focus and can unclear for the
understood be understood easily be pupil
understood
Mechanics No grammatical Almost no One or two Many

spelling or grammatical grammatical grammatical
punctuation errors spelling or spelling or spelling or
grammatical punctuation punctuation
errors errors errors
124
DAILY LESSON PLAN

I. Objectives
A. Content Standard
things that take place in estuaries and intertidal
zones
Create a hypothetical community to show how
organisms interact and reproduce to survive
C. Learning Competencies/ The learner should be able to discuss the
Objectives interactions among living things and non-living
things in estuaries and intertidal zones (S5LTIIh-8)
 Determine how freshwater and saltwater
meet and mix in an estuary
II. Content Interactions Among Living Things in Estuaries
A. References
56-58, Step, CG
pages
pages
from Learning
IV. Procedure
2. Name some biotic and abiotic factors in an
A. Engage estuary.
3. What type of water can be found in an
estuary?
B. EXPLORE Learners will be divided into groups. They will
perform an activity to answer the key question: how
do saltwater and freshwater mix in an estuary?

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

saltwater in the experiment?
Where does freshwater come from?
What will be the effects of salinity on living things in

estuaries?
D. Elaborate How does freshwater mix with saltwater?
125
E. Evaluate In your own words, Complete this statement.
describe how
freshwater and Estuaries have a mixture
saltwater meet and mix of ________ and
in as estuary. freshwater. Freshwater
comes from the
____________. The
continuous flow of
_______ to from the
rivers to the _______ mix
in an ___________.
V. Remarks
VI. Reflection
VII. Others
assessment.
remediation.
C. Did the remedial lesson work?
E. No. of learners who continue to
did these work?
solve?
H. What innovation or localized
teachers?
126
ACTIVITY SHEET
Learning Target: We can show and tell how saltwater and freshwater mix in an estuary.
What You Need:

2 small screw top jars
Food coloring
Salt
¼ measuring spoon
Dropper
What to Do:
1. Half fill one of the small jars with water.
2. Add ¼ teaspoon of salt and three drops of food coloring. Shake to mix well.
3. Half fill another jar with freshwater.
4. Fill a dropper with freshwater from container.
5. Open the cap of the container with the saltwater and tilt the container at an
angle.
6. Let the open end of the dropper touch the inside of the jar with the saltwater.
Observe while the freshwater trickles down the jar.
7. Continue adding freshwater in that manner until there is a 2cm layer on top
of the saltwater.
8. Put down the saltwater jar and observe what will happen.
Guide Questions:
1. What happened when you drop the freshwater on the saltwater?
2. In an estuary, how do freshwater and saltwater mix?
Score Sheet
3 2 0 Score
Followed Followed the Did not follow
the directions. the
directions. directions.
Answered Answered 1
all question Did not
questions correctly. answer
correctly. questions
correctly
127
DAILY LESSON PLAN

I. Objectives
A. Content Standard interactions for survival among living and non-living
things that take place in estuaries and intertidal zones
C. Learning The learner should be able to discuss the interactions
Competencies/Objectives among living things and non-living things in estuaries
and intertidal zones (S5LTIIh-8)
 Describe intertidal zones and identify the living
and non-living things found in it
II. Content Interactions Among Living Things in Intertidal Zones
A. References
1. Teacher’s Guide pages 56-58, STeP, CG
portal
https://www.freeworldmaps.net/asia/philippines/map.html
https://www.youtube.com/watch?v=DR1gP5S6Bsk
IV. Procedure
A. Engage Show a Philippine Map
https://www.freeworldmaps.net/asia/philippines/map.html
Based from the map, what surrounds the Philippine

archipelago?
If the country is surrounded by seas and oceans, what

can be found here?
B. Explore Learners will be divided into groups. They will perform
an activity focusing on the key questions: What is an
128
intertidal zone? What are the living things (biotic) and
non-living things(abiotic) found in it?

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

during high tide/low tide?
1. What is an 1. Name the organisms
D. Elaborate intertidal zone? that live in an intertidal
2. What are the biotic zone.
and abiotic factors 2. What is an intertidal
in an intertidal zone?
zone?
E. Evaluate Write down at least 2 characteristics of intertidal zone.
1. _____________________________________
2. _____________________________________
List down 3 abiotic factors in an intertidal zone.

3. _________________
4. _________________
5. _________________
List down 5 biotic factors in an intertidal zone.
6. _________________
7. _________________
8. _________________
9. _________________
10. _________________
V. Remarks
VI. Reflection
VII. Others
on the formative assessment.
remediation.
worked well? Why did these
work?
can help me solve?
129
teachers?
130
ACTIVITY SHEET
Learning Target: We can tell what an intertidal zone is; we can identify the living
things(biotic) and non-living things(abiotic) found in an intertidal zone
What You Need:

Video clip https://www.youtube.com/watch?v=DR1gP5S6Bsk
What to Do:
1. Watch the video about the Intertidal zone.
2. Fill in the needed data below.
An intertidal zone is the area constantly exposed to changing _______. It is home to

many kinds of ___________ animals and birds. The ______ changes in the tides play
a major role to the life of ___________ in this area.
Intertidal Zones
Biotic Factors Abiotic Factors
131
DAILY LESSON PLAN

I. Objectives
The learner should demonstrate an understanding
of the interactions for survival among living and non-
A. Content Standard
living things that take place in estuaries and
intertidal zones
C. Learning The learner should be able to explain the need to
Competencies/ protect and conserve estuaries and intertidal zones
Objectives (S5LTIIj-10)
 Differentiate estuaries from intertidal zones
Interactions Among Living Things in Estuaries and
II. Content
Intertidal Zones
A. References
56-58, STeP, CG
pages
pages
from Learning
B. Other Learning https://www.google.com/search?tbm=isch&sa=1&ei=Pd8rXf7nKof7wA
OM2pvgCA&q=marine+animal+in+estuaries&oq=marine+animal+in+e
Resources stuaries&gs_l=img.3...514560.519288..519842...0.0..4.552.6062.0j17j
1j4j2j2......0....1..gws-wiz-
img.......0i67j0j0i24.f9gOzKlnGAo#imgrc=kb3j_OHXELaCIM:
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=
1242&bih=597&tbm=isch&sa=1&ei=jYGtXOm5LOSzmAWBmYqIDQ&
q=estuary+ecosystem&oq=estuary&gs_l=img.1.1.0j0i67l2j0l3j0i67j0l2j
0i67.87199.88084..90359...0.0..0.157.953.0j7......1....1..gws-wiz-
img.__wwTfyTNKM#imgrc=Xsb-cfsPhAresM:
https://www.google.com/search?q=Estuary&rlz=1C1CHBF_enPH815P
H815&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj30sbk5MThAhU
RAogKHejsDA0Q_AUIDigB&biw=1242&bih=597#imgrc=ni3Elnb60OP
9oM:
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=
1242&bih=597&tbm=isch&sa=1&ei=_36tXKGZF-
TFmAWa75zABQ&q=intertidal+zone+ecosystem&oq=intertidal&gs_l=i
mg.1.3.0l10.1982.5559..8031...0.0..0.269.2053.0j5j5......1....1..gws-
wiz-img.......0i67.c9LdKHHCEb8#imgrc=7TMmjumbWRt6PM:
https://www.google.com/search?q=picture+of+blank+venn+diagram&t
bm=isch&source=iu&ictx=1&fir=mZ-
8eNOjCjT9cM%253A%252CCxNEq4QjhYBPGM%252C_&vet=1&usg
=AI4_-
kRs2yCUEBD_aI4shShv9QC7OzzrHg&sa=X&ved=2ahUKEwiXuqfVz7
7jAhXSP3AKHZiqAlkQ9QEwCnoECAcQGA#imgrc=sA58mhyL9YYkm
M:&vet=1
IV. Procedure
132
A. Engage Show pictures of marine animals found in estuaries
and intertidal zones.
https://www.google.com/search?tbm=isch&sa=1&ei=Pd8rXf7nKof7wA
OM2pvgCA&q=marine+animal+in+estuaries&oq=marine+animal+in+e
stuaries&gs_l=img.3...514560.519288..519842...0.0..4.552.6062.0j17j
1j4j2j2......0....1..gws-wiz-
img.......0i67j0j0i24.f9gOzKlnGAo#imgrc=kb3j_OHXELaCIM:
Where can we find these organisms?

What are the characteristics of these places that
make these organisms live there?
B. Explore Learners will be divided into groups. They will be
given pictures to observe which they can use to
answer the key question: How does an estuary differ
from an intertidal zone?

C. Explain
1. Presenting the outputs
3. Describe an intertidal zone.
4. What are the different habitats found in
intertidal zones and estuaries?
5. What abiotic factors affect the organisms
living in estuaries and intertidal zone?
D. Elaborate Fill this Venn Diagram about the difference and

similarities of estuary and intertidal zone
Intertidal estuary
zone
https://www.google.com/search?q=picture+of+blank+venn+diagram&t
bm=isch&source=iu&ictx=1&fir=mZ-
8eNOjCjT9cM%253A%252CCxNEq4QjhYBPGM%252C_&vet=1&usg
=AI4_-
133
kRs2yCUEBD_aI4shShv9QC7OzzrHg&sa=X&ved=2ahUKEwiXuqfVz7
7jAhXSP3AKHZiqAlkQ9QEwCnoECAcQGA#imgrc=sA58mhyL9YYkm
M:&vet=1
E. Evaluate Cite at least 2 Put a check on the blank if
differences of the sentence indicates the
estuaries and intertidal difference between
zones. estuaries and intertidal
zones and cross if not.
___1. The area between
land and sea that is
submerged at high tide.
___2. Serves as exit
points for floods.
___3. There is a unique
environmental conditions,
including the temperature,
ecological factors, and
microclimates.
___4. Habitat of marine
organisms.
___5. Mud is deposited
from the seas or rivers.
V. Remarks
VI. Reflection
VII. Others
assessment.
remediation.
lesson.
remediation
Why did these work?
encounter which my
help me solve?
other teachers?
134
ACTIVITY SHEET
Learning Target: We can differentiate estuary from intertidal zone.
What You Need:

pictures of estuary and intertidal zones
What to Do:
1. Observe the pictures below.
2. List down the differences of estuary and intertidal zone using the table
below.
Characteristics and Differences of Estuary and Intertidal zone

Estuary Intertidal Zone
Estuary
https://www.google.com/search?q=Estuary&rlz=1C1CHBF_enPH815PH815&source=lnms&tbm=isch&sa=X&ved=0a
hUKEwj30sbk5MThAhURAogKHejsDA0Q_AUIDigB&biw=1242&bih=597#imgrc=ni3Elnb60OP9oM:
135
Intertidal Zone
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=1242&bih=597&tbm=isch&sa=1&ei=_36tXKGZ
F-
TFmAWa75zABQ&q=intertidal+zone+ecosystem&oq=intertidal&gs_l=img.1.3.0l10.1982.5559..8031...0.0..0.269.2053
.0j5j5......1....1..gws-wiz-img.......0i67.c9LdKHHCEb8#imgrc=7TMmjumbWRt6PM:.
Criteria for Rating

3 2 1
The output showed clear Explanation of the Unclear explanation of
explanation of the differences and similarities the differences and
differences and similarities of estuary and intertidal similarities of estuary
of estuary and intertidal zone is evident and intertidal zone
zone
136
DAILY LESSON PLAN

I. Objectives
The learners should demonstrate an understanding of
the interactions for survival among living and non-
A. Content Standard
living things that take place in estuaries and intertidal
zones
Competencies/ protect and conserve estuaries and intertidal zones
Objectives (S5LTIIj-10)
 Discuss the interactions among living and non-
living things in the estuaries and intertidal
zones
2.1 Interactions Among Living Things in Estuaries and
II. Content
Intertidal Zones
A. References
pages
from Learning
B. Other Learning https://www.google.com/search?q=Estuary&rlz=1C1CHBF_enPH815PH8
15&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj30sbk5MThAhURAog
Resources KHejsDA0Q_AUIDigB&biw=1242&bih=597#imgrc=ni3Elnb60OP9oM:
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=12
42&bih=597&tbm=isch&sa=1&ei=_36tXKGZF-
TFmAWa75zABQ&q=intertidal+zone+ecosystem&oq=intertidal&gs_l=img
.1.3.0l10.1982.5559..8031...0.0..0.269.2053.0j5j5......1....1..gws-wiz-
img.......0i67.c9LdKHHCEb8#imgrc=7TMmjumbWRt6PM:
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=12
42&bih=597&tbm=isch&sa=1&ei=54WtXL-
1CfGwmAXfipGYAw&q=food+chain+in+estuary+ecosystem&oq=food+ch
ain+in+estuary&gs_l=img.1.0.0j0i8i30.496563.500497..502700...0.0..0.47
7.7038.2-7j10j4......1....1..gws-wiz-
img.......0i67j0i5i30j0i24.5bLgN5hnLyU#imgrc=Tikd-4RQmidMpM:
https://images.search.yahoo.com/search/images?p=estuary+food+web&f
r=mcafee&imgurl=http%3A%2F%2Fwww.somethingfishy.ie%2Fteachersl
essons%2Flesson7%2FEstuaryFoodWebB.gif#id=0&iurl=http%3A%2F%
2Fwww.somethingfishy.ie%2Fteacherslessons%2Flesson7%2FEstuaryF
oodWebB.gif&action=click
IV. Procedure
137
A. Engage What did you eat for dinner last night?
Based from what you ate, which of them came from

plants?
Which animals feed on plants?
Which animals feed on both plants and animals?
Which are called producers? Why?
Which one are consumers? Why?

B. Explore Learners will be divided into groups. They will perform
activities to answer the key question: How are energy
and nutrients transferred from producers to
decomposers? What are the producers found in an
estuary and intertidal zone? What are the consumers
in an estuary and intertidal zone?

C. Explain Presenting the outputs
How does energy flow in an ecosystem?
How do nutrients go from the organisms back to the

environment?
D. Elaborate
What kind of relationship do different organisms have
in estuaries and intertidal zones?
What do you think will happen if one component of the

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

and intertidal zone using the box below.
II. Complete the paragraph below.
Living things depend on ____________ in order to

live. Without air, sunlight and ____________, plants
will not survive. Plants serve as producers in a food
chain. __________ depend on plants in order to live.
When they die, __________ put back the nutrients to
the soil and make the soil fertile.
V. Remarks
138
VI. Reflection
VII. Others
assessment.
remediation.
work?
E. No. of learners who
remediation
Why did these work?
encounter which my
help me solve?
H. What innovation or
139
ACTIVITY SHEET
Group 1
Learning Target: We can tell the interactions of living and non-living things in the
estuaries and intertidal zones.
What You Need:

Pictures of estuary and intertidal zone
Estuary
Intertidal Zone
F-
.0j5j5......1....1..gws-wiz-img.......0i67.c9LdKHHCEb8#imgrc=7TMmjumbWRt6PM:
140
Chart
marker
What to Do:
1. Work with your group.

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

Estuary
141
Intertidal Zone
F-
.0j5j5......1....1..gws-wiz-img.......0i67.c9LdKHHCEb8#imgrc=7TMmjumbWRt6PM:
Chart
marker
What to Do:
1. Work with your group.

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

Picture of estuary and intertidal zone
Chart
Marker
Coloring materials
What to Do:
1. Identify the producers and consumers found in an estuary and intertidal zone.
2. Make a sample food chain similar to the picture below based from the identified
producers and consumers in task number 1.
142
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&biw=1242&bih=597&tbm=isch&sa=1&ei=54WtXL-
1CfGwmAXfipGYAw&q=food+chain+in+estuary+ecosystem&oq=food+chain+in+estuary&gs_l=img.1.0.0j0i8i30.4965
63.500497..502700...0.0..0.477.7038.2-7j10j4......1....1..gws-wiz-img.......0i67j0i5i30j0i24.5bLgN5hnLyU#imgrc=Tikd-
4RQmidMpM:
Guide Questions:
1. What are the producers found in an estuary and intertidal zone?
2. What are the consumers in an estuary and intertidal zone?
3. How do producers and consumers affect one another?
Group 4
What You Need:

Chart
marker
coloring materials
What to Do:
1. Identify the producers and consumers found in an estuary and intertidal zone.
2. Make a sample food web similar to the picture below based from the identified
producers and consumers in task number 1.
https://images.search.yahoo.com/search/images?p=estuary+food+web&fr=mcafee&imgurl=http%3A%2F%2Fwww.so
methingfishy.ie%2Fteacherslessons%2Flesson7%2FEstuaryFoodWebB.gif#id=0&iurl=http%3A%2F%2Fwww.someth
ingfishy.ie%2Fteacherslessons%2Flesson7%2FEstuaryFoodWebB.gif&action=click
143
Guide Questions:
1. What are the producers found in an estuary and intertidal zone?
2. What are the consumers in an estuary and intertidal zone?
How do producers and consumers affect one another?

Attributes (1) (2) (3) (4)
Appropriate Incorrect Some Correct So clear and
symbol of notation notations are Notations complete
representation incorrect or
misused
Flow of process Unclear or Incomplete or Clear and So simple and clear.
Presented poorly not well complete The design is
designed designed understandable to all
intended learners.
144
DAILY LESSON PLAN

I. Objectives
The learners demonstrate the understanding of
the interactions for survival among living and non-
A. Content Standard
living things that take place in estuaries and
intertidal zones
Competencies/Objectives protect and conserve estuaries and intertidal
zones (S5LTIIj-10)
 Identify human activities that can affect
estuaries and intertidal zones
2.1 Interactions Among Living Things in Estuaries
II. Content
and Intertidal Zones
A. References
1. Teacher’s Guide pages 64-67 CG, STeP
portal
B. Other Learning Resources https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&bi
w=1242&bih=597&tbm=isch&sa=1&ei=6oGtXPDpC4m4mAXc46a4
BQ&q=proper+care+for+estuaries&oq=proper+care+for+estuaries&
gs_l=img.3...527684.535666..536244...2.0..0.631.8186.0j2j15j8j1j1.
.....1....1..gws-wiz-
img.......0i67j0j0i8i30j0i24.G64_ILqf39g#imgrc=kshJPokuV98EBM:
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&bi
w=1242&bih=597&tbm=isch&sa=1&ei=soStXNqtG5D90gSrjqfoCA&
q=manila+bay+clean+up+pictures&oq=manila+bay+clean+u&gs_l=i
mg.1.3.0l9j0i8i30.48558.52724..55352...1.0..0.317.2944.3j14j1j1.....
.1....1..gws-wiz-img.......0i67j0i30.1Z_T-
MapEL0#imgrc=1FB5xUHj_fsQjM:
https://www.google.com/search?rlz=1C1CHBF_enPH815PH815&bi
w=1242&bih=597&tbm=isch&sa=1&ei=nYWtXM6YCJrMmAXi7pLo
Dg&q=cutting+mangroves+in+estuaries&oq=cutting+mangroves+in
+estuaries&gs_l=img.3...36514.71419..72217...1.0..0.326.6422.0j14
j16j1......1....1..gws-wiz-
img.......0i67j0j0i5i30j0i8i30j0i24.pkgmSmJKbzo#imgrc=RSJf5UGL3
NaGmM:
145
IV. Procedure
A. Engage Give an example of feeding relationship in an
estuary and intertidal zone.
Based on the example, what is the importance of

estuaries and intertidal zones?
Who should protect them?

B. Explore Learners will be divided into groups. They will
watch a video clip to answer the key question:
What are some of the human activities that affect

C. Explain 1. Presenting the outputs
2. Are the estuaries and intertidal zones in
our place under threat? Why?
3. How do humans put them in danger?
D. Elaborate What are the different human activities that affect
Who will be affected by these activities?
What can you do to help save mother earth?

E. Evaluate List down 5 human activities that affect estuaries
and intertidal zones.
V. Remarks
VI. Reflection
VII. Others
assessment.
remediation.
to required remediation
did these work?
solve?
other teachers?
146
ACTIVITY SHEET
Learning Target: We can identify human activities that can affect estuaries and
intertidal zones
What You Need:

Documentary film - https://www.youtube.com/watch?v=060jEwexRo0
Laptop
Projector
Speaker
Real objects as props
What to Do:
1. Watch the documentary film about how man’s activities harm the intertidal
zones and estuaries.
2. From the video, identify one activity that affects estuaries and intertidal zone.
3. Act out the identified activity in the class. You can use props available in the
classroom.

Attributes (5) (6) (7)
Not acceptable Meets Exceeds
expectations expectations
Human Identified incorrect Identified So clear and
Activity that activity correct correct activity
affects human identified
estuaries and activity
intertidal
zones
Flow of Unclear or poorly shown Clear and So simple and
process complete clear. The act is
Presented understandable
to all intended
learners.
147
DAILY LESSON PLAN

I. Objectives
The learners demonstrate the understanding of
the interactions for survival among living and
A. Content Standard
non-living things that take place in estuaries and
intertidal zones
C. Learning Competencies/ The learner should be able to explain the need to
Objectives protect and conserve estuaries and intertidal
zones (S5LTIIj-10)
 Identify ways to protect and conserve
2.1 Interactions Among Living Things in
II. Content
Estuaries and Intertidal Zones
A. References
pages
from Learning Resource
(LR) portal
IV. Procedure A B
A. Engage What are some human What are some human
activities that affect activities that affect
estuaries and intertidal estuaries and intertidal
zones? zones?
(Show a picture of (Present a poster
Earth and a band aid) showing protecting
Paste the band aid on Mother Earth)
the picture of the Earth. What does the poster
What does the picture represent?
represent now?
perform an activity to answer the key question:
What can you do to protect and conserve
(Please refer to attached Activity Sheet)
148
C. Explain 1. We have rivers in our community. Where
does the water from the river go?
2. What ways can you do at home to protect
3. When you go to the beach, what simple
things can you do so that trash will not go to
estuaries?
D. Elaborate
1. What can you do to protect and conserve the
2. Suppose you are the mayor of the city with
an intertidal zone and estuary, what kind of
policies will you enact to protect it?
E. Evaluate List down 5 ways you can do to protect and
conserve intertidal zones and estuaries.
V. Remarks
VI. Reflection
VII. Others
assessment.
remediation.
to required remediation
did these work?
solve?
other teachers?
149
ACTIVITY SHEET
Group 1
A VOW TO THE ENVIRONMENT
Learning Target: We can tell/give ways to protect and conserve estuaries and intertidal
zones
What You Need:

Coloring materials
Marker
Band-aid shaped paper
Picture of Earth
What to Do:
1. Write on a band-aid shaped paper a promise to save and protect the intertidal
zones and estuaries
2. Paste the band-aid shaped papers containing your promises onto a big drawing
of the earth.

Attributes (8) (9) (10) (11)
Appropriate Unclear Incomplete Incomplete So clear and
to the topic complete
Group 2
HOW TO PROTECT AND CONSERVE ESTUARIES AND INTERTIDAL ZONES
Learning Target: We can show ways to protect and conserve estuaries and intertidal
zones
What You Need:

Manila paper
Coloring materials
Marker
What to Do:
Make a simple illustration showing protection and conservation of estuaries and
intertidal zones.
Rubric 5 4 3 2 1
FOCUS
Worked hard and finishes the output on the given time
COMPOSITION
The output is balanced and worked together well.
CREATIVITY
The output is unique and used own ideas.
CRAFTSMANSHIP
Output is neat and carefully made. Coloring, painting and
other parts of the process were all neat.
Total
150
DAILY LESSON PLAN

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

think this turtle ate the plastic?
Why do you think these things happen?
151
B. Explore Learners will be divided into groups. They will perform an
activity to answer the key question: Why is there a need
to protect and conserve estuaries and intertidal zones?

C. Explain Who are in danger when man continue their negative
activities?
Where can we usually see the animals in the picture

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

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

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

because
____________________________________________
____________________________________________
____________________________________________
____________________________________________.
V. Remarks
VI. Reflection
VII. Others
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
remediation
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
152
localized materials
did I use/discover
which I wish to share
with other teachers?
153
ACTIVITY SHEET
Group 1
Learning Target: We can write a letter telling people what to do in order to protect and
conserve estuaries and intertidal zones.
What You Need:

marker chart picture
What to Do:
1. Observe the picture that will be given to your group.
2. Consider you are the animal in the picture.
3. Write a letter to the people about the things that they need to do in order to
protect and conserve estuaries and intertidal zones.
https://images.search.yahoo.com/search/images;_ylt=AwrgBmVcnjBdqhcAkzRXNyoA;_ylu=X3oDMTEyam12ZnYyB
GNvbG8DZ3ExBHBvcwMxBHZ0aWQDQjg0ODdfMQRzZWMDc2M-?p=animals+with+trash&fr=mcafee
Group 2
What You Need:

What to Do:
154
Group 3
What You Need:

What to Do:
Features 4 3 2 1
Expert Accomplish Capable Beginner
ed
Quality of Very Somewhat Gives some Gives no
Writing informative informative information information
and organized and but poorly and very
organized organized poorly
organized
Grammar, No spelling, Few A number of So many
Usage and punctuation or spelling, spelling, spelling,
Mechanics grammatical punctuation punctuation punctuation
error or or or
grammatica grammatical grammatical
l error error errors that
interferes
with the
meaning
155
DAILY LESSON PLAN

I. Objectives
The learners will demonstrate the understanding
of the interactions for survival among living and
A. Content Standard
non-living things that take place in estuaries and
intertidal zones
B. Performance Create a hypothetical community to show how
Standard organisms interact and reproduce to survive
Competencies/ protect and conserve estuaries and intertidal
Objectives zones (S5LTIIj-10)
 Apply through poster making, role-
playing, constructing diorama, creating
jingles or poems the need to protect and
conserve estuaries and intertidal zones
Interactions Among Living Things in Estuaries
II. Content
and Intertidal Zones
A. References
64-67, STeP, CG
pages
2. Learner’s
Materials pages
4. Additional
Materials from
Learning Resource
(LR) portal
https://images.search.yahoo.com/search/images?p=assessment+f
or+diorama&fr=mcafee&imgurl=https%3A%2F%2Fecdn.teachersp
B. Other Learning ayteachers.com%2Fthumbitem%2FAnimals-and-Their-Habitats-
Diorama-Project-and-Grading-Rubric-1211285-
Resources 1405276652%2Foriginal-1211285-
2.jpg#id=0&iurl=https%3A%2F%2Fstudy.com%2Fcimages%2Fmu
ltimages%2F16%2Fdiorama_rubric.png&action=click
IV. Procedure A B
A. Engage Why do we need to What benefits do
protect estuaries and people get in estuaries
intertidal zones? and intertidal zones?

perform an activity which will help them apply
concepts on protecting and conserving estuaries
and intertidal zone.
156
C. Explain What are the different ways of showing care to
the environment?
As a grade 5 learner, how else can you show it?
How did you come up with the output?

D. Elaborate Why do we need to protect estuaries and
intertidal zones?
E. Evaluate Learners will be rated according to the Group
Output
V. Remarks
VI. Reflection
VII. Others
earned 80% on the
for remediation.
lesson.
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
157
ACTIVITY SHEET
Group 1
Learning Target: We can apply the things we learned on protecting and conserving
What You Need:

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

intertidal zones.
Rubric 5 4 3 2 1
FOCUS
Worked hard and finished the output on the given time
COMPOSITION
The output is balanced and worked together well.
CREATIVITY
The output is unique and used own ideas.
CRAFTSMANSHIP
Output is neat and carefully made. Coloring, painting and other
parts of the process were all neat.
Total
Group 2
What You Need:

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

intertidal zones.
4 3 2 1
Accuracy Diorama Diorama Diorama Diorama does
accurately depicts source unclearly not depict
depicts source material and depicts source source
material and shows some material and material and
shows evidence of shows little no evidence of
evidence of comprehensio evidence of comprehensio
strong n comprehensio n is shown
n
158
comprehensio
n
Creativity Diorama Diorama Diorama Diorama
shows great shows shows shows little to
creativity and creativity and creativity and no creativity
thought, thought, thought and thought
student student
created created
something something
completely interesting
new using using source
source material
material
Constructio Diorama is Diorama is well Diorama is
Diorama is not
n extremely well put-together, sloppy, construct,
put-together, some materials are
everything just
used very interesting falling off
thrown in
interesting materials used and/or apart
without
materials purpose
Presentation Student spoke Student spoke Student was Student
incredibly clearly, unclear when presentation
clearly, showed signs speaking, made little
demonstrated of practice showed little sense, no
great evidence of evidence of
confidence preparation practice or
and practice preparation
https://images.search.yahoo.com/search/images?p=assessment+for+diorama&fr=mcafee&imgurl=https%3A%2F%2
Fecdn.teacherspayteachers.com%2Fthumbitem%2FAnimals-and-Their-Habitats-Diorama-Project-and-Grading-
Rubric-1211285-1405276652%2Foriginal-1211285-
2.jpg#id=0&iurl=https%3A%2F%2Fstudy.com%2Fcimages%2Fmultimages%2F16%2Fdiorama_rubric.png&action=cli
ck
Group 3
What You Need:

Cartolina
Pencil
What to Do:
Create a jingle about protection and conservation of estuaries and intertidal

zones.
Criteria 5 4 3 2 1
Ideas were clear, complete and well
developed
Presents jingle with consistent volume
Conveys musicality
Group 4
159
What You Need:

Cartolina
marker
What to Do:
Create a poem about protection and conservation of estuaries and intertidal

zones.
Criteria 5 4 3 2 1
Ideas were clear, complete and
well developed
Excellently expressed the
intended message
Output speaks directly to the
audience/reader
160
SECOND QUARTERLY ASSESSMENT
Name: _______________________ Section: ____________ Date: ______________
Direction: Read and analyze each item carefully. Write the letter of the correct answer
on your paper.
1. Boys and girls will undergo changes at puberty. The following statements are the
changes in girls EXCEPT one. Which one is it?
A. Enlargement of hips C. Enlargement of breast
B. Menopause D. Occurrence of menstruation
2. What part of the female reproductive system releases the egg cell?
A. cervix B. ovary C. fallopian tube D. vagina
3. Which of the following best describes the ovary?
A. The birth canal
B. The passageway of the eggs
C. A muscular tube where the fetus is developed
D. The female sex organ that produces egg cells
4. Where does fertilization occur?
A. uterus B. cervix C. fallopian tube D. ovary
5. Where does a baby (fetus) grow and develop inside the mother?
A. uterus B. vagina C. cervix D. fallopian tube
6. At what period of life is a girl already capable of reproduction?

A. debut B. menopause C. mentally mature D. start of
menstruation
7. What part of the male reproductive system serves as a passageway for the sperm
from the testes to the seminal vesicle?
A. prostate gland B. scrotum C. urethra D. vas deferens
8. Which of the following is the male sex hormone produced by the testes?
A. estrogen C. testosterone
B. progesterone D. none of the above
9. What part of the male reproductive system produces a sugar-rich fluid that provides
energy to sperms’ motility?
A. penis B. seminal vesicle C. testes D. urethra
10. What is the function of the male reproductive system in human reproduction?
A. it produces hormones called testosterone
B. It is responsible for the deepening of male’s voice.
C. It provides hormones to develop male characteristics.
161
D. It produces sperm cells needed to fertilize egg cells to produce new human
being.
11. Which is NOT a change observed in a girl’s body during puberty?
A. broadening of hips
B. development of breasts
C. development of muscles
D. occurrence of menstruation
12. Which is NOT a changed observed in a boy’s body during puberty?

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

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

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

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

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

I Everyday
water
II Use underarm deodorant body Everyday
III Change underwear Every week
IV Take a bath Every other day
18. If you are one of the boys and girls who are in the puberty stage, which practice or
practices will you follow?
A. I and II C. III and IV
B. II and III D. I and IV
19. What part of the male butterfly conveys sperm out from the testis?
A. Accessory gland C. Vas deferens
B. Seminal Vesicle D. Ejaculatory duct
162
20. It is a type of reproduction in plants where the male and female reproductive parts
of a flower are involved?
A. sexual reproduction
B. asexual reproduction
C. self-pollination
D. cross pollination
21. It is the transfer of pollen grain from the anther to the stigma of the same flower
A. cross pollination C. sexual pollination
B. self-pollination D. none of the above
22. It is the female part of a flower.

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

outgrowth of bud?
A. asexual reproduction C. budding
B. sexual reproduction D. gamete
25. It is a type of reproduction in which the organism is capable to regrow certain

body parts.
A. sexual reproduction C.Budding
B. asexual reproduction D. regeneration
26. Which animal does not reproduce by laying eggs?

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

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

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

A. pistil B. sepal C. anther D. petal
32. Which of the following is the reproductive part of a plant?

A. flower B. leaves C. roots D. stem
33. It is a fine coarse powdery substance which produces male gametes found in the
filament of a plant.
163
A. pistil B. sepal C. anther D. petal
34. Which statement is not true about plants?

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

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

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

A. fern B. gumamela C. santan D.
daisy
39. It is a kind of ecosystem where freshwater meets a saltwater?

A. habitat C. estuaries
B. intertidal zone D. marine zoo
40. It is an ecosystem where the ocean floor is covered and uncovered as the tide
goes in and out.
A. terrestrial zoo C. habitat
B. estuaries D. intertidal zone
164
41. Is fresh water suitable to all kinds of plants? Why?
A. No, because plants may die due to the absence of salt in the water.
B. Yes, some marine plants can be grown in fresh water.
C. Not all. Some plants can survive in fresh water while others like marine
plants can only survive in salt water.
D. It depends on the kind of plant and fertilizers used by the farmer.
42. Why is the ocean floor covered and uncovered as the tide goes in and out?
A. It is affected by the current of water during daytime and night time.
B. Because of the regular movement of the animals under the sea.
C. It is caused by the dynamite explosion.
D. Due to the occurrence of natural calamities in the country.
43. The following pictures are examples of a food chain or a food web. Which picture
describes a food chain in estuaries?
A. C.
B. D.
44. Most of the food for the aquatic ecosystem is produced by _________.
A. worms B. phytoplankton C. fish D.
shellfish
45. What kind of system is formed by the interaction of a community of organisms with
their environment?
A. ecosystem C. estuaries
B. intertidal zone D. marine animals
46. What type of consumer feeds directly on a producer?

A. carnivore C. second – order consumer
B. first – order consumer D. third – order consumer
165
47. Food chains and food webs are models that show different relationships within an
ecosystem. The primary difference between a food chain and a food web is that
____________.
A. a food web shows how energy is used
B. a food chain shows how energy is stored
C. a food web is a complex system of food chain
D. a food chain is a complex system of food chains
48. Why is it advantageous to burrow oneself into the sand if you live in an intertidal
zone?
A. So you would not be carried away by the tide
B. So you can make a bigger home
C. So you can get more oxygen
D. So you can get food
49. Why is it important to protect the estuaries and intertidal environment?

A. It provides places for habitat of valuable species of plants and animals.
B. It attracts tourists.
C. It gives people work to do.
D. It is a mandate to give importance from the town mayor.
50. As a grade five learner, how can you contribute in the preservation and
conservation of our estuaries?
A. Join in a stream or beach cleanup in our community or in school.
B. Advise your town mayor to conduct an orientation.
C. Do not use pesticides.
D. Keep more fishes alive.
166
ANSWER KEY
KEY TO CORRECTION FOR FIRST SUMMATIVE TEST
1. D
2. C
3. B
4. D
5. B
6. B
7. A
8. C
9. D
10. B
11. FALLOPIAN TUBE OR OVIDUCT
12. UTERUS
13. OVARY/OVARIES
14. CERVIX
15. VAGINA
16. URETHRA
17. PENIS
18. PROSTATE GLAND
19. EPIDIDYMIS
20. TESTICLE
C. 1. Answers may vary

2. Answers may vary
KEY TO CORRECTION FOR SECOND SUMMATIVE TEST
Test I
1. Menstruation
2. Fertilization
3. Reproduction
4. Puberty
5. Dysmenorrheal
6. Ovulation
7. Menstrual cycle
8. Menopause
9. Menarche
10. Gynecologist
Test II
11.
12.
13.
14.
15.
167
KEY TO CORRECTION FOR THIRD SUMMATIVE TEST
I. 1. a
2. c
3. d
4. b
5. d
6. a
7. a
8. d
9. c
10. b
11. d
12. b
13. d
14. d
15. a
16. c
17. d
18. b
19. c
20. c
II. 1. Symbiotic
2. reproduce
3. take care
4. survive
5. happy
III. 1. Stigma
2. Sepal
3. Anther
4. Petal
5. Ovary
KEY TO CORRECTION FOR SECOND QUARTERLY ASSESSMENT
1 B 11 C 21 B 31 D 41 C
2 B 12 B 22 B 32 A 42 A
3 D 13 D 23 B 33 C 43 C
4 C 14 C 24 C 34 D 44 B
5 A 15 D 25 D 35 C 45 A
6 D 16 C 26 D 36 B 46 B
7 D 17 A 27 A 37 B 47 C
8 C 18 A 28 A 38 A 48 A
9 B 19 D 29 A 39 C 49 A
10 D 20 A 30 B 40 D 50 A
168

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PROTOTYPE AND

CONTEXTUALIZED DAILY LESSON

FATIMA D. BUEN, CESO VI WILFREDO J. GAVARRA

SANCITA B. PEÑARUBIA, EdD LORNA D. DIA, EdD

JADE O. ALBERTO, EdD EDISON L. MALLAPRE

A. Writers/ Demonstration Teachers:

JAY L. ALBAYTAR, Teacher I, Daraga NHS, Daraga

What words were you able to form? What are the

D. Elaborate How many parts does the female reproductive

What You Need:

School Grade Level 5

Present an enlarged picture/ diagram of the male

Penis – the external male organ with a tip called glans.

Have them answer the questions:

reproduction scrotum semen penis urethra

School Grade Level 5

3. Textbook pages Science Beyond Borders p 44-49 , Science for Daily

(Guide questions will be posted on the board before

(Science Beyond Borders textbook page 45-46)

Have the learners read about the function of the female

uterus ovary fallopian tube cervix vagina

What is the important role of the female reproductive

Assignment/ Enrichment Do you think it is possible for female to be pregnant

School Grade Level 5

Provide each group cut-outs of jumbled letters.

Ask the learners to rearrange the letters in the

enipscoturmssetest perms retuharstaterop

B. Explore Have pupils watch a video clip about the parts

Allow the learners to read about the male

Have the learners answer the following

penis testes urethra epididymis

What have you realized after learning the parts

penis seminal vesicle testes

____________1. The tube that stores

Bring sketch pad and drawing pens/pencils

Scoring Rubric for Assessment

School Grade Level 5

B. Other Learning Resources Enlarged picture of male and female

Have the learners accomplish the attached

C. Explain What is the importance of the reproductive

Criteria Points Earned

Set of Criteria 3 2 1 Points

School Grade Level 5

Have learners watch a video clip about the lesson

How will you accept the changes that occur in your

Body Parts Changes Observed

pen and notebook

Name of Classmate/ Partner:

Body Parts Changes Observed

4. Answer the following questions:

School Grade Level 5

Ask them to answer the following questions:

Have the learners understand the following

Body Parts Changes

Learning Target: I can enumerate the changes in my body during puberty.

pen and notebook

Body Parts Changes

a. Do the two pictures look the same?

School Grade Level 5

Present jumbled letters on the board. Have the

Have pupils answer the following questions:

What is reproduction? (Reproduction is the

Name _______________________ Section_ Date_______