UNIT MODULE DESIGN FOR SCIENCE 5 LEARNING MATERIAL

Subject: Science 5 FIRST GRADING PERIOD

Unit Topic: The Human Body
STEP 1

STEP 2

CONTENT STANDARD

BIG IDEA

The learner demonstrates understanding on the

relationship and functions of the reproductive system,
excretory system and respiratory system and the different
ways on keeping these systems in good and proper
conditions.

Understanding the structure-function relationship of

the different body systems and the proper ways to keep the
body healthy.

PERFORMANCE STANDARD
The learner explains changes in girls and boys
undergoing puberty including development of secondary sex
characteristics which indicate readiness for reproduction;
practices ways of maintaining health and hygiene of the
reproductive system, excretory system and respiratory
system.

STEP 3
CONCEPT MAP
ESSENTIAL UNDERSTANDING/S
The pupils will understand that
neuro
blood
Cell
- the
different
parts
of
the
body
work
together
to make the
ns
whole
body function efficiently,
epitheli
- humans have distinct body systems that are used
for
H
reproduction,
Oal
respiration and excretion,
M
- ones lifestyle and diet affect ones health.
E
O
Tissues
S
T
A
S
I
S
System
Organ
s

make
nerve connective
brain
are
balanced
in

make
ESSENTIAL QUESTION/S
-

How do body systems work together?

How do the different systems in the body function?
What makes me healthy? How can I make myself healthy?
How does my diet and lifestyle affect my health?
make

reproductiv
e

respiratory

excretory

STEP 4
LEARNING COMPETENCIES
A. Describe the parts and functions of the different body systems.
B. Explain the common disorders of the different body systems.

skin

C. Practice/demonstrate ways on how to keep the body organs healthy.

D. Identify the parts and functions of the male and female reproductive system, respiratory system and the excretory
system.
E. Name common ailments of the reproductive system, respiratory system and the excretory system and their treatments.
F. Care for the reproductive system, respiratory system and the excretory system and their treatments.

STEP 5
ASSESSMENT EVIDENCES
Subject: Science 5
Unit Topic: The Human Body

CONTENT STANDARD
The learner demonstrates understanding on the relationship and functions of the reproductive system, excretory
system and respiratory system and the different ways on keeping these systems in good and proper conditions.
PERFORMANCE STANDARD
The learner explains changes in girls and boys undergoing puberty including development of secondary sex
characteristics which indicate readiness for reproduction; practices ways of maintaining health and hygiene of the
reproductive system, excretory system and respiratory system.
LEARNING COMPETENCIES
A. Describe the parts and functions of the different body systems.
B. Explain the common disorders of the different body systems.
C. Practice/demonstrate ways on how to keep the body organs healthy.
D. Identify the parts and functions of the male and female reproductive system, respiratory system and the excretory
system.
E. Name common ailments of the reproductive system, respiratory system and the excretory system and their treatments.
F. Care for the reproductive system, respiratory system and the excretory system and their treatments.
TYPE

KNOWLEDGE AND
SKILLS
(Acquisition)

PRE-ASSESSMENT/DIAGNOSTIC

UNDERSTANDING
(Making Meaning)

TRANSFER

50-item Multiple Choice Pre-test

FORMATIVE ASSESSMENT

Worksheets
Experiments
50-item Multiple Choice Post-test

SUMMATIVE ASSESSMENT
Transfer Task
SELF-ASSESSMENT

Self-checking of post
reading worksheets

Self-review of readings,
videos, pictures based on
performances in worksheets

Self-evaluation of the
pamphlet made using the
given rubric

STEP 6
TRANSFER GOAL
I want my pupils to learn the structures and functions of the body systems and the proper ways of keeping the body
healthy so that in the long run, they will be able to, on their own practice good health habits and take precautionary
measures to keep their body organs healthy.

TRANSFER TASK
The school culminates the Nutrition Month on July where there will be cooking of different dishes, presentations and
health-awareness demonstrations/activities. You are a health-conscious pupil and your task is to come up a pamphlet to be
given to the pupils to heighten their awareness on the proper care of the different systems of the body so they will become
healthy and fit. The pamphlet must contain accurate information specifically about the reproductive system, respiratory
system and urinary system and the different diseases associated to them. Include doable suggestions that people can
carry out to keep the body healthy. The pamphlet should be well-organized and follow the correct mechanics. You must be
creative in your presentation. You may include relevant pictures to make more appealing.

STEP 7
RUBRIC CRITERIA:
TRANSFER TASK STANDARDS RELATED TO
UNDERSTANDING

STEP 8
DESCRIPTION OF STANDARD AT SATISFACTORY LEVEL
- some of the information presented is complete and correct.

- Accurate Information/Content
- Practicality of Doable Suggestions

RUBRIC CRITERIA:
TRANSFER TASK STANDARDS RELATED TO
KNOWLEDGE/SKILL
- Presentation of the Material
- Correct Mechanics of Grammar and Word Usage

- some of the suggestions given are clear, realistic and

doable.

DESCRIPTION OF STANDARD AT SATISFACTORY LEVEL

- the work should be creatively done. Visuals used should be
very
appealing. All the pictures to be used should appropriate
to the topics
.
- all sentences should be complete using correct capitals,
spelling and
punctuation. Accurate grammar and word usage should be
demonstrated.

Content

Doable Suggestions

Presentation

Mechanics

RUBRIC FOR PERFORMANCE STANDARD

3

All information
presented is complete
and correct.

Most of the
information presented
is complete and
correct.

Some of the
information presented
is complete and
correct.

Only few of the

information are
correct.

All the suggestions

given are clear,
realistic and doable.

Most of the
suggestions given are
clear, realistic and
doable.

Some of the
suggestions given are
clear, realistic and
doable.

Very few of the

suggestions given are
clear, realistic and
doable.

The work is very

creatively done.
Visuals used are very
appealing. All the
pictures used are
appropriate to the
topics.

The work is very

creatively done.
Visuals used are very
appealing. Most of the
pictures used are
appropriate to the
topics.

The work is somewhat

creatively done. The
visuals used are
somewhat appealing.

The work is not

creatively done. The
visuals used are not
appealing.

All sentences are

complete using correct
capitals, spelling and
punctuation. Accurate
grammar and word

Sentences are
complete but contain
errors in capitalization,
spelling and
punctuation. Some

Most sentences are

complete but contain
errors in capitalization,
spelling and
punctuation. Errors in

Few if any sentences

are complete with
many errors in
capitalization, spelling
and punctuation. Poor

usage is
demonstrated.

errors in grammar
and/or word usage are
demonstrated.

grammar and word

usage are numerous.

grammar and word

usage is
demonstrated. Errors
effect communication.

STEP 9
UNIT ACTIVITIES MAP
Subject: Science 5
Unit Topic: The Human Body
CONTENT STANDARD
The learner demonstrates understanding on the relationship and functions of the reproductive system, excretory
system and respiratory system and the different ways on keeping these systems in good and proper conditions.
PERFORMANCE STANDARD
The learner explains changes in girls and boys undergoing puberty including development of secondary sex
characteristics which indicate readiness for reproduction; practices ways of maintaining health and hygiene of the
reproductive system, excretory system and respiratory system.
LEARNING COMPETENCIES
A. Describe the parts and functions of the different body systems.
B. Explain the common disorders of the different body systems.
C. Practice/demonstrate ways on how to keep the body organs healthy.
D. Identify the parts and functions of the male and female reproductive system, respiratory system and the excretory
system.
E. Name common ailments of the reproductive system, respiratory system and the excretory system and their treatments.
F. Care for the reproductive system, respiratory system and the excretory system and their treatments.
ACTIVITIES FOR ACQUIRING
KNOWLEDGE AND SKILLS
- small group sharing

ACTIVITIES FOR MAKING MEANING

AND DEVELOPING UNDERSTANDING
EXPLORE
- Video viewing
FIRM UP
- using the KWL chart
- using Chain of Events Graphic
Organizer
DEEPEN

ACTIVITIES LEADING TO TRANSFER

- Journal Writing
- Think-Pair-Share

-conducting research
-Story Map
- Picture Analysis
TRANSFER
- making action plans

LEARNING PLAN
A. THE REPRODUCTIVE SYSTEM
EXPLORE
1. Orientation
2. Presentation of the overview of the topics.
3. Show some excerpts from the TV series Greys Anatomy. Ask the pupils to observe the scenes presented and let them
list the organs that could have been damaged from the incidents shown. Group the class and let them share their inputs.
Instruct each group to consolidate their
responses and infer the body systems that have been affected in the short film.
4. Introduce the different body systems with emphasis on the reproductive system.
5. Present the essential questions and the performance task of the unit.
FIRM UP
6. Show pictures of different living things. Ask: What makes these organisms grow in number? Why is reproduction
important?
7. Using KWL chart, elicit pupils prior knowledge about the reproductive system. Ask pupils to answer the K and W columns
in their notebook.
8. Guided by a worksheet, ask pupils to label the parts of the male and female reproductive system. Explain the function/s
of each.
9. Show a picture of a mature egg cell. Ask: What happens to the egg cell if it is fertilized? If it is not fertilized? Introduce
the concept of fertilization and menstruation.
10. Present a short film about the process of fertilization and menstruation.
11. Using Chain of Events Graphic Organizer, explain the process of fertilization and menstruation.
12. Share a story about an unborn child. Ask: If you were the unborn child in the story, what would you tell your parents
and why?
13. Divide the class in groups. Through Picture Frame Strategy, ask the pupils to formulate a story about the growth and
development of a zygote inside the womb of the mother.
14. Presentation of output in class for friendly critiquing.
DEEPEN
15. Let the pupils conduct a research about the common problems associated with the reproductive system and their
treatments.
16. Based on the research conducted, ask the pupils to share their output using the Round Robin Strategy.

17. Let the pupils write down a journal on the things that they can do to maintain their body healthy and protect
themselves from diseases related to reproductive system.
18. Ask the pupils to describe the changes they have observed in their body from childhood up to the present.
TRANSFER
19. Conduct a big group discussion about the Physical Changes at Puberty.
20. Through the different changes they encounter in life, ask the pupils how they will respond/react to these changes.
21. Let the pupils complete the KWL chart. Ask the pupils to compare their new knowledge with their prior knowledge.
B. THE RESPIRATORY SYSTEM
EXPLORE
1. Inflate a balloon and ask what organ might be similar to the balloon and the way it was inflated. Introduce to the class
the body system responsible for breathing.
2. Break the class into groups; let the pupils label the parts of the respiratory system on an activity sheet.
3. Explain the parts and functions of the respiratory system.
FIRM UP
4. Through Think-Pair-Share, ask the pupils to think of a way that they can measure the amount of air their lungs can hold.
5. Instruct the pupils about the Mechanics of Breathing.
6. Give each an opportunity to tell his/her breathing capacity and deepen their understanding about the mechanics of
breathing.
7. Divide the class in groups. Instruct group A to conduct a research about the different activities that may help increase
breathing capacities while group B will research on the things that hinder breathing.
8. The pupils will present their output through news reporting.
9. Journal Writing: Choose an activity to enhance breathing capacity and plan how to implement it and propose solutions to
the things that hinder breathing.
DEEPEN
10. Trace the journey of an oxygen molecule through the respiratory system using Story Map.
11. Let the pupils to research on some Respiratory Problems and let them briefly explain the causes of the diseases and its
treatment.
12. Divide the class in groups. Instruct each group to come up with a creative presentation about respiratory diseases with
emphasis on pollution, smoking or inhaling drugs.
TRANSFER
13. Give the pupils an activity to determine if they are practicing the different ways of maintaining a healthy respiratory
system.
14. Based on the result of the activity, ask the pupils to come up with an action plan on how they can improve or sustain
these practices for them to be healthy and fit.
C. THE EXCRETORY SYSTEM
EXPLORE
1. Fill a balloon with water and ask the pupils to observe. Ask: What will happen if the balloon will be completely filled up
with water.
2. Introduce the process of excretion. Ask: What are the different wastes excreted by the body? How are they eliminated
out of the body?
FIRM UP

3. Using a model of the excretory system, explain its parts and functions.
4. Perform the activity on Process of Excretion and explain how the urinary system removes body wastes.
5. Discuss the organs of excretion.
6. Ask: Are you willing to donate one of your kidneys to your love ones? Why or why not?
7. Show pictures of the common ailments of the urinary system.
DEEPEN
8. Divide the class into groups. Ask them to pick one of the presented diseases and let them suggest ways and means on
how to keep their urinary system healthy.
9. Let the pupils research on the different foods which contribute to the ailments of the urinary system.
10. Let the pupils answer an activity that determines whether they are practicing safety measures against diseases related
to the excretory system.
TRANSFER
11. Based on the output of the activity, instruct the pupils to formulate an action plan on how to sustain these healthy
practices for them to be healthy.
12. Transfer Task proper. Ask pupils to show their draft for critiquing and improvement.