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Grade 5 Q2 Science LAS
Grade 5 Q2 Science LAS
Science
Second Grading Period
COPYRIGHT PAGE
Learning Activity Sheet in Science
Grade 5
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit.”
This material has been developed for the implementation of K to 12 Curriculum through the
Curriculum and Learning Management Division (CLMD). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement of supplementary work are permitted provided all original works are
acknowledged and the copyright is attributed. No work may be derived from this material for
commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV, DepEd R02
Assistant Regional Director : RHODA T. RAZON, EdD., CESO IV
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
OIC, Schools Division Superintendent : EDUARDO C. ESCORPISO JR, EdD, CESO IV
OIC-Assistant Schools Division Superintendent : GEORGANN G. CARIASO
OIC-Chief Education Supervisor: : MARCIAL Y. NOGUERA
Development Team
Writers: VERONA F. AGUDO, T-III (INHS); MA. VICTORIA Y. FACURI, T-III (MES); KATHLEEN
E. CASTILLO, T-II (INHS); WILFREDO C. BATALLONES, T-III (UES); EDWARD C.
VALIENTE, SST-I (BGCHS); CATHLYN B. YBAY, T-I, (IIS); KRISTINE HAZEL W.
BIDAYAN, SST-I (BNSHS); MA HAZEL M. VELAYO, T-III (VIS); CAROL F. DELA CRUZ,
T-III (Sumnanga ES); ARMAR C. COVITA, T-II (SNSF); MA. ESPERANZA D. JOVES, T-III
(BCS); KYM CLYDE H. MORO, T-III (BNSHS); AGNES B. NICO, T-I (ICS); SUZETTE C.
Content & CULTURA, T-II; MA. LYZETTE V. RICO, T-I (INAHS)
Language Editor: FRED V. GIMENEZ, HT-I/Division Science Coordinator; ELENA A. BALDOMAR, SP-I
(MNHS); ANGELIE L. BLANQUERA, T-III (BNSHS), MARY JOY Y. BALDOMAR, HT I
(IIS), DELIA G. GATO, SP-I (INAHS), EDEN P. MALABAG-PSDS,SDO Cagayan,
CLIFFORD E. ABAD , MT 1, SDO Cagayan
Illustrators: KYM CLYDE H. MORO, T-III (BNSHS)
Layout Artists: KYM CLYDE H. MORO, T-III (BNSHS)
Focal Persons: FRED V. GIMENEZ, Head Teacher I, Science Coordinator
EVANGELINE D. CASTILLO, Education Program Supervisor-Learning Resource
ESTER B. GRAMAJE, Education Program Supervisor-Science, CLMD
RIZALINO G. CARONAN, Education Program Supervisor-LR, CLMD
Printed by: Curriculum and Learning Management Division
DepEd, Carig Sur, Tuguegarao City
Table of Contents
Page
Competency
number
Describe the parts of the reproductive system and their .....................
functions (S5LT – IIa – 1) 1 – 10
The human reproductive system consists of the set of organs which produces the sex
cells necessary for reproduction .One of the distinct characteristics of a living organism is its
ability to produce offspring. Every human being has a reproductive system which works
together for the purpose of sexual reproduction and ensure the survival and continuity of the
species.
The major organs of the female reproductive system are the ovaries. Other organs of
the female reproductive system are the: fallopian tubes or the oviduct, uterus(womb), cervix,
and vagina (birth canal. The female reproductive system has several functions. The ovaries
produce the egg cells, called the ova or oocytes. The oocytes are transported to the fallopian
tube where fertilization by a sperm may occur. The fertilized egg can be implanted into the
thickened uterine lining and continue to develop. If implantation does not take place, the uterine
lining is shed off as menstrual flow. In addition, the female reproductive system produces
female sex hormones that maintain the reproductive cycle.
The primary male reproductive organs are the testes. Other organs of the male
reproductive system include the scrotal sac(scrotum), epididymis, vas deferens, prostate gland,
Cowper’s gland (bulbourethral gland), seminal vesicles, vas deferens, urethra, and penis. The
organs of the male reproductive system are specialized for the following functions:
• to produce, maintain and transport sperm (the male reproductive cells) and protective
fluid (semen)
• to discharge sperm within the female reproductive tract
• to produce and secrete male sex hormones.
Describe the parts of the reproductive system and their functions (S5LT-IIa-1)
1
The Male Reproductive system
www.google.com
2
Activity 1A: Where is it coming from?
Directions: Identify the following. Write your answers on the blanks before each number.
_______1. Produces sperm cells and secretes the male sex hormones (androgen and
testosterone).
_______3. Stores sperm from the testis and provides environment for sperm to
mature.
3
The Female Reproductive System
InternalParts
Internal Parts External Parts
4
Activity 2A: Where’s the Egg?
Activity 2B:
Directions: Identify the following. Write your answers on the blanks before each number.
_______1. Neck of the uterus that opens to the vagina; it is the passageway for menstrual
flow; passageway for sperm.
_______2. Alternately produce the female sex cells (egg or ova) and secretes the female
hormones (estrogen and progesterone).
_______3. Located beside the vaginal opening and produce a fluid (mucus) secretion.
_______5. A pair of ducts leading from the ovaries to the uterus; pathway where the ova
travels from the ovary to the uterus
5
Activity 3: Where do I belong?
Direction: Classify the following parts into the male or female reproductive organ. Write
your answer in the box provided.
6
Activity 4: Fill me!
Khan Academy
The female sex cells are the ________ (1)________. They are released from the
_______ (2)________ once every 28 days. They are floated down the _______ (3)________
by cilia (hairs). The _______ (4)________ is where a fertilized egg can grow into a baby. The
_______ (5)________ holds the baby in place during pregnancy. The cervix opens into the
_______ (6)________. _______ (7)________ is the external part of the female genitalia.
The male sex cells are the _____ (1)_______. They are made in the ______ (2)_______.
The testes are held by an outer bag of skin called the _____ (3)______. The _____ (4)______
stores sperm and transport it from the testes. Sperm travels up to the sperm duct where liquids
are added from the _______ (5)________. The mixture is called _______ (6)________. It flows
out of the _______ (7)________ through a tube called _______ (8)________.
Note: Practice Personal Hygiene protocols at all times.
7
Activity 5: Word Puzzle
Direction: Study the puzzle. Find all the ten (10) parts of the human reproductive system.
The words may be written horizontally, vertically, or diagonally.
Reflection
I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
8
References for Learners
Grade 5 Science Learner’s Manual
BEAM 5 Unit 1 DLP 1: The Human Reproductive System (LRMDS)
https://my.clevelandclinic.org
Answer Key
Activity 1A
Scrotum Testis
Activity 1B
1. Testis
2. Vas deferens
3. Epididymis
4. Urethra
5. Scrotum
Activity 2A
Fallopian tube
Uterus
Ovary
Cervix
Vagina
Activity 2B
1. Cervix
2. Ovary
3. Bartolin’s gland
4. Uterus
5. Fallopian tube
Note: Practice Personal Hygiene protocols at all times.
9
Activity 3
Male Reproductive Organ Female Reproductive Organ
Penis Scrotum Vas deferens Cervix Ovary Hymen
Activity 4
A. B.
1. egg cells 1. sperm cells
2. ovary 2. testes
3. fallopian tube 3. scrotum
4. uterus 4. epididymis
5. cervix 5. seminal vesicles
6. vagina 6. semen
7. vulva 7. penis
8. urethra
Activity 5
Prepared by:
Verona F. Agudo
Maria Victoria Y. Facuri
Kathleen E. Castillo
Writers
10
SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________
Menstruation is the periodic monthly discharge of the inner lining of the uterus
(endometrium), lasts about 3 to 5 days and occurs on the average, every 28 days.
Once a month an egg cell is released from an ovary. Every time an egg cell is released
the uterus prepares itself for implantation. This is when a thick lining of blood vessels slowly
develops. If the egg is fertilized it passes into the uterus and attaches itself to the thickened
lining. If the egg is not fertilized the uterus lining breaks down and is expelled through the
vagina. This process is called menstruation and is often referred to as a period. The whole
sequence of changes in developing a new uterus lining and producing an egg is call the
menstrual cycle. Menstruation is an indication that a woman is not pregnant.
Factors such as genetics, diet and overall health can affect cycle. Periods or
menstruation usually occurs between age 11 and 14 and continue until menopause at about the
age of 45 – 55.
Besides bleeding from the vagina, the following are also experienced during
menstruation: lower back pain, bloating and sore breasts, food cravings, mood swings and
irritability, headache and fatigue
11
Activity 1: Fill me out!
Directions: Identify the words from the box below that would make the statements correct.
Write your answer on the blanks.
Once a __________, an egg cell is released from an __________. Every time an egg
cell is released the __________ prepares itself for implantation. This is when a thick lining of
__________ vessels slowly develops. If the egg is __________ it passes into the uterus and
attaches itself to the thickened lining. If the egg is not fertilized the uterus lining breaks down
and is expelled through the vagina. This process is called __________ and is often referred to
as a __________. The whole sequence of changes in developing a new uterus lining and
12
Activity 2: Familiarize Yourself!
Direction: Study the illustrations below and answer the guide questions.
The uterine lining starts to thicken again, The menstrual cycle starts. The uterine
preparing for a possible fertilization and lining breaks down and blood comes out
implantation of a zygote. of the vagina
Ovulation occurs. The egg travels from The uterine lining starts to thicken again.
the ovary to the oviduct or fallopian tube Days 6 to 13 is a repair period for the
and waits for a sperm cell to fertilize it. uterine lining and development period for
an egg to mature.
https://www.kjkhospital.com/menstrual-cycle-health/
13
Figure 2. The Uterine Lining during Menstrual Cycle.
https://www.mariongluckclinic.com/blog/understanding-menstrual-cycle.html
Guide Questions
14
Activity 3: You Complete Me!
Directions: Fill in the blanks to complete each statement correctly. Choose from the box
below.
1. The cycle that occurs monthly in the female reproductive system which lasts for 28
days is called the ______________ cycle
4. The process by which blood and tissue from the lining of the uterus break apart and
leave the body is called ________________.
7. For most females, the menstrual cycle continues until about age ________.
8. ___________ takes place when the egg cell and the sperm cell meet.
9. When the fertilized egg attaches itself to the lining of the uterus this is called
_____________.
10. Each month inside your ovaries, a group of eggs starts to grow in small, fluid-filled sacs
called follicles. When one of the eggs erupts from the follicle this results to _________.
menstruation implantation 28
fertilization 15 45 - 55
11-14 menstrual 3–5
cervix oviduct 7-9
blood uterus ovulation
15
Activity 4: Order Me!
Direction: Write the number of the correct sequence of the stages of the menstrual cycle.
Starts with number 1.
A. _____________ B. _____________
D. _____________ C. _____________
16
Activity 5: Explain Me
4 3 2 1
Features
Expert Accomplished Capable Beginner
Quality of • Piece was • Piece was • Piece had • Piece had no
Writing written in an written in an little style style and
extraordinary interesting and voice. voice.
style and style and • Gives • Gives no
voice. voice. Information information
• Very • Somewhat but poorly and very
Informative Informative organized poorly
and well and well organized
organized organized
https://www.pinterest.ph/pin/746682813190156916/
17
Reflection:
I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
https://www.slideshare.net/mobile/NaliaMemon/menstrual-cycle-13695974
https://medlineplus.gov/menstruation.html
Answer Key
Once a month an egg cell is released from an ovary. Every time an egg cell is released
the uterus prepares itself for implantation. This is when a thick lining of blood vessels slowly
develops. If the egg is fertilized it passes into the uterus and attaches itself to the thickened
lining. If the egg is not fertilized the uterus lining breaks down and is expelled through the
vagina. This process is called menstruation and is often referred to as a period. The whole
sequence of changes in developing a new uterus lining and producing an egg is call the
menstrual cycle.
18
Activity 5: Explain Me
Menstrual Cycle is the regular change that occurs in the female reproductive system
that usually lasts for 28 days. This is composed of 4 phases: The Menstruation Phase,
Follicular Phase, Ovulation Phase and the Luteal Phase.
The cycle starts at the menstruation phase and is usually the first 5 days. Here, the
lining of the uterus breaks down and blood comes out of the vagina. After this comes the repair
period which is days 6-13. The uterine lining starts to thicken again preparing for the
development period for an egg to mature. This is called the Follicular Phase.
Ovulation phase occurs when the egg travels from the ovary to the oviduct or the
fallopian tube and waits for a sperm cell to fertilize. Lastly, the luteal phase wherein the uterine
lining starts to thicken again, preparing for a possible fertilization and implantation of a
zygote. If fertilization did not take place, the cycle starts again.
Prepared by:
Wilfredo Batallones
Edward C. Valiente
Cathlyn B. Ybay
Writers
19
SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________
Reproduction the process by which plants and animals give rise to offspring and
which fundamentally consists of the segregation of a portion of the parental body by a sexual
or an asexual process and its subsequent growth and differentiation into a new individuals.
Sexual reproduction is the production of a new organism from two parents. A sperm cell from
a male and an egg cell from a female join into a single unit in a process called fertilization.
Dogs, cats, butterflies, mosquitoes, and frogs reproduce sexually. Fertilization in dogs and cats
takes place inside the female’s body (internal fertilization) occurs when male animal releases
sperm cell into the body of the female animal to fertilize the egg cell inside the body of the
female animal. The embryo develops inside the female body until it is born or develop inside
an egg laid by the female. Fertilization in frogs happens outside the body; that is, in water
where they live (external fertilization) occurs when female releases egg into the water or
attaches them to a plant or rock. Male animal releases sperm cells over the eggs to fertilized
them. Asexual reproduction is the production of new individuals from a single parent. This
type of reproduction is generally observed in single-celled organisms. Here, no fusion of
gametes is involved and a single parent divides into two or more daughter cells. The offsprings
produced are genetically and physically identical to the parent and are known as clones.
Asexual reproduction takes place in different ways. The different asexual reproduction
examples include:
Binary fission. In this type of reproduction, parent cell divides into two equal parts
each containing a nucleus. These are called daughter cells. The daughter cells are genetically
and physically like the parent cell. This type of asexual reproduction can be seen in organisms
such as amoeba, bacteria, euglena, etc.
20
Activity 1: In or Out?
Directions: Study the two (2) types of fertilization - internal and external. Describe each type
of fertilization on the table below.
21
Activity 2: In or Out?
Direction: Study the illustrations below showing how the animals reproduce. Identify whether
they undergo internal or external fertilization. Write your answer on the space
provided.
1. _______________________________ 2. _________________________________
4. _________________________________
3. ________________________________
5. _________________________________
22
Activity 3A: Asexual Reproduction in Animals
Direction: Study the illustrations of a binary fission and answer the guide questions that follow.
Guide Questions:
1. What happened to the parent animal?
_____________________________________________________________________
_____________________________________________________________________
2. How are the daughter animals produced?
_____________________________________________________________________
_____________________________________________________________________
3. Why is binary fission classified as asexual reproduction?
_____________________________________________________________________
_____________________________________________________________________
4 3 2 1
All topics are All topics are All topics are
addressed, and all addressed, and addressed, and One or more
Amount of questions most questions most questions topics were
Information answered with at answered with at answered with 1 not
least 2 sentences least 2 sentences sentence about addressed.
about each. about each. each.
Information
Information Information clearly Information
has little or
Quality of clearly relates to relates to the main clearly relates to
nothing to do
Information the main topic. It topic. It provides the main topic.
with the main
includes several 1-2 supporting No details
topic.
Note: Practice Personal Hygiene protocols at all times.
23
supporting details details and/or and/or examples
and/or examples. examples. are given.
A few Many
No grammatical, Almost no
grammatical grammatical,
spelling or grammatical,
Mechanics spelling, or spelling, or
punctuation spelling or
punctuation punctuation
errors. punctuation errors
errors. errors.
Notes are
Notes are
recorded only
recorded and Notes are recorded
with
organized in an legibly and are Notes are
Notes peer/teacher
extremely neat somewhat recorded.
assistance
and orderly organized.
and
fashion.
reminders.
Information is
Information is The
very organized Information is
organized, but information
with well- organized with
Organization paragraphs are appears to be
constructed well-constructed
not well- disorganized.
paragraphs and paragraphs.
constructed. 8)
subheadings.
______ 1. Sexual reproduction is making a copy of the organism with a single parent.
______ 2. Some tiny animals and marine animals like sea anemone reproduce by Regeneration.
______ 3. Reproduction is the ability of a living organism to make copies of itself.
______ 4. Hydras reproduce themselves through the process of budding
______ 5. When a worm is cut into different segments, it undergoes budding.
______ 6. Budding happens when the parent organism divides itself into two.
______ 7. When a frog loses it leg, it can regenerate its own leg.
______ 8. Regeneration happens when another organism is produced from the outgrowth of
the parent organism.
______ 9. Fission happens when an organism develops from a detached part of the parent
organism.
______ 10. when a starfish loses its arm, its detached arm undergoes regeneration.
24
Activity 5: I’m the Map!
Direction: Complete the concept map by describing sexual and asexual reproduction in
animals.
Reproduction in Animals
Reflection
I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
25
References for Learners
Answer Key
Activity 1
INTERNAL EXTERNAL
occurs when male animal releases sperm occurs when female releases egg into the
cell into the body of the female animal to water or attaches them to a plant or rock.
fertilize the egg cell inside the body of the Male animal releases sperm cells over the
female animal. The embryo develops inside eggs to fertilized them
the female body until it is born or develop
inside an egg laid by the female
Activity 2
1. Internal
2. Internal
3. External
4. External
5. Internal
Activity 3A, and 4,
4 3 2 1
All topics are All topics are All topics are
addressed, and all addressed, and addressed, and One or more
Amount of questions most questions most questions topics were
Information answered with at answered with at answered with 1 not
least 2 sentences least 2 sentences sentence about addressed.
about each. about each. each.
Information Information clearly Information
Information
clearly relates to relates to the main clearly relates to
has little or
Quality of the main topic. It topic. It provides the main topic.
nothing to do
Information includes several 1-2 supporting No details
with the main
supporting details details and/or and/or examples
topic.
and/or examples. examples. are given.
A few Many
No grammatical, Almost no
grammatical grammatical,
spelling or grammatical,
Mechanics spelling, or spelling, or
punctuation spelling or
punctuation punctuation
errors. punctuation errors
errors. errors.
Notes are
Notes are
recorded only
recorded and Notes are recorded
with
organized in an legibly and are Notes are
Notes peer/teacher
extremely neat somewhat recorded.
assistance
and orderly organized.
and
fashion.
reminders.
26
Information is
Information is The
very organized Information is
organized, but information
with well- organized with
Organization paragraphs are appears to be
constructed well-constructed
not well- disorganized.
paragraphs and paragraphs.
constructed. 8)
subheadings.
ACTIVITY 3B
1. FALSE
2. FALSE
3. TRUE
4. TRUE
5. FALSE
6. TRUE
7. FALSE
8 TRUE
9. FALSE
10. TRUE
Prepared by:
Writers
27
SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________
You can see different types of plants everywhere. They differ in size, shape, color, smell
and even in their mode of reproduction. Plants have parts that enable them to produce sexually.
They also have parts that enable them to reproduce asexually. Some plants reproduce through
their roots, stems, and leaves. Generally, most plants reproduce through their seeds.
Flowers are the main parts of plant involved in reproduction. A flower contains
structures needed for sexual reproduction. Most flowers have four main parts – the petals,
sepals. Stamen and pistil. A flower may be complete or incomplete.
The flower is said to be incomplete if the stamen or pistil is not present together in a
flower. A complete flower has the female (pistil) and male (stamen) reproductive parts with
their accessory parts (receptacle, pedicel, sepals, and petals).
Parts Function
Receptacle The enlarged upper end of a flower stalk which bears the flower or group of
flowers.
Sepals A modified leaf which encloses and protects the other parts of a flower when
it is still a bud.
Calyx is a group of sepals.
Petals The most obvious part of a flower which are brightly colored to attract insects
for pollination.
Corolla is a group of petals.
Stamen The male part of a flower that consists of the filament and anther.
Filament A threadlike stalk that holds the anther in a position tall enough to release the
pollen.
Anther It consists of two lobes that contain pollen sacs. Pollen sacs have a mass of
powdery particles or grains called pollen grains.
Pistil The female part of a flower that consists of stigma, style and ovary.
Stigma A swollen structure at the end of the style. It receives the pollen grains. The
mature stigma secretes a fluid that stimulates the pollen grains to germinate.
Style A stalk that connects the stigma to the ovary. It is tall enough to trap the
pollen grains.
Ovary The enlarged, rounded lower part of the pistil of a flower in which seeds are
formed.
Learning Competency
Describe the reproductive parts in plants and their functions (S5LT-IIf-6)
Note: Practice Personal Hygiene protocols at all times.
28
Activity 1 Find Me
Direction: Study the puzzle. Find and encircle all the fifteen (15) parts of a complete flower.
The words may be written horizontally, vertically, or diagonally. Write them on the
space provided.
Answers
1. ______________________ 9. ______________________
2. ______________________ 10. ______________________
3. ______________________ 11. ______________________
4. ______________________ 12. ______________________
5. ______________________ 13. ______________________
6. ______________________ 14. ______________________
7. ______________________ 15. ______________________
8. ______________________
29
Activity 2 Identify Me
Direction: Fill in the crossword puzzle with the four main parts of a flower. Use the
descriptions of each part found beside it as a clue.
Across: Down:
1. The male part of a flower 2. The female part of a flower
3. The modified leaf 4. The most obvious part of a flower
5. The enlarged upper end of a flower stalk
30
Activity 3 Compare and Contrast
Direction: Study the illustrations below. Make a comparison by filling out the Venn diagram
indicating the differences and similarities.
COMPLETE INCOMPLETE
31
Activity 4: Match Me Perfectly
Direction: Match the part of a flower in column A to its correct function in column B. Write
the number of your answer on the blank before the letters.
Column A Column B
1. It bears the flower or group of
___________ a. STIGMA
flowers.
___________ b. RECEPTACLE
2. It encloses and protects the other
parts of a flower when it is still a ___________ c. FILAMENT
bud. ___________ d. ANTHER
3. Usually are brightly colored to attract
insects for pollination. ___________ e. PETALS
4. recast
(Please Holdsyour
the anther in a position
MATCHING TYPEtalldirection ( done for you ) f.
___________ orSEPALS
make Column A , the
enough to release the pollen.
parts of the flower and Column be should be its functions)
5. It releases pollen grains when they ___________ g. OVARY
Activity are mature
5: Show Me ___________ h. STYLE
6. It receives the pollen grains.
Direction: Draw anythe
7. It connects kind of flower
stigma to theand label its parts.
ovary.
8. It is where seeds are formed.
Activity 5: Draw Me
32
Points Zero (0) Two (2) Four (4) Six (6) Eight (8) Ten (10)
Correct The The pupil The pupil The pupil The pupil The pupil
Labelling pupil was able was able was able to was able to was able to
was not to label to label label three label four (4) label five
able to one (1)
two (2) (3) parts part (5) parts
label part
any part correctly. parts correctly. correctly. correctly.
correctly correctly.
Reflection:
I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
33
Answer Key:
Activity 5: Show Me
Prepared by:
Writers
34
SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________
Plants reproduce sexually and asexually. Plant sexual reproduction happens when
pollen grains are transferred from the anthers (male) into the stigmas (female) which is called
Pollination. There are two types of pollination- self- pollination and cross- pollination. Self-
pollination is the transfer of pollen grains from the anther to the stigma of the same flower or
of a different flower that belongs to the same plant. While cross-pollination is the transfer of
pollen grains from the anther of a flower to the stigma of another flower that belongs to another
plant but of the same kind. Once a pollen grain enters the stigma, it swells and grows a long
tube that travels though the style until it reaches the ovary, the tube releases the sperm cells
into the ovule to fertilize the egg cell. The fertilize egg and the ovule itself develops into a seed.
The ovary then enlarges and thickens its walls to become some fruit. These seeds grow into a
new plant.
Asexual reproduction in plant does not involve seed. Vegetative propagation is a form
of asexual reproduction where new plants are produced from one part of a parent plant. New
plant can grow from roots, stems, and leaves of a parent plant. Most shrubs grow through stem
cutting like rose plant, bougainvillea, and sugar cane. Some plants have modified stems and
roots such as bulb (onion and tulip), rhizome (ginger and lotus), corm (gladiolus, taro and gabi),
tuber (potato-stem, sweet potato-root) and runners (strawberry). Leaves such as katakataka
plant can produce young plants on its edge. Ferns and moss can reproduce by sexual or asexual
methods depending on its type. Fern can reproduce spores, rhizomes, and stems.
Learning Competency
Describe the different modes of reproduction in flowering and nonflowering plants such as
moss, fern, mongo, and others. (S5LT-IIf-6)
35
Activity 1: Match Me
Direction: Match the mode of reproduction in column A to its correct description in column
B. Write the letter of your answer on the blank before the number.
Column A Column B
d
___________1. SEXUAL REPRODUCTION b. It happens when a pollen grains
from the anther are transferred to
the stigma of another plant but of
e
___________2. SELF-POLLINATION the same kind.
36
Activity 2: Find Me
Direction: Study the puzzle Find all the ten (10) words which you have learned from the
topic “Plant Reproduction”. The words may be written horizontally, vertically, or
diagonally. Complete the clue letter on the box.
ANSWER
1. S___________________________________
2. F___________________________________
3. P___________________________________
4. S___________________________________
5. A___________________________________
6. R___________________________________
7. S___________________________________
8. L___________________________________
9. R___________________________________
10. P___________________________________
37
Activity 3: Connect Me
Direction: Connect the pictures of plants (A) to its mode of reproduction (B). Check the
appropriate column whether it is Sexual or Asexual.
pollination
Bulb
Stem
Rhizome
Pollination
Leaf
Runner
Stem
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Activity 4 Observe Me
Direction: Study and observe the illustrations below to answer the guide questions.
Guide Questions:
1. Based from the pictures, what serves as the agent of pollination or the pollinator?
_____________________________________________________________________
How does self-pollination happen?
_____________________________________________________________________
2. How does cross-pollination happen?
_____________________________________________________________________
How does self-pollination differ from cross-pollination?
_____________________________________________________________________
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Activity 5: Complete Me
Direction: Check (√) the column that corresponds to the correct mode of reproduction of the
plants listed in the first column.
1. Bougainvillea
2. Rice Plant
3. Corn Plant
4. Rose
5. Manggo
Reflection:
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Answer key:
Activity 1: Match Me
ANSWER
1. SEEDS
2. FLOWERS
3. POLLINATION
4. SEXUAL
5. ASEXUAL
6. REPRODUCTION
7. STEM
8. LEAVES
9. ROOTS
10. PLANT
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Activity 3 Connect Me
pollination √
Bulb √
Stem
√
Rhizome √
√
Pollination
Leaf √
Runner √
Stem √
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Activity 4: Observe Me
Guide Questions
2. Self-pollination happen when the pollen grains transfer from the anther to the stigma
of the same flower or of different flower that belongs to the same plant.
3. Cross-pollination happen when the pollen grains transfer from the anther to the stigma
of another flower that belongs to another plant but of the same kind.
4. Self-pollination happens on the same flower or of different flower that belongs to the
same plant while cross-pollination happens to another flower that belongs to another
plant but of the same kind.
Activity 5 Complete Me
Refer to the criteria.
Prepared by:
43
SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________
44
Activity 1: Word Jumble!
Directions: Unscramble the words based on the given description. Make sure that there is only
One letter for each box. Identify the words formed from the circled letters.
1. Amount of salt in water
3. Commonly known as the nurseries of the seas which serves as the habitat of
organisms, filters water in and out of the seas, and exit points of floods.
6. Waves, salinity, temperature, sunlight, and type of soil are ______ factors
8. Zones which are constantly exposed to changing tides and home to different marine
animals and birds.
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Activity 2A: Stop, Look, and Observe!
Directions: Study the two pictures shown below. Write down your observations and answer
the guide questions.
Estuaries
Intertidal Zones
46
Guide Questions:
1. What are biotic and abiotic components of the picture shown above? Use the table
below.
47
Activity 2B: Where do I live?
Directions: Using the table provided, describe the different habitats found in estuary and
intertidal zone and identify the animals living in it.
2. Salt Marsh
3. Mud flats
4. Rocky shores
Guide Questions:
3. How are intertidal zones and estuaries harmed by the following?
a. Deforestation (the action of clearing a wide area of trees)
_______________________________________________________________
_______________________________________________________________
b. Improper garbage disposal (disposal of waste in a way that has negative
consequences for the environment)
_______________________________________________________________
_______________________________________________________________
c. Air pollution (the presence in or introduction into the air of a substance which
has harmful or poisonous effects)
_______________________________________________________________
_______________________________________________________________
Note: Practice Personal Hygiene protocols at all times.
48
Activity 3: Which is which?
Directions: Use a line to match the Biotic factor (living thing) that exist in a certain Abiotic
factor (nonliving thing).
1. Clean air
Lichens
Birds
Sedges
Earthworms
5. Presence of flowers
Bees/Butterflies
Guide Question:
1. How will you promote the protection, conservation, and rehabilitation of the
estuaries in your locality?
_____________________________________________________________
_____________________________________________________________
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Activity 4: What’s Next?
Every plant and animal no matter how big or small, depends on another plant or animal
for its survival. It could be photosynthesis of plants known as producers (first trophic level)
as they can make their own food. Bees taking pollen from a flower, or deer eating shrub leaves
known as the primary consumers (second trophic level) which are usually herbivores or plant-
eaters. Wolves eating the deer are classified as secondary consumers (third trophic level) and
are generally carnivores or meat-eaters. Lastly, there are organisms that eat secondary
consumers which are called tertiary consumers (fourth trophic level) as they are carnivore-
eating carnivores.
A food chain shows how energy is transferred from one living organism to another
through food. It is important for us to understand how the food chain works so that we know
what are the important living organisms that make up the food chain and how the ecology is
balanced.
Directions: Study the food chain below and answer the guide questions.
Guide Questions:
1. What does the arrow mean in a food chain?
_____________________________________________________________________
2. Name the producer in the food chain
_____________________________________________________________________
3. Name the third trophic level in the food chain.
_____________________________________________________________________
4. Name the tertiary consumer in the food chain.
_____________________________________________________________________
5. What is the ultimate source of energy that drives the food chain?
_____________________________________________________________________
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Activity 5A: Search the Web
A food web represents several paths through which energy and matter flow through an
ecosystem. It includes many intersecting food chains. It shows that most organisms eat, and are
eaten, by more than one species.
Directions: Study the food web below and answer the guide questions.
Snake Eagle
Wild Cat
Bird
Field Mouse
Frog Dragonfly
Butterfly
Flowering
Plant Fruits
Corn plant
Flowering Plant
Guide Questions:
1. Name two producers in the food web.
_____________________________________________________________________
2. Name three types of consumers in the food web.
_____________________________________________________________________
3. Name the animals/insects that the small fish eats.
_____________________________________________________________________
4. Name the animals that eat the small fish.
_____________________________________________________________________
5. Explain what could happen to the food web if all frogs suddenly died.
_____________________________________________________________________
Note: Practice Personal Hygiene protocols at all times.
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Activity 5B: Web Navigation
A food web represents several paths through which energy and matter flow through an
ecosystem. It includes many intersecting food chains. It shows that most organisms eat, and are
eaten, by more than one species.
Directions: Study the food web below and answer the guide questions.
Snake Eagle
Wild Cat
Bird
Field Mouse
Frog Dragonfly
Butterfly
Flowering
Plant Fruits
Corn plant
Flowering Plant
Guide Questions:
1. List down five (5) food chains from the food web with five (5) or more trophic levels.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Reflection
I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I want to learn more on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Answer Key
Activity 1
1.
2.
3.
4.
5.
6.
7.
8.
Surprise Word:
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Activity 2A
1. What are biotic and abiotic components of the above? Use the table below.
The estuaries and intertidal zone maintain a balance between the land and the sea. It
provides a home to marine plants and animals. Those organisms, in turn, serve as food
for many us humans.
Activity 2B
4. Rocky shores Shores which have many rock Crabs, Prawns, barnacles,
deposits. Rocks serves as a hiding hermit crab, starfish,
place for small crabs and prawns limpets, mollusks, shrimps
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Guide Questions:
1. How are intertidal zones and estuaries harmed by the following?
a. Deforestation
- Deforestation of mangrove forests creates a negative impact on the
organisms living in those ecosystems. Small crabs and shrimps lose their source
of food and fishes lose their shelter on the roots of the mangrove.
(Answers may vary)
b. Improper garbage disposal
- It may lead to water pollution in rivers. Wastes are hazardous to all
organisms. Birds may choke on plastic parts, fishes and turtles get tangled in
plastic, water may be poisonous.
(Answers may vary)
c. Air pollution
- Polluted air decreases the health of mangroves and birds. May lead to
acid rain which increases the acidity of water.
(Answers may vary)
Activity 3
1. Lichens
2. Earthworms
3. Mosses
4. Sedges
5. Bees/Butterflies
6. Birds
Guide Question:
How will you promote the protection, conservation, and rehabilitation of the
estuaries in your locality?
- By practicing proper waste disposal
- By helping in clean-up drives.
- By promoting clean waterways and rivers.
- By educating people on the dangers of throwing garbage in bodies of water
(Answers may vary)
Activity 4
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Activity 5A
1. Write five (5) food chains from the food web with five or more trophic levels.
Flowering plant – Butterfly – Dragonfly – Frog – Snake - Eagle
Flowering plant – Butterfly – Frog – Snake - Eagle
Corn plant – Grasshopper – Field Mouse –Snake - Eagle
Corn plant – Grasshopper – Frog –Snake - Eagle
Fruits – Fruit fly – Bird – Wild Cat – Eagle
Prepared by:
56
SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________
Do you know where most seafood-like clams, mussels, mollusks and crabs come from?
Intertidal Zones and Estuaries are places where we can find these living things, and just like
humans, these sea creatures need a safe, clean and favorable environment in order for them to
live. Examples of Intertidal zones are beaches, streams, and rivers connected to seas. While
Estuaries filters dirt before freshwater enters the seas or ocean, it filters salt from the seas and
oceans, and it serves as exit points for floods during stormy days.
Protecting these from harm should be a priority to human. Here in our country, the
Philippines, there are many intertidal zones and estuaries, one good example is the Cataggaman
Boulevard at Cataggaman Nuevo, Tugegarao City. This place was a newly accomplished place
for people to visit for recreation and fun. The place has also been rehabilitated for such
purposes. The Sangguniang Kabataan of CNTC spearheaded a clean-up drive to develop the
area with the support of Barangay Employees, CNES Teachers, Kalinga Scholars and many
more volunteers. Clean-up drives are best practices each region should practice ensuring the
cleanliness and development of Intertidal zones and Estuaries. It is essential that we conserve
and preserve Intertidal zones and Estuaries because these are also sources of natural resources,
like fish and clams that we eat.
Learning Competency:
Explain the need to protect and conserve estuaries and intertidal zone. S5MT-Ih-j-10
Note: Practice Personal Hygiene protocols at all times.
57
Activity 1: “Let’s take a Tour!”
Directions: Listed below are consequences or negative effects of some human activities in our
Intertidal zones and Estuaries. Put a check (̷) inside the box if it describes the
effect for estuaries, cross (X) if it describes the effects for intertidal zones.
Figure 1: Siayan Island, Itbayat, Batanes Figure 2: Estero, San Jose, Laguna
58
Activity 2: “Destroying Nature is Destroying People”
Directions: Study the pictures and answer the following guide questions. Write your answers
in the space provided.
59
Guide Questions:
1. What activities of men affect the Intertidal Zone and Estuaries shown in each picture?
Figure A.
_____________________________________________________________________
_____________________________________________________________________
Figure B.
_____________________________________________________________________
_____________________________________________________________________
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Activity 3: “Take Action!”
Directions: Make a poster or poem on how you can help preserve and conserve the intertidal
zones and estuaries. Use separate sheet for your outputs.
1 2 3 4
Relevance to The project The pupil’s work The pupil The pupil
the topic shows little or no lacked sincere demonstrated demonstrates a
evidence of relevance relevance unique level of
relevance originality and
relevance to the
topic
Organization The pupil did not The pupil The pupil The student gave
of Thought show finished the completed the an effort beyond
organization of project, but it project in an the requirements
thoughts lacks above average of this activity
organization of manner of
thoughts thoughts
Structure of The pupil’s The pupil The pupil The pupil showed
sentences showed poor showed average showed above outstanding
(Grammar) grammar usage grammar usage average grammar usage
and made 4 or and made 3 error grammar usage and had no
more error and made 2 or evidence of
less error grammatical error
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Activity 4: “Why are estuaries and intertidal zones important?”
Directions: Using these two bubble maps, answer the question that is found at the center.
Write your answers on the bubbles radiating from the center.
1.__________________
____________________
____________________
____________________
___________________
3.___________________
____________________
____________________
____________________
___________________
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1._____________________
______________________
______________________
______________________
__________
3._____________________
_______________________
_______________________
_______________________
________
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Activity 5: “What should I do?”
Directions: Read the following situations and answer the questions that follows. Write 1 or 2
sentences in the space provided. You will be given 5 points in each item.
2. Our class attended the clean-up drive of the YES Organization. I saw one member put
the collected non-biodegradable trash in a bin for biodegradables. What should I do?
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
Rubrics in Scoring
1 2 3 4
Content The sentence The pupil’s The pupil The pupil
(includes shows little or work lacked demonstrated demonstrates a
grammar and no evidence of sincere content understanding of unique level of
structure) content review. review. content. understanding of
content.
Idea expressed The pupil’s The pupil The pupil The pupil
showed poor showed average showed above showed
thoughts in the thoughts in the average thoughts outstanding
subject area. subject area. in the subject thoughts in the
area. subject area.
Reflection
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References
Sarte E. T., et al, Science Beyond Borders, “Protecting and Conserving Our Intertidal
Zones and Estuaries” p.102
Answer Key
Activity 4
Why do we need to protect and conserve our estuaries?
✓ It is an ideal place for ships and boats to come into land
✓ They serve as breeding grounds for fishes and birds
✓ It attracts tourists
✓ It gives help to fishing industries
Why do we need to protect and conserve our estuaries?
✓ Animals such as bear, find marine life to serve as their food for survival
Note: Practice Personal Hygiene protocols at all times.
65
✓ Provides as a place for outdoor activities during low tide.
✓ During low tide, migrating birds have access to reach food that intertidal
habitats have.
Activity 5
1. We should make sure that there will be no traces of trash in the place, have them
segregated and make sure to leave the place as clean as when we arrived.
2. I will tell this person to keep the trash on the right bin, if he does not respond, I will
do it myself.
Prepared by:
Agnes S. Nico
Maria Lyzette V. Rico
Maria Suzette C. Cultura
Writers
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