Science V 2nd Quarter Lesson Plan

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION OF RIZAL
CLUSTER ROS
Second Quarter
LESSON PLAN IN SCIENCE 5
Writers:
Rodriguez District
Ma. Victoria D. Teleb Raquel T. Nate Pinky F. Jalando-on
San Mateo District
Marietta E. Jumalon Sheryl B. Romero Jose M. Salamat
Verified and Certified Correct:
Elvira A. Tapel Raquel T. Ortega
NOTED:
Dr. Aileen E. Vocal

EPS 1- Science

DIVISION OF RIZAL

Quarter : Second
Week : 1
Day : 1
Content: Human Reproduction
I. Learning Objective:
Identify the major parts of the male reproductive system
II. Subject Matter
A. Concept:
 The major parts of the Male Reproductive system are penis, scrotum, vas
deferens, epididymis, prostate gland, urethra and the testes.
 Testes are sex glands located inside the scrotum and the main organ of
the male reproductive system
 Scrotum is a sac like structure
 Epididymis is a duct that found at the top of the testes
 Vas deferens is an excretory duct of the testes
 Prostate Gland is a walnut-sized gland.
B. Materials: video clip, charts
C. References: Science for Daily Use 5 pp.2
Curriculum Guide S5LT-IIa1
https://www.youtube.com/watch?v=oFIUggYqt1A
D. Process Skills: Identifying, describing, observing
E. Value Integration: Awareness and respect for one’s body parts
III. Learning Tasks:
A. Engagement (Puzzle Game)
The teacher will prepare picture puzzle of the male reproductive
organs. Group representative will solve the puzzle as fast as they can. The
pupil who will finish first will be declared as winner.
B. Exploration
1. Activity 1
(Viewing video clip)
Question:
What are the major parts of male reproductive organ?
2. Activity 2 (Drawing/ Sketching)
Draw the male reproductive system and label the parts.
C. Explanation
1. What is the main organ of the male reproductive system?
2. How will you describe testes?
3. What are the other major parts of the male reproductive system?
Describe each part of the male reproductive system.
4. What is the importance of reproductive system in males?
D. Elaboration
Should we make fun or be ashamed of studying about the male
reproductive system? Why not?
E. Evaluation
Label the parts of the male reproductive system. Choose your answer
from the box below.
Penis Testes
Scrotum Prostate gland
Epididymis Vas deferens
IV. Assignment
Draw the male reproductive system in your notebook and label the parts.
Prepared By:
SHERYL B. ROMERO
Teacher II, San Mateo II

DIVISION OF RIZAL

Quarter : Second
Week : 1
Day : 2
Identify the major parts of the female reproductive system
II. Subject Matter

A. Concept:
 The major parts of the Female Reproductive system are ovaries, fallopian
tubes, uterus, cervix, vagina and vulva
 Ovaries are sex glands located in the pelvis and the main organ of the
female reproductive system
 Fallopian muscular tubes or ducts
 Cervix is the neck of the uterus
 Uterus hollow muscular tube, avocado-shaped with thick walls.
 Vagina is the birth canal
 Vulva is the external organ of the female re
B. Materials:
video clip, charts
C. References:
Science for Daily Use 5 pp.2
https://www.youtube.com/watch?v=gSHuuaO3PTc
III. Learning Task:
A. Engagement (Puzzle Game)
The teacher will prepare picture puzzle of the female reproductive
system. Group representative will solve the puzzle as fast as they can. The
pupil who will finish first will be declared as winner.
B. Exploration
1. Activity 1 (Viewing video clip)
Question:
What are the major parts of female reproductive system?
2. Activity 2 (Drawing/ Sketching)
Draw the female reproductive system and label the parts.
C. Explanation
1. What is the main organ of the female reproductive system?
2. How will you describe ovaries?
3. What are the other major parts of the female reproductive system?
Describe each part of the female reproductive system.
4. What is the importance of the female reproductive system?
D. Elaboration
Do you consider reproductive organs God-given gifts? Why?
What would happen if the reproductive system do not function well?
E. Evaluation
Label the parts of the female reproductive system. Choose your
answer from the box below.
Vagina Fallopian tube
Ovary Uterus
Cervix
IV. Assignment
Draw the female reproductive system in your notebook and label the parts
Prepared By:
SHERYL B. ROMERO

DIVISION OF RIZAL

Quarter : Second
Week : 1
Day : 3
Describe the function of the different parts of male reproductive system
II. Subject Matter:
A. Concept:
 Testes – produce the sperm cells and the hormones testosterone
 Epididymis – serves as storage for sperm cells
 Vas deferens – allows the sperms cells from the testes to pass
through
 Prostate Glands – provides fluid that lubricate the ducts system and
nourish the
sperms.
 Urethra - is a tube that allows the sperm to leave the penis
 Penis - deposits sperms into the vagina
 Scrotum – holds and protect the testes in place
B. Materials:
video clip, charts
C. References:
Science for Daily Use 5 pp.2-3
https://www.youtube.com/watch?v=v22CjFYizi0
III. Learning Task:
A. Engagement:
Contest by groups in labeling the parts of the male reproductive
system. The first group to finish is considered the winner.
B. Exploration
Activity (Viewing video clip)
After viewing the video, complete the table below by writing the
function of each part of the male reproductive system.
Part of male reproductive system Function/s
C. Explanation
1. How did you find the activity?
2. What is the function of the testes?
3. What can you say about the scrotum?
4. What is the function of the Vas deferens? Epididymis? Urethra?
Penis?
5. What can you say about the functions of the different parts of the
male reproductive system?
6.Why is it called a system? How does a system work?
E. Evaluation
Match the part of the male reproductive system in column A with its function
in column B.
A B
1. Penis a. holds the testes in place
2. Vas deferens b. serves as storage for the sperm
3. Epididymis c. deposits the sperms into the vagina
4. Prostate Glands d. produce the sperms and hormones
5. Testes testosterone
e. nourish the sperms
IV. Assignment:
Interview a school clinic teacher/ doctor/ nurse about the human reproductive
system. Ask common diseases that affect the male reproductive system.
Prepared By:
SHERYL B. ROMERO

DIVISION OF RIZAL

Quarter : Second
Week : 1
Day : 4
Describe the function of the different parts of female reproductive system
II. Subject Matters
A. Concepts:
 Ovaries- produce the egg cell and the hormones estrogen and
progesterone.
 Fallopian tubes- transport the ova or egg cell from the ovary to the
uterus each month.
 Uterus- nurturing the fertilized ovum or egg that develops into the
fetus and holding it till the baby is mature enough for birth.
 Cervix- to allow flow of menstrual blood from the uterus into the
vagina.
 Vagina- receives the penis during sexual intercourse and also serves
as a conduit for menstrual flow from the uterus.
 Vulva- serves the vital function of passing urine
B. Materials:
video clip, charts
C. References:
Science for Daily Use 5 pp.2-3
https://www.youtube.com/watch?v=9rs2gNchQig
D. Process Skills: Identifying, describing
III. Learning Task:

A. Engagement:
Contest by groups in labeling the parts of the female reproductive
system. The first group to finish is considered the winner.
B. Exploration
Activity 1: (Viewing video clip)
After viewing the video, complete the table below by writing the
function of each part of the female reproductive system.
Activity 2: Charting and Analysis

Part of female reproductive system Function/s
C. Explanation
2. What is the function of the ovary?
3. What can you say about the fallopian tube?
4. What is the function of the uterus? Cervix? Vagina? Vulva?
5. If males have two testes, how about the ovaries in females?
D. Elaboration
What happens if the parts of the female reproductive system are
damaged or unable to do their functions?
Are you aware of the common Family Planning methods?
E. Evaluation
Match the part of the female reproductive system in column A with its
function in column B.
A B
1. vagina a. produce the egg cells and the
hormones estrogen and
progesterone
2. cervix b. transport the ova or egg cell
from the ovary to the uterus
each month
3. ovaries c. nurturing the fertilized ovum or
egg that develops into the
fetus and holding it till the
baby is mature enough for
birth
4. uterus d. to allow flow of menstrual
blood from the uterus into the
vagina
5. fallopian tube e. receives the penis during
sexual intercourse and also
serves as a conduit for
menstrual flow from the uterus
IV. Assignment:
Interview a Science teacher/ obstetrician-gynecologist/ midwife. Ask common
diseases that affect the female reproductive system.
Prepared By:
SHERYL B. ROMERO

DIVISION OF RIZAL

Quarter : Second
Week : 1
Day : 5
Relate the structure of the male and female reproductive system to its
function in reproduction.
II. Subject Matter:

A. Concepts:
The human female reproductive system is made up of ovaries, egg
tubes, uterus (say "yoo-ter-russ"), cervix andvagina. The male
reproductive system includes the testes (say "test-eez"), prostate glands,
sperm ducts, urethra and penis (P).All these are a vital part of the
reproduction process. Each part plays an important role in reproduction.
B. Materials: video clip, charts

C. References: Science for Daily Use 5 pp.2-3
https://www.youtube.com/watch?v=vFfqLs94iHc&spf=navigate
D. Process Skills: Identifying, describing
III. Learning Activities

A. Engagement:
Watching video clip.
Ask:
1. What was the video all about?
2. How do the different parts of the reproductive system of male and
females work together in the process of reproduction?
3. Do you think if one part of the reproductive system in males and
female fail to function well, reproduction occurs? Why? Why not?
B. Explore
Activity: Making Models Using Clay/3D Collage Making
Make a 3D Collage using paper of the male or female reproductive
system. In your art activity show the structures of the different parts of the
male or female reproductive system to its function in reproduction. Use the
rubrics below to rate your performance.
Criteria 5 points 3 points 1 point

Creativity and The performance The The
innovativeness demonstrates performance performance
creative thinking, demonstrates lacks
has innovative moderate imaginative
and unique creative thinking, has no
qualities/concepts thinking, has innovative and
some innovative unique qualities/
and unique concepts
qualities/
concepts
Content and Concepts Concepts Both the
organization presented are very presented are concepts
substantive and moderately presented and
well-organized, substantive and the message
conveyed very organized, conveyed are
clear message conveyed not well
ambiguous organized and
message ambiguous
Teamwork Cooperation Cooperation Cooperation
among the group among the among the
members is very group members group members
evident: 75%- is moderately is not evident;
100% of the evident, 50% to less than 50% of
members of the 74%of the the members of
group work members of the the group work
collaboratively group work collaboratively
collaboratively
C. Explanation
2 What insight did you gain in our activity?
3. Is reproduction possible without the presence of one reproductive
organ? Yes or No? Why?
D. Elaboration
When is the right time for boys and girls to use their reproductive
organs to produce offspring?
E. Evaluation
Read the questions carefully. Choose the letter of the best answer.
______1. The ovaries and testes are oval in shaped to __________.

a. produce the sex cells egg and sperm
b. develop fertilized egg
c. to nourish the sperm cell
d. serve as pathway
______2. These are tubes in the male reproductive system that
enable the sperm to pass through.
a. fallopian tube and vagina
b. vas deferens and urethra
c. cervix and epididymis
d. testes and ovaries
_____3. These are tubes in female reproductive system that play
important role in reproduction.
a. fallopian tube and ovary
b. testes and epididymis
c. fallopian tubes and vagina
d. prostate glands and testes
____4. Why is the structure of the uterus hollow-shaped?
a. to nurture the fertilized egg for nine months
b. to serve as canal when giving birth
c. to let the sperm meet the egg
d. all of the above
_____5. What will happen if one of the parts of the male and female
reproductive system fails to do its function?
a. reproduction will not occur
b. there is a new life begin
c. continuance of life on earth would be possible
d. All of the above
IV. Assignment:
( For the next topic)
What is Puberty?
Prepared By:
SHERYL B. ROMERO

DIVISION OF RIZAL
Quarter : Second
Week : 2
Day : 1
Describe the physical changes in male that occur during puberty.
II. Subject Matter:

A. Concept: Physical changes such as changes in body structure, voice and
menstruation occur when a person enters puberty. Puberty is the stage of
life when a person is capable of reproduction.
Changes in boys during puberty (average age for boys 10 to 17 years old)
1. height increases
2. Adam’s apple appears
3. Pubic and underarm hair appear
4. shoulders broaden
5. Voice becomes bigger and deeper
6. enlargement of genitals
7. development of muscles
8. sweat glands develop
B. Materials:
pictures, video clip
C. References:
Science for Daily Use pp. 12
Into the Future pp. 8-10
Curriculum Guide S5LT-IIb2
https://www.youtube.com/watch?v=Yvw7QGytgNQ
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=
335&np=28 9&id=1774#top
D. Process Skills: describing, observing, identifying
E. Value Integration: Accept the changes because they are part of growing
up.
III. Learning Activities:

A. Engagement:
If you compare your body now with your body 3 years ago, what are
the changes did you notice? What are the changes that will occur to boys
when they reach the age of 10? Let’s find out.
B. Exploration:
Activity 1: Identifying Changes
Note: You can use picture or real boy in this activity.
Look at the picture of a young and mature boy. Make a list of the
physical changes you have observed between them.
Charting and Analysis
Physical Characteristics of young Physical Characteristics of mature
Nash and Daniel Nash and Daniel
Activity 2: Video clip

Let the pupils watch video clip about puberty in males.
Ask:
What are the physical changes in males during puberty?
PHYSICAL CHANGES IN BOYS
C. Explanation:
2. What are the changes between young Nash and Daniel and mature
Nash and Daniel? Have you seen these changes happening to
you/brothers?
3. What do you call this stage in life of rapid growth?
4. What triggers these changes?
D. Elaboration:
Should you be ashamed of changes that happen to you during
puberty? What should you do? Why?
How do you handle those changes in your body?
E. Evaluation:
Put a / (check) mark if the change can be observed in boys and an x if
not.
____1. Voice becomes bigger and deeper
____2. Noticeable waist line
____3. Beard and mustache appear
____4. Appearance of Adam’s apple
____5. Menstruation starts
IV. Assignment:
Paste two pictures of (males), yourself /brother or a friend. Label them NOW
and THEN. Give their characteristics / changes during puberty.
Prepared By:
SHERYL B. ROMERO
Teacher II, San Mateo
BIT
Boys' changes
 Boys gain weight.
 Shoulders get wider.
 Muscles start to get bigger and stronger.
 You may notice that you are geting an 'Adam's
apple'. This is your larynx or voice box getting
larger and sticking out at the front of your throat.
Your voice may seem to be all over the place,
squeaky then deep or even sound like it is cracking.
Don't worry - when your larynx has finished growing
your voice will sound 'normal' again and probably a
bit deeper than before.
 Penis gets longer and wider.
 Testes (or testicles) get larger.
 Breasts look like they're developing a bit! (Don't
worry this is quite normal and usually goes away by
the end of puberty.
 Apart from hair starting to grow on your body, it also grows on your face, like a
beard, moustache or sideburns. Usually it's pretty thin at first but gets stronger
and darker towards the end of puberty.
 You get erections sometimes because you're nervous or excited and other times
when it just happens by itself! This can be a bit embarrassing at first but other
people don't usually notice them as much as you do and if you don't think about the
erection or you concentrate on something really boring (like saying the alphabet
backwards) things will settle down again. You may have 'nocturnal emissions' or wet
dreams while you are sleeping. The 'wet' stuff is semen and you haven't wet the bed! It is
also a normal part of growing up.

DIVISION OF RIZAL
Quarter : Second
Week : 2
Day : 2
I. Learning Objectives:
Describe the physical changes in female that occur during puberty.
Differentiate the changes that occurs during puberty.
II. Subject Matter:
A. Concept:
Puberty is a stage of life of rapid change. Puberty starts when there is a
surge or sudden increase in the production of sex hormones. The hormones
change your body.
Physical changes such as changes in body structure , voice and
menstruation occur when a person enters puberty. Puberty is the stage of life
when a person is capable of reproduction.
 Changes in girls during puberty (average age for girls: 9 to 14 years old)
1. height increase
2. hips widen
3. breast becomes bigger
4. pubic and underarm hair appear
5. menstruation occurs
6. sweat glands develops
7. more noticeable waist line
B. Materials: pictures, video clip

C. References: Science for Daily Use pp. 12
Into the Future pp. 8-10
https://www.youtube.com/watch?v=j_mFJ2d0qxQ
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=
335&np=28 9&id=1774#top

E. Value Integration: Accept the changes because they are part of growing
up.

A. Engagement:
If you compare your body now with your body 3 years ago, what are
the changes did you notice? What are the changes occur to girls when they
reach the age of 9?
Let’s find out.
B. Exploration:
Activity 1: Identifying Changes
Note: You can use picture or real girl in this activity.
Look at the picture of a young and mature girl. Make a list of the
physical changes you have observed between them.
Physical Characteristics of young Physical Characteristics of mature

Sharlene and Kathryn Sharlene and Kathryn
Activity 2: Watching Video Clip

Let the pupils watch a video on puberty in girls.
Ask: What are the physical changes in females during puberty?
PHYSICAL CHANGES IN FEMALES
C. Explanation:
2. What are the changes between young Sharleen and Kathryn and
mature Sharlene and Kathryn? Have you seen these changes
happening to you or to your sister ?
3. What is puberty?
4. What changes take place during puberty? Is it a normal part of
growing up? Why?
D. Elaboration:
Should you be ashamed of changes that happen to you during
puberty?
What should you do? Why?
E. Evaluation:
Write the physical changes that happen to a girl during puberty.
1.
2.
3.
4.
5.
IV. Assignment:
Make a list on physical changes of boys and girls that occur during puberty.
Prepared By:
SHERYL B. ROMERO
BIT
Girls' changes
 Bodies become curvier and hip bones widen.

 There is weight gain, particularly on the hips. This does not
mean you have to start a diet to lose weight. In fact you
would be unhealthy if you did not put on some weight. It
just means that you are getting a womanly shape. Just
continue to eat healthy foods and get regular exercise.
 Muscles get bigger and stronger, but they do not show up
as much as boys' muscles.
 Breasts start to develop. First there is a small swelling
under the nipples, and then the whole breast area starts
to get bigger.
 Menstruation (say men-stroo-ay-shun) (periods) starts.
 You may get some whitish jelly from your vagina before or
in between periods. (Don't worry it's just your body's way
of cleaning itself.)

DIVISION OF RIZAL
Quarter : Second
Week : 2
Day : 3 and 4
Describe the socio- emotional changes in male and female during puberty
II. Subject Matter:
A. Concept:
During adolescence, you’ll notice changes in the way a child interacts
with family, friends and peers. Every child’s social and emotional
development is different. Child’s development is shaped by child’s unique
combination of genes, brain development, environment, experiences with
family and friends, and community and culture.
Social changes and emotional changes show that a child is forming an
independent identity and learning to be an adult.
 Socio-emotional Changes
1. Feeling overly sensitive
2. Looking for an identity
3. Feeling uncertain
4. Peer pressure
5. Conflicting thoughts
6. Mood swings
7. Feeling conscious about self
8. Getting attracted to opposite sex
B. Materials: pictures, video clip

C. References:
http://raisingchildren.net.au/articles/
social_and_emotional_development_teenagers.html/context/
1101
http://menstrupedia.com/articles/puberty/emotional-changes
https://www.youtube.com/watch?v=1z82Rb2kwX0
http://examples.yourdictionary.com/peer-pressure-
examples.html
https://www.youtube.com/watch?
v=lqXtZhKjUZc&feature=youtu.be
E. Value Integration: Strong relationships with both family and friends are vital
for healthy social and emotional development.

A. Engagement:
Listening to music “I’m not a girl not yet a woman” by Britney Spears.
https://youtu.be/IlV7RhT6zHs
Ask:
- What does the song tell us?
- What does the girl feel in the song? Do you feel the same way?
- What are the other socio-emotional changes happen to both girls
and boys during puberty? Let’s find out.
B. Exploration
Activity 1: Watching Video clip
Let the pupils watch the video clip on socio-emotional changes
and answer the questions that follow. The leader will report their
answers in front of the class.
Questions:
1. What are the socio-emotional changes that happen to boys and
girls during puberty?
2. If you feel confused or not sure of what you will do, whom would
you ask for help? Why?
Activity 2: Forming Dyads
Choose a partner and talk or share about the socio-emotional

changes that you are experiencing. Then let your partner think of the
best advice of what you will do or vice-versa. Present it in front of the
class.
C. Explanation
2. Who among you feel overly sensitive? How do you handle this
situation?
3. At this stage, you are attracted with your opposite sex, how would
you deal with your emotions?
4. One of the socio-emotional changes that we should focus on is the
“Peer pressure”. Have you experienced this already? How do you
deal with it?
5. To whom should we ask help and guidance if we are experiencing
these socio-emotional changes?
6. Should you consider these changes as normal part of growing up?
Why?
Day 4
D. Elaboration:
Let the pupils watch the video commercial of Mc Donald “Tuloy Pa
rin ”.
Ask:
1. What was the commercial all about?
2. What moral lesson showed in the commercial?
3. At your age now, do you think you can handle that kind of situation?
Why or Why not?
4. If you were the character in the commercial what should you do?
E. Evaluation:
Read the following situations and choose the best decision you would do.
Write the letter of your answer on your answer sheet.
1. Cleo experiences frequent and sometimes extreme changes

in her mood. What is the best thing to do?
a. Do not go to school.
b. Skip your classes.
c. Consult your neighbor.
d. Talk with your mother.
2. Which of the following shows positive peer pressure?

a. Drinking alcohol while you are underage.
b. Experimenting with drugs.
c. Bullying or teasing others.
d. Tutoring other students to share your knowledge.
3. Aron notices that his body undergoes many changes. He

becomes overly sensitive about his physical appearance
because of several pimples appear on his face. What should
he do?
a. consult a doctor
b. consult a friend
c. consult a dermatologist.
d. practice self-medication
4. Ana is asked by Andrew on a date. She liked Andrew a lot. If

you were Ana, would you go with Andrew?
a. Yes, because I like him.
b. No, because we are too young for a date.
c. Yes, because I feel happy with him.
d. No, because I don’t have money.
5. You were asked by your friends to smoke some cigarettes

and drink alcohol on your 12th birthday celebration. They
say that if you don’t follow their plans you will be out in their
circle of friends. What will you do?
a. I will follow their plans because they are my friends.
b. I will not follow them because true friends will lead and teach
you the right way.
c. We will not do it on my birthday instead we will do it next
year.
d. All of the above are correct.
IV. Assignment:
What socio-emotional changes is happening to you right now? Tell us how
you can cope with it?
Prepared By:
SHERYL B. ROMERO
Teacher II, San Mateo
BIT
Socio-Emotional Changes that occur during Puberty
1. Feeling overly sensitive
During puberty, since your body undergoes many changes, it is common to feel
uncomfortable about them and become overly sensitive about your physical appearance.
As a result you may feel irritated quite easily, lose your temper or feel depressed. It will
be useful to be aware of the changes in your behaviour and talk about it with someone
that you're comfortable talking to.
2. Looking for an identity
Since you are in the process of becoming an adult, you may feel inclined to figure out
what makes you unique as a person. There is also a general tendency that you associate
more with your friends than your family members. Psychologically, it may be because
your friends are going through a similar phase as you. You may try to figure out how you
are different from others and how you fit into the world. This may eventually lead to some
sort of a struggle to become more independent of your parents and family.
3. Feeling uncertain
Since you're not completely an adult and are not a child anymore, puberty can potentially
lead to uncertain times. As a transition phase, you may begin to wonder and think about
new and unfamiliar aspects of life such as career, livelihood and marriage. Since, all of
this is new and unfamiliar when you start thinking along these directions, you may feel
uncertain about the future.
This uncertainty becomes more evident when the expectations that people close to you
have from you also change. You may be expected to take on greater responsibilities than
what was expected from you as a child. Eventually you will grow into your new roles and
become more certain about yourself, but this process will take its own time depending on
how you respond to this situation.
4. Peer pressure
With the onset of puberty, your conversations with your friends will increase. Your peer
group and you are likely to be influenced by what you see around you in popular media
and the culture that is represented through them. You might often pick up on what's in
and what's out in terms of the way you dress, your language and even your behaviour
depending upon what you see.
This maybe uncomfortable at times and would probably even change your likes and
dislikes. It's also one of the ways in which you struggle to fit in with your peers. These
events can lead to a gap between what is perceived as appropriate by your parents and
your friends.
5. Conflicting thoughts
Since you are somewhere in between as a teenager during puberty, you may feel stuck
between how you were as a child and how you wish to be as an adult. For example, you
might want to be more independent and at the same time, might also look for support
from your parents. Another example could be along the lines of whether you wish to give
up on your interests that you had as a child to be able to fit in with your friends. As a
result you may feel conflicted and look for clarity.
6. Mood swings
To add to the uncertainty and conflicting thoughts, you may also experience frequent and
sometimes extreme changes in your mood. For example, sometimes your mood will
swing between feeling confident and happy to feeling irritated and depressed in a short
span of time. These frequent swings in how you feel are called mood swings. They may
occur due to shifting levels of hormones in your body and other changes taking place
during puberty.
7. Feeling conscious about self
The onset of puberty can vary on an individual basis. Therefore the way you grow maybe
different from the way your friends grow. This can make you conscious about the way
you're growing up and your body.
These experiences are more pronounced for girls because they develop faster and
earlier than boys. Also the changes in their bodies such as development of breasts and
widening of hips are more noticeable. This may make them feel more conscious about
their body in presence of their peers of the same age group.
8. Getting attracted with opposite sex
Puberty is also the phase after which you develop sexual maturity. Sexual maturity is the
stage of your life when you can have children. One aspect of sexual maturity is being
curious about sex and also about bodies of people that you are attracted to. With the
onset of puberty, it is normal for a boy or a girl to be sexually attracted to people that they
would want be more than 'just friends' with.
You may also feel sexually excited by normal everyday activities such as reading a
romantic novel or watching a romantic scene on television. These feelings are normal
and there is nothing to feel guilty about. You may have many questions about sex. It is a
good idea to talk to a mature adult (like your mother, doctor or a counselor) with whom
you're comfortable discussing sex. You should get your questions answered and should
stay informed on safe sex.
DIVISION OF RIZAL
SUMMATIVE TEST No.1 IN SCIENCE 5
Quarter : Second
Week : 2
Day : 5
I. Learning Objectives:
A. Answer the test intelligently and honestly
B. Identify the major parts and functions of the male reproductive system
C. Identify the major parts and functions of the female reproductive system
D. Describe the physical changes in male and female that occur during
puberty
E. Describe the socio- emotional changes in male and female during puberty
II. Subject Matters
Summative test in Science 5
Value: Honesty
References: Science TG Second Quarter
https://www.scribd.com/document/89845145/Science-Test-for-Grade-5
http://lrn.org/Content/Quizzes/Qreproductive.html
III. Procedures
A. Preparation
B. Setting standards
C. Explaining directions
D. Answering the test
E. Checking and recording
EASY
I. Directions: Read each question carefully. Choose the letter of the best answer.
Write your answer on the space before the number.
1. The penis is the male external organ. Which statement BEST describe the
function of Penis?
A. It produces sperm.
B. It is storage of sperm.
C. It helps nourish the sperm.
D. It transports mature sperm to urethra
2. The Vas deferens plays an important role in the male reproductive system.
Which of the following BEST describes vas deferens?
A. It transports mature sperm to urethra
B. It helps nourish the sperm.
C. It is storage of sperm.
D. It produces sperm.
3. Which of the following statement is TRUE about the function of the testicles?
I. It lubricates the urethra
II. It is responsible for making testosterone
III. It brings the sperm to maturity
IV. It transports mature sperms to urethra
A. IV & I
B. III & IV
C. II & III
D. I & II
4. Which of the following is not a function of the female reproductive system?
A. Produces sperm cells.
B. Transport egg cells.
C. Provides a place for fertilization
D. Protects a place for fertilization.
5. Why is a woman whose uterus is removed through surgical operation unable
to give birth to a baby?
A. No organ to produce fluids to facilitate the passage of sperm.
B. No organ where a fertilized egg can grow and develop.
C. No organ to produce mature eggs.
D. No organ to store sperms.
For items 6-7 please refer to the diagram of the female reproductive
system.
III
I
II
IV
6. On which part are the egg cell produced?
A. I
B. II
C. III
D. IV
7. Where does fertilization take place?
A. I
B. II
C. III
D. IV
For items 8-9 please refer to the diagram of the male reproductive system.
II III
IV
V
8. On which part are the sperm cell produced
A. I
B. II
C. III
D. IV
9. What do you call the part of the male reproductive system numbered as II in the
illustration above?
A. penis
B. urethra
C. testes
D. scrotum
10. The external genitalia of the female are collectively called
A. labia
B. vulva
C. clitoris
D. mons pubis
11. The following changes happen to a girl at puberty EXCEPT ______.
A. broadening of the hip
B. voice becomes deeper
C. enlargement of breast
D. menstruation occurs
12. The following changes happen to a boy at puberty EXCEPT ______.
A. development of muscles
B. broadening of shoulders
C. menstruation occurs
D. appearance of Adam’s apple
II. Identify the socio-emotional changes being described in each sentence. Choose
your answer from the box below. Write your answer on the blank.
_____13. During puberty, since your body undergoes many changes, it is common to
feel uncomfortable about them and become overly sensitive about your physical
appearance.
_____14. You may feel inclined to figure out what makes you unique as a person.
_____15. Your peer group and you are likely to be influenced by what you see
around you in popular media and the culture that is represented through them.
_____16. Sometimes your mood will swing between feeling confident and happy to
feeling irritated and depressed in a short span of time.
_____17. You may begin to wonder and think about new and unfamiliar aspects of
life such as career, livelihood and marriage.
_____18. The onset of puberty can vary on an individual basis. Therefore the way
you grow maybe different from the way your friends grow. This can make you
conscious about the way you're growing up and your body.
Feeling conscious about self

Mood swings
Conflicting thoughts
Peer pressure
Feeling uncertain
Looking for an identity
Feeling overly sensitive
III. Define the following.
19. What is Puberty?

_______________________________________________________
_______________________________________________________.
20. What is Reproduction?
_______________________________________________________
_______________________________________________________.
Answer Key:
1. D 11. B
2. A 12. C
3. C 13. Feeling overly sensitive
4. A 14. Looking for an identity
5. B 15. Peer pressure
6. B 16. Mood swings
7. C 17. Feeling uncertain
8. D 18. Feeling conscious about self
9. B 19. Puberty is a stage of life of rapid change
10. B 20. Reproduction is the process by which new organisms
are generated. It is the mechanism of species continuation.
Table of Specification
Learning Objectives Item Placement Total

1. Identify the major parts of the male 9, 2 2
reproductive system
Identify the major parts of the female 6, 7, 10 3

reproductive system
Describe the function of the different parts 4, 5 2

of female reproductive system
Describe the function of the different parts 1, 3 2

of male reproductive system
Describe the physical changes in female 11 1

that occur during puberty.
Describe the physical changes in male that 12, 19 2
occur during puberty.
Describe the socio- emotional changes in 13,14,15,16,17,18 6
male and female during puberty
Define puberty and reproduction 19,20 2

TOTAL 20
DIVISION OF RIZAL

Second Quarter
WEEK 3 (Day 1 )
Content: Living Things and their Environment (Humans)
Explain the menstrual cycle
II. Subject Matter:

A. Concepts; Menstruation is a part of menstrual cycle. The cycle is the
process that prepares a woman for pregnancy. This cycle repeats itself
every 28 days ( on the average ) during the reproductive years of most
women. Several reproductive substances or hormones regulate the
phases of the menstrual cycle.
B. Materials:
video clip, diagram of menstrual cycle, OHP
C. References:
Into the Future: Science and Health 5 pp 11-13
Science for Daily Used 5 p 5
https://www.youtube.com/watch?v=vXrQ_FhZmos
http://menstrupedia.com/articles/physiology/cycle-phases
http://womenshealth.gov/publications/our-publications/fact-
sheet/menstruation.html#e
D. Process Skills: Observing, Comparing, Inferring

E. Value Integration: Taking care of oneself during menstruation
III. Learning Tasks

A. Engagement :
1. Review:
What are the socio-emotional changes during puberty?
Do you expect it to happen to all of you?
2. Motivation / Presentation
Who among you already have menstruation?
What did you do on the first day of your menstruation?
Present a video clip on menstrual cycle.
https://www.youtube.com/watch?v=vXrQ_FhZmos
C. Exploration:
Activity1 : ( Group work)
Get: activity card and cut out pictures of phases of menstrual
Cycle
Do:
1. Arrange the pictures to form a diagram of how
menstruation takes place. Use our reference book
to verify your answer.
The Menstrual Cycle

Activity 2: Charting and Analysis
Direction: Fill in the table below based on the concepts learned in
Activity 1.
Phases of the Menstrual What happens during each

Cycle phase
1
2
3
4
Answer the following questions.
1. What is a menstrual cycle?

2.Describe each cycle.
D. Explanation:
1. What happens in the uterus each time a mature egg is not
fertilized?
2. Why does menstrual flow happen only in women?
3. Why does menstrual flow come only once a month?
4. What is the average number of days in one menstrual
cycle?
5. At what age do most girls start to menstruate?
6. Why should teenagers like you be well – informed about
the reproductive process?
7. Suppose a girl is experiencing her first period, why is it
important for her to tell her mother or an older sister about
it?
8. Why is menstruation important to females? What might
happen if female does not menstruate?
E. Elaboration:
Direction: Summarize the concepts learned about menstrual cycle.
Choose one from the options below:
1. Compose a poem
2. Create a simple and short skit
3. What will you do if you see your friend that she has a red
stain of menstruation in her skirt?
F. Evaluation
Directions: Read the questions carefully then write the letter of the correct
answer in your answer sheet.
1. How often do girls normally experience menstruation?
A. once every 20 days C. once every week
B. once every 28 days D. once every year
2. The start of menstruation is a sign that a girl is_____.
A. already pregnant C. already a woman
B. capable of being pregnant D. already a man
3. Why is menstruation considered a cycle? Because ________________.
A. it happens every month
B. the woman gets pregnant every month
C. the woman gets pregnant every year
D. the woman buys sanitary napkins every month
4. What do you infer when a married woman does not menstruate in expected
date? Maybe _______________.
A. she is pregnant
B. she is not pregnant
C. she has no more egg cell
D. the egg cell is not fertilized
5. The length of an average menstrual cycle can range anywhere from 28-35
days. What part of the cycle is counted as day one?
A. first day of menstrual bleeding
B. day of ovulation
C. last day of menstrual bleeding
D. day before a period starts
IV. Assignment:
1. If a girl has a 28 day cycle and today (today’s date) is the first day of her
period, write down the dates for the following events.
A. The days during which the uterus lining (which has broken down) is
discharged from the body.
B. The days during which the uterus wall grows thick and spongy
C. The period during which a ripe egg is likely to be released from the
ovary into the oviduct.
2.Make a research to be able to describe how wet dreams take place in

males.
BIT
Phases of Menstrual cycle
The day count for menstrual cycle begins on the first day of menstruation when blood
starts to come out of the vagina. In this section, the length of menstrual cycle has
been assumed to be 28 days (which is the average among women). The entire
duration of a Menstrual cycle can be divided into four main phases:
1. Menstrual phase (From day 1 to 5)

2. Follicular phase (From day 1 to 13)
3. Ovulation phase (Day 14)
4. Luteal phase (From day 15 to 28)
Menstrual phase (day 1-5)
Menstrual phase begins on the first day of menstruation and lasts till the 5th day
of the menstrual cycle. The following events occur during this phase:
 The uterus sheds its inner lining of soft tissue and blood vessels which exits
the body from the vagina in the form of menstrual fluid.
 Blood loss of 10 ml to 80 ml is considered normal.
 You may experience abdominal cramps. These cramps are caused by the
contraction of the uterine and the abdominal muscles to expel the menstrual
fluid.
Follicular phase (day 1-13)
This phase also begins on the first day of menstruation, but it lasts till the 13th day of
the menstrual cycle. The following events occur during this phase:
 The pituitary gland secretes a hormone that stimulates the egg cells in the
ovaries to grow.
 One of these egg cells begins to mature in a sac-like-structure called follicle. It
takes 13 days for the egg cell to reach maturity.
 While the egg cell matures, its follicle secretes a hormone that stimulates the
uterus to develop a lining of blood vessels and soft tissue called endometrium.
Ovulation phase (day 14)
On the 14th day of the cycle, the pituitary gland secretes a hormone that causes the
ovary to release the matured egg cell. The released egg cell is swept into the
fallopian tube by the cilia of the fimbriae. Fimbriae are finger like projections located
at the end of the fallopian tube close to the ovaries and cilia are slender hair like
projections on each Fimbria.
Luteal phase (day 15-28)
This phase begins on the 15th day and lasts till the end of the cycle. The following
events occur during this phase:
 The egg cell released during the ovulation phase stays in the fallopian tube for
24 hours.
 If a sperm cell does not impregnate the egg cell within that time, the egg cell
disintegrates.
 The hormone that causes the uterus to retain its endometrium gets used up by
the end of the menstrual cycle. This causes the menstrual phase of the next
cycle to begin.
Prepared and submitted:
MARIETTA E. JUMALON
JUSTICE VICENTE SANTIAGO
ELEMENTARY SCHOOL
DIVISION OF RIZAL

Second Quarter
WEEK 3 ( Day 2 )
Content: Living Things and their Environment ( Humans )
Relate menstrual cycle in females and semen production in males to
the ability to reproduce
• menarche
• “wet dreams”
II. Subject Matter:

A. Concepts: Menarche (say "MEN-ar-kee") is a girl's first menstrual period.
A first period usually happens after breasts, pubic hair, and under arm
hair have begun to grow. Menarche is a sign of growing up and becoming
a woman. It can happen as early as about age 9 or up to age 15. The first
few periods are usually light and irregular. About 2 out of 3 girls have a
regular pattern of menstrual periods within 2 years of menarche. During
the teen years, periods may become longer and heavier.
A wet dream is when you ejaculate while you're asleep. Ejaculate

means to release semen (the fluid that contains sperm) from your penis.
Usually, a wet dream happens while you're having a dream about sex.
You may not even remember the dream. You don't have to masturbate to
have a wet dream. You can ejaculate without touching your penis
B. Materials:
video clip of human fertilization; OHP, diagram of female
reproductive system, menstrual cycle illustration
C. References:
K-12 Curriculum Guide S5MT:
https://www.youtube.com/watch?v=cfmbcOfSY_E
http://teens.webmd.com/boys/wet-dream-faq#1
http://www.webmd.com/women/tc/normal-menstrual-cycle-
menarche-and-the-teenage-menstrual-cycle
E. Value Integration: Awareness on the production menarche and wet dreams
III. Learning Tasks

A. Engagement :(5 minutes)
1. Review:
What are the phases of menstrual cycle?
2.Motivation and Presentation

When is the first day of your menstruation?
B. Exploration
Activity 1: Picture study: ( for girls)
Teacher will distribute to each group a diagram of the menstrual cycle.
Pupils will point out the place when menarche takes place.
Activity 2: Research work from the internet . :( pre assigned for boys )
Direction : Make a research to be able to describe how wet dreams take
place in males.
Reporting by groups
C. Explanation:
1. What is menarche? Wet dreams?
2. Who experiences wet dreams? Menarche?
3. Why should you learn about menarche and wet dreams?
4. How can these concepts learned can be related to a human’s ability to
reproduce?
D. Elaboration
Should you be ashamed of or be afraid of if you have experienced
these changes? Why?
E. Evaluation
Direction: Read the questions carefully then choose the letter of the
correct answer
1. When do girls experience menarche? ___________ of
menstruation.
A. First day
B. Second day
C. Third day
D. Last day
2. When do boys experience their wet dreams?
A. Morning
B. Afternoon
C. Evening
D. None of the above
3. At what stage do boys and girls experience menarche and
wet dreams? When they are__________.
A. Baby
B. Child
C. Puberty
D. Adult
4. What will be your reaction if you feel it for the first time?
A. Ashamed
B. Worried
C. Happy
D. Angry
5. Do girls have wet dreams?
A. Yes
B. No
C. Maybe
D. Sometimes only
IV. Assignment :
Search the internet why women get pregnant.
BIT
Have you ever woken up to find a wet, sticky spot on your underwear or PJs? At first
you may have worried that you wet the bed. But if you're going through or have
already gone through puberty, you probably had a wet dream.
Doctors call wet dreams "nocturnal emissions." Nocturnal means "at night." Emission

is another way to say release.
Wonder what wet dreams are and why you have them? Here are the answers to
frequently asked questions that teens have about wet dreams.
What are wet dreams?
A wet dream is when you ejaculate while you're asleep. Ejaculate means to release
semen (the fluid that contains sperm) from your penis. Usually, a wet dream happens
while you're having a dream about sex. You may not even remember the dream.
You don't have to masturbate to have a wet dream. You can ejaculate without
touching your penis.
What causes wet dreams?
When you go through puberty, your body starts producing the male
hormone testosterone. Once your body makes testosterone, it can release sperm.
This means you'll be able to fertilize an egg if you decide to have a baby in the future.
It also means you can get a girl pregnant if you have sex.
During puberty, you'll start having erections at all different times of the day -- in
school, while you watch TV, in the shower. You can even have an erection while
you sleep.
Semen can build up inside your body. One way that semen gets released is with a
wet dream.
Is there something wrong with me because I'm having frequent wet dreams?
Wet dreams are a normal part of growing up. There's nothing you can do to control or
stop wet dreams.
Even if you have a lot of wet dreams it doesn't mean there's anything wrong with you.
Some guys have wet dreams a few times a week. Others may only have a couple of
wet dreams during their entire life.
Once you start releasing sperm by masturbating or having sex with a partner, you
may have fewer wet dreams.
Does everyone have wet dreams?
You have to go through puberty and your testes need to be able to produce sperm to
have a wet dream. Wet dreams during puberty are very common.
Is there something wrong with me if I don't have wet dreams?
Not every teenage boy has wet dreams. The fact you don't have wet dreams doesn't
mean there's anything wrong with you.
Do girls have wet dreams?
Although girls can't ejaculate, they can have an orgasm during a dream. Girls don't
have such dreams as often as boys, though.
What should I do if I have a wet dream?
When you wake up, clean yourself. Wash your penis and testicles with soap and
water, including the area underneath your foreskin if you aren't circumcised.
If you feel guilty or uncomfortable about having wet dreams -- or about a certain wet
dream that you had -- talk to someone. Sit down with a doctor, parent, counselor, or
another adult you trust.
MARIETTA E. JUMALON
ELEMENTARY SCHOOL
DIVISION OF RIZAL

Second Quarter
WEEK 3 ( Day 3 )
I. Learning Objective: Relate the menstrual cycle of the female to the

ability to get pregnant or reproduce
II. Subject Matter:

A. Concepts: The occurrence of menstruation signals the female’s
capability
to bear children. The menstrual cycle refers to the monthly
changes that occur in the female reproductive organs. The
cycle covers 28 days. When the released egg cell is not
fertilized, menstruation occurs. The start of menstruation
means that the female can now produce or become
pregnant.
B. Materials:
video clip of human fertilization; OHP, diagram of female
reproductive system, menstrual cycle illustration
C. References:
K-12 Curriculum Guide S5MT
Science for Daily Used 5 pp 16-17

E. Value Integration: Awareness on human fertilization
III. Learning Tasks

1. Review:
What do you mean by menarche and wet dreams?
2. Motivation / Presentation
 Show an enlarged picture of the reproductive organs of the
female.
Ask the following questions:
 How often does an egg mature in the ovary?
 Where does the mature egg stay?
 Why does it stay for a while in a fallopian tube?
Video Clip on menstrual cycle
B. Exploration :
Activities:
Get: Diagram of menstrual cycle
Do:
1. Study the diagram of the human female menstrual cycle.

2. Identify the phase of the menstrual cycle when the human female
has the ability to get pregnant.
Answer the following questions:

1. What is fertility?
2. In which phase of the menstrual cycle is the human female
most likely to get pregnant? Why?
3. How many days is a female fertile?
C.Explanation
1. Why does menstrual flow occur only once a month?
2. What happens to the fertilized egg when there is no
sperm to fertilize it?
3. What causes menstrual flow?
4. Who will menstruate?
D .Elaboration
Write a journal or an essay about the relationship between the menstrual
cycle and the ability of women to get pregnant.
E. Evaluation:
Read the questions carefully then choose the letter of the correct answer.
1. The start of menstruation is a sign that the girl is________.
A. already pregnant
B. capable of getting pregnant
C. not capable of getting pregnant
D. already a woman
2. Why is menstruation considered a cycle? Because _______.
A. it happens every month if the egg is not fertilized
B. it moves in circular motion in the uterus
C. the woman gets pregnant every month
D. the matured egg is not fertilized
3. What happens when the matured egg is not fertilized ?
A. A girl menstruates.
B. A girl becomes pregnant.
C. The egg goes back to the ovary.
D. The matured egg stays in the fallopian tube.
4. What do you infer when a married woman does not menstruate in
the expected dates? Maybe_________.
A. she is pregnant
B. she has no more egg cells
C. the egg is not fertilized
D. an egg did not mature
5. How often do girls normally experience menstruation? It is once

every___.
A. 30 days
B. 29 days
C. 28 days
D. 25 days
IV. Assignment:
Ask your friends or sisters about the problems they experience during
menstruation and what they do about these problems.
MARIETTA E. JUMALON
ELEMENTARY SCHOOL
DIVISION OF RIZAL

Second Quarter
WEEK 3 ( Day 4 )
I. Learning Objective: Explain the process of fertilization in humans
II. Subject Matter:

A. Concepts: A new life begins when a sperm cell unites with an egg.
This union is called 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 egg undergoes development for nine months until the birth
of the baby.
B. Materials:
Picture
C. . References:
Science for Daily Used 5 pp 6 - 8
https://www.youtube.com/watch?v=_5OvgQW6FG4

E. Value Integration: Awareness on human fertilization
III.
Learning Tasks
1. Review :
In which phase of the menstrual cycle is the human female
most likely to get pregnant? Why?
2.Motivation and Presentation

How does a new life begin?
Teacher will present the video clip on the process of human

fertilization
https://www.youtube.com/watch?v=_5OvgQW6FG4
B. Exploration:
Get : Picture of female reproductive organs
Do :
1. Study the series of pictures showing the movement of an
egg cell and the sperm cells in the female reproductive
system.
A.
B. .
C.
2. Record your observation in a table like this.
STAGE What does it tell?

A
B
C
3. Answer the following questions.

a. When the sperm cell and egg cell unite, what is
formed?
b. After fertilization, where does the fertilized egg stay?
c. What happens in the uterus?
C .Explanation
1. What comes out from the ovary of a girl every month?
2. How does the sperm unite with the egg?
3. What process takes place when the sperm cell and the egg cell
unite?
4. What is fertilization?
5. After fertilization, where does the fertilized egg stay?
6. How does fertilization take place in human beings?
7. How long does the new human being stay inside the uterus of
the mother’s womb before the baby is born?
D .Elaboration :
Use concept map in answering this question.
What is fertilization?
. FERTILIZATION
E .Evaluation
Directions. Fill in the blank with the correct answer. Write only the
letter on your answer sheet.
1. The ovaries of the female reproductive system produce

hormones and _______________.
A. estrogens
B. eggs
C. cilia
D. sperm
2. An embryo develops inside the ___________________.
A. uterus
B. cervix
C. vagina
D. ovary
3. The vagina is the passage way through which a baby moves
during ____________________ .
A. birth
B. fertilization
C. contraception
D. menstruation
4. During ______________________, a mature egg leaves

an ovary and travels to the oviduct.
A. menstruation
B. ovulation
C. ovarization
D. fertilization
5. An egg can be fertilized only after ovulation and only

by____________.
A. one fast sperm
B. one two-tailed sperm
C. one super sperm
D. one healthy sperm
IV. Assignment:
Write a paragraph on how fertilization takes place.
MARIETTA E. JUMALON
ELEMENTARY SCHOOL

DIVISION OF RIZAL

Second Quarter
WEEK 3 ( Day 5 )
Practice proper hygiene for the external genitalia
*front to back washing of the vagina
• for those not circumcised, retraction of the foreskin to clean
secretions around the glands of the penis
• proper use and disposal of sanitary napkins
II. Subject Matter:

A. Concepts: Genital hygiene is very important for preventing infections
from developing and spreading, always practice proper hygiene for the
external sex organs..
Personal hygiene should be observed at all times to keep the
reproductive organs healthy.
B. Materials:
Picture
C. . References:
Science for Daily Used 5 pp 6 – 8
https://www.youtube.com/watch?v=w252QWxQ67g
http://www.hygieneexpert.co.uk/maintaininggenitalhygiene.html
D. Process Skills: Observing, Inferring
E. Value Integration: Awareness on proper hygiene for external
sex organs
III. Learning Tasks

A. Engagement :
1. Review:
Explain the process of fertilization.
2. Motivation and Presentation
 Who among you have experienced difficulty in urinating?
How did you feel?
Your external sex organs are very delicate.

 What must you do to keep our reproductive organs healthy?
Video clip for Reproductive System personal hygiene

https://www.youtube.com/watch?v=w252QWxQ67g
https://www.youtube.com/watch?v=03UUCAotx-A
B. Exploration:
Get: A checklist of various health habits
Do. Study this health habits statements.
Health Habits
1. Thoroughly wash your external sex organs front to back
washing using soap and water every day.
2. For those not circumcised, retraction of the foreskin to clean
secretions around the glands of the penis
3. Be sure your underwear is clean before wearing them.
4. Drink at least 8 glasses of water every day or as often as
needed.
5. Change your underwear every day or as often as needed.
6. Avoid eating too much fatty and salty foods.
7. Avoid smoking.
8. Wash your underwear properly.
9. Do not expose yourself too much to the sun.
10. Keep your underwear in a clean cabinet after pressing.
11. If you can avoid it , do not use toilets in public places.
12. Stay away from persons who have colds, bronchitis.
13. Stay away from places where the air is dirty.
14. Urinate whenever you feel you have to empty your bladder.
15. Take a bath every day.
16. Wear only your underwear.
17. Proper use and disposal of sanitary napkins
Check those statements which pertain to the health habits to keep the
reproductive organs healthy and copy them in a table like this.
Health Habits to Keep the Reproductive Organs Healthy
Answer the following questions:

1. Which of these health habits do you practice? Which of these do you not
practice?
2. Are you taking good care of your reproductive organs? Why?
Activity 2:
Check the column that describes how much you take care of your
external
sex organs
Health Habits Always (5) Seldom (3) Never ( 1 )

1. I take a bath
every day
2. I wash my
sex organs
with soap and
water.
3. I wear clean
underwear.
4. I wear only
my own
underwear
5. I change my
underwear
Add your scores , For Always the score is 5 points. For seldom and never
the scores are three and one point respectively.
C. Explanation:
1. How will wash your external genitalia?
2. For the boys, how will you clean your penis if you are not yet
circumcised?
3. How will you used sanitary napkins? How will you dispose it?
4. What are the ways to keep the reproductive system healthy?
5. What is the importance of keeping the reproductive organ
healthy?
D. Elaboration:
Use concept map in answering this question.
How will you take care of your external organs?
TAKING CARE OF
EXTERNAL ORGAN
E. Evaluation:
Put a check mark on the good practices in keeping the reproductive
system healthy and cross out the bad practices.
____1. Wash genital with soap and water.
____2. Change underwear once a week.
____3. Use sanitary napkins during menstruation.
____4. Eat salty foods.
____5. Take a brisk walk everyday.
____6. Use dirty toilets in terminals.
____7. Eat a lot of fruits and vegetables.
____8. Consult your physician when you have cyst on your breast.
____9. I sit on dirty toilets.
____10 I change my underwear once a week.
IV. Assignment:
Collect brochures related to disorders of the reproductive system.
BIT
Genital hygiene is very important for preventing infections from developing and
spreading.
For Women
Many women take the issue of genital hygiene very seriously even to the extreme of
becoming obsessed in cleanliness and aroma. Over cleaning of the vagina can in
fact be harmful.
The inside of the vagina rarely needs cleaning with the use of soap. It has a natural
balance of substances that can become disturbed by washing causing any bacteria
that enter to have the potential of developing into an infection.
The external part of the vagina, the labia, should only need cleaning once a day
using a mild soap and water.
Washing should be performed using a singular front to back motion to avoid bacteria
around the anus from coming into contact with the vagina or urethra (the external
opening to the bladder).
The anus should be the last part to be cleaned so the bath water or flannel does not
become contaminated with bacteria that would be spread to other parts of the body.
Wash cloths and towels should be individual and washed after use.
For Men
The penis, scrotal area and anus, should only need cleaning once a day. No attempt
should be made to try and clean the inside of the urethra; this can cause serious
damage. Special care should be taken by uncircumcised men to make sure the head
of the penis is cleaned. This can be done by allowing the warm water to act as a
lubricant and the foreskin should be gently pulled back. Failure to clean this area
properly will result in smegma collection, causing bad odors and an increased risk of
infection. It is important to remember to return the foreskin to its natural position after
cleansing and drying. This practice is not to be performed on boys whose foreskin is
not able to be retracted. Trying to force it back can result in serious damage. The
penis should be cleaned on the outside only.
Wearing loose fitting cotton underwear can reduce the chance of perspiration build
up and subsequent aromas. Do not apply aftershaves or deodorants directly to the
genital area.
.
Hand washing should be a part of genital hygiene as hands should be washed after
using the toilet, and should be taught to children to become part of everyday routine.
MARIETTA E. JUMALON
ELEMENTARY SCHOOL

DIVISION OF RIZAL

Second Quarter
WEEK 4 ( Day 1 )
Identify and describe common disorders
associated with the male reproductive system
II. Subject Matter:

A. Concepts: Male sometimes experience problems in their
reproductive system. Examples of problems concerning the reproductive
system: Inflammation of the penis, Inguinal Hernia, Prostate cancer,
Testicular injury.
B. Materials:
Picture
C. References:
Science and Health and the Environment pp 33 - 36
D. Process Skills: Identifying , Describing, Inferring

E. Value Integration: Awareness on common disorders associated in
reproductive organs
III. Learning Tasks

A. Engagement :
1. Review
How to take care of your external sex organs?
Do you experience some problem in your reproductive system?
Let us identify some of these problems that you might experience

in your reproductive organ? .
http://www.slideshare.net/abbylah/male-reproductive-system-
disorders-and-diseases
B. Exploration:
Get: Books, reading about the ailments of reproductive system
Do: Group the class into 6, through cooperative learning, each
member will write the ailments and their description . A piece of
paper is passed to the members as each one writes the ailments
in a “round-robin” method.
C. Explanation
1. What are the ailments of male reproductive organs?
2. What will do if you will experience some of these ailments?
3. Where will go to solve your problem?
D. Elaboration
Why should boy undergo circumcision? ?What are the advantages of
being circumcised
E. Evaluation:
Read the statement carefully. Choose the correct answer inside the
box and write them in your answer sheet
A. Prostate cancer B. Testicular injury.

C. Scrotum Cyst D. Inflammation of penis
E. Inguinal Hernia,
1. A. bacterial infection affecting the penis with symptoms of redness,

itching, swelling, and pain.
2. A condition wherein a portion of the intestines pushes through an
abnormal opening or weakening of the abnormal wall and into the
scrotum.
3. A form of cancer that develops in the prostate glands.
4. It is an inflammation of the penis.
IV. Assignment:
Make a research work on other disorders of the reproductive

system and how to prevent such disorder.
BIT
The foreskin of the penis and the glans penis (the cone-shaped end of the
penis) can be inflamed.
 Balanitis is inflammation of the glans penis.
 Posthitis is inflammation of the foreskin.
 Balanoposthitis is inflammation of both the glans penis and the foreskin.
Inflammation of the penis can be caused by infections, such as yeast infections,

sexually transmitted diseases (STDs), and scabies. Noninfectious causes include
skin disorders, including allergic reactions (for example, to a latex condom or to birth
control liquids or gels), lichen planus, psoriasis, seborrheic dermatitis, and balanitis
xerotica obliterans. The inflammation causes pain, itching, redness, and swelling.
Sores on the penis and swollen lymph nodes in the groin can develop.
Balanoposthitis often begins with balanitis. It develops more often if the foreskin is
tight or if a man has diabetes mellitus. Men who develop balanoposthitis have an
increased chance of later developing phimosis and paraphimosis (problems related
to the foreskin) and penile cancer.
Diagnosis is usually by physical examination. Blood sugar may be measured to test

for diabetes, and tests for yeast infections and STDs may be done. The cause of
inflammation is treated. Good hygiene is important.
An inguinal hernia occurs in the groin area when fatty or intestinal tissues push
through the inguinal canal. The inguinal canal resides at the base of the abdomen.
Both men and woman have an inguinal canal. In men, the testes usually descend
through this canal shortly before birth. In women, the canal is the location for the
uterine ligament. If you have a hernia in this passage, it results in a protruding bulge
that may be painful during movement.
Many people don’t seek treatment for this type of hernia because it may not cause
any symptoms. Prompt medical treatment can help prevent further protrusion and
discomfort.
Prostate cancer, also known as carcinoma of the prostate, is the development
of cancer in the prostate, a gland in the male reproductive system. Most prostate
cancers are slow growing; however, some grow relatively quickly. The cancer cells
may spread from the prostate to other parts of the body, particularly
the bones and lymph nodes. It may initially cause no symptoms.[3] In later stages it
can lead to difficulty urinating, blood in the urine, or pain in the pelvis, back or when
urinating.[5] A disease known asbenign prostatic hyperplasia may produce similar
symptoms. Other late symptoms may include feeling tired due to low levels of red
blood cells.
Testicular injury is when a testicle is hurt by force. Trauma to the testicle or scrotum
can harm any of its contents. When the testicle's tough cover is torn or shattered, blood
leaks from the wound. This pool of blood stretches the scrotum until it's tense, and can
lead to infection.
MARIETTA E. JUMALON
ELEMENTARY SCHOOL
DIVISION OF RIZAL
District of San Mateo II

Second Quarter
WEEK 4 ( Day 2 )
I. Learning Objective: Identify and describe common disorders

associated with the female reproductive system
II. Subject Matter:

A. Concepts: Female sometimes experience problems in their
reproductive system. Examples of problems concerning the reproductive
system: Cervical cancer, Dysmenorrhea, Ovarian cyst, Vulvovaginitis
B. Materials: Picture
C. References: K-12 Curriculum Guide S5MT
References:
Into the Future: Science and Health pp
Science for Daily Used 5 pp
D. Process Skills: Identifying , Describing, Observing, Comparing, Inferring

reproductive organs
III. Learning Tasks
A. Engagement :
1. Preparatory Activities:
1. Health Inspection
2. Science News
3. Review:
What are the disorders of male reproductive system
2.Developmental of Activities
Do you experience some problem in your reproductive system?
Let us identify some of these problems that you might

experience in your reproductive organ?
http://www.slideshare.net/SunakoInoueAwoi/diseases-female-
reproductive-system
B. Exploration:
Get: Books, reading about the ailments of reproductive system
Do: Group the class into 6, through cooperative learning, each
member will write the ailments and their description . A piece of
paper is passed to the members as each one writes the ailments
in a “round-robin” method.
C. Explanation
1. What are the ailments of female reproductive organs?
2. What will do if you will experience some of these ailments?
3. Where will go to solve your problem?
D. Elaboration
You found out that your external organ is itchy. What will you do?
E. Evaluation:
Read the statement carefully. Choose the correct answer inside the
box and write them in your answer sheet.
B. Dysmenorrhea B. Cervical Cancer
D. Ovarian Cyst D. Vulvovaganitis
E. Folicystic
1. It is an abnormal build up of mass of tissue in the cervix, often

causing pain in the abdomen and serve bleeding.
2. It is characterized by pain in the abdomen during menstruation.
This is mainly due to menstrual cramps during menstruation.
3. This cyst grow in the ovary, normally it is not a problem unless it
grow very large.
4. It is an inflammation of the vulva and vagina. It may be caused by
irritating substances such as laundry soaps.
IV. Assignment:
Make a poster that campaigns for the prevention of sexually transmitted
disease.
MARIETTA E. JUMALON
ELEMENTARY SCHOOL
BIT
Cervical cancer : Cancer starts when cells in the body begin to grow out of control.
Cells in nearly any part of the body can become cancer, and can spread to other
areas of the body.
Cervical cancer starts in the cells lining the cervix -- the lower part of the uterus
(womb). This is sometimes called theuterine cervix.
Dysmenorrhea, also known as dysmenorrhoea, painful periods, ormenstrual

cramps, is pain during menstruation. It usually begins around the time that
menstruation begins. Symptoms typically last less than three days. The pain is
usually in the pelvis or lower abdomen. Other symptoms may include back pain,
diarrhea, or nausea.
An ovarian cyst is a fluid-filled sac that develops on a woman’s ovary. They are very
common and do not usually cause any symptoms.
Most ovarian cysts occur as part of the normal workings of the ovaries. These cysts
are generally harmless and disappear without treatment in a few months .

Vulvovaginitis or vaginitis is swelling or infection of the vulva and vagina.
Vaginitis is a common problem that can affect women and girls of all ages .
DIVISION OF RIZAL

Second Quarter
WEEK 4 ( Day 3 – 4 )
I. Learning Objective :
Enumerate preventive measures for the common

disorders of male and female reproductive system
II. Subject Matter :
A. Concepts: There are preventive measures that should be followed for
the common disorders of in male and female reproductive
system.
* wash your genitals with soap and water
Eat a balanced diet
Visit a doctor
B. Materials:
Picture
C. References:
http://www.usafitness.biz/ways-to-keep-your-reproductive-
system-healthy/
D. Process Skills: Identifying , Describing, Observing, Comparing, Inferring

reproductive organs
III.
Learning Tasks
A. Engagement :
Do you experienced some problems in your reproductive organs?
What preventive measure do you make?
B. Exploration
Invite a health specialist to talk about the ways on how to
prevent the diseases in reproductive system.
C. Explanation:
1. What are some of the ways on how to prevent diseases in
reproductive system.
Day 2
D. Exploration
Video clip on how to prevent the diseases in reproductive organs.
http://www.usafitness.biz/ways-to-keep-your-reproductive-system-
healthy/
E. Explanations:
What are some ways on how to prevent the diseases in reproductive

system?
F. Elaboration
Picture study:
Identify the ways on how to prevent diseases in reproductive organ
Screen for STD

eat healthy food
Visit a Doctor
G. Evaluation
Check all the statement that help prevent the disease in reproductive
organs
_____ 1. Keep your genitals clean all the time.
_____ 2. It’s very important to undergo regular screening for STD
_____ 3. Eat a well balanced diet
_____ 4. Eat salty food
_____ 5. Get adequate sleep and rest
_____ 6. Always use public toilet.
_____ 7. Borrow underwear to your brothers or sisters
_____ 8. Visit a doctor regularly
_____ 9. Eat only meat and fish
_____10. Change underwear once a week
BIT
The reproductive system is one of the most important parts of the body – it’s a major
factor in our sexual development and it’s essential for procreation. However, many
people often overlook their reproductive health – which often leads to some
unpleasant complications, and even diseases. So we’ve compiled some easy and
practical tips, gathered from various US fitness sources, on how you can keep your
most intimate parts healthy.
Screen for STDs Regularly
It’s very important to undergo regular screening for sexually-transmitted diseases
(STDs), especially if you are sexually active, or if you’re engaging in unprotected sex.
Most STDs have no symptoms, and they can lead to more serious problems if not
detected early on.
Practice Proper Hygiene
Keep your genitals clean at all times. Wash them regularly with soap and water,
especially after using the toilet. This way, you can prevent any infections caused by
dirt and germs accumulating in your sex organs. Also, make sure to wear only clean
underwear and change them as often as necessary.
Lead a Healthy Lifestyle
A nutritious, balanced diet, as well as regular physical activity will not only keep you
fit; it will also ensure that your reproductive system is in good shape and functioning
at peak efficiency. Also, practice proper stress management, avoid any dangerous
vices, and get adequate rest and sleep.
Visit Your Doctor
Schedule regular appointments with your doctor so that you know the general
condition of your reproductive system. This way, your doctor can check for any
abnormalities and take immediate steps to remedy the problem. It’s also an
opportunity for you to discuss any concerns that you may have about your
reproductive health.
Be Safe
If you’re sexually engaged with your partner, make sure to use protection when you
have sex. Methods such as condoms are not just for reducing pregnancy risks; they
also promote your sexual health. If you use the right protection, you’ll have less
chance of contracting any STDs, or of passing the disease on to your partner.
Consult with fitness total USA experts on what safe sex options are best suited to
your needs
To keep your reproductive system healthy, it is important to eat a balanced diet and
get plenty of exercise. It is also important to engage in safe sexual intercourse, using
condoms or other contraceptives in order to prevent an unplanned pregnancy or to
decrease the risk of contracting sexually transmitted diseases, which can damage
your reproductive organs and affect your fertility later in life.
A woman who is pregnant should take certain vitamins like folic acid to prevent birth
defects and follow her doctor’s orders regarding what healthy foods to eat.
MARIETTA E. JUMALON
ELEMENTARY SCHOOL
DIVISION OF RIZAL
Second Quarter
Week 4 Day 5
SUMMATIVE TEST
NO. 2
Skills No of No of Item
Recitation Items Placements
Days
1. Explain the menstrual cycle 1 3 1-3
2. Relate menstrual cycle in females and semen 1 2 4-5
production in males to the ability to reproduce
• menarche
• “wet dreams”
3. Relate the menstrual cycle of the female to 1 2 6-7

the ability to get pregnant or reproduce
4. Explain the process of fertilization in humans 1 3 8-10
5. Practice proper hygiene for the external 1 2 11-12
genitalia
*front to back washing of the vagina
•for those not circumcised, retraction
of the
foreskin to clean secretions around
the glands
of the penis
• proper use and disposal of sanitary
napkins
6. Identify and describe common disorders 1 2 13-14
associated with the male reproductive system
7. Identify and describe common disorders 1 2 15-16

associated with the female reproductive
system
8. Enumerate preventive measures for the 2 4 16-20
common
disorders of male and female reproductive
system
9 20 20
Directions
1. How often do girls normally experience menstruation?

A. once every 20 days C. once every week
B. once every 28 days D. once every year
2. The start of menstruation is a sign that a girl is_____.
A. already pregnant C. already a woman
B. capable of being pregnant D. already a man
3. Why is menstruation considered a cycle? Because ________________.
A. it happens every month
B. the woman gets pregnant every month
C. the woman gets pregnant every year
D. the woman buys sanitary napkins every month
4.When do girls experience menarche? ___________ of menstruation.
A. First day
B. Second day
C. Third day
D. Last day
5. At what stage do boys and girls experience menarche and wet dreams? When
they are__________.
A. Baby
B. Child
C. Puberty
D. Adult
6. What happens when the matured egg is not fertilized ?

A. girl menstruates.
B. A girl becomes pregnant.
C. The egg goes back to the ovary.
D. The matured egg stays in the fallopian tube.
7. The ovaries of the female reproductive system produce hormones and _________.
A. estrogens
B. eggs
C. cilia
D. sperm
8. An embryo develops inside the ___________________.
A. uterus
B. cervix
C. vagina
D. ovary
9. During ______________________, a mature egg leaves an ovary and travels to
the oviduct.
A. menstruation
B. ovulation
C. ovarization
D. fertilization
10.How will you wash your external genitalia?
A. Use soap and water
B. Wash it front and back
C. A and B
D. None of the above
11.You are not yet circumcised, how will you clean your penis?
A. Use cancer
B. Use feminine wash
C. Clean it with soap and water
D. Retract the skin and clean it with soap and water
12. A condition wherein a portion of the intestines pushes through an abnormal
opening or weakening of the abnormal wall and into the scrotum.
A. Herpes
B. Hernia
C. Prostate
D. Prostate cancer
13. A form of cancer that develops in the prostate glands
A. Prostate glandiola
B. Prostate cancer
C. Prostate cyst
D. Prostate
14. It is characterized by pain in the abdomen during menstruation. This is mainly due
to menstrual cramps during menstruation.
A. Dysmenorrhea
B. Dysmenorhea
C. Dysmenstruation
D. Menstruation
15. This cyst grow in the ovary, normally it is not a problem unless it grow very large.
A. Ovarian Cancer
B. Ovarian Cyst
C. Folicystic
D. Folicle cyst
For 16-20
Choose 5 letters that help prevent the disease in reproductive organs
.
.
A. It’s very important to undergo regular screening for STD
B. Eat a well balanced diet
C. Eat salty food
D. Get adequate sleep and rest
E. Always use public toilet.
F. Borrow underwear to your brothers or sisters
G. Visit a doctor regularly
H. Eat only meat and fish
I. Change underwear everyday
DIVISION OF RIZAL
Second Quarter, Week 5 Day 1

Content: Living Things and their Environment: Animals
I. Objectives:
1. Describe the mode of reproduction of butterfly
2. Explain the life cycle of butterfly
II. Subject Matter:

A. Concepts:
Butterflies are oviparous animals that reproduce sexually.
They reproduce by courtship first, where the male emits pheromones
to attract the female, after that comes mating by joining the tips of their
abdomen so that the male can transfer spermatophore into the female
to fertilize the ova, and finally, the laying of the eggs of the female
and the life cycle of a new butterfly.
B. Materials:
pictures of butterfly, manila paper, pentel pen
C. References:
Curriculum Guide in Science 5, S5LT-IIe-5
http://www.skwirk.com/p-c_s-11_u-102_t-257_c-855/the-
reproduction-of-animals/nsw/science-technology/a-change-for-
the-better/what-is-inheriting-
https://www.youtube.com/watch?v=O1S8WzwLPlM
D. Process Skills: Identifying, Observing, Describing
E. Values Integration: Creativity, Cooperation
A. Engagement
What is reproduction? What are the two types of reproduction? Give
examples of sexual and asexual reproduction of animals? How do butterflies
reproduce?
B. Exploration:
Activity
What you need:
Manila paper, pictures of reproductive system of butterfly
1. The group should have pictures of reproductive system of butterfly with

corresponding meta-cards(functions of parts of reproductive system).
2. Make an observation as to what function is really appropriate for specific
part.
PARTS FUNCTIONS MODE OF REPRODUCTION

Guide Questions:
1. What are the functions of male and female reproductive system of
butterflies?
2. Distinguish between the primary and accessory male reproductive organs
of butterfly.
3. Trace the path of the vas deferens from the epididymis to the ejaculatory
duct.
4. What mode of reproduction of butterfly manifests?
C. Explanation:
1. How is distinct the male and female reproductive system’s parts from each
other?
2. How important is the function of male and female reproductive systems of
butterflies?
3. What mode of reproduction do butterfly manifests?
4. Present other colorful picture of butterfly which show the reproductive
system and how they reproduce.
5. Relate this activity to other animals found in the community.
D. Elaboration:
Let the pupils watch a video clip of life cycle of butterfly.
1. How does the butterfly reproduce?

2. What are the stages of the life cycle of a butterfly?
3. How long do butterflies live? How long do stay in their cocoons?
4. Why are butterflies important?
E. Evaluation:
Choose the letter of the correct answer.
1. The part in the reproductive process of butterflies where the male
seeks and courts the female by performing visual displays and
emitting a substance to attract the female is _____________.
a. butterfly courtship c. butterfly mating
b. egg laying d. life cycle
2. The substance that male butterflies emit to attract the female during
courtship is the _____________.
a. ova c. pheromones
b. chrysalis d. spermatophore
3. It is when the male and female butterflies turn to face away from each
other and join the tips of their abdomens.
4. It is where the female butterfly deposits her eggs which will also
provide food for the young when the eggs will be hatched.
a. chrysalis c. host plant
b. cocoon d. metamorphosis
5. It is a developmental process which the young needs to undergo in
the life cycle of butterflies.
a. chrysalis c. larval stage
b. cocoon d. metamorphosis
IV. Assignment
Draw at least 3 insect animals with the same mode as the reproduction of
butterfly.
DIVISION OF RIZAL
Second Quarter, Week 5, Day 2

I. Objectives:
Describe the mode of reproduction of cats and dogs
II. Subject Matter:
A. Concepts:
Cats and dogs are viviparous animals that reproduce sexually. The
estrous cycle is the recurring changes induced by reproductive
hormones in female mammals. This cycle has four phases. The first is
the proestrus, second is the estrus, third is the metestrus or diestrus,
and fourth is the anestrus.
B. Materials:
pictures of cats and dogs, manila paper, pentel pen
C. References:
reproduction-of-animals/nsw/science-technology/a-change-for-the-
better/what-is-inheriting-
E. Values Integration: Express empathy and compassion for cats and dogs
A. Engagement
Have you ever had a dog or cat for a pet? Which do you like best, dogs or
cats? Have you seen a dog or cat reproduce their own young? How do they
reproduce?
B. Exploration:
Activity
Pre-assigned Group (Small Group Discussion)
Reproduction in Cats and Dogs
Estrous Cycle
 comprises the recurring changes induced by reproductive
hormones in female mammals
 starts after sexual maturity and interrupted by anestrous phases or
pregnancies
 continues until death
Four Phases of the Estrous Cycle
Proestrus
 this phase can last as little as one day or as long as three weeks,
depending on the species
 one or several follicles of the ovary starts to grow and the lining of
the uterus starts to develop
 during this phase, the female is not yet sexually receptive and
may experience vaginal secretions that may be bloody
Estrus
 refers to the phase when the female is sexually receptive (in heat)
 regulated by hormones, follicles of the ovary mature
 during this phase, the female exhibits sexually receptive behavior
 ovulation may occur spontaneously
 signal trait of this phase is the lordosis reflex in which the female
spontaneously elevates her hindquarters
Metestrus or Diestrus
 characterized by the activity of the corpus luteum that produces
hormones in female mammals
 the uterine lining begins to appear and the corpus luteum starts to
form
 this phase terminates with the regression of the corpus luteum in
the absence of pregnancy
 the uterine lining is not shed but reorganized for the next cycle
Anestrus
 typically a seasonal event, refers to the phase when the sexual
cycle rests
 induced by time of year, pregnancy, lactation, significant illness,
chronic energy deficit, and possibly age
 some species have postpartum estrus, which is the ovulation and
corpus luteum production that occurs immediately following the
birth of an offspring
C. Explanation:
1. What is the estrous cycle?
2. Explain the four cycles of etrus.
3. Present other colorful picture of cats and dogs which show the
reproductive system and how they reproduce.
4. Relate this activity to other animals found in the community.
D. Elaboration:
Can you think of some reason why people don't keep dogs or cats?
E. Evaluation:
Matching Type: Match column A with column B by writing the letter of the
correct answer before the number.
A B
_______1. This is the signal trait of the estrus phase a. anestrus
where the female spontaneously elevates
her hindquarters. b. estrus
_______2. The female is not yet sexually receptive
and may experience vaginal secretions c. diestrus
that may be bloody.
_______3. It refers to the phase when the female is d. lordosis reflex
sexually receptive (in heat).
_______4. This phase is characterized by the activity e. preoestus
of the corpus luteum that produces
hormones in female mammals.
_______5. This is the signal trait of the estrus phase
where the female spontaneously elevates
her hindquarters.
IV. Assignment
Make a poster to educate other children and/or adults of what can be
done as responsible pet owners to ensure the safety of our cats and dogs.
DIVISION OF RIZAL

I. Objectives:
Describe the mode of reproduction of birds
II. Subject Matter:
A. Concepts:
External stimuli like seasons and hormones trigger reproduction in birds.
Courtship patterns vary from very simple to very complex. All species of birds
undergo internal fertilization. The act of copulation begins with a cloacal kiss,
which is a non-invasive form of insemination. Female birds have only one
ovary. Birds lay their eggs in nests or incubate them. Incubation differs by
species, and so is the site selection for building the nest, and nest building.
B. Materials:
pictures of birds
C. References:
reproduction-of-animals/nsw/science-technology/a-change-for-the-
better/what-is-inheriting-
http://www.ck12.org/biology/Bird-Reproduction/lesson/Bird-
Reproduction-BIO/?referrer=featured_content
E. Values Integration: Love and care for animals
A. Engagement
What are the main morphological features of birds? In which habitat
do birds live? How do birds reproduce?
Do we need to have birds as pet? Why? Why not?
B. Exploration:
Activity
Reproduction in Birds
Courtship Patterns
 external stimuli and hormones interacting to produce a
sequence of events from copulation to incubation
 external stimuli are lengthening period of daylight, the seasons
(they usually prefer spring or summer), plenty of food
 hormones stimulate the development of secondary sexual
characteristics such as plumage and singing
 courtship patterns vary from very simple to very complex, which
involve sounds, visual signals, behavior, and nests and
territories
Copulation
 all birds undergo internal fertilization
 most species of birds do not have a penis, so the act of
copulation begins with a cloacal kiss, a non-invasive form of
insemination
 females have only one ovary
 one to two percent of sperm released by the male reach the
sperm-storage tubules of the female, which is near the junction
of her vagina and her uterus
 sperm that reach this area swarm over the surface of the ovum
there, and fertilization will then occur
Incubation/Nesting
 birds lay their eggs in nests or incubate them
 incubation differs by species
 most birds build a nest each time before breeding, a very few
use the same nest for years
 the site of the nest may be selected by the female, the male, or
both, depending on the species
C. Explanation:
1. How does bird reproduction begin?
2. Does a bird egg have to be fertilized?
3. Describe the fertilization process in birds.
D. Elaboration:
How do birds reproduction differ from cats, dogs and butterflies?
E. Evaluation:
Fill in the blanks.
1. Birds lay their eggs in ________.
2. The act of copulation begins with a ________.
3. _______ is a non-invasive form of insemination.
4. All birds undergo _________ fertilization.
5. External ________ are lengthening period of daylight, spring or summer,
and plenty of food.
IV. Assignment
Make an essay.
What kind of things do animals contribute to our society that make them
valuable in and of themselves? Why are they important to humans?
DIVISION OF RIZAL

I. Objectives:
Describe the mode of reproduction of earthworms
II. Subject Matter:
A. Concepts:
The clitellum of worms play a major role in their reproduction. During
copulation, worms join together with their heads pointing in opposite directions.
The eggs will not be fertilized by the sperm until slime is produced by the
clitellum. They lay their eggs in cocoons where it is also fertilized. The cocoons
will hatch in two to three weeks, and after six weeks, the whole cycle can start all
over again.
B. Materials:
pictures of earthworms
C. References:
http://www.skwirk.com/p-c_s-11_u-102_t-257_c-855/the-reproduction-
of-animals/nsw/science-technology/a-change-for-the-better/what-is-
inheriting-
http://wormlady.com/?page_id=11
http://extension.illinois.edu/worms/anatomy/anatomy11.html
https://www.learner.org/jnorth/search/WormNotes2.html
E. Values Integration: Appreciate the beauty of environment
A. Engagement
Where do earthworms come from? What do earthworms eat? How do
worms eat? How do earthworms reproduce?
B. Exploration:
Activity
Clitellum
 whitish band near the anterior (head) end
 forms when worms are about four to six weeks old
 has both male and female reproductive organs
 produces slime that will help fertilize the eggs by the sperm
Copulation
 worms join together with their heads pointing in opposite directions
 sperm is exchanged through openings that extend bristle-like organs
called setae and stored in sacs for further use
 this process can take up to three hours
Egg Laying and Fertilization
 eggs will not be fertilized by the sperm until slime is produced by the
clitellum
 worms crawl above ground and lay slimy egg sacs called cocoons,
where the eggs and sperm are fertilized
 cocoons can be up to 1cm long and each contains up to 15 eggs,
where each worm grows from eggs into tiny versions of their parents
Hatching of the Cocoons
 will be hatched in two to three weeks
 baby worms are only a half to one inch long, and they are on their
own as soon as they were hatched
 after six weeks, they can reproduce on their own and the cycle will
start all over again
C. Explanation:
1. How do earthworms reproduce?
2. What is an earthworm cocoon like?
3. What happens inside the cocoon?
4. How long does it take worms to hatch?
5. How long does it take earthworms to mature?
6. How long do earthworms live?
D. Elaboration:
What happens if you cut a worm in half?
Almost everyone wants to know the answer to this question. Some
species of worms can regenerate, or re-grow, a new tail, if their tail is cut
off. However, a worm cut too closely to its' head will have difficulty growing
a new tail. Most worms will not regenerate a head.
Generally, we tell pupils that if you cut a worm in half, you will most
likely end up with two dead pieces of worms. However, if you are lucky, the
piece with the head may grow a new tail, so you will have one alive worm
and one piece of dead worm.
Some worms have a natural reflex, in which they will eject their tail
when the tail is pulled. For example, when a bird catches the tail end of a
worm, the worm would eject or sever its' tail from the rest of its' body. Thus,
the worm remains alive and safe, while the bird gets only part of the worm.
E. Evaluation:
Matching Type: Match column A with column B by writing the letter of
the correct answer before the number.
A B
________1. It is a whitish band near the anterior a. copulation
(head) end of worms. b. egg laying
________2. Worms join together with their heads c. fertilization
pointing in opposite directions. d. setae
________3. Worms crawl above the ground and lay e. hatching of the cocoons
slimy egg sacs where the eggs and f. egg laying and fertilization
sperm are fertilized.
________4. The cocoons will be hatched in two to
three weeks.
________5. These are openings that extend bristle-
like organs where sperm is exchanged.
IV. Assignment
Write an essay about “Why are earthworms important to farmers,
fishermen and food manufacturers?”
DIVISION OF RIZAL
Third Summative Test in Science and Health V

Mode of Reproduction of Animals
SKILLS No. of No. of Item Item

Recitation Placement
1. Describe the mode of reproduction 3 1-3
of butterfly 1
2. Explain the life cycle of butterfly 2 4-5
3. Describe the mode of reproduction 1 5 6-10

of cats and dogs

of birds
of earthworms
Total 4 20
Direction: Choose the letter of the correct answer.
1. The part in the reproductive process of butterflies where the male seeks and
courts the female by performing visual displays and emitting a substance to attract
the female is _____________.
a. butterfly courtship c.butterfly mating
2. The substance that male butterflies emit to attract the female during courtship is
the _____________.
a. ova b. chrysalis c. pheromones d. spermatophore
3. It is when the male and female butterflies turn to face away from each other and
join the tips of their abdomens.
4. Butterflies go through complete metamorphosis. What does this mean?
a. Each body form is different
b. Each life stage is different
c. The butterfly changes into larva
d. The egg changes into pupa
5. Name the stages in order of the complete metamorphosis of a butterfly.
and dogs are ______________________ animals.
a. oviparous c. viviparous
b. viviparous d. none of the above
7. How many phases does the estrous cycle have?
a. three b. four c. five d. six
8. The female is not yet sexually receptive and may experience vaginal secretions
that may be bloody.
a. anestrus c. estrus
b. metestrus or diestrus d. proestrus
9. Some species have ____________, which is the ovulation and corpus luteum
production that occurs immediately following the birth of an offspring.
a. lactation c. lordosis reflex
b. postpartum estrus d. pregnancy
10. This phase is induced by time of year, pregnancy, lactation, significant illness,
chronic energy deficit, and possibly age.
a. anestrus c. estrus
b. diestrus d. proestrus
11. Which bird does not use a nest?
a. the chicken c. the emperor penguin
c. the hummingbird d. the ostrich
12. Which statement is associated with a bird egg?
a. The egg has an amnion around the developing embryo.
b. The hard shelled develops around the egg after fertilization.
c. The egg is fertilized inside the female.
d. all of the above
13. Which of the following is the correct sequence of events in bird reproduction?
a. fertilization, addition of albumin, formation of shell
b. formation of shell, addition of albumin, fertilization
c. fertilization, formation of shell, addition of albumin
d. addition of albumin, fertilization, formation of shell
14. It is is a non-invasive form of insemination.
a. cloacal kiss c. incubation
b. copulation d. nesting
15. How many ovaries do female birds have?
a. 0 b. 1 c. 2 d. 3
16. It is a whitish band near the anterior (head) end of worms.
a. clitellum c. copulation
c. egg laying d. fertilization
17. Earthworms reproduce by ____________
a. fission b. budding c. sexually d. asexually
18. Earthworm have no skeleton but during burrowing the anterior end becomes
furgid and acts a hydraulic skeleton. It is due to _____________.
a. satae b. gut peristalsis c. setae d. coelomic fluid
19. Spermathecae in earthworm is ______________
a. for storage of sperms obtained from male earthworm
b. for producing sperms
c. both a and b
d. none of the above
20. Worms crawl above the ground and lay slimy egg sacs where the eggs and
sperm are fertilized.
a. clitellum c. copulation
c. egg laying and fertilization d. hatching of the cocoons
Region IV A CALABARZON
DIVISION OF RIZAL
Week 6
Day 1
Content: Living Things and their Environment – Plants
Describe the parts and functions of plants
II. Subject Matter:
A. Science Concept: Plants are essential for any ecosystem. All plants have
parts. The main parts of plants are roots, stem, and leaves. Some plants have
flowers and fruits.
Roots found under the soil. They get water and other nutrients from
the soil that the plants need, even store food for the future. It helps in
preventing soil erosion by keeping the soil together. The stem looks like
tubes. It supports the plant and carries water, nutrients and plant
chemicals up and down to all parts of the plant.
Leaves called food factories of the plant. Leaves have little openings
that let air and water come and go. Leaves catch energy from sunlight and
use it to turn the air and water into food. They are the continuation of the stem
and usually green. Flowers of plants come in different colors. They attract
pollinators and make seeds that will someday grow into new plants. Flower is
the reproductive part of the plant.
Seeds are the part of the flower, which develops into a new plant. A
seed is covered by a seed coat, which protects it. It contains the embryo that
is surrounded by a food supply stored in the seed. Fruits contain seeds which
will become a new plant.
B. Materials:
real plant, drill board, activity chart, pentel pen, strips of paper, colored
chalk
C. References:
Science and Health 5 for Daily Use, Science for Active
Learning 5, The New Science Link, BEC Handbook in Science 3
D. Process Skills: Identifying, observing, describing
E. Value Integration: Appreciate the value of plants/Caring for the plants.
A. Engagement:
Observe the plants around. Do you see many different kinds of plants?
In what place do you find plants?
What are the parts of plants and their functions?
Show a real plant (new santol plant) then ask its parts.
Can a plant grow without two or more its parts? Let’s find out
B. Exploration:
Activity 1: Group Activity
Materials: real plant, activity chart, pentel pen
Advance Preparation
1. Divide the class into small groups.
2. Give each group a real plant for them to examine.
3. Set norms to follow during the group work.
4. Let the pupils do the activity.
5. Remind them to present their work after 10 minutes.
6. Supervise the pupils while they are doing the activity.
Directions: Describe the parts and functions of a plant.
Use a reference book to verify your answers.
Parts of a plant Functions

1.
2.
3.
4.
5.
Activity 2
Materials: strips of paper, drill board, colored chalk
What to do?
1. Let the pupils take out their drill board and colored chalk.
2. Show a strip of paper written the functions of the plant.
3. Describe the parts of the plant.
Say: As I show you the strips of paper, read the function and write your
answer on your drill board.
Ex.
Supports the plant and LEAVES
carries water and nutrients
to the leaves.
Make food for the plant FLOWERS
Attract insects like bees

and butterflies STEM
C. Explanation:
2. What are the parts of the plant?
3. What are its functions?
4. Were you able to write the parts and functions of the plant correctly?
5. What can you say about the function of each part?
6. Do you agree that plants have common parts? Why?
D. Elaboration:
What will happen to plant if it lacks one part of it? Ex. a plant has no roots?
What makes the plant grow and live?
How do you show care for the plants?
Why are plants important?
E. Evaluation
Directions: Match Column A with Column B to be able to tell and describe
about the parts and functions of plants.
Column A Column B
______1.roots A. Contains seed which will become a
new plant.
______2.leaves B. The reproductive organ of the plant.
______3.stem C. Make food for the plant.
______4.fruit D. Get water and minerals from the soil.
______5.flower E. Supports the plant. It holds the
leaves, flowers, and fruits
IV. Assignment
Bring the following materials tomorrow :
1. Bring gumamela flowers with single petals tomorrow.

2. Different flowers like squash, papaya, and daisy, magnifying glass
Prepared by:
PINKY F. JALANDO-ON
Teacher 1/ SV8ES- District of Rodriguez II
DIVISION OF RIZAL
Week 6
Day 2
Describe the parts and functions of flowers
II. Subject Matter:

A. Science Concept: Plants are essential for any ecosystem. These plants have
parts that are responsible in making of seeds. These seed-making parts of plants
are found in the flowers. Flower is one of the parts of a plant. The part of the
flowers is the pistil and the stamen that are responsible in making of seeds in
flowering plants. The stamen is the male reproductive organ. It consists of a stalk
called filament and an ovoid structure at its tip called the anther. The anther
contains pollen sacks, in which pollen grains are formed. Filament supports the
anther. It positions the anther for effective pickup of pollen by the pollinating
agent. Pollen sac is one of the pouches of a seed plant anther in which
pollen is formed. Pollen the male sex cell that the plants can produce seeds.
Pollen grains are powdery materials, needed to fertilize the eggs.
The pistil is the female reproductive organ found at the center of the flower. It
consists of them ovary, style, and stigma. Ovary contains ovules, which develop
into seeds when fertilized. Style positions the stigma for pollen collection.
Stigma collects the pollen from the pollinating agent. Other parts of the flower
are sepals, petals, and Nectary. Sepals protect the flower during the bud stage.
Petals attract insect pollinators by colour and scent. Nectary produces nectar, to
attract insects
B. Materials:
real flowers, activity sheet, ball pen, manila paper, pentel pen,
magnifying glass
C. References:
Science and Health 5 for Daily Use, Science for Active
Learning 5, The New Science Link, BEC Handbook in Science 3
D. Process Skills: Identifying, observing, describing
E. Value Integration: Appreciate the value of plants/Caring for the plants.
A. Engagement:
1. Do you believe that plants can be treasured?
Imagine our world without flowering plants. What will the earth look like
without plants?
2. What will happen to the other living things, the animals and humans without
plants?
3. Do you love planting plants? What kind of flowering plant do you love to
Plant? Why?
Tell the class to take out their assignment
4.Describe the characteristics of the flower.
eg. : color, scent, size, number of petals
B. Exploration
Group Activity (small group activity)
Materials: activity sheet, real flowers, ball pen, manila paper, pentel pen,
magnifying glass
2. See to it that the materials are distributed properly to each group.
Say: Class today we will visit a place in our school garden. Suggest a
Science Garden, other gardens back of the school, schools front yard.)
3. Explain safety measures in doing the activity to prevent accidents and
not to get hurt.
(Caution: Some plants should not be touched with bare hands. They
might hurt us.)
4. Give them necessary instructions in accomplishing the task.
Directions :
1. Observe carefully and describe the flowering plants you see in the
assigned place of the garden.
2. Look for flowering plants in the garden. Write your observations in your
activity sheet.
3. Use the magnifying glass to study these parts more closely.
4. After 10 minutes let’s go back to our classroom and do the group
reporting.
5. Give enough time for the pupils to share their activity results among the
member of their group. Group charts will be posted on the board.
6. Ask the leader in each group to report their observations.
7. Record your observation using the table below :
Name of Flowering Plant Parts of the Flower Functions of each part
C. Explanation:
Use the charts of each group to process the activity results.
1. What flowering plants did you see in the Science garden/school’s
backyard/school’s front yard?
2. Identify each part. Which part of the plant protects the flower during the
bud stage?
3. How do pollen grains look like ? Why do you think pollen grains are
powdered like materials?
4. Why are they important in the process of reproduction?
5. What other flowering plants do you know?
6. Do flowers have common characteristics? What special characteristics
make them attract insects?
D. Elaboration:
1. What is the importance of flower to a plant?
2. What is the importance of plants to animals and humans? Are plants
important?
(Yes, Plants are important not only to those who eat them. They also play
an important role in our daily life. Without them, many things we enjoy
today will not be possible. Plants make our surroundings beautiful)
3. What should you do to show you care for plants? (Conserve and protect
them, so that they can continue to help us. Conserve means, to keep
them from harm or loss.)
E .Evaluation :
Matching Type
Directions: Match Column A with Column B to be able to describe the parts
and functions of the flower. Write the letter of the correct answer in your
answer sheet.
Column A Column B
_____1. Stigma A. Positions the stigma for pollen collection.
_____2. Sepal B. Supports the anther.
_____3. Petal C. Protects the flower during the bud stage.
_____4. Filament D. Attracts insect pollinators by colour and
scent.
_____5.Style E. Collects the pollen from the pollinating agent.
IV. Assignment
A. Read more about the male and female reproductive parts of flowers.
B. Bring different kinds of flowers tomorrow such as: squash, papaya, daisy,
and magnifying glass.
Prepared by:
PINKY F. JALANDO-ON
DIVISION OF RIZAL
Week 6
Day 3
Describe the male and female reproductive parts of the flowers
II. Subject Matter:
A. Science Concept: Living things have life. They are found everywhere. Plants
are part of the living things. Plants have needs to grow and multiply. Most
plants grow from seeds. These plants have parts that are responsible in
making of seeds. These seed-making parts of plants are found in the
flowers.
The pistil and the stamen are parts of a flower that are responsible in
the making of seeds in flowering plants.
The stamen is the male reproductive organ. It consists of a stalk called
filament and an ovoid structure at its tip called the anther. The anther
contains pollen sacks, in which pollen grains are formed. Filament supports
the anther. It positions the anther for effective pickup of pollen by the
pollinating agent. Pollen sac is one of the pouches of a seed plant anther in
which pollen is formed. Pollen the male sex cell that the plants can produce
seeds. Pollen grains are powdery materials, needed to fertilize the eggs.
The pistil is the female reproductive organ found at the center of the flower.
It consists of them ovary, style, and stigma. Ovary contains ovules, which
develop into seeds when fertilized. Style positions the stigma for pollen
collection. Stigma collects the pollen from the pollinating agent.
B. Materials:
real plants, magnifying glass
C. References:
Science and Health 5 for Daily Use, DepEd. BEAM V- Unit 2
Reproductive Parts in Plants and their Functions, Science for
Active Learning 5, The New Science Link
E. Value Integration: Appreciate the importance of male and female
reproductive parts of the flower.
A. Engagement:
Show a picture of a garden.
1. Have you ever stopped to admire flowers in bloom?
Name some flowers that you know. Describe their colors.
(Bring out the flower that you were assigned to bring.)
2. Do they give off a fragrant smell?
3. What can be usually seen visiting the flowers?
4. Why do their colors and fragrant attract insects?
5. Identify the parts of the flower.
6. What are considered as the male and female part?
7. Why do flowers have male and female parts?
B. Exploration
Materials: Different flowers like squash, papaya, and daisy, magnifying glass
A. Teacher’s Preparation
2. Prepare the materials needed in the activity.
3. Give each group the materials to be used in the activity.
4. Set norms to follow during the group activity.
5. Let the pupils do the activity and remind each group to present their
work after.
Use a reference book to verify your answers.
Pupil’s Activity
What to do?
1. Go to your designated area.
2. Copy the data table in your activity sheet.
3. Go to your assigned area.
4. Using the different flowers describe the male and female
reproductive parts of a plant and their characteristics.
5. Write your observations in the table below.
6. Use the magnifying glass to study these parts more closely.
7. Discuss your observation with your group mates. The group leader
will facilitate the discussion.
8. If you are done, shout your groups yell.
9. Post and present the groups output on the board.
Group 1
Data Table
Name of Flowering Male Reproductive Characteristics of each

Plant Parts part
Group 2
Data Table
Name of Flowering Female Characteristics of each

Plant Reproductive Parts part
C. Explanation:
1. What flowering plant did you use in the activity?
2. What are the male and female reproductive parts of a flower?
3. What are their characteristics?
4. What did you do to be able to come up with the correct answer?
5. Give other examples of flowers with male and female reproductive organs.
What is the advantage of having both reproductive organs?
(Pupil’s answers may vary.)
D.Elaboration:
Why do you think plants have reproductive parts?
What is the importance of male and female reproductive parts to plants?
E.Evaluation:
Direction: Label the male and female reproductive parts of the flower.
IV. Assignment:
Make a research using the internet about flowers with male and female
reproductive system.
Prepared by:
PINKY F. JALANDO-ON
DIVISION OF RIZAL
Week 6
Day 4-5
Describe the functions of the male and female reproductive parts of a
flower
II. Subject Matter:
A. Science Concept: The pistil and the stamen are parts of a flower that are
responsible in the making of seeds in flowering plants. The stamen is the
male reproductive organ. It consists of a stalk called filament and an ovoid
structure at its tip called the anther. The anther bears the pollen grains.
The stamen is the male reproductive organ. It consists of a stalk
called filament and an ovoid structure at its tip called the anther. The
anther contains pollen sacks, in which pollen grains are formed. Filament
supports the anther. It positions the anther for effective pickup of pollen by
the pollinating agent. Pollen sac is one of the pouches of a seed plant
anther in which pollen is formed. Pollen the male sex cell that the plants
can produce seeds. Pollen grains are powdery materials, needed to
fertilize the eggs.
The pistil is the female reproductive organ found at the center of the
flower. It consists of them ovary, style, and stigma. Ovary contains
ovules, which develop into seeds when fertilized. Style positions the
stigma for pollen collection. Stigma collects the pollen from the pollinating
agent. Other parts of the flower are sepals, petals, and Nectary. Sepals
protect the flower during the bud stage. Petals attract insect pollinators by
colour and scent. Nectary produces nectar, to attract insects.
One important function of the flower is to produce seeds.
B. Materials:
real plants, flowers, video clip, activity sheets, strips of paper,
paste
C. References:
Science and Health 5 for Daily Use, DepEd. BEAM V- Unit 2
Reproductive Parts in Plants and their Functions,
Science for Active Learning 5, The New Science Link,
Science 4 for Daily Use pp. 76-79
https://www.youtube.com/watch?v=ge3EM8AERvo
D. Process Skills: Describing, observing, classifying
E. Value Integration: Appreciation of God’s creation
Day 4
A. Engagement: Show a picture of a garden with many flowers.
1. What can been see in this picture?
2. Why are flowers important to plants?
3. What organism did you see visiting the flowers?( Insects, birds )
B. Exploration
Activity 1.(Video clip on parts and functions of the flowers.)
https://www.youtube.com/watch?v=ge3EM8AERvo
Guide Questions :
a. What are the parts of the flower?
b. What do you call the female reproductive parts of the flower? Male
reproductive parts of the flower?
c. What are their functions?
Day 5
C. Explanation:
1. What are the male and female reproductive parts of the flower?
2. What are their specific functions?
3. What is the role of male and female reproductive parts of plant during
pollination?
D. Elaboration:
Activity 2 :
Directions :Label the different parts of the male and female reproductive
parts
E. Evaluation:
Modified True or False
Direction: Write the word true if the statement is correct, if false give the
correct words to make the statement true.
Example:
style1. The stamen is the female part of a flower that positions stigma for
pollen collection
_____1.Stigma protects the flower during the bud stage.

_____2.Sepal collects the pollen from the pollinating agent.
_____ 3. A flower has parts that are responsible for the making of seeds.
These are stamen and pistil
_____4.Pollen from the anthers of one flower is transferred to the stigma
of another usually either by wind, or by animals, especially
insects.
_____5. The style links the stigma to the ovary, through which pollen
tubes grow.
IV. Assignment
Bring different kinds of flowering plants tomorrow.
Prepared by:
PINKY F. JALANDO-ON
Background Information for Teachers (BIT)
The Structure and Functions of Flowers
The Female Reproductive Organ: The Pistil/Carpel
The female parts of a flower consist of an ovary, which contains one or more ovules,
a style and the stigma. The ovary is at the base of the flower.
From the ovary, extends a tubular structure called the style and on the top of the
style is a surface receptive to pollen called the stigma.
The stigma can take many different forms, most of them designed to help trap
pollen. There are many variations on this basic structural theme.
After fertilization the ovule becomes the seed and the ovary becomes the fruit.
The male parts of a flower consist of one or more stamens. Each stamen is made up
of paired anthers (sacs containing pollen) on a filament or stalk.
The anthers are the orange/yellow structures often seen in the centre of a flower.
Pollen from the anthers of one flower is transferred to the stigma of another usually
either by wind, or by animals, especially insects.
PETALS, COROLLA, SEPALS, CALYX
The reproductive structures in higher plants are contained within flowers. Flowers
have more than one petal, and the flower petals are collectively called the corolla. A
flower bud is protected by green leafy structures called sepals. Collectively, all of the
sepals form the calyx.
The corolla or petals are often brightly colored with markings attractive to insects.
The flowers may also be scented. For instance, Honeysuckle has showy, attractive
flowers which attract insects by day. However, in the dark, their colorful show is not
much use, and their heady scent then helps to attract night-flying moths.
In insect-pollinated plants, there are also usually nectaries which secrete sugary
nectar, located within the flower. These provide an incentive to insects to visit the
flowers. In the search for nectar, the insects will often get pollen grains caught on
their bodies. This may then brush off onto the stigma of the next flower visited and in
this way the flowers are pollinated.
The receptacle is the place on the stem where floral organs originate and attach.
DIVISION OF RIZAL
2nd Quarter Week 7 Day 1
Content: Living Things and Their Environment (Plants)
I. Objective
Describe the different modes of reproduction in flowering plants
-sexual reproduction
II. Subject Matter

A. Concept: Flowering plants reproduce sexually because they have
reproductive parts called stamen and pistil. Pollination and fertilization
must take place before reproduction in plants can happen. Pollination
occurs when pollen is transferred from the anthers of male stamen to the
stigma of female pistil by wind or by animals. Fertilization takes place
when sperm cells unite with the eggs in the ovule.
B. Materials:
real plants with flowers, chart, activity sheet
C. Reference :
K to 12 Curriculum Guide S5LT-IIG-7
The New Science Links p. 156-157
Science for Daily Use 4 p. 77-78
https://www.youtube.com/watch?v=2ycl2E9r-_o
D. Process Skills: observing, identifying, and describing
III. Learning Tasks
A. Engagement
Review
Direction: Label the male and female reproductive parts of the flower
1.__________
_______2. 3. _________
________4.
Motivation and Presentation

a. Present a real gumamela/ hibiscus flower and let the pupils identify
each reproductive part .
b. Can you give other examples of flowering plants with almost the
same structures?
B. Exploration
A. Pupils will watch a video clip about the sexual reproduction of
plants.
After watching the video clip, each group will discuss the following:
Video clip (7 minutes)
https://www.youtube.com/watch?v=2ycl2E9r-_o
Guided Questions :
1. How does fertilization takes place in flowering plants?
B. Use the printed materials about sexual reproduction of plants

(please see attached BIT)
Group Activity ( Small Group Activity)
Activity 1- Using the pictures, show and explain self-pollination
Activity 2 –using the picture, show and explain cross-pollination

Activity 3- Identify the different agents of pollination. Complete the
concept map
Agents
A of
Pollination
Activity 4. Explain the process of fertilization. Choose from the words

inside the box to complete the meaning of the sentences.
embryo eggs fruit
seeds sperm flower

cells
In order for fertilization to occur, _________ must able to unite

with the ______in the ovule. The union forms a new cell which
develops an ___________. The ovule consisting of the embryo,
endosperm and coat becomes the ________. The ovary around the
seed develops, forming the ____________.
C. Explanation
1. How did you find the activity? Did you enjoy doing the activity?
2. How do plants reproduce?
3. What are the two kinds of pollination?
4. How do self - pollination and cross-pollination differ?
5. What are the different agents of pollination?
6. How do these agents help in pollination of flowers?
7. How does fertilization in flowers take place?
8. Why is sexual reproduction in plants important?
9. What might happen if plants do not have male and female
reproductive organs?
D. Elaboration
A. Based from the illustration, describe the mode of reproduction in
flowering plants.
B. Explain the process of fertilization in flowering plants.
C. At the park, you see many flowering plants. What are you going to
do?
Why should you not pick flowers?
E. Evaluation
Choose the correct answer. Write the answers in your notebook.
1. These are the flower parts that are responsible in making seeds.
A. ovary and pollen C. sepals and petals
B. pistil and stamen D. style and filament
2. It is the male reproductive organ that bears the pollen grains.

A. anther C. ovary
B. calyx D. stigma
3. It occurs when the pollen grain of one flower is transferred to another

flower.
A. fertilization C. pollination
B. production D. ovulation
4. What kind of pollination takes place when pollen from a plant’s anther is
transferred to that same plant’s stigma ?
A. cross- pollination C. seed pollination
B. plant pollination D. self-pollination
5. Which sentence best describes the fertilization in flower?

A. It is the transfer of pollen grain from the anther to the stigma.
B. It is the union of the sperm cell and the egg cell in ovary.
C. It is the production of seeds.
D. It is the replanting of seeds.
IV. Assignment
Bring the following plants
1. Onion and garlic bulbs
2. Ginger
3. Cassava and camote
4. Kata-kata plants
5. Radish
6. Cassava
7. Gabi
8. Grass
9. water lily
Prepared by :
RAQUEL T. NATE
Teacher III- Mangahan ES-Rodrigue 1A
Background Information for Teachers (BIT)
Sexual Reproduction in Flowering Plants
Most plants grow from seeds. These plants have parts that are responsible in
the making of seeds. These seed-making in plants are found in the flowers. Pollen is
produced in the male organs of the flowers - anthers. Pollination occurs when
pollen is transferred from the anthers to the stigma of female pistil by wind or by
animals.
In order for fertilization to occur, sperm cells must able to unite with the eggs
in the ovule. The union forms a new cell which develops an embryo. The ovule
consisting of the embryo, endosperm and coat becomes the seed. The ovary around
the seed develops, forming the fruit.
Kinds of Pollination
There are two kinds of pollination. Self-pollination occurs when the pollen is
transferred from the stamen of one flower to the pistil of the same flower. In
crosspollination, the pollen grain is transferred from the anther of one flower to the
stigma of another flower of the same kind.
How Pollen is Transferred
In nature, cross pollination is the most common method of pollination. It

requires agents to carry the pollen from flower to flower. There are many agents of
pollination: bees, butterflies, dragonflies and other insects may carry the pollen grains
on their feet. As they flutter from flower to flower, the pollen grains may be
transferred from their feet to the tip of the style.
Water may also transfer pollen grains from anther of a flower to its own
stigma or to the stigmas of another flower of the same kind.
Wind also carries pollen grains. Wind may blow the pollen grains and they
may fall on the stigma of the pistil.
People can also be agents of pollination. By touching different flowers, they
may transfer pollen grains from the anther of a stigma to the style of a pistil.
DIVISION OF RIZAL
I. Objective
Describe the different modes of reproduction in flowering and non-flowering
plants
-asexual reproduction (natural vegetative reproduction)
II. Subject Matter

A. Concept: Plants without seeds reproduce from stems, roots and leaves of
another plant. This process is called asexual reproduction. In this method
only mature plant is involved and no fertilization takes place. Asexual
reproduction is also known as vegetative reproduction because
vegetative parts of plants are used.
B. Materials: real plants, chart, activity sheet
C. Reference: The New Science Links, K to 12 Curriculum Guide
mrsohehirsbiologysite.weebly.com/uploads/7/4/8/.../ch_30_asexual_repr
oduction.ppt
D . Process Skills: observing, identifying, and describing
III. Learning Tasks

A. Engagement
Review
Fill in the blanks with the correct answer. Pupils will answer orally.
______ 1. It contains the male and female reproductive organs.

______ 2.It bears pollen grains that fertilized the eggs.
______ 3. It is the female reproductive organ that houses the ovule.
______ 4. It occurs when pollen grain is transferred from the anther to
the stigma of the same flower.
______ 5. It happens when the sperm cells unite with the egg of the
ovule.
1. Show different kinds of plants. Describe the plants.
onion and garlic ( bulbs) , cassava and camote ( tubers),
kataka-taka plants – ( leaves/plantlets), ginger ( rhizomes) ,
raddish and carrots ( top roots), carabao and bermuda grass(runners)
banana ( sucker/shoot)
B. Exploration
a. Present a power point presentation about asexual reproduction in
plants.
mrsohehirsbiologysite.weebly.com/uploads/7/4/8/.../ch_30_asexual
_reproduction.ppt
b. Present the printed materials about asexual reproduction in plants.
(Please see attached BIT)
Guided Questions :
1. How do plants reproduce asexually ?
Group Activity ( Small Group Activity )

Using task cards
Activity 1- Fill in the table below. You may use reference books to verify your
answers.
Group of Plants Name of Plants How they reproduce

Runners Carabao grass
Bermuda grass
Strawberries
Rhizomes Gingers
Bamboos
Activity 2. Fill in the table below. You may use reference books to verify your
answers.

Potato
Tubers Camote
Cacti
Modified leaves/plantlets Kataka-taka
answers.

Onion
Garlic
Bulb Water lilies
tulips
answers.

Carrots
Tap roots Radish
Turnips
Suckers/ shoots Banana
C. Explanation
1. What did you feel while doing the activity?
2. What kind of reproduction happens when plants reproduce from
plant parts of an existing plant?
3. What are the different ways of growing plants by asexual
reproduction?
4. How will you describe natural vegetative reproduction?
5. What is the importance of asexual reproduction in plants?
6. What is the difference between sexual and asexual reproduction in
plants?
7. Why should plants reproduce sexually or asexually?
8. What can you say about the mode of reproduction of plants?
D. Elaboration
Describe how the following plants reproduce:
1.cacti (modified leaves)
2.ginger (rhizomes)
3.Gabi (tap roots)
4.Bermuda Grass (runners)
5.water lily (bulbs)
E. Evaluation
Write the letter of the correct answer.
1. A kind of reproduction were plants reproduce from stems, roots and
leaves of another plant.
a. asexual c. bisexual
b. sexual d. unisexual
2. Which of the following plants are grown from bulbs?
a. camote c. onion
b. carrot d. potato
3. Carabao grass and Bermuda grass grow along the surface of the
ground with horizontal stem and buds. These plants are also
called__________.
a. tap roots c. rhizomes
b. runners d. suckers
4. Which of the following plants reproduce through natural vegetative
asexual reproduction?
a. santol c. potato
b. mango d. apple
5. These are small plants on the side of the leaves. When they reach a
certain
size, they fall off and grow into new plants.
a. plantlet c. rhizomes
b. tap roots d. shoots
IV. Assignment
Bring the following materials (per group)
1. String
2. Loam soil or sphagnum moss
3. Plastic sheet or bag (8X5 inches), ice candy wrapper
4. Stock and scion of mango plant (grafting)
5. Potted San Francisco or branch of plants (marcotting)
6. knife or cutter
Prepared by :
RAQUEL T. NATE
Teacher III- Mangahan ES-Rodriguez 1A
Background Information for Teachers
Asexual Reproduction
Some plants reproduce asexually without fertilization. They do this with their
stems, roots, or leaves. This type of reproduction is called asexual reproduction.
Asexual reproduction does not need seeds; therefore, there is no union of a sperm
cell and an egg cell that takes place.
There are methods in producing new plants using asexual method.
Natural Vegetative Reproduction- is a process by which structural modification is

done on the stem, root or leaf of a herbaceous or woody plant.
Runner- or stolon is a horizontal stem with buds. It grows along the surface of the
ground where buds from a runner touch the soil, roots, stems and leaves develop to
form a new independent plant. Bermuda grass, carabao grass and strawberries are
called runners.
Tuber- is an enlarged portion of an underground stem that contains stored food.
White potatoes and camote tubers. Along the surface of a tuber are tiny holes called
“eyes” These eyes are actually tiny buds. Each eye develops into a shoot that grows
upward through the soil surface, and this also produces roots. The young shoot uses
the stored food of the tuber until it develops sufficiently to carry on photosynthesis.
Bulb- is a round, fleshy stem found underneath the ground surrounded by fleshy
leaves. Bulbs store nutrients for the plants. Plants can grow these bulbs by simply
taking one bulb from a plant and planting it. Onions, garlic, tulips and lilies grow from
bulbs.
Tap roots- are swollen roots for food storage in plants and other biennial plants.
Carrots, gabi, radish and turnips are plants with tap roots.
Modified leaves or plantlets – are small plants on the side of the leaves. When they
reach a certain size, they fall off and grow into new plants. Cacti and kataka-taka
plants
are plants with modified leaves.
Rhizome- is a stem that grows horizontally underground. It is usually, thick fleshy

and contains stored food. Along the rhizome are enlarged portions called nodes.
Buds produced at the nodes on the upper surface of the rhizome give rise to the leaf-
bearing branches. The lower of the rhizome produces roots. Gingers and bamboos
grow from rhizomes.
Shoots or Suckers- are plants that grow around the main plants. These shoot grow
their roots and can be separated from main plants. Bananas grow from suckers.
DIVISION OF RIZAL
I. Objective
Describe the different modes of reproduction in flowering and non-flowering
plants
-asexual reproduction (artificial vegetative reproduction)
II. Subject Matter

A. Concept: Artificial vegetative reproduction is a method of asexual
reproduction which can artificially propagate plants. They are used to
improve the quality and productivity of plants. These are grafting,
marcotting, layering, cutting, budding and tissue culture.
B. Materials:
real plants with flowers, chart, activity sheet
C. Reference:
The New Science Links, K to 12 Curriculum Guide
mrsohehirsbiologysite.weebly.com/uploads/7/4/8/.../
ch_30_asexual_reproduction.ppt
III. Learning Tasks
A. Engagement
Review
What kind of reproduction happen when plants reproduce from plant parts
of an existing plant? (asexual reproduction)
What are the different ways of growing plants by asexual reproduction?
From which part does each plant come from? Check your answer.
Name of Plants Parts of Plants Mode of

reproduction
tubers stems roots flowers Sexual Asexual
1.Ginger / /
2. bougainvilla / /
3.Guava / /
4.water lily / /
5.san francisco / /
B. Exploration
1. Pupils will listen to a resource person during his/her demonstration
on how plants reproduce by asexual reproduction (artificial vegetative
reproduction) -EPP/ EA teacher.
2. Show a power point presentation on asexual reproduction
mrsohehirsbiologysite.weebly.com/uploads/7/4/8/.../
ch_30_asexual_reproduction.ppt
3. Use the printed materials about artificial vegetative reproduction

Activity 1 Fill in the table below
Method of Reproduction Procedure
1.
Stem/leaf cutting 2.
3.
4.
1.
Grafting 2.
3.
4.
1.
Marcotting 2.
3.
4.
1.
Layering 2.
3.
4.
C. Explanation
1. What are the different methods of asexual reproduction discussed by
the resource person?
2. What is grafting? What kind of plants reproduce through grafting?
3. What is marcotting? Give examples of plants that grow on marcotting.
4. How does layering reproduce new plants?
5. What are the different parts of plants that can be use to produce new
plant?
6. What is the difference between natural and artificial vegetative
asexual reproduction?
D. Elaboration
1. Describe how the different plants reproduce based from the
illustration.
2. What is the importance of artificial vegetative reproduction?
1. 2.
3. 4.
E. Evaluation :
Write the letter of the correct answer. Write your answer on a piece of
paper.
A. Cutting E.Sexual Reproduction

B. Grafting F. Asexual Reproduction
C. Layering
D. Marcotting
______1.It is a process of attaching a root medium to a mature stem

to grow a new independent plant.
______2.A vegetative part of a plant- stem, leaf or root –used to
produce a new plant.
______3.It is done by inserting a stem of one plant into the stem of
another plant.
______4.It is the bending down of a mature stem and covering it with
soil.
______5. A kind of reproduction that does not needs seeds; therefore,
there is no union of a sperm cell and an egg cell that takes
place.
IV. Assignment
Make a research on another way of asexual reproduction called budding.
Prepared by :
RAQUEL T. NATE
Background information for Teachers ( BIT)
Artificial Vegetative Reproduction
These are other methods that can be used which can be artificially
propagate plants. These methods are used to improve the quality and productivity of
plants.
StemCutting and Leaf Cutting

A cutting is any vegetative part of a plant- stem, leaf or root –used to
produce a new plant. In stem cutting, a branch or slip is cut from a plant and
placed in water or moist sand. Usually the bottom of the cutting is dipped into
hormones to stimulate root growth. When roots develop, the cuttings become
an independent plant and are transplanted to soil. Geraniums, roses and
grapevines are propagated in this manner.
In leaf cutting, a leaf or part of a leaf is placed in water or moist sand.
After a while, a new plant develops from certain cells in the leaf. African
violets, snake plants and begornias are regularly propagated by leaf cuttings.
Grafting
This is one of the most widely used methods of producing woody

plants. Two healthy stems from different plants are taken and put together. This is
done by making a spear-shaped cut on one while the other stem is cut in the middle.
The spear-shaped stem is inserted in the center of the one cut in the middle. Both
are tied firmly together to fit properly. By grafting, the attached stem becomes a part
of the other plant, which will supply it with needed water and nutrient for its
nourishment. Grafting is used to propagate roses, oranges, and grapes.
Layering
A stem is bent over so that a part of it is covered with soil. After the
covered part forms roots, the new plant may be cut from the parent plant. Layering is
used to reproduce such plants as raspberries, roses and honeysuckles. It also occurs
naturally.
Marcotting
This is done by removing a portion of the bark of a healthy stem. The

exposed part of the stem where the bark used to be is covered with coconut husk
containing a small amount of good soil. The coconut husk remains this way for a few
days. Roots will soon grow on the covered stem. The stem is then cut from the tree
to be planted.
Micro-Propagation (Tissue Culture)
Some cells are removed from plants and placed in a dish with nutrients and
growth regulators. They grow into a group of similar cells called a callus which
develops into a small plant and then placed into compost.
DIVISION OF RIZAL
I. Objective
1. Describe the different modes of reproduction in non-flowering plants
(ferns)
2. Discuss the life cycle of fern plants
II. Subject Matter

A. Concept: Ferns are group of plants that employ both modes of
reproduction. They have life cycles that alternate sexual and asexual
reproduction: sexual gamete producing stage and an asexual spore
producing stage. These are called alterations of generations.
B. Materials:
real plants (ferns), chart, activity sheet, picture
C. Reference:
https://www.youtube.com/watch?v=83KnbZvAzEY
E. Value: Caring for plants
III. Learning Tasks
A. Engagement
Review
What are the different methods of artificial vegetative
reproduction?

Teacher will show to class a fern plant. Ask them what they know
about ferns. (Finger talk) Thumbs up if the sentence is correct and
thumbs down if the sentence is wrong.
1.Fern plants have roots, stems and leaves.

2.Ferns grow in warm, shady and moist places.
3.Ferns bear flower, fruits and seeds.
4.Ferns are used in flower arrangement.
5.Ferns provide food and shelter for tiny animals like insects, spiders
and worms.
B. Exploration
A. Present a video clip about the life cycle of ferns (12 minutes)
https://www.youtube.com/watch?v=83KnbZvAzEY
B. Use the illustration of the life cycle of ferns

C. Explanation
1. What are the two modes of reproduction in fern plants?
1. What happen during the gametophyte generation?
2. When does sporophyte generation happen?
3. What are the male and female reproductive organs of ferns?
4. What makes a fern plant different from other plants? (They
reproduce both sexually and asexually.)
5. Why do ferns important?
D. Elaboration
1. Describe the mode of reproduction of fern plants.
2. What is the unique characteristic of fern plant?
3. Directions : Write the following sentences in the correct/proper
column
 Zygote develops into a mature a fern plant.
 Heart-shaped plant produces male and female
reproductive cells called gamete.
 Fern plant produces tiny reproductive cells or spores.
 Archegonium and antheridium released the sperm and
egg cells.
 When male and female gametes unite, zygote is formed.
 Spore develops into a new gametophyte plant.
Alteration of Generation in Ferns

Gametophyte Generation Sporophyte Generation
E. Evaluation
Read and analyze the following sentences and take note of the underlined
words. Write T if the statement is correct and if the statement is wrong,
write the correct word that will make the statement true on the space
provided before the number.
_____1.Fern reproduces through sexual and asexual reproduction.

_____2.Fern undergoes two generations in a process called alteration of
generation.
_____3. The male and female reproductive organs of ferns are
antheridium and archegonium.
_____4.When a male gamete unites with a female gamete, flower is
formed.
_____5.Fern plant develops from a mature sporophyte.
IV.Assignment :
1. Write a journal about the life cycle of ferns.
2. Take pictures of ferns showing their natural habitat and their
reproductive parts.
3. Bring a sample of moss plants.
Prepared by :
RAQUEL T. NATE
Background Information for Teachers ( BIT )
Ferns are group of plants that employ both modes of reproduction. They have
life cycles that alternate sexual and asexual reproduction: the gametophyte
generation and the sporophyte generation. These are called alteration of
generations.
During the gametophyte generation, the heart-shaped plant produces male
and female reproductive cells called gametes. The female reproductive organ called
archegonium released the female gamete or egg cell while the male reproductive
organ called antheridium released the male gamete or sperm cell. When the female
gametes unites with a male gamete or sperm cell, a zygote is formed.
The formation of the zygote marks the beginning of the sporophyte
generation of a fern’s life cycle. The zygote will develop into a mature sporophyte, a
fern plant, which is larger form of the plant and the one with which people are most
familiar. The sporophyte produces tiny reproductive cells, or spores. The spores form
inside structures called spore cases that are usually located on the undersides of the
ferns leaves called sori. When the ripened spores are released, they carried to new
locations by wind or rain. The spore will develop into a new gametophyte plant.
Ferns are important part of the natural environment. Wherever they grow, the
roots of ferns help to hold the soil in place. Ferns also provide food and shelter for
tiny animals like insects, spiders, and worms. People also benefit from ferns. Florists
use their leaves in flower arrangements. They provide products such as coal and
food.

DIVISION OF RIZAL
I. Objective
1. Describe the different modes of reproduction in flowering and non-
flowering plants (mosses)
2. Discuss the life cycle of mosses
II. Subject Matter

A. Concept: Mosses have a life cycle that consists of two phases. In one
phase, the leafy green moss plant is known as gametophyte and in the
other phase, the moss plant is known as a sporophyte.
B. Materials:
real plants ( mosses), activity sheet
C. Reference:
https://www.youtube.com/watch?v=_MFnZjpTFT8&spfreload=10
E. Value: Caring for Plants
III. Learning Tasks
A. Engagement
Review
How do ferns reproduce into new plants?
a. School trip in the garden and pupils see for themselves moss plants
and get some samples.
b. Let the pupils describe the plants in class.
(according to their size, roots, kind of leaves and habitat)
B. Exploration
a. Present a video clip about the life cycle of mosses(10 minutes)
https://www.youtube.com/watch?v=_MFnZjpTFT8&spfreload=10
b. Use the printed materials about the life cycle of mosses

C. Explanation
1. What are mosses? Where do we usually see mosses?
2. What are the two phases in the life cycle of mosses?
3. What happens during the gametophyte phase?
4. What happens when the sporophyte phase in the life cycle begin?
5. How are ferns and mosses similar? How do they differ?
6. Why are moss plants important to the environment?
D. Elaboration
Arrange the following sentences about the life cycle of mosses to form
a graphic organizer.
Spores grow into gametophyte Zygote develops into

plant. mature sporophyte.
Xygote is formed. Male gamete unites with

female gamete.
Antheridium and argonium Spores are released from

produce gametes. spore cases.
Life Cycle of Mosses
Gametophyte phase Sporophyte Phase

E. Evaluation

Read and analyze the following sentences and take note of the
underlined words.Write T if the statement is correct and if the
statement is wrong, write the correct word that will make the statement
true on the space provided before the number.
._____1.Mosses have a life cycle that consists of two phases.
_____2.During the sporophyte phase, the moss plant forms male and
female reproductive cells called gametes.
_____3.The sporophyte phase begins when zygote is formed.
_____4. The zygote develops into a mature sporophyte or moss plant.
_____5.Mosses undergo alteration of fertilization.
IV. Assignment :
Using pictures/ cut-outs, make an album of plants using the following
headings:
A. Plants that reproduce sexually
B. Plants that reproduce asexually
C. Plants that reproduce both sexually and asexually
Prepared by :
RAQUEL T. NATE
Teacher III- Mangahan ES-Rodriguez 1A
Background Information for Teachers ( BIT)
Mosses- have a life cycle that consists of two phases. In one phase, the leafy
green moss plant is known as gametophyte and in the other phase, the moss plant is
known as a sporophyte. During their life cycles, mosses go back and forth between
the gametophyte and the sporophyte phases in a process called alteration of
generations.
In mosses, there are separate male and female gametophytes. The male
reproductive organ is called the antheridium and the female reproductive organ is
called the archegonium. Each organ produces gametes. Sperms released from the
antheridium of a male plant swim through the rain or dew to reach the eggs in the
archegonium of the female plant. Once the sperm unite with an egg, a zygote is
formed.
With the formation of zygote, the sporophyte phase of the life cycle begins.
The zygote grows and develops into a mature sporophyte, moss plant, with a podlike
structure called a spore case at the top. The spore case contains hundreds of tiny
reproductive cells or spores. When the spores ripen, they are released from the
spore case and carried by wind or rain to a new location. The spore grows into a new
gametophyte plant completing the life cycle.
Mosses are important contributors to the quality of the environment. They
usually grow in dense clusters, forming a carpet like covering over large areas. The
plants absorb much of the rainwater, help prevent flooding and soil erosion. Mosses
also help form and enrich soil. When mosses die and decompose, their nutrients are
added to soil. These nutrients enrich the soil and provide food for other plants.

DEPARMTENT OF EDUCATION
DIVISION OF RIZAL
SUMMATIVE TEST NO. 4

TABLE OF SPECIFICATION
FREQUENCY OF
NO. OF CORRECT
OBJECTIVES CODE RESPONSES
DAYS ITEM NO. OF
TAUGHT PLACEMENT ITEMS No. % Rank
Describe the
reproductive parts of
plants and their 5 15 1-15
functions

Describe the modes
reproduction in flowering
and non-flowering plants
such as moss, ferns and 5 15 16-30
others

TOTAL 10 30
DEPARTMENT OF EDUCATION
DIVISION OF RIZAL
NAME : _______________________________________ DATE : _______________

SCORE : ______________
DIRECTIONS : Look at the following pictures of a plants. Identify the different parts of a plant and write
your answer on the space provided for each number.
1. ___________
2. _____________
3._________________
4._________________
5. _____________________
DIRECTIONS : Read the following statements. Write the letter of the correct answer in your answer
sheet.
6. What do you call the parts of the plants that can be found under the soil?
a. roots b. stem c. pistil d. stamen
7. It is called the food factories of plants.
a. leaves b. roots c. flowers d. seeds
8. It is the reproductive part of the plants.
a. flowers b. leaves c. roots d. seeds
9. It contains seeds which will become a new plant.
a. seeds b. flowers c. leavesd. roots
10. It supports the anther.
a. antherb. filament c. stamen d. pistil
11. It is the male sex cells that plants use to produce seeds.
a. ovary b. pollen c. nectar d. pistil
12. It protects the flowers during bud stage.
a. nectarb. sepals c. pollen d. pistil
13. It position the stigma for pollen collection.
a. sepals b. style c. nectar d. pollen
14. It collects the pollen from the pollinating agent.

a. style b. stigma c. nectar d. sepals
DIRECTIONS : The following are modes of reproduction in flowering and non-flowering plants.
Complete the table on how the following plants can be reproduced. Put a check (/) on how they can be
reproduced.
Type of plant Cutting Layering Marcotting

15. Oregano
16. Raspberries
17. Kangkong
18. Grapevines
19. Honeysuckle
DIRECTIONS : Read the following sentences. Write the letter of the correct answer.
20. A spore contains cells endorsed in a thick case and held together by a structure called _______.
a. Sporangium b. marcotting c. layering d. cutting
21. What do you call the female reproductive organ in mosses?
a. Antheridium b. archegonium c. xychegonium d. hypergonium
22. In mosses, the fertilization of egg is called ________________.
a. Diploid sporophyte b. sporophyte c. gametophyte d. spermatophyte
23. Both mosses and ferns have life cycles that alternate sexual and asexual reproduction. This is
called ______________.
a. Alteration of generations c. regeneration
b. Alternate Asexual reproduction d. alternate sexual reproduction
24. What do you call the underground stem that grows just beneath the surface of the soil?
a. Rhizome b. dizome c. risomes d. ozone
25. What do you call the large leaves that grows from the upper surface of the soil?
a. Pronds b. fronds c. crown d. frunds
26. On the underside of some fronds are rows of small dots called _______________.
a. Sorry b. sori c. sory d. dowry
27. The germinating spore from a small, heart-shaped structure is called a ______________.
a. Prothallus b. phrotallus c. phyrotallus d. photallus
28. If the female reproductive organ of a moss is called archegonium, what do you call the male
reproductive organ of a moss?
a. Antheridium b. Anchegonium c. Ancheridium d. Anteridum
29. Where do the sporophyte get its nourishment ?
a. Foot b. hands c. neck d. leg
30. A prothallus contains both the __________ and archegonia.
a. Antheridia b. ancheridia c. anteridia d. amtheridia
KEY TO CORRECTION :
1. STYLE
2. OVARY
3. SEPAL
4. RECEPTACLE
5. ANTHER
6. A
7. A
8. A
9. A
10. A
11. B
12. B
13. B
14. B
15. CUTTING
16. LAYERING
17. CUTTING
18. CUTTING
19. MARCOTTING
20. A
21. B
22. A
23. A
24. A
25. B
26. B
27. A
28. A
29. A
30. A
DIVISION OF RIZAL
Second Quarter, Week 8 Day 2 & 3
Content : Living Things and Their Environment - Ecosystem
1. Discuss the interactions among living things and non-living things in
estuaries
2. Identify the different kinds of estuaries
3. Realize the importance of estuaries
II. Subject Matter:
A. Concepts: Estuaries form a transition zone between river
environments and maritime environments. They are subject both to
marine influences—such as tides, waves, and the influx of saline
water—and to riverine influences—such as flows of fresh water and
sediment. The inflows of both sea water and fresh water provide high
levels of nutrients both in the water column and in sediment, making
estuaries among the most productive natural habitats in the world.
B. Materials:
Video clip about estuary
Illustration showing estuary
C. References:
K-12 Curriculum Guide S5LT-IIh-8
The New Science Links 5 pp. 178-186
https://youtu.be/HdfH6z46XUQ
https://youtu.be/kYBCnX39br0
D. Process Skills: observing, describing, inferring, classifying
E. Value Integration: Caring for the environment

Day 2
A. Engagement
1. Let the pupils tell about plants and animals found in water.
2. Show a picture of an estuary and ask questions about it
What do you notice about the picture?

Where can we find this?
B. Exploration
Activity
Film Viewing
Let the pupils watch a documentary about estuaries
1. Ask them to write down the important facts about estuaries
2. After watching, answer the guide questions.
Guided Questions :
1. What is an estuary?
2. How is it formed?
3. What kind of animals live in estuaries?
4. Why is an estuary important to man? to animals?
C. Explanation
2. What do you call the place where fresh water meets the salt water?
3. Why is it called the nursery home for animals?
4. How do plants and animals were able to adapt to that place?
DAY 3
D. Elaborate
1. Let the pupils watch a documentary about estuaries
https://youtu.be/kYBCnX39br0
Guided Questions :
1. What are the 4 types of estuaries ?
2. How is Coastal Plain formed? Tectonic ? Coastal Plain? Fjord?
3. What is the difference among these estuaries?
Activity :
1. Divide the class into 5 groups and give instruction on how to
accomplish the activity.
2. Recall the standards in doing the activities
3. Give the activity sheets in each group and let the pupils check the
materials inside.
4. In this Activity. The pupils need complete the picture puzzle and
identify the type of an estuary they have completed.
5. While doing this Activity the teacher must monitor the pupils’ behavior
towards the activity.
6. Allot enough time for the finalization of group output.
Directions : Identify the different types of estuaries by completing the
picture puzzle
Fjord Tectonic Estuaries
Coastal Plain Bar Built
E. Evaluation :
Matching Type
Direction : Match the meaning of estuaries and the different types of
estuaries I Column A to their corresponding meaning in column B. Write the
letter of the correct answer.
A B
1. Fjord a. formed when rising sea levels flood
existing river valleys.
2. delta b. characterized by barrier beaches or
islands that form parallel to the
coastline and separate the estuary
from the ocean.
3. Barrier bar c. characterized by large, flat, fan-
shaped deposits of sediment at
the mouth of a river
4. Drowned river valley d. steep-walled river valleys created by
advancing glaciers
5. Estuary e. A place where rivers meet the sea
IV. Assignment :
Make an album of cut out pictures of animals and plants that can be
found near the seashore.
Prepared by :
MA. VICTORIA D. TELEB

EULOGIO RODRIGUEZ, JR.
ELEMENTARY SCHOOL ,
RODRIGUEZ I-A
An estuary is a body of water near the coast where fresh water from rivers
and streams flows into the ocean and mixes with salt water. In estuaries, the water
level and salinity rise and fall with tides. These also affect the rise and fall of
seasons. However, many estuaries are protected from the full force of ocean waves,
winds and storms by such land forms as barrier islands or peninsulas. An estuary
may be called a bay, a lagoon, or a harbor if fresh water mixes with salt water.
In the Philippines, there are large estuaries that play an important role in
fishery as nursery grounds for certain fishes and crustaceans. One of the most
popular estuaries in the Philippines is the Puerto Princesa underground River in
Palawan.
Estuaries provide rich feeding ground for coastal fish
and migratory birds and drowning areas for fish and
shellfish.
Major Type of Estuaries
Estuaries are divided into five major types

depending on how they are formed. The classification
is based on these geological features :
1. Coastal Plain Estuaries – They are created or formed when sea levels rise
and fall in existing river valleys. The Chesapeake Bay in Maryland and
Narragansett Bay in Rhode Island are examples of coastal plain
estuaries that were once river valleys.
2. Bar-built Estuary – is formed when a lagoon or a bay is protected from the

Ocean currents and eaves in coastal areas by sandbars and barrier
Islands.
3. Tectonic Estuaries - These result fro a major crack or the rifting apart of
Earth’s crust often caused by earthquakes create tectonic estuaries.
These types of estuaries usually occur along major fault lines
4. Fjord Estuaries – they are U-shaped valleys that are formed or created by
glacial action. They are found in areas with long histories of glacial action.

DIVISION OF RIZAL
Second Quarter, Week 8 Day 4&5
Content : Living Things and Their Environment – Ecosystem
1. Discuss the interactions among living things and non-living things in
intertidal zones
2. Identify animals and plants that live in intertidal zones
3. Realize the importance of intertidal zones
II. Subject Matter:

A. Concepts: Intertidal Zones is known as the area where land meets
the sea, between high and low tide zones. This area is covered with
water at high tide and exposed to air at low tide. Its communities are
found in sandy beaches and along rocky shorelines.
B. Materials:
Chart of important concepts
Illustration showing intertidal zones
Activity sheet
C. References: K-12 Curriculum Guide S5LT-IIh-8
https://youtu.be/u64ppKBY3cM
D. Process Skills:observing, describing, inferring, classifying
E. Value Integration: Caring for the environment
Day 4
A. Engagement
1. Let the pupils tell about plants and animals found in water.
Ask:
Show Picture of sea weeds / real sea weeds
What kind of plants are these?
Where can we usually find these plants?
B. Exploration
Activity:
Film Viewing
Let the pupils watch a documentary about estuaries
https://youtu.be/u64ppKBY3cM
Guide Questions:
a. What is intertidal zone?
b. How is tide formed?
c. What is zonation?
d. What is middle tide zone? Low tide? High Tide?
e. Why is it tough/difficult for an organism to live in there?
C. Explanation
2. What did you do to come up with your answer?
3. What is an intertidal zone ?
4. How is it formed?
5. What are the different kinds of intertidal zones?
6. How do plants and animals adapt to that place with harsh environment?
7. Why do plants and animals prefer to live in that kind of harsh environment?
DAY 5
D. Elaborate
Activity :
accomplish the activity.
materials inside.
4. In this Activity. The pupils need to identify the animals that live in the
subzones in the intertidal zones.
5. While doing this Activity the teacher must monitor the pupils behavior
towards the activity.
Directions: Identify the animals that live in the subzones in the intertidal
zones. Write your answer on the data provided.
Spray zone High tide zone Middle tide zone Low tide zone
Hermit crab Crab Mussels Chitons

Isopods Limpets Barnacles Sea anemone
Periwinkle snail barnacles Sea star Mussels
Isopods Sea star
limpets Isopods
E. Evaluation :
Directions : Name at least 3 animals that can live in the following subzones :
spray zone, high tide, middle tone zone, and low tide zone.
V. Assignment :
Make a collage of cut-out pictures of animals living in estuaries and intertidal
zones
Prepared by :

ELEMENTARY SCHOOL ,
RODRIGUEZ I-A
The Intertidal zone is known as the area where land meets the sea, between high
and low tide zones. This area is covered with water at high tide , and exposed to air
at low tide. Its communities are found in sandy beaches and along rocky shorelines.
The intertidal zone is divided into several zones :
1. Spray Zone – is perhaps more a part of the land than the ocean. It is
submerged only during rare , very high tides or severe storms, but is
repeatedly wetted by splashing waves and wind-blown spray. You usually find
lichens and periwinkle snails in this zone.
2. High Tide Zone ( Upper Mid –littoral)- is the area that is flooded during high
tide only, and can be out of water for a while. The environment is highly
saline. Although there is an abundance of water, it is not high enough to
sustain large amounts of vegetation. The anemones , barnacles, brittle stars,
crabs, green algae, isopods, limpets, mussels, sea stars, snails, and some
marine vegetation are the predominant organisms that survive in high tide
zones. Rock pools inhabited by small fish and larger sea weeds can also be
found in this zone. Another organism found here is the hermit crab. This crab
adapts extremely well since it is sheltered from the high temperature range by
its portable home in the form of a shell. Its shell can also carry water with it.
3. Middle Tide Zone ( Lower Mid-Littoral) – is flooded and unflooded twice a day
with salt water from the tides. Because of this, the temperatures are less
extreme due to shorter direct exposure to the sun. Salinity is slightly higher
than ocean levels. There is a higher population of marine vegetation,
specifically sea weeds , in the middle tide zone.
4. Low tide zone ( lower littoral) – mostly submerged in water . it is only exposed
at low tide and for a longer period of time during extremely low tides. This
area is abound with life and there is also a great biodiversity.
DIVISION OF RIZAL
Second Quarter, Week 9 2 DAYS
a. Identify ways on how to protect and conserve estuaries
b. Explain the need to protect and conserve estuaries
c. Show awareness about the importance of protecting and conserving
estuaries
II. Subject Matter:
A. Concepts: Estuaries are important parts of our lives. They are
also important parts of our coastal and ocean ecosystems. Estuaries
provide rich feeding grounds for coastal fish and migratory birds, and
drowning areas for fish and shellfish. It is important that everyone helps
to protect estuaries and conserve the valuable resources in estuaries
ecosystem.
B. Materials:
Pictures of LAKES, BAYS, SHORELINE (Pasig River, Laguna
Lake, Manila bay and Underground river in Palawan )
Pictures of different animals live in the ocean
Video Clips about protecting and conserving estuaries
C. References:
K-12 Curriculum Guide S5LT-Ii-j 10
Video Clips : Ecosystem Protecting and conserving Estuaries
D. Process Skills: observing, explaining, describing, inferring
E. Value Integration: Appreciate the importance of having a clean and
healthy ecosystem.
Day 1
A. Engagement:
1. Review:
Identify what is being described then choose the correct answer
inside the box. Write your answer in your notebook.
Plankton Benthos Nekton
Estuaries Intertidal River
Ocean
______1. It's a place where fresh river water mixes with salty ocean
water.
_____ 2.An organism that drift freely in the water.
_____ 3. The shallowest part of the ocean ecosystem.
_____ 4. It is known as the running – water ecosystem.
_____ 5.These organisms known as the scavengers or decomposers.
2. Presentation:
. The teacher will present pictures to the pupils and ask the
pupils to tell their observation about it. (Picture of an estuary and
Underground river in Palawan)
Guided Questions
1. How do the pictures differ from each other?
2. What do we call them?
3. Is there living things and non – living things live in
them?
B. Exploration:
1. Let the pupils to watch a documentary about estuaries
3. . After watching, answer the guide questions.
Guide Questions:
1. What is an estuary ecosystem?
2. What are the benefits we can get from the estuaries ?
3. Do you think there is a need to protect and conserve our
estuaries? If Yes, how? If Not, Why?
C. Explanation:
1. .Why do we need to protect our estuaries ?
2. What are the importance of these environments?
3. List down 5 ways on how to protect our estuaries .
4. How can we conserve our estuaries ?
5. As a grade 5 pupil how can you help in the protection and c
conservation of our estuary?
DAY 2
D. Elaboration :
1. Using ½ cartolina ask the pupils to create a poster on how to conserve
and protect the LAGUNA LAKE
2. Ask them to present their work and make a brief explanation on it.
RUBRICKS FOR POSTER MAKING

Creativity and Demonstrates Demonstrates Lacks
innovativeness creative thinking, moderate imaginative
has innovative creative thinking, has
and unique thinking, has no innovative
qualities/concepts some and unique
innovative and qualities/
unique concepts
qualities/
concepts
Content and Concepts Concepts Both the
organization presented are presented are concepts
very substantive moderately presented
and well- substantive and and the
organized, organized, message
conveyed very conveyed conveyed are
clear message ambiguous not well
message organized
and
ambiguous
Total 10 6 2
IV. Evaluation:
Directions : Modified True or False: Write True if the statement is correct and if
is false, change the underlined word/s to make the statement
correct.
_____1. Excessive use of household chemicals if improperly disposed of ,
cannot contaminate our water supply.
_____2.Planting of more bakawan trees can prevent soil erosion in the
estuarine environment.
_____ 3. Dynamite fishing is helpful in the estuarine environment.
_____ 4. Dredging sand in the shoreline provides food stability in the water
ecosystem.
_____ 5. Planting grass along the marsh will prevent waves action and erosion .
V. Assignment:
Make a research about the rehabilitation program of the government to save
Pasig River and give your feedback or reaction about it.
Prepared by :
ELEMENTARY SCHOOL ,
RODRIGUEZ I-A
BACKGROUND INFORMATION FOR TEACHERS ( BIT )
 Estuaries rank among the most productive ecosystems on earth,

but they are also subject to considerable ecological degradation
associated with the loss and alteration of habitats and impairment
of water quality due to multiple anthropogenic and natural drivers
of change
 Escalating population growth, urban and industrial development,
modification of coastal watersheds and estuarine basins, pollution
inputs, and overharvest of recreational and commercial species
can threaten the system structure and function and the
sustainability of the system resources.
 Putting coconut fiber mat, planting marsh grass, and Mussels bed
are some activities that protect our estuaries and intertidal
environment.
DIVISION OF RIZAL
a. Identify ways on how to protect and conserve our intertidal environment
b. Explain the need to protect and conserve our intertidal environment
c. Show awareness about the importance of protecting and conserving our
intertidal environment
II. Subject Matter:
A. Concepts:
An intertidal Zone is the area between high and low
tides. Although this zone is considered as a harsh habitat,
species of animals can adapt to this environment. The
intertidal zone is home to many species of plants and animals
that are most invertebrates.
B. Materials:
Pictures of different animals live near the ocean
Video Clips about protecting and conserving our intertidal
environment
C. References:
Video Clips : Ecosystem Protecting and conserving
Intertidal zones
E. Value Integration: Appreciate the importance of having a clean
and healthy ecosystem.
Day 1
A. Engagement:
Presentation:
The teacher will show pictures to the pupils and ask the pupils to tell
their observation about it. (pictures of zonation)
Guide Questions :
1. What animals can live in low tide zones?
2. What are the different subtidal zones ?
B. Exploration:
1. Let the pupils watch a documentary about Intertidal environment.
2. Ask them to write down the important facts about the intertidal
environment.
3. . After watching, answer the guide questions.
Guide Questions:
1. What is an intertidal ecosystem?
2. What are the benefits we can get from the Intertidal zone?
3. Do you think there is a need to protect and conserve our
intertidal zones? Why or why not?
4. What do you think will happen if our intertidal zones will not
be protected from destruction ?
5.What can the government do to help in protecting our
intertidal zones?
6. What can the people do in protecting and conserving our
intertidal zones?
DAY 2
Activity :
accomplish the different activity.
materials inside.
4. In this Activity. The pupils need to complete the picture puzzle and
list down ways on how to protect and conserve the intertidal
environment.
5. While doing this Activity the teacher must monitor the pupils
behavior towards the activity.
( picture of shorelines showing the aftermath of a typhoon)
Guide Questions :
1. What can you see in the pictures?
2. Why did these happen to our intertidal environment ?
3. Who should we blamed of this bad effect ?
4. What will be the effect of this to our marine life? to people?
5. What should be done to help preserve and conserve our intertidal
zones?
c. Explanation:
1. Before discussing the answer to the different questions, let the leader
of each group present his/ her output.
2. Discuss the answers to the different guide questions and give
additional input whenever necessary.
3. Why do we need to protect the estuaries and intertidal environment?
4. What are the importance of these environments?
5. List down 5 ways on how to protect the estuaries as well as the
6. How can we conserve our estuaries and intertidal environments?
7. If you are a lawmaker, what law will you pass to protect and conserve
our estuaries and intertidal environment?
8. As a grade 5 pupil how can you help in the protection and
conservation of our environment?
DAY 3
d. Elaboration :
1. Using ½ cartolina ask the pupils to create a slogan on how to conserve
and protect our seashores.
3. Ask them to present their work and make a brief explanation on it.
RUBRICS FOR SLOGAN

innovativeness creative thinking, moderate creative imaginative
has innovative and thinking, has some thinking, has no
unique innovative and innovative and
qualities/concepts unique qualities/ unique qualities/
concepts concepts
Content and Concepts presented Concepts Both the
organization are very substantive presented are concepts
and well-organized, moderately presented and
conveyed very clear substantive and the message
message organized, conveyed are not
conveyed well organized
ambiguous and ambiguous
message
Total 10 6 2
IV. Evaluation:
Directions :Write an essay on why we need to protect our estuaries and
RUBRICS FOR ESSAY WRITING
CRITERIA Advanced Proficient Approachin Developin Beginning

(5pts) (4pts) g g (2pts) (1pt)
Proficiency
(3pts)
Content Content Content Content is Content is Content is
surmount reaches near the beyond very basic
expectation expected expected the and lacks
. Treatment result. result. expected in-depth
of details is Treatment Treatment outcome. analysis.
advanced of details is of details Details are
and in proficient approaches in the
detail. and of good proficiency developing
quality with some phase and
shallow very
lines. shallow.
Organizatio The The The The Structure is
n and Style structure of structure of structure of structure unorganize
the essay is the essay is the essay is of the d and not
highly organized somewhat essay is coherent
organized and organized not too with the
and shows consistency and organized topic. There
consistency is obvious. coherent. and is no variety
. There is There is There is coherent. in structure
variety in multiplicity somehow a There is and subject
style which in style multiplicity little matter.
makes the which in style variety in
essay very makes the which structure
impressive. essay makes the and
impressive. essay good. subject.
Grammar There are There are There are There are Grammar
no minimal some many lacks order
grammatica grammatica grammatical errors and
l errors in l errors in errors found found in neatness.
the essay. the essay. in the grammar. There are
essay. Editing is numerous
suggested errors.
. Major
renovation
is
suggested.
Spelling There are There are There are There are There are
no errors in 1-3 errors 4-6 errors in 7-10 more than
spelling. in spelling. spelling. errors in 10 errors in
spelling. spelling.
V. Assignment:
Write a journal on how you can help to protecting and conserving our
Prepared by :

ELEMENTARY SCHOOL ,
RODRIGUEZ I-A
BACKGROUND INFORMATION FOR TEACHERS ( BIT)
Challenges in the Intertidal Zone
In the intertidal zone, there is a wide variety of organisms. Organisms that live
here can adapt to harsh environments due to difficult daily challenges in moisture,
turbulence of water, temperature and salinity.
Threats to the intertidal zone
1. Human Impact
Humans harvest animals and plants from the intertidal zone for food, or
for home aquariums. Moreover , many shells – especially those of marine
mollusks – are collected as souvenirs by some people who visit the ocean
coasts. There is also an impact to intertidal zones and their habitat, and
sometimes take some of these creatures. This has resulted in a decrease in
organisms in some areas.
2. Pollution and Coastal Development
Pollution poses threats to tidal pool animals and plants. Coastal pollution
includes discarded trash, sewage spills, and toxic chemical runoff. Increased
development in coastal regions can also damage tide pools through the
introduction of contaminants.
How Intertidal Species are Protected
We need to protect and conserve the intertidal zones
Here are some practices that have been established to protect intertidal species.
1. Protect diversities in intertidal community

2. Provide a source of water supply for breeding stock so that useful areas
nearby can be sustained.
3. Harvesting of intertidal species should be regulated and undertaken at
sustainable levels.

DIVISION OF RIZAL
1. Participate in community efforts in protecting and conserving estuaries and
intertidal environments
2. Apply ways in protecting and conserving the water ecosystem
II. Subject Matter:
A. Concepts:
Estuaries are important parts of our lives. They are also important
parts of our coastal and ocean ecosystems. Estuaries provide rich
feeding grounds for coastal fish and migratory birds, and drowning
areas for fish and shellfish. It is important that everyone helps to
protect estuaries and conserve the valuable resources in estuaries
ecosystem.
An intertidal Zone is the area between high and low
tides. Although this zone is considered as a harsh habitat, species
of animals can adapt to this environment. The intertidal zone is
home to many species of plants and animals that are most
invertebrates.
B. Materials:
Activity Sheets
Pictures
C. References:
The New Science Links 5 pp. 178-86 & 189-190
E. Value Integration : Participate actively in the community program
in protecting and conserving our water ecosystem.
Day 1
A. Engagement:
(concept mapping)
2. Ask the pupils to write the word/s that correlate with the given
situation.
Contributors of water
ecosystem destruction
2. Ask the pupils to answer the following questions.

1. How can we make society more aware of the environmental
problems associated with water ecosystem?
2. What will be the future impact on the environment if we
continue to destruct our water ecosystem like we do today?
DAY 2
B .Exploration :
1. Group the pupils in 5 groups
2. Explain to the pupils the mechanics of the activity.
3. In a ½ cartolinamake a poster on how to conserve and
protect our estuaries and intertidal environment
RUBRICS FOR POSTER MAKING

innovativeness creative thinking, moderate creative imaginative
has innovative and thinking, has some thinking, has no
unique innovative and innovative and
qualities/concepts unique qualities/ unique qualities/
concepts concepts
Content and Concepts presented Concepts Both the
organization are very substantive presented are concepts
and well-organized, moderately presented and
conveyed very clear substantive and the message
message organized, conveyed are not
conveyed well organized
ambiguous and ambiguous
message
Total 10 6 2
C. Explanation :
2. Why is it important to conserve water?
3. What are the different ways in conserving water?
4. What is the significant of this activity in your life?
5. At your age, how can you promote water conservation, especially the
estuaries in your community?
DAY 3
D. Elaboration
accomplish the different activity.
materials inside.
4. In this Activity. The pupils need to observed and look at the
pictures and list down what they observed
5. While doing this Activity the teacher must monitor the pupils’
behavior towards the activity.
Manila Bay Coastal Area
Guide Questions :
1. What happened in Manila Bay?
2. When can this situation usually happens?
3. Look at the next picture .What are the people doing in
the coastal area?
4. Why is there a need to clean the coastal areas?
5. Suggest other ways on how to conserve our estuaries
and intertidal zones?
IV. Evaluation:
DIRECTIONS : Write an essay on how to conserve and protect our rivers
and lakes.
RUBRICS FOR ESSAY WRITING
CRITERIA Advanced Proficient Approachin Developin Beginning

(5pts) (4pts) g g (2pts) (1pt)
Proficiency
(3pts)
Content Content Content Content is Content is Content is
surmount reaches near the beyond very basic
expectation expected expected the and lacks
. Treatment result. result. expected in-depth
of details is Treatment Treatment outcome. analysis.
advanced of details is of details Details are
and in proficient approaches in the
detail. and of good proficiency developing
quality with some phase and
shallow very
lines. shallow.
Organizatio The The The The Structure is

n and Style structure of structure of structure of structure unorganize
the essay is the essay is the essay is of the d and not
highly organized somewhat essay is coherent
organized and organized not too with the
and shows consistency and organized topic. There
consistency is obvious. coherent. and is no variety
. There is There is There is coherent. in structure
variety in multiplicity somehow a There is and subject
style which in style multiplicity little matter.
makes the which in style variety in
essay very makes the which structure
impressive. essay makes the and
impressive. essay good. subject.
Grammar There are There are There are There are Grammar
no minimal some many lacks order
grammatica grammatica grammatical errors and
l errors in l errors in errors found found in neatness.
the essay. the essay. in the grammar. There are
essay. Editing is numerous
suggested errors.
. Major
renovation
is
suggested.
Spelling There are There are There are There are There are
no errors in 1-3 errors 4-6 errors in 7-10 more than
spelling. in spelling. spelling. errors in 10 errors in
spelling. spelling.
V. Assignment:
Prepare for a summative test on estuaries and intertidal zones.
Prepared by :

ELEMENTARY SCHOOL ,
RODRIGUEZ I-A

DIVISION OF RIZAL

NO. OF FREQUENCY OF
OBJECTIVES CODE DAYS ITEM NO. OF CORRECT RESPONSES
TAUGHT PLACEMENT ITEMS No. % Rank
discuss the interactions
among living things and
non-living things in 2 4 1-4
estuaries

non-living things in 2 4 5-8
intertidal zones
Identify the need/s to

protect and conserve
5 11 9-19
estuaries and intertidal
zones

Participate in community
efforts in protecting and
5 11 20-30
conserving and
estuaries intertidal zones

TOTAL 14 30

DIVISION OF RIZAL
NAME : _______________________________________ DATE : _______________

SCORE : ______________
DIRECTIONS : Identify what is being described then choose the correct answer inside the box. Write
your answer in your notebook.
Plankton Hermit Crab detritus coastal plain
Estuaries Intertidal subtidal zone tectonic estuaries
Ocean pickle weed spray zone
______1.It is also called as the nursery home for animals living near the sea.
_____ 2.A plant that can absorb the salt water and store in special compartment.
_____ 3. It is known as the area where land meets the sea.
_____ 4. This zone is the area that is always covered with water.
_____ 5. This animal can adapt extremely well from extreme temperature due to its shell.
_____ 6. This area is often dry and covered by water only during storms and extremely
high tides.
_____7. They are created or formed when sea levels rise and fall in existing river valleys.
_____8. They are u-shaped valleys that are formed or created by glacial actions.
DIRECTIONS :Modified True or False: Write True if the statement is correct and if is false,
change the underlined word/s to make the statement correct.
9. Excessive used of household chemicals can harm our water supply , improper disposal is another
issue.
10. Planting more trees can prevent the unevenness in the estuarine environment.
11. Dynamite fishing is helpful in the estuarine environment
12. Dredging sand in the shoreline provides food stability in the water ecosystem.
13. Planting grass along the marsh will prevent waves action and erosion
14. Sewage is one of the contributors of water pollution.
15. Estuaries serve as recreational areas for animals.
16. Estuaries are replaceable resources.
17. People rely on the animals found in the estuaries.
18. Cutting trees can help in maintaining food stability in the estuarine environment.
19. We need to protect the diversities in intertidal communities.
DIRECTIONS : Write 3 sentences on how we can protect and conserve species in our
intertidal zones. ( 5 pts.)
20.
21.
22.
DIRECTIONS : Give the two threats that can harm the animals living in the intertidal zones
23.
24.
DIRECTIONS : Write an essay on how to conserve and protect our shorelines. (5 pts.)
RUBRICKS FOR ESSAY WRITING
CRITERIA Advanced (5pts) Proficient Approaching Developing (2pts) Beginning

(4pts) Proficiency (1pt)
(3pts)
Content Content Content Content is Content is beyond Content is
surmount reaches near the the expected very basic
expectation. expected expected outcome. Details and lacks in-
Treatment of result. result. are in the depth
details is Treatment of Treatment developing phase analysis.
advanced and in details is of details and very shallow.
detail. proficient and approaches
of good quality proficiency
with some
shallow
lines.
Organization The structure of The structure The The structure of Structure is
and Style the essay is of the essay is structure of the essay is not unorganized
highly organized organized and the essay is too organized and and not
and shows consistency is somewhat coherent. There is coherent with
consistency. obvious. organized little variety in the topic.
There is variety There is and structure and There is no
in style which multiplicity in coherent. subject. variety in
makes the essay style which There is structure and
very impressive. makes the somehow a subject
essay multiplicity matter.
impressive. in style
which
makes the
essay good.
Grammar There are no There are There are There are many Grammar
grammatical minimal some errors found in lacks order
errors in the grammatical grammatical grammar. Editing and
essay. errors in the errors found is suggested. neatness.
essay. in the essay. There are
numerous
errors. Major
renovation is
suggested.
Spelling There are no There are 1-3 There are 4- There are 7-10 There are
errors in spelling. errors in 6 errors in errors in spelling. more than 10
spelling. spelling. errors in
spelling.
KEY TO CORRECTION :
1. ESTUARIES
2. PICKEL WEED
3. INTERTIDAL
4. SUBTIDAL ZONE
5. HERMIT CRAB
6. SPRAY ZONE
7. COASTAL PLAIN
8. TECTONIC ZONE
9. TRUE
10. TRUE
11. DANGEROUS
12. TRUE
13. TRUE
14. TRUE
15. NURSING/BREEDING
16. IRREPLACEABLE
17. TRUE
18. PLANTING TREES
19. TRUE
20. Protect diversities in intertidal community.
21. Provide a source of water supply for breeding stock
22. Harvesting of intertidal species should be regulated
23. Human Impact
24. Pollution and Coastal Development

DIVISION OF RIZAL
SECOND QUARTER TEST

FREQUENCY OF
NO. OF ITEM CORRECT
OBJECTIVES CODE RESPONSES
DAYS PLACEMEN NO. OF
TAUGHT T ITEMS No. % Rank
describe the parts of the
male and
S5LT-IIa1 5 5 1-5
femalereproductive system
and their functions
describe the changes that
S5LT-IIb2 5 5 6-10
occur during puberty
explain the menstrual
S5LT-IIc3 5 5 11-15
cycle
give ways of taking care
of the reproductive organs S5LT-IId4 5 5 16-20
describe the different
modes of reproduction in
animals such as S5LT-IIe5 5 5 21-25
butterflies, mosquitoes,
frogs, cats and dogs
describe the reproductive
parts in plants and their S5LT-IIf-6 5 5 26-30
functions
describe the different
modes of reproduction in
flowering and non-flowering S5LT-IIg7 5 5 31-35
plants such as moss, fern,
mongo and others
non-living things in S5LT-IIh8 5 5 36-40
estuaries and intertidal
zones
explain the need to protect
and conserve estuaries S5LT-Ii-j10 10 5 41-50
and intertidal zones.
TOTAL 50

DIVISION OF RIZAL
SECOND QUARTER TEST IN SCIENCE 5
NAME : _______________________________________ DATE : _______________

SCORE : ______________
DIRECTIONS :Read the following sentences. Write the letter of the correct answer on your answer
sheet.
1. The _______ are a pair of spherical glands located in a pouch that hangs outside of a male’s
body.
a. Vas deferensb. testes c. penis d. scrotum
2. What do you call to the reproductive organ of a male that keeps the temperature of the testes ?
a. Scrotum b. Vas deferens c. penis d. erectile tissue
3. In the female’s reproductive system, what do you call the part that are oval in shape and are
located in the lower part of the abdomen ?
a. Ovaries b. Fallopian tube c. Vagina d. Uterus
4. The ______ or it is also known as the birth canal for women and can be found between the
anus and the urethra .
a. Vagina b. Urethra c. Ovaries d. Uterus
5. For the female , what do you call the duct in which urine passes through ?
a. Urethra b. Vagina c. Ovaries d. Uterus
6. During puberty , boys undergo the following changes except….
a. His voice becomes deeper due to the growth of the larynx
b. His hair starts to grow under his armpits and around his private parts.
c. His breasts begin to develop
d. His chest and shoulders become broader.
7. What do you call the stage when your body starts to change from that of a child to that of an
adult?
a. Puberty b. Childhood c. Adolescence d. Teenager
8. The following are conditions that might be associated during puberty except :
a. The development of acne
b. The abnormal curvature of the spine called scoliosis
c. The occurrence of vision changes
d. The tone of their voice becomes higher
9. The following are the different moods that a teen ager might experience except :
a. Moodiness b. Irritability c. Depression d. always confident
10. The following are changes in the body that might occur during puberty in boys and girls except:
a. Growth spurt
b. Bone and muscle growth
c. Weight changes
d. Moodiness
11. _________ is referred to as a woman’s monthly bleeding.
a. Puberty b. Menstruation c. Adolescence d. Teenager
12. The _______ is when menstruation comes regularly.
a. Puberty Cycle c. Adolescence Period
b. Menstruation Cycle d. Teenage life
PAGE 2 – SCIENCE 5
13. The average menstrual cycle for women is __________.

a. 28 days long
b. 30 days long
c. 31 days long
d. 32 days long
14. The entire duration of a menstrual cycle and be divided into how many phases?
a. Two phases b. three phases c. four phases d. five phases
15. The _____________ begins on the first day of menstruation and last till the fifth day of
menstrual cycle.
a. Menstrual Phase b. Follicular phase c. Ovulation phase d. Luteal Phase
16. The following are common disorders of the reproductive system except :
a. Sterility b. Gonorrhea c. AIDS d. Ulcer
17. There are ways that we can take care of our reproductive organs. The following sentences are
ways that we can take care of our reproductive organs, which one is not ?
a. Keep your genitals clean all the time
b. Change your underwear one a week
c. Daily baths and showers are necessary
d. Avoid using dirty public washrooms.
18. In order to avoid illnesses from your reproductive organs , here are some suggestions that will
protect you from illnesses. Choose one that is not.
a. Drink soda drinks
b. Do not overeat
c. Eat less preserved foods
d. Eat vegetables in the cabbage family
19. __________ is considered a serious sexually transmitted disease which weakens the immune
system of the effected person.
a. AIDS b. Gonorrhea c. Syphilis d. Cancer
20. If you feel irritation, discomfort or infection in your reproductive organs, what must you do?
a. Do not do anything
b. Consult your parents and / or pediatrician
c. Pretend that you do not feel any discomfort
d. Drink any medicine that will help without the prescription of a doctor
21. The following parts can be found inside a female reproductive system of a cat except.
a. Vulva b. cervix c. oviducts d. testes
22. In the female reproductive system, what do you call tubular Y shaped organ ?
a. Uterus b. cervix c. vagina d. oviducts
23. In butterflies , how do their reproduction start?
a. Courtship b. dancing c. flying d. release of odor
24. How many eggs can a female lay within her lifetime?
a. 50 eggs b. 60 eggs c. 80 eggs d. 100 eggs
25. During the mating season of the butterflies, both male and female butterflies release sex
stimulant in the environment called ______.
a. Phenomones b. venoms c. synomes d. xylomes
26. The following are the complete parts of a flower except :
a. Corolla b. calyx c. stamen d. seeds
27. Plant reproduction from seeds is called sexual reproduction while plants without seeds
reproduction is called ___________________.
a. Fertilization b. asexually c. Angiosperms d. carpel
28. In plants, the _______ is called the female reproductive structure.

a. Pistil b. Calyx c. Corolla d. Receptacle
29. ___________ occurs when the pollen grain of one flower reaches the stigma of another flower.
a. Fertilization b. Pollination c. Reproduction d. Union
30. The _______ supports the entire flower.
a. stamen b. receptacle c. pistil d. corolla
31. In asexual reproduction, there are two methods in producing new plants .The natural
vegetative reproduction and the ____________.
a. Artificial Vegetative Reproduction
b. Test tube Vegetative Reproduction
c. Spore Formation Reproduction
d. Transfer Vegetative Reproduction
32. Potatoes and sweet potatoes are examples of vegetable that can be reproduced through
Natural Vegetative Reproduction. The process is called ___________.
a. bulb b. tuber c. runners d. cutting
33. In artificial vegetative reproduction, a stem is bent over so that a part of it is covered with soil.
The process is called _________.
a. cutting b. layering c. grafting d. marcotting
34. Both mosses and ferns have life cycles that alternate sexual and asexual reproduction. This is
called ______________.
c. Alteration of generations c. regeneration
d. Alternate Asexual reproduction d. alternate sexual reproduction
35. What do you call the female reproductive organ in mosses?
b. Antheridium b. archegonium c. xychegonium d. hypergonium
36. An _________ is a body of water near the coast where fresh water from rivers and streams
flows into the ocean and mixes with salt water.
a. estuary b. intertidal zone c. swamps d. mud
37. The following are the major types of estuaries except .
a. Coastal plain estuaries
b. Bar-built estuary
c. Tectonic estuary
d. Lower mid-littoral
38. The _______ is known as the area where land meets the sea.
a. rivers b. lakes c. intertidal zones d. estuary
39. The _____ is more a part of the land than the oceans. It is submerged only during rare, very
high tides or severe storms but is repeatedly wetted by splashing waves and wind-blown spray.
a. spray zone b. high tide zone c. middle tide zone d. low tide zone
40. Many organisms can be found in the high tide zone area choose one :
a. tube worms b. sponges c. hermit crab d. whelks
41. The following are the challenges the animals faces living in the intertidal zones except :
a. moisture b. waves c. temperature d. fresh water
42. The _______ are plants that can absorb the salt water and store the salt in their special
compartments.
a. pickle weed b. weeds c. grass d. algae
43. Decomposing plant matter called ________ provides food for many species.
a. detritus b. humungous c. anemoids d. egret
44. Estuaries are often called _______ due to thousands of species of birds, mammals, fishes and
other wildlife depend on estuarine habitats as places to live, feed and reproduce.
a. nursery of the sea
b. home of the animals and plants
c. center for commerce and recreational activities
d. maintain a healthful environment
45. ________ is a great concern of the estuaries as it can cause the overall rise and elevation of
the sea level.
a. climate change
b. land development
c. pollution
d. increasing population of people
46. ____________ threatens the estuaries , it could damage and may result permanent loss of
habitat.
a. Land reclamation b. climate change c. temperature d. waves
47. How can you protect and save our estuaries?
a. Do not burn grass clippings
b. Gardening and landscaping with native plants in your yard.
c. Throw your animal waste in the river
d. Use non-toxic pesticides
48. ________ poses threats to tidal pool animals and plants ;it includes discarded trash, sewage
spills and toxic chemical runoff.
a. pollution b. human impact c. temperature d. waves
49. How can we protect and conserve species living in the intertidal zones?
a. Protect species in the intertidal community
b. Throw trash in the water
c. Destroy the homes of the animals
d. Collect animals as many as you can get
50. Why is it important to regulate in harvesting species living in the intertidal zones?
a. To balance the animals living in the intertidal zones
b. To destroy the animals that lives in the intertidal zones
c. To provide more food for the people
d. To provide more homes for the people
SECOND QUARTER TEST
KEY TO CORRECTION :
1. B 46. C
2. A 47. A
3. A 48. A
4. A 49. A
5. A 50. A
6. C
7. A
8. D
9. D
10. D
11. B
12. B
13. A
14. C
15. A
16. D
17. B
18. A
19. A
20. B
21. D
22. B
23. A
24. D
25. A
26. D
27. B
28. A
29. B
30. B
31. A
32. B
33. B
34. A
35. B
36. A
37. D
38. C
39. A
40. C
41. D
42. A
43. A
44. A
45. A

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Republic of the Philippines

LESSON PLAN IN SCIENCE 5

San Mateo District

Marietta E. Jumalon Sheryl B. Romero Jose M. Salamat

Verified and Certified Correct:

Elvira A. Tapel Raquel T. Ortega

Dr. Aileen E. Vocal

Republic of the Philippines

LESSON PLAN IN SCIENCE 5

Content: Human Reproduction

Republic of the Philippines

LESSON PLAN IN SCIENCE 5

Content: Human Reproduction

II. Subject Matter

Republic of the Philippines

LESSON PLAN IN SCIENCE 5

Content: Human Reproduction

Republic of the Philippines

LESSON PLAN IN SCIENCE 5

Content: Human Reproduction

III. Learning Task:

Activity 2: Charting and Analysis

Republic of the Philippines

LESSON PLAN IN SCIENCE 5

Content: Human Reproduction

II. Subject Matter:

B. Materials: video clip, charts

III. Learning Activities

Criteria 5 points 3 points 1 point

______1. The ovaries and testes are oval in shaped to __________.

Republic of the Philippines

Content: Human Reproduction

II. Subject Matter:

III. Learning Activities:

Activity 2: Video clip

PHYSICAL CHANGES IN BOYS

Republic of the Philippines

Content: Human Reproduction

B. Materials: pictures, video clip

D. Process Skills: describing, observing, identifying

III. Learning Activities:

Physical Characteristics of young Physical Characteristics of mature

Activity 2: Watching Video Clip

PHYSICAL CHANGES IN FEMALES

 Bodies become curvier and hip bones widen.

Republic of the Philippines

LESSON PLAN IN SCIENCE 5

Content: Human Reproduction

B. Materials: pictures, video clip

III. Learning Activities:

Choose a partner and talk or share about the socio-emotional

1. Cleo experiences frequent and sometimes extreme changes

2. Which of the following shows positive peer pressure?

3. Aron notices that his body undergoes many changes. He

4. Ana is asked by Andrew on a date. She liked Andrew a lot. If

5. You were asked by your friends to smoke some cigarettes

2. Looking for an identity

1. The ovaries and testes are oval in shaped to ____.