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Department of Education

Schools City Division


Cabanatuan City

LEARNING
MATERIAL
(SCIENCE)
GRADE 5

(Quarter 2)
Department of Education
Schools Division Office
Cabanatuan City

LEARNING MATERIAL
(SCIENCE)
GRADE 5
(Quarter 2)

Author/Developer:

June C. Bernabe Dinah S. Galande


MT-I Camp Tinio ES MT-I Lazaro Francisco ES

Jomarick L. Mapindan Josette M. Cabungcal


MT-I Mayapyap ES T-III San Josef ES

Quality Assurance:

Romeo R. Hipolito
EPS-I Subject

Ever M. Samson
EPS-I LRMDS

Priscilla D. Sanchez, Ph.D.


Chief ES, Curriculum Implementation Division

_____________________________________________________
This Learning Material is a property of DepEd Schools Division Office of Cabanatuan City.
Outside of the public schools in this Division, no part of this Learning Material may be sold, distributed
or reproduced in any means without its explicit consent.
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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CONTENTS

1. Week 1 Parts and Functions of the Reproductive System

2. Week 2 Changes that Occur During Puberty

3. Week 3 The Menstrual Cycle

4. Week 4 Taking Care of the Reproductive Organs

5. Week 5 Different Mode of Reproduction in Animals

6. Week 6 Parts and Functions of Plant Reproductive System

7. Week 7 Different Modes of Reproduction Among Flowering and Non-

Flowering Plants

8. Week 8 Interactions Among Living Things and Non-Living Things in

Estuaries and Intertidal Zones

9. Week 9 Protecting and Conserving Estuaries and Intertidal Zones

10. Week 10 Activities

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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LESSON: Describe the Parts of the Reproductive System and their Functions.

WEEK 1- DAY 3

Objective: 1. Identify the parts of the female reproductive system.


2. Enumerate the parts of the female reproductive system

What you need:


Concept map
Illustration of female reproductive system
Song about female reproductive system
Video

What to do
1. The pupils will sing a song about female reproductive system and then watch a
video about it.
2. Each pupil will label the parts of the female reproductive system using the
illustration.
3. Individual pupil will make their own concept map.

Guide Questions:
1. What are the major parts of the female reproductive system ?
2. What are the main parts of the female reproductive system ?

Remember these:

The Female Reproductive System


The main parts of the female reproductive system are the ovaries , fallopian
tubes , uterus or womb , cervix , vulva and vagina.
The major organs of the female reproductive system are the ovaries and
vagina.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ACTIVITY 1-
Week 1- Day 3

DIRECTION : Label the parts of the female reproductive system

Source
http://www.phecanada.ca/sites/default/files/ac_gr5_downloadables_en_2_female
_facts.jpg

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ACTIVITY 2
WEEK 1- DAY 2
In this activity, you will make a concept map. A concept map is a diagram that
shows how certain topics (usually boxed) are related. The boxes are joined by a line
and a word or phrase that tells how the two topics (inside the boxes) are related.

Start here:

FEMALE REPRODUCTIVE SYSTEM

Consists of

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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LESSON: Describe the Parts of the Reproductive System and their Functions.
( S5LT-IIa-1)

Week 1- Day 1

Objectives: 1.Identify the parts of the male reproductive system.


2. Enumerate the parts of the male of the reproductive
system.

What you need:

Puzzle about parts of the male reproductive system


Activity sheet
Illustration of the male reproductive system

What to do

1. The class will answer the puzzle about the parts of the male reproductive system.
2. The class will watch a video about parts of the male reproductive system.
https://youtu.be/oFlUqgYqt1A
3. Individual pupil will label the parts of the male reproductive system using the
illustration.
Source: http://kidshealth.org/misc/javascript/js_apps/kh-
slideshows/bodybasics-flash-male-en/MaleRepro-enSS-2.jpg

Guide Questions:

1. What are the major organs of the male reproductive system ?

2. What are the main parts of the male reproductive system ?

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Remember these:

The Male Reproductive System

The main parts of the male reproductive system are the testes , epididymis ,
vas deferens, prostate glands , urethra , penis and scrotum.

The major organs of the male reproductive system are the testes and the
penis.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ACTIVITY 1: Look for the following parts of the male reproductive system.

E V A S D E F E R E N S U

P R O S T A T E G L A N D

I S S C T V A S L A U O R

D P C V S D P P U V R S T

I C R 0 T T R E D C E C H

D S O P E N I S P N T N B

Y C T E S E S P E D H I C

M P U N T P T A T E R S I

I E M T E I V R I H A V S

S N V S S D E F E R P R O

Write your answer here:


1.________________________
2.________________________
3.________________________
4.________________________
5.________________________
6.________________________
7.________________________

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ACTIVITY 2:Label the Parts of the Male Reproductive System

Source: http://kidshealth.org/misc/javascript/js_apps/kh-slideshows/bodybasics-flash-
male-en/MaleRepro-enSS-2.jpg

The parts of the male reproductive system are:

1.____________________________________
2.____________________________________
3.____________________________________
4.____________________________________
5.____________________________________
6.____________________________________
7.____________________________________

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ACTIVITY 2:Label the Parts of the Male Reproductive System

ANSWER KEY

Source: http://kidshealth.org/misc/javascript/js_apps/kh-slideshows/bodybasics-flash-
male-en/MaleRepro-enSS-2.jpg

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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LESSON :Describe the Parts of the Reproductive System and their Functions.
( S5LT-IIa-1)
WEEK 1 DAY 4-5

Objectives:
1.Describe the parts of the female reproductive system.
2.State the functions of each part of the female reproductive system.
3.Identify the functions of each part of the female reproductive system.

What you need:


Activity sheet
Illustration of the female reproductive system

What to do
Activity 1.
1. The leader will get materials to be used from the teacher
2. The whole group will listen to the instructions given by the teacher.
(Viewing session regarding the functions of the parts of the female reproductive
system)
3. Write the important data about the topic using activity sheet no.1 while
watching.

Guide Questions
1. What are the parts of the female reproductive system ?
2. What are the main functions of the female reproductive system ?
3. What is the main function of the ovaries?
4. Where do fertilization take place?
5. Which nourishes the fertilized egg?
6. What is the main function of the cervix ?
7. Where do baby passes through at birth ?

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Remember these

STRUCTURES AND FUNCTIONS OF THE FEMALE REPRODUCTIVE SYSTEM

PARTS OF FEMALE STRUCTURES AND FUNCTIONS


REPRODUCTIVE SYSTEM
1. OVARIES These are oval-shaped organs that
produce female sex cells and
hormones called estrogen and
progesterone.
2. FALLOPIAN TUBES These are pairs of tubes stretching
from ovary to the uterus. These are
where the fertilization of the egg cell
and sperm cell occurs.
3. UTERUS OR WOMB This is a muscular organ where a
baby develops. It nourishes the
fertilized egg.
4. CERVIX This is the lower part of the uterus
that serves as a door that keeps the
fetus intact in the uterus until the end
of pregnancy.
5. VAGINA This is the external passageway
which the baby passes through at
birth. It also serves as an entrance for
the semen.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ACTIVITY NO.1
WEEK 1- DAY 4-5

Direction : While watching the video kindly fill up the table below.
PARTS OF FEMALE FUNCTIONS STRUCTURES
REPRODUCTIVE
SYSTEM
1.

2.

3.

4.

5.

6.

7.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ACTIVITY 2 : WEEK 1- DAY 4-5 :

DIRECTIONS : Fill the blank spaces with the appropriate word to complete the
learning ideas. Clues are provided on the right side. Rearrange the letters of the
given anagrams and fit them in blank spaces of the words above them.

1. The______________________ is the V__ __ __ N __


external passageway which A G I N V A
the baby passes through at birth.
It also serves as an entrance for the semen.

2. The_______________________is the ___ E R ___ ___ ___


lower part of the uterus that serves as X C R E I V
a door that keeps the fetus intact in the
uterus until the end of pregnancy.

3. This is a muscular organ where __ __ __ __ U S


a baby develops. It nourishes the
fertilized egg. T E U R S U

4. These are pairs of tubes stretching F __ __ __ __ __ __ A N


from ovary to the uterus. These are T __ B __
where the fertilization of the egg cell
and sperm cell occurs. A L L P A N I FO B E U T

5. These are oval-shaped organs that O __ __ R __ E __


produce female sex cells and hormones I V R A O S E
called estrogen and progesterone.

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Grade 5 Quarter 2 Learners Materials
LESSON :Describe the Parts of the Reproductive System and their
Functions.
( S5LT-IIa-1)
WEEK 1- DAY 2

Objectives:
1.State the functions of each part of the male reproductive system.

What you need:


Activity sheet
Illustration of the male reproductive system

What to do
Activity 1.
1. The leader will get materials to be used from the teacher
2. The whole group will listen to the instructions given by the teacher.
(Viewing session regarding the functions of the parts of the male
reproductive system)
3. Write the important data about the topic using activity sheet no.1
while watching.

Guide Questions
1. What are the parts of the male reproductive system ?
2.What do you call the sex cells produce in the testicles ?
4. Which part of the male reproductive system serves as the storage for
sperms ?
5. Which deposits sperm cells in the vagina ?
6. Which support and protects the testicles ?
7. What organ enables the developed sperms from the epididymis to pass
through ?
8. What is the function of urethra ?
Remember these

Function of Male Reproductive Organs

PARTS OF MALE REPRODUCTIVE FUNCTIONS


SYSTEM
1. THE TESTES These are two ball shaped organs that
produce sperm cells and hormones
called testosterone. These hormones
are responsible for the different
changes that happen during the
sexual growth of the males.
2. EPIDIDYMIS Serves as storage for sperms.
3.VAS DEFERENS Secretes the sperm-containing fluid
called semen and enables the
developed sperms from the
epididymis to pass through.
4. PROSTATE GLAND Secretes a fluid in which the sperm
cells can live. Prostate fluids help to
nourish the sperm.
5. URETHRA It is also a passageway in which urine
and semen expelled.
6. PENIS Deposits sperm cells in the vagina.
7. SCROTUM It supports and protects the testicles.
PARTS AND FUNCTIONS OF MALE REPRODUCTIVE SYSTEM

ACTIVITY NO.1
WEEK 1- DAY 2

Direction : While watching the video kindly fill up the table below.
PARTS OF REPRODUCTIVE FUNCTIONS
SYSTEM
1.

2.

3.

4.

5.

6.

7.
ACTIVITY 2 : WEEK 1- DAY 2 :State the functions of each part of the male
reproductive system. Write the answer in the corresponding box. You will be
guided by the color.

MALE REPRODUCTIVE SYSTEM

PARTS OF MALE REPRODUCTIVE ORGANS

URETHRA
TESTES SCROTUM
PENIS PROSTATE
GLAND
VAS
DEFERENS
EPIDIDYMIS

FUNCTIONS

FUNCTIONS
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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CHANGES THAT OCCUR DURING PUBERTY

S5LT-IIb-2
WEEK 2, DAY 1
ACTIVITY # 1: WHATS HAPPENING TO ME?

(Group Activity)

Objective:
Describe physical changes that occur to female during puberty

What you need:


Picture of a growing up female
Chart

What to do
Look at the picture below
Describe the changes observed to each body part listed during
puberty
Write your answer on the table below.
Body Part Changes Observed

Chest and Shoulders

Breast

Height and Weight

Hips

Hair

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Guide Questions
1. What changes happen in the females body during puberty?
2. How do you feel about these changes?
3. At what age do these changes usually appear?
4. What changes do you like most/least? Why?

Remember these

PUBERTY is the stage when a person begins to mature sexually


and attains the capability to reproduce. It happens to boys from 12-14
years old, and to girls between 10-12.
There are changes that take place to female during puberty. These
are:
a. breast begins to develop
b. hair begins to grow under her armpits and around her sex organ
c. hips broaden but her waist gets smaller gives her body the curvier
shape
d. body starts to build up fat in her tummy and legs
e. menstruation occurs and ovaries start to produce egg cells
As part of growing up, physical changes in ones body are normal
during puberty.

Reference: The New Science Links (Worktext in Science and Technology) by Evelyn T.
Larisma, Jan Jason Madriaga-Mariano, Nenita A. Apolinario, pp. 102-103

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 2, DAY 2
ACTIVITY # 2 MY CHANGING LIFE

Objective:
Describe the physical changes that occur to male during puberty

What you need:


Picture of a male from a child to an adult
Chart

What to do
Look at the picture of the stages on male
Describe the changes observed on each body part listed on the chart
during puberty
Write your answer on the table below.
Body Part Changes Observed

Chest and Shoulders

Breast

Face

Neck

Height and Weight

Hips

Hair

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Guide Questions
1. What physical changes occur in the males body during puberty?
2. How do you feel about these changes?
3. At what age do these changes usually happen?
4. What changes do you like most/least? Why?

Remember these

The changes that take place in the body of a male during puberty are:
a. His chest and shoulder become broader
b. Hair begins to grow under his armpits and around his private parts
c. He grows fast in height
His testes begin to produce more sperm cells
d. His voice deepens, slight breast development, but this is usually
temporary and disappears after a while.
e. Adams apple appears in the neck
We should be aware of these changes because these are part of
growing up.

Reference: The New Science Links (Worktext in Science and Technology) by Evelyn T.
Larisma, Jan Jason Madriaga-Mariano, Nenita A. Apolinario, pp. 102-103

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 2, DAY 3
ACTIVITY # 3 ITS GOODBYE TO CHILDHOOD!

Objective:
Identify the socio-emotional changes in males and
females during puberty

What you need:


Science game
pen and paper

What to do

Decode the secret messages in the scrolls below with the help of the
corresponding symbols provided for each letter in the legend. Write
each letter below and complete each message:

LEGEND: A -! G& M- 6 S- Y-3


B -@ H* N- 9 T - Z-0
C -# I ( O- ? U -
D -$ J- ) P - / V -
E= K- < Q- % W-
F^ L- > R- + X8

SCROLLS:
1. # ! + = 6 ? + = ! @ ? * ! ? *=+ *(9<
2. !9 ? @= !##=/=$ !9$ >(<=$
3. @=&(9 ? =/!+!= ^+?6 /!+=9
4. &? !>?9& 6?+= ( ^+(=9$
5. @=#?6= =>^ #?9#(? ?+ !98(? ! @ ? &+?* #*!9&

Guide Question
What are the socio-emotional changes of males and females during
puberty?
How do you feel about these changes?
Do you like these changes? Why or why not?

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Remember these

Socio-emotional changes also happen to both boys and girls


during puberty. These are:
They start to care more about what others think
They want to be accepted and liked
They often begin to separate from parents and
They like to go more with friends
They become self-conscious or anxious about his/her growth
changes

Reference: WOW (World of Wonders)Science by Danilo V. Lemi,Myrna A.


Timbol, Santiago A. Habon, Ricardo T. Talay, Saranay Sol M. Baguio, p. 23

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 2, DAY 4
ACTIVITY # 4 ITS TIME TO TALK ABOUT IT!
(Group Activity)

Objective:
Show awareness in body changes during puberty.

What you need:


boy and girl classmates

What to do

Group yourselves into 8


Talk about the different changes occur to male and female during
puberty
Let the pupils create a simple skit about the changes that occur to
boys/girls during pubertal stage

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Guide Question
What are the changes occur to girls/boys during pubertal stage?
How do you feel about these?

Remember these

The time in which children start to mature sexually and develop


characteristics that distinguish them as boys or girls is called
PUBERTY .It happens when a boy is about 12-14 years old and the
girls about 10-12. Numerous changes occur in physical traits,
personality and behaviour during puberty stage.

Reference: Science Spectrum 5,Rebecca R. Fallaria, Nenita A. Apolinario, Jesse


D. Ronquillo, p. 15

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 2, DAY 5
ACTIVITY # 5 IT SHOULD BEGIN WITH YOU
(Group Activity)

Objective:
Practice proper hygiene to keep the body clean during puberty

What you need:


Manila paper
Pentel pen

What to do
1. Form a group of five members
2. Discuss the importance of keeping the body clean
3. Each pupil should share her/his practices in taking care and keeping the
body clean.
4. List all the ways mentioned and post it in a manila paper
5. Follow the chart below
6. A reporter shall present their output.
Ways of Keeping the Body Clean Importance of Keeping the Body
Clean

Guide Question
What are the ways of keeping your body clean during puberty?

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Why is it important to keep your body clean always?

Remember these

Most children at your age are very playful and active. Therefore,
you should observe certain practices to keep yourself clean. Make it
a habit to maintain personal cleanliness as part of good grooming.
This will give you a clean, fresh, and odor- free feeling when you are
with your friends.
Ways of taking care of the body:
Take a bath everyday
Clean your external genital organs
Change underwear as often as possible
Wash your used underwear immediately, or rinse it at least with
water before putting in a laundry basket.
Eat a well- balanced diet
Exercise regularly
Taking enough rest and sleep
For girls who are having their monthly period, use sanitary napkins
or absorbent pads.
Dispose the used pads properly by wrapping them with used paper

Reference: WOW (World of Wonders)Science by Danilo V. Lemi,Myrna A.


Timbol, Santiago A. Habon, Ricardo T. Talay, Saranay Sol M. Baguio, p. 24

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Title: EXPLAIN THE MENSTRUAL CYCLE


( S5LT-IIC-3)

WEEK 3- DAY 1

Objectives:
1. Define menstruation.
2. Enumerate the different phases of the menstrual cycle.
.

What you need:


Song about menstrual cycle https://www.youtube.com./watch?v=Opi0Z4GK9hk
Video about menstrual cycle- https://www.youtube.com/watch?v=ZvPVyas68jE
Maze about menstruation

What to do
1. The pupils will listen to a song about menstruation and then watch a video about
it.
2. They will be grouped into three. They will have a brainstorming about what do
they experienced during menstruation, how long it occurs and the problems they
encountered during those days.
3. They will answer the maze about menstruation.

Guide Questions:
1. What is menstruation?
2. Why it is called a cycle?
3. What happen during menstruation?
4. How many days usually menstruation occur?

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Remember these

Menstruation and Menstrual Cycle

Menstruation is part ofMenstruation


the menstrual cycle. It is referred to a
womans monthly bleeding. When you menstruate, your body sheds
the lining of the uterus. Menstrual blood flows from the uterus the
small opening of the cervix and passes out the body through the
vagina. Most menstrual periods last 3 to 5 days.

The first menstruation is called menarche.

The cycle is the process that prepares a woman for pregnancy.

This cycle repeats itself after 28 days (on the average) during the
reproductive years of most women.

Menstrual cycle is when menstruation or periods come regularly.


The menstrual cycle provides important body chemicals, called
hormones to keep you healthy.

The rise and fall of levels of hormones during the month is


responsible in the control of the menstrual cycle.

The levels of estrogen, the female hormones, start to rise in the first
half of the cycle. The hormones play an important role in keeping
you heathy, especially by helping you build strong bones and keep
them strong as you get older. Estrogen also makes the lining of the
uterus (womb) grow and thicken. The lining of the womb is a place
that will nourish the embryo if pregnancy occurs.

Reference : Science Links p.109

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ACTIVITY 1
WEEK 3 DAY 1

DIRECTIONS: Determine the concept/s given in the maze and write it on the lines
below. Start with the letter to where the arrowhead is pointing.

O N T H L Y B L E E D I N G.

M S N A M O W A O T D E R R E

U A L C Y C L E. I T I S R E F

R T S N E M E H T F O T R A P

M E N S T R U A T I O N I S

START HERE

Write your answer here.

_________________ ___ ______________ __ ___ ______________ _____________. __


___ _____________ ___ ___ __________________ ___________________
_______________.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ACTIVITY 2
WEEK3- DAY 2

DIRECTIONS: Fill in the blanks with the different phases of the menstrual cycle.

1.

Phases of
Menstrual Cycle

4.
2.

3.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
---------------------------------------------------------------------------------------------------------------------------------------

Title: EXPLAIN THE MENSTRUAL CYCLE


( S5LT-IIC-3)

WEEK 3- DAY 3-5

Objectives:

1. Explain the menstrual cycle.


2. Identify the different phases of the menstrual cycle.
3. Differentiate the different phases of the menstrual cycle.

What you need:


Song about menstrual cycle https://www.youtube.com./watch?v=Opi0Z4GK9hk
Video about menstrual cycle- https://www.youtube.com/watch?v=ZvPVyas68jE
Sci- Game

What to do
1. The pupils will be grouped into three.
2. Each group will be given a diagram of the menstrual cycle.
3. They will answer the different activities.

Guide Questions:
1. What are the different phases of the menstrual cycle ?
2. How many days usually a follicular phase happen ?
3.What is an ovulation phase ?
4. What happen during luteal phase ?

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
---------------------------------------------------------------------------------------------------------------------------------------

Remember these

Phases of Menstrual Cycle

The entire duration of aMenstruation


Menstrual Cycle can be divided into four
main phases.

The Menstrual Phase ( Menstruation ) (Day 1-5)

It is a womans monthly bleeding, commonly referred to as


your period.

The first day of your menstrual cycle is day one of your


period.

On this period menstrual blood, also known as menses, is


shed from the thickened lining of your uterus known as
endometrium.

Menstrual blood is shed from the uterus through the cervix,


vagina, and out through the vaginal opening. This fluid may
be bright red, light pink , or even brown.

During menstruation, some eggs begin to mature in the


ovaries. As the eggs develop , the surrounding cells release
the estrogen hormone into the bloodstream.

This is the time when you have cramping and abdominal


pains. These cramps are caused by the contraction of the
uterine and the abdominal muscles that help in expelling the
menstrual fluid.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
---------------------------------------------------------------------------------------------------------------------------------------

Remember these

Phases of Menstrual Cycle

The Follicular Phase ( Day 1-13)


Menstruation
In this phase , the lining of the uterus starts to grow, or
proliferate due to hormone estrogen.

This lining called the endometrium, starts to develop to


receive a fertilized egg should you become pregnant.

Another hormone called the follicle stimulating hormone


(FSH) , increases and in turn stimulates the growth of
ovarian follicles. Each follicle contains an egg. Late in the
follicular phase of the menstrual cycle , only a single follicle
will release an egg.

As the estrogen level increases, menstrual bleeding stops and


the lining of the uterus thicken in preparation for receiving a
fertilized egg.

The increase in estrogen also causes the pituitary gland to


release a hormone that travels to the ovaries and causes the
most mature egg to be released.

The Ovulation Phase ( Day 14 )

When a mature egg ( ovum) is released from your ovarian


follicle to the nearest fallopian tube during your menstrual
cycle , ovulation occurs.

As the egg moves down the fallopian tube over several days ,
the lining of the uterus continues to grow thicker and thicker.

The egg then travels into the uterus .

If you have regular 28- day menstrual cycle, ovulation


usually occurs on day 14.

It takes about three to four days for the egg to travel toward
the uterus.

If fertilization is to occur , it must happen within 24 hours of


ovulation or the eggs life lapses.

After ovulation , the luteal phase begins.

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Remember these

Phases of Menstrual Cycle

The Luteal Phase ( Day 15-28 )


Menstruation

After ovulation occurs , the follicle develops into a


hormone- producing structure called the corpus
luteum.

The corpus luteum is a yellow structure in the ovary


that produces estrogen and large amounts of
progesterone.

This hormone signals the uterus to thicken.

The walls of the uterus thicken with many blood


vessels to provide nutrients for the coming baby if in
case a sperm fertilizes the egg.

If the egg is not fertilized , the thickening of the


uterus breaks down and comes out of the body
through the menstruation.

Then , the menstrual cycle repeats itself.

For females who have normal periods, the cycle is


repeated four weeks or 28 days.

However , the cycle varies and is affected by a lot of


factors.

Reference: The New Science Links p. 111

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ACTIVITY 1
WEEK 3 DAY 3-5

Competency : Identify the different phases of the menstrual cycle.

DIRECTIONS: Rearrange the letters of the jumbled word to form the word described
in each number.

1.L E U L T A H E S P H A: L __ T __ __ L P __ ___ S ___

After ovulation occurs, the follicle develops into a hormone- producing


structure called the corpus luteum.

2. L A U V O I T N O S E H A P : O __ __ L __ T __ ___ N P H __ S __

If you have regular 28- day menstrual cycle, this phase usually
occurs on day 14.

3. CU R A L LL I O F E S P H A : F __ L __ I __U L __ R __ H A __ __

In this phase , the lining of the uterus starts to grow, or


proliferate due to hormone estrogen

4.S T L U A E M N R EPAHS : M __ N S __ __ U __ __ P H ___ __ __

It is a womans monthly bleeding, commonly referred to as


your period.

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ACTIVITY 2
WEEK 3 DAY 3-5
DIRECTIONS: Fill in the blanks with the different events that happen in specific
phase of the menstrual cycle.
1.MENSTRUAL PHASE

________________________________

________________________________

________________________________

________________________________

________________________________

4.LUTEAL PHASE 2.FOLLICULAR PHASE

PHASES OF THE
MENSTRUAL CYCLE

_______________________________ _______________________________

________________________________ ________________________________

________________________________ _______________________________

________________________________ ________________________________

_______________________________ ________________________________

3. OVULATION PHASE

________________________________

________________________________

________________________________

________________________________

________________________________

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LESSON :Give Ways of Taking Care of the Reproductive Organs
(S5LT-IId-4)

WEEK 4 DAY 4-5

Objectives:

1. Observe proper care of the reproductive organs.


2. Show appreciation of the reproductive organs.

What you need:


Checklist on how to take good care of the reproductive system.

What to do
1. Answer the checklist on how much you take good care of your own reproductive
organs.
2. Make a poster showing your appreciation of the reproductive organs.

Guide Questions
Guide Questions:

1. What are the ways to keep the reproductive system healthy?

2. Why do we need to take good care of our reproductive organs?

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Remember these

Ways to Take Care of the Reproductive Organs


Every boy and girl should take good care of his/ her
reproductive organs.

The main reproductive organs inside your body are well


protected . However , the external organs need care and proper
hygiene. Here are some ways to do it.

1. Keep your genitals clean at all time. Wash them regularly with
soap and clean water, especially after using the toilet.

2. Change your underwear every day or as often as necessary. Make


sure your underwear is kept in a clean place so they do not get any
dirt o germs before you use them.

3. Daily baths and showers are advisable to keep your reproductive


organs and other parts of the body clean and healthy.

4. Avoid using dirty public washrooms.

5. Eat nutritious food and get adequate rest and sleep.

6. Consult your parents and/ or pediatrician for any irritation ,


discomfort , or infection in your reproductive organs.

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ACTIVITY 1
WEEK 5-DAY 4-5

Direction : Check the column that describes how much you take care of your
reproductive organs. Be sure to write your score.

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 a clean underwear.
4.I change my underwear as
often as needed.
5.I wash my underwear very
well
6.I wear only my own
underwear.
7.I keep my underwear in a
clean cabinet.
8.(Girls)I only use sanitary
napkins which are safely made
and kept.
9.(Girls)I wash my sex organ
from front to back.
10.Take a full bath
TOTAL SCORE

Guide Questions:

1. Which of these health habits have you scored poor? why?

2. Which of these health habits do you practice?

3.Which of these do you not practice?

4.Are you taking good care of your reproductive organs? Why?

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LESSON :Give Ways of Taking Care of the Reproductive Organs
(S5LT-IId-4)

WEEK 5 DAY 1-3

Objectives:

1.Give ways of taking care of the reproductive system.


2.Take precautionary/safety measures to keep the reproductive organs
healthy.

What you need:

Sci-Games

What to do
1. Pupils will be grouped into three.
2. They will solve the puzzle about how to take good care of the reproductive
organs.
3. They will list down ways of taking good care of the reproductive organs.
4. The pupils will prepare a simple and short skit on how to take good care of their
own reproductive organs.

Guide Questions
1. What are the ways to keep the reproductive system healthy?

2. Which of these health habits do you practice?

3.Which of these do you not practice?

4.Are you taking good care of your reproductive organs? Why

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Remember these

Ways to Take Care of the Reproductive Organs


WaysWays to Take Good of the Re
Every boy and girl should take good care of his/ her
reproductive organs.

The main reproductive organs inside your body are well


protected . However , the external organs need care and proper
hygiene. Here are some ways to do it.

1. Keep your genitals clean at all time. Wash them regularly with
soap and clean water, especially after using the toilet.

2. Change your underwear every day or as often as necessary. Make


sure your underwear is kept in a clean place so they do not get any
dirt o germs before you use them.

3. Daily baths and showers are advisable to keep your reproductive


organs and other parts of the body clean and healthy.

4. Avoid using dirty public washrooms.

5. Eat nutritious food and get adequate rest and sleep.

6. Consult your parents and/ or pediatrician for any irritation ,


discomfort , or infection in your reproductive organs.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
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ACTIVITY 1
-WEEK 5-DAY 1-3
DIRECTION : Write the letter that comes after to form the concept .

V___ Z___ X__R __ N__ E__


S__Z __J __H__ M__ F__B__
Z__Q__D__N __E__
S__G__D__
Q__D__O__Q__N__C__T__
B__S__H__U__D__R__X__R
__S__D__N__
Write your answer here.

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ __

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ACTIVITY 2
WEEK 5- DAY 1-3

DIRECTION: Use the diagram below to answer this question .

How Do You Take


Good Care of
Your
Reproductive
Organs?

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ACTIVITY 3
WEEK 5- DAY 1-3

DIRECTION : Write a simple and short skit on how to take good care of the
reproductive organs.

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WEEK 5: Describe the different modes of reproduction in animals such


as butterfly, frogs, cats and dogs (S5LT-IIe-5)

DAY 1 Activity 1: What are the different parts of reproductive


system of representative animals?

Objective:
Identify the parts of reproductive system of representative
groups of animals (butterfly, frogs, cats and dogs)

What you need:

1. Identify the reproductive parts of mosquitoes, frogs, cats and dogs


8 Colored Cartolina
Pentel Pen
Ruler
Strips of reproductive parts of the given animals (Butterfly, frogs,
cats and dogs)

What to do
1. After the class discussion about the different reproductive parts of animals,
group the class into five and assign a leader or representative to lead the
group.
2. Give them the materials needed for the activity.
3. Instruct them to connect the different parts to form specific reproductive
system. Allow leaders to indicate number on each strip/part.
4. Paste the strips to form reproductive system

Male Reproductive Organ of a Dog Female Reproductive Organ of a Dog


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Male Reproductive Organ of a Cat Female Reproductive Organ of a Cat

Male Reproductive Organ of Frog Female Reproductive Organ of Frog

Male Reproductive Organ of a Butterfly Female Reproductive Organ of a Butterfly


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Guide Questions

1. Did the structures of male and female reproductive parts of each animal the
same? If not, identify those parts that are often seen from the charts both male
and female.

2. Did you connect each part appropriately?

3. What would happen if one of the parts for male and female reproductive
system is missing?

4. Among the given parts, which of them conveys the semen out from the
male reproductive organ?

Remember these

EVERY LIVING THING has a number of organ systems operating


to perform specific functions. If you were to examine one of these
systems, you would observe a number of parts working for distinct
purposes. An organ system resembles a running machine. Like a
machine with gears and gadgets working like clockwork to do a
single task, an organ system comprises organs working together to
carry out a particular function. A reproductive system is an organ
system for the creation of offspring.
Different animals completely possess complicated reproductive
parts. Let us study the different reproductive organs of a dog, cat,
frog and a butterfly.

Male Reproductive Organ of a Dog Female Reproductive Organ of a Dog

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Male Reproductive Organ of a Cat Female Reproductive Organ of a Cat

Male Reproductive Organ of a Frog Female Reproductive Organ of a Frog

Female Reproductive Organ of a Butterfly

Male Reproductive Organ of a Butterfly

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DAY 2-3

Activity 2: What are the functions of the reproductive parts of the


different animals?

Objective:

Explain the functions of the reproductive parts of butterfly, frogs, cats


and dogs

What you need:


Manila paper
Pictures of the reproductive parts of animals
Meta-cards containing the parts and functions

What to do
1. After the class discussion, divide the class into four groups.
2. Each group should have specific picture of reproductive system with
corresponding Meta-Cards (Parts and Functions of reproductive system).
a. Group 1- Frog
b. Group 2- Butterfly
c. Group 3- Cat
d. Group 4- Dog
3. Brainstorm and make an observation as to what function is really appropriate for
specific part.
4. Ask the leader and members to paste their answers on the manila paper.

GROUP I - FROG
ANIMAL PARTS FUNCTIONS
MALE

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ANIMAL PARTS FUNCTIONS
FEMALE

GROUP II - BUTTERFLY

ANIMAL PARTS FUNCTIONS


MALE

ANIMAL PARTS FUNCTIONS


FEMALE

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GROUP III - CAT

ANIMAL PARTS FUNCTIONS


MALE

ANIMAL PARTS FUNCTIONS


FEMALE

GROUP IV - DOG

ANIMAL PARTS FUNCTIONS


MALE

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ANIMAL PARTS FUNCTIONS


FEMALE

Guide Questions
1. What are the functions of male and reproductive system for the assigned
representative group of animals?
2. Write a short note about the function of the following:
Uterus
Vas deferens
Seminal vesicle
Ovarioles
3. Distinguish between the primary and accessory male reproductive organs
of mosquito, frog, cat and dog.
4. Distinguish between the primary and accessory female reproductive
organs of mosquito, frog, cat and dog.
5. Trace the path of the vas deferens from the epididymis to the ejaculatory
duct.

Remember these

PARTS AND FUNCTIONS

MALE REPRODUCTIVE SYSTEM OF DOG

In male dogs, there is no seasonal period


of increased or decreased sexual activity. Rather,
they can be stimulated at any time by nearby
females that are in season (heat).
In the male, the important structures of the

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reproductive system are the testicles, ductus or vas deferens, prostate gland,
and penis. Sperm production and storage occurs within the testicles. Upon
ejaculation, the sperm is transported to the prostate gland by the vas deferens.
Within the prostate, additional fluids are added to the sperm to nourish it and
aid in its transport from the penis and through the uterus.

The sperm and prostatic fluids, at the level of the prostate gland, enter
the common urethra and are carried from the body through the penis. The
penis of the dog has two specialized structures. The glans penis is a bulb-like
dilation at the base of the penis, which fills with blood and holds the penis
within the vagina during intercourse. Within the penis is a bone that
maintains the shape and direction of this organ during mating. The penis is
protected from the environment, as it is enclosed within the sheath or
prepuce.

FEMALE REPRODUCTIVE
SYSTEM OF DOG

The reproductive system of dogs


and humans are very similar. In
the female, the reproductive
system is composed of the
ovaries, oviducts, uterus, cervix,
and vagina. The ovaries are the
site of production of the
unfertilized eggs, and many of the
hormones responsible for heat
cycles and the maintenance of
pregnancy. The eggs pass from
the ovaries into the oviducts. These small finger-like tubes are the site of
fertilization by the sperm. From there the eggs pass into the uterus, which is
composed of the left and right horn and uterine body. The developing
embryos mature within the uterus, attached to its walls by the placenta which
also surrounds them

MALE REPRODUCTIVE ORGAN OF CAT


Prostate gland: Produces the seminal fluid.
Penis: Male reproductive organ which is
used in copulation.
Testicles: Manufacture and store sperm;
manufacture testosterone.

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FEMALE REPRODUCTIVE SYSTEM OF CAT


Ovaries: The bodies in the female cats reproductive
system which form the eggs or ova.
Uterus: Female internal reproductive organ where
fertilized eggs develop into kittens.
Vagina: Connects outer and inner female reproductive
systems; passageway for male cats penis during copulation;
canal through which kittens pass as they are being born.

MALE REPRODUCTIVE SYSTEM OF FROG


In the male frog the principal reproductive organs are a pair of testes
and the accessory reproductive
organs are :
1. Vasa Efferentia,
2. Bidder's Canal,
3. Collecting Tubules,
4. Urinogenital Ducts,
5. Cloaca and
6. Cloacal Aperture.

Male reproductive organs consist of a pair of yellowish ovoid testes,


which are found adhered to the upper part of kidneys by a double fold of
peritoneum called mesorchium. Vasa efferentia are 10-12 in number and after
arising from testes run through the mesorchium and enter the kidneys of their
side. In kidneys, these open into Bidder's canal, which finally communicates
with the urinogenital duct.
This duct emerges from the kidneys and finally opens into the cloaca.
The cloaca is a small, median chamber that is used to pass fecal matter, urine
and sperms to the exterior.

FEMALE REPRODUCTIVE SYSTEM OF FROG


In the female frog the principal reproductive
organs are a pair of ovaries and the accessory
reproductive organs are :
1. A pair of Oviducts,
2. Cloaca and
3. Cloacal Aperture.
Ovary : In the young frog each ovary is small, flat
and lobulated. In adult frog this is the same case during

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the period of year other than breeding season. The ovary is enveloped by
mesovarium, a thin layer of peritoneum. Several hollow sac-like structures
form the ovary. The lobulated appearance of the ovary due to those
structures. Initially the colour of the ovary is yellowish with small black spots.
The lumen of the ovary is part of the coelom. It is filled with coelomic fluid.
During the breeding season the wall of the ovary becomes studded
with a large number of ovarian follicles. Each Ovarian Follicle contains a
developing Egg. The ovarian follicles project towards the lumen of ovary.
Such an ovary greatly enlarges. It attains black color with light yellow spots.
Each oviduct is a long narrow and highly coiled tube. It is divided into three
parts in accordance with its structure and functions.
(1) Oviducal Funnel,
(2) Oviduct and
(3) Ovisac.
The anterior end of the oviduct forms a wide and fringed oviducal
funnel. The oviducal funnel is located on the dorsal side of the lung. The
margin and inner surface of the oviducal funnel is lined by ciliated
epithelium. The oviducal funnel leads into the oviduct. This oviduct is
straight and thin-walled for a short distance. Thereafter it becomes highly
coiled and thick-walled. This coiled oviduct runs posteriorly along the outer
side of the kidney. The hinder portion of the oviduct becomes very thin
walled. It is sac-like and is called ovisac. The ovisac opens of the posterior end
in the dorsal wall of the cloaca by its individual apertures lying anteriorly to
the openings of ureters. The cloaca opens to the exterior by a cloacal aperture
at the posterior end of the body.
The release of ovum in female is termed as spawning.

MALE REPRODUCTIVE SYSTEM OF BUTTERFLY

Testes: Two testes in monarchs (and other animals)


produce sperm. Monarch testes are bright red, and
are held together in a single sac.
Vas deferens: The vas deferens is a tube with a fairly
thick covering that connects the testes to the
ejaculatory duct.
Accessory glands: Lepidopteran accessory glands
produce secretions that may facilitate sperm
transfer, produce cues to prevent remating by the
female, and provide nutrients for the female.
Ejaculatory duct: The ejaculatory duct is a long tube
that carries sperm from the vas deferens and
secretions from the accessory glands to the aedeagus

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(penis). The ejaculatory duct is quite complex in insects in which a complex
spermatophore is formed, like monarchs.

Aedeagus: The insect intromittent organ (penis) is called the aedeagus.


In Lepidoptera, this is held within the last abdominal segments except during
mating. It is a continuation of the ejaculatory duct, and is inserted into the
female during mating. Sperm and accessory gland materials move through
the aedeagus into the bursa copulatrix of the female.

FEMALE REPRODUCTIVE SYSTEM OF BUTTERFLY

Bursa copulatrix: The bursa copulatrix is a sac-like organ in female


Lepidoptera in which the spermatophore is stored immediately after mating.
It secretes enzymes that break the spermatophore down into nutrients that
can be used by the female.
Sperm duct: The ductus seminalis, or sperm duct, is a tube that connects the
bursa copulatrix to the common oviduct. Sperm move through it to get to the
spermatheca.
Spermatheca: Sperm are stored in the spermatheca, a storage pouch at the
end of a long, tubular gland called the spermathecal gland. This gland
produces secretions that probably provide nutrients for the sperm.
Ovaries and Ovarioles: Lepidoptera have two ovaries, each of which consists
of four ovarioles. Oocytes (eggs) are produced here.
Common oviduct: The two ovaries connect to a tube called the common
oviduct.
Vulva: The opening through which eggs are laid is the vulva.

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Day 4

Activity 3: What is the mode of reproduction of butterfly, frog, cat and dog?

Objective:
Describe the mode of reproduction of butterfly, mosquito, frog, cat and
dog.

What you need:


Video presentation sexual reproduction
https://www.youtube.com/watch?v=tFZeyFbBLXE
asexual reproduction
https://www.youtube.com/watch?v=2WNoErUFAvI
Pictures of representative animals

What to do
1. After watching the educational video about the modes of reproduction of
animals, group the class into five. Ask them to choose a leader.
2. Provide them the pictures of representative animals (Butterfly, frogs, cats
and dogs)
3. Ask them to follow the standards in performing the activity.
4. Allow them to identify and describe the mode of reproduction of the
selected animals.
5. Use the chart to record your answer.

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MODE OF
ANIMALS DESCRIPTION
REPRODUCTION

Guide Questions
1. Do animals reproduce the same way?
2. How does each animal reproduce?
3. What are the processes in sexual and asexual reproduction?
4. Aside from the given animals, give 3 other animals with the same mode of
reproduction.

Remember these

Reproduction involves the transfer of genetic material from


parent to offspring.
Two main modes of reproduction: sexual and asexual
reproduction. Some organisms reproduce by only one mode of
reproduction and others can reproduce by both.
In sexual reproduction, two parent organisms are involved: the
male and the female. The female parent produce egg cells, and
the male parent produces sperm cells. When the egg cell unites
with the sperm cell, the process is called fertilization. Ex. dog,
cat,
The mode of reproduction where cells from only one parent are
used and no reproductive organs are involved, is called asexual
reproduction. Ex. starfish, sea animones, earthworm
Fertilization in dogs and cats takes place inside the females
body (internal fertilization).
Fertilization in frogs happens outside the body; that is, in water
where they live (external fertilization)

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Day 5

Activity 4- What activities do butterfly, mosquito, frog, cat and dog


manifest prior to reproduction?

Objective:

Perform a stage play manifest by the butterfly, mosquitoes, frogs, cats


and dogs prior to reproduction

What you need:


Video clips
Localized materials necessary for props making resembling animals

What to do
1. Divide the class into four groups and assign a particular animal for their
activity.
GROUP I DOG
GROUP II CAT
GROUP III BUTTERFLY
GROUP IV - FROG
2. Let them watch a video clip showing significant activities of animals prior
to reproduction.
3. Ask the group to create a story in relation to the activities of an animal
before the reproduction stage.
4. Give them an ample time to finish the activity.
5. Instruct the leaders to involve all members in the stage play.

Guide Questions
1. What was your activity all about?
2. What conspicuous activities have shown of each animal prior to
reproduction stage base from the video clip or stage play? List them in an
order manner.
3. Do they manifest the same activity?
4. Relate their activities to human before the reproduction stage.
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Remember these

Reproduction in butterflies begins with courtship, during


which the male vigorously flaps its wings, releasing a dust of
microscopic scales carrying pheromones above the female's
antennae.
These male pheromones act as a sexual stimulant to the
female. Some males release additional pheromones from "hair
pencils" under the abdomen. Female butterflies that are ready
to mate dispense with courtship.
A female will display certain behaviors during heat.
Rolling on the floor
rubbing against objects with noticeable intensity
rub their head or neck on objects
Flexing the claws and stretching
strange howling that can go on for several minutes
spray urine in the same manner that is usually
associated with tomcats
adopt postures suggestive of a desire to mate - tail
raised, rear end elevated
strong desire to escape the house may develop
Some cats follow their owners around very persistently
when in heat

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WEEK 6: Describe the Reproductive Parts in Plants and their Function


(S5LT-II-f-6)

Day 1
Activity 1: What are the male reproductive parts of plants?

Objective:

Describe and identify the male reproductive parts of plants .

What you need:


picture of a flower
video presentation
https://www.youtube.com/watch?v=HuKa57OJ_iA
meta-cards containing the parts of a flower

What to do

Group Activity: (Male Reproductive Organ of a Flower)


1. After the video presentation, instruct the pupils to perform the activity.
2. Arrange the words to form the different male reproductive parts of a
flower.
3. Complete the table below.

MALE
1. A S M E T N

_______________________________

2. A H R T E N

_______________________________
3. L M E A T I N F

_______________________________

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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II. Label the parts of the Male Reproductive Parts of a Flower.

MALE REPRODUCTIVE PARTS OF A FLOWER

III. Decode the secret message in the scroll below with the help of the
corresponding symbols provided. Write each letter below and complete the
message.

LEGEND:
1-A 7-G 13-M 19-S 25-Y
2-B 8-H 14-N 20-T 26-Z
3-C 9-I 15-O 21-U
4-D 10-J 16-P 22-V
5-E 11-K 17-Q 23-W
6-F 12-L 18-R 24-X

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
20 8 5 13 1 12 5 18 5 16 18 15 4 21 3 20 9 22 5 16 1 18 20 19

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
15 6 6 12 15 23 5 18 19 1 18 5 1 14 20 8 5 18 1 14 4

__ __ __ __ __ __ __ __ .
6 9 12 1 13 5 14 20

Guide Questions

1. What are the parts of a flower?


2. What are the male reproductive parts?

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Remember these

Flowers are the sexual organs in angiospermic plants. They


may be bisexual having both male and female parts in the same
flower (perfect flower) or unisexual with each flower being male or
female only (imperfect flower).

MALE REPRODUCTIVE PARTS OF A FLOWER


The stamen is the male reproductive organ of the flower. It
is made up of the slender filament and the supporting anther. The
number of stamens is usually the same as the number of petals. All
stamens together form the androecium.

MALE REPRODUCTIVE PARTS OF A FLOWER

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Day 2
Activity 2: What are the female reproductive parts of plants?

Objective:

Describe and identify the female reproductive parts of plants.

What you need:


picture of a flower
video presentation
https://www.youtube.com/watch?v=HuKa57OJ_iA
meta-cards containing the parts of a flower

What to do

1. After watching the video about the female reproductive parts of a plant, the
pupils will perform the activity below.
2. The pupils will be given 5 minutes to perform the activity.

I. Direction: Determine the concept given in the maze and write it on the box
below. Start with the letter to where the arrowhead is pointing.

E P R O
R D F L O W
S T Y L
E U F E
, E
L C O R
A A
A T S S Y
N M
START HERE M I T A R
D G
E V R R A
S T I
T H E F E P A E O V

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Grade 5 Quarter 2 Learners Materials
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LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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II. Label the female reproductive parts of a flower.

FEMALE REPRODUCTIVE PARTS OF A FLOWER

III. Find the words in the box about the female reproductive parts of a flower.
Some of these words are written from right to left or vice versa, top to bottom
or diagonally.

O O F D H G R Q F
A V G R N D W A X
U D A Y R R A F A
R G M R D T S T W
S J N J Y Y R R R
D U B S T I G M A
T T G S G J G B D
Y R V A G K H C G
K E L Y T S M B N

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Guide Questions

1. What are the female reproductive parts of a flower?

Remember these

FEMALE REPRODUCTIVE PARTS OF A FLOWER

The female part of the flower is called the pistil. A pistil may be
made up of one or more carpels. The pistil is made up of the stigma,
style, ovary and ovule.

FEMALE REPRODUCTIVE ORGAN OF A FLOWER

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Day 3

Activity 3: What are the functions of the male reproductive parts of a


flower?

Objective:
Explain the function of each male reproductive part of a flower.

What you need:


video presentation
https://www.youtube.com/watch?v=7G9Jozhr7H0
manila paper
picture of a flower
metacard

What to do
1. After watching the educational video about the functions of the male
reproductive parts of a flower, the pupils will be grouped into five. They will
assign a leader and rapporteur.
2. Each group will be given an envelope with the materials needed in the
activity.
3. The pupils will accomplish the graphic organizer provided to them.
4. They will be given 10 minutes to perform the activity.
5. Each group will present their answers.

___________________________________________________________________________________________
Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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II. Rearrange the letters of the scrambled words given to form the male
reproductive parts of a flower. Next, fill in the blanks with the correct words
to complete the statement.

a. M T S A E N : ___ ___ ___ ___ ___ ___


The male parts of a flower is called ___ T ___ ___ ___ ___.
A ___ ___ ___ ___ ___ produces and contains pollen. It is usually on
top of a long stalk that looks like a fine strand of hair.
___ ___ L ___ ___ ___ ___ ___ is the fine hair-like stalk that the anther
on top of it.

Guide Question
1. Explain the function of the following parts of a flower namely:
a. anther
b. filament

Remember these

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Day 4-5

Activity 4: What are the functions of the female reproductive parts of


a flower?

Objective:
Explain the function of each female reproductive part of a
flower.

What you need:


video presentation
https://www.youtube.com/watch?v=7G9Jozhr7H0
manila paper
picture of the female reproductive parts of a flower
metacard

What to do
1. After watching the video about the functions of the female reproductive
parts of a flower, the pupils will be grouped into five. They will assign a
leader and rapporteur.
2. Each group will be given an envelope with the materials needed in the
activity.
3. The pupils will accomplish the graphic organizer provided to them.
4. They will be given 10 minutes to perform the activity.
5. Each group will present their answers.

___________________________________________________________________________________________
Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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II. Determine the concept given in the maze and write it on the lines below.
Start with the letter to where the arrowhead is pointing.

S
T
A P R F A , S D O
R E O O F Y T N V
T R D S L R Y A U
E U T O A L , L
T L C R W V E A E
H A T A E O , M
E M I P R E S G
F E V E A R T I

ANSWER:

___________ ___________ ___________ ___________ ___________


___________ ___________ ___________ ___________ ___________
___________ ___________ ___________.

III. Match the item in column A with those in column B by using line.

the structure that encloses the


Ovary undeveloped seeds of a plant

the stalk, or middle part, of the


female organ in plants
(connecting the stigma and ovary)
Stigma

The part of the ovary that


becomes the seed.

Style

the tip of the female organ in


plants, where the pollen lands

Ovule
this is the fine hair-like stalk that
the anther sits on top.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Guide Question
1. Explain the function of the different female reproductive parts of a flower.
a. style
b. stigma
c. ovary
d. ovule

Remember these

PARTS AND FUNCTIONS

OF THE FEMALE REPRODUCTIVE PARTS OF A FLOWER

It is the sticky bulb that lies at the


center of the flower. It is the part of
STIGMA the pistil that receives the pollen
grains. The pollen grains germinate
in the stigma

STYLE This is the long stalk that the


stigma sits on top

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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The part of the plant, usually at the


bottom of the flower, which
contains the eggs or ovules. It
OVARY supports the long style. After
fertilization, the ovary matures and
becomes the fruit. The ovule
matures and becomes the seed

This is the long stalk that the


OVULE
stigma sits on top

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Describe the different modes of reproduction in flowering


WEEK 7 and non-flowering plants such as moss, fern mongo
and others (S5LT-IIg-7)

DAY 1-2
Activity 1: What is the mode of reproduction in flowering plants?

Objective:
Describe the different modes of reproduction in flowering plants.
Describe sexual reproduction.

What you need:


Video presentation sexual reproduction
https://www.youtube.com/watch?v=2ycl2E9r-_o
pictures of the following plants
Group I Papaya
Group II Watermelon
Group III Orange
Group IV Eggplant

WATERMELON
PAPAYA

ORANGE EGGPLANT
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What to do

1. After watching the educational video about the mode of reproduction of


plants (sexual reproduction), group the class into five. Ask them to choose a
leader and a rapporteur.
2. Provide them the pictures of the different plants (papaya, watermelon,
orange, and flower)
3. Ask them to follow the standards in performing the activity.
4. Allow them to identify and describe the mode of reproduction of the given
plants.
5. Use the graphic organizer below.

GROUP I PAPAYA

MODE OF REPRODUCTION DESCRIPTION

___________________________
___________________________
___________________________
___________________________

GROUP II WATERMELON

MODE OF REPRODUCTION DESCRIPTION

___________________________
___________________________
___________________________
___________________________

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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GROUP III ORANGE

MODE OF REPRODUCTION DESCRIPTION

___________________________
___________________________
___________________________
___________________________

GROUP IV EGGPLANT

MODE OF REPRODUCTION DESCRIPTION

___________________________
___________________________
___________________________
___________________________

Guide Question

1. What is the mode of reproduction of the following plants?


a. papaya
b. watermelon
c. orange
d. flower
2. Describe sexual reproduction.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Remember these

SEXUAL REPRODUCTION IN PLANTS

Reproduction is one of the most important characteristic of


all living beings. It is the production of ones own kind. It is
necessary for the continuation of the species on earth and also to
replace the dead members of the species. The process by which
living organisms produce their offspring for the continuity of the
species is called reproduction.
Sexual reproduction involves fusion of male and female
reproductive cells (gametes) which are haploid produced by male
and female reproductive organs. This fusion is known as
fertilization and results in the production of a zygote (diploid).
Further development of zygote gives rise to a new individual which
is diploid.

FLOWERING PLANTS
Flowering plants or angiosperms comprise the most varied
group of plants. It is estimated that there are 260,000 species of
flowering plants and this is 88% of all species in the plant kingdom.
The term angiosperm comes from two Greek words: angeion
meaning vessel, and sperma meaning seed. These plants
develop seeds within a surrounding layer of tissues.
Angiosperms are characterized by the presence of the
following:
a. Flowers. the flowers are the plants reproductive organs.
They are the most impressive and remarkable feature of these
plants.
b.Endosperm within the seeds. The endosperm is the highly
nutritious tissue that provides the food requirement of the growing
embryo.
c. Fruits that contain the seeds.

Flowering plants can be grouped according to seed leaf


types, namely, monocots and dicots.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Monocots are angiosperms that grow one-seed leaves. The main


vein leaves are not branched. There are almost 70,000 species of
monocots. These include grasses, grains like wheat, rice, corn and
oats, lilies, orchids and palms. Fruits like bananas and oranges also
belong to this group.

FLOWER
FLOWER

BANANA OAT

On the other hand, dicots are angiosperms that grow two-


seed leaves. The leaves usually have a single main vein that starts at
the base of the leaf blade, or three or more main vein that spread
out from the base of the leaf. There are 180, 000 species of
dicotyledons or dicots. These include roses, magnolias, cacti,
daisies, and most types of trees, shrubs, vines, fruit and vegetable
plants and flowers.

Angiosperms are the types of plants that bear flowers and


fruits. The flower is the reproductive structure or organ. Flowers,
also called blooms or blossoms, are usually brightly colourful,
scented and attractive to insects and other pollinators. However,
not all flowers are colourful. Not all flowers smell good. Some have
a very pungent odor that smells like rotting meat.

The flower consists of many different parts. Some of the


most important parts are separated into both male and female
parts.

___________________________________________________________________________________________
Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Day 3-5
Activity 2: What is the mode of reproduction in non-flowering plants?

Objective:
Describe the different modes of reproduction in non-flowering
plants.
Describe asexual reproduction

What you need:


Video presentation asexual reproduction
https://www.youtube.com/watch?v=rpwEyxC_ZY0
pictures of the following plants
Group I cycads
Group II fern
Group III moss
Group IV conifers

CYCAD FERN

MOSS CONIFER
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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What to do

1. After watching the video presentation about the mode of reproduction of


plants (asexual reproduction), group the class into five. Ask them to choose a
leader and a rapporteur.
2. Provide them the pictures of the different plants (mongo, ferns, moss and
conifers)
3. Ask them to follow the standards in performing the activity.
4. Allow them to identify and describe the mode of reproduction of the given
plants.
5. Use the graphic organizer below.

GROUP I CYCAD

MODE OF REPRODUCTION DESCRIPTION

___________________________
___________________________
___________________________
___________________________

GROUP II FERN

MODE OF REPRODUCTION DESCRIPTION

___________________________
___________________________
___________________________
___________________________

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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GROUP III MOSS

MODE OF REPRODUCTION DESCRIPTION

___________________________
___________________________
___________________________
___________________________

GROUP IV CONIFER

MODE OF REPRODUCTION DESCRIPTION

___________________________
___________________________
___________________________
___________________________

II. Determine the concept given in the maze and write it on the lines below.
Start with the letter to where the arrowhead is pointing.

BEGIN ASEXUAL REPRODUCTION

O D E U N T G A
R U V N E W F M
P C I I R I O E
O E E T T A T N T
F R D A P P H O E S
F E F T R A O I S L
S R R E O Y U S O L
P A O G D B T U R E
R G M E U D A F S C
I N A V C E N Y E X
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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ANSWER:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

III. Spot 10 words associated with Asexual Reproduction of Plants in the maze
below. The letters of each word are written side by side in any direction.

F Q C O N I F E R S N A R
Y R C H B E D T G C T W H
C S A H S R W R F V S E I
Y C V G D G E F A M A S Z
C D B E M A R G S J E E O
A G N R I E G H E T W R M
D T H T S S N M X G Q D E
S H M Y S D H T U S I T S
T M O O I F N K A D O Y I
G B S I O G B U L T N U O
F G S U N U U Y D T I M U
I F E H Y P D T S Y F O Y
S D S G U O D F T R D B N
S S Y B J L I G Y D F H F
I Y R R G K N U U R E F S
O U D T D J G J I G R D D
N I F H S N J F M I N T R
B A G S P O R E S K S Y E

Guide Question

1. What is the mode of reproduction of the following plants?


a. cycads
b. moss
c. ferns
d. conifers
2. Describe asexual reproduction.

___________________________________________________________________________________________
Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
---------------------------------------------------------------------------------------------------------------------------

Remember these

In Asexual mode of reproduction, offspring are reproduced from a


vegetative unit produced by a parent without any fusion of gametes or sex
cells.
A single parent is involved
Offsprings are genetically identical to the parent.

Asexual reproduction may be of the following types


Fission : As in unicellular organisms like bacteria and yeast where the
content of the parent cell divides into 2, 4 or 8 daughter cells and
accordingly the fission is known as binary or multiple fission. Each
newly formed daughter cell grows into a new organism.

Budding : A bud like outgrowth is formed on one side of the parent


cell and soon it separates and grows into a new individual e.g. in yeast.

Fragmentation : In filamentous algae, an accidental breaking of the


filament into many fragments, each fragment may give rise to a new
filament of the algae by cell division e.g. Spirogyra.

Spore formation : In lower plants including bryophytes and


pteridophytes, special reproductive units develop asexually on the
parent body. These are called spores. They are microscopic and
covered by protective wall. When they reach the suitable environment
they develop into a new plant body e.g. in bread moulds, moss, fern.

EXAMPLES OF NON-FLOWERING PLANTS

1. MOSSES
There are approximately 12, 000 species of moss. Mosses are small and
soft plants that grow together in clumps or mats. These mats or clumps grow
in damp or shady areas. Mosses do not absorb water or nutrients through
their roots but through their leaves.
In asexual reproduction, mosses reproduce when stems separate from
a dying or dead large clump of moss. Sometimes, bits of stems or leaves are
broken off and become separated. In both cases, the separated plant parts
regenerate and re-grow into new individuals.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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MOSSES

2. FERNS
Ferns possess true roots, stems and complex leaves and they
reproduce by pores. The number of fern species is about 9,000 but
estimates have ranged to as high as 15,000. Ferns are most
abundant in the tropics especially in the tropical rain forest. Many
of the species grow as epiphytes upon the trunks and branches of
trees. Ferns like moist and humid habitats with low light.
The delicate leaves of ferns are called fronds. The horizontal
stems of ferns are called rhizomes. The roots grow out of rhizome.
Ferns dont have seeds. Instead, they have spores. These can be
found on the underside of the fronds.
In ferns, the spores are enclosed in structures called
sporangia. The individual sporangium is grouped together in
clusters called sori (singular, sorus). These form yellowish or
brownish masses arranged on the edge of the under surface of the
fronds.

FERNS

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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3. CONIFERS
Conifers are cone-bearing trees or shrubs. Typical examples
of conifers include cedars, cypresses, firs, and pines.
Most conifer trees are evergreen and are specially adapted to
survive in areas with lots of snow. Other conifers are cone-shaped
in terms of tree form, and snow slides off then so the branches do
not break. The leaves or needles of coniferous trees lose less water
than other kinds of leaves. This also helps them survive. There are
about 600 species of conifers.

CONIFERS

4. CYCADS
Cycads are seed plants with a crown of large, hard and stiff,
innately compound leaves and stout woody trunks. They grow
very slowly and live very long, some being as old as 1,000 years.
Cycads were common plants about 250 million years ago. Today,
there are about 150 species of cycads. They grow in the tropics and
subtropics. Cycads look like palms, but they arent. Their naked
seeds are exposed to the air for direct fertilization by special
pollinators.
Cycads can produce sexually or asexually.
In asexual reproduction, cycads produce stem offshoots or
suckers called pups. These can be separated and rooted to grow
into a new plant.
In sexual reproduction, the individual plants contain either
all male cones or strobili (singular, strobilus) or all female cones.
The male strobili contain the pollens while the female strobili
contain the ovules.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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INTERACTIONS AMONG LIVING THINGS AND NON-LIVING
THINGS IN ESTUARIES AND INTERTIDAL ZONESS
CODE: 5LTIIh-8
WEEK 8, DAY 1
ACTIVITY # 1: SEE THE DIFFERENCE
(Group Activity)

Objective:
Identify freshwater ecosystem from saltwater ecosystem or estuaries.

What you need:

2 kind of plants
Marker
2 liters of tap water
10 grams of table salt
Pebbles
Manila paper

What to do:

1. Let the pupils do the following activity by group named Saltwater vs.
Freshwater
2. Fill the container with tap water and another one with salt and water then
stir. Tag each container with saltwater and freshwater using a marker.
3. Place plants in each container; examine each plant after 45 minutes.
4. Allow each group to work on the activity in the designated station.
5. Give each group at least 1 whole sheet of manila paper where they can
write their observations and answer to the different guide questions.
6. Ask a representative of each group to post their observations and answers
to the different questions on the board.

____________________________________________________________________________________________________
Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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SET A SET B
(Salt Water) (Fresh Water)

Guide Questions:

1. What happen to the plant when you put in salt water? fresh
water?
2. Why does the plant in salt water withered?
3. Why does the plant in fresh water stay the same?
4. What is the explanation behind this?

Remember these:

Ecosystem is formed by the interaction of a community of organisms with their


environment.
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.
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 expose to
air at low tide.

References: The New Science Links Grade 5 (Worktext in Science and Technology) by:
Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion p. 178

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
---------------------------------------------------------------------------------------------------------------------------------------
WEEK 8, DAY 2
ACTIVITY # 2: WHERE DO I BELONG?
(Group Activity)

Objective:
Identify plants and animals found in an estuary and intertidal
zone.

What you need:

Illustration of an estuary and intertidal zone.


Cartolina
Marker
Masking tabe

What to do:

1. Form two (2) groups and choose among your group who will act as leader
and presenter.
2. Get the materials to be used for the activity.
3. Using the cartolina, copy the table and write the organisms that fall into
producers, consumers, scavengers, and decomposers. Add additional table
if possible.

Producers Consumers Decomposers

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DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Guide Questions:
1. What are the organisms found in the estuary and intertidal zone?
2. What did you notice with the organisms?
3. How do they depend on one another?

Remember these:

Estuaries are body of water near the coast where fresh water from rivers and
streams flows into the ocean and mixes with salt water.

Salt dominates in estuaries, and this is the reason why estuaries are called
hostile environments. Plants found in estuaries need to be adapt in salty
condition, strong currents and storm waves, varying exposure to sunlight and
winds, and low oxygen level in muddy soils. Having too much salt can kill
many types of plants. There are many types that are found in estuaries. The
amazing diversity of the animals in the estuary are helped and supported by
the complex food web in the place.
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Grade 5 Quarter 2 Learners Materials
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LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Intertidal Zone is known as the area where land meets the sea, between high
and low tides. This area is covered with water at high tide, and exposed to air
at low tides. Its communities are found sandy beaches and long rocky
shorelines. Many species of animals and plants stay in the intertidal zone.
Most of the animals are invertebrates that constitute a wide group of
organisms.

Producers are green plants that capture energy and use it to produce food from
inorganic compounds.

Consumers are organisms that eat other organisms.

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Decomposers are break down remains of dead organisms.

References: The New Science Links Grade 5 (Worktext in Science and Technology) by:
Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion p. 181 & 192

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DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 8, DAY 3-4
ACTIVITY # 4: WHO EATS WHO?
(Group Activity)

Objective:
Construct food chains to show feeding relationships among
living things.

What you need:

Cut-out pictures of different organisms found in estuaries and


intertidal zones.
Double sided tape
Marker
Cartolina or Manila paper

What to do:

1. Form two (2) groups and choose among your group who will act as
leader and presenter.
2. Get the materials to be used for the activity.
3. Form a food chain using the cut-out pictures following the guide below.
Arrange the organisms according to their feeding relationship.
4. If you are done with it you need to clap for the presentation purposes,
first to finish, first to report their work.

Group 1 (Estuary)

_________________ _________________ _________________


Producer Primary Consumer Secondary Consumer

_________________ _________________
Decomposer Tertiary Consumer

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DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Group 2 (Intertidal Zone)

_________________ _________________ _________________


Producer Primary Consumer Secondary Consumer

_________________ _________________
Decomposer Tertiary Consumer

GROUP 1 (ESTUARY)

Aquatic Salt Water Haw

Cra Mud Sea

Sandpipe Small Bacteria


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DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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GROUP 2 (INTERTIDAL ZONE)

Crab Star Fish Turtle

Jellyfish Gouper fish Sea weeds

Bacteria Prawns Small fish

Guide Questions:
1. What are the organisms in your food chain?
2. Which is the producer, primary consume, secondary consumers, tertiary
consumers and decomposer?
3. What does it show?
4. What do you think will happen if there are no plants in these ecosystems?

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Remember these:
1. Food Chain is a series of organisms where each member is eaten in turn by
another. The energy is reduced as it passed on from one organism to another.
The food chain shows the feeding relationship of organisms.
2. The sun is the ultimate source of energy
3. Through photosynthesis, the light energy from the sun is converted to store
energy and this occurs in the chloroplast of the plants.

References: Science Journey 5 pp. 135-136


https://www.pinterest.com

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Grade 5 Quarter 2 Learners Materials
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LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 8, DAY 5
ACTIVITY # 5: INTERTWINING THE WEB
(Group Activity)

Objective:
Construct food web to show feeding relationships among living things.

What you need:


Ball of yarn
Cut-out pictures of organisms found in estuaries and intertidal zone
Cut-out picture of sun
Tape to attach pictures to clothing

What to do:

1. Tell the pupils that they will make a food web.


2. Have them stand in a circle and introduce themselves as the plant or animal
they represent.
3. The learner with the sun picture should stand in the center. They should look
around and ask themselves

a. Who in the circle could I give my energy to? (Who might eat me?)
b. Who in the circle could give me energy? (Whom could I eat?)

c. Explain that the ball of yarn represents sunbeams or energy from the sun. Ask
the pupils representing the sun to hold the end of the yarn tightly and toss the
ball to someone who can use that energy (a green plant). When a pupils
representing the green plant catches the ball of yarn, he or she should hold a
piece of the yarn and throw the ball to someone else that could use the
energy.

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Guide Questions:
1. Have we made food chains?
2. What does our entire food chains together look like?
3. What is a food web?
4. What would happen if all the green plants died?

Remember these
Food Web is an interconnected food chain.

The only difference is that in a food web, animals that can feed on different
organisms are taken into account. This creates balance in the ecosystem.
If the green plants die (The producers), there will be no life existing in the
ecosystem.
References: Science Journey 5 p. 136

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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PROTECTING AND CONSERVING ESTUARIES AND
INTERTIDAL ZONES
CODE: S5LT-Ii-j-10
WEEK 9, DAY 1
ACTIVITY # 1: MIND TO PROTECT
(Group Activity)

Objective:
Identify ways on how to protect and conserve estuary.

What you need:


Pictures of Puerto Prinsesa Underground River, Pasig River-Manila
Bay Estuary, Baler Aurora Estuary and Estuary in Las Pias
Marker
Manila Paper
Tape to attach pictures

What to do:

1. Form four (4) groups and designate a leader for each group to act as a
reporter (let the pupils assign their leader).

2. Get the task card containing the different pictures of estuary and the
materials needed for the activity.

3. Listen to the instructions to be given by your teacher.

4. The leader will open the task card and let the pupils describe the pictures
inside.

5. Solicits all the ideas of each member and make a simple presentation about
the activity.

6. If you are done with it you need to clap for the presentation purposes, first
to finish, first to report their work.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Task Card: Contains pictures of different estuaries in the Philippines

Puerto Prinsesa Underground River

Pasig River-Manila Bay Eatuary

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LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Baler, Aurora Estuary

Estuary in Las Pias

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Guide Questions
1. Tell something about the picture. Give some ideas that describe the pictures.
2. What do we call them?
3. Do you think there are organisms living in those places? Why?
4. What possible cause can you give from the condition of the sample estuary?
5. Cite some ways on how to protect or conserve our estuaries.

Remember these

At your home, In fertilizers, Make sure you keep you will keep it from
washing into our streams and waterways.
Be careful before you pour any hazardous products. Many of these
products may flow from drains through sewage plants into coastal
river and estuaries.
Products for lawn care should be used sparingly. Always follow the
directions carefully. These products can affect other plants and animals
if they reaches estuaries.
Along waterfront, observe care for waterside trees and shrubs.
Restore riverside grasses, shrubs, and trees are important to filter
pollutants.
Keep soil from eroding.
At the beach, keeping more fish alive is vital to everyone.
Respect life in rocks.
When you leave the beach, be sure to bring your trash with you.
Watch out for contamination.

References: The New Science Links Grade 5 (Worktext in Science and Technology) by:
Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion pp. 183-184

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 9, DAY 2
ACTIVITY # 2: LEND A HAND TO PROTECT
(Group Activity)

Objective:
Explain the need to protect and conserve estuaries.

What you need:

Reference Science Book


Periodicals or magazines with pictures about estuaries
Manila paper
Marker
Scissors
Glue/Paste

What to do

1. Form four (4) groups and designate a leader for each group to act as a
reporter (let the pupils assign their leader).
2. Using your periodicals and references, research on Why do we need to
protect and conserve organisms in estuaries.
3. Copy the date table in your manila paper
4. Include clippings and pictures in your report.
5. Solicits all the ideas of each member and make a simple presentation
about the activity
6. Shout your groups name to inform your teacher that youre already done
with the activity.
7. Report your outcomes to the class.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Organism Why do we need to


How can we protect and
protect and conserve
conserve them?
them?

Guide Questions
1. What organism did you include in your data table?
2. How can we protect and conserve them?
3. Why do we need to protect and conserve them?

Remember these
Estuaries provide us with a wide range of resources, benefits, and
services. Estuaries provide places for habitat of valuable species of
plants and animals, recreational activities, scientific study, important
centers for transportation, and international commerce. Estuaries are
irreplaceable natural resources that must be managed carefully for the
mutual benefit of all who enjoy and demand on them.
Estuaries often called nurseries of the sea. Thousands of species of
birds, mammals, fish, and other wildlife depend on estuarine habitats
as place to live, feed, and reproduce. Moreover, many marine
organisms, including most commercially important species of fish
depend on estuaries at the time when they are completing their life
cycle development.
Many estuaries are important centers for commerce and recreational
activities. Their important commercial value and resources provide
economic benefits for tourism, fisheries, and recreational activities.
Estuaries perform other valuable services as they help maintain a
healthful ocean environment. Water draining from uplands carries
sediments, nutrients, and other pollutants to estuaries.

Reference: The New Science Links Grade 5 (Worktext in Science and Technology) by: Evelyn
T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion pp. 182

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 9, DAY 3
ACTIVITY # 3: ACT TOGETHER

Objective:
Identify ways on how to protect and conserve intertidal zone.

What you need:

LCD Projector/TV Set/Laptop Computer


Movie clip about intertidal ecosystem
Paper and pen

What to do

1. Download a video clip about intertidal ecosystem.


https://www.youtube.com/watch?v=B0twRIrHWA0

2. Let the pupils watch the video clip and t list down the important facts
about the documentary that they have watched.

3. After watching, answer the guide questions.

Video Clip (Intertidal Ecosystem)

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Guide Questions
1. What can you say about the video?
2. What did the people do to the shore line?
3. Can you give other ways in protecting intertidal ecosystem?
4. If you were the director of the video clip, what title can you give after
watching it?

Remember these
An intertidal zone is the area between high and low tides. Although this zone
is considered as a harsh habitat, many species of animals can adapt to this
environment. The intertidal zone is home to many species of plants and
animals that are mostly invertebrates.
We need to protect and conserve the intertidal zones, too. Here are some
practices/ways that have been established to protect intertidal species.
o Protect diversities in the intertidal community
o Provide source of water supply for breeding stock so that useful areas nearby
can be sustained
o Harvesting of intertidal species should be regulated and undertaken at
sustainable levels.
o Avoid dumping garbage and chemical in the intertidal zones.
The intertidal zone is home to a wide variety of organisms. Their survival
depends not only in their ability to adapt in this challenging environment but
also from the help of people around them.

Reference: The New Science Links Grade 5 (Worktext in Science and Technology) by: Evelyn
T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion pp. 192

https://www.youtube.com/watch?v=DR1gP5S6Bsk

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 9, DAY 4
ACTIVITY # 4: WHAT CAN YOU DO?
(Group Activity)

Objective:
Explain the need to protect and conserve intertidal zones.

What you need:

Four (4) picture showing bad effects of intertidal zone pollution


Manila paper
Marker
Glue
Tape

What to do

1. Form four (4) groups and designate a leader for each group to act as a
reporter (let the pupils assign their leader).
2. Describe what is shown in the given picture.
3. Copy the data table in your manila paper
4. Solicits all the ideas of each member and make a simple presentation about
the activity.
5. Shout your groups name to inform your teacher that youre already done
with the activity.
6. Report your findings to the class.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Picture showing bad What do people need


What does the picture
effects of intertidal zone to do to protect and
show?
pollution conserve it?

Red Tide

Chemical Waste

Fish Kill

Oil Spill

Guide Questions
1. What does each picture show?
2. What is its effect to our intertidal environment?
3. What do we need to do to protect it?
4. Why do we need to protect the intertidal environment?

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DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Remember these:
The intertidal zone is home to a wide variety of organisms. Organisms in
this zone are able to adapt to allow them to survive in this challenging,
ever-changing environment.
Pollution poses threats to tidal pool animals and plants. Coastal pollution
includes discarded trash, sewage spills, and toxic chemical run offs.
Increased development in coastal regions can also damage tide pools
through the introduction of contaminants.

We need to protect and conserve the intertidal environment because it


serves as a home to a wide variety of organisms, serve as hatchery for
marine organisms. Some humans harvest animals and plants from
intertidal zone for food.

References: The New Science Links Grade 5 (Worktext in Science and Technology)

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 9, DAY 5
ACTIVITY # 5: WORKING AS ONE

Objective:
Construct a poster depicting protection and preservation
estuary and intertidal zone.

What you need:

Long bond paper (8.5x13 inches)


Oil pastel or Crayons
Pencil

What to do

1. Instruct the pupils to create a poster with a theme: Estuaries and

Intertidal Zone: Protect them and they will Shelter You.

2. Give them 40 minutes to finish their work.

3. If ready, post the output on the blackboard.

4. Ask them to present their work and make a brief explanation on it.

Guide Questions:
1. How can you protect and preserve estuary and intertidal zone? Describe your
work?

Remember these:
People are one of the biggest threats to the estuary and intertidal zone
but we can change that perception by protecting and conserving these
ecosystem.

References: The New Science Links Grade 5 (Worktext in Science and Technology)

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 10, DAY 1-3
ACTIVITY # 1: LOOK WHAT WEVE DONE
(Group Activity)

Objective:
Perform an experiment showing the disruption of estuaries
and intertidal zones.

What you need:

3 pcs. fish bowl


3 identical plants (height: 6o centimeters)
Soil
Pebbles
2 liters of tap water
Marker
Manila paper
Food color (brown)
5 ml of oil
3 grams of sulfur powder
Stirrer
Gloves

What to do

1. Form four (4) groups and designate a leader for each group to
act as a reporter
2. Prepare 2 identical fish bowl or any transparent container
having same size and shape.
3. Place each fish bowl a soil, plant and pebbles. (expose half of the
plant above water level)
4. Put the 2 fish bowl in a place where it cannot be moved. Label
the fish bowl A and B. Make sure that each fish bowl receives
the same amount of sunlight and have the same temperature.
5. Mix 5 ml of cooking oil and a drop of brown food color then
stir.

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6. Put 3 grams of sulfur powder and the mixture of cooking oil and
food coloring in fish bowl A.(Be careful with sulfur powder, it can
irritate your skin. Use protective gloves for your hands)
7. Observe and record your observations on your data table in
your notebook.
8. Discuss the results with your group mates.
9. Be ready to discuss your findings in class.

Disruption of Estuaries and Intertidal Zones

Day 1 Day 2 Day 3

Fish
Height of Height of Height of
Bowl Color of Color of Color of
the plant the plant the plant
water water water
(cm) (cm) (cm)

Set A

Set B

Day 1 Day 2 Day 3


Fish
Bowl
Other observations Other observations Other observations

Set A

Set B

Guide Questions:
1. What was your experiment all about?
2. How was the set up in two fish bowl different?
3. What were the controlled variable, manipulated variable and responding
variable?
4. What differences did you notice with the plant from day 1 to day 3?
5. How do you compare the results?
6. What did we prove in our experiment?
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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Remember these:
Estuaries and intertidal zone are areas most at risk in our region from human
activities such as oil spills and sewage spills. Developments in and around these
ecosystems and increasing population growth affect these special places.

References: The New Science Links Grade 5 (Worktext in Science and Technology)
http://www.waikatoregion.govt.nz

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 10, DAY 4
ACTIVITY # 2: FIND AND LOOP
(Group Activity)

Objective:
Identify the human activities that disrupt the estuaries and
intertidal environment.

What you need:


Puzzle
Pen

What to do:
Put a loop on the word/group of words that identify the different activities
that disrupt the estuaries and intertidal zone. They may be horizontal, vertical or
diagonal:
D D S G F Q U A R R Y I N G D C B P M C

G Y W E R T Y U H N M Q G R Y M N O L O

P B N R D G S D G F H K L J H I S P W A

Q T R A M H K Q R X Z S Q B G H K U A S

W L D U M P I N G G A R B A G E S L P T

P R Q S T I N I B U R T E K L D C A J A

L R T W S Q T W S F H K N B V R Y T Z L

K U P Q C Z X E Q Y I B G J M F A I A H

T J E T Y O A S F S E R T T Q A H O C O

I G J K W T B V L I A Q Y H E R N N A U

J Q Y B G S M O I L S P I L L R C G H S

N R T X W Q Y P N S O H P G K G M R G I

G X M F R Y H Q K D S T I M Q U I O G N

R F B R D W Q U I K M V T N S R T W U G

P O L L U T I O N N M F R A G V C T J T

W T W Q F H J K V N M T R W Q F I H K R

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Guide Questions:

1. What are the activities that disrupt estuaries and intertidal zones found in
your puzzle?
2. Who do you think are responsible for these activities?
3. What should we do to avoid the destruction of this water ecosystem?

Remember these:
Humans have depended on estuaries for many things including trade, food
and shelter. Estuaries are home to many plants and animals that humans use as
food and other reasons. Many times Estuaries can be greatly polluted from trash and
sediment. Humans dump garbage and chemicals while sediment from rivers runs
into Estuaries. Other dangers estuaries face is population growth, many times this
can cause estuaries to be destroyed. In addition, water pollution, coastal housing, oil
spills, and quarrying also contribute destruction of this ecosystem. Overall, humans
use estuaries for many things but do not treat the estuaries well which can cause
drastic changes in the environment.

References:http://www.narragansett.k12.ri.us/NHS/scienceweb/mrreis/Oceanography_files/0
9s%20websites/Max%20Austin%20and%20Mikey%20c/Humans%20and%20Estuaries.ht
m

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Grade 5 Quarter 2 Learners Materials
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LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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WEEK 10, DAY 5
ACTIVITY # 3: COUNT ME IN
(Group Activity)

Objective:
Participate in community efforts in protecting and conserving estuaries
and intertidal environment.

What you need:


Illustration board
Oil pastel/Crayons
Marker
Pencil
Scissors
Glue
.5x2x36 inches wood (handle for placards)

What to do

1. Form five (5) groups and designate a leader for each group.
2. Instruct the pupils to create placards showing protecting and conserving
estuaries and intertidal zones.
3. Follow the instruction in creating placards (listen to your teacher)
4. Solicits ideas from each member and make a simple SLOGAN showing
protection and conservation of estuaries and intertidal zones.
5. Shout your groups name to inform your teacher that youre already done
with the activity.
6. Ask them to present their work and make a brief explanation.
7. Let the pupils move around the school and let their work seen by other
people.

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Grade 5 Quarter 2 Learners Materials
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Guide Questions:

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 estuaries and intertidal zones like we do today?

Remember these:
Estuaries and intertidal zone serve as the breeding ground of organisms that
play a vital role in the balance of nature.

According to study the economy of many coastal areas is based primarily on


the natural beauty and bounty of estuaries and intertidal zone.
The used of fertilizers, sewage from falling septic tanks, pet waste, wastewater
discharge from industrial facilities, sediment from construction sites, and the rapid
increase in population are the main reasons that make estuaries and intertidal
zone unbalance.

References: The New Science Links Grade 5 (Worktext in Science and Technology)

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Grade 5 Quarter 2 Learners Materials