School Grade Level FIVE

Teacher Learning Area SCIENCE

Teaching Dates Quarter 2nd Quarter
Daily Lesson Log and Time/Section

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES:
WEEKLY TEST WEEKLY TEST
A. Content Standards CATCH-UP FRIDAY
How animals reproduce How plants reproduce How plants reproduce How plants reproduce
Create a hypothetical community to Create a hypothetical community to Create a hypothetical community to Create a hypothetical community to
B. Performance Standards show how organisms interact and show how organisms interact and show how organisms interact and show how organisms interact and
reproduce to survive reproduce to survive reproduce to survive reproduce to survive
Describe the different modes of Describe the reproductive parts in Describe the different modes of Describe the different modes of
reproduction in animals such as plants and their functions reproduction in flowering and non - reproduction in flowering and non -
C. Learning Competencies/
butterflies, mosquitoes, frogs, cats, flowering plants such as moss, fern, flowering plants such as moss, fern,
Objectives
and dogs S5LT-IIf-6 mongo and others mongo and others
Write the LC code for each
S5LT-IIe-5 S5LT-IIg-7 S5LT-IIg-7
Describe the mode of reproduction Identify and describe the male and Describe the different modes of Identify and describe the male and
of butterflies, mosquitoes, frogs, cats female reproductive parts of a reproduction of non-flowering plants female reproductive parts of a
D. Localized/ and dogs. flowering plant. (moss and fern). flowering plant.
Enhanced Curriculum
Standards Describe the different modes of
reproduction of non-flowering plants
(moss and fern).
Reproduction of Flowering and Non- Reproduction of Flowering and Non-
II. CONTENT How do Animals Reproduce Reproduction in Plants
flowering Plants flowering Plants
III. LEARNING RESOURCES:
A. References
1. Teacher's Guide pages Teacher-made questions Teacher-made questions
SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules,
2. Learner's Materials pages Quarter 2, Module 3 pp. 1-8 Quarter 2, Module 4 pp. 1-8 Quarter 2, Module 5 pp. 1-8 Quarter 2, Module 4 pp. 1-8 Quarter 2, Module 6 pp. 1-10

3. Textbook pages
PowerPoint Presentation/activity PowerPoint Presentation, PowerPoint Presentation, activity PowerPoint Presentation/activity PowerPoint Presentation, activity
4. Additional Materials from sheets pictures/illustration, manila paper, sheets, metacards, flower, sheets sheets
Learning Resource (LR) portal markers, charts, activity sheets, Venn magnifying lens, chart, video
Diagram presentation, graphic organizer
DepEd CO SLM – Quarter 2, Module DepEd CO SLM – Quarter 2, Module DepEd CO SLM – Quarter 2, Module
B. Other Learning Resources
4, pp. 1-14 5, pp. 1-14 5, pp. 1-14
IV. PROCEDURES:
 A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities
A. Reviewing the previous Ask: 1. Review 1. Review Ask:
lesson or presenting the new How are you today? Are you ready Prepare different questions about Prepare different questions about How are you today? Are you ready
lesson for the weekly test? the previous lesson. the previous lesson. for the weekly test?

Let the learners recall things to 2. Motivation 2. Motivation Let the learners recall things to
remember when taking a test or an Game: “Pair Me Up” remember when taking a test or an
exam. Flower Puzzle Game exam.
Match the words in the metacards
The teacher will group the pupils. with their descriptions. Five male
pupils will be called to hold the
Each group will going to cooperate in metacards with words and another
B. Establishing a purpose for putting the pieces of puzzle together five female pupils will hold the
the lesson to form a specific picture. metacards with descriptions.

The first group to finish will be

declared as the winner.

Note: Teacher will provide puzzle

pieces of a flower.
C. Presenting examples/ Let the learners apply the classroom B. Developmental Activities B. Developmental Activities Let the learners apply the classroom
instances of the new lesson rules when taking a weekly test or an 1. Presentation 1. Presentation rules when taking a weekly test or an
exam. Now we will study more about Most plants reproduce by using their exam.
plants. accessory part—the flower. A
complete flower has the following
Look at the flower you brought. parts: receptacle, sepals, petals,
stamens, and pistil (carpels).
Ask:
What is the most attractive part that Activity:
you see? Unscramble the letters to form the
words being described.
What do you call this part? Example: The method of growing
plants from seeds.
Well, generally speaking these are X E S U A L reproduction
the petals that are the most
attractive part of all floral parts, Answer: S E X U A L reproduction
purposely to attract insects. The
flower is the reproductive organ of a 1. It develops when pollen grains and
plant that produces the egg and ovules unite.
sperm. D E S E ___________________

Let us now examine the floral part 2. It contains the female egg cells.
and find out the different U O E V L ___________________
reproductive organs of the flower.
3. It enlarges to form into a fruit.
A V R Y O ___________________
 4. The process of transferring pollen
grains from the anther to the pistil.
POILLANNOIT
________________

5. The union of the sperm cell and

the egg cell.
REFTILIAZONIT
______________

The learners will now take the test. 2. Performing the Activities 2. Performing the Activities The learners will now take the test.
Group Activity Group Activity
Divide the class into four groups.
Divide the class into four groups.
Set standards to follow during a
Set standards to follow during a group activity.
group activity.
EXPLORING FLOWERS
Each group will be given a picture of
a flower and a real one that will help You will need:
them identify the parts. - Gumamela flower
- magnifying lens
Each group must be able to identify - other flowers you can find at home
the parts of a flower using the or in your school garden
D. Discussing new concepts metacards as clue words.
and practicing new skills #1 What to Do:
Each group will answer the guide -Get the gumamela flower and
questions and chose a reporter to carefully remove the sepals.
present their work. -Observe the flower and try to
identify the parts.
-Put a check mark (√) if the part is
present using the table below.
-Do the same with the other flowers.
-Compare the parts of gumamela
with the other flowers. What do you
notice?

E. Discussing new concepts 3. Processing the Activities 3. Processing the Activities

and practicing new skills #2 Have the pupils present their output. Have the pupils present their output.
The chosen reporter of the group will The chosen reporter of the group will
have to present their work. have to present their work.

Check the groups’ responses to the Check the groups’ responses to the
activity. Questions are asked by the activity. Questions are asked by the
teacher to help the presenter explain teacher to help the presenter explain
 their work. their work.

a. What are the parts of a flower? After the activity, let the learners
b. What are the female reproductive watch a video about the sexual
parts of a flower? reproduction of flowers.
c. What are the male reproductive
parts?

Let the learners repeat the things to 4. Reinforcing the Concept and Skill 4. Reinforcing the Concept and Skill Let the learners repeat the things to
remember when taking a test. Match the flower parts in Column A Write I if the flower is pollinated by remember when taking a test.
with the description in Column B. insects and W if it is by wind.

_______1. The petals are brightly-

colored and smell sweet.

_______2. The stigma is feathery.

F. Developing mastery (Leads
to Formative Assessment 3)
_______3. The stigma is sticky.

_______4. The petals are small and

green.

_______5. The stamens are situated

inside the flower.

Ask: 6. Applying to New and Other 6. Applying to New and Other Ask:
Why do you think you need to Situations Situations Why do you think you need to
undergo tests in all your subject undergo tests in all your subject
areas? Answer the following questions and Arrange the following: areas?
create a short poem or a song based
on your answers. (include the tune to
be used)

1. What makes petals attractive to

insects and other animals?
G. Finding practical
applications of concepts and
2. How do you describe pollen?
skills in daily living
3. Where do flowers produce pollen
grains?

4. What part of the flower develops

into seeds and fruits?

5. What is the importance of

flowers?

H. Making generalizations Ask: 5. Summarizing the Lesson 5. Summarizing the Lesson Ask:
 How did you find today’s activity? Complete the graphic organizer How did you find today’s activity?
Complete the graphic organizer below.
below.

and abstractions about the

lesson

I. Evaluating learning Class participation. Evaluation: Evaluation: Class participation.

Choose the letter that corresponds to Choose the best answer from the
Checking of the papers. the best answer. words inside the box. Checking of the papers.

1. Which is the male reproductive

part of a flower?
A. petal
B. pistil
_______________ 1. This is a type of
C. sepal
reproduction in plants where the
D. stamen
male and female parts of the flowers
are involved.
2. Which is the female reproductive
_______________ 2. It is the transfer
part of a flower?
of pollen grains from the anther of a
A. petal
flower to the stigma of another
B. pistil
flower that belongs to another plant
C. sepal
but of the same kind.
D. stamen
_______________ 3. It is the male
part of the flower.
3. What part of the male
_______________ 4. It consists of
reproductive organ contains two
two lobes that contain pollen sacs
round shaped structures at their tip?
and pollen grains.
A. anther
_______________ 5. It refers to the
B. carpel
collective term for sepals of a flower.
C. filament
_______________ 6. It is the transfer
D. stamen
of pollen grains from the anther to
the stigma of the same flower or a
4. What is the flat tip where pollen
different flower that belongs to the
grains stick?
same plant.
A. anther
_______________ 7. It is the female
B. ovary
part of the flower.
C. stigma
_______________ 8. It refers to a
D. style
collective term for all the petals.
_______________ 9. It contains the
5. Where are pollen grains produced?
female gametes or sex cells called
A. anther
ovum.
B. filament
 C. ovary _______________ 10. It is the
D. stigma swollen structure at the end of a
style.
Recording of test results Assignment: Assignment: Recording of test results
Draw a flower found in your Sci-Art:
community. Then, label the
reproductive parts and describe. Identify a plant in your place. Show
its mode or way of reproduction
J. Additional activities for through an illustration. Color your
application or remediation work. Then, write a short description
about it.

V. REMARKS
VI. REFLECTION
____Earth ____Earth ____Earth ____Earth
A. No. of learners who earned ____Jupiter ____Jupiter ____Jupiter ____Jupiter
80% in the evaluation ____Saturn ____Saturn ____Saturn ____Saturn
____Venus ____Venus ____Venus ____Venus
____Earth ____Earth ____Earth ____Earth
B. No. of learners who require
____Jupiter ____Jupiter ____Jupiter ____Jupiter
additional activities for
____Saturn ____Saturn ____Saturn ____Saturn
remediation
____Venus ____Venus ____Venus ____Venus
C. Did the remedial lessons work?
____Yes ____No ____Yes ____No ____Yes ____No ____Yes ____No
____Earth ____Earth ____Earth ____Earth
D. No. of learners who continue ____Jupiter ____Jupiter ____Jupiter ____Jupiter
to require remediation. ____Saturn ____Saturn ____Saturn ____Saturn
____Venus ____Venus ____Venus ____Venus
D. No. of learners who continue ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
to require remediation. activities for remediation activities for remediation activities for remediation activities for remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
E. Which of my teaching ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
strategies worked well? Why did
these work?

___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
F. What difficulties did I remediation remediation remediation remediation
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I used/discover
which I wish to share with other ___Metacognitive Development: Examples: ___Metacognitive Development: Examples: ___Metacognitive Development: Examples: ___Metacognitive Development: Examples:
teachers? Self assessments, note taking and studying Self assessments, note taking and studying Self assessments, note taking and studying Self assessments, note taking and studying
techniques, and vocabulary assignments. techniques, and vocabulary assignments. techniques, and vocabulary assignments. techniques, and vocabulary assignments.

___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. quick-writes, and anticipatory charts.

___Schema-Building: ___Schema-Building: ___Schema-Building: ___Schema-Building:

Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects.

___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:

Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
opportunities. opportunities. opportunities. opportunities.

___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:

Examples: Student created drawings, videos, Examples: Student created drawings, videos, Examples: Student created drawings, videos, Examples: Student created drawings, videos,
and games. and games. and games. and games.

___Modeling: ___Modeling: ___Modeling: ___Modeling:

Examples: Speaking slowly and clearly, Examples: Speaking slowly and clearly, Examples: Speaking slowly and clearly, Examples: Speaking slowly and clearly,
modeling the language you want students to modeling the language you want students to modeling the language you want students to modeling the language you want students to
use, and providing samples of student work. use, and providing samples of student work. use, and providing samples of student work. use, and providing samples of student work.

Other Techniques and Strategies used: ___ Other Techniques and Strategies used: ___ Other Techniques and Strategies used: ___ Other Techniques and Strategies used: ___
Explicit Teaching Explicit Teaching Explicit Teaching Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___Gamification/Learning through play ___Gamification/Learning through play ___Gamification/Learning through play ___Gamification/Learning through play
___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method

Why? Why? Why? Why?

___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation ___ Group member’s collaboration/cooperation ___ Group member’s collaboration/cooperation ___ Group member’s collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of the lesson