QUARTER 2

Science G5

1 PIVOT 4A CALABARZON Science G5

 Republic Act 8293, section 176 states that: No copyright shall
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PIVOT 4A CALABARZON Science G5

PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020

Science
Grade 5

Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead
Dennis B. Masangcay
Content Creator & Writer
Jhonathan S. Cadavido & Job S. Zape Jr.
Internal Reviewer & Editor
Ephraim L. Gibas & Sonny Bhoy Flores
Layout Artist & Illustrator
John Albert A. Rico & Melanie Mae N. Moreno
Graphic Artist & Cover Designer
Ephraim L. Gibas
IT & Logistics

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON Science G5

 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most Essential
Learning Competencies (MELCs) in Science as prescribed by the
Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

PIVOT 4A CALABARZON Science G5

 Parts of PIVOT 4A Learner’s Material
K to 12 Delivery
Descriptions
Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.

This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.

This module is a guide and a resource of information in understanding the

Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON Science G5

WEEKS
Human Reproductive System
1-2
I Lesson

This lesson will help you become aware of your role. It targets to
describe the parts of the reproductive system and find out their functions.
Having knowledge about the reproductive system will give you more sense
of responsibility of taking care of yourself and grow according to the words
of your parents and other members of the family. who take good care of
you.

Opening Activity
Encircle the appropriate word and describe the role of your father and
mother in the family.

My mother is (male, female). She __________

___________________________________________
Paste the picture of your ___________________________________________
mother (Draw a mother fig- ___________________________________________
ure and paste it here.)
___________________________________________
___________________________________________
___________________________________________

My father is (male, female). He __________

___________________________________________
Paste the picture of your ___________________________________________
farther (Draw a mother fig- ___________________________________________
ure and paste it here.)
___________________________________________
___________________________________________
___________________________________________

PIVOT 4A CALABARZON Science G5 6

D
Males and females have unique reproductive system to perform
reproduction. Reproduction is a process in which organisms produce new
organisms to avoid species extinction. In humans, sexual reproduction
happens, meaning the process needs male and female parent. Therefore, it
is important to study our reproductive system for us to be aware and
responsible on how to take good care of it.
Learning Task 1: Study the two pictures below. Identify if it is a male or
female reproductive system. Write your answer on a separate answer
sheet.

1.

2.

What is the male reproductive organ? _________

What about the primary reproductive organ in female? _____________

7 PIVOT 4A CALABARZON Science G5

Learning Task 2: Identify the parts of a male reproductive organ based on
the jumbled letters. You can also choose the word from the box. Before
choosing the word, encircle all the parts of male & female reproductive
system.

Urethra uterus Erectile Tissue ovary Vas Deferens

Epididymis Endometrium Ureter Scrotum uterus
Penis cervix Testis oviduct Seminal Vesicle
vagina Prostate Gland fimbrae bladder

ETRUER
DLABERD 6.
VSA FERESDEN
1. AMILSEN CEVLISE
STOPERAT DLGNA 7.
2. ELTECERI SITUSE
HETURA 8.
3. MCORSUT
MISDIEPIDY 9.
4.
SETSIT
SENIP
10.
5.
Male Reproductive System (Front View)
ERUSTU 11

UMENETMIDRO ROYAV
15
12
XVERCI
MIFRABIE
16
13 DOCVUIT
IVANAG 17
14
Female Reproductive System (Front View)
PIVOT 4A CALABARZON Science G5 8
Parts of the Male Reproductive Organ
The male reproductive system is composed of different organs
working together to perform reproduction. The testis (plural: testes) as the
primary organ is tasked to make sperm cell that is used to reproduce new
organism. Epididymis is the site for maturation of the sperm cell to
develop swimming ability. The vas deferens is a long tube that connects
the testis and the prostate gland for the pathway of the sperm during
ejaculation. Ejaculation is the process of releasing sperm out of the
system. Seminal vesicle is the organ responsible for the secretion of fluids
containing fructose, mucus and prostaglandins. Fructose content
nourishes the sperm to stay healthy. The mucus content is for cell
protection while prostaglandin content triggers uterine contraction.
Prostate gland is the reason of the smell of the semen which is due to
alkaline fluid that neutralizes vaginal acids. Urethra is the part of the
system that conducts semen (sperm with other fluids) to go outside the
body through the penis. Penis has erectile tissues that are used during
mating (sex).
Learning Task 3: Fill in the boxes of the flowchart with correct word
showing how the semen is released from the male reproductive system.

Start Here

Based on what you have read, connect the words that are strongly
related to each other through a line. Copy these words in your notebook.
1. Prostate Gland ☻ penis
2. Testis ☻ sperm
3. Seminal Vesicle ☻ tube
4. Vas Deferens ☻ mucus
5. Urethra ☻ Alkaline fluid
6. Epididymis ☻ storage

9 PIVOT 4A CALABARZON Science G5

9 the uterus wherein eggs may be either fertilized in the presence of
sperm cell or eliminated by means of menstruation. During implantation,
the part called endometrium, a lining in the uterus thickens to do the
process. Vagina is the passage going to the uterus. It is where penis is
inserted and menstrual blood goes out.

10 Learning Task 4: Fill in the boxes of flow chart with correct word
(part of the female reproductive system) showing how egg matures and
being fertilized in the presence of sperm cell or goes out of the body in the
form
11 ofb 12 Star

13 Based on what you have

read on parts of female reproductive system, connect the words that are
strongly
Parts of related by connecting
the Female them by
Reproductive a line.
Organ
The female reproductive organ is primarily responsible for the
production, maintenance, implantation and elimination of egg cells. The
ovary is where the egg cells (oocytes) get matured and is released. Fimbria
sweeps the matured eggs to the fallopian tube or oviduct. The egg goes to
1. Vagina ☻ sweeping the eggs
2. Uterus ☻ path towards uterus
3. Endometrium ☻ lining for egg implantation
4. Fimbria ☻ penis insertion
5. Fallopian Tube ☻ egg development

PIVOT 4A CALABARZON Science G5 10

 E
Learning Task 5: Write MR if the given word is a part of the male
reproductive system. Otherwise, write FR. In case the part can be found in
both system, write BOTH.
______ 1. Urethra ______ 2. Uterus ______3. Erectile Tissue _____4.Ovary
______ 5. Vas Deferens _____ 6. Epididymis ______ 7. Endometrium
______ 8. Ureter ______ 9. Scrotum ______ 10. Uterus ______11. Penis
______ 12. Cervix ______ 13. Testis ______ 14. oviduct _____ 15. vagina
______ 16. Prostate Gland _____ 17. Seminal Vesicle _____ 18. fimbria
______ 19. Urinary bladder ______ 20. Ureter
Learning Task 6: Label the parts of the male and female reproductive
system. Draw both pictures in hour notebook.

5
1

6
2
7

3 8

4 9

10
14
11

15
12

13 16

17

11 PIVOT 4A CALABARZON Science G5

 A
Learning Task 7: Both males and females have roles in the community.
These roles are observable in your parents especially in your father and
your mother. Complete the boxes below to describe the roles of your
parents in your family.

My Father’s Role in the Family (Male)

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

My Mother’s Role in the Family (Female)

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

What do you think is the importance of knowing your sexuality?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

PIVOT 4A CALABARZON Science G5 12

 SCIENCE
WEEK
NAME:_____________________ Menstrual Cycle
3
I Lesson

As boys and girls grow, there are many changes that occur in terms
of physical, social and emotional aspects. During puberty stage, boys grow
faster than girls. They develop low pitched voice, broader shoulder and
Adams apple. Hair begins to grow under arms, on the face and genitals.
The testes starts to produce sperm. On the other hand, girls grow taller.
They develop bigger breast and hips. Also, pubic hairs start to grow. At this
stage, ovaries begin to produce egg cells that becomes the reason of having
menstruation monthly.
In this lesson , you will learn how eggs are produced and mature and
what happens to them during menstrual cycle. Menstrual cycle only
happens among girls and begins during puberty or menarche. It is a
monthly period of egg maturation and pregnancy preparation along with
the production of different hormones.

D
Menstruation is the stage of the menstrual cycle usually lasting from
three to five days when fertilization does not occur. During this process,
blood, some uterine tissue, and the unfertilized egg are eliminated from the
uterus through vagina.

At the right side is a

f i g u r e o f a female
reproductive organ.
Can you draw a line
showing the path of
the egg from starting
p o i n t t o e n d
undergoing menstrual
cycle?

13 PIVOT 4A CALABARZON Science G5

Generally, menstrual cycle has four major stages. These are:
1. Follicular Stage. In this stage, hormones are produced to stimulate the
growth of ovarian follicles and the thickening of endometrium.
2. Ovulation. In the process, another hormone causes the follicle to
rupture and release an egg (also called as oocyte).
3. Luteal Stage. In this stage, hormones act on the uterus for the
preparation for pregnancy.
4. Menstruation. In this stage, the thick lining of the uterus will slough off
and will be eliminated from the body as menstrual blood.
Based on the different stages of menstrual cycle, why do you think
girls have their monthly period?
__________________________________________________________________________
__________________________________________________________________________

E
If an egg is not fertilized, the uterus comes off its lining in the form of
blood. This is typically called “monthly period”. Girls can count the days in
their cycle to help them know when to expect their next period. This is
useful so that they can prepare some pads in their bag.
To be reminded about the occurrence of menstruation, counting the
days is important. For instance, girls may mark the first day of bleeding on
the calendar. It takes five days to complete menstruation.
Learning Task 1: Conduct an interview with your older sisters or mother
about their menstruation. Be guided with the interview questions below:
At what age did you first experience to have menstruation or period?
__________________________________________________________________________
For this month, at what exact date do you usually start
experiencing bleeding?
______________________________________________________________________
Based on your observation, at what exact date your bleeding stops?
______________________________________________________________________

PIVOT 4A CALABARZON Science G5 14

From the day the bleeding stops, at what date on the next month you start
your period? ____________________________________________________________
Learning Task 2: Pick a date in a calendar. Consider that date as the first
day of the menstrual cycle. Indicate also in the calendar the last day of the
menstrual cycle. Accomplish the calendar in your notebook.
Month of ___________________

Date where peri-

od (bleeding)
stops:
_________________
_________________
_________________

Month of ___________________

Date where peri-

od (bleeding)
starts:
_________________
_________________
Date where peri-
od stops:
_________________
_________________

How many days a woman bleeds or experience menstruation? _____________

Based on the markings in the calendar, how many days a woman takes to
complete the menstrual cycle? ___________________________________________
Do you think all woman have the days of same menstrual cycle? Why or why
not?_________________________________________________________________
__________________________________________________________________________

15 PIVOT 4A CALABARZON Science G5

 Normally, girls bleed in five days during menstruation. Woman have
different menstrual cycle period. For instance , most women have 29 days
to complete the cycle. In general , menstrual cycle maybe as short as 21
days and may last up to 36 days. Going below or beyond this number of
days mean that a woman is experiencing irregular menstruation.
The first menstruation is called menarche and occurred during
puberty stage. At the age of 40 and beyond, menstrual cycle stops. This
stage is called menopause. When woman gets its menopausal stage, she is
no longer capable of conceiving a baby.

Learning Task 3: Determine whether the statement is TRUE or FALSE.

Write WOMAN if the statement expressed true idea. Otherwise, write MAN
if it is false.
________________ 1. Menstrual cycle period may change every month.
________________ 2. The blood from menstruation is filthy.
________________ 3. The blood during menstruation is due to crashed egg
cells.
________________ 4. When woman get pregnant, they still experience
monthly period.
________________ 5. The number of days of menstrual cycle may be shorter
or longer.
________________ 6. Menarche signals the possibility to become pregnant in
the presence of sperm cell.
________________ 7. After menopause, woman can still get pregnant.
________________ 8. Hormones are important in the menstrual cycle.
________________ 9. Stress can be a factor of changing menstrual cycle.
________________ 10. It takes five days for a woman to complete menstrual
cycle.

A
I understand that
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________.

PIVOT 4A CALABARZON Science G5 16

NAME: ____________ SCIENCE WEEK
Modes of Reproduction in Animals

I Lesson
4

Animals cannot live forever. Like humans, animals also need to

reproduce. They have also their own reproductive system that makes them
able to do such life process. Most of them performs sexual reproduction
involving male and female animal. In this way, extinction is prevented and
diversity is maintained in nature. Producing new animals may mean food
supply to other organisms. It may also signal the continuous existence of
certain species.
This lesson will help you understand how animals produce their
offspring (new young). Doing the different activities of this lesson will direct
you to describe the reproduction depending on the level and type of
animals.

D
Animals have the means to increase their number through
reproduction. This is to preserve their species and to help in keeping the
nature balance ay they interact with other animals. Different animals have
unique modes of reproduction. It can be noticed that some animals can
reproduce in large numbers like insects, pigs, dogs and frogs while some
animals can not. On the other hand, those big animals generally reproduce
in fewer number.
Learning Task 1: Encircle the animals that can reproduce in large number.

What are the animals that can reproduce in large number? _____________

17 PIVOT 4A CALABARZON Science G5

Why do you think they can reproduce in large number? ___________________
__________________________________________________________________________
What are the animals that reproduce in fewer number? ___________________
__________________________________________________________________________

Most of the animals like cats, dogs, butterflies, frogs and the like need a
male and a female to reproduce. This is called sexual reproduction. Sexual
reproduction is a process of creating offspring with the participation of
sperm cell from male parent and egg cell from the female parent.
Learning Task 2: Identify whether the following animals are reproducing
sexually. Write TWO PARENTS if the animal shows sexual reproduction.
Otherwise, write SINGLE PARENT.

____________________ 1. dolphin __________________ 6. horse

____________________ 2. sea anemone __________________ 7. clownfish
____________________ 3. housefly __________________ 8. panda
____________________ 4. earthworm __________________ 9. sponges
____________________ 5. starfish __________________ 10. cow

Learning Task 3: Study the figures below. The first picture shows a frog in
its natural environment. The second picture shows a pregnant dog.
Figure 1
Describe how a frog grows. Why do you think the eggs are found in the
water? Where do you think fertilization happens?

__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

PIVOT 4A CALABARZON Science G5 18

Figure 2
Describe how a dog grows. Describe their mode of reproduction.

__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

Reproduction involves the transfer of characteristics of parents to

their offspring or young. During fertilization (meeting of egg and sperm
cell), genetic materials like DNA (deoxyribonucleic acid) are shared by the
parents to produce new organism that may either be possessing unique
characteristics or having an exact copy of what the parent has.
In sexual reproduction, new animal with a set of unique
characteristics is produced. This means that the offspring is quite different
from its parents. Sexual reproduction always involve the presence of sperm
cell and egg cell. These two cells carry the genetic materials from the father
and mother respectively.
Dogs, cats, mosquitoes and butterflies reproduce sexually. Among
these animals, sperm and egg cells meet inside the body. This called
internal fertilization. Unlike among frogs, they also reproduce sexually but
fertilization occurs in the water or outside the body. External fertilization
happens when both male and female frog release sperm and egg in the
water to form fertilized eggs.
Learning Task 4: Think of two animals that can reproduce sexually. In the
first box, draw an example of an animal that exhibits internal fertilization
(fertilization occurs inside the body) . In the second box, draw an animal
that exhibits external fertilization (fertilization occurs outside the body or in
the outside environment).

19 PIVOT 4A CALABARZON Science G5

 Animals may also reproduce asexually. Asexual reproduction only
needs one parent. Most common activities under asexual reproduction are
budding and binary fission. Budding happens when a new animal is
produced through outgrowth parts of the parent. Aquatic animals like
hydra and jellyfish are doing this process. On the other hand, binary fission
which is performed by sea anemone occurs when the parent animal divides
into two. It means one animal (parent) results into two new individuals.

Hydra Sea Anemone Jellyfish

In general, animals may reproduce sexually and asexually depending

on the species. Generally, higher species (complex organism) performs
sexual reproduction while those lower species (simple organism) shows
asexual reproduction. Different modes of asexual reproduction are
budding, binary fission, fragmentation and parthenogenesis.
Parthenogenesis is a form of asexual reproduction in which an egg develops
into an individual without being fertilized. Fragmentation is the breaking of
an individual into parts followed by regeneration.

Budding

PIVOT 4A CALABARZON Science G5 20

 E
Learning Task 5: Study each picture in Column 1 . Each picture shows
the parent animal and its offspring. Complete Column 2 by comparing the
parent animal and its young and Column 3 by describing their mode and
type of reproduction. Copy the chart in your notebook.
Parent/Parents Comparison of the
parent and their
Animal Reproduction
young

Mode:

Type:

Mode:

Type:

Mode:

Type:

Mode:

Type:

21 PIVOT 4A CALABARZON Science G5

 Fertilization inside and outside the body are the two general modes
of sexual reproduction. The expected offspring may have separate (single)
sex or combined sexes depending on the species. Unique individual
possessing different characteristics is produced in sexual reproduction
because the genetic materials of the parents are blended (combined).
Through the process, the offspring is thought to give sexually reproducing
individuals with greater fitness to be mechanism to survive and reproduce
in an unpredictable or changing environment. On the other hand, asexual
reproduction produces offspring that are genetically identical to the parent
because the offspring are all clones of the original parent. A single
individual can produce offspring asexually and large numbers of offspring
can be produced quickly.
Internal Fertilization External Fertilization

Fish
Dog

Cat

A
Learning Task 6: Based from what you have learned in this lesson,
indicate the advantages and disadvantages of sexual and asexual
reproduction in animals. You may use books and other references for your
answers.

Type of Reproduction Advantages Disadvantages

Sexual Reproduction

Asexual Reproduction

PIVOT 4A CALABARZON Science G5 22

 WEEK
Reproductive System in Plants
5
I Lesson

Like animals, plants are also capable of reproduction. They

reproduce in many ways. In general, plants exhibits both sexual and
asexual reproduction. New plants can be produced through seeds and
different parts (e.g. stem, leaves, roots, etc.). These are the reasons why you
can see plants anywhere, especially in the forest where they get good
physical condition.
This lesson is intended for you to describe the plant reproductive
system responsible for the process, specifically, sexual reproduction. The
different activities that you will encounter in this lesson will lead you to
understand how different parts of the plants functions in producing their
own kind.

D
Plants have many ways on how to reproduce. Some of their parts are
used to produce their own kind. Do you know of any plant in your
community that grows another new young plant through their leaves or
stalk?
Learning Task 1: Study the pictures. Name the plant. Identify the part of
the plants used for reproduction.
Picture Plant Name Part used for
reproduction

P____________________

__________________O

__________t
p_______________

23 PIVOT 4A CALABARZON Science G5

http://moringathemiraclecure.weebly.com/

Malunggay (Horseradish) is a common plant found anywhere in the

community. It has a lot of health benefits. Based on different studies, its
parts are used for medicinal purposes.
Which part of the Malunggay plant is used to reproduce its kind ?
_________________________________________________________________________
What part of plant seeds are developed? _________________
Flower is an accessory organ of the
plants used in sexual reproduction. Flowers
can be classified as complete and incomplete.
A flower is said to be ‘complete’ when it has
both male and female reproductive parts. On
the other hand, it is incomplete when it has
only one reproductive part, either male or
female. Most plants important to agriculture
like corn, rice, wheat and soybeans are
flowering which means that they undergo
sexual reproduction.
Now, look at your surrounding. What do
you think are the plants that shows sexual
reproduction?

PIVOT 4A CALABARZON Science G5 24

 Flowers are parts that indicate a plant is producing seeds. When
seeds are produced, it means the plant performs sexual reproduction.
Different parts of the flower are involved to do such process. Peduncle, also
called as pedicel is the stalk of the flower that is important to hold the fruit.
Receptacle is the thickened stem part attached to the peduncle and it is
where the flower or group of flowers grows. Sepals (pronounced as ‘sipals’)
encloses and protects the upper parts of the flower, especially when the
flower is still a bud. Sepals are considered modified leaves which means
they have special function. A flower has always a collection of sepal called
calyx.

Learning Task 2: All plants that bear flowers are called flowering plants.
Flowers are useful in the process of fertilization among plants. Below is a
figure showing the parts of a flower involve in fertilization. Study the figure
and label the parts of a flower. Copy this in your notebook.
Figure: Parts of a Flower

1 4
2 5

25 PIVOT 4A CALABARZON Science G5

 The most observable part of the flower in which people normally
appreciate is petal. Petals normally have different colors depending on the
type and species of plant. For instance, Gumamela plants produce flowers
in varying colors. Petals accommodate all insects for pollination. Some
flowers have three petals while others have five or more petals. When
petals are in group or by set, they are called corolla.
To perform sexual
reproduction, a flower has
stamen and pistil that
serve as male and female
reproductive organ
respectively. Stamen (male
organ) is composed of
filament and the anther.
The filament is hair-like
structure that holds the anther bringing the pollen grains to the position
where it can be released effectively. The anther has two major lobes with
pollen sacs that carries all the pollen. Pollen grains are released by the
anther when they are already matured.
On the other hand, pistil is the female
reproductive part of the flower. It is consist of
several parts such as style and stigma. The
style is an elongated part of the flower that
supports and connects the stigma to the
ovary. It extends to the height where the
stigma can collect and trap pollen grains. The
stigma, the one that receives the pollen grains,
is a sticky and swollen structure at the tip of
the style. The fluids that is secreted by the
stigma enabling the pollen grains to mature
continuously until they germinates.

If both pistil and stamen are

pollen grains
present, the flower is considered
‘complete’ or bisexual like rose
and gumamela. On the other
hand, a flower with either stamen
or pistil is considered as
‘incomplete’ or unisexual. Plants
like papaya and cucumber
produce only unisexual flowers.
PIVOT 4A CALABARZON Science G5 26
 E
Sexual reproduction among plants happens through the transfer of
pollen grains from the anther into the stigma. The anther serves as the
male part while the stigma functions as the female part. This process is
called pollination. There are two types of pollination, self–pollination and
cross-pollination.
Learning Task 3: Compare and contrast the two types of pollination . Use
the illustrations to answer the questions found in the boxes .

In what part of the flower are

pollen grains located?
In what part of the flower
pollen grains are transferred
during pollination?
How many plants are involved
in the process?

In what part of the flower are

pollen grains located?
In what part of the flower
pollen grains are transferred
during pollination?
How many flowers are
involved in the process?

Self-pollination is ______________________________________________________
______________________________________________ while cross-pollination is
________________________________________________________________________
________________________________________________________________________

The transfer of pollen grains from f l o

werAtoBiscalled
____________________
The transfer of pollen grains from from
Flower B to Flower C is called
______________
27 PIVOT 4A CALABARZON Science
G5
 Self-pollination happens when the pollen grain are transferred from
the anther of a flower to the stigma of another flower in the same plant.
Cross-pollination is a process that requires two individual plants of the
same species. Self-pollination and cross pollination are examples of pollen
grain transfer through insects. When pollination is caused by wind and
other non-living factors, it is called abiotic pollination.
Fertilization occurs when swelling tube-like pollen grains goes into
the stigma through the style to reach the ovary. The process is completed
at the moment the sperm is released from the tube to fertilize the egg cell
in the ovule. Fertilized ovules get matured to develop into seeds. On the
other hand, the ovary enlarges and develop to become the fruit. Ripening
of fruits signals that the seeds are already prepared to be planted and
produce new plants.

A
Sexual reproduction through pollination is possible with the help of
pollinators. Pollinators are agents for the transfer of pollen grains from a
flower to another flower of either same plant or different plants of the same
species.
Learning Task 4: Name 3 plants . Identify the pollinators by completing
the chart below. Illustrate how pollination takes place in each flower. Draw
this in your notebook.

Agent of Pollination / Drawing

Pollinator

PIVOT 4A CALABARZON Science G5 28

 WEEK
Modes of Reproduction in Plants
6
I Lesson

Like other organisms, plants can also reproduce using different

ways. In the previous lesson, you learned about how plants undergo
sexual reproduction. At this point, you will recognize other means of plant
reproduction, specifically, through vegetative propagation. Vegetative
propagation is an asexual reproduction in plants using different parts like
stem, roots, and leaves to produce new plants. Asexual reproduction does
not involve the use of seeds to propagate.
This lesson will give you an understanding on the different modes of
reproduction among flowering and non-flowering plants. Doing the
different activities/tasks in this lesson will help you identify the different
parts that can be used to produce new plants aside from seeds.
Preliminary Activity: Are you familiar with horse raddish, fiddlehead fern
and mosses ? If you know them, have you tried looking at their parts?
Below is a chart for you to complete. Try to draw each plant.

Name of Plant Drawing Classification

With flowers or
without flower

Horse Radish
(Malunggay)

Fiddlehead Fern
(Pako)

Mosses
(Lumot)

29 PIVOT 4A CALABARZON Science G5

 D
The previous lesson provides you the understanding about
flowers as reproductive organ of fruit-bearing plants to produce seeds to
grow new plants. In general, plants are classified into two major groups,
flowering and non-flowering plants.
Flowering plants are those that have an obvious flower as accessory
organ. In botany (branch of science that deals with the study of plants),
they are called as ‘angiosperms’. Plants that belong to angiosperm family
reproduce by sexually by means of their flowers. The presence of flowers
may give clue that the plant produce seeds that mature within the fruits.
There are two groups of angiosperms, dicotyledonous and
monocotyledonous plants. Dicotyledonous plants are plants with netted
veins and with two cotyledons in its embryo. Some examples of
dicotyledonous plants are beans, peas, daisies while monocotyledonous
plants are bamboos, bananas and lilies.
Learning Task 1: Observe your surrounding. List down the plants that
possess the given description below on monocot and dicot.

Monocotyledonous Plants Dicotyledonous Plants

1. ________________________________ 1. ________________________________
2. ________________________________ 2. ________________________________
3. ________________________________ 3. ________________________________
4. ________________________________ 4. ________________________________
5. ________________________________ 5. ________________________________
PIVOT 4A CALABARZON Science G5 30
 Flowers are important for plants to bear fruits and produce seeds.
However, there are also plants that do not use flowers for reproduction.
These plants are called non-flowering plants.
Learning Task 2: There are nonflowering plants that do not produce
flowers and seeds. There are plants that produce spores . There are plants
where seeds are not developed inside the parts of the flowers . In this
activity, try to re arranged the jumbled letters to know these plants.

N E G O They are plants that use (one word)

S Y S M cones to house their seeds.
P R M They are woody plants and
most of them are trees.

O B E They are the simplest plants (one word)

P R H and are not well adapted to
Y S T terrestrial life.

1. EDSLESES They have specialized stem (three words)

2. RACUVASL that moves water and nutri-
ents from the roots. Some use
3. TAPNL
spores to grow new plants.

Learning Task 3: Based on the given description, identify the

classification of the plants found on the left side of each description.

Mosses

They are small plants that produce spores for

re-production instead of seeds and don't grow
flow-ers, wood or true roots.
Classification: __________________________________
Ferns
Ferns generally reproduce by producing spores.
Similar to flowering plants, ferns have roots,
stems and leaves.
Classification: __________________________________

They produce cone-bearing seeds. All liv-

Conifers
ing conifers are woody plants, and most are trees.

Pines are typical examples of conifers.

Classification: __________________________________

31 PIVOT 4A CALABARZON Science G5

 E
In general, non-flowering plants may be also classified into two main
groups. The first group produces spores while the second group makes
seeds to reproduce in the absence of flower as accessory organ.
Learning Task 4: Given the chart , put a check mark if each
characteristic is true to each group of plants.

Characteristics Flowering Plants Non-flowering Plants

Flowers

Seeds

Spores

Vascular system
(transport of water and
nutrients)
Pollination

Seed Dispersion
through wind and wa-
ter
Fruit

A
Learning Task 5: A herbarium is an album or scrapbook of compressed
flowering non flowering plants. It may contain all parts or some parts of
plants. To make a herbarium, follow the following steps :

1. Collect plants or plant parts. Compress using an old book or any

material where you can platten the parts.
2. Paste or glue them on each page.
3. Indicate the name of the plants and its classification.

PIVOT 4A CALABARZON Science G5 32

 Interactions in Estuaries and WEEK
Intertidal Zones
7
I Lesson

Life on earth is a product of different interactions in a region or

geographic area where both biotic factor such as plants, animals and other
organisms and abiotic factor like weather (temperature and humidity) and
landscape (rocks, soil, etc.) work together. This area is called ecosystem.
Living things cannot sustain life without non-living things. For instance, a
mangrove tree needs water and muddy soil to survive together with other
life forms.
This lesson will discuss the interactions of organisms to their
physical environment. Specifically, this part of the module will give you
different activities that will describe such interactions in estuaries and
intertidal zones.

D
Estuaries are areas
where salt water and fresh
water meets (brackish water).
Normally, running water in
rivers goes into the sea. Water
in estuaries is less salty. The
measure of salt in water is
called salinity. Thus, the
estuaries have low salinity. The
level of salt content of water
affects the ability of the
organism to survive.
Learning Task 1:
Organisms require
energy to perform life
activities. In this case,
they need to eat food.
Analyze the figure (left
side). Observe the
pattern how organisms
interact and get energy
(eating). Fill in the
blanks below based on
the figure.

33 PIVOT 4A CALABARZON Science G5

1. Plankton may be eaten by ___________________________________________.
2. Heron eats __________________________________________________________.
3. Salmon eats _________________________________________________________.
4. Shrimp may be eaten by _____________________________________________.
5. Fresh water mollusk (e.g. snail) may be eaten by ______________________.

Intertidal zones are area

where the presence of water
depends on the tides. During
high tide, these are covered
with water. During low tide,
the water diminishes and
expose the part of sea bed
area. This part of the sea can
be sandy, rocky or muddy
depending on the presence of
different materials.

Learning Task 2: Just

like in estuaries,
organisms in intertidal
zones need energy to live
through eating food.
Analyze the figure (right
side). Observe the
different organisms and
imagine how they
interact and get energy
(eating). Fill in the
blanks below based on
the figure. Note: answer
may not be in the
illustration.

1. Hermit crab eats _____________________________________________________.

2. Limpet may be eaten by ________________________________________.
3. Algae may be eaten by ________________________________________________.
4. Sea urchin eats ______________________________________________________ .
5. Chitons and limpets may be eaten by _________________________________.
PIVOT 4A CALABARZON Science G5 34
 E
Learning Task 3: In both estuary and intertidal zone, organisms have
different roles to perform. In this task, identify the organisms that perform
the given roles. Choose the word/ group of words in the box.
Salt marsh grasses algae phytoplankton lichens cyanobacteria
sea urchins green crabs mollusk anemone fish shellfish
marine snail small crab sand fleas diatoms fungi bacteria
tube worms fiddlers detritus feeders seaweeds

Role Description Organism

Producers They are organisms that produce food ____________________________

from sunlight and inorganic ____________________________
substances. ____________________________
____________________________

Consumers They are organisms that eat other ____________________________

organisms. ____________________________
____________________________

Scavengers They are organisms that eat food ____________________________

scraps and left-overs. ____________________________
___________________________

Decomposers They are organisms that ____________________________

breakdown into simpler materials ____________________________
____________________________
the remains of dead organisms.
___________________________

A
Learning Task 4. Make a model of
ecological (energy) pyramid showing the
arrangement of producers, consumers,
scavengers and decomposers. You may
include the organisms that you answer
in Learning Task 3. You may use scrap
materials in making the 3D model of
ecological pyramid. The figure below
gives you the idea of the content of the
pyramid. You may ask your teacher for
the rubric of the activity.

35 PIVOT 4A CALABARZON Science G5

WEEK The Need to Protect and Conserve
Estuaries and Intertidal Zones
8 I Lesson

Like other ecosystems, estuaries and intertidal zones needs to be

protected because of the presence of organisms that are dependent on their
unique conditions. Our country is rich in different forms of ecosystem because of
the presence of so many rivers and long shorelines. Like the Manila Bay which has
both intertidal zones and estuaries, human should do actions that will not destroy
but support the interactions of the organisms living in the area. There are a lot of
ways of taking good care the environment.

D
Learning Task 1: Draw a smiley face on the action or activity that helps protect
and conserve the estuaries and intertidal zones.

_______ 1. planting trees ______ 6. feeding the fish

_______ 2. disposing garbage properly ______ 7. taking a bath with shampoo
_______ 3. restricting fishing activities ______ 8. collecting starfish
_______ 4. banning recreational birding ______ 9. removing sea urchin
_______ 5. avoiding oil leaks _______ 10. cleaning up the rivers

E
Learning Task 2: The diagram
shows both food chain and food web
in estuaries. Food chain is a series of
transfer of energy as the algae can be
eaten by small fish and small fish
may be eaten by a carnivorous fish. A
food web is composed of different
food chains. What do you think are
the activities that may negatively
affect the process of energy transfer?

A
Learning Task 4: Now that you k n
o w t h e i m p o r t a n c e o f
estuaries and intertidal zones, as
student you can do your part in
protecting and conserving them. To
show your support to the program
entitled " Save Manila Bay", in a
bond paper, make a p o s t er in ind
ic a t ing y o ur proposed actions in
cooperation and collaboration with
your classmates.

PIVOT 4A CALABARZON Science G5 36

 References
Regional Memorandum No. 306 s. 2020, Guidelines on the Implementation of
MELC PIVOT 4A Budget of Work in All Learning Areas for Key Stages 1-4

DepEd. (2014). Science Learner Material 5.

Puberty: Mt Period. Retrieved at: https://teachingsexualhealth.ca/app/uploads/

sites/4/5-DA-My-Period-2015.pdf

Male and Female Reproductive System. Link: https://ib.bioninja.com.au/

welcome-to-the-bioninja/

Key to Correction
T

.4 Fimbria – sweeping the eggs

.3 endometrium – lining for egg implantation
.2 uterus – egg development
.1 Vagina – penis insertion
Ovary – fimbriae – fallopian tube – uterus – vagina
Learning Task 4
.4 Vas deferens – tube .6 Epididymis - storage
.3 Seminal Vesicle – mucus
.2 Testis – Sperm .5 Urethra - penis
.1 Prostate Gland – Alkaline
Fluid
prostate gland – urethra

e
sti e

s- p
idi m

dy i
s v

– a
s f

de e
re –

ns
se n

mi a
l s

ve i
cl –

e
Le n

ar i
ng s

Ta k
 9

3.
Sc t

ro
u .8 erectile tissue .17 oviduct
.16 cervix .7 seminal vesicle
.15 ovary .6 ureter
.14 vagina .5 penis
.13 fimbriae .4 epididymis
.12 endometrium .3 urethra
.2 prostate gland .11 uterus
.10 testis .1 vas deferens
Learning Task 2
.4 ovary/ovaries
.3 testis/testes
.2 female reproductive system
.1 male reproductive system
Learning Task 1
-Answer may .vary
Opening Activity
Lesson 1

m
 .17 Vagina (canal) .8 vas deferens
.16 endometrium .7 prostate gland
.15 ovary .6 seminal vesicle
.14 fimbria .5 erectile tissue
.13 urethra .4 scrotum
.12 bladder .3 penis
.11 uterus .2 urethra
page 16 .10 Fallopian tube .1 bladder
- To answer the questions, refer to the discussion on
Learning Task 6
interviewee.
.20 MR/FR .15 FR .10 FR .5 MR
-Answer may vary depending on the answers of the
Learning Task 2 .19 MR/FR .14 FR .9 MR .4 FR
answers of the interviewee. .13 MR .18 FR .8 MR/FR .3 MR
Learning Task 1 Answer may vary depending on the .17 MR .12 FR .7 FR .2 FR
Lesson 2 .11 MR .16 MR .6 MR .1 MR
Learning Task 7 Answer may vary Learning Task 5
.9 testis

37 PIVOT 4A CALABARZON Science G5

 Answers may vary.

learning task 1/ Answer may .vary

Learning Task 6:
The answer may be the items that have sad face in
gle .parent Learning Task 2
.4 It is because the young individual comes from sin- Smiley: Item no 1, 2, 3, 4, 5, 10
different .organisms Learning Task 1
.3 It is because the sperm and eggs come from two Lesson 7
.2 They are similar to the .parents seaweeds feeders
.1 They are different from the .parents detritus fiddlers tube worms
Answer to questions bacteria fungi Decomposers: diatoms
Type- Sexual Reproduction fleas
Mode - internal fertilization sand small crab Scavengers: marine snail
Comparison- planaria with same characteristics shellfish fish anemone lusk
Tapeworm mol- green crabs Consumers: sea urchins
Type- Asexual Reproduction seaweeds
Mode- fragmentation cyanobacteria lichens plankton
Comparison- planaria with same characteristics phyto- Producers: Salt marsh grasses algae
Planaria Learning Task 3
.5 Bird (herring gull, sea gull)
Type- Sexual Reproduction
.3 Bird (herring gull), .4 Periwinkle, limpet, crab, .etc
Mode- Internal Fertilization (eggs)
.1 seaweeds, algae, rock weed, etc, .2 Sea anemone,
Comparison- duckling with unique characteristics
Learning Task 2
Duck
on
Type- Sexual Reproduction .3 Small fish, stone fly larva, etc, .4 Salmon, .5 Salm-
Mode- Internal Fertilization .1 small fish, crab, mussel, etc. .2 salmon, small fish
Comparison- calf with unique characteristics Learning Task 1
Cow Lesson 6
Learning Task 5 See the previous activity for the .answer
Drawings may .vary Learning Task 4
Learning Task 4 Bryophyte, seedless vascular plant, gymnosperm
.body (internal fertilization) Learning Task 3
Figure .2 The fertilization happens inside the mother’s Gymnosperms, bryophytes, seedless vascular plant
fertilization) Learning Task 2
Figure .1 The fertilization happens outside (external
Answers may .vary
Learning Task 3
Learning Task 1
.10 Two parents .5 single parent
Flowering, non-flowering, non-flowering
.9 Single parent .4 single parent
Preliminary Activity.
.8 Two parents .3 two parents
Lesson 5
.7 Two parents .2 single parent
.6 Two parents .1 Two parents
Agent of pollinator – insects/water/wind
Learning Task 2
Learning Task 4
ops in the body of the .parents
-Self-pollination, cross-pollination
.4 They reproduce sexually, and the organism devel-
page 28
.3 Cat, dog
To answer the question, refer to the discussion on
.2 They reproduce through production of .eggs
(second flower), two plants
.1 Mosquito, frog, butterfly Cross – pollination – anther (first flower), stigma
Mosquito, frog, butterfly Self-Pollination – anther, stigma, one plant
Learning Task 1 Learning Task 3
Lesson 3 .6 Ovule, .7 Petal, .8 Sepal
The answer to the question may .vary .1 Anther, .2 Filament, .3 Stigma, .4 Style, .5 Ovary,
.10 Man .5 Man Learning Task 2
.9 Woman .4 Man The seeds develop from the flower.
.8 Woman .3 Man Malunggay used stem and seeds to reproduce.
.7 Man .2 Man Pechay – seeds, taro – roots, sweet potato – roots
.6 Woman .1 Woman Learning Task 1
Learning Task 4 Lesson 4

PIVOT 4A CALABARZON Science G5 38

 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4
Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4
Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.

39 PIVOT 4A CALABARZON Science G5

For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2, Karangalan Village, Cainta,

Rizal Landline: 02-8682-5773, locals 420/421

Email Address: [email protected]