5
Quarter 2
Learning Activity Lesson
Sheet for Science 7
Learning Activity Sheet for Science Grade 5
Quarter 2: Lesson 7 (Week 7)
SY 2025-2026
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Writer:
Halimah B. Maca-daag (Mindanao State University – Marawi Campus)
Validators:
Marie Grace S. Cabansag (Philippine Normal University - North Luzon)
Dominador D. Mangao (Philippine Normal University - Manila)
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Philippine Normal University
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SiMERR National Research Centre
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LEARNING ACTIVITY SHEET
Quarter
Learning Area: Science 5 2nd Quarter
:
Lesson No.: 1 Date:
Lesson Title/
Mode of Reproduction
Topic:
Grade &
Name:
Section:
I. Activity 1. Hatchlings vs. Newborns: Classifying Animals by Reproduction
(10 minutes)
II. Objectives:
At the end of the activity, the learners are expected to:
classify animals based on their mode of reproduction.
II. Materials:
Worksheet
Markers or pens
List of animals (including mammals, birds, reptiles, fish)
III. Instructions
A. Fill out the table below. Look for the name of the young of each animal and identify if they
are hatch from eggs or born alive.
Hatch from Eggs or
Born Alive
Animals Young (Oviparous or
Viviparous)
1. Lion
2. Carabao
3. Komodo Dragon
4. Kangaroo
5. Butterfly
6. Dolphin
7. Pig
8. Salamander
9. Salmon
10. Duck
Science Quarter 2 1
Guide Questions:
1. What are some other animals you know that are oviparous?
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2. What are some other animals you know that are viviparous?
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3. What do you think are the challenges or problems faced by animals that lay eggs
and animals that give birth to live young?
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Science Quarter 2 2
LEARNING ACTIVITY SHEET
Quarter
Learning Area: Science 5 2nd Quarter
:
Lesson No.: 1 Date:
Lesson Title/
Mode of Reproduction
Topic:
Grade &
Name:
Section:
I. Activity 2. Community Creatures: Hatchlings or Newborns?
II. Objectives:
At the end of the activity, the learners are expected to:
identify common animal species in their community and determine their mode of
reproduction (oviparous or viviparous).
II. Materials:
• Worksheet
• Markers or pens
III. Instructions
1. Take a moment to think about the different animals you see or hear around your
neighborhood, backyard, or local park.
2. Fill out the table below. In the first column, list down five oviparous animals and in the
second column, list down five viviparous animals.
Oviparous Animals Viviparous Animals
Answer the following questions below the chart:
1. Were there any animals you weren't sure about? How could you find out more about their
reproduction?
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2. Did you notice any patterns in the types of reproduction used by different groups of
animals?
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Bonus Activity: (Optional, 10 minutes) draw a simple picture of your community and
illustrate some of the animals you listed. You can color them based on their reproduction
(oviparous - blue, viviparous - green).
IV. Synthesis/Extended Practice/Differentiation (if needed):
Synthesis:
The teacher will summarize what learners have learned about the mode of reproduction
for animals.
In your own words, compose a short paragraph on the mode of reproduction for each group of
animals (mammals, reptiles, amphibians, birds & fishes).
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Science Quarter 2 4
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LEARNING ACTIVITY SHEET
Quarter
Learning Area: Science 5 2nd Quarter
:
Lesson No.: 2 Date:
Lesson Title/
Life Cycle of Mammals and Birds
Topic:
Grade &
Name:
Section:
I. Activity 3. Life Cycle of Mammals and Birds
II. Objectives:
At the end of the activity, the learners are expected to:
be familiar with the terms related to the life cycles of birds and mammals
sequence the stages in an organism's life cycle
demonstrate comprehension of the basic stages in the life cycle of a cow,
including birth, growth, and maturity
III. Materials:
Worksheet
Markers or pens
IV. Instructions
1. Look for the words related to the life cycles of birds and mammals in the grid below.
2. Words may appear horizontally, vertically, or diagonally in any direction.
3. Use the word bank provided to help you find the words.
4. Encircle each word as you find it.
5. Once you have found all the words, review your work to ensure you haven't missed
any.
Egg hatchling adult incubation Birth
Parent incubation adolescent life cycle reproduction
Science Quarter 2 5
B. Arrange the stages in the correct order from the beginning of the life cycle of a tree sparrow
(maya) to the end by writing numbers on the blank below each picture.
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Answer the following questions:
1. What did you find most interesting about the life cycle of a tree sparrow?
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2. Why is each stage important for the development of the bird?
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C. Use the word bank to fill in the missing terms in a passage about the life cycle of a cow.
Science Quarter 2 7
V. Synthesis/Extended Practice/Differentiation (if needed):
Synthesis: Life Cycle Timeline Project
1. Think of a specific mammal or bird species that you found interesting.
2. Conduct research on that species, focusing on its life cycle stages, behaviors, and
adaptations.
3. Create a timeline illustrating its life cycle. The timeline should include key stages such as
birth, infancy, juvenile, adulthood, and any other relevant milestones.
4. You may use poster boards, digital presentation software, or online timeline tools to create
their timelines.
5. Include illustrations or photographs representing each stage of the life cycle. Beneath each
illustration, students should provide a brief description or explanation of the stage,
highlighting key characteristics or behaviors.
6. Be creative in the design and presentation of the timelines. You can use color coding,
symbols, or icons to distinguish between different stages and events. Also, use clear and
legible handwriting or text for descriptions to ensure clarity.
Rubrics for Life Cycle Timeline Project
Science Quarter 2 8
LEARNING ACTIVITY SHEET
Quarter
Learning Area: Science 5 2nd Quarter
:
Lesson No.: 3 Date:
Lesson Title/
Life Cycle of a Plant
Topic:
Grade &
Name:
Section:
I. Activity 4. Planting a Seed: A Hands-On Activity
II. Objectives:
At the end of the activity, the learners are expected to:
demonstrate the proper steps for planting a seed in a pot.
explain the importance of providing sunlight and water for seed germination.
observe and record changes in a growing plant.
II. Materials:
Small pots or planting cups
Potting soil
Seeds (e.g., sunflower, bean, or any fast-growing plant)
Watering can or spray bottle
Labels and markers
Worksheets for recording observations
III. Instructions:
1. Wait for your teacher to distribute the small pots or planting cups.
2. Get enough potting soil to fill the pot about three-quarters full.
3. Get a few seeds of the chosen plant.
4. Make a small hole in the soil with your finger (about 1 inch deep). Then place a seed in the
hole and gently cover it with soil.
5. Gently water their seeds using a watering can or spray bottle. The soil should be moist but
not waterlogged.
6. Label the pots by writing your name and the type of seed you planted
7. Place the pots in a sunny spot. Avoid direct afternoon sun, which can dry out the soil
quickly.
8. Record your observations.
9. Note the date you planted the seed and regularly record changes you observe, such as the
first signs of germination, the appearance of leaves, and growth in height.
10. You may draw pictures of their plants as they grow or use the camera of your phone in
documenting the growth of the plants.
11. Write your observations in the table below.
Science Quarter 2 9
12. Answer the following questions:
a. What changes did you observe in your plant over time?
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b. How did the seed change as it germinated and grew into a seedling?
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c. What did you find surprising or interesting about the process?
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V. Synthesis/Extended Practice/Differentiation (if needed):
Synthesis
Write a short reflection on what you have learned about the plant life cycle
You may consider questions such as:
Why is each stage important for the plant’s life cycle?
How do environmental factors like sunlight and water affect each stage?
What did you learn about the needs of plants?
Science Quarter 2 10
Science Quarter 2 11
