5

Quarter
Lesson 1 2
Lesson Exemplar Lesson

for Science 3
Lesson Exemplar for Science Grade 5
Quarter 2: Lesson 3 (Week 3)
SY 2025-2026

This material is intended exclusively for the use of teachers in the School Year 2025-2026. It aims to assist in delivering the curriculum content, standards,
and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly
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Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:

 Halimah B. Macada-Ag (Mindanao State University – Marawi Campus)

Validator:

 Dominador D. Mangao (Philippine Normal University - Manila)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph

2
SCIENCE 5 (BIOLOGY) /QUARTER 2/ GRADE 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learnt that animals have systems that help them grow, respond, and reproduce.
Standards

B. Performance By the end of the Quarter, learners describe and create models of the body systems whose function is to help humans
Standards grow, develop, and reproduce. They use tables to group living things as plants, animals, or microorganisms. They use
skills of observation, predicting, measuring, and recording to plan and carry out a simple activity to observe the life
cycle of a plant and compare it to the life cycles of animals.

C. Learning The learners identify from pictures and labeled diagrams the parts of the female reproductive system as ovaries,
Competencies uterus, and vagina and those of the male reproductive system as the prostate, testis, and penis and describe how they
and Objectives work;
Lesson Objectives:
● Describe the parts of the female reproductive system
● Describe the parts of the male reproductive system
● Explain the function of male and female reproductive organs
● Explain the process of reproduction in humans

D. Content Male and Female Reproductive System

E. Integration Preservation and Continuity of Life

II. LEARNING RESOURCES

● Delos Reyes Jr, R. L., Balabat, F. P., Quicho, K. L., & Rex Book Store. (2023). Science Links 5: Worktext for Scientific and Technological Literacy
(Revised Edition). Rex Book Store. pp. 90 - 203.
● Department of Education. (2019). National Science Textbook, Grade 5, First Edition (pp. 83 - 95). Papua New Guinea.
● Department of Education. (2019). Science Teacher Manual, Grade 5, First Edition (pp. 72 - 85). Papua New Guinea.
● Department of Education. (Year). MATATAG Curriculum in Science. DepEd Complex, Meralco Avenue, Pasig City, Philippines.

1
 ● Human Life Cycle. (n.d.). K8 School Lessons. Retrieved October 18, 2023, from https://k8schoollessons.com/human-life-cycle/
● Let’s Talk Science. (2019, September 5). Animal Life Cycles. https://letstalkscience.ca/educational-resources/lessons/animal-life-cycles
● Republic of the Philippines. (2013). Enhanced Basic Education Act of 2013. Retrieved from https://www.officialgazette.gov.ph/2013/05/15/republic-
act-no-10533/
● FuseSchool - Global Education. (2016, August 15). Sexual reproduction humans | Genetics | Biology | FuseSchool [Video]. YouTube.
https://www.youtube.com/watch?v=-ekRRuSa_UQ
● Encyclopædia Britannica, Inc. (n.d.). Human embryonic and fetal development illustrated. Britannica. Retrieved March 9, 2024, from
https://www.britannica.com/video/192622/Human-embryonic-development-birth-fertilization

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating DAY 1 This lesson addresses

Prior 1.Short Review sensitive topics that might
Knowledge ● Begin the lesson with an overview of the human life cycle, emphasizing that it starts with cause discomfort among
the formation of a fetus/embryo. Use sequencing activity to illustrate the stages of human life students. To ensure a
cycle. respectful and comfortable
learning environment,
Sequencing Activity: Print, cut out the images showing human life cycle stages and their names.
encourage students to
Arrange them randomly on one side of a board. On the other side, draw an empty life cycle chart.
Students should pick an image, identify its stage, and stick it onto the correct spot on the chart for
listen to and respect each
everyone to see. Repeat until all images are correctly placed, making any necessary corrections other's perspectives and
along the way. opinions.

Strategies for Teaching

This Lesson:
1. Consider
conducting separate
sessions for boys
and girls to create a
more comfortable
and focused
learning
environment.
Pictures taken from Let’s Talk Science. Animal Life Cycles. https://letstalkscience.ca/educational-resources/lessons/animal-life-cycles 2. If it aligns better
with cultural norms
2
 or traditions,
arrange for a
Old Foetus in the Adolescent/
Childhood
Person womb Teenager
Baby/Infant Adulthood teacher of the same
gender as the
students to lead the
Life Cycle of Human lesson, enhancing
relatability and
comfort.
Stage 1
Note: Provide pictures
that is gender-sensitive

Stage 6 Stage 2 (balance representations

between male and female)

Stage 5 Stage 3

Stage 4

B. Establishing 1.Lesson Purpose

Lesson ● The primary purpose of this lesson is to deepen the learners' understanding of the
Purpose human reproductive system, with a specific focus on the structures and functions of
the male and female reproductive organs, including the ovary, vagina, uterus, prostate,
penis, and testes. This lesson aims to provide learner with a comprehensive
understanding of how these organs contribute to human reproduction.

3
 ● To engage students and gauge their current understanding, start with guided
questions such as the following:
a. Can anyone describe what an embryo is?
b. How do you think an embryo is formed in the human body?
c. What is an embryo and at what stage of the human life cycle does it appear?
d. How does an embryo form inside the mother's body?
e. Why do you think both a male and a female are needed to create an embryo?
f. Can you name any parts of the male and female bodies that you think are important
for creating a new life?
g. How do you think the baby grows from an embryo to being born? What parts of the
mother's body help the baby grow?
h. What does the word 'reproduction' mean to you?
i. Why is reproduction considered an essential part of the life cycle?
j. How do you think the male and female bodies contribute to reproduction

● Use the students' responses to naturally transition to the topic of human

reproduction. Explain that the formation of an embryo is a result of reproductive
processes. Introduce the concept of sexual reproduction as the means by which humans
reproduce.

2.Unlocking Content Area Vocabulary Make use of the definition of

the following terms:
Word Sort: Randomly post all the word cards on the board. Instruct the students to
Reproductive System is the
carefully select words that they believe are related to the human reproductive system. group of the body parts that
Once a word is selected, students will move it to the "Related to Reproductive System" work together for the
section of the board. Unrelated terms should be grouped separately in the "Unrelated purpose of reproduction.
Terms" section.
After all terms have been sorted, discuss each term, asking students to justify their Reproduction is a process by
which organisms replicate
placement and provide a brief explanation or definition, particularly for the reproductive
themselves.
system-related terms. Correct any misplaced terms together, discussing the reasons for Fertilization is the union of
their correct categorization. a sperm and to form
Note: Keep the word card it will be used throughout the week. an embryo.

4
 Female reproductive
system includes ovaries,
WORD CARDS womb and vagina
Ovary is a female
reproductive organ which egg
Reproductive Male Reproductive Female Reproductive
cells are produced.
System System System Uterus is the hollow, pear-
shaped organ in a woman's
Reproduction Prostate Ovary pelvis where a fetus (unborn
baby) develops and grows.
Also called womb.
Fertilization Testis Uterus Vagina is a canal in female
that receives the male
reproductive cells or sperms,
Circulatory Penis Vagina and is part of the birth canal
during the birth process.
Male reproductive system
Apple Kidney Ears
includes prostate, penis and
testes
Earth Liver Lungs Prostate is a gland in the
male reproductive system.
Testis is one of two egg-
shaped glands inside the
"Related to Reproductive "Unrelated Terms" scrotum that produce sperm
System" and male hormones. Also
called testicle.

Penis is an external male

reproductive organ. It
contains a tube called the
urethra, which carries semen
and urine to the outside of the
body.

5
C. Developing and SUB-TOPIC 1: HUMAN REPRODUCTIVE SYSTEM Use the word cards in the
Deepening previous lesson. Prepare
Understanding 1.Explicitation diagrams of the male and
TASK 1 female reproductive
Engage students at the start of the lesson on the male and female reproductive systems systems without labels.
using this discussion prompt “There are parts in both the male and female bodies that
work together to create life, almost like pieces of a puzzle. Can anyone guess what these Set up the classroom
might be? Today, we're going to discover what these pieces are and how they fit board by dividing it into
together.” three sections and
labeling two boxes for
Briefly introduce the lesson's objectives and outline the activities. Highlight the sorting the word cards. If
significance of correctly identifying and labeling the reproductive organs as foundational box are not available you
knowledge for understanding human biology may just draw a box in the
Divide the Board into three sections; Section 1 for Word bank; Section 2 for Sorted words board.
and; Section 3 for Organ labeling.

Sorting Word Cards: In the first section, randomly paste the word cards. Divide
students into small groups. The first group begins by sorting the word cards into the
correct boxes based on whether they belong to the male or female reproductive system.
After sorting, each group explains their reasoning for the placement of each card. Provide
feedback, corrects any mistakes, and offers brief explanations for each organ’s
categorization.

WORD BANK

Circulatory Penis Vagina

Fertilization Testis Uterus

Reproduction Prostate Ovary

6
 BOX 1 BOX 2

Male Reproductive System Female Reproductive System

Labeling Diagrams
The third section of the board displays diagrams of the male and female reproductive
systems without labels. A different group of students is now responsible for labeling
the diagrams using the correctly sorted word cards from Part 2. Students explain
their labeling choices. Correct any misplacements and briefly describes each organ's
position.

7
 Pictures taken from National Science Textbook, Grade 5, First Edition (pp. 85). Papua New Guinea;
Retrieved from google on March 9, 2024.

Review the correctly labeled diagrams as a class. Ensure all students understand each reproductive
organ's correct name and location. Encourage students to ask questions or express any confusion.

Summarize the day's activities, reiterating the names and locations of the reproductive organs
covered. Emphasize that understanding these organs' functions will be the focus of the next lesson.
Provide a preview of what's to come to pique students' interest.

DAY 2 Materials Needed:

Worked Example
TASK 2 ● A large board
Briefly explain the roles of the reproductive systems in humans, emphasizing the ● Markers or chalk
importance of both male and female systems in the process of reproduction. ● Two columns on the
board labeled "Male
Comparative Visualization: Display the pre-prepared cards or labels (refer to the table
Reproductive
below). Invite students to come up to the board one at a time to place each card in the
System" and
appropriate column (Male or Female) based on the organ's system. After placing the card,
"Female
the student briefly mentions the function of the organ, emphasizing the role it plays in the
Reproductive
reproductive system. After all the cards have been placed, review each organ as a class.
System"

8
 ● Pre-prepared cards
Organ Function or labels with
names of
reproductive organs
and their functions

Setup:

● Prepare the board

by drawing two
large columns, one
Cut out this word cards: labeled "Male
Reproductive
System" and the
Male other "Female
Reproductive
System."
Produce sperm and ● Have the pre-
Testes
testosterone prepared cards or
labels ready for
Passes semen out of the student use.
Penis
body
● Consider a follow-
up quiz or a
Produces prostatic fluid, reflective
Prostate Gland
aids in ejaculation assignment asking
students to write
about the key
Female differences and
functions of the
Produce eggs and male and female
Ovaries hormones (estrogen, reproductive
systems.
progesterone)

9
 Connects uterus to the
Vagina
outside, birth canal

Site of fertilization,
Uterus supports embryo
development

Discuss the primary functions of each organ within its system, highlighting key differences
between male and female organs. Clarify any misconceptions and provide additional
insights where necessary. Direct the class’s attention to the overall structure and function
of each system, comparing them side-by-side. Discuss how each system's organs are
uniquely adapted for their roles in reproduction, such as sperm production in males and
egg production and gestation in females.

Male vs. Female Reproductive Organs

Sex Male Female

Primary Reproductive
Testes Ovaries
Organ

Outside the body (in the

Location Inside the body
scrotum)

Produce eggs and

Produce sperm and
Function hormones (estrogen,
testosterone
progesterone)

Secondary Reproductive
Penis Vagina
Organ

10
 Location Outside the body Inside the body

Passes semen out of the Connects uterus to the

Function
body outside, birth canal

Accessory Organ Prostate Gland Fallopian Tubes, Uterus

Below the bladder, in front

Location Within the pelvic cavity
of the rectum

Site of fertilization,
Produces prostatic fluid,
Function supports embryo
aids in ejaculation
development

Summarize the main points of the comparison, reiterating the significance of both
reproductive systems in human biology. Encourage students to ask any lingering
questions for clarification.

Please be Guided by the following Notes:

The reproductive system is a complex network of organs and structures that collaborate
to facilitate the process of reproduction. It is essential for the continuation of a species
and involves distinct systems in males and females to achieve this goal.
1. Female Reproductive System: The female reproductive system is a sophisticated
arrangement of organs designed to support conception, pregnancy, and childbirth.
It comprises several key components, including the ovaries, womb (uterus), and
vagina.
a. Ovaries: The ovaries are a pair of small, almond-shaped organs located in the lower
abdomen on either side of the uterus. They are responsible for producing and
releasing eggs (ova) as well as hormones like estrogen and progesterone. Each ovary
contains thousands of follicles, each housing an immature egg.
b. Womb (Uterus): The womb, or uterus, is a hollow, pear-shaped organ where a
fertilized egg implants and develops into a fetus during pregnancy. It consists of
three main parts: the fundus (top portion), body (central part), and cervix (lower
11
 part). The inner lining of the uterus, known as the endometrium, thickens each
month in preparation for a potential pregnancy.
c. Fallopian Tubes: The fallopian tubes are slender tubes that extend from the uterus
to the ovaries. They serve as the pathway for eggs to travel from the ovaries to the
uterus. Fertilization typically occurs in the fallopian tubes when a sperm meets an
egg.
d. Vagina: The vagina is a muscular canal that connects the uterus to the external
genitalia. It serves as the birth canal during delivery, allowing the passage of the
baby from the uterus to the outside world. The vagina also plays a role in sexual
intercourse and menstruation.
During the menstrual cycle, the female reproductive system undergoes a series of
hormonal changes and physiological processes to prepare for potential fertilization and
pregnancy. If fertilization does not occur, the uterine lining sheds during menstruation,
marking the start of a new cycle.

2. The male reproductive system

The male reproductive system is intricately designed with several key organs, including
the testes, penis, and prostate, each playing a pivotal role in reproduction. This system is
primarily external, with most of its components located outside the body cavity for optimal
function.
a. Testes: The testes are a pair of oval-shaped organs enclosed in the scrotum, a skin
sac that hangs outside the body. This external placement is crucial for temperature
regulation, as sperm production requires a temperature slightly lower than the
body's core temperature. Each testis is a sperm-producing factory, generating
millions of sperm cells daily, which are essential for fertilization.
b. Penis: The penis serves as the conduit for transferring semen into the female
reproductive tract during sexual intercourse. It is comprised of spongy tissue that
can expand and harden (an erection), allowing for the passage of semen out of the
male body. The semen, a fluid containing sperm, is ejaculated through the urethra,
a tube running through the penis.
c. Prostate Gland: An integral but often overlooked component of the male
reproductive system is the prostate gland. Situated just below the bladder and
surrounding the urethra, the prostate produces a significant portion of the fluid
that makes up semen. This fluid helps nourish and transport sperm, playing a
critical role in the success of fertilization. The prostate's secretions are vital for the

12
 sperm's longevity and mobility, ensuring they can survive the journey to potentially
fertilize an egg.
Together, these organs work in concert to produce, maintain, and transport sperm, the
male reproductive cells, and semen, the fluid that carries them. The coordinated activities
of the testes, penis, and prostate are essential for the male's role in reproduction,
highlighting the complexity and efficiency of the male reproductive system.

DAY 3 - Lesson Activity Materials Needed:

● Printable sheets with
TASK 3 reproductive organ
parts and labels
● Guide the learners to perform the Activity 1: Interactive Notebook Activity: ● Scissors
Understanding the Reproductive Organs in the Worksheet. ● Glue
● Notebook
Objective: To provide a comprehensive, interactive learning experience for students to
understand the parts and functions of male and female reproductive organs. Conclude the activity with
a summary discussion,
Part 1: Reproductive Organ Puzzle. emphasizing the
Guiding Questions: importance of each organ's
● Can you identify which parts are exclusive to the male/female reproductive systems role in human
and which are common in both? reproduction. Encourage
● What are the main differences in structure you notice between male and female students to reflect on what
reproductive organs? they have learned and how
it enhances their
Part 2: Organ Function Table understanding of human
Guiding Questions: biology.
● How does each organ contribute to the reproductive system's overall function? This interactive notebook
● Which organs are involved in reproductive hormone production and regulation? activity not only aids in
memorizing the parts and
Part 3: Male vs. Female Reproductive Organs Comparison functions of reproductive
1. Table Structure: Instruct students to draw a table with three columns: Organ Name, organs but also fosters a
Male Organ Function, and Female Organ Function and Common Functions (if any). deeper understanding
2. Research and Fill: Students will research each reproductive organ's function in both through hands-on learning
male and female systems. They'll fill in the table with the functions of each organ, and critical thinking.
noting differences and similarities.

13
Example Entries:
● Organ Name: Ovaries/Testes
o Male Organ Function: Produce sperm and reproductive hormones
o Female Organ Function: Produce eggs and reproductive hormones
o Common Functions: Hormone production and gamete (sex cell) production
3. Analysis and Discussion: Once the table is completed, engage students in a
discussion about the similarities and differences between male and female
reproductive organs and their functions.

Guiding Questions:
● Why do you think certain organs have similar functions across male and female
reproductive systems?
● How do the differences in organs and functions reflect the biological roles of each
gender in reproduction?

DAY 4
SUB-TOPIC 2: REPRODUCTION IN HUMAN (Explicitation)
TASK 1
Begin by asking the key question “How does human life begin?, facilitate students'
understanding of the stages of human development from conception to birth, using the
provided image sequence of a mother's abdomen growth below.

https://www.shutterstock.com/image-vector/infographic-illustration-growth-abdomen-pregnant-
woman-1986807932

14
Visual Thinking Strategy: Display the image sequence to the entire class. Have students
individually write down their observations and initial thoughts about the changes they see
in the sequence. Write the key observations of the learners in the table below.

Month Observation

1 month

2 month

12 month

Guide Questions:
1. What do you notice about the size of the tummy from the first to the last picture?
2. How much does the tummy grow each time?
3. What do you think the baby is doing as the tummy grows?
4. Why is it important to see how the tummy changes?
5. When the tummy is at its biggest, what can you guess about the baby inside?

Worked Example Please use this picture. You

may download this at
https://www.google.com/url?sa=t&r
TASK 2 ct=j&q=&esrc=s&source=web&cd=&
Storytelling: Engage the students by informing them that you will tell a story entitled cad=rja&uact=8&ved=2ahUKEwiJsp
6_2-
Fatima's Journey to Meeting Zaynab. Prepare a big book with the stages of growth of a iEAxVgTWcHHYTAAWAQFnoECBQQ
baby in a mother’s womb individually each page. AQ&url=https%3A%2F%2Fwww.jica
.go.jp%2FResource%2Fproject%2Fp
ng%2F004%2Fmaterials%2Fku57pq
Fatima's Journey to Meeting Zaynab 00003t6ut6-
att%2Fg5_science_text_01.pdf&usg=
AOvVaw2EdHbiSyO2ZoD9_DGqVNy
Once upon a time, inside a quiet and warm place called the womb, there was a tiny s&opi=89978449
fertilized egg, no bigger than a dot. This dot was the beginning of a little girl named

15
Fatima. Fatima was very special because she was about to start an incredible journey of
growth.

In the great river of life, unlike the fish who lay their eggs in the water, humans like Fatima
grow inside their mothers, safe and sound. Fatima, who was just a fertilized egg, found
the perfect spot in her mother's womb, a soft and nourishing place called the uterus.

Within just three weeks, Fatima was no longer just a dot; she became what we call an
embryo. It was the very first stage of becoming a person. She was tiny and hardly looked
like a baby at all, but all the magic had already started.

As days turned into weeks, something amazing happened. Eight weeks after she started
her journey, Fatima had transformed! She wasn't just an embryo anymore; she became a
fetus. Now, she had the tiny beginnings of arms and legs, and she was beginning to look
more like a little human, a tiny version of you and me.

Fatima grew and grew, and after about 24 weeks, she started to move. Her muscles and
bones were getting stronger every day. If you could have seen her, you would have said
she was practicing to run and hug.

Then, at around 36 weeks, Fatima was almost ready to meet the world. Her hair was curly
and soft, and her tiny fingernails were just like tiny seashells. She was preparing for her
grand entrance.

Finally, after about 37 to 40 weeks of waiting, it was time. Fatima had become Zaynab, a
beautiful newborn baby with bright eyes, ready for her first breath of air. With a little
help, she left the cozy womb and was cradled in the loving arms of her mother. Nearby,
her big brother Hussein looked on with wide, excited eyes. He had a new sister, and he
couldn't wait to teach her about the world.

And so, Fatima's journey, which started with just a little dot, had brought a new life into
the world, and her family named her Zaynab. They all lived happily, learning and
growing together each day.

16
 Lesson Activity

TASK 3

● Guide the learners to perform the Activity 2: Interactive Notebook Activity: Growing Baby:
From Tiny Egg to Newborn.

Objective: To explain the process of human reproduction with an emphasis on the prenatal
development stages from a fertilized egg to a full-term baby.
Discussion Questions:
1. Thinking about Fatima's story, what are some big changes or important moments you
remember about how Zaynab grew before she was born?
2. Which part of Zaynab's growing up inside her mom did you find really interesting or cool?
Tell us why!
3. Imagine if you were Zaynab, cozy and snug in the womb, what do you think it would feel
like?
Color and Decorate: Once you've completed your writing, color in the pictures and decorate your
flip-open sheets. Think about the colors and patterns that represent the miraculous growth journey
of a baby.

D. Making 1. Learners’ Takeaways

Generalizations Matching Activity: Begin by explaining the importance of understanding the human body and its
functions, focusing on the reproductive system. Explain the matching activity. Go over the
instructions clearly: Read the names of the organs and their functions. Draw a line to match the
organ with the correct function. Review the correct matches as a class. Discuss any common
mistakes and clarify misconceptions. Highlight how each organ contributes to the reproductive
system. Summarize the key points of the lesson. Encourage students to think about how all body
systems work together to keep us healthy and functioning.
Here are the words/phrases to match. Arrange randomly.:

Column 1 Column 2

Produce sperm and

Testes
testosterone

Penis Passes semen out of the body

17
 Produces prostatic fluid, aids
Prostate Gland
in ejaculation

Produce eggs and hormones

Ovaries
(estrogen, progesterone)

Connects uterus to the

Vagina
outside, birth canal

Site of fertilization, supports

Uterus
embryo development

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning Part 1: Multiple Choice Questions (Human Life Cycle)
1. Which of the following stages is the correct sequence of the human life cycle?
A. Infant → Adolescent → Adult → Elderly
B. Adolescent → Infant → Adult → Elderly
C. Adult → Infant → Adolescent → Elderly
D. Elderly → Adolescent → Infant → Adult
2. At what stage of the human life cycle does puberty typically occur?
A. Infant
B. Child
C. Adolescent
D. Adult

Part 2: Fill-in-the-Blank (Reproductive Organs and Functions)

3. The __________ are the male reproductive organs that produce sperm and
testosterone.
4. The __________ is the female reproductive organ where a fertilized egg
implants and grows into a fetus.

18
 5. __________ is the process by which a sperm cell and an egg cell combine to
form a new life.

Part 3: True or False (Human Reproduction Facts)

6. True or False: The female reproductive system includes the prostate.
7. True or False: Human life begins as a single cell formed from the union of
two gametes.

Part 4: Short Answer (Reproductive Processes)

8. Describe the journey of a sperm cell from production to the potential
fertilization of an egg.
9. Explain the role of the uterus in the development of a fetus.

Part 5: Matching (Organ Functions)

10. Match the reproductive organ with its function:
● Organs:
A. Ovaries
B. Testes
C. Uterus
D. Fallopian Tubes
● Functions:
1. Site of sperm production
1. Transports eggs from the ovaries to the uterus
1. Houses and nurtures the developing fetus
1. Site of egg production and release of hormones

Part 6: Diagram Labeling (Visual Assessment)

11. Given diagrams of the male and female reproductive systems (without
labels), label the following parts:
o Testes, Penis, Prostate, Ovaries, Uterus, Vagina.

Reflection Questions (Understanding and Application)

12. Why is it important to understand the human life cycle and reproductive
system?
13. How do lifestyle choices impact the human reproductive system and overall
life cycle?

19
B. Teacher’s Note observations on any
Effective Practices Problems Encountered
Teachers’ remarks
Remarks of the following areas:
The teacher may take note of
strategies explored This section should capture what In this part, you would document any
some observations related to
strategies have been successfully issues or challenges encountered
employed during the observed during the lesson. These might the effective practices and
activities. It could include innovative include difficulties in grasping problems encountered after
teaching techniques, group work, or certain concepts, distractions, or
the use of technology that improved obstacles to active engagement. utilizing the different strategies,
the learning process. materials used, learner
engagement, and other related
materials used Note what teaching materials or Document any problems with
resources were particularly effective materials or resources that hindered stuff.
in enhancing the learning experience. the learning process. For example,
This could involve textbooks, outdated textbooks, technical issues
multimedia presentations, or hands- with digital resources, or a lack of
Teachers may also suggest
on materials essential materials ways to improve the different
activities explored/lesson
learner engagement/ Observe how well the students were Mention any instances where learner
exemplar.
engaged with the lesson. Effective engagement was lacking, such as
interaction practices might include students disinterest, distractions, or difficulty
participating actively in discussions, in understanding the subject ma
asking questions, or demonstrating
enthusiasm for the topic

others This section is for any notable Document any miscellaneous issues
positive practices that don't fit within or problems that don't fall under the
the categories above. It could include previous categories. These could
classroom management techniques, encompass behavioral problems,
the use of assessment tools, or communication challenges, or other
successful communication with noteworthy concerns.
students

C. Teacher’s Reflection guide or prompt can be on: Teachers’ reflections

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson? Teacher’s reflection in every
Why did I teach the lesson the way I did? lesson conducted/facilitated is
▪ students essential and necessary to
What roles did my students play in my lesson? improve practice. You may also
What did my students learn? How did they learn? consider this as an input for
▪ ways forward
the LAC/Collab sessions.
What could I have done differently?
What can I explore in the next lesson?

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