5

Quarter 2
Learning Activity Lesson

Sheet for Science 4

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Learning Activity Sheet for Science Grade 5
Quarter 2: Lesson 4 (Week 4)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the
implementation of the MATATAG K to 10 Curriculum during the School Year 2024-2025. 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 prohibited and may result in appropriate legal actions and
disciplinary measures.

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

Writers:
• Dr. Randel D. Estacio (Quezon City University)
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.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET 1

Learning Area: Science 5 Quarter: 2nd Quarter

Lesson No.: 4 Date:

Lesson Title/ Topic: Characteristics of angiosperm and gymnosperm

Name: Grade & Section:

Day 2 – Week 4
I. Activity No. 1: Botanical Exploration: Discovering Angiosperms and Gymnosperms (60
minutes)

II. Objective(s):

At the end of the activity, the learners are expected to:

• identify and differentiate between angiosperms and gymnosperms based on observable
characteristics; and
• write an appreciation note for the diversity of plant life in the local environment.

III. Materials Needed:

• Field guide or worksheet with pictures of angiosperms and gymnosperms
• Notebook or paper
• Pencils or pens

IV. Instructions:

Introduction (5 minutes):
• Gather at the designated meeting point for the plant identification walk.
• Listen as the teacher introduces the activity and explains the objectives.

Exploration (40 minutes):

• Walk around the school grounds or nearby park with your group.
• Use the field guide or worksheet provided to identify and classify angiosperms and
gymnosperms.
• Take notes in your notebook or on a piece of paper about the characteristics you
observe.
• Pay attention to details such as leaf shapes, flower structures, and presence of
cones.
Guide Questions:

1. What types of leaves do you see? Are they broad and flat or needle-like?
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2. Do you notice any flowers or fruits on the plants? If so, what colors and shapes are
they?
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3. Are there any cone-like structures present on the plants? If yes, describe their size and
appearance.
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Conclusion (15 minutes):

• Gather back at the meeting point with your findings.
• Share your observations and classifications with the class.
• Listen as the teacher provides feedback and clarifications.

V. Rubric or Scoring Guide:

• 4 points: Actively participated in the walk, accurately identified and classified multiple
plants, and provided detailed observations.
• 3 points: Participated in the walk, identified and classified some plants, and provided
adequate observations.
• 2 points: Minimally participated in the walk, struggled to identify and classify plants, and
provided limited observations.
• 1 point: Little to no participation in the walk, unable to identify or classify plants, and
provided minimal observations.

VI. Synthesis/Extended Practice/Differentiation (if needed):

Synthesis:
• Angiosperms are flowering plants with seeds enclosed within fruits, while gymnosperms are
non-flowering plants with seeds exposed on cones or scales.
• Angiosperms often have broad leaves and showy flowers, while gymnosperms typically have
needle-like leaves and cones.

How do the unique features of angiosperms and gymnosperms, such as their different ways of
reproducing and the shapes of their leaves and flowers, help them survive and thrive in different
environments?
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Extended Practice:
• Conduct further research on the identified angiosperms and gymnosperms to learn more
about their ecological roles and economic importance.
• Create a botanical journal documenting additional plant species encountered during
nature walks outside of class hours.
• Write an appreciation note on the diversity of plant life in the local environment.

Suggested Modification of the Activity:

• For students with limited mobility, provide photographs of angiosperms and gymnosperms
for identification and classification within the classroom environment.
• Pair students with varying levels of botanical knowledge to encourage peer learning and
collaboration during the plant identification walk.

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LEARNING ACTIVITY SHEET 1

Learning Area: Science 5 Quarter: 2nd Quarter

Lesson No.: 4 Date:

Lesson Title/ Topic: Characteristics of angiosperm and gymnosperm

Name: Grade & Section:

I. Activity No. 2: Exploring Seed Anatomy: A Hands-On Dissection Lab (60 minutes)

II. Objective(s):
At the end of the activity, the learners are expected to:
• observe and identify the internal structures of seeds from angiosperms and
gymnosperms; and
• compare and contrast the seed anatomy of angiosperms and gymnosperms.

III. Materials Needed:

• Seeds from various angiosperms (e.g., beans, peas) and gymnosperms (e.g., pine nuts,
sunflower seeds)
• Scalpels or small knives (for dissection)
• Magnifying glasses or dissecting microscopes
• Petri dishes or small containers for seed dissection
• Disposable gloves (optional)

IV. Instructions:
Introduction (5 minutes):
• Begin by discussing the importance of seeds in plant reproduction.
• Explain that students will be dissecting seeds to observe their internal structures.

Seed Dissection Procedure (40 minutes):

• Preparation: Put on disposable gloves if desired. Select a seed from either an
angiosperm or gymnosperm species.
• Observation: Use a magnifying glass or dissecting microscope to examine the
exterior of the seed. Describe its shape, color, and texture.
• Dissection: Carefully cut open the seed with a scalpel or small knife. Observe and
identify the following structures:
▪ Seed coat (outer covering)
▪ Cotyledons (seed leaves)
▪ Embryo (undeveloped plant)
▪ Endosperm (nutrient storage tissue, if present)
• Recording Observations: Draw and label a diagram of the dissected seed in your
notebook. Write down any observations about the size, shape, and texture of each
structure.
• Comparison: Repeat steps 1-4 with seeds from different angiosperm and
gymnosperm species. Compare and contrast the internal structures of the seeds.

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Guide Questions:

1. How do the internal structures of angiosperm seeds differ from those of gymnosperm seeds?
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2. What role do the seed coat, cotyledons, embryo, and endosperm play in seed development
and germination?
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V. Rubric or Scoring Guide:

• Accuracy of seed dissection and identification: 10 points
• Completeness and accuracy of recorded observations: 10 points
• Comparison and contrast of seed anatomy: 10 points
• Neatness and organization of notebook drawings and labels: 5 points

VI. Synthesis/Extended Practice/Differentiation (if needed):

Synthesis:
• Seeds contain various internal structures essential for plant growth and development.
• Angiosperm seeds typically have two cotyledons and may contain endosperm, while
gymnosperm seeds often lack endosperm and have only one cotyledon.
• Understanding seed anatomy helps scientists and farmers in plant breeding, conservation,
and crop production.

How does understanding the internal structures of seeds in angiosperms and gymnosperms assist
scientists and farmers in improving plant varieties, preserving plant diversity, and growing better
crops?
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Extended Practice:
• Research and write a report on the economic importance of seeds in agriculture and food
production.
• Conduct a seed germination experiment at home using different types of seeds and
document their growth over time.

OUTLINE:

Suggested Modification of the Activity:

• For younger students or those with limited dexterity, provide pre-dissected seeds for
observation instead of requiring them to perform the dissections themselves.

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LEARNING ACTIVITY SHEET 1

Learning Area: Science 5 Quarter: 2nd Quarter

Lesson No.: 4 Date:

Lesson Title/ Topic: Characteristics of angiosperm and gymnosperm

Name: Grade & Section:

I. Activity No. 3: Seeds Galore: Exploring Plant Diversity (60 minutes)

II. Objective(s):

At the end of the activity, the learners are expected to:

• identify and classify seeds based on observable characteristics; and
• compare and contrast the seeds of different plant species.

III. Materials Needed:

• Various seeds from angiosperms and gymnosperms (e.g., mango seeds, pine seeds, bean
seeds)
• Sorting trays or containers
• Magnifying glasses (optional)
• Worksheet or notebook for recording observations

IV. Instructions:

Introduction (5 minutes): Welcome, students! Today, we will be exploring the diverse

world of seeds from different plant species. Our goal is to observe and classify seeds based
on their characteristics.

Seed Collection (10 minutes):

• Distribute a variety of seeds to each student or group.
• Take some time to observe the seeds closely. Use magnifying glasses if available.
• Record your initial observations in your worksheet or notebook.

Seed Sorting (25 minutes):

• In your group, sort the seeds into different categories based on their observable
characteristics such as size, shape, color, and texture.
• Use the sorting trays or containers to organize the seeds.
• As you sort the seeds, discuss with your group members why you placed them in
certain categories.
• Record your sorting process and observations in your worksheet or notebook.

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Guide Questions:

1. What are the similarities and differences between the seeds you are sorting?
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2. How do the characteristics of the seeds relate to the types of plants they come from?
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Group Discussion (10 minutes):

• Once everyone has finished sorting, come together as a class to share your findings.
• Discuss the different categories you created and the characteristics of seeds within
each category.
• Compare and contrast the seeds of angiosperms and gymnosperms.

V. Rubric or Scoring Guide:

Criteria Excellent (4) Good (3) Fair (2) Needs Improvement

(1)
Seed Sorting Seeds are accurately Seeds are mostly Seeds are sorted into Seeds are not sorted
sorted into distinct sorted into categories, but with accurately or
categories based on appropriate several inaccuracies or appropriately.
observable categories, with few inconsistencies.
characteristics. inaccuracies.
Recording Detailed observations are Observations are Observations are limited Observations are
Observations recorded, including recorded with some or vague, with little incomplete or unclear.
thorough descriptions of detail, but may lack explanation for sorting
seed characteristics and thoroughness or decisions.
explanations for sorting clarity.
decisions.
Participation Actively participates in Participates in group Participates minimally in Does not participate in
and group discussions and discussions and group discussions and group discussions or
Collaboration collaborates effectively contributes to sorting sorting activity, and sorting activity, and
with group members. activity, but may shows limited does not collaborate
require prompting to collaboration with group with group members.
engage fully. members.

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VI. Synthesis/Extended Practice/Differentiation (if needed):

Synthesis:
• Seeds exhibit a variety of characteristics that help identify the plant species they come from.
• Seeds can be classified based on observable traits such as size, shape, color, and texture.
• The activity highlights the diversity of angiosperms and gymnosperms and provides insight
into their reproductive strategies.

How does categorizing seeds based on their observable traits, like size, shape, color, and texture,
help scientists and enthusiasts understand the diversity of flowering plants (angiosperms) and non-
flowering plants (gymnosperms) and gain insights into their different ways of reproducing?
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Extended Practice:
• Research and collect seeds from different environments such as forests, gardens, or parks.
Classify and compare the seeds based on their ecological habitats.
• Plant some of the collected seeds and observe their germination and growth stages over
time.

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LEARNING ACTIVITY SHEET 2

Learning Area: Science 5 Quarter: 2nd Quarter

Lesson No.: 4 Date:

Lesson Title/ Topic: Plant Classification (Angiosperms and Gymnosperms)

Name: Grade & Section:

Day 3 – Week 4
I. Activity No. 4: Exploring Plant Diversity: Classifying Angiosperms and Gymnosperms (60
minutes)

II. Objective(s):
At the end of the activity, the learners are expected to:
• observe and classify plant specimens into angiosperms and gymnosperms based on their
characteristics; and
• develop an understanding of the distinguishing features of angiosperms and gymnosperms.

III. Materials Needed:

• Various plant specimens (both angiosperms and gymnosperms)
• Magnifying glasses (optional)
• Classification chart or table
• Worksheet or notebook for recording observations

IV. Instructions:

Introduction (5 minutes):
• Welcome, students! Today, we will be exploring the diverse world of plants and learning
how to classify them into two major groups: angiosperms and gymnosperms.

Plant Specimen Observation (20 minutes):

• Examine each plant specimen provided by the teacher.
• Observe the features such as flowers, fruits, leaves, and seeds carefully.
• Use magnifying glasses if necessary to examine finer details.
• Record your observations in the worksheet or notebook.

Guide Questions:

1. What are the distinguishing features of each plant specimen?

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2. How do the characteristics of the specimens differ between angiosperms and

gymnosperms?
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Classification Process (25 minutes):

• Refer to the classification chart or table provided by the teacher.
• Classify each plant specimen as either an angiosperm or gymnosperm based on your
observations.
• Collaborate with your peers to discuss and verify your classifications.
• Record your classifications in the worksheet or notebook.

Guide Questions:

1. What characteristics did you use to classify each plant specimen?

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2. Did you encounter any challenges while classifying the specimens? How did you overcome
them?
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Group Discussion (10 minutes):

• Share your classifications with your group members.
• Discuss any differences in classifications and reasons behind them.
• Clarify any misconceptions and ask questions to deepen understanding.

V. Rubric or Scoring Guide:

Criteria Excellent (4) Good (3) Fair (2) Needs

Improvement (1)
Plant Thoroughly Observes features Observes features of Does not observe
Observation observes and of plant specimens plant specimens or record features
records detailed with good detail, with limited detail or of plant
features of each but may miss some accuracy. specimens
plant specimen. finer details. accurately.

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Criteria Excellent (4) Good (3) Fair (2) Needs

Improvement (1)
Classification Classifies each Mostly classifies Classifies plant Classifies plant
Process plant specimen plant specimens specimens with specimens
accurately based accurately, with some inaccuracies inaccurately or
on observable few errors in or inconsistencies. inconsistently.
characteristics. classification.
Collaboration Actively Participates in Participates Does not
collaborates with group discussions minimally in group collaborate with
peers, engages in and collaborates discussions and peers or
discussions, and with peers, but collaboration, and contribute to
shares ideas may need shows limited group
effectively. prompting to engagement. discussions.
contribute fully.

VI. Synthesis/Extended Practice/Differentiation (if needed):

Synthesis:
• Plants can be classified into two major groups: angiosperms and gymnosperms, based on
observable characteristics such as flowers, fruits, leaves, and seeds.
• Angiosperms are flowering plants with seeds enclosed within fruits, while gymnosperms are
non-flowering plants with seeds exposed on cones or scales.
• Classification helps us understand the diversity of plant life and the unique features of
different plant groups.

How does classifying plants into angiosperms and gymnosperms based on their observable
characteristics such as flowers, fruits, leaves, and seeds help scientists and botanists understand
the vast diversity of plant life and appreciate the distinct features of each plant group?
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Extended Practice:
• Take a nature walk and collect additional plant specimens to classify into angiosperms and
gymnosperms.
• Research specific plant species and create a classification key to classify them into
angiosperms and gymnosperms based on their characteristics.

Suggested Modification of the Activity:

• For students with visual impairments, provide tactile models or descriptions of plant
specimens to facilitate observation and classification.
• To incorporate technology, use digital images of plant specimens for observation and
classification activities on interactive whiteboards or tablets.

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LEARNING ACTIVITY SHEET 2

Learning Area: Science 5 Quarter: 2nd Quarter

Lesson No.: 4 Date:

Lesson Title/ Topic: Plant Classification (Angiosperms and Gymnosperms)

Name: Grade & Section:

Day 4 – Week 4
IV. Activity No. 5: Plant Key Creators: Unraveling Plant Diversity (60 minutes)

V. Objective(s):

At the end of the activity, the learners are expected to:

• develop a plant classification key distinguishing between angiosperms and
gymnosperms; and
• illustrate key characteristics of angiosperms and gymnosperms through sketches or
illustrations.

VI. Materials Needed:

• Drawing materials (paper, markers, colored pencils)
• Reference materials or examples of plant classification keys

IV. Instructions:

Introduction (5 minutes): Welcome, students! Today, you will work in small groups to
create a plant classification key that distinguishes between angiosperms and
gymnosperms. Follow the instructions carefully and be prepared to present your key to the
class.

Brainstorming (15 minutes):

• In your group, discuss and list the distinguishing characteristics of angiosperms
and gymnosperms based on your knowledge and the reference materials provided.
• Consider features such as flower structure, leaf shape, and seed arrangement.

Guide Questions:
1. What are some key differences between angiosperms and gymnosperms?
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2. How can we represent these differences visually in our classification key?
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Sketching (25 minutes):

• Using drawing materials, sketch or illustrate examples of each characteristic you
listed in the Brainstorming part.
• Create clear and detailed drawings that clearly represent the features of
angiosperms and gymnosperms.
• Make sure your illustrations are easily recognizable and distinguishable.

Guide Questions:

1. How can we best represent flower structures and leaf shapes in our drawings?
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2. What details should we include to accurately depict seed arrangements?
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Key Creation (15 minutes):

• Organize your sketches into a logical sequence to create your plant classification
key.
• Include labels and descriptions for each characteristic to guide users through the
key.
• Make sure your key is clear, easy to follow, and accurately distinguishes between
angiosperms and gymnosperms.

Guide Questions:

1. What should be the first characteristic in our key, and how should we proceed from
there?
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2. How can we ensure that our key is user-friendly and informative?

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V. Rubric or Scoring Guide:

Needs
Criteria Excellent (4) Good (3) Fair (2) Improvement
(1)
Key accurately Key distinguishes Key distinguishes Key does not
distinguishes between between between accurately
angiosperms and angiosperms and angiosperms and distinguish
Distinguishing gymnosperms with gymnosperms gymnosperms, between
Characteristics clear and detailed with mostly clear but illustrations angiosperms and
illustrations. illustrations, but are unclear or gymnosperms or
some details may incomplete. lacks clear
be lacking. illustrations.
Key is well-organized, Key is organized, Key is somewhat Key lacks
with a logical but may lack organized, but organization,
sequence of some clarity in the sequence of making it
Organization characteristics and the sequence of characteristics or difficult to follow
clear characteristics or descriptions may or understand.
labels/descriptions descriptions. be confusing.
for each feature.

VI. Synthesis/Extended Practice/Differentiation (if needed):

Synthesis:
• Plant classification keys are useful tools for identifying and categorizing different plant
species based on their characteristics.
• Angiosperms and gymnosperms have distinct features that can be illustrated and used to
create effective classification keys.
• Clear and accurate illustrations are essential for creating informative plant classification
keys.
How can clear and accurate illustrations of the distinct features of angiosperms and gymnosperms
aid in the creation of effective plant classification keys, and how do these keys help scientists and
botanists identify and categorize different plant species?
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Extended Practice:
• Students can create additional plant classification keys for different groups of plants, such
as ferns, mosses, or algae.
• Encourage students to use their keys to identify and classify plant specimens found in
their local environment.

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LEARNING ACTIVITY SHEET 2

Learning Area: Science 5 Quarter: 2nd Quarter

Lesson No.: 4 Date:

Lesson Title/ Topic: Characteristics of angiosperm and gymnosperm

Name: Grade & Section:

I. Activity No. 6: Plant Explorer Challenge: Test Your Plant Classification Skills (Duration:
30-45 minutes)

II. Objective(s):

At the end of the activity, the learners are expected to:

• reinforce understanding of plant classification concepts, particularly distinguishing
between angiosperms and gymnosperms; and
• engage in collaborative learning and critical thinking through an interactive game
format.

III. Materials Needed:

• Flashcards with images of various plant species (including angiosperms and
gymnosperms)
• Game board or chart with categories for angiosperms and gymnosperms
• Timer (optional)

IV. Instructions:
Introduction (5 minutes): Welcome, Plant Explorers! Today, we will embark on an exciting
adventure to test our plant classification skills through an interactive game. Our goal is to
correctly classify plant species into angiosperms and gymnosperms. Let's dive in!

Game Rules and Instructions (20-30 minutes):

• Divide the class into two teams: Team Angiosperm and Team Gymnosperm.
• Set up the game board or chart with categories for angiosperms and gymnosperms.
• Shuffle the flashcards with images of various plant species.
• Show a flashcard to the first team. Each team will take turns identifying whether the
plant species belongs to the angiosperm or gymnosperm category.
• If the team answers correctly, they earn a point. If not, the opposing team has the
opportunity to steal the point by providing the correct classification.
• Continue playing until all flashcards have been used or until the designated time frame
is reached.
• Tally the points to determine the winning team.

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Guide Questions:

1. What characteristics distinguish angiosperms from gymnosperms?

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2. How can you identify whether a plant species is an angiosperm or gymnosperm?

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V. Rubric or Scoring Guide:

Criteria Points
Correct Classification 2
Stealing Points 1
Total Points Earned /10

VI. Synthesis/Extended Practice/Differentiation (if needed):

Synthesis:
• Plant classification involves distinguishing between angiosperms (flowering plants) and
gymnosperms (non-flowering plants).
• Characteristics such as flower structure, leaf morphology, and seed arrangement can help
classify plants into these categories.
• Collaborative learning through interactive games enhances understanding and retention of
key concepts.

How can interactive games that involve identifying flower structures, leaf shapes, and seed
arrangements help students collaborate and deepen their understanding of plant classification,
specifically distinguishing between angiosperms and gymnosperms?
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Extended Practice:
• Create additional flashcards with images of plant specimens and continue playing the
game in small groups or at home with family and friends.
• Conduct a plant classification scavenger hunt outdoors, where students identify and
classify plants they encounter based on their characteristics.

Suggested Modification of the Activity:

• Adjust the difficulty level by including more challenging plant specimens or additional
categories for classification, such as habitat or geographical distribution.
• Incorporate technology by creating a digital version of the game using educational apps or
online platforms for virtual classroom settings.

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