Science: Quarter 2 - Module 3: Modes of Reproduction in Animals

5
5
Science
Quarter 2 – Module 3:
Modes of Reproduction
in Animals
CO_Q2_Science5_Module3
What I Know
Directions: Read each of the numbered items carefully, then choose the letter of the
correct answer. Write your answer on a separate sheet of paper.
1. When does reproduction take place?

A. when offspring makes adult
B. when parents make offspring
C. when offspring is an actual copy of the adult
D. when offspring is an actual opposite of the adult
2. Which organism undergoes the canine “heat” cycle?

A. dog
B. insect
C. parrot
D. turtle
3. Which animal reproduces sexually by laying eggs in water?

A. butterfly
B. cat
C. chicken
D. frog
4. Which of the following organisms SHOULD NOT BE in the group?

A. frog
B. jellyfish
C. mollusk
D. seahorse
5. What process takes place when a sperm cell fuses with an egg cell?
A. combination
B. fertilization
C. hibernation
D. interaction
6. Which of the following looks like its parent-animal when born alive?
A. bird
B. butterfly
C. cockroach
D. goat
2 CO_Q2_Science 5_ Module 3
7. Chicks are hatched from eggs. Goats are born alive and appear like their parents.
Frogs undergo many changes as they grow. What are you able to infer from these
observations?
A. all animals are born alive
B. all animals are hatched from eggs
C. different animals move in several ways
D. different animals reproduce in numerous ways
8. Which is NOT TRUE about reproduction in animals?

A. some animals reproduce sexually
B. fertilization can happen outside a female animal’s body
C. all animals reproduce with the same mode of reproduction
D. fertilization occurs inside the body for a few female animals
9. Fishes/Frogs produce thousands of offspring to ________.

A. produce food for predators
B. increase the chance of some surviving
C. maintain the population of every species
D. ensure that there are many brothers and sisters
10. Animals reproduce to ________.

A. make new animals
B. get food from its young
C. get rid of unhealthy animals
D. satisfy their obligation as species
What’s In
The beginning of a brand new life is a stimulating event. The sight of a butterfly
emerging from its pupa, a chick making its response to the cracked shell, or a dog
giving birth to puppies. The ability of an organism to produce a new life is one of the
characteristics that distinguish living things. This ability is called reproduction.
Reproduction is integral to the survival of all animals. They have to produce

offspring of their kind to ensure the continuity of their species. Without the process
of reproduction, the lifetime of any animal would come to an end.
Directions: Read carefully each of the following statements on reproduction. Write

TRUE if it is correct and FALSE if it is incorrect.
1. A zygote is formed through fertilization.
2. A new human individual develops from a cell called a gamete.
3. Reproduction is to reproduce or produce new organisms of the same type.
4. Sexual reproduction is making a copy of the organism with a single parent.
5. The reproductive system is the collection of internal and external sex organs in
both males and females.
What’s New
Directions: Read and understand the riddles below. Identify what animal is being
described in each riddle. Choose your answer from the pool of options
in the box.
Butterfly Cat Dog Frog Mosquito
1. I lay eggs in water

I like to hop around
I’m green but I’m not a leaf
I have a long tongue but I’m not a giraffe
What am I?
2. I start as a caterpillar
I go through metamorphosis
I feed on nectars but I’m not a bee
I’m colorful but I’m not a rainbow
What am I?
3. I bite and suck people’s blood

I am an insect but I’m not a spider
I spread disease but I’m not a sneeze
I lay eggs in stagnant water during the breeding cycle
What am I?
4. I have legs and tails

I am your best friend
I use my nose to sniff food
I get pregnant when the “heat” cycle period occurs
What am I?
5. I have four legs

I eat fish if you feed me
I have just one, but with eight to spare
I ovulate every 1-3 weeks with contact stage
What am I?
What is It
How do animals like butterflies, cats, dogs, frogs, mosquitos grow in number?
Animals, through reproduction, grow in number. Reproduction is the process

by which an organism/s reproduce another individual (offspring) that is biologically
similar to the organism. The butterflies, cats, dogs, frogs, and mosquitos are examples
of animals that reproduce sexually.
Sexual reproduction takes place when sex cells from two-parent animals (one
male and one female) unite to create a new animal through fertilization. The fertilized
egg is called a zygote. Examples of animals that undergo reproduction are
butterflies, cats, dogs, frogs, and mosquitos. The animals mentioned above reproduce
sexually though they have different means of reproducing.
The following are their modes of reproduction:
The mating begins when the male

butterfly detects a female butterfly releasing
pheromone at close range. When the female
accepts the male, the male attaches to the
female's abdomen, injecting a sperm packet
into her stomach that she stores until she
decides to lay eggs. They will persist on a
courtship flight during mating which will last
for an hour or more. As the eggs pass down
Figure 1: Butterflies the female butterfly's egg-laying tube, the
(Bollozos.nd) sperm fertilizes them. The female butterflies
can only mate once throughout their lives, although male butterflies can mate more
than once. Also, a female butterfly lays from 100 to 300 eggs, about four days, during
her life. After being laid, the eggs hatch for about four days. When the first hatch, the
larvae are less than 1 centimeter (cm) which grow to be about 5 cm.
All frogs reproduce sexually. It is outside
the female's body of the frog that fertilization
takes place. The female releases her eggs and,
therefore, the male releases his sperm at the
same time. The male and female get into a
mating posture, called amplexus, by climbing
onto the female's back and clasps his forelegs
around her middle to ensure that the sperms
reach the eggs. They will stay in this position for
hours or perhaps days until the female releases
as few collectively or as many as several
hundred eggs. Some frogs mate in the tree
Figure 2: Frogs branches, over a stagnant pond, and streams.
(Bollozos.nd) Most of their eggs are found in calm or still
bodies of water to stop getting too rumbled about in infancy. Usually, the eggs will
hatch about 6-21 days (average) after being fertilized. The gestation is approximately
33 days, for frogs give birth 33 days after a successful mating.
Reproduction by mosquitoes begins with

the courtship. During mating, the male
deposits sperm into the female through a little
pouch in her abdomen. The female sucks the
blood used to feed the fertilized egg. After
mating and sucking down some blood, the
female will rest for a few days to lay eggs in
water, swamps, or anywhere with sufficient
moisture.
Male mosquitoes only live for a week and

Figure 3: Mosquitoes don’t have any purpose after mating with a
(Bollozos.nd) female so mosquitoes only copulate once. The
female mosquito only requires the sex cells of 1 male for the remainder of her life
to produce a few batches of eggs. Female mosquitoes lay eggs inside containers
holding water. Eggs can hatch from some days up to many months after being laid.
In just 2-3 days, the pupae transform into adult flying mosquitoes. Thus, the whole life
cycle of the mosquitoes from an egg to an adult stage takes approximately 8-10 days.
Dogs experience a heat cycle that lasts for
3 weeks. It is the period when they ovulate and
might get pregnant which is common every 5 -
12 months. During the primary week
(Proestrus cycle) female’s vulva (outer part of
their reproductive organ) swells and secretes
blood and aromas that attract males. They act
moody during this stage to both people and
other dogs, swinging from affectionate to
"snappy" and appear to like to "tease" the
males cruelly: they'll lift their tail to permit a
sniff, but will bite the male's head if it tries to
mount. Within the second week (Estrus cycle)
her vulva will still be swollen, but her vaginal
discharge will usually stop having visible blood
in it, she will ovulate and is very ready for
Figure 4: Dogs
reproduction. Lastly, in week 3 (Diestrus
(Bollozos.nd) cycle), or the last stage being in heat, the
female has already ovulated and is losing
interest in reproduction. The length of pregnancy in dogs is 61-65 days, usually
with an average of 63 days. This means that about 63 days after a dog is
impregnated it will have its offspring. The female dogs should always be bred with
a smaller male dog.
Cats, just like dogs, can go into heat at

any time of the year. They stay in heat for about
5-15 days. Cats keep going back into heat
every 1-3 weeks until they ovulate and are
unlikely to ovulate until there is contact with a
male cat. This means that they ovulate (pass
an egg) only when they are bred. Reproduction
begins through the estrous (reproductive) cycle
when they reach puberty. The ovulation occurs
until there is contact with a male cat. When in
heat they make more noise or meows louder
and more frequently. They become much more
affectionate toward people, weave in and out of
their legs, rub against them, shake their pelvis,
and rolls on the floor, and "flag" their tail. Cat
pregnancy lasts about 63-65 days. So, as
Figure 5: Cats young as 4 months or 6 months old a female
(Bollozos.nd) cat can have kittens.
What’s More
Activity 1
Directions: Presented below are pictures of animals that are capable of sexual
reproduction. Match the images in column A with the corresponding
modes of reproduction described in column B. Write the letter of the
correct answer on your answer sheet.
Column A Column B
1. A. In a mating posture called amplexus, the

female releases her eggs and the male
releases his sperms at the same time.
(Bollozos.nd)
2. B. Through a small pouch in the female’s

abdomen, the male deposits sperm into
it.
(Bollozos.nd)
C. The mating begins when the male animal

detects a female animal releasing
pheromone at a close range.
3.
(Bollozos.nd)
D. The estrous cycle is present when t h e
f e m a l e of t h i s animal gets into heat
at any time of the year and is likely to
ovulate until there is contact with a male
animal.
4.
(Bollozos.nd)
E. A heat period that would last for 3 weeks
is being experienced by the females of this
animal.
F. The reproduction can take place with only

one parent, either the male or the female.
5.
(Bollozos.nd)
Activity 2
Directions: Fill in the blanks with the name of animals having the mode of
reproduction described below. Choose your answer from the word box.
butterflies cats dogs

frogs mosquitoes turtle
1. Reproduction begins with courtship. During mating, the male deposits sperm into
the female through a small pouch in her abdomen. After mating and sucking
down some blood, the female will rest for a few days to lay eggs in water, swamps,
or anywhere with sufficient moisture. This mode of reproduction happens to
.
2. Sexual Reproduction begins when the male and female animals release
pheromones or sex stimulants into the environment. As the female lays the eggs
they are fertilized by the stored sperm and wrapped in a cocoon. This is how
reproduce.
3. Reproduction begins the stages during the “heat” cycle. The males are most fertile
when fully mature. They act moody during this stage to people and show
affection to their partner. When the females of this kind of animal ovulate, they
get pregnant. This mode of reproduction happens in .
4. Reproduction begins through fertilization. The fertilization happens outside the

female’s body. Both males and females release their eggs and their sperm at
the same time. The male climbs onto the female back and clasps his forelegs
around her middle which mating posture called amplexus. This is how
________________ reproduce.
5. Reproduction begins through the estrous (reproductive) cycle when it reaches

puberty. This animal is likely to ovulate until there is contact with a male animal.
The female animal becomes much more affectionate toward people, weaves in and
out of their legs, rubs against them, shakes her pelvis, and rolls about on the
floor, and "flags" her tail. This mode of reproduction happens in .
Activity 3
Directions: Copy the diagram below and write inside each corresponding box a brief
description of the animal’s mode of reproduction.
M
O
D
E
Butterfly
S
O
F
R Cat
E
P
R
O
D
U Dog
C
T
I
O
N
I Frog
N
A
N
I
M Mosquito
A
L
S
What I Have Learned
Directions: Express your understanding of the lesson in this module by supplying

each blank with a word to complete the paragraphs. Write your answer
on a separate sheet of paper.
I learned that animals grow in number through the process called

(1)_____________. Reproduction is the process by which an organism creates an
offspring that is similar to it. Some animals such as the butterflies, cats, dogs, frogs,
and mosquitoes reproduce (2)____________.
The (3) takes place when sex cells from two-parent (male and
female) unite to form a new animal through (4) . The fertilized
egg is called (5) . Examples of animals that undergo sexual
reproduction are butterflies, cats, dogs, frogs, and mosquitoes. Though these
mentioned animals reproduce sexually, they have different ways of reproduction.
What I Can Do
Directions: Read and answer the question in each item below. Write your answer on
a separate sheet of paper.
A. What animals are found in your community with the same mode of
reproduction as dogs, cats, butterflies, frogs, and mosquitos? List one for each.
(5 points)
Example of Animals with the same mode of reproduction as:

Dogs
Cats
Butterflies
Frogs
Mosquitos
B. Given the chance to have a pregnant pet at home, how are you going to take
good care of it? Write your answer on a piece of paper.
Your composition will be rated based on this rubric. Consequently, use this rubric
as a guide when working on your assignment and check it again before you submit
it.
5 3 1
Features
Excellent Good Poor
The ideas are

The ideas are very The ideas are not
Content and somewhat
informative and informative and
Organization informative and
well organized poorly organized
well organized
There are no Few spelling and

Spelling,
spelling, punctuations So many spelling,
Punctuation, &
punctuation, or errors, minor punctuation and
Grammar
grammatical grammatical grammatical errors
errors. errors.
Assessment
Directions: Read each of the numbered items carefully, then choose the letter of the
correct answer.
1. What type of reproduction requires male and female sex cells to unite?
A. external fertilization
B. internal fertilization
C. sexual reproduction
D. asexual reproduction
2. Which is NOT TRUE about sexual reproduction in animals?

A. it promotes differences
B. it has only one parent
C. the young animals resemble each other
D. animals may hatch from eggs or be born alive
3. Which of the following is TRUE about the heat cycle in cats?

A. cats stay in heat for about 10-30 days
B. cats in heat are moody towards people
C. cats in heat are quiet and like to lay down
D. cats in heat make more noise, louder and more frequent
4. Which of the following DOES NOT mate?

A. cat
B. pig
C. lizard
D. starfish
5. What do you call the process formed after the union of a sperm cell and egg cell?
A. zygote
B. fertilization
C. reproduction
D. sexual reproduction
6. What will happen if animals will not reproduce?

A. population will decrease
B. organisms will not survive
C. organisms will not improve
D. organisms will not be able to adapt to their environment
7. How many times do female butterflies mate throughout their lives?
A. once
B. twice
C. thrice
D. as many times as they wanted
8. Animals reproduce sexually to .

A. make new animals
B. get food from its young
C. get rid of unhealthy animals
D. comply obligation to the species
9. Frogs get into a mating posture called amplexus to _________________.

A. release more eggs in water
B. release more sperms for the male frogs
C. have better hatching of eggs into tadpoles
D. to make sure that the sperms reach the eggs
10. Reproduction is important to living organisms because it .

A. controls the body parts
B. converts food into nutrients
C. collects and removes wastes
D. continued the existence of organisms
Additional Activities
A. Word puzzle
Directions: Fill out the crossword puzzle below by identifying the correct term being
described by the clues in each item. Write your answer on a separate sheet
of paper.
5 4
Down
1. a process of producing of its kind
4. mating posture of a frog to make sure that sperm reach the egg
Across
2. the type of reproduction wherein new organism is produced from two parents
3. an animal that undergoes canine “heat” cycle

5. a process when a sperm cell unites with the egg cell
B. Fill in the blanks
Directions: Supply each blank below with the correct word/term to complete each
sentence. Choose your answer from the list of options inside the box.
Write your answer on a separate sheet of paper.
pheromones heat mosquitoes tadpoles ovulate
1. Frogs lay eggs in water and the eggs hatch into that grow into frogs.
2. The male butterfly detects a female butterfly releasing at close range.
3. Male usually form large swamps in the air and wait for the
females to find them and fly in.
4. Cats get into heat at any time of the year and are likely to until
there is contact with a male cat.
5. Mature female dogs have an estrus cycle or that period when
they ovulate and are receptive to male dogs and get pregnant.
5
Science
The Reproductive Parts in Plants
and their Functions
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you need to
ask your facilitator or your teacher’s assistance for better understanding of the
lesson. At the end of each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We trust that you will
be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
ii
What I Need to Know
You can see different types of plants everywhere. As you can observe, they
differ in size, shape, color, smell and even their mode of reproduction. Like animals,
plants need to continuously reproduce themselves to sustain their species. Some
reproduce through their seeds while some utilize other plant parts.
In this module, you will learn more about the reproductive part of the plant
and their functions.
At the end of the lesson, you will be able to describe the reproductive part of
plants and their functions.
Note: All the answers of the activities should be written in a separate sheet of paper.
What I Know
Directions: Identify the concept being described in each item. Choose your answer
from the words inside the box below.
ovary pistil stamen anther plantlets
tubers rhizomes bulb suckers runners
1. It is the male reproductive organ of a flower.

2. It is the female organ of a flower.
3. It is a swollen structure at the end of the style.
4. It consists of two lobes that contains pollen.
5. These are the stems that grow horizontally above the ground.
6. The upright shoots that grow from buds seen at the base of stems of parent
plants.
7. It contains an underground stem used for food storage.
8. It is a type of plant stem situated either at the soil surface or underground
that bears nodes from which roots and shoots originate.
9. It is a swollen and modified root.
10. It is a plant part that is produced on the edge of the leaf.
1
CO_Q2_Science 5_ Module 4
What’s In
A plant is made up of different parts, the roots, leaves, stem, and flower. Each
part has a function to make the plant healthy. Plants play a very important role in
our environment, so it is to our benefit to understand more about how they work and
how they reproduce.
Directions: Match the concepts in column A with the words being described in
column B. Choose the letter of the correct answer. Choices from column
B can be repeated.
COLUMN A COLUMN B
1. It contains chlorophyll which assists a. roots

the plants in preparation for food. b. leaves
2. It distributes the nutrients and minerals c. stem
all the way from the roots to the leaves. d. flower
3. This underground part plays a very
important role in pulling the water and
minerals so they can reach the plant.
4. It has brightly colored petals that
attracts insects for pollination.
5. It stores food that binds the soil together.
2
What’s New
Let us find out how familiar you are by identifying the plant part being
propagated, if it is through stem, roots, leaves, or flower.
Directions: Write the answer in your paper according to the identified parts of the
plant used for propagation.
1. 2.
Camote plant onion plant

(Emma 2009) ("Onion" 2013)
3. 4.
Kataka-taka plant cassava plant

( Bikolano.2018)
("File:Kerala Cassava Plant 1.Jpg
- Wikimedia Commons" 2016)
5.
gumamela plant
(pinay06.2004)
3
What is It
From the previous activity, what parts of the plant are important in
reproduction? Are you familiar with the different reproductive parts of a plant and
its function?
Plants are one of the most important living organisms on earth. They provide
benefits to both animals and human beings. They produce oxygen which is needed
for the survival of living organisms. Overall, different parts of plants have different
roles to perform. It’s just equally essential to know how they are propagated.. Let us
know the different reproductive plant parts like flower, stem, roots, and leaf and its
functions that are important in their reproduction.
The Reproductive Parts of a Flower
Figure A
(Dignos,n.d)
The important parts of a flower, which are the reproductive structures, are the
stamen and the pistil (also called carpel). The pistil is the female organ of the flower.
It has three parts: the stigma, the style, and the ovary. The stigma is the swollen
structure at the end of the style. The style is a long, sticky, slender tube. The ovary
is the enlarged basal portion of the pistil which contains the ovules. The stamen is
the male organ of the flower. It has two parts: the anther and the filament. The anther
is made up of two lobes that contain the pollen sacs. The filament holds the anther
in a position tall enough to release the pollen.
Do you know that some plants have varied ways of propagation? Let’s take a
look at the gumamela plant, aside from reproducing naturally through its flower, it
can also be propagated through its stems by simply cutting a mature part of the
gumamela plant and putting it in a container/plant box with soil. After several days
of maintaining its moisture, a new plant will immerse from it.
4
The Reproductive Parts of a Stem, Root, and Leaf
Natural vegetative propagation is a method where a portion of the plant gets

separated from the body of the mother plant and grows into an independent plant.
The parts may be stem, root, and leaf.
Runners are stems that grow

horizontally above the ground. They have
nodes where buds are formed. These buds grow
into a new plant. Examples are peppermint and
Figure 1. Runners strawberries.
(Dignos.nd)
Suckers are upright shoots that grow from

buds found at the base of stems of parent plants.
The banana, bamboo, and pineapple are some
examples of plants that can reproduce from
suckers.
Figure 2. Suckers
(Dignos.n.d)
A bulb contains an underground stem.

Leaves are attached to the stem. These leaves
contain much stored food. At the center of the
bulb is an apical bud. Also attached are lateral
buds. The apical bud will produce leaves and a
flower while the lateral buds will produce new
shoots. As the plant grows and develops, it will
form a new bulb underground. Examples are
Figure 3. Bulb
(Dignos.n.d) onions, tulips, and garlic.
A rhizome (also known as rootstocks) is

a type of plant stem situated either at the soil
surface or underground that contains nodes
from which roots and shoots originate. When
separated, each piece of a rhizome is capable of
producing a new plant. Examples are ginger
and crabgrass.
Figure 4. Rhizome
(Dignos.n.d)
5
New plants will grow out of swollen,
modified roots called tubers. Buds develop
at the base of the stem and then grow into
new plants. Examples are potato, cassava,
and sweet potato.
Figure 5. Tubers
(Dignos.n.d)
Leaves of some plants grow into a

new plant if they become detached from
the parent plant. Other plants grow small
plants on the edge of their leaves. These
small plants are called plantlets. One
example is Kataka-taka.
Figure 6.Plantlets
(Dignos.n.d)
What’s More
Activity 1
Directions: Describe the parts of the plant listed below and give its description or
function by choosing letter of your answer from the given choices.
1. Bulb
2. Pistil
3. Suckers
4. Stamen
5. Rhizomes
a. It is the female organ of the flower.

b. It contains an underground stem.
c. It is a part of a flower which composed of anther and filament.
d. It is the upright shoots that grow from buds found at the base of stems of
parent plants.
e. A type of plant stem situated either at the soil surface or underground that
contains nodes from which roots and shoots originate.
Activity 2
Directions: Study each picture below. Identify its reproductive part (based also on
the jumbled letter), then describe its function. Use the table below as
your guide in giving your answers.
1. 2.
("File:Pothos Epipremnum Aureus.Jpg -

(Boeckel.2019)
. Wikimedia Commons" 2009)
3. 4.
("File:Parts-Of-A-Flower.Png - Wikimedia
Commons" 2016)
(Mansfeld.2011)
5.
(Dignos.n.d)
Reproductive Part Description/Function

1. NERRUNS
2. LUBB
3. SHIRMOZE
4. LISPIT
5. VORAY
Activity 3
Directions: Write True if the statement correctly describes the reproductive part of a
plant and False if the statement is wrong.
1. The pistil is the female organ of the flower.
2. The anther consists of two lobes that contain the pollen sacs.
7
3. Suckers are upright shoots that grow from buds found at the base of stems of
parent plants.
4. The tubers hold the anther in a position tall enough to release the pollen.
5. Rhizome are stems that grow horizontally above the ground. They have nodes
where buds are formed.
What I Have Learned
Directions: Fill in the blanks with the correct word or words that will correctly
complete each sentence.
1. The essential reproductive parts of a flower are the (a) , and (b) .
2. The (a) is the female reproductive part of a flower which has three parts,
the (b) , (c) and (d) .
3. The (a) is the male reproductive part of the flower which consists
of (b) and (c) specific parts.
4. The part of the plant that grows through their stems are (a) , (b) ,
(c) , (d) .
5. New plants will grow out of swollen, modified roots called (a) and other
plants grow small plants called (b) _______________on the edge of their leaves.
What I Can Do
Do you think plants need to reproduce? Why? Give at least three (3) reasons.
Use the rubrics below as your guide you on the essay that you will write.
Rubrics for the Essay Output

Criteria 4 3 2 1
Organization Follows a Follows a It is easy to It is
correct correct understand, unorganized,
arrangement of arrangement of neat, and difficult to
ideas. It is easy ideas. It is easy presentable. understand
to understand, to understand, and follow.
8
follow, and clear follow, and clear
to read; visually to read.
appealing and
relevant to the
discussed ideas.
Content The insights are The insights are The insights are The ideas show
comprehensively moderately minimally no insight,
discussed, with discussed, and discussed, and understanding
deep the thoughts are the thoughts are or reflective
understanding reflective and reflective and thought
of the idea, and convincing. convincing.
the thoughts are
reflective and
convincing
Mechanics of Clear, readable, Some problems Frequent Awkward

writing prose. with problems with sentence
Good use of mechanics of mechanics of construction;
transitions; language; language; Poor or absent
no problems with Some awkward Occasional transitions;
spelling, sentences and awkward Frequently
punctuation, poor sentences and difficult to
or grammar. transitions; reduce poor understand
readability transitions;
reduce
readability
Assessment
Directions: Read each item carefully. Then, choose the letter of the correct answer.
1. Which of the following is the male organ of a flower?

A. Pistil
B. Petal
C. Style
D. Stamen
2. What is the female organ of a flower?
A. Pistil
B. Style
C. Anther
D. Stamen
3. What part of a flower has a swollen structure at the end of the style?
A. Ovule
B. Ovary
C. Pistil
D. Stamen
9
4. It is part of the flower which consists of two lobes that contain pollen sac and
pollengrain.
A. Pistil
B. Style
C. Anther
D. Stamen
5. It is an underground stem where the leaves are attached.

A. Bulb
B. Tubers
C. Suckers
D. Runners
6. What plant part is situated either at the soil surface or underground that contains
nodes from which roots and shoots originate?
A. Tubers
B. Suckers
C. Rhizome
D. Plantlets
7. It is a stem that grow horizontally above the ground.

A. Runners
B. Suckers
C. Rhizome
D. Plantlets
8. The upright shoots that grow from buds found at the base of stems of parent plant.
A. Bulb
B. Tubers
C. Suckers
D. Runners
9. They are swollen, modified roots where buds develop at the base of the stem and
then grow into new plants.
A. Tubers
B. Suckers
C. Rhizome
D. Plantlets
10. What do you call a new plant that grows at the edge of the leaves?
A. Plantlets
B. Runners
C. Suckers
D. Rhizomes
10
Additional Activity
A. Directions: Draw a flower found in your community. Then, label the

reproductive parts and describe.
B. Directions: Give one example of a plant found in your community that can
be propagated by the reproductive parts given below.
1. Bulb
2. Tubers
2. Runners
3. Suckers
4. Rhizomes
11
For inquiries or feedback, please write or call:
Department of Education –Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072;8634-1054;8631-4985
Email Address: blr.lrquad@deped.gov.ph* blr.lrpd@deped.gov.ph

5
Science
Modes of Reproduction in
Flowering and Non-Flowering
Plants
What I Know
Directions: Read each item carefully. Choose and write the letter that corresponds to
the correct answer. Write your answers on a separate sheet of paper.
1. The following are agents of pollination, except .

A. Dragonflies
B. Butterflies
C. Dogs
D. Bees
2.It is an asexual reproduction which is through structural modification in the stem,

root, or leaf of herbaceous or woody plant.
A. Sexual Reproduction
B. Natural Vegetative Reproduction
C. Artificial Vegetative Reproduction
D. Imperfect Vegetative Reproduction
3. Which plant can cross-pollinate?

A. Rice
B. Potatoes
C. Tomatoes
D. Summer squash
4. These are the methods used to improve the quality and production of plants.
A. Natural Vegetative Reproduction
B. Artificial Vegetative Reproduction
C. Sexual Reproduction
D. All of the above
5. Which of the following fruit tree did not undergo cross pollination?
A. Apple
B. Guava tree
C. Mango tree
D. Pomelo
6. It grows from big bulbs made of a stem and has special type of leaves.
A. Ginger
B. Onions
C. Garlic
D. Avocado
7. What is the most common method of pollination?
A. Cross- pollination
B. Pollination
C. Reproduction
D. Self- pollination
2
8. It is a kind of plant that reproduce by spreading underground and growing new
shoots.
A. Mango
B. Bamboo
C. Chico
D. Santol
9. What type of pollination happens when pollen grains are transferred from the
anther of a flower to the stigma of another flower that belongs to another plant
but of the same kind?
A. Cross- pollination
B. Imperfect pollination
C. Perfect- pollination
D. Self- pollination
10. It is a kind of plant that develops small plants along the edge of its leaves.
A. Katakataka
B. Banana
C. Crabgrass
D. Fern
Lesson Sexual Reproduction in

1 Plants (Self and Cross-
Pollination)
A flower, sometimes known as bloom or blossom, is the reproductive structure

found in flowering plants. The main function of a flower is to facilitate reproduction,
usually by providing a mechanism for the union of sperm with eggs. Flowers
may facilitate self–pollination and cross-pollination. Pollination is important because
it leads to the production of fruits and seeds that will create more plants. Flowers are
important for they can be a source of food, provide natural medicines, and aid in plant
reproduction.
In this lesson you will know more about self-pollination and cross-pollination,
which are very important in the reproduction of flowering and non-flowering plants.
3
What’s In
Flowers are important in making seeds. It contains the plant’s reproductive

structure. Flowers are made up of different parts, considered as the female parts and
the male parts, which are essential during plant reproduction.
Directions: Write TRUE if the statement tells correct information and FALSE ifnot.
Write your answers on a separate sheet of paper.
1. The stigma is the structure which receives the pollen grains, stimulates the
pollen grain to germinate and reach the ovary.
2. The ovary enlarges and thickens its walls to become a flower.
3. The stigma, style, and ovary are the female parts of the flower.
4. Stamen is the male part of the flower.
5. The tube releases the sperm cells into the ovule to fertilize the egg cell.
What’s New
Directions: Determine whether the picture below shows self-pollination or cross-

pollination. Write your answer on a separate sheet of paper.
Figure 1. Self-pollination or Cross-pollination

(Dignos.n.d)
A to B B to C
4
What is It
What are the two types of pollination? Pollination happens when pollen grains
from the male anther of a flower is transferred to the female stigma. Usually this is
brought about by wind, insects, birds, water, animals, and other agents that aid in
the sexual reproduction of plants called agents of pollination. There are two kinds of
pollination: self-pollination and cross-pollination.
Self-pollination occurs when the pollen from the anther is deposited on the
stigma of the same flower or another flower of the same plant. Self- pollination
parental characters are preserved, fewer pollen grains are needed, flowers are not
large/scented, and flowers do not develop devices for attracting insect pollinator.
(Dignos.nd) (Dignos.nd)
Cross-pollination is the transfer of pollen from one flower to the stigma of
another flower on a different individual of the same species. It increases the
adaptability of offspring, makes the organisms better, new, and useful characters
can be produced, seeds produced are usually larger, and plants produced are more
resistant from diseases.
(Dignos.nd)
Once a pollen grain enters the stigma, it swells and grows a long tube that
travels through the style until it reaches the ovary. The tube releases the sperm cells
into the ovule to fertilize the egg cell. The fertilized egg cell and the ovule itself
develops into a seed. The ovary then enlarges and thickens its walls to become a
fruit. This will be the receptacle for the seeds. These seeds can eventually grow into
new plants. Grasses, maple trees, and sunflowers are among other plants and trees
that can self-pollinate, while apple trees, pumpkins/squash, daffodils, and most
flowering plants are some that can cross- pollinate.
5
What’s More
Activity 1
Directions: Match the functions in Column A with the flower parts in Column B.
Write the letter of the correct answer on another sheet of paper.
Column A Column B
1. It holds the anther in a high position a. style

for release of pollen.
2. It connects the stigma to the ovary, b. stigma
also traps the pollen grains.
3. This structure receives the pollen grains, c. filament
stimulates the pollen grain to germinate
and reach ovary. d. self-pollination
4. It is the transfer of the pollen grains
from the anther to the stigma of the same flower. e. cross pollination
5. It is the transfer of pollen grains from the anther
of a flower to the stigma of another flower
Activity 2
Directions: Supply the blanks with the correct terms. Choose from the list of options
inside the box. Write your answers on a separate sheet of paper.
stigma ovary pollination self-pollination cross-pollination
The transfer of the pollen grains from the anther to the stigma is called
(1) . Once a pollen grain enters the (2) , it swells and grows a
long tube that travels through the style until it reaches the (3) .
(4) is the transfer of pollen grains from the anther to the stigma of
the same flower or of a different flower that belongs to the same plant. In
(5) ____________, the pollen grains are transferred from the anther to the stigma of
a flower in another plant of the same kind.
6
Activity 3
Directions: Study the pictures below. Using a Venn diagram, differentiate self-
pollination from cross-pollination. You may use the Rubrics below to
score yourself. Write your answers on a separate sheet of paper.
Illustration Venn Diagram
Self-Pollination Cross-Pollination
Self-pollination Cross-pollination
Figure 4. Self-pollination and Cross-pollination

(Dignos,n.d)
Self-Assessment Rubric. Self-Pollination versus Cross-Pollination
Criteria Very Good (3) Good (2) Developing (1)

Following the I can do this on my I can do this with I am still
directions own help from my confused but am
parents starting to work
on it
Research and I collected a lot of I collected some I only collected
collecting information from information from information from
information other books and the another book this material
internet
Completing the I was able to I was able to I was not able to
tasks complete the tasks complete to tasks complete the
on my own with some help tasks.
Improving Ideas I was able to use my I only write the I only use the
own idea and the information that I information I get
new information I have gathered from this
learned to answer from the book I material
the activity read
Understanding I completely I understand this I am close to
understand this and but I feel like I understanding
fell like I could share need more this, but I still
it to others practice need help
7
Lesson
Asexual Reproduction
2 in Plants
Plants do not only grow from seeds. There is another way of growing plants, it
is through asexual reproduction. Asexual reproduction produces individuals that are
genetically identical to the parent plant. It has two methods: one is natural vegetative
reproduction and the other is artificial vegetative reproduction. Non – flowering
plants have special structures that help them reproduce asexually. In this lesson,
you will learn about asexual reproduction in plants and how to produce them in real
life.
What’s In
In the previous lessons you have learned about sexual reproduction in plants.
To help you link the current lesson with the previous one, let us answer the following.
Directions: Identify whether the following plants reproduce sexually, asexually, or

both sexually and asexually. Copy the list of plants and write your
answer on a separate sheet of paper.
1. Mongo Beans 6. Calamansi
2. Potatoes 7. Sampaguita
3. Moss 8. Chico
4. Avocado 9. Strawberry
5. Ferns 10. Santol
8
What’s New
Did you know that aside from reproducing plants sexually there is another
way in reproducing them? This is called asexual reproduction. Asexual reproduction
in plants may either be natural vegetative reproduction or artificial vegetative
reproduction. Some plants like moss, fern, katakataka, potatoes, garlic, and many
others undergo asexual reproduction.
Now, let us try if you know some of the plants that reproduce by natural or
artificial vegetative reproduction.
Directions: Identify whether the following plants commonly reproduce asexually

through natural vegetative reproduction or artificial vegetative
reproduction. Write the name of the plant in the corresponding column.
Copy and answer it in a separate sheet of paper.
Ferns Onion Lanzones Cassava Banana Moss

Santol Sampaguita Sweet Potato Ginger
Natural Vegetative Reproduction Artificial Vegetative Reproduction
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
What is It
Asexual Methods of Growing Plants
1. Natural Vegetative Reproduction is any form of asexual reproduction

occurring in plants in which a new plant grows and develop naturally without
human action. It occurs when an axillary bud grows into a lateral shootand
develops its own roots. New plants may sprout from stems, roots or leavesof a
parent plant. Modified stems are most often the source of vegetative plant
propagation. Vegetative plant structures that arise from plant stems include
rhizomes, runners, bulbs, tubers, and corms. Tubers can also stretch from
roots. Plantlets emerge from plant leaves.
9
a. Runners
Some plants like the strawberry and

ferns have stems that grow along the ground
from the parent plant. These stems are called
runners. It can be cut and the new plant can be
transferred to another place for it to continue Figure 1. Runners
growing. (Dignos.nd)
b. Bulbs
Figure 8. Suckers
It is a large rounded bud with a small (Commons. wikimedia.1884)
basal stem at the lower end. It has fleshy, scale-

like overlapping leaves as onions. Its function
is to store food and propagate. Simply taking a
bulb to form the parent plant and transferring
to a new location will enable you to grow new
Figure 2. Bulbs
plants. (Dignos.nd)
c. Tubers
A tuber is a thick and enlarged portion

of a stem that grows underground. It bears
small scale-like leaves and tiny buds called
eyes. When the “eyes” are separated from the
parent plant, they may sprout new shoots and
form new leaves and roots. An example of this
is a sweet potato (kamote). Figure 2. Tubers
(Dignos.nd)
d. Rhizome
A rhizome or rootstocks is a plant stem

found either at the soil surface or underground.
It contains enlarged portions called nodes from
which roots and shoots originate. When
separated, each piece of a rhizome is capable of
producing a new plant as it grows up out of the Figure 3. Rhizomes
ground. Examples of rhizomes are ginger and (Dignos.nd)
crabgrass.
e. Suckers
An upright shoot that grows from buds

found at the base of the stems of present
plants. Banana, bamboo, pineapple, and bird of
paradise are some examples of plants that
reproduce suckers.
Figure 4. Suckers
(Dignos.nd)
10
f. Plantlets Figure 9. Plantlets
(Mora, Aurelien.2014)
Leaves of some plants will grow into a
new plant if they detached from the parent
plant. It grows a small plant on the edge of their
leaves. Some examples are Katakataka and
begonia. Figure 5. Plantlets
(Dignos.nd)
2. Artificial Vegetative Reproduction is also called cloning. This type of

vegetative reproduction produces the next generation that is generally identical
to the parent. The various way in artificial reproduction are cuttings, grafting,
marcotting, layering, and budding.
a. Cuttings
This is taken from any part of a plant,

such as a stem, leaf, or root which has been
removed from a plant in order to induce the
growth of roots to produce new plants. There
are three kinds of cutting namely: leaf-cutting,
stem cutting, and root cutting. It is the most
commonly used method in producing new
plants. Examples of these plants are sugar
Figure 6. Cuttings
cane, cassava, santan, gumamela, bougainvilla, (Dignos.nd)
roses, and sampaguita.
b. Grafting
It is the most widely used artificial
method of reproducing new plants. Santol,
mango, lanzones, and calamansi are
propagated through this method. It is done by
cutting a stem from one plant and attaching it
to the stump of another plant. The portion of
the stem cut from a tree has many buds or Figure 7. Grafting
(Dignos.nd)
known as the scion. The stump to which the
scion is inserted is called the stock.
c. Marcotting
This method can be used to propagate

any species of woody plants. This method can
also be used to make new plants just in case
the plant is already old. A classic example of
this is citrus. Figure 8. Marcotting
(Dignos.nd)
11
d. Layering
It is a method of propagation that

encourages new roots to form on branches that
are still attached to the parent plant. The stem
is covered with soil until it grows roots. When
the plant is established, it is cut from the
parent plant and planted in a new location.
Figure 9. Layering
(Dignos.nd)
e. Budding
This method is done by making a T-

shaped cut as an opening in the stem of the
parent plant. Then a scion, which is normally
the mature bud cut from another plant, is
inserted underneath the bark of the parent
plant which serves as the stock. The scion must
be bound securely to the stock. When the bud
grows, it is cut from the mother plant and
Figure 10. Budding
planted to a new location. Mango and santol (Dignos.nd)
can be propagated through this method.
There are some plants that reproduce both sexually and asexually. Moss and
ferns reproduce asexually by releasing millions of spores through the air. Spores are
different to seeds. They do not contain plant embryos or food stores. When the
sporangia break open, the spores are released and dispersed by the wind. If the spore
lands in a suitable environment, it can grow into a tiny plant called a gametophyte.
The spores are reproductive body and are spread through the environment by wind.
Asexual reproduction does not need seeds.
The two methods of asexual reproduction in plants are natural vegetative
reproduction by structure modification such as runners, bulbs, tubers, rhizomes,
suckers and plantlets. The other one is artificial vegetative reproduction. This type
of vegetative reproduction produces the next generation that is generally identical to
the parent. The various ways are cutting, grafting, marcotting, layering, and budding.
(Gaspay.nd) (Gaspay.nd)
12
What’s More
Activity 1: Am I Natural or Artificial?
Directions: Determine the mode of asexual reproduction of the listed plants below.
Write N for natural vegetative reproduction and A for artificial vegetative
reproduction.
1. Moss 6. Sugar Cane

2. Potato 7. Santan
3. Ferns 8. Onion
4. Calamansi 9. Ginger
5. Fortune Plant 10. Banana
Were you able to determine the mode of asexual reproduction of the plants listed in
activity 1? Thumbs Up! Now, let’s do another activity.
Activity 2: Match Me If You Can!
Directions: Match the plants in Column A with the asexual methods in Column B.
Write the letter of the correct answer on a sheet of paper.
Column A Column B
1. Moss a. Rhizomes
2. Katakataka b. Bulbs
3. Onions c. Plantlets
4. Ferns d. Spores
5. Ginger
Activity 3: Am I Artificially Reproduced?
Directions: The following plants reproduce through artificial methods. Identify the
specific artificial vegetative reproduction that the plants exemplify.
Choose the letter of the correct answer from the choices given in the box.
A. Cuttings B. Grafting C. Marcotting D. Budding
1. Rose
2. Calamansi
3. Santan
4. Mango
5. Santol
13
What I Have Learned
(1)____________ is the transfer of pollen grains from the anther to the

stigma of the same flower or of a different flower that belongs to the same plant.
(2)_____________ is the transfer of pollen grains from the anther of a flower to the
stigma of another flower that belongs to another plant but of the same kind. There
are several ways by which plants produce their (3) . These are
categorized into two types: (4) and (5) reproduction.
In sexual reproduction, new plants are obtained from (6) while
in asexual reproduction new plants are obtained without the production of seeds.
In asexual reproduction, there are two methods, these are the (7)
and the other one is (8) . There are some plants that reproduce
both asexually and sexually, such as (9) and they reproduce asexually
by means of (10) _____________ and sexually by sperm and egg.
What I Can Do
Living in a barrio, traditional herbal medicine is still commonly used. Many

herbal plants have been used by our forefathers because of their health benefits.
These plants are commonly found in backyards and gardens. Interview your parents
about herbal plants. Identify by checking the method of reproduction of the listed
commonly found herbal plants. Write your answers following the table format below.
Method of Reproduction
Herbal Plants Asexual
Sexual Reproduction
Reproduction
ex: Katakataka
1. Ginger
2. Aloe Vera
3. Lagundi
4. Garlic
14
Assessment
A. Directions: Read each item carefully. Choose and write the letter that corresponds
to the correct answer. Write your answers on a separate sheet of paper.
1. Why is pollination important?

A. To germinate seeds
B. To plant seeds
C. To produce seeds
D. To scatter seeds
2. What is the most common method of transferring the pollen grains from the male
anther of a flower to the female stigma?
A. Self- pollination
B. Cross- pollination
C. Perfect pollination
D. Imperfect- pollination
3. What type of pollination happens when pollen grains are transferred from the
anther of a flower to the stigma of another flower in the same plant?
A. Self- pollination
B. Cross- pollination
C. Perfect pollination
D. Imperfect- pollination
4. Which statement describes cross-pollination?
A. The production of seeds in a flower.

B. The union of the sperm and the egg cell.
C. The transfer of pollen from the anther to the stigma of another flower of
the same plant.
D. The transfer of pollen from the anther to the stigma of another flower
of another plant but of the same kind.
15
B. Directions: Identify the reproduction mode of the following plants whether
sexually, asexually, or both sexually and asexually. Write your
answer on a separate sheet of paper.
5. 8.
Mongo Onion
6. 9.
Banana Guava
7. 10.
Fern Strawberry
16
What plants are commonly found in your community that can undergo sexual
and asexual reproduction? Discuss to your parents or guardians how it will
reproduce. Cut out at least three pictures of these plants, paste it in your answer
sheet. You may also draw these plants if no pictures are available. Then, in one or
two sentences describe how each plant reproduce.
Rubrics for Rating
Criteria/Points 3 2 1
Pictures / All three Only two Only one
Drawing pictures/drawing pictures/drawings picture/drawing was
Presented s were presented were presented presented correctly.
correctly. correctly.
Description All three Only two pictures Only one picture
pictures were were described was described how
described how how they they reproduce
they reproduce reproduce
17
5
Science
Estuaries and Intertidal Zones
What I Know
Directions: Match the descriptions in Column A with the correct terms being
described in Column B. Write your answers on your answer sheet.
A B
1. It is the amount of salt in water. A. soil

2. It is the hotness or coldness of the water. B. intertidal zones
3. It is the type of water in estuaries. C. mangrove forests
4. These are the living components in the ecosystem. D. salinity
5. It is the area where the sea meets the land between E. coral reefs
high and low tides. F. brackish
6. These are non-living factors in the environment. G. biotic
7. It is a source of nutrients for living organisms like plants. H. estuaries
8. It is an area where the river meets the sea. I. temperature
9. It provides shelter to thousands of fishes. J. abiotic
10. These serve as breeding grounds for organisms
in estuaries.
Lesson Interactions Among Living

1 Things and Non-living
Things in Estuaries
Estuaries, like any other ecosystem, consists of biotic and abiotic factors.
The biotic and abiotic factors or components of estuarine ecosystems interact in such
a unique way, thus make some organisms choose to reproduce in these areas. For
such reason, estuaries are also called “nurseries of the seas.”
The biotic factors are living things which include plants, animals, and
microorganisms, while biotic factors are the non-living things found in the ecosystem.
In this lesson, you will learn about the different biotic and abiotic components
in estuaries, their interactions, and their importance.
2
What’s In
Directions: Read the poem and make a list of biotic and abiotic factors mentioned
by the author. Make a table like the one below on your answer sheet
where you can write your answer.
AMAZING ECOSYSTEM
Author: Rachel E. Oronia
Sunlight, soil, waves, temperature, nutrients, & salinity
Are abiotic factors affecting organisms’ survival in estuarine ecology
Sunlight helps them grow, it aids plants’ photosynthesis
It secures animal growth and plants’ food-making process
Nutrients and minerals from soil keep plants healthy
Organisms keep up with temperature changes though oceans are wavy
Salinity in estuaries is also a great need
For organisms to survive and feed
Biotic Factors Abiotic Factors
3
CO_Q2_Science 5_Mod 6
What’s New
Directions: Identify the biotic and abiotic factors found in the picture. Make a
graphic organizer on your answer sheet like the one below whereyou can
write your answer.
Biotic and Abiotic Factors in an Estuary
Figure 1
(Pogoy,Charlito Louis S. nd)
Estuary
consists of
c
Biotic Factors Abiotic Factors

(Living Components) (Non-living Components)
4
What Is It
What are the biotic and abiotic components in estuaries? An estuary is a place
where the freshwater from the river mixes with the salt-water from the sea.
Biotic factors are the living components in an ecosystem. These include all
the plants, animals, and microorganisms found in estuaries such as mangrove trees,
migratory birds, and small fishes.
Abiotic factors, on the other hand, are non-living components in the
ecosystem. These are the factors that affect organisms in estuaries. These include
waves, salinity, temperature, amount of sunlight, and type of soil.
Biotic and Abiotic Factors in an Estuary
Figure 2
(Oronia.nd)
❖ Waves refer to the movement of the surface of the water. These are strong
forces that organisms must learn to live with. An example of these organisms
is the kelp, a kind of algae, which has strong root-like structures that attach
themselves to rocks to keep it from being carried away by the waves.
❖ Salinity refers to the amount of salt in water. The combination of seawater

and freshwater in estuaries is called brackish water. Mangroves and blue
crabs have adjusted well to the constantly changing salinity of water due to
the nonstop flow of freshwater and saltwater through the estuary.
❖ Temperature refers to the level of hotness and coldness of the water.

Temperature differs because of the tides and the amount of sunlight. Some
organisms use plants like mangroves to keep themselves concealed from direct
sunlight or away from the coldness of the water.
5
❖ Since estuaries are shallow as compared to the seas, they are conducive for
photosynthesis to take place. Algae, seaweeds, seagrasses, and other marine
plants depend on the amount of sunlight that they receive in the estuaries.
❖ The type of soil varies in the estuaries depending on the strength of waves
and the kinds of rocks present in the area. Some areas are full of rocks, sand,
pebbles, or clay. The topsoil layer found in an estuary is composed mostly of
peat or salt crust. Salt can be found within the soil which can be acidic, posing
problems to the survival of plant life.
What’s More
Activity 1
Directions: Unscramble the letters in Column A to form the word being described by
the phrase in Column B. Write your answers on your answer sheet.
Column A Column B
1. NIALSIYT amount of salt in water

2. PUREMEATTER hotness or coldness of water
3. SEAWV movement of the surface of water
4. LOSI source of nutrients of living organisms like plants
5. LUNGTHSI needed by plants for the photosynthesis
Activity 2
Directions: Write True if the statement conveys correct information and False if not.
Write the answers on your answer sheet.
1. Biotic factors are the non-living factors in the environment.

2. Plants and animals need abiotic factors in order to survive.
3. Mangroves provide shelter to marine organisms.
4. Sharks, dolphins, and other big fishes may also be found visiting in estuaries.
5. Migratory birds would stay in estuaries because of the availability of food in the
area.
6
Activity 3
Directions: Read the description and the situation given below, then identify the abiotic
andbiotic factors that interact in each situation. The first one is done for
you. Write your answers on your answer sheet.
Description and Situation Abiotic Factor Biotic Factor

It refers to the movement of the
surface of the water. Someorganisms
like mussels and seaweeds attach 1. Waves Mussels and seaweeds
themselves to the roots so that they
will not be carried by the strong
force.
It refers to the amount of salt in the
water. The salt amount in estuaries
is lower than that of the sea and
ocean due to the continuous flow of
2.
freshwater and saltwater. Some
organisms, like fishes prefer to breed
in places with a low amount of salt.
It refers to the hotness and coldness

of the water. It changes because of
the tides and the amount of sunlight. 3.
Some organisms use plants like
mangroves to keep themselves from
direct sunlight or away from the
coldness of the water.
It is the source of energy needed for

photosynthesis. Marine plants
create their own food and produce 4.
oxygen through photosynthesis.
These plants support other
organisms like marine animals in
order to survive.
It is the source of nutrients for living 5.
organisms like plants. Some areas
are full of rocks, sand, pebble, or
clay. Salt canbe found within the soil
whichcan be acidic, posing problems
to the survival of plant life.
7
Lesson Interactions Among Living
2 Things and Non-living
Things in Intertidal Zones
Intertidal zones are areas that are constantly exposed to the changing
tides. They provide homes to many kinds of plants and animals. The daily changes
in the tides play a major role in the life of living things in this area. The intertidal
zone, which is also known as the foreshore or seashore, is the area that is above
water level at low tide and underwater at high tide.
What’s In
A. On November 8, 2013, Typhoon Yolanda hit most provinces in Eastern Visayas.

Many houses, properties, and trees were destroyed. Many people died especially
those who lived near the seashore. The entire ecosystem was damaged during
that time.
Aftermath of the Catastrophic Typhoon Yolanda
Figure 1
(Fiel.nd)
What do you think are the specific factors that caused damages to the
habitats of organisms in the seashores and the nearby areas?
8
B. Directions: Write true if the statement is correct and false if the statement is
wrong. Write your answers on your answer sheet.
1. The intertidal zone is known as the area where land meets the sea, between
high and low tide zones.
2. All plants and animals can survive in too much salty water.
3. The temperature in an intertidal zone changes because of the tides and
the amount of sunlight.
4. The different types of soil in an intertidal zone have an effect on the kind of
living organisms that lives on it.
5. Intertidal zones are covered with water during low tide.
What’s New
Directions: Read the short story then answer the questions that follow. Write your
answers on your answer sheet.
Living at the Shoreline

Author: Perpetua M. Fiel
Shirley has lived near the shoreline with her family for 5 years. She loves
living near the sea and being near to a variety of creatures on the shoreline. Some
rocks are spiky and pokey, sometimes they’re smooth and they come in all different
colors. The sand beneath their feet is boiling, especially when you stand on it when
you’ve been from the sea. The water’s tides come and go every day and Shirley likes
to play with the waves every morning. The shells on the seashore are all colorful
and they glisten as the sun rises and sets each day. Her shell collection already
counts up to 85 various shells! Shirley sees different sea creatures daily - from
fishes popping up and down from the water, whales flapping their tails, dolphins
giggling as they swim in groups, crabs making their tiny homes in the sand, and
seagulls flying over the horizon and looking down to all creatures both from land
and sea. The lighthouse in the north near their home shines every night, guiding
all fishermen as they make their living. Clouds of all sizes and shapes follow Shirley
everywhere she goes. Shirley’s most favorite thing living at the shoreline is seeing
the crystal-clear water change colors from blue to green, green to gray, gray to light
purple, then purple to blue again. Shirley loves living near the sea and being close
to beautiful ocean life.
9
Answer the following questions:
1. Where does Shirley play every morning?
2. What is Shirley’s collection that reach almost 85 various types?
3. What type of ecosystem does the story describes?
4. What are the biotic factors found in this type of ecosystem?
5. What are the abiotic factors found in this type of ecosystem?
6. How can we protect our shoreline?
The story mentioned several biotic factors. These organisms live in different
habitats or areas found in intertidal zones. These include shells, fishes, whales,
dolphins, crabs, and seagulls. These biotic factors need abiotic factors for survival.
Air and water are examples of abiotic factors that are needed for an organism to
live.
What Is It
Intertidal zone is an area in the estuary which is covered with water during
high tide and exposed to air at low tide. There are organisms that live in different
habitats or areas found in intertidal zones.
Biotic factors in an ecosystem such as the intertidal zone and estuary are
composed of all plants, animals, and microorganisms living in it. These organisms
live in different habitats found in intertidal zones and estuaries. These include coral
reefs, salt marshes, mud flats, rocky shores, and mangrove forests.
Coral reefs provide shelter to thousands of fish. The corals themselves are
animals that feed on plankton. These corals form reefs that protect the coast from
strong waves and currents.
Salt marshes are areas that are filled with seawater during high tides and
drained during low tides. Organisms found in salt marshes are clams, mussels,
oysters, crabs, snails, and shrimps. Plants found in salt marshes are sea grasses
and other plants that are tolerant of saltwater.
Mud flats or tidal flats are areas where mud from the seas or rivers is
deposited. They are usually the areas for migratory birds, crabs, sand dollars,
mussels, clams, mollusks, shellfish, and some fish. Algae, like sea lettuce, provide
food for the herbivores in this area.
Rocky shores are areas where solid rocks are found. Animals found in the
rocky shores are plankton, brittle stars, sea stars, hermit crab, barnacles, limpets,
mollusks, periwinkle, shore crabs, shrimp, and prawns. Mangrove forests are areas
that are filled with mangrove trees. These trees have adapted to saltwater.
10
Mangrove forests are breeding grounds for different kinds of fish and
shellfish.
Like estuaries, abiotic factors such as waves, salinity, amount of sunlight,
temperature, and type of soil affect the organisms in intertidal zones.
Intertidal Zone During High Tide
Figure 2
(Fiel.nd)
Intertidal Zone During Low Tide
Figure 3
(Fiel.nd)
11
What’s More
Activity 1
Directions: Identify the biotic components only that are found in intertidal zones
and write these on your answer sheet.
1. mollusks 6. shellfish 11. corals

2. starfish 7. amount of sunlight 12. rocks
3. fish 8. mussels 13. clams
4. mudflats 9. salt marshes 14. waves
5. shrimps 10. crabs 15. sea urchins
Activity 2
Directions: Fill in the blank with the correct answer from the box. Write your
temperature mud high tide

solid rocks seashores decomposing
1. Salt marshes are filled with seawater during ____________ and drained during
low tide.
2. A quick change of water ____________ may cause death of fishes.
3. Sea stars and sea urchins can be found in ____________.
4. Salt marshes are marshy because of the presence of ____________ plant matter.
5. Rocky shores are areas in intertidal zones where ____________ are found.
12
Activity 3
Directions: Write the kind of ecosystem in the intertidal zone being described.
The first one is done for you. Write your answers on your answer sheet.
Ecosystem Description Animals living in it

Areas which are packed with Corals, different kinds of
1. Coral reef many corals. These serve as fishes, jellyfishes, sea
the sanctuary for young fishes.anemones and sea stars
2. Areas where mud from the seas They are usually the areas for
or rivers is deposited migratory birds, crabs, sand
dollars, mussels, clams,
mollusks, shellfish, and
some fish.
3. Areas that are filled with Organisms found in these
seawater during high tides and areas are clams, mussels,
drained during low tides. oysters, crabs, snails, and
shrimps.
4. Areas where solid rocks are Animals found in these areas
found are plankton, brittle stars,
sea stars, hermit crab,
barnacles, limpets, mollusks,
periwinkle, shore crabs,
shrimp, and prawns.
What I Have Learned
Directions: Fill in the blanks with the correct word to complete the statement. Write
your answers on your answer sheet.
Ecosystems consist of 1. __________ and 2. __________ factors. Abioticfactors

are the 3. __________ components in the environment. In estuaries and intertidal
zones, these include the amount of 4. __________, waves,
5. __________, 6. __________, and type of 7. __________. These factors affect the
survival of organisms in these types of ecosystems.
Biotic factors, on the other hand, are composed of all 8. _________,

9. __________, and microorganisms. These organisms live in different habitats
found in intertidal zones and estuaries. These habitats include 10. __________
reefs, 11. __________ marshes, 12. __________ flats, rocky shores, and 13.
__________forests.
13
What I Can Do
Directions: Identify the word being described. Choose your answers from the pool of
options inside the box. You can use the word more than once. Write your
Soil Salinity Waves

Sunlight Abiotic Temperature
1. It is a light from the sun.

2. It is the hotness or coldness of water.
3. It refers to the amount of salt in water.
4. The non- living factors in the environment.
5. The upper layer of earth in which plants grow.
6. It is one of the factors that affect the rate of photosynthesis.
7. Refer to the movement of the surface of the water.
8. It is the main source of nutrients needed for plant’s growth.
9. The source of energy needed for photosynthesis in plants.
10. These non-living factors exemplified by water in waves, salinity, temperature,
amount of sunlight, and type of soil.
Assessment
Directions: Choose the letter of the correct answer to the corresponding questions.
Write your answers on your answer sheet.
1. How do coral reefs contribute to the survival of fishes?

A. fishes fly in coral reefs
B. fishes play in coral reefs
C. fishes swim in coral reefs
D. fishes get food and shelter from coral reefs
2. How do organisms use the areas under the mangrove trees?

A. as fuel C. as forest
B. as foods D. as breeding grounds
3. What serves as food for herbivores in a mudflat area?

A. seaweeds C. sea lettuce
B. sea grasses D. sea spaghetti
14
4. Algae provide food to the ________________ organisms in mudflats area.
A. carnivorous C. omnivorous
B. herbivorous D. reptile
5. What is the source of energy needed for photosynthesis so that marine plants
like algae and seaweeds can make their own food?
A. air C. sunlight
B. soil D. water
6. What will happen to the ecosystem if more garbage will be dumped at the
seashore?
A. It becomes attractive.
B. It becomes polluted.
C. It helps the corals become healthy.
D. It helps produce large number of fish.
7. How does cleaning the coastal areas affect the ecosystem?

A. It gives jobs to people.
B. It destroys the environment.
C. It contributes a small number of fishes.
D. It provides sustainable shelter to organisms.
8. Which statement is NOT correct about coral reef?

A. It provides shelter for marine organisms.
B. It is the source of food for fishes.
C. It is found in estuaries and not in intertidal zones.
D. It protects small fishes from predators.
9. How can people protect the ecosystem?

A. Cut the trees in the forests.
B. Kill the endangered species.
C. Plant more trees.
D. Sell the corals.
10. Which of the following provides oxygen to the ecosystem?

A. fish
B. rock
C. sand
D. trees
15
Directions: Draw an estuary or an intertidal zone on a short bond paper. Label the
biotic and abiotic factors found in your drawing.
Rubrics:
Criteria Excellent Good Satisfactory Needs Rating

(5) (4) (3) Improvement
(2)
Creativity Highly Demonstra Demonstrat Demonstrated
demonstrat ted ed less least creativity
ed creativity creativity creativity in in
in in preparation preparation.
preparation preparatio .
. n.
Appropriaten All pictures Almost all More Less pictures
ess to the were pictures pictures were labeled
topic labeled were were correctly.
correctly. labeled labeled
correctly. correctly.
Timely Submitted Submitted Submitted Submitted the
submission the work on the work the work work after
time. few days few weeks quarter
after after ended.
deadline. deadline.
16
17
Lesson 1
Lesson 1
What’s More What’s New
Estuary consists of
Activity 1
1. Salinity
2. Temperature Abiotic Factors Biotic Factors
3. Waves (Non-living Components) ( Living Components)
1. Sunlight 1. Seal
4. Soil
2. Soil/rocks 2. Heron
5. Sunlight 3. Waves/water 3. Stonefly larva
Activity 2 4. Temperature 4. Shrimp
1. False 5. salinity 5. Small fish
6. Fresh water
2. True mollusk
3. True 7. Worm
4. True 8. Animal plankton
9. Plankton
5. True
10. Green plants
Activity 3 11. Crab
1. Waves- mussels 12. Mussels
and seaweeds 13. Big fish
2. Salinity- fishes
3. Temperature
Lesson 1
and sunlight-
What’s In
plants
4. Sunlight-
Biotic
marine plants Abiotic Factors What I know
Factors
and marine 1. D
Plants 1.Sunlight
animals 2. I
Animals 2.soil 3. F
5. Soil-plants organisms 3.waves 4. G
4.temperature 5. B
5.nutrients 6. J
6.salinity 7. A
8. H
9. E
10. C
18
Lesson 2 What I Have Assessment
Learned 1. D 6. B
What’s More
1-2.Biotic 2. D 7. D
Activity 1
Abiotic 3. C 8. C
mollusks
3. non-living 4. C 9. C
starfish
4. sunlight 5. C 10. D
fish
5-6 temperature Additional Activity
shrimps
salinity Answers/drawings may vary
shellfish
7. soil
mussels
8-9 plants What Can I Do
crabs
animals 1.Sunlight 6. Temperature or
corals
10. coral 2.Temperature sunlight
clams
11. salt 3.Salinity 7. Waves
sea urchins
12. mud 4.Abiotic 8. Soil
Activity 2:
13.mangrove 5.Soil 9. Sunlight
1. High tide
10. Abiotic
2. Temperature
3. Seashores
Lesson 2 Lesson 2
4. Decomposing
What’s New What’s In
5. Solid rocks
1.Near the shoreline A. Strong winds, big
Activity 3 waves
2.Shell
1. Coral reef B.1. True
3.Intertidal zone
2. Mud flats 2. False
4.Shellfish, fishes, whales,
3. Salt marshes dolphin, crabs, sea gulls 3. True
4. Rocky shores 5.Sea, sand, waves, sunlight 4. True
6.Answers may vary 5. False
References
A. Books:
Abracia, N. M., and et.al. 2014. Science in our World. Quezon City: Vibal Group,Inc.
Casimiro, Ma. Cheryl V, and eta.al. 2019. Understanding Life Through Science.
Phoenix Publishing House, Inc.
Hackett, Jay, and et.al. 2013. Science a Closer Look Philippines. Manila: Phoenix
Publishing House, Inc.
Larisma, Evelyn T., and et.al. 2017. The New Science Links. Rex book store, Inc.
Nevaza, Delia, and et.al. 2005. Science for Active Learning.
Sarte, Evelyn T., and et. al. 2016. Science Beyond Borders. Quezon City: Vibal
Group, Inc.
Valencia, N.G. 2018. Cyber Science. Manila: Rex Bookstore, Inc.
19
For inquiries or feedback, please write or call:
Department of Education –Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072;8634-1054;8631-4985
Email Address: blr.lrquad@deped.gov.ph * blr.lrpd@deped.gov.ph

Science: Quarter 2 - Module 3: Modes of Reproduction in Animals

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Science: Quarter 2 - Module 3: Modes of Reproduction in Animals

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5

1. When does reproduction take place?

2. Which organism undergoes the canine “heat” cycle?

3. Which animal reproduces sexually by laying eggs in water?

4. Which of the following organisms SHOULD NOT BE in the group?

8. Which is NOT TRUE about reproduction in animals?

9. Fishes/Frogs produce thousands of offspring to ________.

10. Animals reproduce to ________.

Reproduction is integral to the survival of all animals. They have to produce

Directions: Read carefully each of the following statements on reproduction. Write

1. A zygote is formed through fertilization.

2. A new human individual develops from a cell called a gamete.

3. Reproduction is to reproduce or produce new organisms of the same type.

4. Sexual reproduction is making a copy of the organism with a single parent.

Butterfly Cat Dog Frog Mosquito

1. I lay eggs in water

3. I bite and suck people’s blood

4. I have legs and tails

5. I have four legs

Animals, through reproduction, grow in number. Reproduction is the process

The following are their modes of reproduction:

The mating begins when the male

Reproduction by mosquitoes begins with

Male mosquitoes only live for a week and

Cats, just like dogs, can go into heat at

1. A. In a mating posture called amplexus, the

2. B. Through a small pouch in the female’s

C. The mating begins when the male animal

F. The reproduction can take place with only

butterflies cats dogs

4. Reproduction begins through fertilization. The fertilization happens outside the

5. Reproduction begins through the estrous (reproductive) cycle when it reaches

Directions: Express your understanding of the lesson in this module by supplying

I learned that animals grow in number through the process called

Example of Animals with the same mode of reproduction as:

The ideas are

There are no Few spelling and

2. Which is NOT TRUE about sexual reproduction in animals?

3. Which of the following is TRUE about the heat cycle in cats?

4. Which of the following DOES NOT mate?

6. What will happen if animals will not reproduce?

8. Animals reproduce sexually to .

9. Frogs get into a mating posture called amplexus to _________________.

10. Reproduction is important to living organisms because it .

1. a process of producing of its kind

3. an animal that undergoes canine “heat” cycle

pheromones heat mosquitoes tadpoles ovulate

ovary pistil stamen anther plantlets

tubers rhizomes bulb suckers runners

1. It is the male reproductive organ of a flower.

1. It contains chlorophyll which assists a. roots

Camote plant onion plant

Kataka-taka plant cassava plant

The Reproductive Parts of a Flower

Natural vegetative propagation is a method where a portion of the plant gets

Runners are stems that grow

Suckers are upright shoots that grow from

A bulb contains an underground stem.

A rhizome (also known as rootstocks) is