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Lesson Quarter
Quarter
Lesson 1
2
1
Week

Exemplar 1
for Science

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 5
Quarter 2: Week 1
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2023-2024. 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

Management Team
Juan Dela Cruz, Juan Dela Cruz, and Juan Dela Cruz

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 [email protected].

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 LESSON EXEMPLAR

SCIENCE/SECOND QUARTER/ GRADE FIVE

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Animals have systems that help them grow, respond, and reproduce.
Standards

B. Performance By the end of the quarter, learners describe and create models of the body systems whose function is to help
Standards humans grow, develop, and reproduce.

C. Learning Identify from pictures and labeled diagrams the parts of the digestive system as mouth, gullet, stomach, small
Competencies intestine, and large intestine, and describe how they work;
and
Objectives
Lesson Objective 1. Identify the parts of the digestive system in pictures and labeled diagram
Lesson Objective 2. Describe the functions of each part of the digestive system
Lesson Objective 3. Trace the path of food through the parts of the digestive system
Lesson Objective 4. Create a model or presentation that demonstrates the journey of food through the digestive
system.

C. Content Digestive System

D. Integration Health and Wellness, Environmental Sustainability

II. LEARNING RESOURCES

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 ● Department of Education. MATATAG Curriculum in Science. DepEd Complex, Meralco Avenue, Pasig City, Philippines.
● Dotimas, C.S. (2016). The amazing world of science 6. SalesianaBooks by Don Bosco Press, Inc.
● Moralejo, M.C. (2019). The amazing world of science 6. SalesianaBooks by Don Bosco Press, Inc.
● Grade 6 Science Quarter 2 Self-Learning Module: Digestive System. Department of Education. https://depedtambayan.net/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Day 1
Prior
Start the class with an activity that will activate their prior knowledge
Knowledge ANSWER KEYs:
about digestive system when they were in grade 4.
Box 1
2- Truths
Short Review- 2 TRUTHS AND A LIE 1. Food enters the body through the mouth

2. The chewed food travels down a muscular

tube called the esophagus
Read the following statements. Identify the two truths and one lie about
digestive system. 1- Lie
3. The large intestine stores and breaks
1. Food enters the body through the mouth down food with stomach acid. (The purpose
2. The chewed food travels down a muscular tube called the esophagus of the large intestine is to absorb water and
3. The large intestine stores and breaks down food with stomach acid. salts from the material that has not been
digested as food, and get rid of any waste
products left over. By the time food mixed
with digestive juices reaches your large
intestine, most digestion and absorption has
already taken place)

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 Box 2
2- Truths

1. Esophagus connect the mouth to the

stomach.
3. Waste products leave the body through
the anus.
1-Lie
2. Large intestine is the largest organ in the
digestive system. (The liver is the largest
organ in the digestive system while the
intestines as longest)

B. Establishing 1. Lesson Purpose

Lesson
Ask the class the following questions:
Purpose
Have you eaten already class?”
Have you ever wondered what happened to the food you have ANSWER KEY:
eaten?
Where do you think that food goes after you swallow it?

1. Ingestion- D. the taking in of food

through the mouth
Does the food just disappear? Or does it go on a secret adventure inside
your body?

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 2. Propulsion- E. the movement of food
"Believe it or not, there's a whole amazing factory inside you called the throughout the alimentary canal
digestive system that takes care of your food! Today, we'll explore this
fascinating journey and discover what happens to the food you eat to
give you energy!" 3. Digestion- B. the breakdown of food
2. Unlocking Content Area Vocabulary
Match column A with column B 4. Absorption- A. the taking in of
nutrients from the digested food into
Column A Column B the cells of the body
1. Ingestion A. the taking in of nutrients
2. Propulsion from the digested food into the
3. Digestion cells of the body
4. Absorption B. the breakdown of food 5. Defecation- C. the excretion or
5. Defecation C. the excretion or release of release of waste materials that are not
waste materials that are not absorbed by the body
absorbed by the body
D. the taking in of food
through the mouth
E. the movement of food
throughout the alimentary
canal

C. Developing SUB-TOPIC 1: Parts of the Digestive System 1.1. Explicitation

and Deepening
1.1 Explicitation
Understanding
Gallery Walk
1.2. Worked Example
Gather pictures of the major digestive system organs (mouth, If zip-lock bags are not available,
esophagus, stomach, small intestine, large intestine, rectum, anus teachers may use re-sealable
containers or small bowls or cups.

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Set up the pictures around the classroom like a gallery exhibit. Make
sure they are spaced out and easily visible for students in small groups.
If small bowls or cups are use, use a
spoon to gently mix the mixture
Create prompt cards for each organ picture. These cards should pose
thought-provoking questions that encourage students to think about the
Then if baking soda is not available,
function of that specific organ in the digestive process. Here are some
use a vinegar or lemon juice but dilute
examples:
it with water (1:5 ratio) to create a
slightly acidic solution.

Briefly explain to students that real

stomach acid is much stronger than
the diluted vinegar solution they'll be
using.

The worksheet contains:

Activity 1-EXPLICITATION- Gallery Walk
(Day 1)

Activity 2-WORKED EXAMPLES-

Simulating Digestion (Day 2)

Activity 3- LESSON ACTIVITY (Day 3)

A. Tracing the Path of Food

B. Digestive System Labeling Activity
C. Situational Question

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 *Day 4-Creating a model
representation of the digestive system
is part of the Formative Assessment

Divide the class into small groups (ideally 3-4 students per group).
Each group will rotate to each picture station, spending a few minutes
(around 3-5 minutes) at each one.
At each station, students should discuss the prompt card question
related to the organ picture. Encourage them to share their ideas, use
prior knowledge, and jot down key points on a worksheet or their
notebooks.
After the designated time at each station, signal the groups to rotate to
the next picture and prompt card. This ensures all groups visit every
station.

Once all groups have completed the gallery walk, come together as a
class for a discussion.

Invite each group to share their ideas and what they learned about the
function of each organ based on the prompt and their discussion.
Clarification and Explanation: Use this opportunity to clarify any
misconceptions and provide the correct explanations for the functions

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of each digestive system organ. You can connect their observations to
the scientific concepts of mechanical and chemical breakdown,
absorption, and waste elimination.
 If we lined up all these organs in the order food travels through
them, what would the sequence be?
 Imagine food is on a journey through your body. Can you
describe the different stages it goes through based on what you
learned at the stations?
 Why do you think it's important for each of these organs to do its
specific job? What would happen if one of them wasn't working
properly?

You can also use an analogy like a factory assembly line where each
step is crucial for the final product (energy for the body).

Day 2
1.2. Worked Example
Before you give the activity to the students, display first a large, labeled
diagram of the human digestive system on a whiteboard or blackboard.
Briefly ask students to recall the main organs of the digestive system
they learned about during the Day 1 gallery walk. Point to each organ
on the diagram as they mention it. Also ask the functions of each part.
Once they gave the functions of all the parts of the digestive system,
tell the purpose of today’s activity.
Explain to students that today's activity will simulate the breakdown of
food as it travels through these organs. Mention how the materials they
will use will represent different stages of digestion.
Refer to the worksheet for the instructions, Activity No. 2 (WORKED

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EXAMPLES)
Eliciting questions:

Connecting the Simulation to the Real Digestive System:

1. What did the crackers in the bag represent in our activity? How
did breaking them up resemble what happens in the mouth?
2. What do you think the baking soda represents in this activity?
Why do you think our bodies need stomach acid to help digest
food? (Focus on breaking down complex molecules)
3. In the activity, we used separate bags for the stomach and small
intestine. In reality, these organs are connected. How do you
think food actually moves from the stomach to the small
intestine? (Highlight muscular contractions)
4. After we poured out some of the water from the second bag,
what did it represent? How do you think nutrients from food get
into our bloodstream? (Focus on absorption)
5. What did the leftover solid material in the bag represent? Where
do you think these undigested materials go after leaving the
small intestine? (Highlight large intestine and waste elimination
that includes rectum and anus)
6. We focused on the organs directly involved in the food pathway.
Are there any other organs that help with digestion? (Introduce
accessory organs). What do you think these organs contribute to
the digestive process?

Encouraging Deeper Understanding:

1. Think about the foods you eat. How might the size and texture of
food affect how easily it's broken down in your digestive system?
2. We used warm water in the small intestine. Why do you think it's
important to stay hydrated for proper digestion? (Focus on
dissolving nutrients)

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 3. Imagine we didn't chew our food properly before swallowing. How
might this affect the digestive process in our simulation and in
our bodies?
4. Can you think of any other ways our bodies might help break
down food besides chewing and stomach acid? (Introduce
enzymes from the pancreas)

You may refer to this table to assist you in your discussion.

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DAY 3
1.3. Lesson Activity (Refer to the worksheet for the details)
A. Tracing the Path of Food

Follow the journey of a bite of your favorite food as it travels through

the digestive system. Write down the order of events that happens
during the digestion of the food. Indicate all the structures that are
involved.

B. Digestive System Labeling Activity

Study the diagram of the digestive system below. Identify each
organ by writing its correct name in the box.

C. Read the situation below and answer the question.

Mia is at a birthday party and excitedly grabs a handful of birthday

cake. She quickly munches on the cake without properly chewing it,
eager to join the games with her friends. Shortly after, Mia starts to feel
a dull ache in her stomach and has less energy to play. What do you
think is happening to Mia’s body? Use your knowledge of the digestive
system to explain how chewing her food properly might have helped
avoid her discomfort.

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D. Making 1.Learners’ Takeaways
Generalization
s
“I Learned, I Wonder, I Still Want to Know" Chart

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2. Reflection on Learning

Digestive Health Habits Checklist:

QUESTIONS YES NO
1. Do I take the time to chew my food
thoroughly before swallowing?
2. Do I include plenty of fruits and
vegetables in my daily diet?
3. Do I choose whole grains and fiber-
rich foods regularly?
4. Do I drink enough water throughout
the day (aim for 8 glasses)?
Do I generally feel good after eating, or
do I experience frequent discomfort
(bloating, gas, constipation)?

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

A. Evaluating
Learning
Day 4

Formative Assessment
A. Matching Type

Descriptions Organs
1. The muscular tube that connects A. small intestine
the mouth to the stomach. B. large intestine
2. A long, winding tube where most C. mouth
nutrient absorption happens. D. stomach
3. Absorbs water from the food E. esophagus
waste turning it into feces.
4. A muscular sac that churns and
breaks down food with digestive
juices.
5. It is where food enters the body
and is mechanically broken down by
teeth

B. The following statements are the processes of digestion and absorption in the
body. Number each of the steps according to the sequence it occurs.

___________Water is absorbed back into the bloodstream.

___________ Food is broken into small pieces (mechanically and chemically).
___________ Nutrients pass through the intestinal wall into the bloodstream.

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 ___________ Waste products are removed from the body through the anus.
___________ Food is liquefied and digested into forms that cells can absorb

2. Create a model or presentation that demonstrates the journey of food through

the digestive system. It can be a 3D model or a digital presentation. Use what
are the available resources you can use.

Physical Model Creation:

 Cardboard boxes (different sizes for various organs)

 Construction paper or fabric scraps (for organ linings)
 Modeling dough, clay, or playdough (for shaping organs)
 Recycled materials (bottles, cans, egg cartons) - get creative!
 Markers, crayons, paint, or other art supplies (labeling and decoration)
 Pipe cleaners, yarn, or string (connecting organs)

Digital Presentation Creation:

 Presentation software (e.g., Google Slides, Microsoft PowerPoint)

 Tablets or computers with internet access (for researching visuals and
information)
 Drawing apps (for creating visuals if presentation software doesn't have
them)

B. Teacher’s Note observations on Effective Practices Problems Encountered

Remarks any of the following
areas:

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 strategies explored

materials used

learner engagement/
interaction

others

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

Reflection
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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Prepared by: Jill Christine H. Miralles Validated by: Marie Grace S. Cabansag

Institution: Leyte Normal University Institution: Philippine Normal University North Luzon

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