5

Quarter
Lesson 1 2
Lesson Exemplar Lesson

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

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

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 Grejie P. Tampon (Philippine Normal University - Mindanao)

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SCIENCE 5 (BIOLOGY) /QUARTER 2/ GRADE 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

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

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

C. Learning The learners identify from pictures and diagrams the parts of the respiratory system as the nose, windpipe, and lungs,
Competencies and describe how they work.
and Objectives
Lesson Objectives:
1. Identify the nose, windpipe, and lungs in pictures and diagrams as the organs of the respiratory system.
2. Describe the function of each part of the respiratory system (nose, windpipe, lungs)
3. Label the nose, windpipe, and lungs on a diagram of the respiratory system.
4. Explain how air moves in and out of the lungs through observing a lung model.
5. Create a simple model of the respiratory system.
6. Identify common respiratory ailments.

D. Content Respiratory System

E. Integration Health and Wellness & Environmental Literacy

II. LEARNING RESOURCES

● Department of Education. (Year). MATATAG Curriculum in Science. DepEd Complex, Meralco Avenue, Pasig City, Philippines.
● Vengco, L., Capili, R., Flores, R., Navaza, D. & Zarcal, M.L. (2014). Science for Active Learning 5. Sibs Publishing House, Inc. pp. 22-33.
● Department of Education, Papua New Guinea (2020). National Science Textbook 6. Department of Education, Papua New Guinea, pp. 139-144
● Department of Education, Papua New Guinea (2020). Science Teacher’s Manual 6. Department of Education, Papua New Guinea, pp.128-135

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge
[Link] Review

 Present the activity "Two Truths and a Lie" about the respiratory system.
Two of the statements will be true, and one will be a lie
 Let students discuss with their groupmates which statement they think
might be the lie. They will explain why they think that statement is the
wrong one.
 After each round, discuss the answers together.

Remember, teamwork and good reasoning win the game!

At the end of the activity, collaborate with the whole class in checking their
answers, ask them again the parts of the respiratory system.

B. Establishing 1. Lesson Purpose

Lesson Purpose
Give the whole class a situation about victims who died not from burns but from
suffocation. Enable them to think of the answer to the question, “Why do you think
people might die from suffocation in a fire even if they aren't burned?" (Expected
answer: Lack of oxygen due to smoke inhalation)
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Emphasize to the class that during a fire, smoke fills the air, blocking the airway
and making it difficult for oxygen to reach the lungs. Since the lungs can't get enough
oxygen, the body's cells don't function properly, ultimately leading to suffocation
(asphyxiation). Explain also that smoke inhalation is a major cause of suffocation in
fires because it contains harmful chemicals that can irritate the lungs, making it
difficult to breathe. You may also ask them other situations that might lead to
suffocation

B. KWL Chart:

On a large chart or whiteboard, create a three-column chart labeled "Know,"

"Want to Know," and "Learned", or you may post the prepared KWL chart on
the blackboard. Guide the class in accomplishing the KWL Chart.

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2. Unlocking Content Area Vocabulary- “I Spy with My Little Eye” ANSWER KEY:
Instructions:
This activity introduces and reinforces vocabulary terms in a fun and interactive way. It also 1. Oxygen
promotes active listening, critical thinking skills and creates a sense of competition and 2. Carbon Dioxide
encourages participation. 3. Nose
Use clues to help you guess vocabulary words related to respiratory system.
4. Trachea
Clues:
1. "I spy with my little eye something tiny and invisible, the air that we inhale important 5. Lungs
for our survival. It enters our body through the lungs and keeps our cells alive!"
2. "I spy with my little eye a gas we breathe out. It's a waste product from our cells, but
plants need it to survive!"
3. "I spy with my little eye something that warms and filters the air we breathe, and lets air
enter into the respiratory tract. It also has a great sense of smell!"
4. "I spy with my little eye a tube that carries air down to the lungs."
5. "I spy with my little eye a place where gas exchange happens - oxygen in and carbon
dioxide out!

C. Developing and SUB-TOPIC 1: Breathing (How does air move in and out of our body?)
Deepening
Understanding 1.1 Explicitation
Begin by saying that today's lesson will provide understanding into how our bodies take in
air, move it through our lungs, and use it to keep us alive. But ask them, “How does air
move in and out of our body?” Encourage them to do the activity of Feeling the Breath.

 Demonstration: You can demonstrate the hand placement and breathing

technique.

Instructions: Sit comfortably with your backs straight. Place one hand on your chest and
the other on your belly (just below the ribcage). Then take a slow, deep breath in through
your nose. Observe which hand moves more- the one on your chest or the one on your
belly?

 Visual Aids: Consider using diagrams or models of the respiratory system to

introduce the key parts (lungs, diaphragm) during the discussion.

 Discussion: After the activity, facilitate a discussion about their observations and
answers to the questions.

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Process Questions:
1. We felt our chest or belly move during breathing. Why do you think these parts move?
Can you connect this movement to any possible internal organs involved in breathing?
What do you think actually expands and contracts during breathing?
2. Since breathing involves air entering and leaving our body, where do you think this air
travels inside us?
3. Is it healthier to take air in through the nose or through the mouth?
4. Imagine someone covers their mouth and nose entirely. What do you think might happen
to their body?

1.2. Worked Example

 Guide the pupils to perform Activity 1. Parts of the respiratory system-
Breathing Buddies in the worksheet.

Process Questions:
1. How do all these parts work together?
2. How do the special features of each part contribute to breathing and gas exchange?

The Nose
The nose is the main track for breathing. It contains hair and is lined with a mucous
membrane. The hair filters the air and traps dust particles and microorganisms. The two
holes in our nose are called nostrils. From the nose, the air passes through the pharynx.
The pharynx is the upper part of the throat that serves as the passageway for both air and
food.

The Windpipe/Trachea
● Another name for windpipe is trachea. The windpipe takes air to and from the lungs. We
cannot live without the windpipe. When a person inhales, air travels through the nose,
then down windpipe. The windpipe is also lined with cilia and mucus that traps the germs
and sweep the dust particles away from the lungs.
The trachea branches out into two passageways leading to the lungs. These branched
passageways are called bronchi (bronchus, singular). One bronchus leads to the left lung.
The other leads to the right lung. The bronchi again branch out into smaller passageways
called bronchioles. At the end of the bronchioles are thousands of tiny sacs called alveoli.

The Lungs
● They are the main organ of the respiratory system. They have a spongy texture due to
millions of tiny air sacs called alveoli. The alveoli (alveolus, singular) are clusters of balloon-
like sacs where gas exchange [Link] lungs bring oxygen into the body and remove
carbon dioxide from the body.

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 Extend the learning with model-building activities, research projects, or debates
related to the respiratory system.

DAY 2
1.3. Lesson Activity

 Guide the pupils to perform Activity 2: Nose to Know: Label Your Respiratory
System in the Worksheet.

Assessment:
1. Observe student participation in discussions and presentations.
2. Collect student models or written explanations of the respiratory system parts and their
design features.

Differentiation:
1. Provide scaffolding and additional support for students who need it.

Then facilitate the discussion about the parts and function of the respiratory system.
Summarize the key points of the discussion, emphasizing the importance of each part of
the respiratory system and its role in the process of breathing and gas exchange.

 Guide pupils to perform Extended Practice of Breathe Easy Rap in Activity 2

worksheet.
 Prepare the materials like whiteboard or chart paper, markers or pens, construction
paper (optional), music player (optional, for background music)

Instructions:
1. Divide the class into small groups of 3-4 students.
2. Explain that they will be creating a rap song, chant, or catchy tune about the respiratory
system. Ask them to brainstorm a catchy title for their creation.
3. Assign each group a different part of the respiratory system (nose, trachea, lungs,
diaphragm).
4. Guide the groups to develop lyrics for their assigned part. Provide them with the prompts
(included in the student instructions) or similar prompts to get them started.
5. Encourage the groups to write their lyrics and practice their assigned part. They can
decide if they want to speak the lyrics, rap them, or even sing them!
6. Each group presents their part, one after another, creating a collaborative song about
the respiratory system.

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Differentiation:
For advanced students, you can encourage them to research additional parts of the
respiratory system (e.g., epiglottis, alveoli) and incorporate them into their song.
For students who struggle with writing lyrics, you can provide them with a word bank or
sentence starters related to their assigned part.

Scoring Rubrics:
Content- 10
Creativity-10
Partipation-5

DAY 3

SUB-TOPIC 2: Mechanics of Breathing

1. Explicitation

For this activity, you will be needing a large space in your room and a music player.

1. Start with some light movement exercises to get students energized (jumping jacks, arm
circles). Explain that they'll be simulating molecules in this activity.
2. Tell students they represent two types of molecules: red molecules (oxygen) and blue
molecules (carbon dioxide).
3. Instruct the "red molecules" (oxygen) to stand on one side of the room and the "blue
molecules"(carbon dioxide) to stand on the other side.
4. Play some upbeat music. When the music starts, students representing both types of
molecules should move around freely within the space. Remind them to avoid bumping into
each other (simulating diffusion).
5. After a short while, pause the music and ask students to "freeze" in their positions.

Observation and Discussion: Lead a discussion about what they observed. How are the
molecules distributed now? Are there any areas with more red or blue molecules?

Connecting to Lungs: Explain that this "diffusion dance" represents what happens in
the lungs. Oxygen molecules (red) from the air we breathe diffuse into the bloodstream, and
carbon dioxide molecules (blue) diffuse from the bloodstream into the air sacs to be
exhaled.

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2. Worked Example

Before you give the activity organize students in groups (this may be 3 or 5 depending
on the class size/you may use the previous groupings in the Review part). Explain
the steps of the activity. Remind students to observe the color of the limewater
carefully after shaking. Then have students do the activity and record their result.
Encourage them to discuss the results in their groups. (You may also give the
students with cartolina or manila paper and pentel pen or you may ask them to
bring these materials prior the day of the activity)

Once the students are done with their activity, ask students to present their
results from the activity using the graphic organizer. Facilitate active students'
discussions using the process questions.

How to prepare lime (calamansi or lemon) water:

Fill up 500ml container with water. Add 1 table spoon lime. Shake the solution well.
Leave the solution to settle overnight so sediments settle at the bottom of the
container. Gently pour out the solution without sediments into a cup.

Tips of the Activity

1. Limewater must be prepared a night prior to the lesson. Pour out limewater into
a cup from the 500ml container. Tie the plastic bags tightly so it doesn’t spill when
shaking. Be careful not to allow students to taste or drink the limewater. Plastic
bag with exhaled air will be cloudy as it indicates carbon dioxide is present.

NOTE: Limewater is used to test for presence of carbon dioxide in breath.

Expected Result:
Limewater with air did not change its color.
Limewater with the exhaled air turned
cloudy. Exhaled air contained more carbon
dioxide than the air

Emphasize the mechanics of gas exchange: Source.

[Link]
erials/ku57pq00003t6ut6-att/g6_science_text_03.pdf

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Gas Exchange: The primary function of the lungs is gas exchange. When you
inhale, air travels down the trachea and splits into the bronchi, then bronchioles,
finally reaching the alveoli. Here, oxygen from the inhaled air diffuses across the
thin alveolar membrane and enters the bloodstream. Simultaneously, carbon
dioxide, a waste product from cellular respiration, diffuses from the blood into the
alveoli and is exhaled.

 Guide the pupils to perform Activity No. 3: What is contained in exhaled air?
In the worksheet.
 Discuss the activity using the guide questions.

DAY 4

3. Lesson Activity

Activity 4: Making a Lung Model

Tell them to look for their partner because they will be doing this activity by pair. For the
preparation of the bottle, tell them to carefully ask an adult for help cutting off the bottom
third of the plastic bottle. They can use scissors or a sharp knife.

Guide students through the steps of constructing their lung models. You can demonstrate
each step visually for better understanding.

Once the models are built, instruct students to simulate breathing by pulling down on the
diaphragm balloon (inhalation) and pushing it back up (exhalation). Encourage them to
observe the changes in the lung balloon.

 Guide the pupils to perform Activity No. 4: Making a Lung Model in the
worksheet.
 Facilitate a class discussion to share observations and reinforce key concepts.

Process Questions:
1. How does the model represent the lungs' function during breathing?
2. What happens to the balloons as you pull the rubber sheet downward?
3. How about pushing the rubber sheet upward, what do you observe?
4. How does the half-cut balloon (diaphragm) movement relate to breathing?
5. How would you describe the air during inhalation and exhalation?

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Expected Result:
When we pulled on the middle of the half-cut balloon and let go, the balloon got
bigger. When we gently pushed the half-cut balloon up, the balloon got smaller.
The balloon represents the lungs, and the balloon with the half-cut represents the
thin sheet of muscle called the diaphragm.

Activity 5: The Breathing Buddies: Teamwork of Lungs and Diaphragm

Assess your students, you may follow this activity or you may modify this by giving
them options like adding a word bank

Contracts downward
Relaxes upward
Expand

Or you may do it like this: Instead of writing the answer on the blanks, tell them to
underline the correct answer.

When you inhale, the diaphragm (contracts or relaxes) and moves (upward or
downward). This creates more space in your chest cavity. The lungs get (expand or
contract), allowing air to rush in through your nose and mouth.
When you exhale, the diaphragm (contracts or relaxes) and moves (upward or
downward). This reduces the space in your chest cavity. The lungs get (expand or
contract), pushing the air out.

Guide the pupils to perform Activity No. 5: The Breathing Buddies: Teamwork
of Lungs and Diaphragm in the worksheet

Guide the pupils to perform Activity 6 – Healthy Lungs, Happy Body

 Briefly introduce the importance of a healthy respiratory system for overall

well-being. Explain that we'll be exploring experiences and habits related to
lung health.

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Process questions:

[Link] you ever experienced a cold, the flu, or allergies? Raise hands or use a
quick poll)

2. If you have, what were some of the symptoms you experienced? (Students share
experiences voluntarily)

3. How did these symptoms affect your breathing? (Students elaborate on their
experiences)

4. How can we avoid these diseases? (Discuss the connection between each habit
and lung function)

 Summarize the key points about respiratory health and healthy habits. You
can mention the existence of chronic respiratory diseases but avoid dwelling
on them at this stage.
 Shift the discussion towards the broader themes of respiratory health and
disease prevention.

B. Gallery Walk

Divide students into small groups and assign a starting station for each group.
Allocate a specific time for each station (3-5 minutes). At each station, students
should:

 Read the information about the ailment

 Write down key points or answers on the provided sticky notes and attach
them to the station's poster.

Rotate groups to the next station after the allotted time. Continue the rotation until
all groups have visited each station.

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B. Gallery Walk
Listen to the instruction that will be given by the teacher. Each group should go
around the gallery. Allocate a specific time for each station (3-5 minutes). At each
station, students should:
 Read the information about the ailment
 Write down key points or answers on the provided sticky notes and attach
them to the station's poster.

Rotate groups to the next station after the allotted time. Continue the rotation until
all groups have visited each station.

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Process Questions:
1. Identify some common symptoms that appear across several conditions. 2.
Throughout the gallery walk, we learned about different respiratory ailments. How
does the body's immune system play a role in fighting off these illnesses?
3. Are there ways to strengthen the immune system to better defend against
respiratory infections?
4. Why is it important to cover your mouth and nose with a handkerchief when
sneezing?
5. How do you think air pollution affects the lungs?

As an Extended Practice, assign groups to design a short slogan, message, poster

or infographic using an illustration board or digital technology to promote healthy
habits for respiratory organs to prevent common respiratory ailments. . This also
includes the importance of having clean air. How can you share this message with
your family, friends, or classmates.

 Simple Slogan: Write a clear and concise slogan on a piece of paper or

create a poster with the slogan and some illustrations.

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 Short Message: Write a short message explaining the importance of
healthy habits and clean air for lung health.
 Drawing/Poster: Create a drawing or poster that visually represents their
message. This can be combined with a written slogan or message.
 Digital Message: If technology is available, students can create a digital
message using presentation software or other tools.
3. If there is still time, let your students share their slogans, messages, or artwork
with the class. This allows them to practice communication and presentation
skills.
4. Discuss how students can share their message with their target audience
outside of class. Encourage them to think creatively about ways to spread
awareness about healthy habits and clean air (e.g., hanging a poster at home,
talking to friends, creating a social media post).

D. Making 2. Learners’ Takeaways

Generalizations A. Rate your understanding
Check one of the boxes describing how the lesson helped you attain the focus points
intended for the lesson.
How much did this Fair Better Best
lesson help you…. (5 points) (8 points) (10 points)
1. Identify the nose,
windpipe, and lungs
in pictures and
diagrams of the
respiratory system.
2. Describe the
function of each part
of the respiratory
system (nose,
windpipe, lungs)
3. Label the nose,
windpipe, and lungs
on a diagram of the
respiratory system.

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4. Explain how air
moves in and out of
the lungs through
observing a lung
model

5. Create a simple
model of the
respiratory system

3. Reflection on Learning

A. KWL Chart: Using the KWL chart you used in the beginning of the lesson,
fill out the third column that shows your learnings.

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

A. Evaluating 1. Formative Assessment

Learning A. Multiple Choice. Read carefully the questions and choose the letter of the correct answer

1. What are the major organs of the respiratory system?

A. Eyes, ears and mouth
B. Nose, trachea and heart
C. Trachea, lungs and oxygen
D. Nose, trachea and lungs
2. When you inhale _____________.
A. the diaphragm expands and the chest goes up
B. the diaphragm expands and the chest goes down
C. the diaphragm contracts and the chest goes up
D. the diaphragm contracts and the chest goes down

For numbers 3-6, refer to the diagram below.

3. During inhalation, air enters the body through__________.

4. Exchange of gases takes place in __________.
5. The passageway to the lungs lined with cilia and mucus is _________.
6. It contracts or expands during breathing __________________.
7. You must cover your mouth when you sneeze so that ______.
A. you cannot talk
B. you don’t sneeze further
C. people won’t see your mouth
D. you don’t spread the droplets that might contain germs
8. Which of the following is NOT a symptom of a respiratory disease?
A. Fever

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B. Shortness of breath
C. Chest pain
D. Upset stomach
9. How does the diaphragm help the lungs to move when breathing?
______________________________________________________________________

10. Name the gas that we breathe in and how it moves through the main organs of
the respiratory system
______________________________________________________________________

B. Teacher’s Note observations on Teachers’ remarks

Remarks any of the following Effective Practices Problems Encountered
areas: The teacher may take note of
some observations related to
strategies explored the effective practices and
problems encountered after
materials used utilizing the different strategies,
materials used, learner
learner engagement/
engagement, and other related
interaction
stuff.
others Teachers may also suggest
ways to improve the different
activities explored/lesson
exemplar.

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

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

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