5

Lesson Exemplar Quarter

Lesson 1
2
Lesson

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

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

Development Team

Writers:
 Rheomie O. Hallazgo (Father Saturnino Urios University)
 Dominador D. Mangao (Philippine Normal University - Manila)
Validator:
 Gregie P. Tampon (Philippine Normal University - Mindanao)

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

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

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

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learn that living things can be grouped as plants, animals, and microorganisms based on their
Standards characteristics.

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. 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 use a table to show how living things can be classified into groups based on similar characteristics:
Competencies
a. animals including mammals, insects, birds, fish, amphibians, and reptiles; and
and
b. microorganisms including fungi and bacteria.
Objectives

Lesson Objectives:
1. Classify animals and microorganisms based on their characteristics.
2. Describe the key characteristics of different groups of living things, including animals (mammals, reptiles,
insects, birds, fish, amphibians) and microorganisms ( fungi and bacteria).
3. Explain the importance of classification in studying and preserving biodiversity.
4. Explain the importance of microorganism in the ecosystem and for humans.

D. Content Classification of Living Things (Animals and Microorganisms)

1
 E. Integration Diversity of life
Structure and function
Group/classification of microbes as good and bad (bacteria and fungi)
Importance of microbes to humans, animals and plants

II. LEARNING RESOURCES

● Amphibia - Characteristics and Classifications. (n.d.). BYJUS. Retrieved June 9, 2024, from [Link]
%20can%20live%20both%20on%20land%20and%20in.

● CK12-Foundation. (2020, March 20). [Link]. [Link]

primary/lesson/mammal-characteristics-ms-ls/.

● ‌Ducksters. (2019). Biology for Kids: Fungi. [Link]. [Link]

● Fish. (n.d.). Britannica Kids. Retrieved June 9, 2024, from [Link]

%20vertebrates%2C%20which%20means%20that%20they.

● Helmenstine, A. (2024, April 2). Birds or Class Aves - Description and Characteristics. Science Notes and Projects. [Link]
or-class-aves-description-and-characteristics/.

● Interacty – engaging content. (n.d.). [Link]. Retrieved June 8, 2024, from [Link]

● Play Jigsaw - [Link]. (n.d.). [Link]. Retrieved June 8, 2024, from [Link]

● Play Jigsaw - [Link]. (n.d.). [Link]. Retrieved June 8, 2024, from [Link]

● Reptile. (n.d.). Britannica Kids. Retrieved June 9, 2024, from [Link]

%20vertebrates%2C%20or%20animals%20with%20a%20backbone.

● Science for Kids: Bacteria and Germs. (2019). [Link]. [Link]

2
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating DAY 1
Prior
1. Short Review
Knowledge
Learners will classify the listed plant samples to review the differences Option: The teacher may
between gymnosperms and angiosperms. present photos of the plant
samples to provide emphasis.
cycad coconut conifers
banana rice corn
ginkgo acacia mango

Key answer:
Gymnosperm: cycad,
ginkgo, conifers
GYMNOSPERMS ANGIOSPERMS Angiosperms: coconut,
banana, rice, corn, acacia,
mango

B. Establishing 1. Lesson Purpose The teacher can prepare the

Lesson cards for the memory game
Learners will match words describing various organisms with corresponding
Purpose word and picture matching by
pictures to introduce their understanding of biological classification. They are to
accessing the link or the
match words describing organisms with pictures representing those organisms
learners can play online if
through a memory game.
there is available internet
Memory Game: Word and Picture matching connectivity.

3
 Online link:
[Link]
projects/
3e8b98bc15d8319d

4
2. Unlocking Content Vocabulary Key Answer:

Using vocabulary word scrambles, the teacher will delve into helping MAMMAL
students form the desired words through the descriptions of certain difficult
REPTILE
terms in order to lead a seamless and interesting discussion.
INSECT
BIRD
Word Scramble:
FISH
AMMAML _______________
(a warm-blooded vertebrate animal of a class that is distinguished by the possession of hair or fur, the AMPHIBIAN
secretion of milk by females for the nourishment of the young, and (typically) the birth of live young.)
BACTERIA
FUNGI
RLPIEET _______________
(a vertebrate animal of a class that includes snakes, lizards, crocodiles, turtles, and tortoises. They are
distinguished by having a dry scaly skin and typically laying soft-shelled eggs on land.)

5
 ESITNC ________________
(a small arthropod animal that has six legs and generally one or two pairs of wings)

DBRI ________________
(a warm-blooded egg-laying vertebrate distinguished by the possession of feathers, wings, and a beak
and (typically) by being able to fly.)

FSHI ________________
(a limbless cold-blooded vertebrate animal with gills and fins and living wholly in water)

PBIAAIHNM ________________
(a cold-blooded vertebrate animal of a class that comprises the frogs, toads, newts, and salamanders.
They are distinguished by having an aquatic gill-breathing larval stage followed (typically) by a terrestrial
lung-breathing adult stage.)

IACTARBE ________________
(a member of a large group of unicellular microorganisms which have cell walls but lack organelles and
an organized nucleus, including some that can cause disease)

FGIUN ________________
(any of a group of spore-producing organisms feeding on organic matter, including molds, yeast,
mushrooms, and toadstools)

C. Developing SUB-TOPIC 1: Characteristics of animals including mammals, reptiles,

and Deepening insects, birds, fish, and amphibians.
Understanding
6
1. Explicitation

Learners will be required to classify which group the representative animal

is a member of. They are to make use of the word box below.

Mammal Reptile Insect

Fish Amphibian Bird

Sample animal Classification

[Link]
pin/491877590527988850/
Answer Key:
Monkey – Mammal
Bee – insect
Snake – reptile
[Link]
pin/449163762854061558/
Eagle – bird
Milkfish – fish

7
 Frog – amphibian

[Link]
[Link]/indian-
[Link]

[Link]
2012/06/04/10-birds-you-
really-ought-to-avoid/

https://
[Link]/
milkfish-chanos-chanos-and-
its-feasibility-as-popular-
seafood#google_vignette

https://
[Link].c
om/wiki/Common_Frog

8
DAY 2

2. Worked Example

Guide the learners to perform Activity No.1: Where Do I Belong?

Describing Characteristics of Animals in the worksheet.

Learners will be grouped into six representing the six major animal
classifications namely, mammal, reptile, insect, bird, fish, and amphibian.

Each group will be given three representative animal samples with

corresponding handout which they will work on prepared by the teacher. This
handout will be given separately to each group according to which classification
they belong. They are to accomplish the table by taking down notes on the key
characteristics and giving other animals belonging to the specific group they
are working on.

MAMMAL GROUP:

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Characteristics of Mammals
What is a mammal? These animals range from bats, cats, and rats to dogs,
monkeys, elephants, and whales. They walk, run, swim, and fly. They live in the
ocean, fly in the sky, walk on the prairies, and run in the savanna. There is a
tremendous amount of diversity within the group in terms of reproduction,
habitat, and adaptation for living in those different habitats.

What allows them to live in such diverse environments? They have evolved
specialized traits, unlike those of any other group of animals. Mammals (class
Mammalia) are endothermic (warm-blooded) vertebrate animals with a number
of unique characteristics. In most mammals, these include:

 The presence of hair or fur.

 Sweat glands.
 Glands specialized to produce milk, known as mammary glands.
 Three middle ear bones.
 A neocortex region in the brain, which specializes in seeing and hearing.
 Specialized teeth.
 A four-chambered heart.

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There are approximately 5,400 mammalian species, ranging in size from the tiny 1–2-
inch bumblebee bat to the 108-foot blue whale. These are distributed in 29 orders, 153
families, and about 1,200 genera.

There are three types of mammals, characterized by their method of reproduction. All
mammals, except for a few, are viviparous, meaning they produce live young instead of
laying eggs. The monotremes, however, have birdlike and reptilian characteristics, such
as laying eggs and a cloaca. An example of a monotreme is the platypus with its
birdlike beak and egg-laying characteristics. The echidnas are the only other
monotreme mammals. A second type of mammal, the marsupial mammal, includes
kangaroos, wallabies, koalas and possums. These mammals give birth to
underdeveloped embryos, which then climb from the birth canal into a pouch on the
front of the mother's body, where it feeds and continues to grow. The remainder of
mammals, which is the majority of mammals, are placental mammals. These mammals
develop in the mother's uterus, receiving nutrients across the placenta. Placental
mammals include humans, rabbits, squirrels, whales, elephants, shrews, and
armadillos. Dogs and cats, and sheep, cattle and horses are also placental mammals.

Mammals are also the only animal group that evolved to live on land and then back to
live in the ocean. Whales, dolphins, and porpoises have all adapted from land-dwelling
creatures to a life of swimming and reproducing in the water. Whales have evolved into
the largest mammals.

Dolphins have adapted to swimming and reproducing in water.

Both humans and bats have body hair, and both humans and bats can nurse their
young. These are both characteristics of mammals, the class that both bats and
humans belong to.

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 INSECT GROUP

An insect is an invertebrate which fits into the arthropod group because it has an
exoskeleton and a segmented body. Some examples of insects include bees, ants and
butterflies.

What are some key characteristics of insects?

2. Their bodies are split into three parts and they have six legs (or three pairs

12
 of legs).

3. Most insects have two pairs of wings.

4. Insects lay eggs.

5. Insects have antennae (little feelers that help them find their way around
and sense what’s going on).
([Link]

Insects, with over a million described species, are the most diverse group of animals on
Earth. They may be found in nearly all environments on the planet. No matter where
you travel, you will see organisms from this group. Adult insects range in size from a
minuscule fairy fly to a 21.9-inch-long stick insect. Insect movement can include flight,
walking, and swimming. Insects were the only invertebrates to develop the ability to fly,
and this has played an important role in their success. Many adult insects use six legs
for walking, and they walk in alternate triangles touching the ground. This allows the
insect to walk quickly while staying stable. A few insects have evolved to walk on the
surface of the water, like water striders. A large number of other insects also live parts
of their lives underwater. Water beetles and water bugs have legs adapted to paddle in
the water. Young dragonflies use jet propulsion, sending water out of their back end to
move.
([Link]
ms-ls/)

REPTILE GROUP

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 A reptile is an air-breathing animal that has
scales instead of hair or feathers. Reptiles have
lived on Earth for more than 280 million years. Scientists consider them to be the
ancestors of birds and mammals.

Over the years, many kinds of reptiles have become extinct, or died out. The
dinosaurs are well-known reptiles that became extinct about 65 million years ago.
Today there are about 6,000 species, or types, of living reptile. They include snakes,
lizards, turtles, alligators, and crocodiles.

Reptiles are found all over the world, except in very cold areas. The greatest number
and variety are in the hot, humid tropics. Snakes and lizards live in many different kinds
of places. They can live on land, in trees, in underground tunnels, or in water. Most
turtles live in water but spend some time on land. Tortoises live only on land. Alligators
and crocodiles spend most of their time in water, but they can make short trips on land.

Reptiles are vertebrates, or animals with a backbone. Except for snakes, most
reptiles have four limbs. Reptiles vary greatly in size. Some snakes and lizards are less
than 2 inches (5 centimeters) long. The largest crocodiles, pythons, and anacondas can
grow to more than 30 feet (9 meters) long. The largest lizard is the Komodo dragon,
which reaches a length of more than 10 feet (3 meters). Leatherback turtles grow to
more than 7 feet (2 meters) long.

Reptiles have dry skin that is covered with scales. Scales are hardened folds of the
upper layer of skin. The scales of many lizards overlap. They are arranged side by side
in snakes and alligators and crocodiles. Scales also cover the bony shells of turtles.

Reptiles are cold-blooded animals. This means that their body temperature changes
when the temperature around them changes. Reptiles warm or cool themselves by
moving to warmer or cooler places. Most reptiles are inactive during winter. This is

14
called hibernation. Some are inactive during parts of the summer. This is known as
estivation.

FISH GROUP

Fish are a kind of animal that lives in water. Fish have lived on Earth for
more than 450 million years. There are more than 24,000 species, or kinds, of
fish. New ones are discovered every year.
The many different kinds of fish have some things in common. They are all
vertebrates, which means that they have a backbone. They are cold-blooded,
which means that their body temperature changes along with the temperature
of their surroundings. Fish generally breathe through organs called gills. They
usually have pairs of fins in place of arms and legs. Most fish are covered with

15
scales.
Many fish have adaptations to help protect them from enemies. For
example, some fish have spots near their tail that look like eyes. When an
enemy strikes at what it thinks is the head, the fish can escape quickly. Other
fish can change color and pattern to match their surroundings and hide
themselves.

([Link]
%20which%20means%20that%20they,and%20legs.%20Most%20fish%20are%20covered%20with%20scales.)

AMPHIBIAN GROUP

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The organisms belonging to the class Amphibia fall under the Chordata phylum
of the kingdom Animalia. These are multicellular vertebrates that live both on
land and water. This class includes about 3000 species. They are the first cold-
blooded animals to have appeared on land.

The characteristics of the organisms present in class amphibia are as follows:

1. These can live both on land and in water.
2. They are ectothermic animals, found in a warm environment.
3. Their body is divided into head and trunk. The tail may or may not be
present.
4. The skin is smooth and rough without any scales, but with glands that make
it moist.
5. They have two pairs of limbs for locomotion.

([Link]
%20in,scales%2C%20but%20with%20glands%20that%20make%20it%20moist.)

17
 BIRD GROUP

Birds are a group of warm-blooded,

feathered vertebrates that lack teeth and
lay hard-shelled eggs. They live in nearly every environment, from the polar
regions to the tropics. Most birds fly, but there are also flightless birds, such as
penguins and emus. Let’s explore the characteristics of birds, compare them
with other vertebrates, and examine their classification system.

18
 Birds are a group of endothermic (warm-blooded) vertebrates that are
characterized by feathers, toothless beaked jaws, the laying of hard-shelled
eggs, a high metabolic rate, a four-chambered heart, and a lightweight
skeleton. Key characteristics of birds include:

Feathers: Feathers are unique to birds. These structures evolved from reptilian
scales to serve functions like flight, insulation, and display.
Beaks and Bills: Birds have a toothless beak. The beak varies greatly in size
and shape, mainly according to feeding habits.
Wings: Not all birds fly, but all have wings.
Oviparity: Birds lay eggs with a calcium carbonate shell. Unlike the eggs of
fish, reptiles, and amphibians, birds lay hard eggs.
High Metabolism: Birds have a fast metabolism that supports their high
energy activities, especially flight.
Four-chambered Heart: A hear with four chambers allows efficient separation
of oxygenated and deoxygenated blood.
Lightweight Skeleton: Many of a bird’s bones are hollow. This reduces weight
while maintaining strength.

DAY 3

3. Lesson Activity

Guide the learners to perform Activity No.2: Semantic Feature Analysis

in the worksheet.

19
Learners will be asked to answer the by checking which key feature(s) the
major classification of animals belongs to.

DAY 4

SUB-TOPIC 2: Characteristics of microorganisms including fungi and

bacteria

[Link]

Guide the learners to perform Activity No.3: Anticipation Guide in the

worksheet.

Learners will be grouped with three to five members per group. They will be
learning through discussion and brainstorming about the given topics. Each
group will receive a handout on fungi and bacteria.

Fungi
Fungi are a group of living organisms which are classified in their own kingdom.
This means they are not animals, plants, or bacteria. Unlike bacteria, which
have simple prokaryotic cells, fungi have complex eukaryotic cells like animals
and plants.
Fungi are found throughout the Earth including on land, in the water, in the air,
and even in plants and animals. They vary widely in size from microscopically
small to the largest organisms on Earth at several square miles large. There are
more than 100,000 different identified species of fungi.

20
How are fungi different from plants?

Fungi were once classified as plants. However, they are different from plants in
two important ways: 1) fungi cell walls are composed of chitin rather than
cellulose (plants) and 2) fungi do not make their own food like plants do
through photosynthesis.

Characteristics of Fungi
 They are eukaryotic.
 They get their food by decomposing matter or eating off their hosts as
parasites.
 They do not possess chlorophyll like plants.
 They reproduce through numerous spores rather than pollen, fruit, or
seeds.
 They are usually not motile, meaning they cannot actively move around.

Roles of Fungi:
Food - Many fungi are used as food such as mushrooms and truffles. Yeast, a
type of fungi, is used when baking bread to help it rise and to ferment
beverages.
Decomposition - Fungi play an important role in the decomposition of organic
matter. This decomposition is necessary for many of the cycles of life such as
the carbon, nitrogen, and oxygen cycles. By breaking down organic matter, Key Answer to LAS 1
fungi release carbon, nitrogen, and oxygen into the soil and the atmosphere.
Medicine - Some fungi are used to killed bacteria that can cause infections and Insect – invertebrates/with
disease in humans. They make antibiotics like penicillin and cephalosporin. jointed legs

21
Types of Fungi Fish - vertebrates/cold-
blooded/without legs
Scientists often divide fungi into four groups: club fungi, molds, sac fungi, and
imperfect fungi. Some of the more common fungi that you are likely to see or
use every day are described below.
Amphibian – vertebrates/cold-
Mushrooms - Mushrooms are part of the club fungi group. Mushrooms are the blooded
fruiting body of a fungus. Some mushrooms are good to eat and are used as
food, while others are very poisonous. Never eat a mushroom you find in the
woods! Bird – vertebrates/warm-
blooded
Mold - Molds are formed by filaments called hyphae. Molds tend to form on old
fruit, bread, and cheese. They sometimes look furry as the hyphae grow
upward and release more mold spores from their tips.
Reptiles – vertebrates/cold-
Yeast - Yeasts are small round single-celled organisms. Yeasts are important in blooded
making bread rise.

([Link]
Mammal – vertebrates/warm-
blooded

Bacteria
Bacteria are tiny little organisms that are everywhere around us. We can't
see them without a microscope because they are so small, but they are in the
air, on our skin, in our bodies, in the ground, and all throughout nature.
Bacteria are single-celled microorganisms. Their cell structure is unique in
that they don't have a nucleus and most bacteria have cell walls similar to plant
cells. They come in all sorts of shapes including rods, spirals, and spheres.
Some bacteria can "swim" around using long tails called flagella. Others just
hang out or glide along.

22
Are bacteria dangerous?
Most bacteria aren't dangerous, but some are and can make us sick. These
bacteria are called pathogens. Pathogens can cause diseases in animals and
plants. Some examples of pathogens are leprosy, food poisoning, pneumonia,
tetanus, and typhoid fever.
Fortunately, we have antibiotics we can take which help to fight off the
bad pathogens. We also have antiseptics to help us keep wounds clean of
bacteria and antibiotic soap we use to wash to help keep off bad pathogens.
Remember to wash your hands!

Are bacteria all bad?

Not at all. Actually, most bacteria are very helpful to us. They play an
important role in the planet's ecosystem as well as in human survival.

Bacteria in the soil

Bacteria work hard in the soil for us. One type of bacteria, called decomposers,
break down material from dead plants and animals. This might sound kind of
gross, but it's an important function that helps to create soil and get rid of dead
tissue. Another type of bacteria in the soil is Rhizobium bacteria. Rhizobium
bacteria help to fertilize the soil with nitrogen for plants to use when growing.

Bacteria in food
Yep, there's bacteria in our food. Yuck! Well, they aren't really that bad and
bacteria is used when making foods like yogurt, cheese, pickles, and soy sauce.

23
Bacteria in our bodies
There are many good bacteria in our bodies. A primary use of bacteria is to help
us digest and breakdown our food. Some bacteria can also help assist our
immune system in protecting us from certain organisms that can make us sick.

Parts of the Bacteria Cell (see picture)

The scientific name for bacteria cells is prokaryotes. Prokaryotes are fairly
simple cells in that they do not have a cell nucleus or other specialized
organelles.
1. Capsule
2. Outer membrane
3. Periplasm and Cell wall
4. Cytoplasmic (inner) membrane
5. Cytoplasm
6. Ribosome
7. Reserve food supplies
8. Chromosome
9. Mesosome

Interesting Facts about Bacteria:

 There are around 40 million bacteria in a gram of soil.
 Bacteria can survive in very harsh conditions including deep areas of the
Earth's crust and in radioactive waste.
 There are around as many bacteria cells in a human body as there are
human cells.
24
 Bacteria are used to help the environment by treating sewage and breaking
down oil from oil spills.
 Some bacteria have chemicals that can generate light. This is called
bioluminescence.

([Link]

a. Worked Example
After the lesson, learners will review the statements and see if their opinions
have changed. They will fill out the after-lesson column. They are to reflect on
what they have learned as well. Refer to Activity No.3: Anticipation Guide
in the worksheet.

25
26
D. Making 1. Learners’ Takeaways (5 minutes)
Generalization
s
Learners will be given two minutes to write down the most important thing
they learned during the lesson and one question they still have. The teacher
will collect and review their responses to gauge understanding and address
any misconceptions.

Two-minute Paper activity:

Lesson learned Question in mind

2. Reflection on Learning (5 minutes)

Learners will answer this question in a ½ sheet of paper:

Can you explain why it's helpful to learn about different kinds of animals and how
scientists organize them into groups?

27
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment (10 minutes) Key Answer:

Learning

1. Which of the following animals is warm-blooded, gives birth to live young, and
1. C
typically has hair or fur?
2. C
A. Snake (Reptile)
3. D
B. Frog (Amphibian)
4. D
C. Dog (Mammal)
5. B
D. Goldfish (Fish)
6. C
7. B
2. Which group of animals typically lays eggs, has scales, and is cold-blooded?
8. B
A. Bird
9. A
B. Mammal
10. B
C. Reptile
D. Insect

28
3. What type of animal spends part of its life in water and part on land, typically
has smooth, moist skin, and undergoes metamorphosis?
A. Bird
B. Fish
C. Mammal
D. Amphibian

4. Which of the following animals typically has gills for breathing and lives
exclusively in water?
A. Snake (Reptile)
B. Frog (Amphibian)
C. Dog (Mammal)
D. Goldfish (Fish)

5. Which of the following animals typically has six legs, three body parts (head,
thorax, abdomen), and undergoes metamorphosis?
A. Fish
B. Insect
C. Bird
D. Mammal

6. What type of animal typically has feathers, lays eggs, and has wings for

29
flying?
A. Mammal
B. Reptile
C. Bird
D. Amphibian

7. Which of the following is a type of fungus?

A. Goldfish
B. Mushroom
C. Eagle
D. Snake

8. What is the role of fungi in ecosystems?

A. They help in pollination.
B. They break down dead organic matter.
C. They produce oxygen.
D. They are predators.

9. What shape are most bacteria?

A. Circular
B. Square

30
 C. Triangle
D. Star

10. What is the primary role of bacteria in the environment?

A. Predation
B. Decomposition
C. Seed dispersal
D. Pollination

2. Homework (Optional)

B. Teacher’s Note observations on Teachers’ remarks

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

31
 Others

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

Reflection
▪ principles behind the teaching Teacher’s reflection in every
lesson conducted/facilitated is
What principles and beliefs informed my lesson?
essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may
also consider this as an input
for the LAC/Collab sessions.
▪ 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?

32