5

Quarter
Lesson 1 2
Lesson Exemplar Lesson

for Science 5

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 5
Quarter 2: Lesson 5 (Week 5)
SY 2024-2025

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 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use
these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writers:

• 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, ple ase 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 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 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 Objectives b. microorganisms including fungi and bacteria.

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.

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

D. 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

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II. LEARNING RESOURCES

● Amphibia - Characteristics and Classifications. (n.d.). BYJUS. Retrieved June 9, 2024, from
[Link]
● CK12-Foundation. (2020, March 20). [Link]. [Link]
2.0/section/10.20/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]
● Helmenstine, A. (2024, April 2). Birds or Class Aves - Description and Characteristics. Science Notes and Projects. [Link]
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]
● Science for Kids: Bacteria and Germs. (2019). [Link]. [Link]

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review
Learners will classify the listed plant samples to review the differences between Option: The teacher may
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,
GYMNOSPERMS ANGIOSPERMS ginkgo, conifers
Angiosperms: coconut,
banana, rice, corn, acacia,
mango

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B. Establishing 1. Lesson Purpose The teacher can prepare the
Lesson Purpose Learners will match words describing various organisms with corresponding cards for the memory game
pictures to introduce their understanding of biological classification. They are to word and picture matching by
match words describing organisms with pictures representing those organisms accessing the link or the
through a memory game. learners can play online if there
Memory Game: Word and Picture matching is available internet
connectivity.

Online link:
[Link]
ts/3e8b98bc15d8319d

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2. Unlocking Content Vocabulary

Using vocabulary word scrambles, the teacher will delve into helping students
form the desired words through the descriptions of certain difficult terms in
order to lead a seamless and interesting discussion.

Word Scramble:
AMMAML _______________ Key Answer:
(a warm-blooded vertebrate animal of a class that is distinguished by the possession of hair or fur, the
secretion of milk by females for the nourishment of the young, and (typically) the birth of live young.)
MAMMAL
REPTILE
RLPIEET _______________
(a vertebrate animal of a class that includes snakes, lizards, crocodiles, turtles, and tortoises. They are INSECT
distinguished by having a dry scaly skin and typically laying soft-shelled eggs on land.) BIRD
FISH
ESITNC ________________ AMPHIBIAN
(a small arthropod animal that has six legs and generally one or two pairs of wings) BACTERIA
FUNGI
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)

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C. Developing and SUB-TOPIC 1: Characteristics of animals including mammals, reptiles,
Deepening insects, birds, fish, and amphibians.
Understanding
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

Answer Key:
Monkey – Mammal
Bee – insect
Snake – reptile
Eagle – bird
Milkfish – fish
Frog – amphibian

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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

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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:

[Link]
content/uploads/2013/11/Vampire_
[Link]
[Link]
C3JTPPI2aohONC60swHaJF?rs=1&p
id=ImgDetMain

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.
INSECT GROUP

[Link] [Link]
/large-previews/a74/grasshopper- LAYJkSPf1Fr8mPpAHaFj?rs=1&pid=Im
[Link] gDetMain

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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
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

[Link] [Link]
OvMSc6RXcR-AHaE7?rs=1&pid=ImgDetMain EiAFLLIwz7wHaEf?rs=1&pid=ImgDetMain

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

FISH GROUP

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

AMPHIBIAN GROUP

[Link] [Link]
fPYuiJdY9YAHaE8?rs=1&pid=ImgDetM -previews/1fd/bullfrog-1369128.j

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.
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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]
es%2C%20but%20with%20glands%20that%20make%20it%20moist.)

BIRD GROUP

[Link] [Link]
UBPF8u1_0jLwHaEs?rs=1&pid=ImgDetMain mons/2/28/Ostrich_male_RWD.jpg

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.
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.

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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.
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 Key Answer to LAS 1
simple prokaryotic cells, fungi have complex eukaryotic cells like animals and
plants.

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Fungi are found throughout the Earth including on land, in the water, in the air, Insect – invertebrates/with
and even in plants and animals. They vary widely in size from microscopically small jointed legs
to the largest organisms on Earth at several square miles large. There are more
than 100,000 different identified species of fungi. Fish - vertebrates/cold-
blooded/without legs
How are fungi different from plants?
Amphibian – vertebrates/cold-
Fungi were once classified as plants. However, they are different from plants in two blooded
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 Bird – vertebrates/warm-
photosynthesis. blooded

Characteristics of Fungi Reptiles – vertebrates/cold-

✓ They are eukaryotic. blooded
✓ They get their food by decomposing matter or eating off their hosts as
parasites. Mammal – vertebrates/warm-
✓ They do not possess chlorophyll like plants. blooded
✓ 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, 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
disease in humans. They make antibiotics like penicillin and cephalosporin.

Types of Fungi
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.

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Mushrooms - Mushrooms are part of the club fungi group. Mushrooms are the
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!
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.
Yeast - Yeasts are small round single-celled organisms. Yeasts are important in
making bread rise.
([Link]

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.

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

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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.

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.
➢ Bacteria are used to help the environment by treating sewage and breaking down
oil from oil spills.

16
 ➢ 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.

D. Making 1. Learners’ Takeaways (5 minutes)

Generalizations
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?

17
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

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

19
B. Teacher’s Note observations on
Remarks any of the following Effective Practices Problems Encountered
areas:

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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