This study investigated the use of functional literacy strategies to enhance outcomes-based Science education, particularly in Science 5 classes. Through surveys with school heads and teachers in the Labo West District, it examined the extent of utilization of various teaching approaches like inquiry, problem-solving, demonstrations, laboratory work, and project-based learning, as well as functional literacy strategies such as scientific vocabulary development, comprehension skills, technical writing, critical thinking, and visual literacy. The findings revealed inquiry-based learning as the dominant method, with demonstration ranking second and laboratory work being least utilized. Teachers prioritized summative over formative assessments. For literacy strategies, read-aloud for vocabulary and activating prior knowledge for comprehension were most common. The study found significant positive correlations between functional literacy strategy use and the level of outcomes-based implementation, identifying challenges like lack of training and limited resources. To address these challenges, the researcher developed innovative materials, including a detailed soil erosion lesson plan, contextualized instructional materials on water and wind effects, and Project GILAS - an innovation proposal providing interventions, learning kits, and resources to help teachers integrate functional literacy strategies. The findings highlighted the need for more emphasis on laboratory-based learning, enhanced teacher training on inquiry guidance and data analysis, and wider integration of functional literacy strategies like summarization and context clues. The positive correlation between strategies and outcomes underscored their importance. Adopting the developed materials and further research on scalability and long-term impacts were recommended for improving science education quality.