Science – Grade 5

Alternative Delivery Mode

Quarter 2– Module
First Edition, 2021

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Development Team of the Module

Authors: Maria Dulce T. Terrado, Eric Tabuzo, Wilfredo Gagarin Jr., Estrella T.
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Language Editor: Aileen P. Nacario, Maria Dulce T. Terrado

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Mariveles, Jane D. Palmerola, Roldan Vienes, Erlan Dusaban

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5

Science
Quarter 2 – Module
Living Things and their Environment

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations
to the Department of Education at action@[Link].

We value your feedback and recommendations.

Introductory Message
For the facilitator:

This module is designed to facilitate learning the topic on Living Things and their
Environment which is necessary to learn the succeeding lessons. Learning activities in
this module are aligned on the K to 12 Basic Education Curriculum and are intended to
be accomplished for a week. Furthermore, the activities herein are arranged in a manner
that learners will be able to understand simple concepts to complex ones. Tasks are
designed for the learners to identify and describe matter around them. Some tasks will
require skills like classifying and investigating concepts that will compel to the
development of science process skills. Necessary interference from parents should be
encouraged for the learners to gain more knowledge in doing the activities. Finally, this
module is a useful learning material that provides the learning objectives, pretest, lesson
proper, enrichment activities, generalization, application and assessment.

For the learner:

This module emphasizes the skills on how do living things reproduce and how do
they survive in estuaries and intertidal zone. In doing the tasks, you will learn meaningful
ideas and concepts about reproduction and interactions among living things. It contains
a series of activities with directions which will serve as your guide for the weeklong
learning process. You will be required to do certain activities to investigate changes on
your own or with the help of your parents. You should answer the Pre-Assessment in the
“What I Know” page before you proceed to the succeeding activities. You need also to
complete the “Post Assessment” once you are done with all the activities. The “What
Is It?” page will give you additional information about this module. Read each part to be
kept on track with your learning progress. So, get yourself ready and explore matter in
this module. Keep on learning!
What I Need to Know

This module was designed and written as a learning guide. The lessons are all
presented to achieve proficiency in the domains of learning. With this module, all activities
are carefully chosen to tailor fit the interest of learners and instill in them the sense of
diversity and sensitivity. The scope of this module permits it to be used in many different
learning situations. This module provides discussions and activities that will help you
learn the concepts, ideas, and relevant information about the lesson.

The module is divided into four lessons, namely:

• Lesson 1 – Plant’s Reproductive Parts and Functions

• Lesson 2 – Modes of Reproduction in Plants
• Lesson 3 – Interactions among living things and non-living things in estuaries and
intertidal zones
• Lesson 4 – Protect and Conserve Estuaries and intertidal Zones

After going through this module, you are expected to:

1. describe the reproductive parts in plants and their functions;
2. describe the different modes of reproduction in flowering and non-flowering
plants such as moss, fern, mongo and others;
3. discuss the interactions among living things and nonliving things in estuaries
and intertidal zones;
4. explain the need to protect and conserve estuaries and intertidal zones.
What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. What is the colorful part of a flower that attract insects for pollination?
A. sepal C. calyx
B. petal D. corolla

2. Which of the following are sexually reproduction?

A. Pine Tree C. Cedar
B. Cypress D. All of the above

3. What is an ecosystem?
A. The interaction of a community of organisms with their environment.
B. The boundary where a fresh water meets.
C. The surroundings in which an organism lives.
D. The remains of dead organisms.

4. What is the study of science that deals with the interactions between
organism and their environment?
A. Community C. Ecology
B. Predator D. Biosphere

5. What is estuary?
A. cage of wild animals
B. It can be found in the deepest part of the ocean
C. It is like streams and lakes
D. Mixed of salt and fresh water where organism rely on one another for survival
Lesson
Plant’s Reproductive Parts and
5 Functions
As you go through this lesson, you are expected to:
• Describe The reproductive parts in plants and their functions
(S5LT-IIe-5)

1. Identify and describe the male and female reproductive parts of a flowering plant.
2. Identify the other plant parts that can be used for reproduction.

What’s In

In the previous lesson, you learned the different modes of reproduction in animals.
Can you still remember the two modes of reproduction in animals? What are the modes
of reproduction in butterflies and mosquitoes?
In this lesson, you will describe the different reproductive parts of plants and their
functions. The different activities in this module will lead you to understand the parts and
functions in plants needed for reproduction. Happy Learning!

Notes to the Teacher

Remind your students to be careful in
handling materials. Tell them to do the activities
in handling materials needs the presence of an
adult.
What’s New
Look at the picture, do you know some of these plants? How do they
reproduce? What is the plant part needed to reproduce their own kind?

What is It

Plants like animals reproduce their own kind. There are plants that produces
flowers. Flowers of plant are very important because it serves as its reproductive organs.
Flowers can be complete or incomplete. Complete flower has all parts present
such as sepals, petals, pistils and stamens. Perfect flowers have both the female and
male reproductive parts which is the stamen and pistil present in one flower. Common
examples of a plants with complete flowers are roses, gumamela, lilies, etc.

Reproductive Parts of a Complete Flower

On the other hand, incomplete flower has either one of the four parts missing. An
imperfect flower is a unisexual flower with either one of the male staminate or female
pistillate reproductive part is missing. Pistillate or carpellate flowers bear only the female
sex organs, also called female flower. Staminate flowers bear only the male sex parts
also referred to as male flower. Corn, squash, cucumber, and papaya are some examples
plants having incomplete flowers. Below shows a figure of a pistillate or female flower an
incomplete flower.

Reproductive Parts of an Incomplete Flower

(Female or Pistillate Flower )

As we look at a flower the first thing that we notice are the petals. A petal is the
bright colored structure of a flower that attracts insects for pollination. A group of petals
is called corolla. Below the petals are green structure called sepals. Sepals are modified
leaves which enclose and protect the other parts of a flower when it is still a bud. When
the flower blooms, the sepal supports the bottom of the flower. A group of sepals is called
calyx. The pistil is the female part of a flower. It consists of the stigma, style, and ovary.
The stigma is a swollen sticky structure at the end of the style. It receives the pollen
grains. The mature stigma secretes a fluid that stimulates the pollen grains to germinate.
The style is a stalk that connects the stigma to the ovary. The ovary is the enlarged
female reproductive part of a flower that holds the ovules. The ovule contains the egg
cells or the female sex cells that becomes the seeds when fertilized.
The stamen is the male reproductive organ of a flower. The parts of the stamen
are the filament and anther. The filament holds the anther in a position tall enough to
release the pollen grains (male sex cells). The anther consists of two lobes that contain
pollen sacs. Pollen sacs have pollen grains that are released by the anther when they
mature. The pollen grains carry the male reproductive cells of plants. The receptacle is
the enlarged upper end of a flower stalk which bears the flower or group of flowers.

Other Reproductive Parts of Plants

Not all plants bear flowers. There are plants that

do not have flowers but produces seeds. The conifers
are cone-bearing seed plants. They reproduce using
their cones, some cones are male, and some are
female. The male cones release pollen which are
carried by the wind. If the pollen lands on a female
cone, seeds will develop inside cone. The hard scale of the cone protects the seeds. The
seeds of the cones are carried by the wind and when it falls on the land, the seed will
germinate and grow. Pine trees and cycads are examples of cone bearing plants.
There are plants that do not produce
flowers and seeds. The ferns and mosses have
spores to reproduce. Spores are pollen like
structure that grow into a gametophyte. It
contains both the male and female reproductive
organs needed for reproduction. When the
spores of a fern plant mature, they are released
into the air and falls on moist or wet land. A tiny
plant that grows low on the ground and produces
both sperm and egg cells is called a gametophyte.

Other plants reproduce through stems, roots or leaves.

Bulb is around fleshy stem underneath the ground
surrounded by fleshy leaves. Plants can grow from
these bulbs by taking one bulb from a plant and planting
it. Garlic and onions grow from bulb.
Tuber is an enlarged stem underneath the soil. New
plants can grow from tiny holes found in the tuber called
eyes. Potatoes, and yams are tubers.

Rhizome is a root-like stem that grows underground

while leaves grow on the upper surface. The bamboo
and ginger are plants that grow from rhizome.

Shoots or suckers are small plants that grow around a

main plant. The shoots can grow their own roots that can
be separated from the main plant. Banana and
pineapple plants grows from shoots or suckers.

Runners or stolons are horizontal stems that crawl

along the ground. The stems produce new plants at the
nodes. Carabao grass, strawberries, and spider plants
are runners.

Leaves – there are plants that grow by means of their

leaves. Baby plants emerge at the end of the leaf that is
placed on soil or moist surface. Katakataka and some
begonia grow from leaves.
What’s More
Activity 1
Directions: Match the description in column A with the correct part of the flower in
column B. Write only the letter of the correct answer on the blank.

A B
_____1. Stalk that connects the stigma to the ovary. A. Anther
_____2. The bright color structure of a flower. B. Calyx
_____3. The enlarged female reproductive part of a C. Stamen
flower that holds the ovules.
_____4. It is the male reproductive organ of a flower. D. Style
_____5. The sticky structure at the end of the style. E. Corolla
_____6. It is a group of sepals. F. Filament
_____7. It holds the anther. G. Petals
_____8. It carries the male reproductive cells of plants. H. Ovary
_____9. It contains the pollen sacs. I. Stigma
____10. It is a group of petals. J. Pollen grains

Activity 2
Directions: Re-arrange the jumbled letters to know what is described. Write your
answer on the provided space.

1. F I N E C O R S - they are the cone-bearing seed plants.

Answer: _____________________

2. T E M E G A P H T O Y - tiny plant that grows low in the ground and produces

both the egg cell and sperm cell of a fern plant.
Answer: ______________________

3. H Z E R O M I - root-like stem that grow underground with leaves growing on the

surface.
Answer: ______________________

What I Have Learned

Directions: Complete the paragraph using the words in the box

Leaves Complete flowers Conifers
Incomplete flowers Tuber Shoots
Pistillate Ferns Staminate Mosses

(1)_________________are flowers that contain both the male and female

reproductive parts, while flowers with either male or female parts are called
(2)________________. (3)_______________flowers bear only the female
reproductive sex organs while a (4)_______________flowers bear only the male
reproductive sex organs of a flower. Other plants do not produce flowers.
(5)______________ have cones as their reproductive organ while the
(6)_______________ and (7)____________ have spore to reproduce. Others have (8)
________________ that grow around a main plant that can grow their own roots be
separated from the main plant. An enlarged stem that grows underneath the soil which
new plants can grow from its eyes are the (9) _____________. A katakataka plant
grows small plants from its (10) ________________.

What I Can Do

Directions: Go to your garden and pick one gumamela flower. Try to dissect the
flower and identify the male and female reproductive parts. Then draw the
dissected gumamela flower on the space below and label its reproductive parts.
Additional Activity

Activity 3
Propagating a Potato

Materials needed:
glass water
sweet potato (camote) toothpick

Procedure:
1. Pour water into the glass until half-full.
2. Submerge only a small part of the potato.
3. Secure the potato inside the glass using toothpicks.
4. Leave the set-up for 2 weeks.

Observation:
Describe what you have observed on the potato. Describe the hairs, leaf structure,
and direction of the growth.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Conclusion:
Describe how a new sweet potato plant grow from its part.
____________________________________________________________
____________________________________________________________
Lesson
Modes of Reproduction in
6 Plants

As you go through this lesson, you are expected to:

• Describe the different modes of reproduction in flowering and non-flowering
plants such as moss, fern, mongo and others
• Describe the mode of reproduction of a fern & moss
• Describe the mode of reproduction of a mongo & corn kernel
• Perform an experiment on seed germination (mongo/corn)

What’s In

In the previous lesson, you learned the different reproductive parts and functions
of a plant. What are the different reproductive parts of a flower?
In this lesson, you will describe the different modes of reproduction in plants. The
different activities in this module will lead you to understand the different modes of
reproduction in plants. Happy Learning!

Notes to the Teacher

Remind your students to be careful in handling materials.
Tell them to do the activities in handling materials needs
the presence of an adult.
What’s New

Look at the picture, how do plants reproduce?

Pine Tree Fern Tomato Mango

What is It

Flowering plants are categorized as high-class plants. At the adult stage, the plant
produces flowers which can develop into fruits and seeds after being pollinated and
fertilized. Rose, hibiscus, sunflower, mango, mango, banana, and papaya are flowering
plants.

Non- flowering plants do not carry flowers they produce spores, fungi or cones are
the used for propagation (reproduction). Algae, moss, fern and conifer are no flowering
plants.

Sexual Reproduction
It starts in the flower. Flowers produce seeds which develop into new plants
through pollination. A sexual reproduction use of sex cells or gametes is involved. It
produces offspring by the fusion of gametes, resulting in offspring genetically different
from the parent or parents.

Flowering Plants
As you know, Flower is the reproductive organ of the plant. Flowers can be composite or
simple. Anyway, using flower as the classification criteria makes this a natural
classification. Flowering plants are also known as Angiosperms.

Angiosperms
There are many characteristics of Angiosperms as mentioned below.
• Angiosperms are plants that have flowers and their reproduction is done by flowers.
• All flowering plants produce seeds and it is covered by a fruit.
• Angiosperms have complicated flowers with complicated structure.
• These are the most developed plants in the world.
• There are 2 types of Angiosperms namely Dicotyledonous Plants and
Monocotyledonous plants.
1. Dicotyledonous Plants
Dicotyledonous flowering plants are the widely expanded around the world. The seed of
this type of plants have 2 cotyledons inside it. Also the root system has a long tap root.
The leaves have webbed veins and the flowers have 5 or multiple of 5 petals. Examples
for Dicotyledonous plants Jak, Mango, Lemon, Apple, Tomato

2. Monocotyledonous Plants
Monocotyledonous flowering plants are very few when compared to dicotyledonous
plants. These plants don’t have a tap root system, but a fibrous root system. The seed
has only 1 cotyledon and the veins of the leaves are parallel. Number of petals in the
flowers are 3 or multiples of 3. Examples for Monocotyledonous Plants Coconut, Wheat,
Palm, Rice, Garlic.

Asexual Reproduction
Asexual Reproduction does not involve sex cells and is commonly done through
cutting, runners, bulbs and specialized roots, leaves and stems.

Non-Flowering Plants
Non-flowering plants do have reproductive organs available in the flowers, but these are
not complicated as Dicotyledonous flowers. We can further classify non-flowering plants
as with seeds and without seeds.

Gymnosperms
Gymnosperms are plant with seeds and the embryo is inside a seed. The seed is not
covered not enclosed in a fruit. These are the less advanced type of seed plants.
Examples for Gymnosperms plants Yews, Ginkgo, Cycads, Conifers, Pine

Bryophyta
Bryophyta doesn’t have seeds. There are so many species under this type and body of
the plant may be a thallus. Sometimes they do have leaves. There are no true roots, but
roots like structures available. These are also known as Rhizoids and grow on moist walls
and ground. Examples for Bryophyta plants Mosses, Liverworts, Hornworts, Marchantia,
Poganatum

Pteridophyta – Ferns
Stem of these plants may be an underground rhizome or an Arial stem that grows straight.
These have well developed Xylem and Phloem vascular tissues. The leaves have spores
and also don’t have seeds. Examples for Pteridophyta plants Nephrolepis

What’s More

Activity 1: How do some plants reproduce?

I. Objective: Describe the different modes of reproduction of the plants

II. Materials: Kangkong stem, onion bulb, two small jars, 4 toothpicks, water
III. Procedure:

1. Fill half of the small jar with water. Place the kangkong stem into the jar
and leave it in a corner. Observe the changes that take place in the
kangkong stem for several days.
2. Prick the toothpicks around the onion bulb in such a way that will
remain suspended on top of the jar. Observe.

IV. Questions:
1. What changes took place in the kangkong stem after several days?
________________________________________________________
________________________________________________________
2. What does the growth of roots from the kangkong stem indicate?
________________________________________________________
________________________________________________________
3. After how many days you able to see roots growing from the onion
bulb?
________________________________________________________
________________________________________________________
4. What does the growth of roots from the onion bulb indicate?
________________________________________________________
________________________________________________________

V. Conclusion:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Activity 2: Flowering and Non-Flowering Plants

Objectives:
1. Identify flowering plants and non-flowering plants.
2. Appreciate the creation of God.
What you need?
Camera
Paper and pen
What to do?
A. Backyard Field Trip
1. In preparation for going outside, follow the appropriate behaviors and safety
precautions.
a. Personal Safety: Wear Facemask and Face shield
b. Care and Respect for the environment
2. Go to the home garden.
3. Observation strategies:
a. Identifying the name of plant.
b. Classify plants as to flowering or non-flowering plant.
4. Investigate the plants found in the home garden. Observe the appearance and body
parts. You can even bring cameras and take photos of the plants you saw.
5. Throughout the field observation. Observe and give specific feedback relevant to
what you expected to do.
6. When you finished, leave the area without picking any specie or live plants.
7. Return to your home.
Guide questions:
1. What are flowering plants?
2. What are non-flowering plants?
3. What are some characteristics of flowering and non-flowering plants?
4. Write your answer on the given table.
Flowering Non-flowering

What I Have Learned

What are the different modes of reproduction in plants? Write your answer below.
I learned that _______________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

What I Can Do

Directions: Multiple Choice: Read the questions carefully. Write and choose the letter
of the best answer before the number.

1. Which of the following plants bear flowers?

A. Acacia C. fern
B. Moss D. liverwort
2. Which produces through spores?
A. Pine tree C. orchid
B. Grass D. sugar cane
3. Which of the following is monocot?
A. moss C. fern
B. corn plant D. mushroom
4. Which plant does not belong to the group?
A. fern [Link]
B. corn plant D. makopa
5. Which of the following examples of bryophyta?
A. Hornworts, Marchantia, Poganatum
B. Cycads, Conifers, Pine
C. Rhizome
D. All of the above
Additional Activities

Perform an experiment on seed germination (mongo/corn). Observe what will

happen every day. Write your observation in the table below.

DAY OBSERVATION PICTURE

1

5
Lesson
Interactions Among Living Things
and Non-Living Things in
7 Estuaries and Intertidal Zones

As you go through this lesson, you are expected to:

Discuss the interactions among living things and nonliving things in estuaries
and intertidal zones (S5LT-IIh-8)

1. Recall the different interactions among living and non-living things

2. Differentiate Biotic (living) Abiotic and (non-Living )things
3. Describe estuaries and intertidal zone
4. Describe interactions among living and non- living things in estuaries
5. Describe the interactions among living ang non-living things in
intertidal zone.

What’s In

In the last lesson, you learned about different modes of reproduction in flowering
and non-flowering plants such as moss, fern, mongo and others. Can you still recall the
modes of reproduction in plants? Were you able to perform the experiment on seed
germination of mongo/corn? What concepts did you learn that you can use in your daily
activities?

Notes to the Teacher

Remind your students to be careful in handling
materials. Tell them to do the activities in handling
materials needs the presence of an adult.
What’s New
Look at the picture below. What can you say about an ecosystem? Let’s find out!

What is It

What is an ecosystem?

[Link] [Link]

Ecosystem is the study of inter-relationships among the living organisms, physical

features, bio-chemical processes, natural phenomena, and human activities in ecological
communities. Within any given area, living and nonliving interact with each other.
Together, these things form an ecosystem.
Ecosystem is formed by the interaction of a community of organisms with their
environment. It supports different food chains and food webs. It regulates essential
ecological processes and support lives.
Ecology is the study of the interactions between organisms and their environment.
It is a community of plants, animals and smaller organisms that live, feed, reproduce
and interact in the same area or environment.
Estuaries is the boundary where a freshwater ecosystem meets a saltwater
ecosystem. They are partly enclosed bodies of water situated at the edge of the land – a
mixture of freshwater from streams and rivers and saltwater from the sea. Estuaries come
in all shapes and sizes and can be called harbors, inlets, bays, lagoons, sounds, wetlands
and swamps. They are the nurseries of oceans where bodies of water and their
surrounding coastal habitats typically found where rivers meet the sea.
Interactions between non-living and living things include plants getting their
minerals from the soil and making food using sunlight, animals needing a specific
temperature range for their body processes to function properly and sea creatures
needing either saltwater or freshwater.

Environment is the surroundings in which an organism lives.

2 Parts of Environment:
➢ Biotic-living things in environment
➢ Abiotic- physical factors of environment (Non Living things-water, soil, light,
temperature, etc.)
Intertidal zone-is the shallowest part of the ocean ecosystem where the ocean is
covered and uncovered as the tide in and out. It is the area where the ocean meets the
land between high and low tides.
The living organisms in any ecosystem consist of the producers, consumers and
decomposers. Producers or autotrophs are mainly green plants, algae, or
microorganisms that undergo photosynthesis and can make their own food.
Decomposers get energy by breaking down dead organisms and their wastes.
A food chain is a series of organisms where energy is transferred in the form of food.
A food web consists of two or more food chains.
A forest is a type of ecosystem. What kinds of living things would you expect to see
in a forest? You might see different kinds of animals, such as bears, deer, mice, and
snails. You might also see plants, such as trees and bushes.
Other living things in the forest might include mushrooms or even bacteria living in
the soil. These living things interact with the nonliving things around them, such as
sunlight, temperature, and water.
For example, a tree depends on sunlight for energy to make its own food and a snail
depends on the tree for food. A healthy ecosystem is one in which many different species
are each able to meet their needs.

What’s More

Activity 1: TRUE or FALSE

Directions: Write TRUE if the statement is correct and FALSE if not. Write your answer
on the space provided before each number.

___________1.The Earth is a huge ecosystem that consists of living and non-living

factors.
__________ [Link] reefs are the the areas of estuaries which is part of the subtidal
zone where biodiversity is rich.
__________ [Link] zone is the area that is exposed to the air at low tide and
submerged at high tide.
___________4.Subtidal zone is the area that is always covered with water below the
low tide water line.
___________5.Climate change is the great concern of the estuaries as it can
cause the overall rise and elevation of the sea level.
Activity 2: Let’s Study and Analyze!

Directions: Match the descriptions in column A with the word in column B. Write the
letter of your answer before each number.

______1. Organisms that can make their own food a. scavengers

______2. Organisms that eat herbivores b. secondary consumers
______3. Consists of two or more food chains c. Producers
______4. Organisms that feed on dead animals d. primary consumers
and wastes
______5. A series of organisms that feed on each other e. omnivores
______6. Organisms that eat both plants and animals f. herbivores
______7. Organisms that are also known as herbivores g. Food web
______8. Organisms that only eat other animals h. Food chain
______9. Organisms that get energy by feeding i. Producers
on plants and other organisms j. consumers
______10. Organisms that only eat plants k. carnivores

What I Have Learned

• An ecosystem is a large community of living organisms (plants, animals and

microbes) in a particular area. Ecosystems are of any size, but usually they are
in particular places. It provides habitat to wild plants and animals. It supports
different food chains and food webs. It regulates essential ecological processes
and support lives.
• Estuaries connect land and sea. They are partly enclosed bodies of water situated
at the edge of the land – a mixture of freshwater from streams and rivers and
saltwater from the sea. Estuaries come in all shapes and sizes and can be called
harbors, inlets, bays, lagoons, sounds, wetlands and swamps. They are the
nurseries of oceans. Are bodies of water and their surrounding coastal habitats
typically found where rivers meet the sea.
• Intertidal zone-is the shallowest part of the ocean ecosystem, where the ocean
is covered and uncovered as the tide in and out.
• Producers- are organism that capture energy and use it to produce food from
inorganic compounds.
• Consumers- organism that eat other organism
• Scavengers- are consumers that eat the bodies of already-been-killed animals.
• Decomposers- are breaks down remains of dead organisms.

What I Can Do

You have already learned the interactions among living things and non-living things
in estuaries and intertidal zones. You were able to understand the differences between
Biotic and Abiotic environment. How are you going to share your learning to other children
in your community?
Additional Activities

Activity 3:

On a Long bond paper, make a poster describing the interactions among living
ang nonliving things in intertidal zone.
Lesson
Protect and Conserve Estuaries
8 and Intertidal Zones
As you go through this lesson, you are expected to:
• Explain the need to protect and conserve estuaries and intertidal zones
(S5LT-llj-10)

1. Explain the need to protect and conserve estuaries.

2. Explain the need to protect and conserve the intertidal zone

What’s In

In the last lesson, you learned about different interactions among living things and
non-living things in estuaries and intertidal zones. Can you still remember the differences
between Biotic and Abiotic things? How will you describe the interactions among living
things and non-living things in an intertidal zone?

Notes to the Teacher

Remind your students to be careful in handling materials.
Tell them to do the activities in handling materials needs
the presence of an adult.
What’s New

An ecosystem includes the community of plants and animals that live within a
certain area of our environment. These plants and animals rely on one another for
survival: food, shelter, and protection. The connection between the plants and animals
within the ecosystem is so strong that any singular change can affect the balance of an
entire ecosystem.
Search for the song “Anak ng Pasig” sang by Geneva Cruz and list all the
problems mentioned why Ilog Pasig turn into deteriorated river.

What is It

Protection: The action of protecting plants and animals within the ecosystem is so
strong that any singular change can affect the balance of an entire ecosystem.

Conservation: Conservation is the care and protection of these resources so that they
can endure for future generations. It encages maintaining diversity of species, genes, and
ecosystems, as well as functions of the environment, such as nutrient cycling.

Estuaries: An estuary is an ecosystem formed where a river enters the ocean in such a
way that there is significant mixing of fresh river water and seawater

An ecosystem includes the community of plants and animals that live within a
certain area of our environment. These plants and animals rely on one another for
survival: food, shelter, and protection. The connection between the plants and animals
within the ecosystem is so strong that any singular change can affect the balance of an
entire ecosystem.
An estuary is an ecosystem formed where a river enters the ocean in such a way
that there is significant mixing of fresh river water and seawater. In simple words, it’s a
wetland where the rivers meet the seas. It is a partly enclosed coastal body of brackish
water with one or more rivers or streams flowing into it, and with a free connection to the
open sea. When freshwater meets the saltwater of the sea, the result is brackish waters
that support a high diversity of life.

Exploring Las Pinas Paranaque Critical

Habitat and Ecotourism Area
Do you know that Las Pinas have an estuarian ecosystem? Yes! It is called as Las
Pinas Paranaque Critical Habitat and Ecotourism Area or LPPCHEA. It was declared as
protected area, the first critical habitat established in the country through a president
proclamation 1412, issued on April 22, 2007. To protect LPPCHEA, the government and
non-governmental organizations organize regular cleanups to reduce trash along the
coast. Perhaps some of you are wondering where the garbage came from. This will not
happen if everyone is responsible about how they dispose of garbage, especially those
who live near the coast and rivers. To prevent the deterioration of the coastal and
estuarine ecosystems, we must do something, action that will have a significant impact
to reduce garbage in coastal areas, which will have a huge impact on the condition of the
estuarine ecosystem. It’s not too late; we can do more to save our estuarine ecosystem.

What’s More

Activity 1: Look at Me!

Directions: Study the pictures and answer the questions below

Figure 1 Figure 2

[Link] [Link]

Figure 3 Figure 4

[Link] [Link]
Figure 5

[Link]

1. What pictures show deterioration of estuaries? _____________________

2. What pictures show deterioration of estuaries due to human activities?
_____________________________
3. What are the causes of these bad circumstances? ___________________
4. As a young member of the community, what action is the best to stop and
prevent the identified circumstances? ______________________________

Activity 2: TRUE or FALSE

Directions: Write TRUE if the statement is true and FALSE if not. Write your answer
before each number.

_____1. Estuary formed when freshwater from the river or streams meets and
mixes salt water from the ocean and seas.
_____2. We have estuaries in Las Piñas that we need to protect for the benefits of
people and the living organism live in estuarine ecosystem.
_____3. Estuarine ecosystem has a high nutrient level, from the river are organic
and inorganic matter that can be contaminated by human waist and
factory waist.
_____4. We must protect estuarine ecosystem by simply doing proper garbage
disposal.
_____5. Devastation of estuarine ecosystem do not have any dangerous effect to
human.

Activity 3.
Directions: Group the words base on the possible effect of human activity and natural
phenomenon. Write the letters on the correct category or column.

a. dark color water flows in the river h. increase level of salinity

b. poison foods i. distraction of fishes
c. huge number of garbage carried j. dying of fish and clams
d. decrease saltiness of water k. limited fish to catch
e. prohibited catching fish and clams l. fishkill
f. destroy branches of mangroves m. fish Migration
g. breaking of huge stone in seashore n. nutrient pollution
Food Strong Waves Salinity Red Tide

Activity 4
Directions: Match the problem in column A with solution in column B.

Column A Column B
_____1. Infected water containing a. encourage people to join in coastal
high coliform level, clean-up, or river
clean-up
_____2. Plenty of garbage in b. assuring that every house has
estuaries and intertidal zone. their own toilet most specially
____3. Disposable materials like
houses near coastal area
drinking straw, plastic bags c. use reusable and biodegradable
sachet, styro packs and the like. Materials
____4. Informal settler along coastal d. strict implementation of 5Rs

____5. Improper garbage disposal. e. relocates informal settler

What I Have Learned

Protection: The action of protecting plants and animals within the ecosystem is so
strong that any singular change can affect the balance of an entire ecosystem.

Conservation: Conservation is the care and protection of these resources so that they
can endure for future generations. It encages maintaining diversity of species, genes, and
ecosystems, as well as functions of the environment, such as nutrient cycling.

Estuaries: An estuary is an ecosystem formed where a river enters the ocean in such a
way that there is significant mixing of fresh river water and seawater
What I Can Do

Create a model of interactions present in estuaries & intertidal zones using

recycled materials at home and 1/8 illustration board. Please be guided using rubrics
below.

Rubrics
5 Create model using recycled materials Exceed expectations
submitted on time
3 Create model using recycled materials obtained expectations
submitted on time
1 Create model using recycled materials
Incomplete and submitted beyond the given time

Additional Activities

Compose a song or poem on how to preserve and conserve estuaries and

intertidal zones.
Assessment

Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. What part of the flower protects and holds the bud ?

A. petals C. pistil
B. sepals D. stamen

2. Which of the following plants bear flowers?

C. Acacia C. fern
D. Moss D. liverwort

3. Which of the following is not asexually reproduce?

A. fern C. corn
B. mosses D. bamboo

4. Which of the following are threats to estuaries?

A. waste from the factories
B. human Activities
C. strong storm
D. All of the above

5. Which of the following could be done to protect and preserve estuaries?

A. Clean up drive along coastal area
B. Awareness program on proper waste disposal
C. Resettlement of informal settlers along coastal and rivers.
D. All the above
A 5.
D 4.
A 3.
D 2.
C 1. 5. True
4. True
Activity 4
3. True
Output may vary 2. True
1. True
Activity 3
Activity 1:
Additional Activities What’s More
10. B
10.F 9. A
9. I 8. C
8. K 7. A
7. D 6. D
6. E 5. C
5. H 4. B
4. A 3. A
3. G 2. C
2. B 1. A
1. C
Activity 2: Let’s Study and Analyze! What I Know
Lesson 7
What’s More What I Have Learned
Activity 1 Activity 2 1. complete flowers
1. style 1. conifers 2. incomplete flowers
2. petals 2. gametophyte 3. pistillate
3. ovary 3. rhizome 4. staminate
4. stamen 5. conifers
5. stigma 6. ferns
6. calyx 7. mosses
7. filament 8. shoots
8. pollen grains 9. tuber
9. anther 10. leaves
10. corolla
Additional Activity
(answer varies)
Lesson 6 Lesson5
Key to Correction
References
Book:
Science Beyond Borders 5, C2016. Vibal Group Inc. Araneta Avenue, Quezon City, Philippines
The New Science Links 5 Revised Edition, C2015. REX Publishing and Bookstore, Manila,
Philippines
Real-Life Science 5, C2015, Abiva Publishing House Inc., Quezon City, Philippines
Online:
[Link]
[Link]
[Link]
[Link]
Book:
Del Prado, Natividad A. (2019), Enjoying Life with Science 5, Innovative Educationat Materials,
Inc.
Online:
[Link]
[Link]
[Link]
eEQ2-
[Link]
2Fhow_to_cut_a_mango%2F&psig=AOvVaw1R1bwG9HaPbEWRgUXYQE7e&ust=163183012
3268000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCMiM7Yv_gfMCFQAAAAAdAAAAAB
AE
[Link]

References:
Books:
Larisma,E. T.,Apolinario,N. A.,Santos,G N.C. Ph.D., (2015 ).The New Science Links 5,Nicanor Reyes
[Link],Manila: Rex Book Store Publishing Inc.
Sarte, E.T.,Garcia,E.R.,Lopez,E.A.,Dela Cruz,M J.G.,Arradaza,H.A.,(2016).Science Beyond Borders
5,1253 [Link] Avenue,Quezon City:Vibal Grou Inc.

Online:
Ecosystem - Wikipedia
[Link] › academy › lesson › what-is-an-ecosystem-definition-lesso...
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estuary[Link]
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Saf Plato, B.A. Biochemistry, University of Southern Indiana (2022)
Answered July 2, 2016[Link]
estuary[Link]
estuary[Link]
[Link]
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factors
[Link]
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Competition-PredatorPrey-195955
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