4

Learning Activity Sheet

Quarter 2
Lesson

for Science 7

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Worksheet for Science 4
Quarter 2: Lesson 7 (Week 7)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the
implementation of the MATATAG K to 10 Curriculum during the School Year 2023-2024. 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

Writer:
• Jill Christine H. Miralles (Leyte Normal University)

Validators:
• Marie Grace Cabansag (Philippine Normal University – North Luzon)

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
[email protected].
IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 2nd Quarter

Lesson No.: 7 Date:

Lesson Title/ Topic: Plant Eaters

Name: Grade & Section:

I. Activity No. 1: Find the Herbs (15 minutes)

II. Objective(s):
At the end of the activity, the learners are expected to:
• identify key features and characteristics of various animals
• classify animals based on their dietary habits
• draw pictures of herbivores

III. Instructions:
A. Using the given picture of a farm, identify the animals that eat plants only. Then complete the
chart and answer the question.

Herbivores Food they eat

Questions:
1. Where do herbivores (plant eaters) get their food?
_________________________________________________________________________________________
2. How do herbivores (plant eaters) get their food?
_________________________________________________________________________________________
3. How would you show concern to these animals?
_________________________________________________________________________________________

Science 4 Quarter 2 1
IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

B. Draw and Tell. Draw two herbivores inside the circle. Describe each of them in terms of their habitat,
their food, and their manner of getting food.

HERBIVORE #1 HERBIVORE #2
Animal: Animal:
Habitat: Habitat:
Food: Food:

Manner of Manner of
getting getting
food: food:

More More
information: information:

Science 4 Quarter 2 2
IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 2nd Quarter

Lesson No.: 7 Date:

Lesson Title/ Topic: Meat Eaters

Name: Grade & Section:

I. Activity No. 2: Roar-rific Lion! (15 minutes)

II. Objectives:

At the end of the activity, the learners are expected to:

• identify key adaptations of lions and their functions.
• understand how adaptations contribute to lions' successful survival in their environment.

III. Instructions:

Let's learn about the amazing adaptations that help lions rule the jungle! Look closely at the Lion
illustration below and match the terms on the right to the corresponding parts of the lion's body.

Claws Whiskers Ears

Teeth Eyes Paws
Paws Tail
Mane Legs

Explain how each part helps the lion hunt.

Example: Teeth: Sharp and pointed for tearing flesh.

Science 4 Quarter 2 3
IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 2nd Quarter

Lesson No.: 7 Date:

Lesson Title/ Topic: Meat Eaters

Name: Grade & Section:

I. Activity No. 3: Carnivore Conservation Slogan

II. Objectives:

At the end of the activity, the learners are expected to:

• identify the importance of carnivore conservation and its impact on ecosystems.
• analyze the threats facing carnivores and create persuasive slogans or campaign messages
to promote their conservation.

III. Instructions
With a partner, create a memorable and impactful slogan inside the box that promotes carnivore
conservation (e.g., threats they face, importance of protection, ways to help).

Bonus Challenge:

• Create a slogan in another language!

• Design a mascot or symbol to accompany your slogan.
• Use your slogan in a creative campaign, like a song, poster, or video.

Remember:

• Have fun and let your creativity run wild!

• The best slogan is one that is memorable, impactful, and reflects your chosen message and target
audience.
• Use this worksheet as a springboard to unleash your inner conservation champion, roar your
slogan loud, and help protect these amazing creatures!

Science 4 Quarter 2 4
IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Rubrics for grading:

Science 4 Quarter 2 5
IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 2nd Quarter

Lesson No.: 7 Date:

Lesson Title/ Topic: Plant and Meat Eaters

Name: Grade & Section:

II. Activity No. 4: Omnivore Match-Up

Get ready to be an omnivore expert! Today, we'll match different omnivores with their favorite foods.
Remember, omnivores eat both plants and animals!

II. Objective(s):
• Classify omnivores based on their diet and identify different types of food they eat.
• Explain their choices through justification and reasoning, connecting food items to specific
omnivores' characteristics.
• Identify the relationships between different food sources and the diverse needs of
omnivores in different environments.

III. Instructions:
1. Look at the pictures of the yummy food items below.
2. Read the descriptions of the awesome omnivores on the next page.
3. Draw lines to connect each food item to the omnivore who would most likely eat it.

Science 4 Quarter 2 6
IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Awesome Omnivores:

1. Raccoon: This clever critter has sharp claws and teeth for climbing trees and
grabbing snacks. They love fruits, nuts, insects, and even the occasional fish or
small animal.
2. Squirrel: These busybodies scamper through trees and forests, gathering food for
the winter. They especially enjoy acorns, nuts, fruits, and even eggs or baby birds if
they find them.
3. Bear: These powerful giants hibernate in the winter but love to feast in the
summer. They munch on berries, nuts, insects, fish, and even small mammals like
mice.
4. Pig: These adorable farm animals have strong snouts for rooting around in the dirt.
They love fruits, vegetables, grains, and even worms and grubs that they find!
5. Ducks: These quacking cuties waddle along on webbed feet, leaving a trail of happy
puddles behind them. Their bright orange bills are like underwater vacuum
cleaners, scooping up tasty snacks like insects, worms, and seeds. Sometimes,
they take a graceful dip in the water, diving for delicious fish or munching on
pondweed with their nimble tongues.
6. Monkeys: Their sharp eyesight and flexible bodies help them find hidden grubs,
snatch sneaky insects, and even crack open nuts with their strong teeth.

Have you thought about why each food item is a good match for the chosen omnivore? Write
down your reasons next to the lines you drew.

Science 4 Quarter 2 7
IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 2nd Quarter

Lesson No.: 7 Date:

Lesson Title/ Topic: Plant and Meat Eaters

Name: Grade & Section:

I. Activity No. 2: Omnivores Debate: Friend or a Foe?

II. Objective(s):
To explain the ecological importance of omnivores and critically analyze their positive and
negative impacts on a chosen ecosystem.

III. Materials:
a. Worksheet with two sections: one for Team Positive Impact and one for Team Negative
Impact.
b. Information cards or online resources about the chosen omnivore (e.g., raccoon, squirrel,
pig).
c. Markers or colored pencils.

III. Instructions:
A. Team Positive Impact:
1. Draw a bright sunshine.
2. Write down the benefits the omnivore brings to the ecosystem)

B. Team Negative Impact:

1. Draw a stormy cloud.
2. Write down the challenges caused by the omnivore.

IV. Reflection
Write a short reflection in the box below about your learnings from the debate, considering the
complex role of omnivores in the ecosystem and their own responsibility towards environmental
conservation.

Science 4 Quarter 2 8