Subject: Science – ecosystem where they belong? Why?

Time: Section Diamond – 9:55-10:45 AM EXPLORE Read the selection below.

Section Emerald – 10:45-11:35 AM
Section Sapphire – 1:00-1:50 PM
An estuary is a partially enclosed
Section Topaz – 2:40-3:30 PM
coastal body of brackish water with
I. OBJECTIVES
Learning Competencies: one or more rivers or streams flowing
Discuss the interaction among living things and non- into it, and with a free connection to
living things in estuaries and intertidal zones (S5Q2W6) the open sea.
Estuaries form a transition zone
Learning Target between river environments and
Describe estuaries and identify the living and non- maritime environments known as
living things found in it; ecotone. Estuaries are subjected both
II. CONTENT: to marine influences such a tides,
Interactions Among Living Things in Estuaries waves, and influx of saline water and
III. LEARNING RESOURCES to riverine influences such as flows of
A. References
freshwater and sediment. The mixing
1. Teacher’s Guide Pages:
of seawater and freshwater provides
2. Learner’s Materials:
high level s of nutrients both in the
3. Text book Pages:
B. Other Learning Resources
water column and sediment, making
SLM in Science Quarter 2, Week 6 estuaries among the most productive
IV. PROCEDURES natural habitats in the world.
ENGAGE Examine the picture below (en.m.wikipedia.org/wiki/Estuary)
Estuaries have been called the
“nurseries of the sea” because the
protected environment and abundant
food provide an ideal location for
fish, shellfish, crabs, shrimps and
other species to reproduce. Most
commercially important fish species
spend some part of their life cycle in
estuaries.
What do you call the organisms of the same
(brainly.ph/question/1965078)
kind that live together?
What do you call the different groups of
organism that live in a place Together?
What do you call a place where there is Group 1 1
already the presence of biotic and abiotic Learning Target: We can describe
elements? estuaries and interactions between living
things and non-living thing
Observe keenly the picture.. What You Need:
pictures pens paste paper
What to Do:
1. Choose the pictures of estuary .and the
animals/ organisms found in it.
2. Tell what benefit the organisms/
animals get in an estuary.
3. After 5 minutes post your output
Answer the following questions:
1. What is an estuary?
2. What are those animals/ organisms
Where do we usually see these different living in an estuary?
living organisms? 3. Do you think these organisms/ animals
Name at least five (5) living organisms will survive without an estuary?
shown in the picture. Do you think
these animals are important in the Activity 2
Learning Target: We can describe
 estuaries and the interactions between
living and non - living things. Identify the living and non-living things
What You Need: found in an estuary. Draw a
pens crayons paper for living things and for non-living
What to Do:
things.
1. Make a poster about an estuary.
2. Include in your poster the living and
1. body of water 6. migratory bird
non-living things found in it. 2. fish 7. oyster
3. After 5 minutes paste your output. 3. sand 8. rocks
Answer the questions below 4. shellfish 9. mud crabs
1. What is an estuary? 5. shell 10. shrimp
2. What are living and non -living things
found in an estuary?  Do you think these organisms/
3. Do you think they can survive without animals will survive without an
an estuary? How? estuary?
EVALUATE Write down at least 2 characteristics of
estuaries.
1.
2.
____________________________________
List down 3 abiotic factors in an estuary.
3. _________________
4. _________________
5. _________________
List down 5 biotic factors in an estuary.
6. _________________
7. _________________
8. _________________
9. _________________
10. ________________
EXPLAIN What is an estuary? V. REMARKS
What are the biotic and abiotic factors in an
estuary? VI. REFLECTION
ELABORAT . An area where seawater meets the A. No. of learners who earned 80% on the formative
E freshwater from the river is a home to assessment:
various kinds of animals. These are said Section Diamond: ___ Section Emerald: ___
Section Sapphire:___ Section Topaz –
to have brackish water, which means
B. No. of learners who require additional activities
they have a mixture of saltwater and
for remediation:
freshwater. These areas are called Section Diamond: ___ Section Emerald: ___
“ESTUARIES” Section Sapphire:___ Section Topaz –
C. Did the remedial lessons work? _____
Because of its very unique No. of learners who have caught up with the
characteristics, some organisms choose lesson.
to reproduce in these areas. For such Section Diamond: ___ Section Emerald: ___
reasons, this is also called as “nurseries Section Sapphire:___ Section Topaz:___
of the sea”. D. No. of learners who continue to require
Estuaries are important because they remediation:
filter sediments (materials that sink to Section Diamond: ___ Section Emerald: ___
the bottom of a liquid) and pollutants (a Section Sapphire:___ Section Topaz: ___
substance that makes the water dirty E. Which of my teaching strategies worked well?
and Why did these work?
not safe or suitable to use) before the
freshwater from the river enters the
seas or oceans. They also filter the salt
from the seas and the ocean before
water enters the mouth of the river.
F. What difficulties did I encounter which my principal or 3. Half fill another jar with freshwater.
supervisor can help me solve? 4. Fill a dropper with freshwater from
container.
5. Open the cap of the container with the
G. What innovation or localized materials did use/ saltwater and tilt the container at an
discover which I wish to share with other teachers? angle.
6. Let the open end of the dropper touch
the inside of the jar with the saltwater.
Observe while the freshwater trickles
down the jar.
7. Continue adding freshwater in that
manner until there is a 2cm layer on
Subject: Science –
Time: Section Diamond – 9:55-10:45 AM top of the saltwater.
Section Emerald – 10:45-11:35 AM 8. Put down the saltwater jar and
Section Sapphire – 1:00-1:50 PM observe what will happen.
Section Topaz – 2:40-3:30 PM Guide Questions:
I. OBJECTIVES 1. What happened when you drop the
Learning Competencies: freshwater on the saltwater?
Discuss the interaction among living things and non- 2. In an estuary, how do freshwater and
living things in estuaries and intertidal zones (S5Q2W6) saltwater mix?
Score Sheet
Learning Target
Determine how freshwater and saltwater meet and
mix in an estuary
II. CONTENT:
Interactions Among Living Things in Estuaries
III. LEARNING RESOURCES
A. References EXPLAIN Presentation of the output.
1. Teacher’s Guide Pages: What happened when freshwater was
2. Learner’s Materials: added to saltwater in the experiment?
3. Text book Pages: Where does freshwater come from?
B. Other Learning Resources What will be the effects of salinity on living
SLM in Science Quarter 2, Week 6 things in estuaries?
IV. PROCEDURES ELABORATE How does freshwater mix with saltwater?
ENGAGE What is an estuary EVALUATE Complete this statement.
Name some biotic and abiotic factors in an
estuary. Estuaries have a mixture of ________
What type of water can be found in an and freshwater. Freshwater comes from the
estuary? ____________. The continuous flow of
_______ to from the rivers to the _______
EXPLORE Learners will be divided into groups. They
mix in an ___________.
will perform an activity to answer the key
V. REMARKS
question: how do saltwater and freshwater
mix in an estuary?
VI. REFLECTION
Learning Target: We can show and tell A. No. of learners who earned 80% on the formative
how saltwater and freshwater mix in an assessment:
estuary. Section Diamond: ___ Section Emerald: ___
What You Need: Section Sapphire:___ Section Topaz –
2 small screw top jars B. No. of learners who require additional activities
Food coloring for remediation:
Salt Section Diamond: ___ Section Emerald: ___
¼ measuring spoon Section Sapphire:___ Section Topaz –
Dropper C. Did the remedial lessons work? _____
What to Do: No. of learners who have caught up with the
1. Half fill one of the small jars withwater. lesson.
2. Add ¼ teaspoon of salt and three drops Section Diamond: ___ Section Emerald: ___
of food coloring. Shake to mix well. Section Sapphire:___ Section Topaz:___
D. No. of learners who continue to require
remediation:
Section Diamond: ___ Section Emerald: ___
Section Sapphire:___ Section Topaz: ___
E. Which of my teaching strategies worked well?
Why did these work?

F. What difficulties did I encounter which my principal or

supervisor can help me solve?

G. What innovation or localized materials did use/

discover which I wish to share with other teachers?

Subject: Science –
Time: Section Diamond – 9:55-10:45 AM
Section Emerald – 10:45-11:35 AM
Section Sapphire – 1:00-1:50 PM
Section Topaz – 2:40-3:30 PM
I. OBJECTIVES Are intertidal zones important? Why?
Learning Competencies: What living things can be found in intertidal
Discuss the interaction among living things and non- zones during high tide/low tide?
living things in estuaries and intertidal zones (S5Q2W6) ELABORA Philippines, being an archipelago, is
TE surrounded by seas and oceans. Because
Learning Target of this, the Philippines is rich in coastal areas
Describe intertidal zones and identify the living which are affected by rising and receding
and non-living things found in it. tides. These areas which are constantly
II. CONTENT: exposed to the changing tides are called
Interactions Among Living Things in Intertidal Zones “INTERTIDAL ZONES”. These are home to
III. LEARNING RESOURCES many kinds of marine animals and birds.
A. References
1. Teacher’s Guide Pages: What is an intertidal zone?
2. Learner’s Materials: What are the biotic and abiotic factors in an
3. Text book Pages: intertidal zone?
B. Other Learning Resources EVALUAT Write down at least 2 characteristics of
SLM in Science Quarter 2, Week 6 E intertidal zone.
IV. PROCEDURES 1.
ENGAGE _____________________________________
2.
_____________________________________
List down 3 abiotic factors in an intertidal
zone.
3. _________________
4. _________________
5. _________________
List down 5 biotic factors in an intertidal zone.
6. _________________
Based from the map, what surrounds the 7. _________________
Philippine archipelago? 8. _________________
If the country is surrounded by seas and 9. _________________
oceans, what can be found here? 10. _________________
EXPLORE Activity V. REMARKS

Learning Target: We can tell what an VI. REFLECTION

intertidal zone is; we can identify the living A. No. of learners who earned 80% on the formative
things(biotic) and non-living things(abiotic) assessment:
found in an intertidal zone Section Diamond: ___ Section Emerald: ___
What You Need: Section Sapphire:___ Section Topaz –
Video clip B. No. of learners who require additional activities
https://www.youtube.com/watch? for remediation:
v=DR1gP5S6Bsk Section Diamond: ___ Section Emerald: ___
What to Do: Section Sapphire:___ Section Topaz –
1. Watch the video about the Intertidal C. Did the remedial lessons work? _____
zone. No. of learners who have caught up with the
2. Fill in the needed data below. lesson.
An intertidal zone is the area constantly Section Diamond: ___ Section Emerald: ___
exposed to changing _______. It is home to Section Sapphire:___ Section Topaz:___
many kinds of ___________ animals and
D. No. of learners who continue to require
birds. The ______ changes in the tides play
remediation:
a major role to the life of ___________ in
Section Diamond: ___ Section Emerald: ___
this area.
Section Sapphire:___ Section Topaz: ___
E. Which of my teaching strategies worked well?
Intertidal Zone
Why did these work?
Biotic Factors Abiotic Factors

EXPLAIN  Presentation of outputs.

Where do we usually find intertidal zones?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?

G. What innovation or localized materials did use/

discover which I wish to share with other teachers?