4

Lesson Exemplar Quarter 2

for Science

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 4
Quarter 2: Lesson 4 (for Weeks 4 and 5)
SY 2023-2024

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 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/s:
• Halimah B. Macada-Ag (Mindanao State University)
Validator/s:
• Dominador D. Mangao (Philippine Normal University - Manila)
• Mary Grace S. Cabansag, PhD (Philippine Normal University – North Luzon)

Management Team
Philippine Normal University
Research Center 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].

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 SCIENCE/SECOND QUARTER/ GRADE FOUR (for Weeks 4 and 5)

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
Learners learn that Animals and plants live in habitats that meet their basic needs.
Standards

B. Performance By the end of the Quarter, learners describe chemical properties of materials and changes to them. They demonstrate
Standards an understanding that science processes can solve everyday problems and use creativity and determination to provide
examples. They exhibit objectivity and openmindedness in gathering information related to environmental issues and
concerns in the community.

C. Learning Learning Competency

Competencies
The learners make a list or draw up a table with examples of animals and plants in a particular habitat, such as a
and Objectives
garden, rice field, seashore, and mangrove swamp.
Objectives:

• Lesson Objective 1: To introduce the concept of habitats and stress the importance of studying animals and
plants in specific habitats.
• Lesson Objective 2: To focus on terrestrial habitats, including gardens and rice fields, providing in-depth
knowledge about them.
• Lesson Objective 3: To explore aquatic habitats, specifically the seashore and mangrove swamp, and understand
their unique characteristics and ecological significance.

C. Content Plants and animals and their habitats

D. Integration SDG 15 - Life on Land: This goal is about taking care of the places where animals and plants live on land, like gardens,
rice fields, and forests. We learn to protect these places and the creatures in them.
SDG 14 - Life Below Water: Even though it's about water habitats like oceans, it's important when talking about
seashores and mangrove swamps. It reminds us to keep the oceans and water habitats clean and healthy for all the

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 creatures living there.
These two SDGs help us understand why habitats are essential and how we can help make sure they stay safe and
thriving.

II. LEARNING RESOURCES

Delos Reyes Jr, R. L., Balabat, F. P., Quicho, K. L., & Rex Book Store. (2023). Science Links: Worktext for Scientific and Technological
Literacy (Revised Edition). Rex Book Store. pp. 194-201.

Department of Education. (2019). National Science Textbook, Grade 4, First Edition (pp. 133-1146). Papua New Guinea.

Department of Education. (2019). Science Teacher Manual, Grade 4, First Edition (pp. 122-152). Papua New Guinea.

Department of Education. (2023). MATATAG Curriculum in Science. DepEd Complex, Meralco Avenue, Pasig City, Philippines.

Exploring Habitats." (n.d.). Retrieved October 16, 2023, from https://letstalkscience.ca/educational-resources/lessons/exploring-habitats

Republic of the Philippines. (2013). Enhanced Basic Education Act of 2013. Retrieved from
https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

Vendatu. (n.d.). Terrestrial Habitats. Retrieved October 18, 2023 from https://www.vedantu.com/biology/terrestrial-habitat

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review Review the previous lesson with

Knowledge Activity 1: Habitat Charades (Terrestrial, Aquatic, Aerial) the classroom activity provided.
a. Divide the class into small groups.
b. Prepare cards with habitat names (e.g., Terrestrial, Aquatic, Aerial) and
some animal names from each habitat on separate cards.
c. In each group, one student picks a habitat card, and another student
chooses an animal card.
d. Without showing their cards, they act out the animal's behavior in its
habitat, and their group members guess which habitat and animal
they're portraying.
e. Rotate until each student has had a turn.

B. Establishing 1. Lesson Purpose Establish the lesson purpose

Lesson Purpose Guiding Questions: using the suggested guide
1. Why do we study gardens and rice fields on land? questions.
2. What kind of plants and animals can we see there?
3. How do these places help us with food and other things? You may begin by saying “We
4. What makes gardens and rice fields unique? are going to learn about
5. Why is learning about seashores and mangrove swamps near the sea different places where plants
interesting? and animals live, like gardens,
6. What animals and plants live there? rice fields on land, and
7. How do these places help people who live by the sea? seashores and mangrove
8. Why are seashores and mangrove swamps important for nature? swamps by the sea. We'll find
9. How can knowing about these places help us and our environment? out why these places are
10. How can we care for gardens, rice fields, seashores, and mangrove special and important.”
swamps?
11. How can we protect the animals and plants in these places? When you are satisfied by the
12. Why is it essential to have these places in our world? answers of the learners proceed
to do Activity: Discovering
These simple questions will help learners understand why we learn about Different Habitats.
different habitats and how they are important for people and nature.

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Activity: Discovering Different Habitats
Objective: To introduce the concept of habitats and their importance in a fun
and interactive way.
Materials: Whiteboard or chart paper, markers, and colorful images of habitats
(gardens, rice fields, seashores, and mangrove swamps).
Instructions:

1. Introduction (1 minute):
Begin by explaining that you will explore places where plants and
animals live, like gardens, rice fields, seashores, and mangrove
swamps.

2. Image Display (2 minutes):

Show images of each habitat, one by one, on the whiteboard. Ensure
they are colorful and visually engaging.

Ask the students to guess the name of each habitat as you reveal the
pictures.

3. Discussion (2 minutes):
After revealing each image, discuss with the class:

a. What habitat is this?

b. What kinds of plants and animals do you think live there?
c. Why do you think it's important to learn about these habitats?

4. Drawing Activity (1 minute):

a. Divide the whiteboard into four sections, one for each habitat.
b. Ask four students to approach the board, one for each section.
c. Provide markers and encourage them to draw a simple plant or
animal they associate with each habitat.

5. Conclusion (1 minute):
Summarize the key points discussed during the activity:

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 a. We explored different habitats where plants and animals live.
b. Learning about these habitats helps us understand nature
better.
c. These places are important for both people and the
environment.

6. Homework Assignment (optional):

Assign students to draw their favorite habitat and one plant or animal
they associate with it for homework.

2. Unlocking Content Area Vocabulary

Here are some key vocabulary words that you will introduce and reinforce:

a. Habitat: The place where a plant or animal lives, providing everything it

needs to survive.
b. Terrestrial: Relating to habitats on land, like gardens and rice fields.
c. Aquatic: Relating to habitats in water, like seashores and mangrove
swamps.
d. Ecosystem: A community of living organisms (plants, animals, and
microorganisms) and their physical environment interacting as a unit.
e. Biodiversity: The variety of living organisms in an area or ecosystem.
f. Conservation: The act of protecting and preserving natural habitats and
the creatures that live in them.
g. Unique: Something that is special and one-of-a-kind, not like anything
else.

Ecological Significance: The importance of something in the balance and

health of an ecosystem or the environment.

C. Developing and SUB-TOPIC 1: Understanding the Concept of Habitats and Importance Write the quote on the board
Deepening 1. Explicitation and ask the learners about its
Understanding Begin the lesson by discussing what habitats are and why they are meaning. Relate their answers
important. Explain that habitats are specific environments where plants and to the lesson (what is habitat
animals live and are crucial for biodiversity. and why are they important).

Share a relevant quote or saying about the importance of preserving habitats,

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 such as "In nature, nothing exists alone." - Rachel Carson.

2. Worked Example
Show pictures or diagrams of different habitats (e.g., forests, deserts,
oceans) and discuss the unique features of each.

Board Work Activity: Exploring Different Habitats

Engage students in a
Instructions: discussion about why studying
and understanding these
1. Begin by drawing or displaying pictures or diagrams of different habitats is important,
habitats on the board. Include examples like forests, deserts, and emphasizing their role in
oceans. sustaining life on Earth.
2. Under each habitat image, write "Unique Features," followed by a
blank space.
3. Divide the class into small groups or pairs, giving each group a
marker and a mini-whiteboard or chart paper.
4. Instruct the students to observe the habitat images on the board
and discuss the unique features of each habitat within their groups.
5. Encourage them to think about the types of animals and plants that
might live in each habitat and the climate and geographical
characteristics.
6. Each group should write down at least one unique feature of each
habitat under the respective images on their mini-whiteboards or
chart paper.
7. After 3-4 minutes of group discussion, bring the class back together.
8. Ask each group to share one unique feature they identified for each
habitat by writing it on the main board under the corresponding
habitat image.
9. Facilitate a brief class discussion about the features of each habitat,
emphasizing the differences and why they are important for the
organisms that live there.

This board work activity allows students to explore different habitats and
discuss their unique characteristics visually.

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 3. Lesson Activity
Divide students into pairs or small groups and provide them with images or
descriptions of various habitats.

Ask each group to discuss and present the features of their assigned habitat
to the class, emphasizing its importance.

Encourage peer discussion and questions to deepen understanding.

Perform Activity 1:
Exploring and Presenting Habitats and ask the learners to answer
Worksheet 1

Conclude the activity by asking students to reflect on what they've learned about
the diversity of habitats and their role in supporting life on Earth.

This activity engages students in hands-on exploration, teamwork, and

presentation skills while deepening their understanding of different habitats and
their significance in the natural world.

SUB-TOPIC 2: GARDEN AND RICE FIELD HABITATS

1. Explicitation
Begin by focusing on specific habitats, such as gardens and rice fields.
Explain what these habitats are like and their significance in the local
context.

2. Worked Example

Garden Habitat:

Definition: A garden is a special place where people grow various plants,

such as flowers, veggies, and herbs. It's like your very own nature space!

Unique Characteristics:
• Lots of Plants: Gardens have many different plants, some for looking

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 pretty and some for eating.
• People Take Care: People plant the seeds, water the plants, and
make sure they grow well.
• Different Gardens: Gardens can be big or small, each unique.
Why It's Important:
• Pretty and Yummy: Gardens make our surroundings beautiful and
give us delicious food to eat.
• Invite Friends: They invite friendly creatures like bees and
butterflies to visit, which is good for nature.

Plants and Animals Found in Garden Habitat:

• Plants: Roses, tulips, tomatoes, basil, and more.
• Animals: Bees, butterflies, ladybugs, birds (like sparrows), and
sometimes cute squirrels.

Rice Field Habitat:

Definition: A rice field is like a big, watery place where people grow rice,
which is a super important food, especially in some countries.

Unique Characteristics:
• Underwater Farm: Rice fields are like big puddles where rice plants
grow.
• Rice Needs Water: Sometimes the fields are flooded, and sometimes
they're not, depending on what the rice needs.
• Farm Helpers: In some places, farmers use strong water buffaloes to
help with farming.

Why It's Important:

• Food for Many: Rice fields give us rice, a yummy and filling food
many people eat.
• Home for Birds: They're like a comfy home for birds and other water
animals.
• Nature's Friend: They're like a special spot in nature that's good for
the environment.

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 Plants and Animals Found in Rice Field Habitat:
• Plants: Rice plants (different types), water lilies, and grasses that like
water.
• Animals: Ducks, egrets (a kind of bird), frogs, snails, fish (like tilapia
and catfish), and insects like dragonflies.
These habitats are like special places where people grow food and
enjoy nature's beauty, and they help make our world a better place!

Discuss the types of plants and animals commonly found in garden and rice field
habitats.

Activity: Garden and Rice Field Scavenger Hunt

Objective: To engage students in identifying and discussing the types of plants

and animals commonly found in garden and rice field habitats.

Materials:
• Images or illustrations of common garden and rice field plants and animals
(prepare in advance)
• Small cards with the names of these plants and animals (one set for each
group)
• Whiteboard or chart paper and markers

Instructions:
1. Preparation (1 minute):
• Before the activity, gather images or illustrations of common plants
and animals found in garden and rice field habitats.
• Create small cards with the names of these plants and animals (one
name per card).
2. Divide into Groups (1 minute):
• Divide the class into small groups of 3-4 students each.
3. Introduction (1 minute):
• Explain to the students that they will participate in a scavenger
hunt to identify and match the names of plants and animals
commonly found in garden and rice field habitats.
4. Scavenger Hunt (2 minutes):

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 • Distribute the cards with the names of plants and animals to each
group. Make sure each group has the same set of cards.
• Display the images or illustrations of the plants and animals on the
board or projector.
• Instruct the groups to match the names on their cards with the
correct images or illustrations on the board. They should discuss
and collaborate to complete this task.
5. Discussion (1 minute):
• Once the groups have matched the names with the correct images,
bring the class together for a brief discussion.
• Ask each group to share one plant and one animal they identified
and discuss whether these are typically found in a garden or a rice
field. Please encourage them to explain their choices.
6. Summary (1 minute):
• Summarize the activity by emphasizing the types of plants and
animals commonly found in garden and rice field habitats.
• Highlight the diversity and importance of these habitats in
supporting various species.

This interactive scavenger hunt activity engages students in a hands-on

exploration of garden and rice field habitats. It encourages teamwork, critical
thinking, and discussion while reinforcing the concept of habitat diversity and its
impact on different organisms.

Share a short story or example of how people interact with these habitats in their
daily lives.

Marawi City Adventures: Exploring Gardens, Fields, and More

By: Halimah B. Macada-ag

In the lively city of Marawi, five friends named Fatima

Zahra, Ruqayya, Zaynab, Rabi'ah, and Hussien had a special
connection with nature. They lived in a place surrounded by
gardens, fields, lakes, and a little forest, and these places were a
big part of their daily lives.

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 One bright morning, the friends decided to show each other
how they interacted with these habitats.

First, Fatima Zahra took them to her beautiful garden filled

with colorful flowers like roses and tulips. They also saw fruit trees
like mango and papaya. She explained how she cared for the
plants and how they made her family's meals more delicious. They
even spotted butterflies fluttering around the flowers.

Then, Ruqayya led them to the rice fields nearby. They saw
green and golden rice plants swaying in the breeze. There were
also friendly ducks waddling through the fields, eating insects.
Ruqayya told her friends about her family's tradition of growing
rice and how it was an important part of their meals.

Next, Zaynab guided them to the serene Lake Lanao, where

they watched the fishermen catch fish like tilapia and catfish.
Zaynab explained how the lake provided food and jobs for many
people in their city. They also saw water birds like egrets standing
by the water's edge.

Rabi'ah showed her friends a little forest near her home,

where they heard birds singing like sparrows and robins. They saw
squirrels jumping from tree to tree and even a cute bunny nibbling
on some grass. Rabi'ah told them how this forest was a home for
wildlife and a peaceful place for people to visit.

Lastly, Hussien took them to his rooftop garden in the heart

of the city. He grew herbs like basil and mint in containers and
vegetables like tomatoes and lettuce. They even spotted a friendly
ladybug on one of the leaves. He showed how even in the city,
people could connect with nature and make their own food.

When they returned to their meeting spot under a big tree,

the friends realized how much they loved and depended on Marawi
City's habitats. They promised to take care of these places,

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 knowing that their actions helped keep the city beautiful and its
people happy.

3. Lesson Activity
Take the class on a virtual or real field trip to a local garden or rice field if
possible. If not, show images and videos to illustrate these habitats.

Have students observe and identify plants and animals in these habitats.

Discuss the importance of conserving these habitats for agriculture and

biodiversity.

Perform Activity: Exploring Gardens and Rice Fields

Objective: To provide students with an immersive experience of local gardens

and rice fields, allowing them to observe and identify plants and animals and
discuss the significance of conserving these habitats.

Materials:
• Images and videos showcasing local gardens and rice fields.
• A projector or screen for displaying visuals.
• Observation sheets (prepared in advance).

Instructions:
Introduction (2 minutes):
1. Begin by explaining to the students that they will embark on a virtual
exploration of two vital habitats: gardens and rice fields.

Virtual Exploration (10 minutes):

2. Show images and videos depicting local gardens and rice fields. Narrate
or provide explanations as you display each visual.
• Encourage students to observe the features of these habitats and
the plants and animals they can spot.
• Distribute observation sheets to each student, where they can
note down their observations.
Observation and Identification (5 minutes):

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 3. After the virtual exploration, ask students to share their observations
and the names of plants and animals they identified.
• You can create a list on the board or screen as students
contribute.
• Discuss the diversity of life in these habitats.

Discussion on Conservation (3 minutes):

4. Guide a class discussion on the importance of conserving gardens and
rice fields.
• Emphasize how these habitats provide food, support biodiversity,
and contribute to the local community.
• Discuss the potential threats to these habitats, such as
urbanization or pollution.

Reflection (2 minutes):
5. Have students reflect on what they learned during the exploration and
discussion. Ask questions like:
• What surprised you the most about these habitats?
• Why is it important to protect gardens and rice fields in our city?
• How can we contribute to conserving these habitats?

Summary and Call to Action (2 minutes):

6. Summarize the key points discussed during the activity and highlight
the role students can play in conserving these habitats.
• Encourage them to be mindful of their environment and promote
responsible practices.

Conclusion (1 minute):
7. Conclude the activity by expressing the significance of understanding
and preserving these habitats for future generations.

This activity provides students with a virtual exploration of local gardens and rice
fields, allowing them to observe and identify plants and animals. It also fosters a
discussion on the importance of conservation, promoting environmental
awareness and responsibility.

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SUB-TOPIC 3: SEASHORE AND MANGROVE SWAMP HABITATS
1. Explicitation
Introduce the seashore and mangrove swamp habitats, explaining their
unique characteristics and ecological significance.

Introduction: Exploring Seashore and Mangrove Swamp Habitats

Duration: 15 minutes

Objective: To introduce students to the seashore and mangrove swamp

habitats, explaining their unique characteristics and ecological significance.

Materials:
• Images or illustrations of seashore and mangrove swamp habitats.
• Whiteboard or chart paper and markers.
• Projector or screen for displaying visuals.

Procedure:
1. Engage (3 minutes):
Begin by asking students if they have ever been to the beach or seen
pictures of the seashore. Allow a few students to share their experiences or
observations.

2. Introduction to Seashore Habitat (5 minutes):

Display images or illustrations of the seashore habitat, showcasing its
features such as sand, waves, seashells, and the boundary between land
and sea.

Explain that the seashore is where the land meets the ocean and is
sometimes covered by water during high tide.

3. Introduction to Mangrove Swamp Habitat (5 minutes):

Display images or illustrations of the mangrove swamp habitat,
emphasizing its unique characteristics, like tall trees with roots that grow
in water.

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 Explain that mangrove swamps are found in coastal areas and are home to
various plants and animals adapted to living in saltwater and freshwater
environments.

4. Ecological Significance (2 minutes):

Discuss the ecological significance of these habitats:
• Seashore: Mention that seashores are important nesting grounds for
sea turtles, provide a home for crabs and birds, and are places
where many different species find food.
• Mangrove Swamps: Explain that mangrove swamps act as natural
buffers against storms, provide shelter and breeding grounds for
fish, and filter pollutants from the water.

5. Questions and Discussion (5 minutes):

Encourage students to ask questions about seashore and mangrove swamp
habitats.

Discuss why protecting these habitats and the plants and animals that
depend on them is essential.

6. Conclusion:
Summarize the key points discussed during the introduction, emphasizing
that seashore and mangrove swamp habitats play crucial roles in
supporting various life forms and maintaining a healthy ecosystem.

This introduction sets the stage for further exploration and learning about
seashore and mangrove swamp habitats, providing students with a basic
understanding of these environments and their importance.

4. Worked Example

Seashore Habitat:

Definition: The seashore is where the land meets the ocean, like a beach's
sandy or rocky part.

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Unique Characteristics:
• Tides: The seashore goes up and down because of the ocean tides;
sometimes, it's underwater, and sometimes it's not.
• Waves: It's where you hear the waves crashing, and you can find
seashells in the sand.
• Special Animals: Animals here are good at living in water and on
land because of the tides.
Why It's Important:
• Home for Turtles: Some turtles lay their eggs on the seashore,
making it their special nesting place.
• Food for Birds: Many birds, like seagulls, find food along the
seashore, like small crabs and fish.
• Biodiversity: The seashore is full of different plants and animals,
like colorful algae and small fish.

Plants and Animals Found in Seashore Habitat:

• Plants: Beach grass, seaweed, and sometimes colorful sea flowers.
• Animals: Crabs, clams, seagulls, sandpipers (a kind of bird), sea
turtles, and small fish.

Mangrove Swamp Habitat:

Definition: A mangrove swamp is like a special wetland area near the sea,
where tall trees grow in water.
Unique Characteristics:
• Special Trees: These trees have roots that can breathe in water with
salt.
• Tides: Mangrove swamps are always affected by tides, with water
levels rising and falling.
• Mud and Water: They have many muddy areas and water channels.
Why It's Important:
• Storm Protection: Mangrove swamps help protect the land from
strong storms and stop the sea from eroding the coast.
• Fish Nursery: Many baby fish grow up in mangrove swamps,
making it an essential place for fishing.
• Clean Water: The tree roots help clean the water and keep it fresh

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 for animals.
Plants and Animals Found in Mangrove Swamp Habitat:
• Plants: Tall mangrove trees with roots in the water, water lilies, and
grasses.
• Animals: Mudskippers (fish that can hop on land), fiddler crabs,
shrimp, fish like mangrove snapper, and birds like herons and
egrets.
These habitats are like special places where land and water meet,
and they are essential for protecting the coast, providing homes for
animals, and keeping the environment healthy.

Discuss the specific plants and animals that inhabit seashores and mangrove
swamps.

Share a real-life story or scenario related to the conservation of these

habitats.

Board Work: Exploring Seashores and Mangrove Swamps

Objective: To discuss specific plants and animals found in seashores and

mangrove swamps and share a real-life conservation scenario related to these
habitats.

Materials: Whiteboard or chart paper, markers.

Instructions:
1. Discuss Plants and Animals (2 minutes):
• On the board, draw two columns, one for "Seashores" and one for
"Mangrove Swamps."
• Ask students to brainstorm and name specific plants and animals
they think can be found in each habitat.
• Write down their responses in the respective columns.
Example:

Seashores Mangrove Swamps

Seagulls Mangrove Trees

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 Crabs Mudskippers
Clams Fiddler Crabs
Sandpipers Shrimp
Sea Turtles Mangrove Snapper

2. Real-Life Conservation Scenario (2 minutes):

• Share a brief real-life scenario related to the conservation of
seashores or mangrove swamps. You can tell a short story or
describe an actual conservation effort.
• Discuss why protecting these habitats and the plants and animals
that live there is important.

Example Scenario (Simplified):

"Once upon a time, near the sea, people noticed that the mangrove
swamps were disappearing because of new buildings. This was causing
problems because the mangroves protected the coast from big waves
during storms. So, a group of people worked together to plant more
mangrove trees and teach others why it's crucial to save them. This way,
they helped protect their coastline and the creatures that depend on
mangroves."

3. Discussion (1 minute):
• Open the floor for a brief discussion. Ask students:
• What other plants and animals did they learn about for
seashores and mangrove swamps?
• Why do you think it's important to protect these habitats?

4. Conclusion (1 minute):
• Summarize the key points discussed during the activity.
• Emphasize the importance of conserving seashores and mangrove
swamps for our environment and wildlife.

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This board work activity helps students identify plants and animals in these
habitats and understand why they need to be protected through a real-life
conservation story.

5. Lesson Activity
• If feasible, organize a field trip to a local seashore or mangrove swamp
area. Alternatively, use images and videos to simulate the experience.
• Guide students in observing and identifying the flora and fauna in
these habitats.
• Facilitate a discussion on the importance of preserving seashore and
mangrove swamp habitats for coastal communities and marine life.

Activity: Exploring Seashores and Mangrove Swamps

Objective: To learn about seashore and mangrove swamp habitats, observe the
plants and animals, and discuss their significance for coastal communities and
marine life.

Materials:
• Images and videos of seashores and mangrove swamps (prepared in
advance).
• Observation sheets (one per student).
• Whiteboard or chart paper and markers.

Procedure:
1. Introduction (2 minutes):
• Begin by explaining that today, students will go on a virtual field trip to
seashores and mangrove swamps to discover the plants and animals
living there.
2. Virtual Exploration (7 minutes):
• Show images and videos of seashore and mangrove swamp habitats,
explaining their unique features and the types of plants and animals
found in each.
• Encourage students to observe and take notes on what they see using
their observation sheets.
3. Observing Flora and Fauna (5 minutes):

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 • After the virtual exploration, ask students to share their observations.
Write their findings on the board.
• Discuss the plants and animals they identified and ask if anyone
noticed anything special about them.
4. Discussion on Importance (4 minutes):
• Facilitate a class discussion about why it's important to preserve
seashore and mangrove swamp habitats. Ask questions like:
• How do these habitats help coastal communities?
• Why are they essential for marine life?
• What can happen if these habitats are not protected?
5. Real-Life Story (2 minutes):
• Share a simple, age-appropriate, real-life story or scenario related to
conserving seashores or mangrove swamps. Emphasize the positive
impact of conservation efforts.
6. Reflection (1 minute):
• Ask students to reflect on what they've learned during the activity.
Have them think about why protecting these habitats is crucial and
how they can contribute.
7. Conclusion (1 minute):
• Summarize the main points discussed during the activity, stressing
the importance of understanding and conserving these habitats.
8. Homework Assignment (if desired, 1 minute):
• Assign students a short homework task, such as drawing their
favorite plant or animal from the virtual field trip or writing a few
sentences about why seashores and mangrove swamps should be
protected.
9. Thank You and Wrap-Up (1 minute):
• Thank the students for participating in the virtual field trip and
discussing the importance of preserving these vital habitats.

This activity provides an engaging way for students to learn about seashores and
mangrove swamps, fostering an understanding of their significance for coastal
communities and marine life.

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D. Making 1. Learners’ Takeaways
Generalizations Guide the learners to make generalizations of what they have learned in the
whole week through these guide questions. Make immediate corrections if you
observe mistakes.

Here are guide questions.

Question: What types of plants and animals can you find in a garden or rice field,
and why are these places important?

Prompt: Write or discuss the different living things you've learned about in
gardens and rice fields and explain why these habitats matter for our food and
environment.

Question: What are some unique features of a seashore and a mangrove swamp,
and how do these features help the creatures living there?

Prompt: Describe the special things you've discovered about the seashore and
mangrove swamp and how these features support the animals and plants in those
habitats.

Question: How can you contribute to conserving gardens, rice fields, seashores,
and mangrove swamps in your community?

Prompt: Share your ideas on what you can do to help protect these places and the
creatures that call them home.

Then, proceed to perform the activity.

Activity: Habitat Exploration and Drawing

Objective: To engage students in exploring and drawing different habitats and
reflecting on what they've learned.

Materials Needed:
• Images or posters of gardens, rice fields, seashores, and mangrove swamps
(one of each).
• Drawing paper or notebooks for each student.

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 • Colored pencils, crayons, or markers.

Activity Steps:

1. Introduction (2 minutes):
• Display the images or posters of the four habitats in the classroom.
• Briefly review what students have learned about each habitat.
2. Exploration (3 minutes):
• Divide the class into four groups, assigning each group one habitat
(garden, rice field, seashore, mangrove swamp).
• Give each group an image or poster of their assigned habitat.
• Ask students in each group to closely observe the image and discuss
among themselves what they see, including plants and animals.
3. Drawing (3 minutes):
• Provide drawing paper or notebooks and art supplies to each student.
• In their groups, have students draw a picture of the habitat they explored,
including some of the plants and animals they discussed.
4. Sharing and Reflection (2 minutes):
• Each group presents their drawing to the class and briefly explains the
unique features of their assigned habitat.
• Encourage students to share what they find interesting or important about
their habitat.
5. Whole-Class Discussion (2 minutes):
• Lead a brief discussion with the entire class, asking questions like:
• What did you learn about gardens, rice fields, seashores, and
mangrove swamps today?
• Why are these habitats essential for nature and people?
6. Wrap-Up (1 minute):
• Summarize the key points of the lesson, emphasizing the significance of
studying and protecting these habitats.
Homework Extension (optional):
• Assign students to write a short paragraph about their favorite habitat and
why they think it's special.

This activity allows students to engage with the habitats actively, express their
understanding through art, and reflect on the importance of these environments.

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 2. Reflection on Learning

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Rubric for Diorama,

Learning This formative assessment allows you to evaluate students' understanding of Presentation and the Word
habitats, their creativity in representing them, and their ability to explain the search Work sheet are available
importance of each habitat. It aligns with the lesson objectives and provides in the worksheet.
valuable insights into their conceptual understanding and skills development.

Habitat Diorama
Objective: To assess students' understanding of different habitats and their ability
to create a visual representation of a habitat.
Instructions:
Step 1: Introduction (2 minutes)
• Begin by reviewing the key concepts learned about gardens, rice fields,
seashores, and mangrove swamps.
• Explain that students will create a diorama representing one of these
habitats.
Step 2: Habitat Selection (2 minutes)
• Ask each student to choose one habitat (garden, rice field, seashore, or
mangrove swamp) that they find most interesting or important.
Step 3: Diorama Creation (15 minutes)
• Provide students with materials such as cardboard, colored paper, markers,
and small figurines or cut-out images of plants and animals.
• Instruct students to create a diorama that represents their chosen habitat.
They should include key elements such as plants, animals, and unique
features.

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 • Encourage creativity and attention to detail.
Step 4: Presentation (5 minutes)
• Ask each student to present their diorama to the class.
• During their presentation, students should explain the features of their
chosen habitat and why it's important.
• Classmates can ask questions or share their observations after each
presentation.
Step 5: Assessment (3 minutes)
• As students present their dioramas, assess their understanding based on
their ability to represent the habitat and explain its significance accurately.
• Note their explanations of the habitat's unique characteristics and ecological
importance.
Step 6: Reflection (3 minutes)
• Conclude the assessment by asking students to reflect on their learning
through this activity. What did they find most interesting or surprising
about their chosen habitat?
Scoring:
• Assess students based on the accuracy of their diorama representation and
the clarity of their explanation during the presentation.
• Focus on their ability to connect the habitat's features to its ecological
significance.

2. Unlocking Content Area Vocabulary

Habitat Word Search
Objective: To reinforce and practice vocabulary related to different habitats,
including gardens, rice fields, seashores, and mangrove swamps.
Materials Needed:
• Copies of the Habitat Word Search worksheet (see below).
• Pencils or pens for each student.
Instructions:
Step 1: Introduction (2 minutes)
• Begin by discussing the importance of understanding different habitats
and their key associated terms.
• Explain that students will complete a word search to practice these
vocabulary words.
Step 2: Distribute Worksheets (1 minute)

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 • Hand out copies of the Habitat Word Search worksheet to each student.
Step 3: Word Search Activity (5 minutes)
• Instruct students to find and circle the vocabulary words hidden in the
word search puzzle. The words can be arranged vertically, horizontally,
or diagonally, forwards or backward.
• Encourage students to work individually or in pairs.
Step 4: Vocabulary Discussion (2 minutes)
• After completing the word search, have students share their findings.
Ask them to define each word they've circled and provide a sentence
using that word.
• Discuss the importance of each term in understanding habitats.
Step 5: Review and Homework (2 minutes)
• Review the meanings of the vocabulary words as a class, emphasizing
their relevance to different habitats.
• Assign students to use these vocabulary words in sentences as
homework.

Word Search Worksheet:

E I R C P R E D A T O R M U Z
C R O S U I V A L F L O P I X
O D N I L O V A U Q M L I G Q
N N O L A C O R R I B I L E E
S F A P D E C O S Y S T E M M
R O N E H D O M C I I F F M P
A T S I O E R O C S O L U E U
B I E H H H C D O O I A P T V
L A N D S H E L T E R U O K R
A C C Y V I E U I L I P I G E
I O E E I N T E R A C T I O N
A O N L I E H E L N T U R G A
B O D R T I R M O N G R O E L
G H A L R A E N R R U N A W H
N E F R A E O L N S E G C D Y

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 Words to find:
1. HABITAT
2. ECOSYSTEM
3. PREDATOR
4. SURVIVAL
5. INTERACTION
6. BIODIVERSITY
7. CONSERVATION
8. SPECIES
9. NESTING
10. SHELTER
11. ADAPTATION
12. COMMUNITY
13. POLLINATION

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?

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▪ 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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