IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

I. Activity No. 1: Short Review

II. Objective(s): Distinguish literary and informational text.
III. Materials Needed: pencil, ballpen, coloring materials

IV. Instructions: In each item below, write L in the space provided if the given reading
material is a literary text and I if it is an informational text type. Be ready to share and
explain your answer.

Quarter
Learning Area: English 4 2nd Quarter
:
Lesson No.: 5 Date:
Comprehending Informational Texts
Lesson Title/Topic:
(Enumerative-Descriptive)
Grade &
Name:
Section:

I. Activity No. 2: Unlocking Content Vocabulary

II. Objective(s): Infer meaning of words from context clues.

III. Materials Needed: pencil, ballpen

IV. Instructions: Search for and underline the following words found in the reading
passage, “Your Favorite Seafood and Their Habitats.”

Marine Nursery grounds

Ecosystems Invertebrates
Fisheries Meadows
Semi-salty Ocean floor
Intertidal waters Crustacean

Guess the meaning of the words from the context clues. Match the underlined word in
Column A with its meaning found in Column B. Write your answer in the space before
each number.
Answer Column A Column B
Vocabulary Words
Meaning
1. The grouper fish, crabs, and tiger A. A large area covered by grass or
prawns are marine creatures that seagrass

make

delicious food.

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2. Marine ecosystems are made up of B. An area where the ocean meets the
fish, crustaceans, mammals, and land
other

creatures and the environment they

live in.
3. The fisheries in our town are rich in C. Animals with hard shells and several
fish and other marine resources. pairs of legs, which usually lives in
water.

4. Semi-salty or brackish water are not D. A place where organisms such as

as salty as water in the seas and plants and animals co-exist and
interact with one another
ocean. They are usually found in
mangrove areas or river bends.

5. Sandy beaches are examples of E. Relating to water or the ocean

intertidal zones.

6. Young fishes grow in nursery grounds F. A place where fish is caught or

like mangrove habitats and mudflats. fishing activities are done

7. Starfish and sea urchins are examples G. Animals that do not have a
of invertebrates that live in the backbone
ocean.

8. Sea meadows are large seagrass H. The bottom of the sea or the ocean
areas
where fishes and invertebrates live.

9. Seagrass, coral, and seaweed grow on I. Slightly or a little salty; having low
the ocean floor. salt content

10. Shrimps, lobsters, and crabs are J. A place or a natural habitat that
examples of crustaceans that live support the growth of fish,
in the ocean. animals, and other organisms

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LEARNING ACTIVITY SHEET

Quarter
Learning Area: English 4 2nd Quarter
:
Lesson No.: 5 Date:
Comprehending Informational Texts
Lesson Title/Topic:
(Enumerative-Descriptive)
Grade &
Name:
Section:

I. Activity No. 3: Marine Creatures and Their Habitat

II. Objective(s): Activate prior knowledge about marine creatures.

III. Materials Needed: pencil, ballpen

IV. Instructions: Draw a line between each marine creature, its name, and its habitat.
Share

your answer with your seatmate.

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LEARNING ACTIVITY SHEET

Quarter
Learning Area: English 4 2nd Quarter
:
Lesson No.: 5 Date:
Comprehending Informational Texts
Lesson Title/Topic:
(Enumerative-Descriptive)
Grade &
Name:
Section:

I. Activity No. 4: Reading Informational Texts

II. Objective(s): Note important details in the informational text.
III. Materials Needed: pencil, ballpen
IV. Instructions: Get to know more about marine creatures by reading the informational
text titled, Exploring Your Favorite Seafoods and Where They Live. As you read the text,
find out the answers to the following questions.
1. What is the text all about?
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2. What do you think is the purpose of the writer for writing the text?
3. What do you think is the message of the text?
4. What type of text do you think it is? Why do you say so?

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In conclusion, the grouper fish, crab, squid, tiger prawn, and other marine creatures live in
different ocean habitats where they get rest, nourishment, and shelter. In order to care for
these marine creatures, we need to protect the ocean and the wonderful habitats where they
live.1

A. Comprehension: Topic, Main Idea, and Writer’s Purpose

Answer each question below.

1. What is the text about?

The text is about ____________________________________________________________

____________________________________________________________________________

2. What is the message or main idea of the text?

I think the message of the text is _____________________________________________

_____________________________________________________________________________

3. What do you think is the writer’s purpose?

I think that the writer wrote this text

to________________________________________
_____________________________________________________________________________

4. What type of text is the given example? Why do you so?

I think the text is an example of a/an __________________________. I say so

because
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

B. Noting Details
Complete the table below by writing down the information asked.

Marine Creatures Characteristics Habitat

(Write down 2 (Write down the habitat

words/phrases that describe of each marine creature.)
each marine
creature.)

1 Mondragon & Calawag, 2015; Rafferty, 2008; White & Cruz-Trinidad, 1998; NOAA, 2019; The Ocean Portal Team, 2018;
SEAFDE,n.d.; Hutchinson et al., 2014; Cuenca et al.,2015; Reynolds, 2018; Eggersten et al., 2017; Chavez et al., 2013
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Grouper 1. _____________

2. _____________

Crab/Mangrove Crab 1. _____________

2. _____________

Squid 1. ______________

2. ______________

Tiger Prawns 1. ______________

2. ______________

Fill out the fishbone diagram below with the characteristics of the marine habitats described in
the text that you read.

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C. Drawing Conclusions and Inferences

Directions: The following statements are possible conclusions or inferences that we can
make based on the information given in the text. Draw a if the statement can be
inferred or concluded from the text and a , if it cannot be concluded from the text.
Draw your answer in the space before each number.

or Statements
?
1. The coral is a living thing.

2. Crabs can be found in beaches and seashores.

3. The body of water in mangrove areas are not as salty as sea water.

4. Mangrove trees do not grow in dryland because the soil is rich in oxygen.
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5. Without seagrasses, mangrove areas and the ocean will not have enough
oxygen.

6. Trash thrown into the ocean can harm marine creatures.

7. The Grouper is a very big fish.

8. May coral reefs in the Philippines have been destroyed due to dynamite fishing.

9. If coral reefs are destroyed, a lot of fish and other marine creatures will lose
their home.

10. Seaweeds need sunlight in order to grow and survive.

D. Making a Summary (Pair/Group Work)

Now that you have thoroughly read and understood the text, you can already summarize
the text that you read. In order to do so, you first need to make an outline of the most
important ideas and details in the text. Do the following tasks.

D1. Outlining
Complete the outline below by filling in the blanks with details and ideas from the list in
the box.

builds from an animal called coral polyp Lives in muddy and sandy floors of
brackish water
Does not produce flowers and absorb gets food from seagrasses and algae
nutrients through its roots
Digs deep into muddy parts of intertidal reflects the colorful habitat it comes from
waters
has wet and oxygen-deprived soil is the largest source of fish and other
seafood for world fisheries
serves as a nursery ground or temporary Swims in the open ocean
home to young reef fishes
Lives in seagrass beds and meadows Produces and abundant supply of oxygen
for the ocean
Produces energy and food from sunlight Produces seeds and flowers

Your Favorite Seafood and Their Habitat

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I. Grouper Fish A.
Characteristics
1. comes in different kinds and colors
2. ________________________________________________________________

B. Habitat: Coral Reef

1. comes in different varieties and forms
2. _______________________________________________________________
3. _______________________________________________________________
II. Crab
A. Characteristics
1. _______________________________________________________________
2. _______________________________________________________________

B. Habitat: Mangrove Forest

1. _______________________________________________________________
2. _______________________________________________________________
III. Squid/Octopus A.
Characteristics
1. _______________________________________________________________
2. _______________________________________________________________

B. Habitat: Seagrasses
1. Has long, green, grass-like leaves
2. _______________________________________________________________
3. _______________________________________________________________
IV. Tiger Prawn
A. Characteristics
1. lives in brackish waters
2. _______________________________________________________________

B. Habitat: Seaweed
1. _______________________________________________________________
2. _______________________________________________________________

D2. Writing a Summary

Now that you are done with your outline, you can already write a summary of the
selection, “Your Favorite Seafood and Their Habitat.” Complete the given summary
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paragraph below by filling in the blanks with the appropriate list sentence or phrase
from the box.

• The corals that make the reef come in different varieties and colors.
• Crabs live in muddy and sandy floors of brackish water and dig deep into muddy parts of
intertidal areas, like mangrove forests.
• The soil in mangrove forests are wet and are lacking in oxygen.
• They swim in the open ocean and live in seagrasses, a plant that produces an abundant
supply of oxygen for the ocean.
• Seagrasses have long, green, grass-like leaves and produce seeds and flowers.
• Seaweeds are plants that produce energy and food from sunlight. • It also lives and
feeds on seagrasses and seaweeds

Summary
Marine creatures, which make delicious food, live in different kinds of ocean habitats.
For instance, the grouper fish or Lapu-Lapu, which comes in different kinds and
colors, reflects the colorful coral reefs where it lives.
____________________________________________________________________________________.
Another marine creature, which makes delicious food, is the crab.
______________________________________________________. Mangrove forests are made up
mangrove trees, growing in semi-salty or brackish waters.
______________________________________________________________________________________
___________.Squids are also marine creatures that are fished for food.
______________________________________________________________________________________
___________. Seagrasses have long, green, grass-like leaves and produce seeds and
flowers. Last but not the least, the tiger prawn. It also lives and feeds on seagrasses
and
seaweeds.___________________________________________________________________________.
However, unlike seagrasses, seaweeds do not produce flowers or absorb nutrients
through its roots. In order to care for these wonderful marine creatures, humans must
protect the sea and habitats where they live.

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LEARNING ACTIVITY SHEET

Quarter
Learning Area: English 4 2nd Quarter
:
Lesson No.: 5 Date:
Comprehending Informational Texts
Lesson Title/Topic:
(Enumerative-Descriptive)
Grade &
Name:
Section:

I. Activity No. 5: Reading Informational Texts

II. Objective(s): Note and summarize important details in the informational text.
III. Materials Needed: pencil, ballpen
IV. Instructions: The main purpose of the infographic poster is to inform readers of the
common causes of marine pollution. To realize this purpose, the writer uses certain types
of text, such as description and explanation. Color the marine creature in the box if you
think that the infographic poster uses the given text type. Share and explain your answer
with a partner.

Description Narration Explanation

Tells the reader what each Tells the reader of story Explains why marine pollution
cause of marine pollution that happened in the happens due to the given
is all about ocean causes

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Enumeration Process or Procedure Argumentation

Lists down the different Describes a step-by-step Shares the writer’s opinion
causes of marine pollution process of how marine about marine pollution and
pollution takes place convinces readers to take
action

Noting Details
Fill out the cluster board below with details from the infographic. Write down the causes of
marine pollution next to the numbers and the explanation and examples on the lines
provided.

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Drawing Inferences and Conclusions (Individual)

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What inferences and conclusions can you draw from the infographic poster? Put a before
the statement if it is an inference or conclusion that you can make from the poster and a
if it is not.
or ? Statements

1. We should avoid using single-use plastics to help lessen marine pollution.

2. People unintentionally cause marine pollution with daily household

activities.

3. A lot of marine creatures are dying because of global warming.

4. Oil spill is the most common cause marine pollution.

5. Natural calamities such as typhoons and floods can cause marine

pollution.

Summarizing
Draw a in the box before the sentence that best summarizes the Causes of Marine
Pollution, presented in the infographic poster.
Plastic disposal, oil spill, and run-offs are the most common causes of
marine pollution that leads to the death of a lot of marine creatures.
Marine pollution is an environmental problem caused by several factors
such as oil spills, throwing of plastic and industrial wastes into the ocean,
sewage disposal, and run-offs.

Marine pollution is a serious environmental problem that harms marine

creatures and people in many different ways; therefore, if this problem
will not be solved now, future generations will suffer.
Pollution due to industrial waste and sewage disposal is difficult to solve
because households, factories, and other industries will keep producing
sewage and waste.

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