4

Learning Activity Sheet

Quarter 2
Lesson

for Science 5

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Worksheet for Science 4

Quarter 2: Lesson 5 (Week 5)
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 2024-2025. 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:
• Dr. Halimah B. Macada-ag (Mindanao State University)

Validators:
• Dominador D. Mangao (Philippine Normal University - Manila)
• Marie Grace S. 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 4 Quarter: 2nd Quarter

Lesson No.: 5 Date:

Lesson Title/ Topic: Muscular System

Name: Grade & Section:

I. Activity No. 1: Muscle Mania: Understanding the Muscular System (60 minutes)

II. Objective(s):

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

● understand the primary functions of the muscular system;
● identify and label major muscles in the human body; and
● describe the role of muscles in daily activities in simple terms.

III. Materials Needed:

● Large poster or diagram of the human body with major muscles (can be a printed image
or drawn on a whiteboard).
● Sticky notes or labels.
● Markers.
● Handout with simple descriptions of the muscular system functions.

IV. Instructions:
Introduction (5 minutes):
● In this activity, your teacher will give you activities to learn about muscles. You will
also share your thoughts and experiences related to the functions of muscles in
performing different physical activities.
● For a start, answer the given question below:

What do you know about muscles? (Write down at least three ideas.)
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________

Muscle Labeling Activity (15 minutes):

● Given the large poster or diagram of the human body showing the muscles, you or
your group will label specific muscles on the poster (e.g., biceps, quadriceps, heart,
diaphragm) using a set of sticky notes or labels and markers.
● Then, you will write a one-sentence description of the muscle's function in simple
terms.
● You are to work collaboratively and discuss each other’s ideas.

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LEARNING ACTIVITY SHEET

Learning Area: Science 4 Quarter: 2nd Quarter

Lesson No.: 5 Date:
Understanding the Concept and
Lesson Title/ Topic:
Importance of Habitats
Name: Grade & Section:

Activity No. 1: Exploring Different Habitats (40 minutes)

I. Objective(s): To deepen students' understanding of various habitats and highlight their

significance in supporting biodiversity..

II. Materials Needed:

• Images or descriptions of various habitats (forests, deserts, oceans, grasslands, wetlands,
gardens, rice fields, etc.)
• Chart paper and markers for each group
• Access to a projector or a board for presentations

III. Instructions: You and your group have been assigned a specific habitat to explore. Work
together to identify the unique features of your assigned habitat and why it's important for the
environment. Later, you will present your findings to the class.

Group Members: __________________________

Assigned Habitat: __________________________

A. Unique Features of the Habitat:

1. Describe the physical characteristics of your assigned habitat (e.g., landscape, climate,
soil, water).

2. List at least three unique features of this habitat that make it different from other habitats.

B. Importance of the Habitat:

1. Explain why your assigned habitat is important for plants, animals, and the overall
ecosystem.

2. Provide examples of specific plants or animals that depend on this habitat for survival.

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C. Presentation Preparation:

1. What key points will you include in your presentation to the class?

2. How will you emphasize the importance of your assigned habitat during the presentation?

Presentation: After completing this worksheet, your group will have the information needed to
present your assigned habitat to the class. Each group will have 3-4 minutes for their presentation.
Remember to highlight the unique features and the importance of your habitat. Use visuals or
drawings if available to help illustrate your points.

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Activity 1 Habitat Presentation Rubric

Excellent Good Fair Needs Improvement

Criteria (4 pts.) (3 pts.) (2 pts.) (1 pts.)
Demonstrates a Shows a good Lacks a clear
Displays a basic
deep understanding understanding of understanding of
Knowledge of understanding of the
of the habitat's the habitat but the habitat's
the Habitat habitat but lacks
unique features and misses some key features and
depth.
importance. points. importance.
Presentation is Presentation lacks
Presentation is Presentation is
clear, mostly well- clarity and
Clarity and exceptionally clear, somewhat clear, but
organized, and organization,
Organization well-organized, and organization could
follows a logical making it difficult to
flows logically. be improved.
sequence. follow.
Effective use of
Visual aids are Limited use of
visuals aids that Visual aids, if used,
Visual Aids used, but they could visuals, which may
enhance are ineffective or
(if used) be more engaging or not enhance
understanding and distracting.
better integrated. understanding.
engagement.
Speaker(s)
Speaker(s) maintain Speaker(s) maintain Speaker(s) struggle
occasionally break
excellent eye good eye contact, with eye contact,
Presentation eye contact, and
contact, speak speak clearly, and unclear speech, and
Skills some parts of the
clearly, and engage mostly engage the do not engage the
presentation lack
the audience. audience. audience effectively.
clarity.
Strong emphasis on Emphasizes the Mentioned the
Does not effectively
the habitat's habitat's importance habitat's importance
Emphasis on emphasize the
importance, with but lacks some but without clear
Importance habitat's
compelling compelling examples or
importance.
examples. examples. emphasis.
Outstanding Presentation needs
A good presentation A satisfactory
presentation that significant
Overall that educates and presentation with
effectively educates improvement in
Presentation engages the room for
and engages the clarity and
audience. improvement.
audience. engagement.

This rubric provides a clear and concise way to assess the students' habitat presentations based
on key criteria, including their knowledge of the habitat, presentation skills, clarity, and emphasis
on importance. Each criterion is rated on a scale from 1 (Needs Improvement) to 4 (Excellent),
allowing for a fair and structured evaluation of the presentations.

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LEARNING ACTIVITY SHEET

Learning Area: Science 4 Quarter: 2nd Quarter

Lesson No.: 5 Date:

Lesson Title/ Topic: Understanding the Concept and Importance of Habitats

Name: Grade & Section:

I. Activity No. 2: Habitat Exploration Bingo (50 minutes)

II. Objective(s): To reinforce the understanding of different habitats and the importance of
studying animals and plants in specific habitats through an engaging and interactive bingo
game.

III. Materials Needed:

• Bingo cards (prepared in advance)
• Markers or counters
• List of habitat clues and descriptions
• Whiteboard and markers (optional)s

Instructions:
1. You will receive a bingo card with various habitats listed in the squares.
2. The teacher will read habitat clues or descriptions aloud.
3. If the habitat described matches one on your bingo card, mark it with an "X."
4. Be the first to complete a row (horizontal, vertical, or diagonal) and shout "Habitat Bingo!"
to win the round.
Clues and Descriptions:
1. This habitat is characterized by tall trees, dense vegetation, and abundant rainfall.
2. It's a dry and sandy habitat with extreme temperature variations between day and night.
3. The largest habitat on Earth, covering about 71% of the planet's surface.
4. This habitat consists of wide-open spaces, perfect for herbivores to graze.
5. It's a habitat found at high elevations with rocky terrain and low oxygen levels.
6. A cold, treeless habitat found in polar regions.
7. Often waterlogged, this habitat supports many types of amphibians and birds.
8. An open grassy area with scattered trees and shrubs.
9. A habitat formed by a flowing body of freshwater, like a stream or creek.
10. A cold and icy habitat found near the Earth's poles.
11. This habitat is characterized by shallow, warm waters and colorful reefs.
12. It's a dark and mysterious habitat with underground chambers.
13. An area of standing water, either natural or man-made.
14. This habitat is known for its dense and lush vegetation, often with heavy rainfall.

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Bingo Card Key:

• "X" = Marked habitat square
• "Habitat Bingo!" = Call this out when you complete a row

Discussion Questions:
1. Why is it important to study animals and plants in their specific habitats?
_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

2. Can you think of any animals or plants that are uniquely adapted to certain habitats?
How do different habitats contribute to the biodiversity of our planet?
_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

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LEARNING ACTIVITY SHEET

Learning Area: Science 4 Quarter: 2nd Quarter

Lesson No.: 5 Date:

Lesson Title/ Topic: Garden and Rice Field Habitats

Name: Grade & Section:

Activity No.3: Exploring Gardens and Rice Fields (30 minutes)

I. 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.

II. Materials Needed:

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

III. Instructions: As we explore gardens and rice fields today, please use this worksheet to make
observations, identify plants and animals, and reflect on the importance of conserving these
habitats.

Part 1: Garden Exploration

1. Observe the images and videos of the garden habitat. What plants did you see? Write down
the names of at least three plants. (Alternative: If school vegetable garden is available, bring
the class outside for actual observation).

a. _____________________________________________________________________________________
b. ____________________________________________________________________________________
c. ____________________________________________________________________________________

2. Did you notice any animals in the garden habitat? If so, write down the names of one or
more animals you identified.

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Part 2: Rice Field Exploration

3. Observe the images and videos of the rice field habitat. Describe what you saw in the rice field.
(Alternative: If rice field is available, bring the class outside for actual observation).

4. Did you spot any animals or birds near the rice field? Write down the names of one or more
animals or birds you observed.

Part 3: Discussion on Conservation

5. Why do you think it's important to protect gardens and rice fields in our city? Write your
thoughts.

6. How do you think conserving these habitats can benefit agriculture and biodiversity?
Explain.

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Part 4: Reflection and Call to Action

7. What is one thing you can do to help conserve these habitats and protect the plants and animals
that live there? Write your idea.

Conclusion: Reflect on what you've learned during this activity. Write a brief summary of why
gardens and rice fields are essential for our city and how we can all contribute to their conservation.

Note: This worksheet is designed to guide you in making observations, identifying plants and
animals, and thinking about the importance of conserving gardens and rice fields. Please fill it out
during our exploration and discussion.

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LEARNING ACTIVITY SHEET

Learning Area: Science 4 Quarter: 2nd Quarter

Lesson No.: 5 Date:
Lesson Title/ Topic: Seashore and Mangrove Swamp Habitats
Name: Grade & Section:

Activity 4: Exploring Seashores and Mangrove Swamps (30 minutes)

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

II. Materials Needed:

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

III. Instructions: As we virtually explore seashores and mangrove swamps, please use this
worksheet to make observations and reflect on why it's important to protect these habitats.
Part 1: Virtual Exploration (7 minutes)
1. Observe the images and videos of seashores and mangrove swamps carefully. What do you
see in these habitats? Write down your observations.
Seashores:

Mangrove Swamps:

2. Did you notice any special plants or animals in these habitats? Write down the names of one or
more plants and animals you observed.
Seashores:

Mangrove Swamps:

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Part 2: Discussion (4 minutes)

3. Why do you think it's important to preserve seashore and mangrove swamp habitats? Write
your thoughts.

4. Imagine if these habitats weren't protected. What problems could it cause for coastal
communities and marine life?

Part 3: Real-Life Story (2 minutes)

5. Briefly describe the real-life story or scenario you heard about the conservation of seashores
or mangrove swamps. What positive impact did it have?

Part 4: Reflection (1 minute)

6. What is one thing you can do to help protect seashore and mangrove swamp habitats and
the creatures that live there?

Conclusion:
Reflect on what you've learned during this activity. Write a brief summary of why seashores and
mangrove swamps are important, and how we can all contribute to their conservation.

Note: This worksheet is designed to guide you in making observations and thinking about the
importance of preserving these habitats. Please complete it during our exploration and discussion.

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LEARNING ACTIVITY SHEET

Learning Area: Science 4 Quarter: 2nd Quarter

Lesson No.: 5 Date:
Lesson Title/ Topic: Plants, Animals and their Habitats
Name: Grade & Section:

Activity 5: Habitats Diorama (40 minutes)

I. Objective: To assess students' understanding of different habitats and their ability to create
a visual representation of a habitat through a Habitat Diorama. It also aims to have students
explain the features of their chosen habitat and why it's important, promoting
comprehension and communication skills.
II. Materials Needed:
• Cardboard or shoeboxes (as the base for dioramas).
• Colored paper, craft supplies, markers, or paints (for creating habitat elements like plants
and animals).
• Small figurines or cut-out images of plants and animals (to populate the diorama).
• Glue, scissors, and tape (for assembling the diorama).
• Optional: Additional materials for creating terrain, such as sand, pebbles, or fabric.
• Optional: Access to reference materials or books about the chosen habitat for research
purposes.
• Presentation area (for students to present their dioramas to the class).
• Reflection questions handout (to facilitate post-presentation reflection).
III. Instructions:
1. Choose one habitat from the following options:
[ ] Garden [ ] Rice Field [ ] Seashore [ ] Mangrove Swamp
2. Plan your habitat diorama. Think about the key elements that make up this habitat,
including plants, animals, and unique features.
3. Gather the materials you'll need for your diorama, such as cardboard, colored paper,
markers, and figurines or cut-out images.
4. Create your diorama, paying attention to detail and accuracy.
5. Be prepared to present your diorama to the class and explain why your chosen habitat is
important.
Diorama Presentation:
• Present your diorama to the class.
• Explain the key elements of your chosen habitat.
• Share why this habitat is important.
• Answer any questions from your classmates.
Reflection Questions:
1. What did you find most interesting or surprising about your chosen habitat?

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Habitat Diorama Rubric

Excellent Good Fair Needs Improvement

Criteria (4 pts) (3 pts) (2 pts) (1pt)

Represents the
Accurately Represents the Represents the
habitat with
represents the chosen habitat habitat with
Diorama significant
chosen habitat with most key some
Accuracy inaccuracies or
with clear details elements inaccuracies or
missing key
and realism. accurately. missing details.
elements.

Clearly explains Explains the Provides an Explanation is

the features of the habitat's explanation with unclear,
Explanation chosen habitat features and some clarity but incomplete, or lacks
and its ecological importance with lacks detail or relevance to the
importance. good clarity. precision. habitat.

Displays Shows creativity

Shows exceptional
creativity and but lacks Lacks creativity and
creativity and
Creativity attention to attention to attention to detail
attention to detail
detail in the detail in the in the diorama.
in the diorama.
diorama. diorama.

Presents
Presents with
confidently, Presents with Presents with little
some confidence
Overall engages the class, confidence and confidence and
but struggles to
Presentation and effectively communicates unclear
communicate
communicates insights clearly. communication.
insights.
insights.

Provides
Offers insightful Provides
reflections on Reflections are
reflections on reflections with
Reflection what was unclear or lack
what was learned some clarity but
learned with relevance.
from the activity. lacks depth.
clarity.

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