Name : ____________________________________________ Score : ______________________

Teacher : __________________________________________ Date : ______________________

Science & Health 5

ANIMALS

WORKSHEET NO. 1
Objective: Identifies characteristics to classify invertebrates.

A. Direction: Match Column A and B. Write the letter of the correct answer on the space provided.

A B
1. Spiny-skinned animals _____ a. Coelenterates
2. Hollow-bodied animals _____ b. Platy helminthes
3. Pore-bearing animals _____ c. Arthropods
4. Soft-bodied animals _____ d. Poriferans
5. Roundworms _____ e. Annelids
6. Jointed-legged animals _____ f. Mollusks
7. Segmented worms _____ g. Nematods
8. Six-legged arthropod _____ h. Echinoderms
9. Flatworms _____ i. Insects
10. Ten-legged animals _____ j. Crustaceans

B. Direction: Choose the letter of the correct answer. Encircle it.

1. What do jellyfish have for defense?

a. Big mouth b. Stingers in tentacles c. have claws d. carved beaks
2. Which of the following is helpful to the soil?
a. Leech b. earthworm c. tapeworm d. roundworm
3. Which of the following mollusks has no shell?
a. Clams b. snail c. octopus d. mussels
4. Why are spiders useful to us?
a. They trap insects that are harmful to us. c. They trap insects that are useful to us.
b. They produce foods for another animals d. Boys catch them and play with them.
5. Which of the following belong to the group of coelenterates?
a. Jellyfish, sea anemone, corals c. crab, spider, fly
b. Clams, squids, snail d. sea cucumber, brittle star, sea urchin

C. Direction: Classify the following invertebrates. Write them in their proper column.

Arthropods Porifera Echinoderms Coelenterates Worms Mollusks

 Sponge Sea anemone Liver fluke Crab
Tulya Sea cucumber Spider Starfish
Earthworm Mosquito Jellyfish Planarian
Squid Sea urchin Octopus Tahong
Ants Lobsters Corals Snail
Ascaris Starfish Tapeworm Beetle

WORKSHEET NO. 2
Objective: Explain the importance of coral reefs.

A. Direction: Enumerate the answers of the following questions.

1. How do people contribute to the destruction of coral reefs?

a. ____________________________________
b. ____________________________________
c. ____________________________________
d. ____________________________________
e. ____________________________________
2. Why should we help save our coral reefs?
a. ___________________________________
b. ___________________________________
c. ___________________________________
3. Why are coral reefs important?
a. ___________________________________
b. ___________________________________
c. ___________________________________
d. ___________________________________
e. ___________________________________
4. How can you help save our coral reefs?
a. ___________________________________
b. ___________________________________
 PLANTS

WORKSHEET NO. 1
Objective: Explain the process of food making in the plants.

A. Direction: Answer the following questions briefly.

1. What are the raw materials needed by plants in making food?

_____________, ____________, _________________
2. Which part of the plants manufactures food? ____________________
3. Which parts of the plants absorbs water and minerals from the soil? _______________________
4. What is the end product of photosynthesis? ____________________________
5. What is the by-product of photosynthesis? _________________________

B. Direction: Match Column A with Column B. Write the letter only.

COLUMN A COLUMN B
_____1. Green pigment in the leaves. A. SUNLIGHT
_____2. End product of photosynthesis B. STOMATA
_____3. By-product of photosynthesis C. CHLOROPHYLL
_____4. The process of food making in the plant D. OXYGEN
_____5. Tiny opening in the leaves where carbon dioxide enters E. GLUCOSE, SUGAR
and oxygen exits.
_____6. Energy needed by plants F. PHOTSYNTHESIS

WORKSHEET NO . 2
Objective: Identify plant/plant parts used for food, medicine. Etc.

A. Direction: Identify the plant part used as food.

Plant Plant parts

1. Mango
2. Sweet Potato
3. Corn
4. Malunggay
5. Monggo

WORKSHEET NO . 3
Objective: Describe the special characteristics of plants for survival.

A. Direction: Identify the structures of characteristics of these plants to protect themselves from their
enemies.

1. Rose ____________________ 6. Bougainvillea ___________________

2. Ampalaya ___________________ 7. Makahiya _____________________
3. Mushrooms __________________ 8. Santol ________________________
4. Squash _______________________ 9. Jackfruit _______________________
5. Ginger ______________________ 10. Amorseco ____________________

WORKSHEET NO . 4
Objective: Classify plants according into major groups

A. Direction: Identify the following plants as to tracheophytes or bryophytes

WORKSHEET NO. 5
Objective: Identify plant/plant parts used for food, medicine, etc.

A. Direction: Identify the plant part used as food.

Plant Plant part/parts used as food

1. Rice
2. Kangkong
3. Corn
4. Tomato
5. Mango
6. Potato
7. Squash
8. Coconut
9. Sugar Cane
10. Malunggay

WORKSHEET NO. 6
Objective: Describe how the special characteristics of plants that help them adapt to
their environment.

A. Direction: Fill in the blanks with the number of the corresponding special characteristics of plant/plants.
Choose answers from the bo

thorns on stems aerial roots prop roots

hollow stems Needlelike leaves storage roots

big and bright colored petals thick stem filled with sap

thick woody shells or husks stinging hairs and bristles

1. Orchids have _______ which support the climbing stem and absorb moisture from the air.
2. Corns have ________ above the ground that help to support the plant.
3. Roses have _______ ,which they use for defense.
4. Cacti have __________, which enable these plants to live long without water.
5. The water lily and kangkong plants float in water because of their ___________.
6. Coconuts float on water and may reach other places where they grow because they have
_______________.
7. Pine trees have ___________ that can stand cold temperature.
8. Blue thistles have ________ on fruits, leaves and stems that cause itchiness, skin rashes, and
blisters if you touch them.
9. Some flowers have ___________ to attract insects for pollination.
10. Camote and yam have __________ that are adapted to reproduction of new plants.

B. Direction: Match the plant with its specific structure and characteristics for its adaptation and
survival. Write only the letter.

A B

_____ 1. Vines a. Have fibrous roots and extensive narrow leaves

_____ 2. Cactus b. Have tendrils that wrap around branches
_____ 3. Pine Trees c. Have root-like threads called rhizoid
_____ 4. Orchids d. Have bulbous stem to be able to float
_____ 5. Grasses e. Have thick leave and hairy coverings
_____ 6. Water Lily f. Have thick and spongy roots to get moisture from the air
_____ 7. Mosses g. Grow tall to get sunlight
_____ 8. Forest Plants h. Have needle-like small leaves pointing downward
_____ 9. Gabi Plants i. Has broad flat leaves to get enough sunlight
_____ 10. Lotus j. Have water repellant leaves

C. Direction: Cite examples of plants that grow in an specific environment. Fill in the information for
each plant in column B.

Plant Habitat
1. Lotus
2. Cactus
3. Orchid
4. Pine Tree
5. Bamboo
6. Banana
7. Mangrove Plants
8. Narra
9. Tamarind
10. Water Lily

WORKSHEET NO. 7
Objective: Describe the special characteristics of plants for survival.

Direction: Identify the structures or characteristics of these plants to protect themselves from their
enemies.
 1. Rose _________________________________________________________________
2. Ampalaya _____________________________________________________________
3. Mushrooms ___________________________________________________________
4. Squash _______________________________________________________________
5. Ginger ________________________________________________________________
6. Bougainvilla ___________________________________________________________
7. Makahiya _____________________________________________________________
8. Oregano ______________________________________________________________
9. Cactus ________________________________________________________________
10. Amarillo ______________________________________________________________

WORKSHEET NO. 8
Objective: Classify plants into major groups.

A. Direction: Match the group of plant with their characteristics. Write the letter before the
number.

A B
1. Tracheophytes A. Cone-bearing plants
2. Angiosperms B. Flowering plants
3. Atracheophytes C. Plants with conducting tubes
4. Gymnosperms D. Spore-bearing plants
5. Ferns E. Plant without conducting tubes like the mosses

B. Direction: Classify the following plants according to their characteristics.

Ferns, Rice, Corn

Pine Tree, Moss, Beans

Without Conducting Tubes With Conducting Tubes

1.____________________ Tracheophytes
___

Spore-bearing Plants Angiosperms, Gymnosperms

2. ____________________ (with seeds)
(with spores)

Cone-bearing Plants Flowering Plants

3. _________________ Angiosperms
(in cones) (in fruits)

Monocot Dicot

4. _________ 5. ________

C. Direction: Using the diagram above, identify the following plants described. Write your answer
on the space before the number.

__________ 1. It is a cone-bearing plant with seeds in cones and with conducting tubes.
__________ 2. It is a monocot with seed as a fruit and with conducting tubes.
__________ 3. It is a spore-bearing plant with conducting tubes.
__________ 4. Plant that has no conducting tubes.
__________ 5. It is a dicot and a flowering plant with conducting tubes.

PHYSICAL AND CHEMICAL CHANGE

WORKSHEET NO. 1
Objective: Observe that no new materials is formed in physical change.

A. Direction: The following are examples of physical change. Write S if there is change in size, SH if
change in shape, B if both size and shape and ST if change in state of matter.

_____ 1. Salt and water mixed _____ 6. Water in the freezer

_____ 2. Paper cut into pieces _____ 7. Melting of ice
_____ 3. Grinding of meat _____ 6. Boiling water
_____ 4. Pounded peanuts _____ 8. Sliced cake
_____ 9. Melted butter _____ 10. Curved electric wire

B. Direction: Choose the letter of the correct answer. Encircle it.

1. You observed droplets of water on the outside of the glass filled with ice cubes. Where did the
droplets of water come from?
a. From the melted ice cubes c. from the cooled water vapor touching the glass
b. From the inner side of the glass d. from the water inside the glass
2. When water is placed in the freezer, it becomes ice. When the ice is taken out of the freezer, it
becomes water again. What describes the two changes?
a. Chemical change c. Physical change
b. Change in energy d. Change in composition
3. Which of the following is a physical change?
a. Hardening of clay c. Souring of milk
b. Burning of wood d. Ripening of fruits
4. Which of the following shows physical change?
a. There are bubbles c. There is change in the composition
b. There is change in color d. There is change in size, shape and state of matter
5. When does a wood show physical change?
a. When it is burned c. When it is made into charcoal
b. When it is cut into smaller pieces d. When it is turned into ashes

C. Direction: Tell whether it is physical or chemical change.

_____ 1. Mashing boiled potato _____ 6. Cutting vegetables

_____ 2. Salting meat _____ 7. Burning dry leaves
_____ 3. Ripening of fruits _____ 8. Decaying of garbage
_____ 4. Cutting of trees _____ 9. Burning of gasoline in cars
_____ 5. Baking cake _____ 10. Making vinegar

WORKSHEET NO. 2
Objective: Observe that the products of chemical change cannot be brought to
its original form.
Direction: Put a check ( / ) if the following can be brought back to its original form and cross ( X ) if
not.

1. Heated mixture of natural rubber, sulfur, and black carbon to produce tire. _______
2. Patis and bagoong from fish. _______
3. Iron exposed to air and water becomes rusted. _____
 4. Decaying garbage and wastes of animals produce methane gas. _____
5. Beaten egg white with oil added becomes mayonnaise. _____
6. Burned sugar becomes charcoal. _____
7. White cheese from fresh milk. _____
8. Glucose from the combination of water, carbon dioxide and sunlight. _____
9. Mixture of flour, sugar, yeast and water turn into dough. _____
10. Burning gasoline produce harmful gases. _____

WORKSHEET NO. 3
Objective: Infer that everything in the environment is changing.
Direction: List down the changes that you can see in your environment:

In the seas, rivers & oceans In the different landforms In the air

WORKSHEET NO. 4
Objective: Infer that effects of changes in environment.
Direction: Infer the effects of the following changes in our environment and tell whether it is good or
Bad.

Changes Effect/s Good / Bad

The atmosphere is getting warmer
Global warming
Rivers and seas are polluted
Continuous water cycle
Trees in forest are cut