Curriculum Development in Math

Grade-V

Submitted By:
Leader:
Isurena, Marie Antonette R.
Members:
Annalyn Bay
Anna Clarisse Diokno
Ma. Katrina Castro
John Kenneth Malabanan
Jecelen Maceda
Lindsay Ann Ramos
Ryza Mae Belamide

As Final Paper Submitted To:

Prof. Edwin Buyson
In Partial Fulfilment of the Requirements For The Degree Of
Bachelor of Science in Elementary Education

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Course Description:

This course is designed for the learners who have limited understanding about the
ecosystem and want to gain a deep knowledge about Eco- environment. In this course, the
learners can able to describe the relationships and roles of biotic (living) and abiotic (non-
living) factors within ecosystems. They can recognize patterns in the flow of energy and
categorize every organism in an Ecosystem. They can also able to apply their learning in
their daily living. The course is divided into three units. Definition of ecosystem will be
discussed in the unit one. Unit two discussed the dependency of every organism in an
ecosystem. Lastly, unit three discussed the factors limiting ecosystem.

Rationale
Why Solving Problems Involving Fractions?

It Is very important for an individual to develop an understanding of fractions including performing

mathematical operations on it. Teachers face both old and new challenges and need to evolve strategies for
the students to be engaged and learn fractions. With these challenges and strategies, why pupils cannot fully
understand fractions?

We thought of a possible reason why fractions cannot be undestood by an individual. According to

Merriam Webster Dictionary, fraction is defined as a numerical representation indicating the quotients of two
numbers. So it means that fraction is a part or amount of something. That something perhaps is a tangible
thing therefore this thing can be encountered by merely looking. So we thought that students cannot
unerstand fractions because there is lack of visualization strategies.

In this course curriculum, we will trash out the needs of the sudents to completely understand
fractions and be able to solve problems involving it. We will give emphasis on how to fully understand
fractions in a deeper but concise visualization approach. We believe that students not only will encounter
fractions in future mathematical courses, but will also in many real-life situations. For example, an
understanding of fration is important for cooking, house work and athletics. Indeed fractions are encountered
almost daily in people’s lives, and a person who has no knowledge of fractions will not be able to function as
effectively as a person who has an understanding of fractions.

The Problem

We all know that science is one of the hardest subjects for many pupils and most of
them have no interest in studying at all. Some of them may wonder what’s the use of
knowing the difference between living and non-living things, their relationship and its

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environment when all of these things are already seen everywhere. Some of them may boast
for they think they already know much about it. As their study goes further, the more they
lack attention, the more they don’t understand and the more they get bored especially if it is
always more on the discussion. That’s why this curriculum developed a new kind of approach
as our main goal of bridging the gap between children’s science knowledge and their daily
activities, thus making science more relevant to their lives.

The Learners

This course curriculum will be besieged on 5 th Grade pupils. Since the inception of the K to 12
programs, majorities of the Department of Education have put this topic in this specific grade level. So we
have thought that before deeper mathematical courses have to be encountered, students of grade 5 must be
used to it first because the said topic will be started from them. In this line, when a pupil is being progressed
through his/her secondary and tertiary level, he/she will be able to solve problems involving it, not only in
academical purposes but also in the reality of life.

The Societ
Learning to solve fractions involving mathematical operations is a very important part of Math. We
know that everyday we are assesing situations persistently, dividing up a workload, drive a car or even
planning a meal.

When a learner will get through his adulthood stage having his occupation, he will be able to give
concise instructions. If a learner is planning to become an architect, medical doctor or any position in technical
field, it is a must to obtain certain skills like fractions to be able to do a precise calculation. Fractions are
foundation. Without the knowledge of fractions you will not be able to do algebra. Algebra apllies to every
area of a learner’s life, if he/she take the time to understand it he/she will be able to do everything in the
community woth confidence.

The Intended Learning Outcomes

At the end of the program, the learners are able to:

1. Cognitive: the learners are able to:

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 a. Know the types and organization of life in an ecosystem.
b. Understand how organisms relate to each other and their environment.
c. Explain the limiting factors affecting populations in Ecosystems.

2. Affective: the learners are able to:

a. Discern that a vast supply of water seemed beyond harm because of pollution.
b. Distinguish that of all species in the ecosystem, humans have the most impact.
c. Realize that the ocean calls people to help, to protect the oceans from themselves.

3. Psychomotor: the learners are able to:

a. Go outside, investigate the closest ecosystem and establish their relation to every
organism and to their environment.
b. Make their own model of an ecosystem and observe the interaction between living
and non-living things.
c. Connect their learning to real-world ecosystem challenges.

TABLE OF CONTENT

UNIT I: VIZUALIZING KINDS OF FRACTIONS

Lesson 1: Greatest Common Factor

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 Lesson 2: Least Common Multiple

Lesson 2: Proper and Improper Fractions

Lesson 3: Similar and dissimilar, Mixed Fractions

UNIT II: ADDITION OF FRACTIONS

Lesson 1: Visualizing Addition of Fractions

Lesson 2: Addition of Fractions Involving Similar, Dissimilar

Lesson 3:Addition of Fractions Involving Similar and Mixed Form

UNIT III: SUBTRACTION OF FRACTIONS

Lesson 1: Visualizing Subtraction of Fractions

Lesson 2: Subtraction of Fractions Involving Similar and Dissimilar Fractions

Lesson 3: Subtraction of Fractions Involving GCF and LCM

UNIT IV: MULTIPLICATION AND DIVISION OF FRACTIONS

Lesson 1: Visualizing multiplication and Division of Fractions

Lesson 2: Multiplication of Fractions

Lesson 3: Division of Fractions

UNIT I – visualizing fractions

Introduction: In this 1st lesson of this unit, the learners will able to understand the concept
of finding GCF and be able to solve problems involving it.

Lesson 1: GREATEST COMMON FACTOR

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Class: Grade-V pupils Class Size: 20-30 Duration: 1 hour

Reference: Mathematics 5 Teachers Guide PP. 118-122, Alma R. Tabilang

Learning Objectives: At the end of this lesson, the pupils shall be able to:
A. Find the common factors and the greatest common factors of two numbers using the
listing method
B. Show cooperation in doing group activities
C. Write a number as a product of its prime factors.

Materials Needed: Number cards for the “Naming the Baby” activity

The Lesson Plan:

Preliminary Activities Picture

HOOK Direction:
10-12 Have a drill on the basic multiplication facts using the game “
mins. Naming the Babies”. Name two numbers or factors which
when multiplied give the following numbers. Show numbers :

Conduct
24 a review
36 on
42 identifying
56 prime
64 and composite
numbers. Provide examples and exercises for these.
Next, show a picture of a boy helping his father in a
bakeshop.
Questions:
1. How do you show helpfulness at home?
2. In school?
3. Is it good to be helpful?
4. Why?
Answer:
1. By helping in doing household chores.
2. By helping teacher in cleaning the room.
3. Yes
4. Because it makes us industrious.

Present this problem to the class and have them read the
problem.

Arnel helps his father in their bakeshop. They bake 48

cupcakes and 60 cookies. They plan to pack them separately
in small boxes. What is the biggest number of cupcakes and
cookies that can be placed in boxes if these are of the same
number?

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 Question:
What did Arnel and his father bake?
How many cupcakes were baked?
What do Arnel and his father plan to do with the cupcakes
and cookies?
How will you solve for the answer to the problem?

Transitional Statement:
To solve the problem, we will find the common factors and
greatest common factor by listing the factors of 48 and 60.

Developmental Activities
BOOK Direction:
20-30 Show the factors of 48 and 60 by listing method.
mins
The factors of 48 are: 1,2,3,4,6,8,12, 16, 24, and 48
Show the common factors of 48 and 60
The factors of 60 are: 1, 2,3,4,5,6,10,12,15,20,30 and 60
Reinforcing
The common thefactors
concept
of 48 and 60 are: 1,2,3,4,6 and 12
Greatest Common Factor or GCF is the biggest factor
Their GCF
common to istwo
12 numbers.
We solve problems by first finding the common factors and
then the Greatest Common Factor by the listing method.
Transitional Statement:
This time, let’s see if you understand the lesson that we have
discussed earlier.

Performing the Activities Laptop

LOOK Group Activities
8- Direction:
12mins Group the pupils into 6 working teams and have them
perform the following task:
Problem Statement:
Solve the problem by finding the GCF using the listing
method.

Elvira is going to prepare bouquets of roses and daisies. She has

36 roses and 24 daisies. What is the greatest number of each
Answer:
flower that she can use in a bouquet if bouquets have the same
The factors
number of of 36 are: 1,2,3,4,6,9,12,18 and 36.
flowers.
The factors of 24 are 1,2,3,4,6,8,12 and 24
Common Factors are 1,2,3,4,6 and 12

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 Greatest common factor is 12.
Individual Activities:
Have the pupils to solve the following by finding the GCF of
the given numbers.
1. 12 and 16
2. 15 and 25
3. 18 and 27
4. 24 and 36
5. 30 and 40

Transitional Statement:
Because you have learned so much today, I hope you can
easily answer your homework.

Laptop
TOOK Assignment:
3-6mins Direction: Solve the problem by finding the GCF of the given
numbers.
Problem Statement:
Mr. Gullon’s class is composed of 28 boys and 35 girls. If
he is going to make groups of boys and group of girls
for the activities, what is the biggest number of children
in the group if they are in the same number?
Answer:
The factors of 28 are: 1,2,,4,7,14 and 28.
The factors of 35 are 1,5, 7 and 35
Common Factors are 1 and 7
Greatest common factor is 7.
Therefore the biggest number of children in the group is 7.
Transitional Statement:
That’s all for today, your assignment should be passed next
meeting.

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 UNIT I – THE ECOSYSTEM

Introduction: There are a lot of factors composing and affecting an ecosystem. One of the
primary compositions of an eco-environment is organism.
This2nd lesson of the 1 st units discusses about the single formation of species into a broad
and more develop organization in an ecosystem. The students will learn how species
reproduce and relate to other kind of species.

Lesson 2: ORGANIZATION OF ECOSYSTEM

Class: Grade-V pupils Class Size: 15-20 Duration: 1.5 hours

Reference:

Learning Objectives: At the end of the lesson, the learners will be able to:
A. Identify the different organization of species in an ecosystem.
B. Compare and Contrast the multiplying of one species to a community.
C. Discuss the differences between the types of organization in an ecosystem.

Materials Needed: LCD projector and laptop

The Lesson Plan:

HOOK The Boat Is Sinking (jungle version)

12- Direction:
15mins. Divide the class into five groups. Every group will represent
one of the five animals given by the teacher: (ex. dog, cat,
mouse, lion, and bird). The class will form a one big circle.

The game start:

The boat is sinking form a group with 5 members with
different kinds of animals.

The boat is sinking form yourself into one.

The boat is sinking form yourself into 2 animals that

are the same and three animals that are different from
each other a total number of animals are five.

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 The boat is sinking form a 5 member with the same
kind of animals.

End of the game.

As an introduction to the topic the teacher will ask some

questions:

 Is there any possibility that different kinds of

organisms are in the same kind of place?

Answer: Yes

 Does every organism can live with their own

dependency alone?

Answer:
Yes, there are some animals that can live alone.
No, there are some animals that can’t live alone.

Transitional Statement:
We already know that ecosystem is compose of living and
non-living organisms, and now we understand that there are
variety of living things that live in different places. In this
lesson, we will learn about lives that are organized into
several different levels of function.

BOOK In this lesson, the teacher will use his laptop for power point LCD
45- presentation for his lecture and discussion. PROJECTOR
55mins and
Ecosystems vary in size. They can be as small as a pond or LAPTOP
as large as the Earth itself. Any group of living and nonliving for
things interacting with each other can be considered as an POWER
ecosystem. POINT
PRESENTATION
Scientists have recognized that life can be organized into
several different levels of function and complexity.

These functional levels are:

1. Species

Species are the different kinds of organisms found on

the Earth. A more exact definition of species is a

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 group of interbreeding organisms that do not ordinarily
breed with members of other groups. If a species
interbreeds freely with other species, it would no
longer be a distinctive kind of organism. This definition
works well with animals. However, in some plant
species fertile crossings can take place among
morphologically and physiologically different kinds of
vegetation. In this situation, the definition of species
given here is not appropriate.

2. Populations

A population comprises all the individuals of a given

species in a specific area or region at a certain time.
Its significance is more than that of a number of
individuals because not all individuals are identical.
Populations contain genetic variation within
themselves and between other populations. Even
fundamental genetic characteristics such as hair color
or size may differ slightly from individual to individual.
More importantly, not all members of the population
are equal in their ability to survive and reproduce.

3. Communities

Community refers to all the populations in a specific

area or region at a certain time. Its structure involves
many types of interactions among species. Some of
these involve the acquisition and use of food, space,
or other environmental resources. Others involve
nutrient cycling through all members of the community
and mutual regulation of population sizes. In all of
these cases, the structured interactions of populations
lead to situations in which individuals are thrown into
life or death struggles.

In general, ecologists believe that a community that

has a high diversity is more complex and stable than a
community that has a low diversity. This theory is founded on
the observation that the food webs of communities of high
diversity are more interconnected. Greater interconnectivity
causes these systems to be more resilient to disturbance. If a
species is removed, those species that relied on it for food
have the option to switch to many other species that occupy
a similar role in that ecosystem. In a low diversity ecosystem,
possible substitutes for food may be non-existent or limited in

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 abundance.

4. Ecosystems

Ecosystems are dynamic entities composed of the

biological community and the abiotic environment. An
ecosystem's abiotic and biotic composition and
structure is determined by the state of a number of
interrelated environmental factors. Changes in any of
these factors (for example: nutrient availability,
temperature, light intensity, grazing intensity, and
species population density) will result in dynamic
changes to the nature of these systems. For example,
a fire in the temperate deciduous forest completely
changes the structure of that system. There are no
longer any large trees, most of the mosses, herbs, and
shrubs that occupy the forest floor are gone, and the
nutrients that were stored in the biomass are quickly
released into the soil, atmosphere and hydrologic
system. After a short time of recovery, the community
that was once large mature trees now becomes a
community of grasses, herbaceous species, and tree
seedlings.

Transitional Statement:
Students already understand the different level of
organization in an ecosystem. In this very moment, they
should know how to rearrange it and elaborate their learning.

LOOK Direction:
10- Matching Type: Match the column A to column B
15mins
Column A Column B

1. It is living things that can be a. Species

live in any part of the earth.
2. It refers to all the b. Community
populations in specific area.

3. It’s a possible substitute for c. Genetic

good. variation

4. It is a kind of organisms that d. Human

found on earth.

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 Answer:
1. D 2. B 3. C 4. A

Transitional Statement:
Before we leave, copy your assignment and you should be
ready for the next lesson.

TOOK Direction:
3-6 Give the meaning of the following and give at least 2
mins examples each.

Abiotic Factors:
__________________________________________
Examples:

Population :
__________________________________________
Examples:

Community:
__________________________________________
Examples:

Answers:

Abiotic Factors:
Non- living things that we find in an ecosystem.
Examples:soil, water

Population :
A population includes all the individuals of a given species in
a specific area or region at a certain time.
Examples:dogs, humans

Community:
Community refers to all the populations in a specific area or
region at a certain time.
Examples:barangay,town

Transitional Statement:
Your assignment will be passed next meeting.

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 UNIT I – THE ECOSYSTEM

Introduction: Ecosystem is composed of different kinds of organisms or species and

because of differences of every kind of species they needed different types of areas or
environment where they can survive in their daily living.
Thefirst part of this 3rd lesson is a general knowledge about the common types of ecosystem
where species and other organisms lived. This lesson will introduce the terrestrial as one of
the two types of ecosystem.

Lesson 3.1: TYPES OF ECOSYSTEM: TERRESTRIAL

Class: Grade-V pupils Class Size: 15-20 Duration: 1.5 hour

Reference:

Learning Objectives: At the end of the lesson, the learners will be able to:
A. Determine the two types of an ecosystem.
B. List some examples various kinds of terrestrial biomes.
C. Observe from their surroundings.

Materials Needed:LCD projector, laptop, images of various terrestrial ecosystems

The Lesson Plan:

HOOK Questions:
20-  Do you determine what common types of area do
30mins. living and non-living organisms lived?
Answer:
 Land areas and Water areas

Now, present a video clips regarding your topics. LCD

PROJECTOR
Transitional Statement: and
The video gave us a lot of ideas about the common types of LAPTOP
ecosystem and now, we are going to study their meanings, for
examples and characteristics to be emphasized. VIDEO CLIPS

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BOOK In studying this lesson, the teacher will have power points for LCD
30- his topics. PROJECTOR
45mins and
Ecosystem is defined or as termed to be as biomes. It is a LAPTOP for
field of ecology where a group of abiotic and biotic factors POWER
interact with each other. POINTS
PRESENTATION
Biomes
 are climatically and geographically defined as
attached with similar climatic conditions on the Earth
such as communities, plants, animals and some soil
organisms. In other word, biomes are where several
habitats intersect. Biomes are natural occurring
environments, although people can create controlled
biomes.

Two Types of Biomes

A. Terrestrial Biomes (Land Ecosystem)

 Temperature and precipitation among the most
important determinants in biome distribution
 Influenced by preparing landforms.

B. Aquatic Biomes (Water Ecosystem)

 Larger part of biosphere.
 It is where origin of life across and evolved for almost
three billion years ago.

Part 1: The Terrestrial Biomes

Terrestrial biomes are land ecosystems. They are defined by
factors such as plant structures, plant spacing, leaf types
and climate. Climatic factors such as latitude and humidity
affect the distribution of terrestrial biome.

Many places on Earth share similar climatic conditions

despite being found in geographically different areas. As a
result of natural selection, comparable ecosystems have
developed in these separated areas.

Major Terrestrial Biomes

1. Tundra - characterized by the absence of trees and
the presence of low-lying shrubs, mosses, and
lichens.Lack of height allows the vegetation to be
protected by the insolating properties of snow during

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 the winter season.
2. Boreal Forests/Taiga - This moist-cool,
transcontinental boreal forests or taiga biome lies
largely between 50 and 65° North latitude. The
climate of this biome is cool to cold with more
precipitation than the tundra. Precipitation here mainly
occurs in the summer because this is the season
when mid-latitude cyclones move in from the south.
The growth season is limited to about 130 days.
3. Temperate Coniferous Forests - In North America
we can find two broad areas of temperate coniferous
forests in the more temperate mid-latitudes. In these
areas, average annual temperatures range from 20°
to 5° C (68° to 41° F).
4. Temperate Grasslands, Savannas and Shrub
lands - Climatically, the temperate grasslands,
savannas and shrublands biome can be described as
being temperate.

Transitional Statement:
As you listen and understand, we will assess if you really
learned something in this lesson.

LOOK Direction:
8-10 min Display an arrangement of images of variousterrestrial IMAGES of
ecosystems. VARIOUS
 Allow students to discuss what they observe in each TERRESTRIAL
image and if they can name the various kinds of ECOSYSTEMS
terrestrial ecosystems (Tundra, Taiga, Savannah,
etc.) they observe. Chart their answers.

Transitional Statement:
As you expand your learning, there must be something more
to explore.

TOOK Direction:
3-5mins Using the internet, search for at least 3 terrestrial biomes.
Look for the biotic and abiotic factors found in each. Chat
down all your observation and every information you need to
answer the following question:

Question:
1. What biotic and abiotic factors you see in the aquatic
biomes you observed?

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 2. What interaction did they make?
3. How they benefit each other?

Transitional Statement:
Your homework will be reportedone by one next meeting.

UNIT I – THE ECOSYSTEM

Introduction:Thesecond part of this 3rd lesson is the continuation of the first part. This
lesson will develop more understanding about the types of ecosystem and its characteristics
especially the aquatic.

Lesson 3.2: TYPES OF ECOSYSTEM: AQUATIC

Class: Grade-V pupils Class Size: 15-20 Duration: 1.5 hour

Reference:

Learning Objectives: At the end of the lesson, the learners will be able to:
A. List some examples various kinds of aquatic biomes.
B. Discuss the differences between the two types of ecosystem.
C. Summarize the topics regarding the types of ecosystem

Materials Needed: LCD projector and laptop

The Lesson Plan:

HOOK Direction:
15- Review the past lesson and connect it to the lesson that
20mins. you are going to discuss. Let the pupils report their
assignments.

Transitional Statement:
We already know that one of the types of ecosystem is the
terrestrial biomes and now, it’s time to study another type
which is the aquatic biomes.

BOOK The teacher may use his laptop for power points LCD
30- presentation. PROJECTOR
45mins and
Part 2: The Aquatic Biomes LAPTOP for

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 POWER
Aquatic Biomes (water Biomes) are larger part of POINT
biosphere. It is where origin of life across and evolved for PRESENTATION
almost three billion years ago.

Two Major Types of Aquatic Biomes:

A. Marine Biomes
- The marine biome is the biggest biome in the
world! It covers about 70% of the earth. It
includes five main oceans: the Pacific, Atlantic,
Indian, Arctic, and Southern, as well as many
smaller Gulfs and Bays. Marine regions are
usually very salty! There is about one cup of salt
per gallon of water in the ocean.

The Five Oceans

1. Pacific Ocean: The largest of the oceans, the

Pacific covers 60,667,000 mi2 or 28 percent of
Earth’s surface. It is essentially cut off from the Arctic
Ocean, but connected to all other oceans.

2. Atlantic Ocean: The second largest ocean is

roughly half the size of the Pacific at 29,937,000 mi 2.
The North Atlantic is dominated by a clockwise gyre
with the warm Gulf Stream and its northern
extension, the North Atlantic Drift, forming the
eastern boundary. It has a direct connection to the
Arctic Ocean.

3. Indian Ocean: At 26,737,000 mi2 this body of water

is still larger than the largest landmass, Eurasia.
Regions north of the Equator are strongly influenced
by the changing wind directions of the Asian
monsoon. From December to April winds and ocean
currents flow from the northeast; from June through
October both move in a southwesterly direction.

4. Southern Ocean: These cold waters, recognized as

a separate ocean since 2000, encircle the Antarctic

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 continent. Northern limits have been set by
international convention at 60° S latitude. Its surface
area extends over 7,927,500 mi 2. The Southern
Hemisphere’s strong, steady, prevail westerlies drive
the Antarctic Circumpolar Current from west to east.
Surface temperatures range between 50° F and 28°
F. In winter, sea ice extends from the edge of the
continent to 65° S latitude near the Pacific, but to 55°
S latitude into the Atlantic. Due depression of the
continent by the vast Antarctic ice cap, the
continental shelf is unusually deep (1,300 to 1,600
feet below sea level).

5. Arctic Ocean: At 5,482,000 mi2, the Arctic Ocean is

almost the same size as the Antarctic continent at
the opposite end of the earth. Most of the ocean
layspole ward of the Arctic Circle (66.5° N). Surface
currents follow two gyres: the clockwise Beaufort
Gyre north of Canada and the Transpolar Current
from the Chukchi sea into the Greenland Sea. In
winter, the Arctic Ocean is covered by drifting pack
ice moving slowly within the Beaufort Gyre. In
summer ice covers less than half the area. The
Arctic pack ice is decreasing in thickness and areal
extent today as a consequence of global climate
changes.

B. Freshwater
- Bionetwork that is close connection between the
terrestrial surroundings created through runoffs.

Characteristics:
- Usually influenced by the flow of water and wind
and specially the climates.

Transitional Statement:
That all, let’s have some quiz.

LOOK ORAL QUIZ

10-
18mins Direction:
To review the various ecosystems and informally assess
their knowledge of the characteristics of terrestrial and
aquatic ecosystems, play a simple game of “What Am I?”
The teacher will provide various hints for the ecosystems

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 studied and have students identify the correct ecosystem.

1. I make up over 70% of the water on Earth. (ocean)

2. I receive lots of rain. (forests)
3. Plants and trees grow according to the amount of
light they require. (forests)
4. Examples of me include the Great Plains in the US
and the savannah inAfrica.(grassland)
5. I am where salt and fresh water meet. (salt marsh)
6. I am a shallow body of fresh water. (pond)
7. I am an enclosed body of fresh water with various
depths and temperature. (lake)
8. I am a large body of salt water (ocean)
9. Abiotic factors in me include air, water, temperature,
and light (all)
10. I am made up of predominantly fresh water (lakes
and ponds)

Transitional Statement:
You really learned a lot and it’s time to go home, but before
that, copy your homework.

TOOK Direction:
5-7 1. Use the Internet to "visit" three aquarium habitats
mins and determine whether these aquariums succeed in
providing high-quality environments for the animals
that live in them.
2. Bring the following materials: a 20- to 30-gallon tank,
large plastic bucket, under gravel filter the size of the
tank, plastic air tubing, medium-sized gravel, clean
rocks, tropical fish food, plastic screen (large enough
to cover the top of the tank), air valve, air pump, plant
grow light, log book or chart, two guppies or
swordtails, three or four rooted water and air lift
columns.

Transitional Statement:
Be ready for our classroom aquarium project next meeting.

20
 UNIT I – THE ECOSYSTEM

Introduction:In this last lesson, the learners will consider the ways that people attempt to
create aquariums that provide realistic habitats for marine animals. Students will study how
living models can help them to understand and relate to the real environment and they will
design their own aquarium habitats based on what they have learned.

Lesson 4: MAKING AN AQUARIUM

Class: Grade-V pupils Class Size: 15 - 20 Duration: 1.5 hour

Reference: Pennsylvania Aquaculture (a booklet compiled by Norma Saylor)

Learning Objectives: At the end of this lesson, the pupils shall be able to:
A. Compare and contrast aquarium habitats with natural marine habitats
B.List and discuss potential problems that arise when marine animals are kept in aquariums
C. Create a model of an aquatic habitat as a group and be responsible for the upkeep and
maintenance of the tank.

Materials Needed:

 a 20- to 30-gallon tank  plastic screen (large enough to cover the

 large plastic bucket top of the tank)
 heater  air valve
 floating thermometer  air pump
 undergravel filter the size of the tank  plant grow light
 plastic air tubing  log book or chart
 medium-sized gravel  two guppies or swordtails
 clean rocks  three or four rooted water plants
 tropical fish food  test kits for nitrates, pH, dissolved oxygen

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 air lift columns

The Lesson Plan:

HOOK Direction:
10-12 Make a "T-chart" (a two-column chart used to compare and
mins. contrast things) on the board with the headings "Aquarium" and
"Natural." Have students contribute words to describe animal
habitats in aquariums versus in nature. For example, under
"Aquarium" they might write "glass tanks" or "people can touch
the animals," while under "Natural" they might write "animals
can go wherever they want."

Transitional Statement:
The learners can able to differentiate the two, so you may
engage them now in group participation for their classroom
project.

BOOK Direction:
50- Divide the class into three groups and do the following
60mins procedures:

1. Rinse the tank with warm water and non-iodized salt.

(Do not use soap of any kind because it will kill the fish.)

2. Choose a location for the tank that is away from heat

and not in direct sunlight, and has an electrical outlet
close by.

3. Put the undergravel filter into the tank and the airlift
columns.

4. Put the gravel in the plastic bucket and rinse it with

water. Pour off the water and carefully spread the
gravel over the undergravel filter making it about one
inch deep. If you have some gravel from an established
aquarium it would be a good idea to add about one cup

22
 of the gravel to the aquarium you are setting up.

5. Gently add the water so as to not make a hole in the

gravel. (It needs to be water that has been open to the
air for at least twenty-four hours) Fill the tank about half
full.

6. Add the clean rocks.

7. Connect the plastic air tubing to the airlift columns and

air pump, and then plug the pump in.

8. Add water until the top of the airlift column is covered,

and adjust so that there is an even air flow.

9. Now it is time to put in the heater and floating

thermometer. (If you are using freshwater tropical fish it
will need to have a temperature of 76 degrees, or if you
are using temperate freshwater fish it will need to have
a temperature of 65 degrees.

10. Allow the aquarium to sit for a day and monitor the
temperature from time to time and adjust the heater if
needed.

11. Allow the tank to sit with the air pump running for at
least twenty-four hours to be sure the water is clean
and clear.

12. When the temperature is ready, add three to four

guppies or swordtails, two crayfish, and three to four
snails.

13. Wait two weeks, and check the nitrate level, then drain
off about one-third of the water and add water that has
aged in the bucket for at least two days. You can also
add some more fish or animals to the aquarium.

14. Wait two more weeks, then add some plants (like
Anacharis) and some more fish and animals like algae-
eaters. At this point, the amount of water changed
weekly should be reduced to about one-fourth of the

23
 total amount in the tank.

15. Remember to feed the fish daily with just a small

amount of food (about what they will consume in five
minutes) and remove any dead or dying organisms.

16. Check the temperature daily and record it in the log

book or on the chart. You will need to log time of
feeding, temperature, and any changes that were
observed.

17. It is a good idea to measure and record the data from

the test kits before doing a water change each week.

Transitional Statement:
Reminder: Each group is responsible for upkeep and
maintenance of the tank. Be observant and take note of what
you have observed.

LOOK Direction:
10- Have students get into groups and discuss some of the
12mins problems that arise when keeping marine animals in aquariums.
Ask them to list their ideas. Examples might include small
habitat size, the danger of animals not getting along, or the
importance of controlling water quality.

Transitional Statement:
Everyone mustprepare for their observation and do their best to
explain what is happening in the aquarium.

TOOK Direction:
3-6mins
Observe the students that are taking turns to do the daily and
weekly care of the tank and fish. Discuss what is happening and
why they think it is happening. If they notice changes can they
tell why the changes are taking place.

Transitional Statement:
That all for today. God bless you all.

24
 UNIT II: ECOSYSTEM PROCESSES

Introduction: Ecosystem is developed and sustains its circulation through the components
that works on it. It is the factor that helps to continue the flow of energy in an environment.
In this5th lesson of the 2nd units will discuss how biotic and abiotic factors function in an
ecosystem. The learners will understand the basic component to more broad components
affecting an eco-environment.

Lesson 5: PRIMARY PRODUCTION AND ENERGY FLOW OF ECOSYSTEM

Class: Grade-V pupils Class Size: 15-20 Duration: 1.5 hour

Reference:

Learning Objectives: At the end of the lesson, the learners will be able to:
A. Recognizes the importance of biotic and abiotic factors in an ecosystem.
B. Contrast in different forms of transferring energy.
C. Discuss on how energy flow occurs in every situation in an environment.

Materials Needed: LCD projector and laptop

The Lesson Plan:

HOOK Direction: LCD

20- The teacher will present a short video clip presenting the PROJECTOR
30mins. connection of living and non-living organisms.The student and
will chat down all the biotic and abiotic factors and analyze LAPTOP
the relationship of each other. for
VIDEO CLIP
Biotic factors Abiotic factors Relationships

25
 Question:
 What are the characteristics
Abiotic Bioticof an ecosystem?
Answer:
Sunlight Primary producers
 It is composed of living
Precipitation and non-living environment
Herbivores
Temperature that depending with each other.
Carnivores
Water or moisture Omnivores
Soil and chemistry Detritivores
Questions:
Etc. Etc.
 Do living things interact with the non-living portion of
their environment?
Answer:
 Yes, they interact with each other in many ways for
them to develop individually.

Transitional Statement:
After we pre-identify the different kinds of biotic and abiotic
factors, we will now discuss the interconnection of the two
factors affecting eco-environment.

BOOK Ecosystem is composed of biotic and abiotic factors. These LCD

30- components control the whole flow of energy in an PROJECTOR
45mins ecosystem. and
LAPTOP for
Here are some of the biotic and abiotic factors: POWER
POINT
ECOSYSTEM PROCESS PRESENTATION
- it is a process where biotic and abiotic factors
interact with the environment.

Primary Production
Primary production is the production of organic matter from
inorganic carbon sources. Overwhelmingly, this occurs
through photosynthesis. The energy incorporated through
this process supports life on earth, while the carbon makes
up much of the organic matter in living and dead
biomass, soil carbon and fossil fuels. It also drives
the carbon cycle, which influences global climate via
the greenhouse effect.

Energy Flow
Energy flow in an ecosystem is the consumption of raw
materials and their conversion into finished products and/or
energy (power) to perform work. 
In other words, it is transferring of energy from autotrophs to

26
 heterotrophs, and heterotrophs to fellow heterotrophs.
At the first trophic level, primary producers (plants, algae,
and some bacteria) use solar energy to produce organic
plant material through photosynthesis. Herbivores—animals
that feed solely on plants—make up the second trophic level.
Predators that eat herbivores comprise the third trophic
level; if larger predators are present, they represent still
higher trophic levels. Organisms that feed at several trophic
levels (for example, grizzly bears that eat berries and
salmon) are classified at the highest of the trophic levels at
which they feed. Decomposers, which include bacteria,
fungi, molds, worms, and insects, break down wastes and
dead organisms and return nutrients to the soil.

Nutrient Cycling
- a nutrient cycle (or ecological recycling) is the
movement and exchange
of organic and inorganic matter back into the
production of living matter. The process is
regulated by food web pathways
that decompose matter into mineral nutrients.
Nutrient cycles occur within ecosystems.

Biomass
- Biomass is biological material derived from living,
or recently living organisms. It most often refers to
plants or plant-derived materials which are
specifically called lignocellulosic biomass. As an
energy source, biomass can either be used
directly via combustion to produce heat, or
indirectly after converting it to various forms
of biofuel.

Transitional Statement:
This time, let’s see if you understand the lesson that we
have discussed lately.

LOOK Direction:
8-  Make a diagram of a food web and after five minutes
10mins you will discuss it in the class individually.

The teacher expects better idea to develop a food web.

SUN PLANTS
27
 Questions: Breakfast Lunch Dinner
What kind BIRDS SNAKE
of food you
eat?
How it
CAT
benefits DECOMPOSER
your body?
Transitional Statement:
Is it
Now, we understand how producers, consumers and
important
decomposers are important in the ecosystem cycle.For the
to eat those
extension of our learning, do your homework.
things and
why?
Does it give
TOOK Direction:
you
3-5 Make a
energy?
mins chat down
Name of
statement
food you
regarding
eat?
on the food
you eat in breakfast, lunch, and dinner. Answer all the
guided question given in the table below:

Transitional Statement:
That’s all for today, your assignment should be passed next
meeting.

UNIT II: ECOSYSTEM PROCESSES

Introduction: Dependency between organisms takes place in terms of survival. Organisms

need to depend only to their own but in either for them to survive they must join with some
other factors that will help them to continue living in the ecosystem.
This 7th lesson of the 2nd units identifies how abiotic factors affect to the ecosystem and the
benefits of this abiotic factor to sustain life on Earth. The lessons discuss the common
function of each Biogeochemical Cycle.

Lesson 7: BIOGEOCHEMICAL CYCLE

Class: Grade-V pupils Class Size: 15-20 Duration: 1.5 hour

Reference:

28
Learning Objectives: At the end of the lesson, the learners will be able to:
A. Gain a basic knowledge of several of biogeochemical processes.
B. Understand the different roles of organisms in ecosystem.
C. Demonstrate how chemical reaction contributed to the Earth’s biosphere.

Materials Needed: LCD projector and laptop

The Lesson Plan:

HOOK Questions:
10- 1. Can you live without oxygen?
15mins. 2. Do you think plants grow without sunlight?
3. Do you think plants grow without the carbon
dioxide that comes from other living things?
Answers:
1. No, we can’t live without oxygen.
2. No, plants will not grow without sunlight.
3. No, plants will not grow without the carbon
dioxide that comes from other living things.

Transitional Statement:
Those are the factors that affects to the cycle of life in an
ecosystem. That’s why it is important to know its circulation
and interaction with our environment. These are the things
that we should learn in this lesson.

 Hydrosphere
BOOK  Sediments LCD
45-  Earth`s Interior PROJECTOR
60mins and
2. NITROGEN CYCLE LAPTOP for
- The nitrogen cycle is the process by POWER
which nitrogen is converted between its various POINT
PRESENTATION
chemical forms. This transformation can be
carried out through both biological and physical
processes. Important processes in the nitrogen
cycle.

The Nitrogen Cycle includes:

a. Nitrogen fixation - a process by

29
 which nitrogen (N2) in the atmosphere is
converted into ammonium
b. Nitrification  --
biological oxidation of ammonia with oxygen,
then into ammonium, then into nitrite followed
by the oxidation of these nitrites into nitrates
c. Denitrification- amicrobially facilitated
process of nitrate reduction (performed by a
large group of heterotrophic facultative
anaerobic bacteria) that may ultimately
produce molecular nitrogen (N2) through a
series of intermediate gaseous nitrogen oxide
products.
d. Ammonification- Formation of ammonia from
dead plant, animals or feces through
breakdown of protein and amino acids by
microorganisms.

3. OXYGEN CYCLE
- The oxygen cycle is the biogeochemical
cycle that describes the movement
of oxygen within its three main reservoirs: the
atmosphere (air), the total content of biological
matter within the hydrosphere (water), and the
lithosphere (land). Failures in the oxygen cycle
within the hydrosphere (the combined mass of
water found on, under, and over the surface of a
planet) can result in the development of hypoxic
zones. The main driving factor of the oxygen
cycle is photosynthesis, which is responsible for
the modern Earth's atmosphere and life on earth.

4. PHOSPHOROUS CYCLE
- The phosphorus cycle is the biogeochemical
cycle that describes the movement
of phosphorus through the lithosphere,
and hydrosphere. Unlike many other
biogeochemical cycles, the atmosphere does not
play a significant role in the movement of
phosphorus, because phosphorus and
phosphorus-based compounds are usually
solids at the typical ranges of temperature
and pressure found on Earth. The production
of phosphine gas occurs only in specialized,
local conditions.

30
 5. SULFUR CYCLE
- The sulfur cycle is the collection of processes by
which sulfur moves to and from minerals
(including the waterways) and living systems.
Such biogeochemical cycles are important
in geology because they affect many minerals.
Biogeochemical cycles are also important for life
because sulfur is an essential element, being a
constituent of many proteins and cofactors.

6. WATER CYCLE
- The water cycle describes the continuous
movement of water on, above and below the
surface of the Earth. The mass water on Earth
remains fairly constant over time but the
partitioning of the water into the major reservoirs
of ice, fresh water, saline water and atmospheric
water is variable depending on a wide range
of climatic variables. The water moves from one
reservoir to another, such as from river to ocean,
or from the ocean to the atmosphere, by the
physical processes of
evaporation, condensation, precipitation, infiltratio
n, runoff, and subsurface flow. In so doing, the
water goes through different phases: liquid, solid
(ice), and gas (vapor).

Transitional Statement:
Now, it’s time for some exercises.

LOOK Direction:
8- In this exercise, find the correct answer in the following
10mins question by choosing it in the box.

Biogeochemical cycle Ammonification

Sulfur Cycle Nitrification Oxygen

Cycle nitrogen cycle
Questions:
1. In which a chemical substance moves through both
biotic (biosphere) and abiotic?
2. It is the formation of ammonia from dead plant,
animals or feces through breakdown of protein and
amino acids by microorganisms.
3. In which nitrogen is converted between its various

31
 chemical forms?
4. It is the
biological oxidation of ammonia with oxygen, then
into ammonium, then into nitrite.

Answers:
1. Biogeochemical Cycle
2. Ammonification
3. Nitrogen Cycle
4. Nitrification

Transitional Statement:
Knowing the answer from your exercise doesn’t mean you
truly understand the lesson. Now here is your assignment.
Do your best to do each of them.

TOOK Direction:
3-5 Make an image on how oxygen cycle occurs.Explain the
mins process. Draw it in a A4 bond paper and write your
explanation at the back of the paper.

Transitional Statement:
Tomorrow will be our field trip investigation.

32
 UNIT II: ECOSYSTEM PROCESSES

Introduction:This 8th lesson of this unit is an observation to classify common organisms as

producers, consumers, decomposers, predator and prey based on their relationships and
interactions with other organisms in their ecosystem. The learners will investigate the action
of different decomposers and compare their role in an ecosystem with that of producers and
consumers.

Lesson 8: INVESTIGATE AN ECOSYSTEM

Class: Grade-V pupils Class Size: 15 - 20 Duration: 1.5 hour

Reference: The Wolves Are Back by Jean Craighead George (2008)

Learning Objectives: At the end of this lesson, the pupils shall be able to:
A. Discover that each animal, plant, bird, fungus, insect, and organism has a vital role in the
ecosystem.
B.Explain that an ecosystem is a group of interrelated organisms that rely on one another for
basic needs.
C. Make conclusions regarding their lessons.

Materials Needed:Digital cameras and science journal

The Lesson Plan:

HOOK Questions:
8- Can anyone tell me what the main idea was during today’s
10mins. lesson?

Answer:
(Student reply should be something along the lines of
Organisms are interrelated in an ecosystem and that every
organism is important)

Transitional Statement:
After our investigation, we will turn back to this question and
be ready for explanation.

33
BOOK Direction:
45- The teacher will guide his student in their investigation field
55mins trip. He will let the pupils classify common organisms as
producers, consumers, decomposers, predator and prey
based on their relationships and interactions with other
organisms in their ecosystem. Tell them to compare their role
in an ecosystem with that of producers and consumers. Let DIGITAL
them take pictures of their interest field. Take their notes in CAMERAS
their science journal. and
SCIENCE
Transitional Statement: JOURNAL
The investigation catches the attention of the pupils and they
enjoy this field trip, we should go back to our main question
and let the student discuss their observation.

Direction:
LOOK Review the Main Idea and Essential Questions to the learners
8-10 and let them discuss their experiences.
mins
Transitional Statement:
As their learning goes further, they must also develop higher
thinking by giving them situational problems.

TOOK Situation #1:

10-
15mins You are an astronaut who helped set up a new community on
the dark side of the moon where it is very cold and dark. You
need food to survive, but it is very expensive to ship food from
Earth. Design an ecosystem to meet your needs.
 What problem do you need to solve first? (Hint:
Why do things not grow on the moon already?)
 Be creative: Design specific producers, primary
consumers, and secondary consumers. Remember
to describe any special non-living factors in your
ecosystem.

Situation #2:

You are scuba diving in the Gulf of Mexico on vacation with

your family when you come across a fish graveyard in a very
cold spot of water. There are tons of dead fish – but the weird
part is that they are perfectly preserved and have not rotted.
You bring a few samples on shore, have them tested at a

34
nearby lab, and conclude that they all died at the same time -
10 years ago!
 What catastrophic event could have caused the
massive death? Be specific!

After swimming around a little more, you find more fish

graveyards containing fish that died at various times
throughout the last 10 years. The ocean floor is littered with
dead fish bodies!
 What things could be missing in this ecosystem?
List at least 2.
 By this time you’ve adopted this area as your
personal project. How are you going to fix this
situation?

Situation #3:

The world’s population is growing at a very rapid rate (that’s

TRUE!). Meanwhile, as cities develop, farmland is getting
harder and harder to find (also TRUE!). You are a new farmer
who is out to earn a buck...
 What will you farm? Animals? Plants? Both? What
are the advantages and disadvantages of each?
 What things in your ecosystem do you want to
control?

Transitional Statement:
Be creative but reasonable when solving each situation.

35
 UNIT III: LIMITING FACTORS AFFECTING POPULATIONS IN ECOSYSTEMS

Introduction: There are so many factors that can possibly affect our community. It is the
reason why some comprises limit population to grow in one eco-environment.
This 9th lesson of the 3rd units is about the physical features affecting and limiting the
population to grow. In this lesson the learner will identify and able to understand the different
kinds of condition limiting population in a community.

Lesson 9: SOME FACTORS THAT INFLUENCE POPULATIONS

Class: Grade-V pupils Class Size: 15-20 Duration: 1.5 hour

Reference:

Objectives: At the end of the lesson, the learners shall be able to:
A. Understand and distinguished the factors affecting population
B. List and explained 6 factors and particular attributes that would make living condition
very comfortable or un-comfortable.
C. Demonstrate their understanding of the lesson content by matching a number of pictures
to the correct definition.

Materials Needed:LCD projector and laptop, scissors, glue sticks.

The Lesson Plan:

HOOK Direction:
15- The teacher will present a short video clip on LCD PROJECTOR
20mins. population. and
As a group we will discuss some of the main facts LAPTOP
presented in the video. for
 More than half of the world’s population lives VIDEO CLIPS
near the ocean(water)
 90% of the earth’s people live on 10% of the
land.
 90% of the world’s population lives north of the
equator.

36
 Questions:
Why and how these factors may affect population
distribution; where people settle and why?

Transitional Statement:
The answer to these questions will be discussed in this
lesson.

BOOK Direction: LCD PROJECTOR

30- The teacher may use his laptop for this presentation. and
45mins LAPTOP for
Population is largely related to how the factor affects POWER POINT
the living conditions of a population. A factor may make PRESENTATION
living conditions extremely difficult, or it may make them
extremely comfortable.

These include:

1. Physical Features.
 A physical feature that would make living
conditions extremely difficult would be a
mountain. A feature that would be living
conditions very comfortable would be a
meadow.
2. Agriculture (Good soil)
 Agricultural success in largely determined
by the availability of good soil. The type of
soil that would be agriculture extremely
difficult is sand. Top soil or organic soil
will make agriculture easier and living
conditions much more comfortable.
3. Fresh water (adequate rainfall)
 The availability of fresh water is extremely
important for explaining patterns of
population. A desert for example would
make conditions extremely difficult while a
fresh water lake or steam would make
living conditions very comfortable.
4. Climate
 A climate they would make living
conditions extremely uncomfortable would
be the arctic. A climate that would make
living conditions very comfortable would
be the tropics.
5. Access to other communities

37
  For example, a physical feature that
would make living conditions extremely
difficult would be a mountain. A feature
that would make living conditions very
comfortable would be meadow
6. Available Power
 The availability of machinery and other
technology dictates comfort level. They
living conditions in a developing country
would be very uncomfortable compared it
to those in a develop nation. Thing like
farming would be much more difficult.

Transitional Statement:
Now, we understand that living and non-living things is
limited because of some different factors and we should
learn that we, humans, should take good care of our
ecosystem.

LOOK Direction: IMAGE

15- 1. Students will be given a cut and a paste sheet that OF
20mins relates specifically to the lesson content. PHYSICAL
2. For reach of the six factors listed above, there are FACTORS THAT
two corresponding pictures. LIMITS
3. One will be of a factor that would make living POPULATION(MUST
conditions very comfortable.For example if the factor BE POST
IN THE
was Physical Features, there would be a picture of a LCD
meadow to illustrate a feature that would make living PROJECTORS)

conditions extremely uncomfortable.

4. Students will paste two pictures for each of the
factors for the 12 picture and definitions.

Transitional Statement:
Extend your learning by doing your assignment.

TOOK Direction:
3-5mins Make an observation near you and list the things that
are seems limited. Chat down all your observation in
our surroundings regards to our topic and identify how it
affects to your daily living.

Transitional Statement:
That’s all for today.God bless you all.

38
 Unit III – LIMITING FACTORS AFFECTING POPULATIONS IN ECOSYSTEMS

Introduction: Ecosystem has its own nativity of species per continent, but somehow those
species become limited due to some instances that cause them to become stagnant in the
community of species.
In this 10th lesson of the 3rd unit will discuss about the definition of species. This lesson will be
able the students to identify some common facts why some species limits its population.

Lesson 10: INVASIVE SPECIES

Class: Grade-V pupils Class Size: 15-20 Duration: 1hour

39
Reference: Biological Invasions by2001 Brasier, C.M. and K.W. Buck (pp.223-233)

Learning Objectives: At the end of the lesson, the learners will be able to:
A. Define “invasive species”
B. Compare and contrast the beneficial and harmful effects of an invasive species on an
ecosystem.
C. Explain how invasive species can decrease biodiversity.

Materials needed: LCD projector and laptop

The Lesson Plan:

HOOK Direction: LCD

15- The teacher will show a slide show emphasizing the invasive PROJECTOR
20mins. species of the Philippines. and
LAPTOP for
Questions: SLIDE
1. Do you see those kinds of species in your SHOW
surroundings? PRESENTATION
2. What do you think the factor why right now you can’t
see those animals?
Answers:
1. No, we do not see those kinds of species in our
surroundings.
2. We think the factors why right now we can’t see those
animals is because the population of those species
become stagnant and it can only be seen in a specific
area.

Transitional Statement:
After this short discussion, we are now going to elaborate it to
greatly widen your understanding by identifying the function of
every group in an ecosystem.

BOOK INVASIVE SPECIES LCD

45- PROJECTOR
50mins Invasive Species also called  invasive exotics or and
simply exotics, is a nomenclature term and categorization LAPTOP for
phrase used for flora and fauna, and for specific restoration- POWER
preservation processes in native habitats, with several POINT
definitions. PRESENTATION

40
  The first definition, the most used, applies
to introduce species (also called "non-indigenous" or
"non-native") that adversely affect the habitats and
bioregions they invade economically, environmentally,
and/or ecologically. Such invasive species may be
either plants or animals and may disrupt by dominating
a region, wilderness areas, particular habitats, or wild
land-urban interface land from loss of natural controls
(such as predators or herbivores). This includes non-
native invasive plant species labeled as exotic pest
plants and invasive exotics growing in native plant
communities. It has been used in this sense
by government organizations as well as conservation
groups such as the International Union for
Conservation of Nature (IUCN) and the California
Native Plant Society..
 The second definition includes the first, but broadens
the boundaries to include indigenous or native species,
with the non-native ones, that disrupt by a
dominant colonization of a particular habitat or wild
lands area from loss of natural controls (i.e.: predators
or herbivores). Deer are an example, considered to be
overpopulating their native zones and adjacent
suburban gardens, by some in
the Northeastern and Pacific Coast regions of the
United States.
 The third definition identifies invasive species as
a widespread non-indigenous species. This one can be
too broad, as not every any indigenous or "introduced"
species has an adverse effect on a non-indigenous
environment. A no adverse example is the common
goldfish (Carassiusauratus), though common outside
its native range globally, it is rarely in harmful densities
to a native habitat.
Because of the variability of its definition, and
because definitions are often from a
socioeconomic perspective, the phrase invasive
species is often criticized as an imprecise term for
the scientific field of ecology. 

Transitional Statement:
Now, let’s try to evaluate our understanding.

41
LOOK Direction:
10-15  Have students meet in small groups to identify what
mins they have learned about species that have been
relocated and the impact such relocation has had on
the environment, on the relocated species, on other
animal species, and on humans.
 Ask each group to propose an international policy
expressing their conclusions about whether or not such
relocation should be allowed, and if so, within what
parameters.
.
Transitional Statement:
For the extension of our lesson, be prepare to do this
research.

Direction:
TOOK Research and identify examples of relocation that have had
3-5mins either good or bad results. Have them collect photographs
and make a bulletin board in a ½ size of illustration board.

Transitional Statement:
Your research will guide us in our next topics.

42
 Unit III – LIMITING FACTORS AFFECTING POPULATIONS IN ECOSYSTEMS

Introduction: Eco-environment of the Philippines is well known for it has filled with different
kind species. That’s why it is better for us to know some of those species and how they affect
the society.
The 11th lesson of the 3rd unit will discuss the different kind of species found in our
environment and how it affects to the system of our nature. We can also learn different kind
of strategy that maybe a good help to reduce the population of some invasive species.

Lesson 11: INVASIVE SPECIES FOUND IN THE PHILIPPINES

Class: Grade-V pupils Class Size: 15-20 Duration: 1.5 hour

Reference: Invasive Alien Species Resource Directory for the Philippines by Veronica O.
Sinohin (pp.1-3)

Learning Objectives: At the end of the lesson, the learners will be able to:
A. Understand that resources are limiting factors in an ecosystem
B. Construct a resolution to quarantine invasive species.
C. Use the different strategies to resolve the problem about invasive species.

Materials needed: LCD Projector and Laptop, picture images of invasive species in the
Philippines

The Lesson Plan:

HOOK Direction:
10-15 The class will be divided into five groups. The teacher will PICTURE
mins. give a picture of the Invasive species found in our country. IMAGES

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 They will try to identify what kind of species are in the of INVASIVE
pictures. SPECIES

Question:
1. Thus invasive species familiar to your naked eyes?
2. Where do you think you can find that species?

Answer:
1. No, but it has similarity from other species we see.
2. Maybe in other country, we don’t think that we can
see those species here in our country.

Transitional Statement:
It seems that you have lack knowledge about the invasive
species found in the country. Now, let’s try to identify some
of those species.

BOOK More than 475 plant species have been introduced in the LCD
40-50 Philippines since prehistoric time, coming mainly from the PROJECTOR
mins Malayan region, but a high percentage has been introduced and
within the past 400 years, including a great number of LAPTOP for
American origins (Merrill 1912). About 255 species were POWER
found only in cultivation for food and were not reported to POINT
cause economic or environmental harm. Intentional and PRESENTATION
accidental introduction of alien species have been done
due to economic reason until they were observed and
reported to have become invasive and caused economic
losses and environmental damage. Bio safety measures
and environmental impacts were not considered before
their introduction.

Some Alien Species or Invasive Species in the Philippines’

and their Effects on the ecosystems
(See Attachment at the lesson hand-outs)

Transitional Statement:
Because of our lesson, you already understand that there
are some invasive species not only in other country but also
here in the Philippines. Now, let’s take this activity.

LOOK Direction:
15-20 As part of your understanding do you, as an individual unit

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 mins of species live in our country? How can you resolve the
problems regards to the invasive species.

Situation:
 Over population of invasive species.
 Pest to the agriculture land areas because of easy
adaptation of invasive species in a specific area.
 Limiting the factors of some species because of the
completion between invasive and natural species in
an ecosystem.

Transitional Statement:
Now, copy your assignment.

TOOK Direction:
3-5 mins  Research and identify some strategies made by our
government to resolve the problem in some invasive
species
 Reflect on it
 Write in a A4 bond paper

Transitional Statement:
Do your assignment and read your research because it will
help you understand the next lesson as easy as possible.

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Unit III – LIMITING FACTORS AFFECTING POPULATIONS IN ECOSYSTEMS

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Introduction: This last lesson of the 3rd unit is a general knowledge about lionfish and how it
affects to the different kind of species and to the system of our nature found in an aquatic
environment. This lesson will help us recognize and get rid of them because they are
dangerous.

Lesson 12: INVASIVE SPECIES WITHOUT LIMITING FACTORS (LIONFISH)

Class: Grade-V pupils Class Size: 15-20 Duration: 1.5 hour

Reference: Invasive Alien Species Resource Directory for the Every Country by Veronica O.
Sinohin (pp.10-15)

Learning Objectives: At the end of the lesson, the learners will be able to:
A. Acknowledge lionfish as a poisonous fish.
B. Compare them with other species.
C. Do another research on how to avoid them.

Materials needed: LCD Projector and Laptop

The Lesson Plan:

HOOK Direction:
15-20 Watch the following video clip (Lionfish: The Ultimate LCD
mins. Invasive Species (20:44) http://safeshare.tv/w/fmcddlPOIu ) PROJECTOR
and
Question: LAPTOP
1. Why is the marine park trying to get rid of the for
lionfish? VIDEO
2. What special marine formation surrounds the island CLIP
of Bonair in the Caribbean and provides shelter for
the lionfish?
3. Why do the scientists cut open the stomach of the
lionfish?

Answer:
1. Marine park is trying to get rid of them because they
eat other fish that are smaller predators in the area
2. Coral reef is the special marine formation surrounds
the island of Bonair in the Caribbean and provides
shelter for the lionfish.
3. the scientists cut open the stomach of the lionfish to
see what fish it is eating and to track the
number/species of fish on which it is feeding.

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Transitional Statement:
Phillipe Cousteau Jr and his team investigate how the
Atlantic Ocean has been invaded by the poisonous lionfish.
A few years ago they didn't exist in the Atlantic, but now
they are decimating the local fish stocks and have been
seen as far apart as Puerto Rico and New York. Have
students take notes (Invasive Species Notes) as they view
the video. Now, we are going to study more about it.

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BOOK The Lionfish LCD
30-45 The Lionfish is a poisonous fish found in the Indonesian/ PROJECTOR
mins Pacific area of the world. It is a massive predator to many and
fish but they will avoid it when it is near (their hiding would LAPTOP for
be considered a limiting factor). The lionfish therefore has POWER
adapted to being avoided since the other fish are hiding in POINT
fear. Therefore, when it is around food, the Lionfish will PRESENTATION
gorge itself.

Today we are now finding the Lionfish along the Caribbean

areas up the East coast of North America. However, fish in
these areas have not recognized it as a predator. What do
you think this means for these fish and the Lionfish? The
Lionfish swims around and eats all the time now due to
inability of fish recognizing it as a predator. Its limiting factor
has been removed. But the Lionfish is having an effect on
the quantities other species of fish, like the grouper and
snapper, two of the most common commercial fish in the
area. Since it is new to the area and other fish don’t
recognize it as a predator, it basically has free reign in the
waters. It is a quick reproducer as well, reproducing
thousands every 2 weeks!

How did the Lionfish get in this area of the world? We

believe it is an aquarium trade issue (where people dump
fish from their aquariums into the ocean) or maybe due to a
major hurricane form the 1980s that spilled a tank.

It is a poisonous fish. But once it is cooked, the poison is

neutralized and is safe to eat (and is supposedly very
tasty!). But they don’t travel in schools, so each has to be
killed individually with a spear.

Transitional Statement:
Let’s take this activity regarding our discussion.

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LOOK Direction: LCD
15-20 View the following video clip: Venomous Lionfish- Oceans PROJECTOR
mins BBC (4:03) http://safeshare.tv/w/WBVfYGupRv and have and
students add to their notes. Discuss what was learned LAPTOP
about the Lionfish from this video. for
VIDEO
Transitional Statement: CLIP
As you enjoy doing this activity, you will also enjoy working
with your assignment.

TOOK Direction:
3-5 mins Discuss the following Question:
1. What effect can invasive species have on other
native species?
2. What effect did the lack of limiting factors in the
Lionfish’s new habitat in the Caribbean have on the
Lionfish?
3. What effect is the Lionfish having on other fish in the
Caribbean and Atlantic Ocean?

Transitional Statement:
That’s all for today. God bless you all.

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