ADVANCE MONTESSORI EDUCATION CENTER OF ISABELA, INC.

Maligaya, Tumauini, Isabela

amecimontessori@gmail.com

WEEK MODULE IN
ONE CAMPUS JOURNALISM 6 (SECOND QUARTER)

Name: ________________________________________________ Grade Level: ___________

INTRODUCTION TO FEATURE WRITING

a. Understand the concept and nature of feature writing; and

b. Determine the characteristics of feature stories;

Pre-Activity
Directions: Study the pictures given below and give a brief description about each picture.

1.

2.

3.

4.

1|Page E L E C T I V E S
 5.

FEATURE
ITS CONCEPTS AND NATURE

If defining news were a hard task for many writers due to its
many perspectives, feature stories would be less difficult. Many
writers agree on the concepts and nature of feature stories.
A feature story is an interesting article that focuses on
certain people, places, events or subject matters like career,
relationships, money, health, lifestyle, among others. Because it
is so elaborative, a writer is “free as a bird” in crafting his
ideas, in weaving his ideas, and in presenting his ideas. Again,
redundant as it many, feature writing breaks the box of rules
where news writing is incarnated.
With such a concept in mind, you may think that feature
articles are longer, more in-depth and more elaborate than
hard news stories. They make use of the upright triangle style
rather than the inverted triangle approach most of the time.
However, as a writer, you must still keep in mind that feature
stories are lodged under the umbrella of journalism, whose
foundations are facts, facts, and facts. Hence, feature stories
are not opinion essays or editorials and should not be confused
with creative writing or works of fiction.

A feature story primarily banks on special human interest

that may
2|Page E
orL mayE
notC be Tclosely
I
tied
V
to
E
a recent
S
news event. It
 literary page. That is why there are campus papers which have a
section titled as “literary/feature” page. It must be clear to both
beginning and developing campus papers that literary and
features are NOT similar.
Finally,
3|Page E writing
L E aCfeature
T is
I a war
V Eof creativity
S on the use of
 CHARA
CTERIST
Variety of Form & Style
Variety of Subject Matter

Variety of Tones
A feature story can take any topic Feature stories may use any form and
under the sun. The kindling of the any style depending on the writer’s
reader’s interest on such topic judicious judgement to capture easily
primarily depends on the writer’s the reader’s attention.
creativity on suing the language The feature writer may use variety of
dramatic tone; say a creepy story,
exciting narrations, suspensive drama,
angry letter, morbid experience and the
like.

Well-Organized May or May Not Be Timely

Strikes Keynotes in a First Sentence

A feature story is actually an essay. Unlike news articles, feature stories may
Therefore, it follows a general format of skip immediacy because it is up for the
having an introduction, body, and ending. writer’s dexterous use of the language to
Its contents, like all other pieces of writing, make the antiquated subject rise from the
should be logically arranged such that a tomb and capture the attention of the
The secret of arousing reader’s current readers.
smooth flow of ideas is attained
attention is to intrigue him at the
beginning. That is why feature stories
need to be very striking at the first part.

FEAT
URE

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 Activity 1
Directions: Write what is being asked in the following questions below.
1. What is the importance of Feature Page in a School Paper?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. In your own words, define feature writing.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Write five adjectives that define feature writing.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

POST-
DIRECTIONS: Write a poem that describes you.
ACTIV

5|Page E L E C T I V E S
Criteria for Poem Writing
Relevance to the theme - 50%
Creativity/Style and Originality - 30%
Coherence of form and structure (harmony of words, presentation) - 10%
Clarity of imagery and language - 10%
TOTAL - 100%

Reference: Campus Journalism Within Your Reach, Bulusan, 2016, Lorimar Publishing, Inc, Aurora Blvd., cor. Boston
Street, Cubao,
Quezon City, Manila
Prepared by: Approved by:

Ric Jay T. Tuliao Jeric T. Valdez

School Paper Adviser/ Head, Elementary Department Principal

Noted by:

Nelia Z- Anguluan, Ph.D.

Director

ADVANCE MONTESSORI EDUCATION CENTER OF ISABELA, INC.

Maligaya, Tumauini, Isabela
amecimontessori@gmail.com

ADVANCE MATHEMATICS 6
6|Page E L E C T I V E S
SECOND QUARTER
Name: ______________________________________________
MODULE 1: Section: _____________________
MEASUREMENTS
WEEK 1-2 (OCTOBER 19 – 30, 2020)

Learning Competencies
The learner:
 approximates the measures of quantities particularly length, weight/mass, area, volume, time, temperature and rate;
 converts measurements from one unit to another in both Metric and English systems.
 solves problems involving conversion of units of measurement.

Overview You want to repair your bedroom. You will need a ruler, a yardstick, or a tape measure in order to measure
lengths and widths. Measure the lengths and widths of your bedroom. Calculate the area of the walls. If one gallon of paint covers
250 ft., how many gallons should you buy to paint the wall and ceilings of your bedroom?
In this module, we will explore ways of measuring things in the English system and as well as in the Metric system.
When we know units of measurement are used to describe the world, we can make decisions based on understanding the numbers
and units we encounter everyday.

Key Questions:
 How do we approximate the measures of quantities particularly length, weight/mass, volume,
time, angle and temperature rate?
 How do we convert measurements from one unit to another in both Metric and English systems?
 How do we solve problems involving conversion of units of measurement?


Pre-assessment
Match each term with its meaning. Write the letter of your answer on the space before the number.
_____1. The metric unit used for determining length a. microgram
_____2. The thickness or width of the index finger b. hectometer
_____3. The distance of one full step c. digit
_____4. One billion tons d. milliliter
_____5. One-thousandth meter e. mega
1
_____6. of a gram f. millimeter
1000 000
1
_____7. of a liter g. meter
1000
_____8. One hundred meters h. pace
_____9. A million times i. picogram
_____10. One-trillionth of a gram j. gigaton

MEASUREMENTS
During ancient times, an Egyptian carpenter never misplaced his ruler because it was attached to his body. Because of this,
people began to use different units of measure. Some of the units are shown below.

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Let us familiarize ourselves with the set of prefixes used throughout the system. Below are the most common prefixes and their
meanings.

Prefix kilo- hecto- deka- deci- centi- milli-

Symbol k h da d c m

1
or 0.1 1 1
Value 1 000 100 10 10 or 0.01 or 0.001
100 1000

To easily remember these prefixes, observe that prefixes containing an “i” (deci-, centi-, milli-) are all fractional parts of
one unit. The prefix deci- should remind us of a word involving 10, such as decade or decimal. Centi- should remind us of a
century, which is 100 years. The prefix milli- should remind us of millennium, a period of 1 000 years. The prefixes deka-, hecto-,
and kilo- are prefixes that indicate multiplication by 10, 100 and 1 000.
METRIC PREFIXES Examples:
Prefix Symbol Multiple Equivalent 1 kilometer = 1 ×1 000 = 1 000 meters
exa- E 1018 Quintillion 1 dekameter = 1 × 10 = 10 meters
peta- P 1015 Quadrillion 1 hectoliter = 1 × 100 = 100 liters
12
tera- T 10 Trillion 1 centimeter = 1 x 0.01 = 0.01 meter
9
giga- G 10 Billion 1 gram = 1 x 0.001 = 0.001 milligrams
6
mega- M 10 Million
TRY THIS!
3
kilo- k 10 Thousand
1 dekameter = ________meters
2
hecto- h 10 Hundred
1 decimeter = ________ meter
deka- da 10 Ten
1 hectogram = ________ grams
deci- d 10-1 Tenth
1 gram = ________ centigrams
centi- c 10-2 Hundredth
1 meter = ________ decameter
milli- m 10-3 Thousandth
1 deciliter = ________ liter
micro- μ 10-6 Millionth
nano- n 10-9 Billionth
pico- p 10-12 Trillionth
femto- f 10-15 Quadrillionth
atto- a 10-18 Quintillionth
zepto- z 10-21 Sextillionth
yocto- y 10-24 Septillionth
MEASURING LENGTHS
The basic unit of length for metric measure is the meter (m). Other commonly used units include the kilometer (km), the
centimeter (cm); and the millimeter (mm).

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 The table summarizes the units related to the meter. Note that the first part of the unit indicates the prefix and the second
part indicates the meter.
METRIC UNITS OF LENGTH
WORD SYMBOL MEANING
kilometer km 1 000 meter
hectometer hm 100 meters
dekameter da 10 meters
meter m 1 meter
decimeter dm 0.1 meter
centimeter cm 0.01 meter
millimeter mm 0.001 meter

These rules are used to change from one metric unit to another.
1. To change from a larger unit to a smaller unit (moving to the right in the diagram), multiply by a power of ten. Thus, move
the decimal point in the given quantity one place to the right for each smaller unit until the decimal unit is reached.

2. To change smaller unit to a larger unit (moving to the left in the diagram), divide by a power of ten. Thus, move the decimal
point in the given quantity one place to the left for each larger unit until the decimal unit is reached.

Examples: Convert each to the indicated unit.

a. 15 hm to dm
To convert from hectometer to decimeter, we start at hectometers and move three steps to the right to obtain decimeters.
15 hm = 15 000 dm

b. 543 m to km
To convert from meters to kilometers, we start at meters and move three steps to the left to obtain kilometers.
543 m = 0.543 km

STUDY THIS! The chart below shows how customary units of lengths are related.

Customary Units: Length
12 inches (in.) = 1 foot (ft.)
36 inches (in.) = 1 yard (yd.)
3 feet (ft.) = 1 yard (yd.)
5 280 feet (ft.) = 1 mile (mi.)
Another way to convert from one unit to another is called dimensional
analysis. In this procedure, we use unit fractions.
A unit fraction has two properties: the numerator and denominator contain
different units and the value of the unit fraction is 1. The following are examples of
unit fractions.
1 ft . 1 ft . 1 yd . 36∈. 1 yd . 3 ft . 1mi . 5280 ft .
; ; ; ; ; ; ;
12∈. 12∈. 36∈. 1 yd . 3 ft . 1 yd . 5280 ft . 1mi .

Examples:
a. 8 ft. = ____ in. b. 144 in. ____ yd.
Solution: Solution:
8 ft . 12∈. 144∈. 1 yd . 144.
8 ft. = × = 96 in. 144 in. = × = yd. = 4 yd.
1 1 ft . 1 36∈. 36
Approximate English and Metric Equivalents Note: 1 kilometer ≈ 0.625 mile.
1 inch (in.) = 2.54 centimeters (cm) Although most of our conversion factors are
approximates, we will use equal sign for convenience.
1 foot (ft.) = 30.38 centimeters (cm)
1 yard (yd.) = 0.9 meters (m)
1 mile (mi.) = 1.6 kilometers (km)

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Examples: Convert each measurement to the indicated measurement.
a. 384 400 km = _____ mi. (distance from the earth to the moon)
Solution:
384 400 km 0.625 mi .
384 400 km = × = 384 400(0.6) mi. = 230 640 mi.
1 1 km

b. 2.5 m = _____ ft. (typical room height)

Solution: Convert 2.5 m to cm, thus, 2.5 m = 250 cm.
250 cm 1 ft .
250 cm = × = 8.20 ft.
1 30.48 cm

LET’S APPLY!
I. Use a tape measure to measure different parts of your body. Write each measurement to the nearest millimeter and centimeter.
Body Parts To the nearest mm To the nearest cm
Around your wrist
Around the base of your thumb
Around your neck
Around your waist
Around your head
Around your fist
From your nose to your knee
From your left ear to your right ear
From the farthest apart you can get your hands
The widest smile you can make

II. Convert the following.

1. 7 cm = _______ cm 6. 15 ft. = _______ in.
2. 5 420 m = _______ km 7. 3.8 mi. = _______ km
3. 16.8 km = _______ cm 8. 9 yd. = _______ m
4. 5.3 km = _______ m 9. 23 mi. = ______ ft
5. 20 mm = _______ m 10. 2 mi. = ______ km

MEISURING MASS
Weight is a measure of the earth’s gravitational pull. Mass is the measure of the amount of matter that objects are made
of. The mass of an object does not change but its weight does. Weight and mass are not the same thing. However, on Earth, the
mass of an object is always proportional to the weight of the object. In this course, we shall assume that weight and mass mean the
same thing.
The gram (g) is the basic unit of mass in the metric system. Other most commonly measures of weight (mass) in the
metric system are like kilogram, gram, and milligram.
The tables and charts can be used to find equivalent measures of weight.

Symbol Kg hg dag g dg cg mg

Word kilogram hectogram dekagram gram decigram centigram milligram

Meaning 1 000 grams 100 grams 10 grams 1 gram 0.1 gram 0.01 gram 0.001 gram
Examples: Convert the following.
a. 0.3 g = ______ mg
Solution: Start from g and move three places to the right to obtain mg.

10 | P a g e E L E C T I V E S
 0.3 g = 0.300 mg
b. 125 cg = ______ dag
Solution: Start from cg and move three places to the left to obtain dag.
125 cg = 0.125 dag
LET’S APPLY!
Convert the following.
1. 30 kg = ______ g 6. 5.6 hg = ______ dg
2. 12 g = ______ mg 7. 400 mg = ______ dag
3. 4 732 g = ______ kg 8. 3 000 mg = ______ kg
4. 22 dag = ______ dg 9. 360 dg = ______ kg
5. 34 mg = ______ g 10. 80 hg = ______ mg

MEASURING AREA
The region enclosed by a plane figure is called the area (A) of the figure.

lw w

Examples: Find the area of each shape.

a. A square with a side measuring12 inches.
Solution: A = s2 = 122 = 144
Therefore, the area of the square is 144 in.2
b. A rectangle with a length of 7 m and a width of 3 m. LETS’APPLY
Solution: A = lw = (7)(3) = 21
Find the area of the following.
Therefore, the area of a rectangle is 21 m2.
c. A triangle with a height of 6 cm and a base of 28 cm. 1. A rectangle with a length of 12ft.
1 1 and a width of 4ft.
Solution: A = bh = (28)(6) = 84
2 2 2. A trapezoid with bases 5m and 9m
Therefore, the area of the triangle is 84 cm2. and a height of 5m.
d. A parallelogram with a base of 8 in. and a height of 3 in.
Solution: A = bh = (8)(3) = 24 3. A square with a side measuring 18
Therefore, the area of the parallelogram is 24 in.2 inches.
e. A trapezoid with bases 5 ft. and 11 ft. and a height of 4 ft. 4. A triangle with a height of 11cm
(a+ b) (5+11) 16 64 and a base of 21 cm.
Solution: A= h= (4) = (4) = = 32
2 2 2 2
Therefore, the area of the trapezoid is 32 ft. 2 5. A parallelogram with a base of 9
in. and a height of 2 in.
MEASURING VOLUME
The amount of space a three-dimensional figure occupies is called its volume.
CUBE PRISM RIGHT CYLINDER PYRAMIND CONE SPHERE

Examples: Find the volume of each solid.

a. A cube with a side measuring 4 cm.
Solution: V = s3 = 42 = 16
Therefore, the volume of the cube is 16 cm3.
b. A prism with a length of 12 ft., a width of 8 ft. and a height of 6 ft.
Solution: V =lwh = (12)(8)(6) = 576
Therefore, the volume of the prism is 576 ft. 3
c. A right cylinder with a radius of 7 in. and a height of 2.5 in.
Solution: V = Bh = π r2h ≈ 3.14 × (7)2 2.5 ≈ 3.14 × (49) 2.5 ≈ 384.65
Therefore, the volume of the right cylinder is 384.65 in. 3
d. A pyramid with a length of 12 cm, a width of 8 cm and a height of 9 cm.
11 | P a g e E L E C T I V E S
 lwh (12)(8)(9) 864
Solution: V= = = = 288
3 3 3
Therefore, the volume of the pyramid is 288 cm3.
e. A cone with a radius of 12 ft. and a height of 20 ft.
2
π r 2 h (3.14) ( 12 ) (20) 9,043
Solution: V= ≈ ≈ ≈ 3,014.4
3 3 3
Therefore, the volume of the cone is 3,014.4 ft3.
f. A sphere with a radius of 6 cm.
4 4 3 4 4 2,712.24
Solution: V= π r 3 ≈ ( 3.14 )( 6) ≈ ( 3.14 )(216) ≈ (678.24) ≈ ≈ 904.32
3 3 3 3 3
Therefore, the volume of the sphere is 904.32 cm3.

LET’S APPLY!
Find the volume of the following.
1. A cone with a radius of 6 in. and a height of 11 in.
2. A right cylinder with radius a radius of 2 cm and a height of 15 cm.
3. A sphere with a radius of 9 in.
4. A pyramid with a length of 11 ft., a width of 9 ft., and a height of 10 ft.
5. A prism with a length of 7 cm, a width of 5 cm, and a height of 4 cm.
6. A cube with a side measuring 10 cm.

MEASURING TIME
In everyday life, time travels are usually measured Measures of Time: Conversion
in days, hours, minutes, and seconds. Units of time can be 1 day = 24 hours (hr.)
changed to equivalent units.
1 hour = 60 minutes (min.)
1 minute = 60 seconds (sec.)

Examples: Convert the measurement to the indicated unit.

a. 15 days = ______ hours
LETS’APPLY
Solution: 24 hours = 1 day
24 hours Convert the following. Write your complete solution.
15 days × = 360 hours
1 day 1. 36 hr. = _______ day
Thus, 15 days = 360 hours.
b. 24 min. = ______ sec. 2. 8 min. = _______sec.
Solution: 1 minute = 60 seconds 3. 6 days = _______ hr.
60 sec .
24 min. × = 1,440 sec. 4. 4 hr. = _______sec.
1 min .
Thus, 24 min. = 1,440 sec. 5. 780 min. = _______8.
c. 6 hrs. = ______ min.
Solution: 1 hour = 60 minutes
60 min .
6 hr. × = 360 min.
1 hr .
Thus, 6 hr. = 360 min.
MEASURING TEMPERATURE
Temperature is a measure of the hotness or coldness of something. The two most commonly used temperature scales are
the Fahrenheit and the Celsius.

 FAHRENHEIT SCALE - It was invented in the early 1700s by Gabriel D. Fahrenheit, a German physicist. A saltwater
solution freezes at 00F at sea level. Pure water freezes at 32 0F and boils at 2120F. The normal temperature for human body
is 98.60F.

 CELSIUS SCALE – It was developed in 1742 by Anders Celsius, A Swedish astronomer. Pure water freezes at 0 0C and
boils at 1000C. The Celsius scale divides the interval between these two points into 100 equal parts.

12 | P a g e E L E C T I V E S
 The following formulas will help us convert from Fahrenheit to Celsius and vice versa.
Fahrenheit to Celsius Celsius to Fahrenheit
5 9
C= (F – 32) F= C + 32
9 5
C – temperature in 0C F – temperature in 0F
Examples: Convert the following to the indicated unit.
a. 800C to 0F b. 98.60F to 0C

9 5
F= C + 32 C= (F – 32)
5 9

9 5
= (80) + 32 = (98.6 – 32)
5 9

720 5
= + 32 = (66.6)
5 9

333
= 144 + 32 =
9

F = 176 C = 37

Thus, 800C = 176 0F. Thus, 98.60F = 37 0C.

LET’S APPLY!

I. Convert each to Fahrenheit. II. Covert each to Celsius.

1. 100C 1. 950F
2. -200C 2. -220F
3. 00C 3. -40F
4. 150C 4. 1040F
5. -350C 5. 140F

MEASURING RATE
A rate is a ratio of two measurements having different units of measurements.
For example:
300 words in 5 minutes is a rate. When rate is simplified it has a denominator of 1, it is called a unit rate. To find the unit
rate of 300 words in 5 minutes, divide 300 by 5. The result is a unit rate of 60 words in 1 minute or 60 words per minute.

Examples: Find the unit rate in each case.

a. A bus travelled 180 kilometers in 3 hours.

Solution:
180 km
The bus’ rate = or 60km/hr
3 hr .
b. A plumber took 4 hours to complete a job. He charged ₱200.00 for his service.
Solution:
₱ 200.00
Plumber’s hourly rate = or ₱50.00.
4 hr .
c. Nikka read 500 pages in 20 minutes. Seanne read 560 pages in 25 minutes. Compare their reading rates.
Solution:
500
Nikka’s rate = 25 pages page minute
20

560
Seannes’rate = 22.4 pages per minute
25
13 | P a g e E L E C T I V E S
 LET’S APPLY!
Find the unit rate in each case.
1. A 3-liter bottle of orange juice costs ₱150.00.
2. Rose types 400 words in 8 minutes.
3. A factory manufactures 150 tables in 4 days.
4. Arnold paid ₱500.00 for 8 tickets.
5. The mass of 50 mangoes is 15 kilos.

Reference:
E-MATH 7 by Orlando A. Ronce, et. al., pp. 114-195

Prepared by: Checked by: Recommending Approval:

Nikka Angel P. Jazo Jay Pee B. Tamang Ric Jay T. Tuliao
Math Teacher Math Coordinator Head, Elementary Department
Approved by: Noted by:
Jeric T. Valdez Nelia Z- Anguluan, Ph.D.
Principal Director

Republic of the Philippines

Department of Education
Region 02 (Cagayan Valley)
SCHOOLS DIVISION OF ISABELA
Tumauini South District
415509-Advance Montessori Education Center of Isabela, Inc.
Maligaya, Tumauini, Isabela

ADVANCE SCIENCE 6
TOPIC: Ecosystem
Schedule: Tuesday 9:15am-11:15am

Name of Learner ___________________________________________ Grade Level ______________________

Section ___________________________________________________ Date ___________________________

QUARTER 2 WEEK 1 MODULE

( October 19-23, 2020 )
S
At the end of the lesson, the learners must have:
defines ecosystem;
determines the three major principles of ecosystem; and
explains the movement of energy and nutrients in the ecosystem.
Background Information for the Learners
An ecosystem is a grouping of organisms that interact with each other and their environment in such a way as to
preserve the grouping. There is a great variety of ecosystems in existence, all of them are characterized by general structural and
functional attributes.
-----------------------------------------------------------------------------
ACTIVITY 1
DIRECTIONS: List at least 5 examples each of Biotic and Abiotic factor. Use the table below for
your answer.

BIOTIC ABIOTIC

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-----------------------------------------------------------------------------
THREE MAJOR PRINCIPLES OF ECOSYSTEM
1. NUTRIENT CYCLING 2. ENERGY FLOW 3. STRUCTURE
 Movement of chemical elements  Energy is required to transform  It refers to the particular
from the environment into living inorganic nutrients into organic pattern of inter-
organisms and from them back into tissues of an organism. relationships that exists
the environment through organisms  Energy is the driving force to the between organisms in an
live, grow, die and decompose. work of ecosystem. ecosystem.
COMPONENTS OF ECOSYSTEM
a. ABIOTIC COMPONENTS b. BIOTIC COMPONENTS  Decomposers
 They form the environment and  Producers (Autotrophs) - They are tiny organisms
determine the type / structure of - All green plants. include bacteria and
ecosystem. - They use solar energy, fungi, which turn
• Sunlight (temperature) chlorophyll, inorganic organic compounds in
• Nutrients nutrients and water to dead plants and animals
- Rainfall, minerals, produce their own food. into inorganic materials.
carbon, nitrogen (Photosynthesis) - They cause the
 Type of Ecosystems  Consumers (Heterotrophs) continual recirculation
- Tropical Rainforest, Desert, - They consume the organic of chemicals within
Tundra, Grassland compounds in plant and ecosystem (nutrient
animal tissues by eating. cycle)
- Herbivores (plant feeders)
- Primary consumers
- Carnivores (meat eaters)
- Secondary consumers
- Omnivores (general
feeders/plant and meat
eaters)

MOVEMENT OF ENERGY AND NUTRIENTS

1. FOOD CHAIN
2. FOOD WEB
 The particular pathway of nutrient and energy
• Interconnected food chains
movement depends on which organism feeds on
anther.

15 | P a g e E L E C T I V E S

1. TROPHIC LEVEL means a feeding level.
- First level – all producers
- Second level – all herbivores
- Third level – first level
carnivores
- Fourth level – second level
carnivores
TROPHIC LEVELS
2. BIOMASS means the total combined 3. BIOME is a total different concept
weight of any specified group of apart from Biomass.
organisms.  Biome is defined as:
- The biomass of the first trophic level is “the world’s major communities,
the total weight of all the producers in classified according to the
a given area. predominant vegetation and
- Biomass decreases at higher trophic characterized by adaptations of
levels. organism to that particular
environment.

-----------------------------------------------------------------------------
ACTIVITY 2
DIRECTIONS: Answer what is being asked.
Using the diagram, identify the following.
1. Producers
___________________________________________
___________________________________________
2. Herbivores
___________________________________________
___________________________________________
3. Carnivores
___________________________________________
___________________________________________
4. Highest Level Consumer
___________________________________________
___________________________________________
5. Elaborate the sentence “Food is the source of
energy for all living things.”
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
_______________________________

-----------------------------------------------------------------------------
REFLECTION: Answer this on your Advance Science Notebook.
1. I discovered that ________________________________________________________________________.
16 | P a g e E L E C T I V E S
2. I enjoyed_______________________________________________________________________________.

3. I liked the______________________________________________________________________________.

4. I learned that___________________________________________________________________________.

If you have queries/question, you may contact the teacher at zunieganovarica@gmail.com

REFERENCE/S:
https://www.wsfcs.k12.nc.us/site/handlers/filedownload.ashx?moduleinstanceid=90535&dataid=193255&FileName=Ecosystem
%20Powerpoint.ppt

Prepared by: Checked by: Recommending Approval:

NOVA RICA M. ZUNIEGA, LPT CHRISTINA T. GUIYAB, LPT RIC JAY T. TULIAO, LPT
Science Teacher Subject Coordinator Head, Elementary Dept.

Approved by: Noted by:

JERIC T. VALDEZ, LPT NELIA Z-ANGULUAN, Ph.D

School Principal School Director

17 | P a g e E L E C T I V E S