Republic of the Philippines
Department of Education
TITLE OF THE L and D INTERVENTION/PROGRAM: DIVISION TRAINING OF TEACHERS ON CRITICAL CONTENT IN SCIENCE GRADE V
MODULE NO. /DAY/ SESSION NO.
TITLE OF THE SESSION
DURATION
TERMINAL OBJECTIVES
ENABLING OBJECTIVE
OUTPUTS
REGION XII
SCHOOLS DIVISION OF GENERAL SANTOS CITY
SESSION GUIDE
Day___, Session____
ECOSYSTEM: ESTUARIES PHYSICAL CONDITION AND CONSERVATION
3 Hours
At the end of the session, the participants should be able to:
● Discuss the interactions among living things and nonliving things in estuaries (S5LT-IIh-8)
● Explain the needs to protect and conserve estuaries (S5LT-Ii-j-10)
At the end of the session, the participants should be able to:
● Define and describe estuaries;
● Identify living things and nonliving things in estuaries;
● Discuss the interactions among living things and nonliving things in estuaries;
● Create a hypothetical community to show how organisms interact and reproduce to survive;
● Design a campaign drive on how to protect and conserve estuaries.
● Come up with a campaign drive that promotes how to protect and conserve estuaries.
 KEY CONTENT ● Estuaries are areas where a freshwater river or stream meets the ocean. A partially enclosed coastal body of
brackish water with one or more rivers or streams flowing into it, and with a free connection to the open sea.

References https://www.youtube.com/watch?v=m2w7jPvt_PI
https://www.nationalgeographic.org/encyclopedia/food-web/
https://www.youtube.com/results?search_query=estuary+yana
https://www.youtube.com/watch?v=stjIFLbY8tg
https://www.accessscience.com/content/trophic-ecology/711650

OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

● Define and ● Estuaries Introduction [5minutes] LCD Projector, Laptop, 5 minutes

describe are areas Sound System
estuaries; where a Start the session by greeting the
● Identify living freshwater participants :
things and river or
nonliving things in stream SAY:
estuaries; meets the
● Discuss the ocean. A Good morning everyone. I am Slides 1-2
interactions partially __________, your facilitator for today.
among living enclosed Welcome to the ___ day of the Division
things and coastal body Training of Teachers on Critical Content
nonliving things in of brackish in Science Grade V. Today we will
estuaries; water with discuss Ecosystem: Estuaries Physical
● Create a one or more Condition and Conservation.
hypothetical rivers or
community to streams Before we start, let me present to you the
show how flowing into spiralling of concepts, content and
organisms interact it, and with a performance standards and the terminal
and reproduce to free and enabling objectives of this session.
survive; connection
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

● Design a to the open SPIRALLING OF CONCEPT: Slide 3-4

campaign drive on sea. At the end of the session, the participants
how to protect should be able to introduce the
and conserve ● Trophic interactions among components of larger
estuaries. Ecology habitats of estuaries as well as the
investigates conditions that enable certain organisms
how various to live.
organisms at
different CONTENT STANDARD: Slide 5
feeding The participants demonstrate
(trophic) understanding of…
levels The interactions for survival among the
interact living and nonliving things take place in
within an estuaries.
ecosystem.
● Feeding or PERFORMANCE STANDARD: Slide 6
trophic At the end of the session, the participants
relationships should be able to create a hypothetical
are community to show how organisms
represented interact and reproduce to survive.
as a food
web or as a TERMINAL OBJECTIVES: Slide 7
food chain. At the end of the session, the
Food webs participants should be able to:
depict ● Discuss the interactions among
trophic links living things and nonliving things
between all in estuaries (S5LT-IIh-8)
species ● Explain the needs to protect and
sampled in a conserve estuaries (S5LT-Ii-j-10
habitat
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

whereas
food chains ENABLING OBJECTIVES: Slide 8
simply this At the end of the session, the
complexity participants should be able to:
into linear ● Define and describe estuaries;
arrays of ● Identify living and nonliving things
interactions in estuaries;
among ● Discuss the interactions among
trophic living things and nonliving things
levels. in estuaries;
● Food Web ● Create a hypothetical community
consists of to show how organisms interact
all the food and reproduce to survive;
chains in a ● Design a campaign drive on how
single to protect and conserve estuaries.
ecosystem.
Each living Note: Read the terminal objectives and
thing in an enabling objectives on the screen and
ecosystem is briefly discuss them.
part of
multiple food Pre-Test [10minutes]
chains. Each Platform: Google Slide Slide 9-20 10 minutes
food chain is
one possible SHOW:
path that Present the Pre-Assessment via google
energy and slide through “Who wants to be A
nutrients Millionaire Game.
may take as
they move
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

through the DO: Let the participants analyze each

ecosystem. question carefully then let them choose
All of the the letter of the correct answer.
interconnect
ed and Read the questions very carefully.
overlapping Choose the best answer to each
food chains question.
in an 1. 1. How do you define an estuary?
ecosystem a The land area that drains water into a
make up a lake, river or pond.
food web. It b. The large body of saltwater that covers
indicates most of the earth’s surface.
which c. The areas where a freshwater river or
organisms stream meets the ocean.
are d. The underground system that provides
producers, drinking water to an area.
consumers 2. Estuary is also called:
and a. Lagoons
decomposer b. Bays
s. It also c. Sloughs
shows the d. All of the above
transfer of 3. It is a mixture of freshwater and
nutrients and saltwater?
energy from a. Brackish
the plants to b. Slackish
animals. c. Trackish
d. B and C
4. Which of the following is NOT a good
practice in protecting and conserving
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

estuaries zones?
a. a. Avoid damaging plants and
animals while visiting the
seashore
b. b. Dispose of toxic household
waste in appropriate facility
c. c. Collect empty shells and corals
for decoration
d. d. Join in a local stewardship
group that works to protect
shorelines and marine life
e. 5. Why are estuaries important to
our environment?
f. a. They provide homes of many
species in wildlife.
g. b. They are important nursery
areas for a variety of marine life
h. c. They help to filter pollutants
from the water
i. d. All of the above

[Note to the facilitator: The Facilitator will

give the participants 10 minutes to
answer the pretest]

Motivation (15minutes)
Slide 21 15 minutes
SAY:
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

We are done with the pretest. Now let us

have the 1st activity entitled “ Tell
Something About Me”.

Look at the illustration of an estuary and

Slide 22-23
describe it in two words. Try to access
menti.com and get involved in the activity
by using the Word Cloud app. Type in the
keywords you want to create in the app
based on how the illustration is
described.

SHOW:
Project the word cloud app to the Word Cloud App
participants.

DO:
Let the participants describe the picture
out of the words that appear in the Word
Cloud.
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

ACTIVITY (10minutes)

SAY:
The picture you just described is an Slide 24
10 minutes
Estuary. Since you already know the
definition of an estuary, let me show you
a picture of a famous tourist spot in the
Philippines that is considered as one of
the most popular estuaries in the country.
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

Are you familiar with the pictures

presented on the screen? What particular
tourist spot is this? Where is this located?
This famous tourist spot is known as “The
Hinatuan Enchanted River or also
called the Hinatuan Sacred River, it is a
deep spring river on the island of
Mindanao in the Philippines. It flows into
the Philippine Sea and the Pacific Ocean
at Barangay Talisay, Hinatuan, Surigao
del Sur. It is found between the
boundaries of the Barangays of Talisay
and Cambatong. It earned the moniker
"enchanted river" from the diplomat
Modesto Farolan who described the river
in his poem entitled "Rio Encantado".

Anybody who has been to this place yet?

Can you share with us your most
memorable experience? To those who
have not been here, is this one of your
bucket lists to visit?

How about these next pictures? Are you

aware that we also have a lot of estuaries
here in Gensan? Certified TAGA
GENSAN KA if you can guess where
these places are located.
 OBJECTIVE
KEY LEARNING MATERIALS
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POINTS (SLIDE NO.)
be able to…)

Slide 25-27

Now, get ready, fasten your seatbelt and

let’s explore the beauty of nature!

ANALYSIS (40minutes)
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

SHOW:
Present activity 2 entitled “ Look for
Something”.

DO: Slide 28-30 40 minutes

Have the participants do the activity. Let
their imagination work by giving
examples of living things and nonliving
things that are possibly found in the
picture.

Note: Let the participants enumerate

examples of living things and nonliving
things.

SAY:
We are done with the first activity. Thank
you very much for the solicited ideas. In
addition, let me show this illustration
where you will also find some of the living
and nonliving organisms that exist in
estuaries.
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

Take note that when an organism of the

same kind lives together, they form a Slide 31-35
population. This population is called an
estuary ecosystem. The estuary
ecosystem is composed of biotic factors
(plants, trees, animals, and different
species) and abiotic factors (air, water,
soil, sunlight, wave, salinity, temperature,
and types of soil).
These biotic and abiotic factors are
extremely important in an ecosystem.
Without these components working
together there wouldn't be an ecosystem.

This time we will have another activity

entitled “Let's Find Out”. Let us read the
poem together “Amazing Ecosystem”
then pick out the biotic and abiotic factors
from the poem.

Ask:
Who among the group can enumerate
the biotic and abiotic factors mentioned in Slide 36
the poem?
Congratulations for doing the activity
great.
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

Now let me share with you a video Slide 37

showing the interaction of living and
nonliving things in an estuary.

SHOW:
Play the video to the participants. Slide 38

DO: Let the participants watch the video.

Note to the facilitator: Develop the

concept of the video by asking the
questions below.

ABSTRACTION (70minutes)

Strategy: Lecture-Demo

Material: PowerPoint Presentation

Session Flow:

SAY:

➔ 1. Introduction
Did you learn something from the 70 minutes
video?
What was the video all about?
➔ It talks about Estuary as an
ecosystem where a group of
 OBJECTIVE
KEY LEARNING MATERIALS
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POINTS (SLIDE NO.)
be able to…)

organisms constantly competing, Slide 39

preying, and cooperating with
each other to survive. That the
living things exist in estuaries
interact with the nonliving things
around them such as sunlight,
temperature, water, and soil.

Moving on, let me show you this Slide 40

illustration.
➔ What do you think is the primary
source of energy?
➔ What are the biotic and abiotic
components shown ?
➔ Identify the producers, consumers
and decomposers of this estuary
ecosystem.
➔ Why is it beneficial for organisms
to rely on more than one food
source?
➔ What process is exhibited showing
the transfer of energy?

Note: Be lenient and generous in dealing

with the participants’ responses. Accept
all their answers, if possible. However,
the facilitator has to lead the participants
in coming up with the most appropriate
and generally acceptable responses).
 OBJECTIVE
KEY LEARNING MATERIALS
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be able to…)

➔
➔ Moreover, estuarine waters are
less than thirty feet; therefore,
sunlight penetrates the bottom of
estuaries which promotes plant
growth.
➔
➔ Now let us study the structure of
feeding relationships among
organisms in an estuary
ecosystem.

➔ Defining Topical Ecology, Food

Web and Food Chain

What is Trophic Ecology? Slide 41

Trophic Ecology investigates how
various organisms at different feeding
(trophic) levels interact within an
ecosystem. In general, feeding or trophic
relationships are represented as a food
web or as a food chain (often depicted as
a pyramid. Now, what is food web?
A Food Web depicts trophic links Slide 42
between all species sampled in a habitat,
whereas a Food Chain simplifies this
complexity into linear arrays of
interactions among trophic levels. In
other words, trophic levels (for example,
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

plants, herbivores, detritivores ( an

animal that feeds on dead organic
material, and carnivores) are
amalgamations (union) of species that
have similar feeding habits. (However,
not all species consume prey on a single
trophic level; for example, omnivores are
species that feed on more than one
trophic level.)
➔ 3. Discussing Trophic Levels Slide 43
Organisms in food webs are grouped into
categories called trophic levels. Roughly
speaking, these levels are divided into
producers (first trophic level),
consumers-herbivores (second trophic
level), consumers-carnivores/omnivores
(third trophic level) and decomposers
(last trophic level).

Producers

Producers make up the first trophic Slide 44-45

level. Producers, also known as
autotrophs, make their own food and do
not depend on any other organism for
nutrition. Most autotrophs use a process
called photosynthesis to create food (a
nutrient called glucose) from sunlight,
carbon dioxide, and water.
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

Plants are the most familiar type of

autotroph. For example cordgrass,
eelgrass , and glasswort.
Another type is algae, it is typically an
aquatic plant of a large group that
includes the seaweeds and many single-
celled forms.
Phytoplankton, tiny organisms that live in
the bodies of water, are also autotrophs.

Consumers

The second trophic levels are made up Slide 46-47

of animals that eat producers. These
organisms are called consumers.

Consumers can be carnivores (animals

that eat other animals) or omnivores
(animals that eat both plants and
animals). Omnivores, like sea animals,
consume many types of foods.
For example fiddler crab and lobster, it
consumes aquatic plants, like mollusk
and algae. It also eats dead fish.

Primary consumers are herbivores.

Herbivores eat plants, algae, and other
producers. They are at the second
 OBJECTIVE
KEY LEARNING MATERIALS
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POINTS (SLIDE NO.)
be able to…)

trophic level. Oysters are one example of

primary consumers.

In an estuary ecosystem, many types of

fish are herbivores that eat algae and
seagrass. In kelp forests, seaweeds
known as giant kelp provide shelter and
food for an entire ecosystem. Sea urchins
are powerful primary consumers in kelp
forests. These small herbivores eat
dozens of kilograms (pounds) of giant
kelp every day.

Secondary consumers are at the third Slide 48

trophic level. In the estuary ecosystem,
the secondary consumers are many and
varied; the most conspicuous are the
large numbers of birds, especially
waders, gulls and wildfowl, which are
attracted to estuaries as feeding areas.
Wading birds are most commonly
associated with wet- lands, streams, and
other aquatic habitats. Most wading birds
possess long legs and toes, and long and
sometimes curved bills.

Tertiary consumers eat the secondary Slide 49

consumers. They are at the fourth
trophic level. In the estuary ecosystem,
 OBJECTIVE
KEY LEARNING MATERIALS
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POINTS (SLIDE NO.)
be able to…)

snappers, sharks and dolphins feed small

fishes to survive.

There may be more levels of consumers

before a chain finally reaches its top
predator. Top predators, also called apex
predators, eat other consumers. They
may be at the fourth or fifth trophic level.
They have no natural enemies except
humans. In the estuary, fish like the great
white shark are apex predators.

Detritivores and Decomposers

Detritivores and decomposers make up

the last part of food chains. Detritivores
are organisms that eat nonliving plant
and animal remains. For example,
scavengers such as vultures eat dead
animals. Dung beetles eat animal feces.

Decomposers, like fungi and bacteria,

complete the food chain. Decomposers
turn organic wastes, such as decaying
plants, into inorganic materials, such as
nutrient-rich soil. They complete the cycle
of life, returning nutrients to the soil or
oceans for use by autotrophs. This starts
a whole new series of food chains.
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

SHOW:
Present an illustration as an example for Slide 50
the next activity.

Explain that plants are consumed by

invertebrates which are then eaten by
other organisms, which in turn may be
hunted by larger ones. When plants
decompose, they will turn into organic
matter produced by the decomposition of
organisms which will be consumed by
other organisms.

DO: Let the participants create a

Slide 51
hypothetical community through a form of
drawing to show how organisms interact
and reproduce to survive. Let them
explain how these organisms interact for
survival.
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

Note: Let the participants perform the

activity.

SAY:
SInce you already know the concept of
feeding relationships in the estuary
ecosystem, now let us discover its
importance and its significance to the
organisms by watching this video.

SHOW:
Have the participants watch the video clip Slide 52
and discover the importance and
significance of estuaries to living and
nonliving organisms.

DO:
Ask the participants to give salient points
of estuaries out from the video for a
thorough discussion.

SAY:
From the video, you have learned that an Slide 53-60
Estuary is the most productive
ecosystem on earth containing more life.
That it is a beautiful, productive, and a
life-supporting habitat created or 30 minutes
 OBJECTIVE
KEY LEARNING MATERIALS
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POINTS (SLIDE NO.)
be able to…)

designed for hundreds of species of fish,

birds , and mammals.
That it is a place wherein irreplaceable,
ideal spots for migratory birds, shelter,
and nurseries for different animals and
act like a five-star hotel for the living
organisms that exist here. This truly
serves also as a magic kingdom for the
thousands of animals dependent on
estuaries.

This time let us play a game “4 PICS 1 Slide 61-70

Word”. Each slide deck presents four
pictures with one theme. Try to think of
one specific word that best describes the
picture being presented. Discuss each
type of water in estuaries after it was
revealed.

Since you are familiar with the different

types of water in the estuary, let me show
another video of the recent Typhoon
Agaton in Leyte.

SHOW:
Present the actual video to the Slide 71-72
participants.
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

APPLICATION (30minutes)

DO:
Let the participants answer the following
questions :

1.) What are the causes of

destruction from the videos
presented and their possible
effects to the estuaries?

2.) How to restore the estuary after

doing such abusive activities?

Note: Let the participants solicit their

ideas. Process their answers that will
lead to a healthy discussion.

SAY:
After watching the video, we find out Slide 73
some of the causes of destruction and
their effects on estuaries. Basically, we
come up to the conclusion that in order
to avoid such calamities, we should do
our part and be responsible for taking
care of our natural resources (estuaries).
Now for our output, each group will
 OBJECTIVE
KEY LEARNING MATERIALS
(The participants should METHODOLOGIES / ACTIVITY OUTPUT DAY/TIME/DURATION
POINTS (SLIDE NO.)
be able to…)

design a campaign drive on how to

protect and conserve estuaries. It can be
done in any form of activity.

SHOW:
Presentation of outputs. Slide 74

After the participants present their Slide 75

outputs, let them watch a video clip that
captures the harmful effects of throwing
garbage in the bodies of water before the
session ends

DO:

Post-Activity/Post-Test (10minutes) Slide 76

Present the Post-Assessment via google

form quiz.

Let the participants analyze each

question carefully and then choose the
letter of the correct answer.

DO:
Have the participants answer the post-
test.
 OBJECTIVE
KEY LEARNING MATERIALS
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POINTS (SLIDE NO.)
be able to…)

SAY:
I would like to end my session with this Slide 77
quote.

Thank you very much for listening and Slide 78

for your active participation. God bless
us all!

Prepared by:

ANA BELLA R. SALAMANCA

Division Science Session Guide Writer