Lesson 1: Parts of Male Reproductive System

Identify and describe the parts of the Male Reproductive System.

(by group)

Chart of Male Reproductive System, manila paper, crayons,

1. Study the diagram below.

2. Color the parts of the male reproductive system.

 Cowper’s gland

Vas Deferens

Urinary
Bladder

Penis Prostate Gland

Epididymis

Ureter Scrotum
Testes

3. Enumerate the parts of the male reproductive system in the table below.

Male Reproductive System

1. 6.

2. 7.

3. 8.

4 9.

5.

Let’s Learn

The primary male reproductive organ are the testes (singular, testis).
They are enclosed in a suspended saclike structure called scrotum. Each
testis contains coiled tubes known as seminiferous tubules. Packs of cells
inside produce sperm cells.
Alongside the testes are the epididymis and vas deferens. The
epididymis a set of coiled tubes where sperm cells are temporarily stored.
The vas deferens is a muscular tube that transports the sperm-containing
fluid called semen.
 Other parts of the male reproductive system include seminal vesicles,
prostate gland, urethra and penis. The seminal vesicles are structures
attached to the vas deferens beside the urinary bladder. The prostate gland
which produces part of the semen is located at the base of the urethra, just
below the bladder. The urethra is the channel that carries the semen to the
outside of the body through the penis.

1. What did you feel after the activity?

2. What are the parts of the male reproductive system?
3. What parts of the male reproductive system lie outside the body?
4. What is the sac-like structure that is suspended outside the males body?
5. What does the penis look like?
6. What are the internal parts of the male reproductive system?
7. Describe each of them?

Activity 2.

Matching type. Match column A with Column B

Column A Column B
Vas Deferens  long tube that carries semen out of
the body
Prostate Gland  set of coiled tubes
Penis  muscular tube that transports the
sperm
Scrotum  channel that carries the semen
Seminal Vesicle  base of the urethra
Testes  structures attached to the vas
deferens beside the urinary bladder
Urinary Bladder  round structure that contains coiled
tubes
Epididymis  elongated structure that hangs outside
Urethra  suspended saclike structure
Cowper’s Gland  oblong structure under the urinary
bladder
 Male Reproductive System is composed of external organ which are penis
and scrotum and internal organ which are epididymis, vas deferens, seminal
vesicle, prostate gland, urinary bladder and urethra. Each of them has its own
characteristics.
 Lesson 1.2: Parts of Female Reproductive System

Objective:

Describe the functions of each part of the male reproductive system.

(by group)

Chart of Male Reproductive System, manila paper, crayons

Study the diagram below.

 Scrotum
Testes
Epididymis
Vas Deferens
Seminal Vesicle
Urinary Bladder
Prostate Gland
Urethra
Penis

Activity. Match the male reproductive parts with each function by drawing a line.

Function

Testis Transports semen.

Scrotum Channel by which semen leaves the body.

Epididymis Connects to the vas deferens and stores sperm cells.

Stores sperm cells until maturation.
Vas Deferens
Channel that carries semen to the outside of the body.
Seminal vesicle
Produce sperm cells.
Prostate Gland
Produces part of semen.
Urethra Provides fluid that lubricate the passageway for semen.

Helps regulate the temperature of the testes.

Penis

1. What is the main organ of the male reproductive system?

2. What part produced the sperm cell?
3. On what part of the male reproductive system are the sperm temporarily
stored until its maturation?
4. What is the saclike structure that supports the testes in place?
 5. Which part produces semen?
6. What parts provides additional nourishment for the sperm?
7. On what part does the urine and semen goes out of the body?
8. What is most important part of the male reproductive system? Why?
9. Which part produces semen?
10. What parts provides additional nourishment for the sperm?
11. On what part does the urine and semen goes out of the body?
12. What is most important part of the male reproductive system? Why?

Let’s Learn

The main organ of the male reproductive system is the testes. The testes
produces millions of sperm cells and male sex hormone called testosterone.
They are enclosed in a suspended saclike structure called scrotum which
supports the testes in place. Alongside the testes is the epididymis and the vas
deferens. The sperm cells undergo maturation and is temporarily stored in
epididymis. The Vas deferens is a muscular tube that transports the sperm-
containing fluid called semen.

The Cowper’s gland, seminal vesicles, and prostate glands are all
active in producing fluids which serves as nourishment for the sperm. The
urethra is a tube that runs through the penis and is the passageway for urine
and sperm that leaves the male body The penis is the channels which semen
leaves the body.

Each part of male reproductive system performs its own function.

Lesson 1.3: Functions of the parts of Male Reproductive System

Objective:
Identify the parts of the female reproductive system

Chart of Female Reproductive System, manila paper, crayons

Activity 1

Distribute copies of the diagram of female reproductive system and ask the
pupils to put different colors on the parts of the female reproductive system.
 Fallopian Tube

Uterus Ovary

Cervix

Vagina
Vulva

Activity 2.

(Individual Activity)

Answer the word search puzzle to find out the basic parts of the Female
Reproductive System and to answer the questions below.

F A L L O P I A N T U B E D

A C R Q D I O W T U R F H D

P E D O P D N S G E T U A P

B R G N V O M C N K Y T I R

M V U L V A S B U P J E R K

O I E J S T R U P K M R U Q

P X F H V A G I N A I U J O

S R S U Q I H A E P D S C H

D D W K L U X Z O S K P Y M
Let’s Learn

The main organ of the female reproductive system are the ovaries. The ovaries
are oval shape and are located in the lower part of the abdomen, they produce the egg
cells. Located near each ovary is the oviduct or fallopian tubes. The fallopian tubes
where the egg travels from the ovary. The fertilization or the union of the egg and
sperm can happen.
The uterus or womb is a pear-shape structure that houses the fertilized egg as
it develops into a fetus. At the lower part of the uterus that serves as a door that keeps
the fetus intact in the uterus until the end of pregnancy is called cervix. It is also the
neck of the uterus.
The vagina or birth canal is a tube-like structure or canal connected to the
uterus and leads to the outside of the female body. Vulva is the outermost part of the
female reproductive system.

1. What are produced in the ovaries?

__________________________________________________
2. What are the two tubes connected to the uterus called?
__________________________________________________
3. Where does the egg go once it is released from the ovary?
__________________________________________________
4. Where does the egg stay after leaving the fallopian tube?
__________________________________________________
5. What is the narrow opening that leads to the uterus?
__________________________________________________
6. What is the outermost part of the female reproductive system?
__________________________________________________
Female Reproductive System is composed of ovaries, fallopian tube, uterus,
. vagina. Each one of them has their own characteristics.
cervix and
Lesson 1.4: Parts and Functions of Female Reproductive System

Objective:

Identify the functions of the parts of the female reproductive system.

Activity (group activity)

Chart of Female Reproductive System, manila paper, crayons

 1. Study the diagram below.
Fallopian Tube

Uterus

Cervix

Ovary
Vagina

2. Read the functions and rearrange the jumbled words in order to get the answer.

Function Parts

Produce eggs and secretes the hormones SAORVIE

progesterone.
Passage of egg cell when it is released from the
ovary where fertilization takes place. LLP A F O N A I B E T U

The muscular organ where the fetus or unborn SUTREU

baby develops
The short canal which leads to the vagina. Keeps
the fetus intact in the uterus until the end of XCREIV
pregnancy. It allows opens and allow the baby to
exit.

Birth canal. AAVNGI

The external part of the female reproductive UAVVL

system.
Let’s Learn

At puberty the egg starts to develop in the ovaries. These ovaries are found at
the lower part of the body cavity. From a ovary, an egg or ovum is released about
once a month, this process is known as ovulation. The egg released by the ovary
enters the fallopian tube or oviduct. Fertilization takes place in this tube.
The uterus is a hollow muscular organ with thick walls where a fertilized egg
develops. The cervix is the neck of the uterus that serves as a door to keep the fetus
intact until birth. The lower end of the uterus is connected to the outside of the body
by a muscular tube called vagina. The vagina is also called the birth canal, this is
where the baby comes out during birth.

1. What is the main organ in the female reproductive system?

2. How many egg is being released from the ovary each month?
3. Where does the egg go after it was released from the ovary?
4. What is the purpose of the fallopian tube?
5. What part of the female reproductive system does the fetus stays and
develops?
6. What is the purpose of the cervix?
7. On what part of the female reproductive system does the baby goes out during
birth?

Each part of the female reproductive system performs its own function.
 Lesson 1.5: Importance of Reproductive System

Explain the importance of the reproductive system.

Activity (group activity)

A picture parents holding a baby, a picture of a crowd, meta cards

1. Divide the class into six group.

2. Leaders from each group will take a meta cards containing the following
situation and will create a role play to elaborate the topic on the
importance of reproductive system.
 - Sample situations:

Couples who can’t A boy who has UTI Aliens invading

have a child after and a girl whose Planet Earth
being married for 5 ovaries were asking where
years removed because of humans came
a cancer from.

Let’s Learn

All living things reproduce.

Plants like animals, need to reproduce to continue life. However, animals need
both male and female to reproductive organs to produce offspring. Every human
being possesses a reproductive system. The female reproductive system produces
egg cells that contain threadlike structures called chromosomes which they carry
the characteristics of the mother. The male reproductive system produces sperm
cells that contain chromosomes carrying the characteristics of the father. As the
chromosomes of parents combine, a new individual is produced whose
characteristics are similar to those of both parents.

Both the male and female reproductive systems are designed to ensure the
continuity of human race by producing their own kind. The reproductive system
starts the life of a human being thereby preventing the extinction of the human
species.

1. What are the two kinds of human reproductive system?

2. What does the female reproductive system produce?
3. What does the male reproductive system produce?
4. What will happen if the chromosomes of the parents combine?

5. What is the purpose of the reproductive system

Human reproductive system is important for the continuous existence of

human race.
 Lesson 1.6: Changes that Happens in Male during Puberty

Identify and discuss the physical, social and emotional changes that happens in
males during puberty.

(group activity)

A short video clip that describes the changes that happens in the males body
during the time of puberty.
https://www.youtube.com/watch?v=UXJp6ZAaFeI&nohtml5=False

https://www.youtube.com/watch?v=OWYKzaH8lRM&nohtml5=False

https://www.youtube.com/watch?v=XvdB9_Mp7YQ&nohtml5=False
1. Watch the videos and enumerate the changes that happens in males during
puberty.
2. Categorized these changes based on the concept map below.

Physical Changes
_____________________
_____________________
_____________________
_____________________
Emotional Changes
_____________________
_____________________
_____________________
_____________________

Social Changes

_____________________
_____________________
_____________________
_____________________
Let’s Learn

Physical Changes Social Changes Emotional Changes

Voice become deeper. Tends to group with boys. Young adolescents become
more moody, irritable and
depressed due to hormonal
changes.
Shoulders broaden. Identity Crisis. They get Early maturing boys will
confused with their role as more likely engage in risky
people often treat them behavior such as
like an adult but they still experimentation with
have the mind of children. drugs, sex or delinquency.
Muscles become larger
and stronger.
Facial hairs grows on his
face.
Pubic and underarm hair
appears.
Fast growth rate.
Adams Apple become
more
visible.

1. What are the changes that takes place in lives of young male adolescent?

2. What are the three types of changes that occurs in males during puberty?

3. What causes these changes?

Testosterone is the male hormones that causes the change in males during their
puberty. It develops their secondary sex characteristics as well.
 Lesson 1.7: Changes that happens in Females during Puberty

Objective:

Identify and discuss the physical, social and emotional changes that happens in
females during puberty.

(Group Activity)

A short video clip that describes the changes that happens in the females body
during the time of puberty.
Bond paper, pencils, crayons or other coloring materials
 1. Watch the videos and enumerate the changes that happens in females during
puberty.
https://www.youtube.com/watch?v=j_mFJ2d0qxQ&nohtml5=False

https://www.youtube.com/watch?v=aNfeQE2MUjs&nohtml5=False

Physical Changes Emotional Changes Social Changes

Let’s Learn

Puberty is a series of changes stimulated by hormones produced by the

pituitary glands and sex glands. In girls puberty changes occur during the age of

10-12 years old. When girl reaches puberty, changes also develop inside her body.

The ovaries produce and secrete a hormone called estrogen which develops the

female secondary sexual characteristics.

1. What are the changes that takes place in lives of young adolescent?

2. What are the three types of changes that occurs in females during puberty?

3. What causes these changes?

5. What physical changes happens in females during puberty?

6. What are the social changes happens in females during puberty?

 What are the emotional changes happens in females during puberty?

Activity 2

Create a poster about the physical, emotional and social changes that happens in
female during puberty.

Physical, social and emotional changes happens to females during the

puberty
 Lesson 1.8: Changes that happen in Males and Females during
Puberty and How to adjust better

Objective:

Discuss that the changes that happens during puberty and how to adjust better
with these changes.

(Group Activity)

A short video clip about how to cope up better during the changes that
happens in the females body during the time of puberty.
 1. Watch the videos and answer the questions that follows

https://www.youtube.com/watch?v=V_VU-8IlIQ4

https://www.youtube.com/watch?v=0RrXAhtObBI&nohtml5=False

https://www.youtube.com/watch?v=dEBXr-d8dXo&nohtml5=False

2. Based from the videos, make a concept map on changes that happens during
puberty and brainstorm the ideas on how you can cope up with these changes.

Changes during Puberty

___________________
___________________ How to cope up better
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________

Let’s Learn

Puberty is the time in a young person's life when hormones are on the
increase, leading to physical, social and emotional changes. Girls grow breasts, start
menstruation and hair growth increases, while boys experience voice changes, body
growth and increased hair growth. Emotions can run high during this period of life as
well, leading to depression, insecurity and anger. Knowing how to deal with puberty
is important for both sexes to experience a smoother transition into adulthood.

Step 1
Talk with a trusted adult about your concerns. Adults have been in your shoes and
will be ready to help in any way you need them. Since emotional turmoil is part of
puberty, just letting out your frustrations to a sympathetic ear helps tremendously.

Step 2
Listen to your parents and loved ones regarding your changing body. They are not
trying to run your life, only ease your mind regarding the normalcy of your feelings
and worries.

Step 3
Read available materials regarding changes that will occur. Understanding what is
going to happen will help you deal with it rather than being in the dark about your
changing body.

Step 4
Maintain proper hygiene: It is important to take a bath or shower regularly, to get rid
of the sweat and excessive oil in areas such as the face. This is also the time to start
shaving your armpits and pubic area.

Step 5
Exercise regularly. Exercising two to three times a week will keep your body and
mind healthy. It relieves stress while ensuring that your hormone levels stay within
normal range for your age.

Step 6
Understand that everyone develops at a different rate. You are still developing and
may need more time for your body to catch up.

Guide questions:

1. What is puberty?

2. Whom can you turn to when you felt confused and want to know answers about
the changes taking place in you?

3. Should you be afraid of these changes that is happening to you during puberty?

4. How can you be more prepared for puberty?

5. What can you do to take care of yourself during these stage of your life?

Puberty confuses a lot of adolescents but it is important to know that these

changes are part of the normal growing up process. It would be more helpful if
you talk these changes to your trusted friends, parent, guardian or even your
teacher for you to be able to receive good advises and cope up better.
 Lesson 1.9: Menstrual Cycle

Identify the phases of the menstrual cycle

Diagram of the female reproductive system./ illustration of the menstrual cycle

 1. Study the diagram of the menstrual cycle

2. Identify the phases of the menstrual cycle. Describe each

3.Record your observations in a table like this:

PHASE DESCRIPTION
 1. What is menstrual cycle?
2. What are the phases of menstrual cycle?
3. Describe each phase of menstrual cycle

Menstrual cycle is a series of changes during which an egg matures. There are four
phases in the menstrual cycle. Namely:

Phase 1: Menstruation Phase – uterine lining breaks down and bleeding occurs

Phase 2: Follicular Phase - egg becomes mature and move to the surface of the
ovary

Phase 3: Ovulation Phase – mature egg travel from the ovary to the fallopian tube

Phase 4: Luteal Phase - endometrium becomes thicker in preparation for the

implantation of the fertilized egg
 Lesson 2.0: Process of Fertilization

Explain the process of fertilization

1. By studying the diagram count the number of days from the start of the girls
menstruation up to the time fertility period begins.
2. Talk to one of the members of the group who is already menstruating and
ask about the date when her first menstruation occurred.
3. Share your answers through reporting by a selected member of the group
 1. From the diagram, when does menstruation start?
2. How many days does menstruation last?
3. When will fertility period of a female starts if menstruation begins on the first
day of the month?
4. On what days is a female not fertile?

When menstruation starts on the first day of the month, it will stop on the
fifth or seventh day of the month. Menstruation lasts for about 5-7 days. Fertility
period comes ten days after menstruation. If at this period a sperm enters, fertilization
may occur.
ACTIVITY 3: Lesson 3.1

Diagram of the menstrual cycle, marking pen, manila paper

1.Using the diagram answer the questions below . Write your answers in a manila
paper and be ready to share your group’s answer .

1. At what phase or stage is the uterus ready for fertilization and implantation?
2. On what days is a female not fertile?
 During ovulation period uterine lining thickens and prepare for fertilization
and implantation of the fertilized egg.

ACIVITY 4: Lesson 3.1

Same materials used in the previous activity

1.Using the table of the menstrual cycle study how ovulation occur and when

does it take place?

2. Write your answer and be ready to share with your classmates

MENSTRUAL CYCLE TABLE

Days Condition of Uterus What Usually Occurs
1-7 Breakdown of the uterine lining menstruation
8-10 Uterine lining begins to thicken Egg cells mature in the ovary
11-15 Uterine lining is thicker Ovulation occurs
16-25 Uterine lining thickens again Egg moves to the uterus
26-28 Uterine lining detaches Marks another start of menstrual
cycle
1. What is the condition of the uterus when a female has menstruation?
2. When ovulation occurs, what would likely to happen to the uterus?
3. On what particular days will the movement of the egg to the uterus starts?

During the menstrual phase, uterine lining breakdown and blood flows from
the vagina. When the uterine lining thickens, ovulation phase may occur. This allow
the implantation of the fertilized egg. If no sperms enter, egg will move to the uterus
and that marks another cycle of menstruation. about once every twenty-eight days. At
the same time, certain changes in the uterus happen in preparation for possible
pregnancy. Menstruation – is the monthly discharge of blood from the uterus through
the vagina. It is the first sign of puberty for girls. Menstruation is a part of the
menstrual cycle. If no sperm cell arrives from the 15th day to the 28th, no fertilization
and occur. The egg cell will break down along the uterine lining as blood. This marks
the beginning of another menstrual cycle. It is natural for women to have different
lengths of menstrual cycle but it will eventually stops when there are no more eggs to
be released and it is the menopausal stage which takes place between 45-55 years of
agean female reproductive system releases an egg from an ovary about once every
twenty-eight days. At the same time, certain changes in the uterus happen in
preparation for possible pregnancy. Menstruation – is the monthly discharge of blood
from the uterus through the vagina. It is the first sign of puberty for girls.
Menstruation is a part of the menstrual cycle. If no sperm cell arrives from the 15th
day to the 28th, no fertilization and years of age
 Lesson 2.1: Process of Fertilization

Explain the process of fertilization

Activity 1 Lesson 3.2 ( by group) each group will work on two questions given in
the activity based on their observations using the diagram’
Diagram of the female reproductive system, pictures showing development of the
human embryo
1. Study the movement of an egg cell and the sperm cells in the female
reproductive system using the diagram’
2. Draw your own diagram of fertilization and trace the path of sperm cell
to the destination site of fertilization using your marking pen.
3. Post your work on the board and share your answer

1. What is an egg cell?” Where is it produced?

2. Where does sperm cell enter?

3. Where do the egg cell and sperm cell meet?

4. What happens when egg cell and sperm cell unite?

5. What is the union of the egg cell and sperm cell called?

6. What becomes of the fertilized egg?

 An egg cell is the female reproductive cell produced in the ovary. Only one egg is
released and travel to the fallopian tube to meet the sperm cell .When one sperm
unite with the egg, fertilization happens. From fertilized egg starts the
development of human embryo.

Activity 2 Lesson 3.2

Diagram of the fertilization process

Video of How the Baby develop (https://youtube/h82ltr84_Yg)

1. Study the diagram on how fertilized egg formed .

2. Explain the process of fertilization using the diagram

1. Where does the human embryo come from?
2. What changes take place as the human embryo is in the process of development?
3. What becomes of a developing embryo

Fertilization occurs when an egg cell and sperm cell unite. Fertilized egg
develops into an embryo. A developing embryo formed into a zygote. This starts
life of a human being.
 Lesson 2.2: Relate the Menstrual Cycle of a Female to the
ability to get Pregnant.

Relate the menstrual cycle of the female to the ability to get pregnant

Activity 1

diagram of the menstrual cycle,

 1. Study the diagram of the menstrual cycle
2. Identify the phase of the menstrual cycle when the female has the ability
to get pregnant

Activity 2

What to do: ( Dialog)

Situation: Two girls in Grade VI of Lucena East Elementary School are

conversing.

Marie: I already have a regular menstrual flow.

Myca: My Mom told me that the first menstruation is called menarche and having

menstruation is a sign that the body is maturing and capable to be pregnant.

Marie: But why? You mean when a woman has her menstruation she is capable of

bearing children?

Myca: Yes, only women make menstrual flow. It is the only instance in nature where

loss of blood does not signify injury or wound but is, instead a sign of

good health .But if happens that a sperm fertilized the egg there is no

menstrual flow, and it is a sign that a woman is pregnant

Marie: Wow! Its really amazing. A single egg and a sperm is capable to reproduce

an offspring!

Myca: That’s right!

 Answer guide questions:

1. What is menstruation?
2. Explain how menstrual cycle relates to possible pregnancy
3. In which phase of the menstrual cycle is pregnancy most likely to happen?
Why?

Menstruation is the monthly vaginal discharge of blood when fertilization has not
occurred. It is a sign that the body is maturing and women are capable of getting
pregnant. Having menstruation is a sign of good health. It takes only one sperm to
fertilized a single egg.
 Lesson 2.3: Give Ways on Taking Care of the Reproductive
Organs

Good health comes from proper hygiene and proper care for the different body
parts. “ Cle anliness is next to Godliness,” so the popular saying goes. Since our
body is a gift from God, it is but proper to take good care of it to avoid
discomfort and infection.

1. Identify good habits to keep the reproductive organs healthy.

Activity 1

List of various health habits written in manila paper or show lists

through power point

Manila paper and marking pen

Activity 1

1. Below is a checklist on personal care. Put a check mark

in the column that describes your health practice to help maintain your
 reproductive system healthy.

Personal Care always sometimes rarely

Do you take a good bath daily?
Do you wash your genitals with soap and water?
Do you drink a lot of water everyday?
Do you wash your underwear properly?
Do you eat proper diet?
Do you wear comfortable clothing?
Do you exercise regularly?
Do you inform parents if you feel something is wrong?

Activity 2

2.List down some DO’s and DON’Ts which boy or girl should practice to take care of

his/her reproductive organs

DO’s DON’Ts
1 1
2 2
3 3
4 4
5 5

Activity 3

Check ( / ) the practices that show care for the reproductive organs.

____ 1. Do not allow other persons to touch your genitals

____ 2. Wear only clean underwear

_____3. Wash your genitals with soap and water

_____4. Engage in rough and dangerous games such as jumping over high fences

_____5. Avoid using somebody else’s underwear

1. When you use public toilets, what are some precautionary measures
That you should follow?
2. During menstruation on girls, is it good to go swimming? Why?
 3. Why do boys need to be circumcised?

Always keep the reproductive organs healthy by observing healthful habits.

Boys and girls must do the following as part of hygiene.

BOYS:

1. Wash genitals with soap and water. Be sure to clean the foreskin of the organ
so that dirt will not accumulate under it.
2. Change underwear as often as necessary.
3. Avoid wearing too tight underwear
4. Wear protective gear when engaging in contact sports to protect the testicles.
5. Don’t let anybody touch your genitals.
6. Inform your parents of any disorders you may be experiencing.

GIRLS:

1. Wash genitals often to prevent infection and to give you a feeling of freshness
always
2. Use sanitary pads or napkins during menstruation to prevent stain on clothes
3. In case girls experience discomforts during menstruation, they may do the
following remediation:
a. Get enough rest
b. Have a short warm shower
c. Apply a warm compress on the lower abdomen
d. Eat a well - balanced diet and drink something hot
e. Engage in moderate exercise and avoid strenuous activities
 Lesson 2.4: Ways of Taking Care of Reproductive System

State the importance of protecting ones sensitive parts/reproductive

organs

Activity 1

( by group)

Pictures of different undesirable practices (wearing skinny shorts, sitting

on the lap of a male friend, allowing somebody to touch genitals)
 1. Pick picture of undesirable practices given by the teacher
2. Tell something about the picture and discuss it to the group.
3. Share what your group have discussed

Activity 2

1. Each group should prepare a short dramatization or create a situation on

how to protect ones sensitive parts /organs

Answer guide questions:

1. Does wearing too tight shorts proper in attending a party? Why?

2. Being a girl, is it right to sit on the lap of a boy even if he is your friend?
Why?
3. If somebody happens to touch your private part specifically your sex
organ what will you do?

Don’t let anyone touch your reproductive organ. Be careful in choosing

friends to go with.
 Lesson 2.5: Diseases and Disorders of the Male Reproductive
Organ

1. Describe common disorders associated with the reproductive

system and available preventive measures

Activity 1

 Flashcards with written disorders of the male

reproductive organ
  Picture of men and women suffering reproductive
disorders

(GAME- “Guess What”)

Look at the picture of a man suffering from a reproductive organ disorder

1. Describe what is in the picture

2. From the flashcards with written disease/disorder, pick one which is
your guess on what disorder is it.
3. Post the chosen card of your guess on the board
4. Do the same procedure on other pictures
Activity 2
Find the words in the puzzle referring to the male reproductive disorders

P R O S T A T E C A N C E R
E E G T R I E E Y O G U L L
N P N D A D S H S V Y K M N
I N H I N S T E T T O P R O
S O P D S A I M P O T E N T
F H E R N I A K L K K C M H
O S Y M T K U L A R J L L B
I N F L A M M A T I O N C E

1. What are the reproductive organ disorders in which males suffer?

2. What are the causes of each disease?
3. How can you prevent disorders of the reproductive system?

Disorders that affect the male reproductive system include

Inflammation of the penis, inguinal hernia, prostate cancer, testicular

Injury, AIDS, STD.

Lesson 2.5: Diseases and Disorders of the Female Reproductive
Organ

Disease and disorders of the female reproductive system is caused by

carelessness’ and unhealthful practices

1. Describe the different disorders associated with the female reproductive

system and available preventive measures

 Flashcards with written diseases and disorders of the female

reproductive organ .

 picture of a female suffering from reproductive disorders

Activity 1

1.Look at the picture of a woman suffering from reproductive disorder

 2. Do you know what reproductive disorder is she suffering? Can you guess
what?
3. Describe how the girl in the picture reacts to the disorder
4. Share your answer to the class

Activity 2 ( Game – “ I Got It” )

1.Arrange the unscramble word written on meta cards to name the

disorder the girl is suffering. Ex.( ARRHESYDMENO)
2. Post the arrange word on the board
3. Do the same procedure with the other meta cards

. 1. What are the reproductive organ disorders in which females suffer?

2. What are the causes of each disorder?

3. How can you prevent disorders of the female reproductive system?

 STD Sexually transmitted diseases ate infectious diseases caused by

bacteria that can be transmitted to another person through
Sexual contact through semen or fluid in the vagina.
 Some of the reproductive disorders that female suffer include
dysmenorrhea, cervical cancer, ovarian cyst, vulvovaginitis,
 AIDS , STD, and Herpes
Lesson 2.6: How Animals reproduce asexually

Describe how animals reproduce asexually

 Clear jar
 Magnifying glass
 Pond water
 Twigs
 Water plants

1. Look for a pond or a pool of water and fill a clean jar with water
from it.
 2. Add small twigs and water plants in the water. Do not add tap
water because it has chlorine that can harm organisms in the pond
water.
3. Let the water stay overnight in the open jar.
4. Using a magnifying glass, study the water for semi-transparent
branched organisms that are floating near or attached to the twigs
and plants. These are called hydras.
5. Look for a hydra with a bud or a young hydra attached to it. Draw
them on the space provided below.
6. Under the illustration, describe the hydra, its method of
reproduction and how the young is similar to its parents.

1. How does binary fission occur?

2. Give some examples of animals that produce through binary
fission.
3. How does budding happen?
4. Cite example that come from budding.
5. Explain the process of regeneration.
6. Give examples of animals that produce through regeneration.

 Reproduction is the ability of a living thing to make copies of itself.

 Some animals can reproduce even without a partner through sexual
reproduction. Binary fission, budding and regeneration are several ways of
asexual reproduction.
 Binary fission, also splitting, happens when the parent organism divides itself
into two.
 Budding happens when another organism is produced from the outgrowth of
the parent organism.
 Regeneration happens when an organism develops from a developed part of a
parent organism.


Lesson 2.7: Animals that Hatched From Eggs

Identify animals which hatched from eggs.

 Pictures of Animals
 Boiled fertilized duck egg (balut)
 magnifying lens
 plate
 Toothpick
Activity 1

What to Do:

1. Remove the shell of a boiled fertilized duck egg and put it on a

plate.
2. Observe what is inside the egg.
3. Use a toothpick and magnifying lens to see the small parts of the
egg.
4. Draw your observations and try to label the parts.

1. What did you see in the duck egg or balut?

_________________________________________________________
_________________________________________________________
2. Does it look like a baby duck? Describe what you see in the duck
egg. Try to identify the parts of the egg.
_________________________________________________________
_________________________________________________________

o Sexual reproduction in animals takes place when sex cells of two

parents animals unite to a form of new organism.
o Sexual reproduction can happen through internal fertilization or
external fertilization.
o Internal fertilization happens when sperm cells are released by the
male animal into the body of the female animal to unite with its egg
cell.
o External fertilization takes place when the union of sperm cell and egg
cell from the animals happens outside their bodies.


Lesson 2.8: Animals Born as Baby Animals

Identify animals born as baby animals

What You Need: (by group)

 Pictures of Animals
 Manila paper
 pentelpen

1. Divide the class into 4 groups

2. Give them manila paper and maker. Ask them to list down all the
animals that born alive that they can see from their community.
3. Ask them the similarities and differences of the adult animal to
baby animal. (Ask them to use a Venn Diagram to show the
similarities and differences of animals)
4. Give them 15 minute to do the activity.

Similarites

1. Explain how baby animals dependent to their mother

animals.
________________________________________________
________________________________________________
2. How mother animals take good care of their baby animals?
________________________________________________
________________________________________________

3. Enumerate how human and animals the same? How do they

differ?
________________________________________________
________________________________________________
 Viviparous animals birth to their young.
 The fertilized egg (zygote) develop into a young one inside the body of the
female organism
 Chances of survival of young on are ore because of proper embryonic care and
protection inside the mother’s body.


Lesson 2.9: Animals Develop From Fertilized Egg

Illustrate that some animals develop from fertilized egg

 Pictures of Animals
 Manila paper
 Pentel pen
 Laptop
 Projector

1. Let the pupils watch a short video presentation about the internal and
external fertilization in animals.
 https://www.youtube.com/watch?v=94Kd6NUI4Kg
2. Have the pupils answer the KWL wheel chart by writing down what
they know already about sexual reproduction in animals and what they
want to learn more.

What I Know What I Want to What I Learned

Know

1. What is sexual reproduction? Give example.

_________________________________________________________
_________________________________________________________
2. What are the two types of gametes? Explain each of them.
_________________________________________________________
_________________________________________________________

3. Explain the process of fertilization

_________________________________________________________
_________________________________________________________
4. Enumerate and describe the types of fertilization in animals.
_________________________________________________________
_________________________________________________________
5. What is sexual reproduction? Give example.
_________________________________________________________
_________________________________________________________
6. Give examples of animals that undergo with internal and external
fertilization.
_______________________________________________________
_______________________________________________________
 External fertilization is characterized by the release of both sperm and eggs
into an external environment; sperm will fertilize the egg outside of the
organism, as seen in spawning.
 Internal fertilization is characterized by sperm fertilizing the egg within the
female; the three methods include: oviparity (egg laid outside female body)
ovoviparity (egg held within female), and viviparity (development within
female followed by live birth).
 Internal fertilization protects the fertilized egg or embryo from predation and
harsh environments, which results in higher survival rates than can occur with
external fertilization.
 Ovoviparity is characterized by an organism retaining a fertilized egg inside
the body where development occurs and nourishment is received from the
yolk.
 Viparity is characterized by an organism which has its young develop within
the female and nourishment is received directly from the mother via
a placenta.


Lesson 3.0: Life Cycle of Butterfly

1. Describe the life cycle of butterfly

 Diagram of life cycle of butterfly

 Manila paper
 Pentelpen

Activity 1: Explain the process of metamorphosis in butterflies/moths

Group 1: The pupils will complete the diagram of metamorphosis of a

 butterfly given by the teacher.

Group 2: The pupils will compose their own song about the

metamorphosis of a butterfly

Group 3: The pupils will illustrate and discuss the process of

metamorphosis of butterfly

Group 4: The pupils will make an original poem about metamorphosis

of a butterfly

1. What is the first stage in a metamorphosis of a butterfly?

__________________________________________________________
________________________________________________________
2. Why do you think butterfly lay eggs in a stem or leaves of a plant?
_________________________________________________________
_________________________________________________________

3. What will happen next to the caterpillar or larva after some days?
__________________________________________________________
__________________________________________________________
4. Enumerate and describe the types of fertilization in animals.
_________________________________________________________
_________________________________________________________
5. What is the last stage in metamorphosis of butterfly or moth?
__________________________________________________________
__________________________________________________

Butterflies go through a life cycle. There are four stages. The first stage is the eggs.
This is where a girl butterfly lays eggs. She lays them on a leaf. The second stage is
the caterpillar. This is where the eggs hatch. It takes about five days for the eggs to
hatch. A caterpillar then comes out. At this stage, the caterpillar eats all the time. It
also grows really fast. Once it is all the way grown, the third stage starts. This stage is
the chrysalis. The caterpillar makes a chrysalis. The caterpillar is inside the chrysalis.
Inside the chrysalis, it starts to change. It soon changes into a butterfly. Once the
caterpillar has changed into a butterfly, the fourth stage starts. This is also that last
stage in the life cycle. The fourth stage is the butterfly. A butterfly comes out of the
chrysalis. It can now learn to fly. It can also find a mate. When it finds a mate, it lays
eggs. Then the lifecycle process starts all over again.


Lesson 3.1: Life Cycle of Frog

Describe the life cycle of frog

 Diagram of the life cycle of a frog

 Manila paper
 Marker
 Eggs of frog
 Tadpole
 Frog

1. Ask each group to describe the frog they have.

Group 1: eggs of frog
Group 2: tadpole
 Group 3: tadpole with legs

Group 4: young frog

Group 5 adult frog

2. They will be given 10 minutes to do the activity.

3. Ask the pupils to list down all their observations. (Provide manila
paper and marking pen for their output)
4. Have the representative of each group present their output.

1. What can you say about the eggs of the frog?

_________________________________________________________
_________________________________________________________

2. What is the difference of the tadpole of group 3 to the tadpole of

group 4?
_________________________________________________________
_________________________________________________________
3. Describe a young frog.
_________________________________________________________
_________________________________________________________
4. What can you say about an adult frog?
__________________________________________________________
____________________________________________________

 When Frogs mate, the male frog tends to clasp the female underneath in an
embrace called amplexus. He literally climbs on her back, reaches his arms
around her "waist", either just in front of the hind legs, just behind the front
legs, or even around the head. Amplexus can last several days! Usually, it
occurs in the water, though some species, like the bufos on the right mate on
land or even in trees! While in some cases, complicated courting behavior
occurs before mating, many species of frogs are known for attempting to mate
with anything that moves which isn't small enough to eat!
 Lesson 3.2: Life Cycle of Mosquitoes

1. Describe the life cycle of mosquitoes

 Laptop
 Projector
 Manila paper
 Marker
1. The pupils will be grouped into four.

2. Each group will be given a picture of any of the four stages of the life
cycle of the mosquito.
3. They will be given five minutes to describe the picture they have and list
down on the manila papers the things they know about the picture.

Group 1 Group 2 Group 3 Group 4

Egg of Larva of Pupae of Adult

Mosquito Mosquito
Mosquito Mosquito

4. Have the pupils answer the KWL wheel chart by writing down what they
know already about mosquitoes and what they want to learn more.

What We Know What We Want to Learn What I Learned

5. Have the representative of each group present their output.

1. How many stages do metamorphosis of mosquito has?
______________________________________________________
______________________________________________________
2. How does adult female mosquito get pregnant?
______________________________________________________
______________________________________________________
3. What is the difference of fertilization of a mosquito to the
fertilization process of frog?
______________________________________________________
______________________________________________________

4. What is the next stage after egg?

______________________________________________________
______________________________________________________
5. How will you describe the third stage, which is the pupae?
______________________________________________________
______________________________________________________
6. What can you say about the last stage in metamorphosis of
mosquito?
______________________________________________________
______________________________________________________
 Mosquitoes spend their first 10 days in water. Water is necessary for the eggs
to hatch into larvae, called wigglers. Wigglers feed on organic matter in
stagnant water and breathe oxygen from the surface. They develop into pupae,
which do not feed and are partially encased in cocoons.
 Only female mosquitoes bite people. Both male and female feed mainly on
fruit and plant nectar, but the female also needs the protein in blood to help her
eggs develop. Once she's had her fill of blood, she'll rest a couple of days
before laying her eggs.
 Can mosquitoes bite more than once, or do they die shortly after biting?
Female mosquitoes are capable of biting more than once. After she takes a
blood meal she completes the development of her eggs and may deposit up to
250 eggs at once in water. She is then able to seek another blood meal.
 A female will continue to bite and draw blood until her abdomen is full. If she
is interrupted before she is full, she will fly to the next person. After feeding,
the mosquito rests for two or three days before laying her eggs, then is ready
to bite again.


Lesson 3.3: Life Cycle of Cats

Describe the life cycle of cat

 Paper bag
 Construction paper
 Googly eyes
 Cotton
 Pipe cleaner
 Scissors
 Glue
1. Pupils will make a cat puppet.
a. First, cut a piece of construction paper to fit the entire length and
width of the paper bag. Then, cut the construction paper at the
place where the bag’s “face” moves.
b. You’ll also need triangles (ours were curved at the tips) for the
ears in the primary color of the cat and smaller triangles in pink
or another accent color. The nose was also a little tiny triangle,
and the tongue was just a u-shaped piece.
c. Draw out the curvy tail first. Don’t make it too long; we did, and
we ended up taping it on the bag because it wouldn’t stay put
with glue.
d. Glue the “body” on the bag. Or, if you’re better prepared than I
was, you’ll have colored bags on hand and won’t have to fuss
with that part.
e. Next, glue on the ears. I recommend gluing them behind the
cat’s head. If you glue them on front, it looks a little messy.
f. Next, tape or glue the tail to the back of the bag. Glue an accent
oval to the front of the body to create the look of a belly.
g. Finally, work on the face. Add the pipe cleaners first to make
whiskers. Tape them down to secure them, and then glue cotton
balls on top to hide the tape and create a fuzzy face look. Add
the nose and tongue on either side of the cotton balls.
h. And, last, but not least, glue or stick on the googly eyes. You
can see that my son set his off to the side on his black cat. I
actually like it better that way!
2. Pupils will perform a short play showing the life cycle of a cat.
 1. How does the life cycle of a cat started?
________________________________________________________
____________________________________________________
2. How long will cat carry their babies inside their womb?
________________________________________________________
____________________________________________________
3. What is the behavior of the kittens who are 3 weeks old?
________________________________________________________
____________________________________________________
4. What changes happen to the kittens if they are already 12 week old?
________________________________________________________
____________________________________________________
5. Describe the 15 year old cat.
________________________________________________________
_______________________________________________________

Kittens are heavily reliant on the mother for the first few weeks after they're
born, and they cannot see or hear. They learn to walk at three weeks, and learn
to respond to other cats. They have full coordination at seven weeks, and can
become fully independent by 12 weeks. At 15 years of age, a cat is considered
the equivalent of a 73-year-old human.

Newborn kittens flock to their mothers for warmth because they lack fur when
they are born. They also use their sense of smell to find their mother.

They begin to see anywhere from two to 16 days after birth, and they begin to
learn socialization skills from the mother at two weeks. Kittens learn to play
during the first two weeks of life, even before walking.

At three weeks, their ear canals are fully developed, allowing them to respond
to their surroundings, and they develop toilet preferences at this age. Kittens
are still with their mothers at four weeks, but they are not as reliant on their
mother's milk.

Their socialization period ends at seven weeks, but they do not stray too far
from their nesting area until eight weeks. The kittens must have interactions
with humans at this point to become more sociable.

They have greater independence by 12 weeks. After 15 years, a cat becomes

less active, and jumping and climbing become more difficult.


Lesson 3.4: Life Cycle of Cats

1.

Describe the life cycle of dogs

 Laptop
 Projector
 Manila paper
 Marker

1. Have the pupils construct and express their own understanding by showing
this illustration:
2. Ask the pupils to explain the process of life cycle of a cat through the use
of the diagram.
3. Let the pupils complete the table below.

What I know about What I want to know What I learned

dogs about dogs

1. H
o
w

1. Does the life cycle of a dog started?

__________________________________________________________
__________________________________________________
2. How long will dog carry their babies inside their womb?
__________________________________________________________
__________________________________________________
2. After giving birth of her puppies, how does mother dog protect her
babies?
 _______________________________________________________
_____________________________________________________
3. Describe the early life of a dog.
_______________________________________________________
_____________________________________________________
4. How long can dog live?
_______________________________________________________
_______________________________________________________

NATURAL LIFE CYCLE OF DOGS

1. 0-19 days: This is the start of fertilization. An embryo is formed from the
joining of 2 cells. As time passes, they multiply to 4 and eventually 64 or
more.
2. 20-33 days: The eyeballs, legs and paws start to take shape on the embryo.
3. 40 days: The embryo is now a fetus and begins to have a noticeable heartbeat.
4. 55 days: Their movement increases in this stage. A coat of hair, along with
nails and paws appear, as well as milk teeth inside the gums.
5. The most important thing we owners can do during this stage is to make sure
the expectant mother gets proper nourishment, and has her comfort needs met.


Lesson 3.5: Changes in Animals as They Develop and Grow

Describe the changes in animals as they develop and grow.

 Laptop
 Projector
 Manila Paper
 Marker

1. Let the pupils watch a short video presentation about the similarities
and differences of baby and adult animals.
 https://www.youtube.com/watch?v=fk7cQUFVyTk
2. Divide the class into 5 groups
3. Complete the table below. Write all your observation.
Animals Things that are same in Things that are different
baby and parent in baby and parent

1. What are the things usually common in baby and mother animal?
______________________________________________________
______________________________________________________
2. How about their differences?
______________________________________________________
______________________________________________________
3. Describe the baby and adult animal that comes from egg or
oviparous animals.
Animal Young Animal Young
antelope calf mink kit
badger cub owl owlet
bear cub peafowl peachick
beaver kit pheasant chick
piglet/ porkling /
bobcat kitten pig
gilt
buffalo calf pigeon squab / squeaker
camel calf pike pickerel
caribou fawn possum joey
cat kitten rabbit kitten
cattle calf rat pup
chicken chick rhinoceros calf
cougar kitten roedeer kid
coyote puppy salmon parr / smolt
deer fawn seal calf / pup
dog puppy / pup / whelp sheep lamb
duck duckling skunk kitten
eagle eaglet spider spiderling
eel elver swan cygnet
elephant calf tiger cub
elk calf toad tadpole
ferret kit wallaby joey
fish fry walrus cub
fox cub / kit weasel kit
frog tadpole whale calf
giraffe calf wolf cub / pup / whelp
goat kid zebra foal
goose gosling lion cub
hare leveret
hartebeest calf
hawk chick / eyas
horse foal / colt / filly
kangaroo joey
leopard cub


Lesson 3.6: Benefits from Animals

Describe the benefits derived from animals

 Pictures of animals
 Manila paper
 Marker

1. Divide the class into 5 groups

2. Give each group a picture of animals.
3. Ask them to list down all the things they can get from the animals.
4. Give them 5 minutes to do the activity.
5. Have the representative of each group present their output.
 Group 1 Group 2

Duck, Chicken, Pig Silkworm, Honeybee, Beatles

Group 3 Group 4

Group 5

Cat, Bird, Dog

Name of Animals Benefits from Animals

6. Supervise the pupils while they are doing the activity.

1. What are the things that we can get from the animals?
________________________________________________________
____________________________________________________
2. What are the animals that are sources of materials that we need?
________________________________________________________
____________________________________________________
3. What do you think will happen if animals are not present?
________________________________________________________
____________________________________________________

Animals are a gift of nature to us. They are the ones which are closely
associated with us in daily life.

Animals contribute a lot to human lives even than the plants.

It will be tough to image life without animals.

They serve humans for food, clothing, and medicine and even for
economic needs.


Lesson 3.7: How Animals may Harm People

1. Explain how animals may harm people

 Pictures of harmful animals

 Manila paper
 Marker

1. Supervise the pupils while they are doing the activity.

2. Divide the class into 4 groups.
3. Ask the pupils: Who have pet at home? How do your pets help
you? Is there any moment your pets hurt you?
 4. Group the pupils into five. Each group will receive 2 flashcards of
animals. They will complete the table below.
Animals How They Harmed Human Ways to Protect Ourselves

Group 1 Group 2

Group 3 Group 4

Group 5

1. How do rat and cockroach affect human?

________________________________________________________
____________________________________________________
 2. What harmful effects can dog and snake do to us?
________________________________________________________
____________________________________________________
3. What can centipede and spider do to us?
________________________________________________________
____________________________________________________
4. What may happen to you if you will be bite by a scorpion or a
mosquito?
________________________________________________________
____________________________________________________
5. What harmful things can a jellyfish and termites do to us?
________________________________________________________
____________________________________________________

6. What should we do to protect ourselves against this animals?

________________________________________________________
____________________________________________________

Prevention and control of animal diseases

People who own or keep animals are responsible for their care and health. The
Government has set a number of rules to monitor the health of kept animals.
These rules largely concern the prevention, monitoring and control of animal
diseases.

 Animal Health Monitoring

 Prevention of Animal Diseases
 Notifiable Animal Diseases
 Reporting Animal Diseases
 Preventive Vaccination


Lesson 3.8: Safety Measures While Caring Animals

1. Practice safety measures while caring for animals

 Pictures of animals
 Manila paper
 Marker

1. Divide the class into 5 groups

2. Give each group an activity card
 Activity 1

List down all the things the animals need who are living:

Group 1- in the forest

Group 2- in ocean/sea

Group 3- in the farm

Group 4- in dessert

Group 5- in polar region

1. What are the common needs of the animals?

______________________________________________________
______________________________________________________
2. What should we do to help animals living in the forest?
_________________________________________________________
_________________________________________________________
2. If your pet is sick, what should you do?
______________________________________________________
______________________________________________________
3. What are the other things that you should do to your pet to show
your love and care?
______________________________________________________
_____________________________________________________

 All animals deserve respect. When you own a pet, it not only deserves your
respect, but it also relies on your care.
 In the same way that you respect and care for your friends, your parents and
your family, you need to do the same for your pet.

 Treating your pet with kindness is a great way to show that you care for it.

 Looking after its needs shows that you both respect and care for your pet.

 Animals in the wild also need your respect and care. Remember, many wild
animals are not used to human contact so you need to be aware that they can
react quite differently to your household pet .
 

Lesson 3.9: Reproductive Parts of the Plants

Identify the parts of a flower.

Activity 1: What are flowering plants?”

Chart of a flower, manila paper, pentel pen

1. Use the diagram below.

2. Unscramble the letters to name the different parts of a flower.
 MENTFILA
TIGSMA
LITSIP _______________
_______________
THANRE
YLSTE ___
_______________
___
AVOYR
LOVEU
___
_______________

EPALT
___ ESLAP

TACLERECEP _______________
DUNCLEEP
__ _______________

Activity 2.
_______________
___
1. Ask the pupils to go on their respective groups. Using their flowers
(assignment to bring a day before) pupils will write things they observe
from the flowers they have including their parts.
___
2. After the activity the pupils may go back to their classrooms.

Name of the flower Parts observed

1. What are the different parts of a flower?

2. Do flowers have the same parts? (How did you find the lesson?)
3. Did you follow the steps in the activities?
4. What new things you have learned about flowers?
5. What are other flowers you know that can be found in our province?

A complete flower has the following parts: petal, sepal, ovary, style, anther,
filament, receptacle, pistil, stigma, peduncle, and stamen).Their parts are involved in
sexual reproduction.
Lesson 4.0: Functions of Reproductive Parts of the Plants

Describe the function of each part.

Let’s Discover
Activity 1: Tell me the different parts of the flower?”
 1 pc of mark pen
 1 pc of manila paper
 1 paste/glue

1. Pupils will be divided into three groups and will be given jumble
letters.
2. After they found out the hidden word.
3. Each group will ask to paste it on the part of the flower where it is
located

1. What are the different parts of a flower?

2. What are the functions of the parts of the flower?
3. What new things you have learned about flowers?

Sepal are modified leaves which enclose and protect the other
parts of a flower when it is still a bud. Petals the most obvious part of the
flower. It is brightly colored to attract insects for pollination. Stamen is
the male part of the flower it consists of filament and anther. Filament
holds the anther in a position tall enough to release the pollen. Anther
consists of two lobes that contain pollen sacs. Pistil is the female part of
the flower. Ovary contains one or more ovules. Style is a stalk that
connects the stigma to the ovary. Stigma is a swollen structure at the end
of the style. It receives the pollen grains.
 Lesson 4.1: Functions of Reproductive Parts of the Plants

Explain the importance of pollination in sexual reproduction.

Let’s Discover
Activity 1:Tell me the importance of pollination in sexual reproduction?”
 Replica of gumamela flower
 chart
 electricfan
 picture of a bee
 sand

1. Divide the class into 4 groups.

2. Introduce the Lesson on pollination.
3. Show the replica of flowers to the pupils.
4. Show the class how the bee helps transfer the pollen from one flower to
another.
a. Observe what happen.
b. You have 10 minutes to finish the activity.
c. Fill up the entire table on your activity sheet with your observations
and answer the guide questions.
Table of Observations
Period of Observation Pollination
YES NO
Pollen transfer by the bee
Wind can also be one way of
 transferring
Self-pollination were clearly
observed
Cross pollination were clearly
observed

1. What did you observe when the wind blew the pollen grains to
other plants?
2. What did you observe when the bee transfers the pollen grains?
3. What is the importance of pollination?
Let’s Learn
1. What do you think will happen if pollination will not occur?
2. What is self-pollination and cross pollination?
3. How would you give importance to the living things?

Remember these:
Self-pollination occurs when the pollen from the anther is deposited on the
stigma of the same flower or another flower on the same plant.

Cross-pollination is the transfer of pollen from the anther of one flower to the
stigma of another flower on a different individual of the same species.
 Lesson 4.2: Process of Fertilization

Describe the process of fertilization in flowers leading to the development of

seeds.

Activity 1: Tell me the process of fertilization in flowers leading to the

development of seeds?”
 1 pc of mark pen
 1 pc of manila paper

1. Pupils will be divided into four groups.

2. Let the pupils describe the process of fertilization.
3. After observing do the checklist table.

Fertilization in flowers

Yes No
The pollen grains land on the sticky stigma.
It travels down to the ovary.
It stays forever in the ovary.
Inside the pollen tube the sperm develop
Two matured sperm cells are produced
The zygote develops into plant embryo
The embryo soon became seed.
 1.What happened to the pollen grains when it goes down to the long
tube?
2. What happened to the two mature sperm produced?
3. What happened to the zygote?
Let’s Learn
Describe what happened to the pollen grains when it fertilizes and how it became
seed?

The pollen grains go down to the long tube that leads to the ovary. It
became sperm cell and unites with the egg and polar nuclei. Then zygote
became embryo of plant that leads to seed.
Lesson 4.3: Process of Fertilization lead to the Formation of
Fruits and Seeds

Infer the process of fertilization may lead to the formation of fruits and seeds.

Activity 1:Tell me how fruit develops?

 Mark pen/pentel pen
 Manila paper

1. Organize the class into 4 groups.

2. Watch the videoclip. Fruit development
(https://www.youtube.com/watch?v=bwCpQflmQG4)
3. Use the table for the observation on the video.
Table of Observations
Observe Infer
1.
2.
3.

1. In the process of fertilization does flower made a big part?

2. What happen after fertilization?
3. What happened after completely became fruit?

Let’s Learn
How fertilization leads to the formation of fruit and seed?
Have the pupils complete the concept map.
 The development of the fruit from flower starts from the stage of
fertilization and continues Flowers are the true reproductive organs of
flowering plants. The "male" part is the stamen or androecium, which
produces pollen (male gametes) in anthers. The "female" organ is the carpel or
gynoecium, which contains of egg (female gamete) and is site of the
fertilization. While the majority of flowers are perfect and hermaphrodite
(having both male and female parts in the same flower structure), flowering
plants have developed numerous morphological and also physiological
mechanisms actually to reduce or prevent self-fertilization. Heteromorphic
flowers have short carpals and long stamens, or otherwise vice versa, so
animal pollinators cannot easily transfer pollen to the pistil (receptive part of
the carpel). Homomorphic flowers could employ a biochemical
(physiological) mechanism called self-incompatibility to discriminate between
self- and non-self-pollen grains. In other species, the male and female parts are
morphologically separated, developing on different flowers.
 Lesson 4.4: Life Cycle of Flowering Plants

Describe the life cycle of some flowering plants.

Activity 1:Cut and Paste the life cycle of the flower”

 activity sheet
 manila paper
 scissors
 paste
 marking pen.

1. Divide the class into 4 groups

2. Cut pictures and show the cycle of the flower.
3. Present you work in class.

1.What happened to the seed when it grows?

2. What happened to the flower when it blooms?
3. What happened after pollination?
4. Then what happened next?
Let’s Learn
Have the pupils construct and express their own understanding by showing this
illustration:
The flower die and fruit with seed come out then the seed is ready for new life
again.
Lesson 4.4: Process of Reproduction in Flowering Plants

Explain the process of reproduction in flowering plants.

Activity 1: What Happens to the flowers?”

 1 pc of mark pen
 1 pc of manila paper

1. Check the materials brought by the pupils for the activity. Distribute
also the activity sheet, manila paper and marking pen.
2. Give other necessary instructions in doing the activity.
a. Observe what happens in the reproduction of the
flowers.
b. You have 10 minutes to finish the activity.
c. Fill up the entire table on your activity sheet with your
observations and answer the guide questions.
d. Choose a group member to present the result of your
group’s activity.
e. Clean your area as soon as you finish your activity.
Table of Observations
Process of reproduction Observation

Sexual reproduction
 1. What did you observed on the reproduction of
flowers?
2. What is the sexual reproduction?

Let’s Learn
.Ask the pupils to explain the process of reproduction of flowers. Using the
graphic organizer.

The process of reproduction involves the production of male

and female gametes, the transfer of the male gametes to the female
ovules in a process called pollination. After pollination occurs,
fertilization happens and the ovules grow into seeds within a fruit.
 Lesson 4.4: Process of Reproduction in Non-Flowering Plants

Explain the process of reproduction in non-flowering plants.

Activity 1: What is the process of reproduction in non-flowering plants?”

 Manila paper
 Mark pen

1. Divide the class into 4 groups.

2. Identify the plants that reproduce the same, have it paste on the manila
paper.
Let’s Learn
What are the three types of asexual reproduction?

1. What is asexual reproduction?

2. What do you found out after the classification of the plants
 3. What can you say to the plants that develop from the stems, leaves
and roots of the parent plant?
4. How about to the plants that takes place when a new organism is
formed from a detached part of the parent plant?
5. What do you call to the Plants develop from only one parent?

The plants that develop from the stems, leaves and roots of the parent
plant are the kinds of plants that reproduce through vegetative propagation,
the plants that takes place when a new organism is formed from a detached
part of the parent plant are the plants that reproduce through fragmentation
the Plants develop from only one parent are the plants that reproduce through
spore formation.
 Lesson 4.5: Process of Reproduction in Non-Flowering Plants

Describe the reproduction process in moss plants

Activity 1: Mosses in the environment?”

 activity sheet
 manila paper
 marking pen

1. Organize the class into 4 groups. Show a video clip of

mosses to the class.
2. Answer the table below.
Mosses Characteristics of Mosses Reproduction

1. What are the common characteristics of mosses?

2. How mosses reproduce?
Let’s Learn

How mosses reproduce? Show by showing a cycle.

Mosses reproduce by spores, which are analogous to the flowering

plant's seed; however, moss spores are single celled and more primitive than
the seed. Spores are housed in the brown capsule that sits on the seta.
 Lesson 4.6: Process of Reproduction in Fern Plants

Describe the reproduction process in ferns plants

Activity 1: What is the process of reproduction in ferns plants?”

 Manila paper
 Marking pen

1. Organize the class into 4 groups. Show a video clip of ferns

reproduction to the class.
2. Let the pupils answer the graphic organizer on the process of ferns.

1. What is a fern?
2. How ferns reproduce?
3. Describe the reproduction process?
Let’s Learn
How ferns reproduce? Show it through a cycle.
 Ferns reproduce by an alternation of generations (see reproduction),
the fern itself being the sporophyte, which produces asexual spores. In most
ferns the sporangia (spore-bearing sacs) are borne in clusters (called sori),
which appear as brown dots or streaks on the underside of the leaves
Lesson 4.7: Process of Reproduction in Mongo Plants

Describe the reproduction process in mongo plants

Activity 1: Mongo plants reproduction?”

 activity sheet
 manila paper
 marking pen
 mongo/ patubo

1. Group the class into 4.

2. Do the activity table and have it present in class
Mongo seeds Characteristics of Mongo seeds

b. let the pupils answer the graphic organizer on the process of

reproduction of mongo based on the video clip.
 1. What is a mongo plants?
2. How mongo plants reproduce?
Let’s Learn
Describe how mongo plants reproduce?

As the plant matures, small, pale yellow flowers will appear in clusters
of 12 to 15 toward the top of mung bean plant. The flowers are self-pollinating
and do not require wind or insects. Pollen, the male portion of the plant, forms
as grains at the end of an organ called the anther. When pollen comes in
contact with the female portion of the plant, known as the stigma, sperm is
released. The sperm travels down through the stigma into the ovary, where
fertilization occurs.
 Lesson 4.8: Process of Reproduction in Coconut Plants

Describe the reproduction process in coconut plants.

Activity 1: What is the process of reproduction in coconut plants?”

o Manila paper
o Marking pen

1. Organize the class into 4 groups.

2. Show a video clip on how coconut reproduces.
3. Describe the reproduction process of coconut plants in the table
given.

1. What is a coconut?
2. How mongo plants reproduce?
Let’s Learn
How coconut plants reproduce?
 Coconuts reproduce by dropping their fruit on the ground. When the
coconut ends up in the ground, in the right environment, it produces a seedling
that eventually grows up to become a coconut tree on its own, assuming that
the conditions are favorable.
 Lesson 4.9: Seed Dispersed Based on its Structure

Infer how seeds may be dispersed based on its structure.

Activity 1: What happened to the seeds?”

 Manila paper
 Marking pen

1.Organize the class into 4 groups.

2. Show a video clip on different way of dispersal of seeds.
(https://www.youtube.com/watch?v=qPp4tIXoJPg)
3. Each group need to accomplish the activity after the
presentation of the video clip.
Name of Fruit/ Flower/Plant Ways of seeds dispersal
1.
2.
3.
4.
5.

1. What is seed dispersal?

2. What is are the different ways of seeds dispersal?
3. How seed dispersal is important?
Let’s Learn
What are the different ways of seed dispersal?
 The means by which seeds are dispersed depend on a seed's structure,
composition, and size, Seeds dispersed by water are found in light and buoyant
fruits, while those dispersed by wind may have specialized wing-like
appendages. Animals can disperse seeds by excreting or burying them; other
fruits have structures, such as hooks, that attach themselves to animals' fur.
Humans also play a role as dispersers by moving fruit to new places and
discarding the inedible portions containing the seeds. Some seeds have the
ability to remain dormant and germinate when favorable conditions arise
 Lesson 5.0: Estuarine Ecosystem

Describe an estuarine ecosystem

What You Need:

Downloaded videos about estuaries provided by your teacher.
https://www.youtube.com/watch?v=qrYQFdukGMg&list=PLjhAEGv0W
XfniLXVabCvUM66yzMzNYq70
https://www.youtube.com/watch?v=5k3gJkIVB98&index=3&list=PLjhAE
Gv0WXfniLXVabCvUM66yzMzNYq70
https://www.youtube.com/watch?v=9fGhmuDtUnA&list=PLjhAEGv0WX
fniLXVabCvUM66yzMzNYq70&index=8
https://www.youtube.com/watch?v=YrQa7r0Yy8w&list=PLjhAEGv0WX
fniLXVabCvUM66yzMzNYq70&index=15
1. Watch the video presentation that will be played by your teacher.
2. Leader from each group will draw lots on the activities that they will do.
a. Make a role play describing an estuarine ecosystem
b. Create a jingle describing an estuarine ecosystem
c. Draw and describe an estuarine ecosystem
d. Make an acrostic using the word ESTUARY to describe an
estuarine ecosystem
3. Each group will be given 10 minutes to prepare for their presentation.

a. What did you feel while you were doing the activity?
b. What is an estuary?
c. How is an estuary formed?
d. What is brackish water?
e. What are the three zones in an estuary?
f. What organisms are found in an estuarine ecosystem?
g. How do they interact with one another?
h. What environmental conditions do the need in order to survive?
i. How important is an estuary?

Remember these:

 Estuaries are bodies of water that are formed when freshwater from
rivers flows and mixes with saltwater from the sea or ocean.
 Lesson 5.1: Intertidal Zone Ecosystem

Describe an intertidal zone e ecosystem

Downloaded videos about estuaries provided by your teacher

1. Watch the video presentation that will be played by your teacher.

2. Leader from each group will draw lots to know what they will do.
a. Make a role play about an intertidal zone ecosystem
b. Create a jingle describing an intertidal zone ecosystem
c. Draw and describe an intertidal zone ecosystem
d. Make an acrostic using the word INTERTIDAL to describe an
intertidal zone ecosystem
3. Each group will be given 10 minutes to prepare for their presentation.
 a. How did you feel while doing the activity?
b. What is an intertidal zone?
c. What are the organisms that can be found in an intertidal zone
d. What organisms are found in an intertidal zone ecosystem?
e. How do they interact with one another?
f. What environmental conditions do they need in order to survive?

 The Intertidal Zone is where the land meets the sea.

 It is the area between high tide and low tide.
 Intertidal communities can be found on sandy beaches, in bays and estuaries,
and along rocky shorelines.
 The marine animals living in this zone are unique because of their ability to
withstand exposure to air and the force of the pounding waves.
 The lowest levels of the Intertidal Zone are the most crowded with life and the
higher, dryer levels are less populated.
 The organism's adaptations depend on where in the Intertidal Zone it will be
found.
Lesson 5.2: Biotic and Abiotic Factors in Estuarine/Intertidal
Zone Ecosystem

Identify the biotic and abiotic factors in estuarine/ intertidal zone

ecosystem

 Downloaded videos about estuaries provided by your teacher

 Pictures of an estuarine/intertidal zone ecosystem

1. Look at the picture of an estuarine/intertidal zone ecosystem below

Answer these:
1. What habitat does the picture show?
2. How do the plants in this habitat help the animals?
3. How do the animals in this habitat help the plants?
4. The plants and animals in the habitat depend on non-living things for survival.
Name these non-livings.

ACTIVITY 2
What to do: Unscramble the letters in column B to form the ABIOTIC factors in
an estuarine/intertidal zone ecosystem being described in Column C. Write your
answers in the blank provided in Column A.

ACTIVITY 2
What to do: Unscramble the letters in column B to form the ABIOTIC factors in an
estuarine/intertidal zone ecosystem being described in Column C. Write your answers
in the blank provided in Column A.

Column A Column B Column C

_________ ASILYTNI amount of salt in water
_________ ETMEPARRETU the hotness or coldness of water
_________ EVSAW the movement of the surface of the water

Encircle the biotic factors in an estuarine ecosystem from the list below.
Encircle the biotic factors in an estuarine ecosystem from the list below.

LICHENS SOIL TREES SUNLIGHT

MANGROVES ALGAE SEAWEEDS
TEMPERATURE SEA GRASSES SAND MARINE PLANTS

a. How did you feel while doing the activities?

b. What are the biotic and abiotic factors in an estuarine/intertidal zone
ecosystem?
c. How do they interact with one another?
d .How do the abiotic factors affect the condition of the biotic factors in the
ecosystem?

o The living or biotic factors in the estuaries/intertidal zones consist of

all the plants, animals and microorganisms that are found in it.
o The non-living or abiotic factors in estuaries/ intertidal zones are water
in waves, salinity, temperature, amount of sunlight and type of soil.
Lesson 5.3: Components of Food Chain in an
Estuarine/Intertidal Zone Ecosystem

Discuss the components of a food chain in estuarine/ intertidal zone

ecosystem

Downloaded videos about food chain provided by your

teacher
ACTIVITY 1
OBJECTIVE: Discuss the components of a food chain in estuarine/intertidal zone
ecosystem
Look at the food chain below. Discuss the role of each component in
estuarine/intertidal zone ecosystem through these examples.

ALGAE SIGA HERON BACTERIA

AND DEAD ORGANIC MATTER

GRASS CLAM CRAB DECOMPOSERS

Answer these:
1. What organism provides food for the eaters?
2. How do we call the organisms that manufacture the food?
3. Which organisms consume the plants?
4. How do we call the organism that consumes the plants?
5. What is a food chain?

a. What did you feel while doing the activity?

 b. What is shown in the first picture? The second? Third?
Fourth picture?
c. What do they all start with?
d. What organisms are the producers? Why?
e. Which organisms are the consumers? Why?
f. Are you a consumer too? Why?
g. What is passed along in a food chain?

 Producers or autotrophs are mainly green plants, algae microorganisms

that undergo photosynthesis.
 Consumers or heterotrophs get their energy by feeding on plants and
other organisms.
Herbivores- organisms that eat only plants
Carnivores- organisms that eat meat only
Omnivores-organisms that eat both plants and meat
 Decomposers get energy by breaking down dead organisms and their
wastes. Examples are fungi, bacteria and earthworms.
Lesson 5.4: Constructing of a Food Chain Estuarine/Intertidal
Zone Ecosystem

Construct a food chain in estuarine/ intertidal zone ecosystem

 Downloaded videos about food chain provided by your teacher

 Pictures of a food chain

ACTIVITY 1
OBJECTIVE: Construct a food chain in an estuarine/ intertidal zone ecosystem
What to do: Using the given organisms below in an estuarine and intertidal zone
ecosystem. Construct as many food chains as you can and be ready to present it in
your class.
1._________ ______________  ________________  _____________
Producer  primary consumer secondary consumertertiary consumer

1._________ ______________  ________________  _____________

Producer  primary consumer secondary consumertertiary consumer

a. What did you feel while performing the activity?

b. What are the organisms that are present in the estuary? Name
them?
c. Which among. these organisms are edible for human? Do you eat
these marine animals?
d. Look at your answer in the activity.
e. What is shown in the first picture? The second? Third? Fourth
picture?
f. What do they all start with?
g. What organisms are the producers? Why?
h. Which organisms are the consumers? Why?
i. Are you a consumer too? Why?
j. What is passed along in a food chain?
k. What is a food chain?
Lesson 5.5: Food Web in an Estuarine/Intertidal Zone
Ecosystem

Describe a food web in estuarine/ intertidal zone ecosystem

 Downloaded videos about food chain provided by your teacher

 Pictures of a food web

Study the diagram below. How many food chains are shown in the diagram?
 a. What did you feel while doing the activity?
b. What organisms provide food for the eaters?
c. What do you call the organisms that manufacture food?
d. Which is the direct consumer?
e. How do you call the direct consumer?
f. How many food chains can you construct from the food web?
g. What is a food web?

A food web is a pattern of interlinked food chains in an ecosystem that

represents the food relationship within a habitat or a territory.
Lesson 5.6: Constructing a Food Web in an Estuarine/Intertidal
Zone Ecosystem

Construct a food web in estuarine/ intertidal zone ecosystem

Activity Cards and activity sheets

In a manila paper, construct a food web in an estuarine / intertidal zone

ecosystem using the cut-outs of organisms that can be found in an estuarine
/intertidal zone. You can add more animals that you can think of that can possibly
be a part of the food web.
FOOD WEB IN AN

ESTUARINE/INTERTIDAL ZONE ECOSYSTEM

 a.What is a food web?
b.What is passed along in a food web?

When the transfer of energy becomes interlinked, the overlapping food chains
now become a food web.
 Lesson 5.7: Designing a Model an Estuarine/Intertidal Zone
Ecosystem

Design a model of an estuarine/ intertidal zone ecosystem

 Colored papers
 Large Shoe Box or any other rectangular container
 Scissors 1
 Glue stick 2
 Colorful marker pen 6
 Clay in different colors
 Glue stick 1
 Soil or sand
 Artificial or natural plants
 Artificial fish and other marine organisms
 Trashbag
 Downloaded videos from the internet

ACTIVITY 1
OBJECTIVE: Design a model of an ecosystem in estuaries/intertidal zones

Materials:
 Colored papers
 Large Shoe Box or any other rectangular container
 Scissors 1
 Glue stick 2
 Colorful marker pen 6
 Clay in different colors
 Glue stick 1
 Soil or sand
 Artificial or natural plants
 Artificial fish and other marine organisms
 Trashbag

1. Line the container or box with the trashbag. This will prevent leaking of
materials.
2. Arrange the sand and soil. Making sure that there is a place for the water.
3. Arrange the plants and other materials to be used as part of the ecosystem.
4. Be ready to present your own model of estuarine/intertidal zone ecosystem to
the class.

a. What did you feel while doing the activity?

b. How did you make your model of an estuarine/intertidal zone ecosystem?
c. Can you identify the biotic and abiotic factors in your own model?
d. What are the producers present?the consumers?
e. How are they important to each other?
f. Do you think humans are also part of an of an estuarine/intertidal zone
ecosystem?
g. In what ways can human help in the conservation of estuaries and
ecosystem?
An estuary is the thin zone along a coastline (such as bays, lagoons, sounds or
sloughs) where freshwater systems and rivers meet, and mix with a salty
ocean, becoming brackish.
Lesson 5.8: Ways of Controlling/Preventing Harmful Effects of
Human Activities to an Estuaries/Intertidal Zone Ecosystem

Enumerate ways of controlling/preventing harmful effects of human

activities to an estuarine/ intertidal zone ecosystem

Downloaded videos from the internet

Read the following human ways and practices that may be harmful to an
estuarine/intertidal zone ecosystem.
1.L and u se prac t i c e s
a.Land clearance
 b.Agriculture
c.Production forestry
d.Road building

2.Est uary m argi n de ve l opm e nt

a.Coastal settlement

3.De v e l opm e nt i n e st uari e s

Answer:
1. What are the ways that you can suggest to prevent the harmful effects of human
activities to estuarine and intertidal zone ecosystem?

a. What are the activities of humans that can be harmful to

estuarine/intertidal zone ecosystem?
b. What activities are the most disrupting or most dangerous?
c. In what ways can we prevent/control these human activities so
they will not harm the ecosystems in estuaries and intertidal
zones?

The following are ways to control/prevent harmful effects of human activities to an

estuarine/intertidal zone ecosystem:

1.Lan d use pr ac ti c e s

Land use practices along estuary margins and in their catchments affect our estuaries.

a.Land clearance - Changes in land use may affect an estuary. Erosion on cleared
land increases sediment loads which affects the:

 clarity of the water (turbidity)

 nature of sediments (for example, changes from sandy to muddy)
 rate of sedimentation.
Many animals and plants prefer specific sediment particle sizes. Others can be
affected by small changes in the rate of sedimentation and the level of turbidity.

Research suggests that since humans settled and started land clearance, greater
sediment runoff has caused increased rates of estuary infilling. Increased infilling can
cause decreases in water depth. This in turn can:

 affect the distribution of plants, animals and their habitats

 decrease natural, recreation and amenity values.
The spread of mangroves, loss of seagrass beds and declines in shellfish beds in
estuaries over recent decades are partly due to increasedinfilling of estuaries.

b.Agriculture – can lead to increases in the amount of sediment, nutrients and

bacteria in estuaries.

 Erosion and runoff on agricultural land can lead to increases in sedimentation

rates.
 Leaching and runoff from land, and stock urinating and defecating directly
into the water can increase amounts of plant nutrients and bacteria in the
water. Increases in nutrients can cause nuisance plant growths.
Stock grazing and trampling of estuarine vegetation destroys important habitat and
increases sediment disturbance.

Estuarine vegetation can take a long time to recover from grazing or trampling. Stock
can also transport and spread invasive species. Find out more about coastal plant and
animal pests.

Stock access to the coastal marine area is prohibited under the Regional Coastal Plan.

Good land management practices can minimize the effects of farming on estuaries..

c. Production forestry - exotic forestry has increased in estuarine catchments and

now covers about half of the Whangapoua Harbour and 60 percent of the Wharekawa
Harbour catchments on the eastern Coromandel Peninsula.
Large areas of pine forest in estuary catchments will need careful management to
avoid future problems. Harvesting can disturb the soil and increase erosion, causing
more sediment runoff.

d.Road building – increases surface runoff carrying sediment and pollutants.

2.Estuar y mar gi n de ve l op me nt

a.Coastal settlement - more people and development also brings activities such as:

 clearing and infilling for development

 landfills and waste treatment systems
 trampling of estuarine plants
 littering and rubbish dumping
 boat mooring.
3.De ve l opme nt i n e stuar i e s

The construction of boat ramps, marinas and boat channels often means excavation
and dredging in the estuary. This can lead to:

 Loss or degradation of habitats.

 Changes in sediment regime – turbidity, sedimentation rates, nature of
sediments.
 Increased pollutant loads.
 Changes in water flows.
 Lesson 5.9: Harmful Effects of Human Activities to an
Estuarine/Intertidal Zone Ecosystem

Explain the harmful effects of human activities to an estuarine/

intertidal zone ecosystem

 Pictures
 Activity cards/sheets

Study the different pictures. Identify the components of each ecosystem. Note the
changes in each situation presented.
1. Describe the situation presented.
2. Does it affect the people living in the area? How?
  From the picture, can you identify what brings air pollution?
What are other materials that bring can make the air polluted?
 What effects would too much air pollution can bring to our
environment?
 In your own home, how do you manage your garbage? How
important is proper waste disposal? What will be the effects of
improper waste disposal to our environment?
 Use of dynamite when fishing is prohibited. Why do you think
so?
 Illegal logging is not good for the ecosystem. What will be the
effect of too much cutting of trees?

 Rapid population growth increase the need for more land space.
 Cutting down trees and clearing forested areas disturb ecological
balance.
 Blast fishing or dynamite fishing is the practice of using explosives
to stun or kill schools of fish for easy collection.
 Contaminated or polluted water, when drunk, maybe harmful.
 Use of Freon in air conditioning unit and aerosols destroys the
ozone layer.
 Lesson 6.0: Preserving/Conserving the Balance in
Estuarine/Intertidal Zones Ecosystem

Demonstrate commitment and concern in preserving/conserving the balance in

an estuarine/intertidal zones ecosystem

 Pictures
 Activity cards/sheet
 ACTIVITY 1
Note: Do this activity one week before class discussion.
Through the help of your teacher and parents, ask your community members to
adopt an area. It may be an estuary/intertidal zone near to your school or community.
Enjoin community members to clean up or beautify the area. You will help maintain or
develop ecological balance in this area.

ACTIVITY 2
Note: Do this activity one week before class discussion.
OBJECTIVE: Demonstrate commitment and concern in preserving/conserving the
balance in an estuarine/intertidal zones ecosystem
What to do:
Encourage your community members to sort out their wastes,separating
biodegradable from non-biodegradable materials.Segregate the waste materials in
different containers. Wood, leaves, water plants, kitchen refuse and other biodegradable
materials can be put together in one container. Place the other waste materials in another
container. Wastes can be further segregated into dry and wet.

ACTIVITY 3
Note: Do this activity one week before class discussion.
OBJECTIVE: Demonstrate commitment and concern in preserving/conserving the
balance in an estuarine/intertidal zones ecosystem
Dig a compost pit for the biodegradable wastes away from the river bank or any source of
water. Research on how to make a compost pit. Check on how non-biodegradable
materials can be properly disposed or recycled. Collect earthworms that may help in
cultivating in the compost.
 ACTIVITY 4
Note: Do this activity one week before class discussion.
OBJECTIVE: Demonstrate commitment and concern in preserving/conserving the
balance in an estuarine/intertidal zones ecosystem

Place reminders near river banks or other bodies of water that should warn people against
throwing wastes into the waterways.

 How will you relate the activities that you have done in
conserving and preserving the estuaries and intertidal zones?
 Do you think the activities that you did are interconnected in
preserving and conserving estuaries and intertidal zones?Why?
 What other ways can you suggest to conserve and preserve our
ecosystem?

Ten Ways to Protect Estuaries

1. Keep septic systems working properly? Pump your system every three years.

2. Pave less. Hard surfaces hasten runoff and increase pollution and erosion.

3. Adhere to “no-wake” zones when on your boat. Waves destroy shorelines and
increase erosion.

4. Think before your pour. Many hazardous products flow from household drains
through sewage treatment plants and into coastal bodies of water.
6. Fish respectfully. Follow “catch and release” practices and keep more fish
alive.

7. Create non-toxic pesticides. A bit of soap and water does the job and keeps
harmful chemicals from ending up in nearby waterways.

8. Use native plants. Garden and land- scape with plants native to your area to
reduce the need for watering and fertilizing.

9. Respect habitat. Treat the homes of vital marine life with care. Habitat and
survival go hand-in-hand. When habitat disappears, so do many plants and
animals.

10.Take action! Organize a stream or beach cleanup. Encourage your local

newspaper to write a story, or ask an expert to speak at your community
organization or local school.

10.Learn more about estuaries! Visit www.estuaries.gov.