PLANTS

Live on land or in water

 OBJECTIVES

Infer that the specialized structures of

terrestrial plants enable them to
function under certain conditions.
 ENGAGEMENT
Game: Minute to win it
Divide a class into groups. Provide each
group with set of jumbles parts of an
aquatic plant. Give them one minute to
arrange the jumbled parts of an aquatic
plant. The group who can form the plant
in one minute will be declared the
winner.
• What are these plants?
• Why can they live in water?
• In the activity, are there parts that remain
unused? Show them to the class.
• To which plant do you think these parts
belong?
• Where can we find them?
• How do you think these plants survive on
land? (write their temporary answers-
hypothesis on strips of cartolina and let them
post on the wall)
 EXPLORATION
1. Divide the class into groups.
2. Recall the standards in doing the activities.
3. Let the pupils do this activity.
(Note: if possible, bring the class to places where there are plants. If not, the
activity should be assigned earlier. Give them 10-15 minutes to do the
activity)
What you need:
Plants, investigative reporter information sheet, manila paper, marker
What to do:
1. Play as a plant detective.
2. Investigate the different structures of the terrestrial plants found in the
community.
3. Use the investigative reporter information sheet below.
4. Write your answer on your Science Notebook.
5. Compare your answers with your group mates.
6. Gather all your observations into group output using the same sheet above.
Write it on manila paper.
Be a Plant Detective
Look for these terrestrial plants during your visit. For each group, list down
their specialized structures and functions.
 Plants with big broad leaves.
 Plants with waxy leaves.
 Tall and sturdy plants.
 Plants with hair and thorns.
 Plants that cling to the fence.
 Plants that grow directly on the soil.
 Plants that grow on rocks.
4. Instruct them to answer the guide questions after the activity.
Guide Questions
1) What are the plants that live on land?
2) Why can they survive on land?
3) What body structures do these plants have that help them survive
in different conditions?
5. Tell the class to post their group output and be ready to report it.
 EXPLANATION
• Let the pupils report their group output.
• Tell them to explain all their observation/gathered
data in class and their answer to the guide
questions.
• Discuss the activity using the following guide
questions.
– Based on your investigation, what plants have you seen?
– What are their body parts and their uses?
• Go back to the temporary answers/hypothesis that
the pupils posted on the wall at the beginning of the
lesson. Check which response are correct and which
are not.
• Guide the pupils in the formulation of the concepts
they have learned in the activity
 ELABORATION
Let’s Investigate
1. How does a cactus survive in the desert?
2. Why do plants have waxy leaves?
3. Why do some plants have broad leaves?
 EVALUATION
• Draw a terrestrial plant which has a specialized
structure.
CRITERIA 3 2 1
Accuracy The drawing has The drawing has The drawing has
complete and incomplete but incomplete with
correct parts correct parts few correct parts
adapted to land. adapted to land. adapted to land.
Creativity and The drawing is The drawing is The drawing is
Neatness exceptionally attractive in terms acceptably
attractive in terms of design, layout attractive though it
of design, layout and neatness. may be a bit
and neatness. messy.
 ASSIGNMENT

Bring pictures of different plants.