SCI 1

Teaching Science in the Elementary Grades

Zeta M. Cabili
Faculty, College of Education

5 Biology (Living Things and their Environment)

Biodiversity and Evolution
Overview
The world of living things is so beautiful, so varied and numerous. Animals
and plants are found almost everywhere in this planet. You have enjoyed the songs
of birds, smell of flowers, tasted fruits, listened to the music of singers and enjoyed
taking care of your pets. You may have the chance to feed the chicken in your
backyard, ride on the back of a carabao and catch shrimps and fishes in the
fishponds and more. This module will introduce you to the world of plants and
animals where they live, what structures they have in order to classify them in groups
and the general concept of biodiversity.
Learning Outcomes
At the end of this module, you should be able to:
1. describe the characteristics of living and non-living things;
2. describe animals and plants in their immediate surroundings;
3. identify the parts and functions of animals and plants;
4. state the importance of animals and plants to humans;
5. describe the ways of proper handling of animals and plants;
6. infer that animals and plants have body parts that help them adapt and
survive in their particular habitats;
7. identify specialized structures of aquatic and terrestrial plants that enable
them to live in varying environmental conditions;
8. make surveys of animals and plants in the community;
9. identify animals and plants that can be grown in a particular habitat;
10. describe the reproductive structures among animals;
11. describe the reproductive structures among plants;
12. make an inventory of animals and plants in the community;
13. characterize vertebrates and invertebrates;
14. classify vertebrates and invertebrates based on their distinguishing
features;
15. identify characteristics of plants;
16. classify plants based on their characteristics.

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Lesson 1: Animals and Plants: Parts, Functions and Importance to Humans
(Grade 3)
An organism is a complete, individual living thing. Some examples of
organisms are dog, rose, mosquito, milkfish, whale, clam, and narra tree. They do
not look alike but have features in common. These features make up a living thing.
Organism do things to maintain life which are called life processes. Are you an
organism?
Life Processes or Characteristics of Living Things.
 Growing or increasing in size according to its kind
 Responding or reacting to stimuli/surroundings
 Producing more individuals of their own kind or reproduction
 Obtaining energy from food, air and other sources
 Releasing wastes to the surrounding
A whale is big but shrimp is not, but both grow in size. Some birds are small,
others are large but both grow. Ants could smell food even if the source is far
because they have sensitive organs to detect the food stimulus. Narra produces
seeds that are blown by the wind then these germinate and produce new plants. A
sow (mother pig) gives birth to piglets. Plants obtain energy from sunlight to produce
food (photosynthesis) for its own use or for animals to eat. Oxygen is derived by
plants and animals from the air. Animals release carbon dioxide as they breathe and
this is taken up by plants during photosynthesis. Animals also release waste
materials as perspiration, urine or feces to the surrounding. On the other hand, a
boat engine needs gasoline to function, it releases smoke as waste. A book could be
thick or thin but this is made by man. Non-living things like soap bubbles, icicles,
balloons, and rock formations in caves grow in size but they cannot perform the life
processes.
Animals parts and their functions
Animals have parts that enable them to live in various places. For example,
dogs have head, body and legs. The whole body is covered by hair. In the head, are
the ears, mouth and nose. The head is connected to the body by a neck. Attached to
the body are the two front legs and two hind legs for movement. The end of the body
has tail. The male external reproductive parts are found in the belly area. The feet
have toes that are covered by thick horn-like material. These characteristics enable
them to live on land.
A fish lives in water. It has head, body and tail. In the head are the eyes,
mouth, nostrils and gill cover. The body may or may not be covered by scales. The
fins are found in the upper side and lower side of the body, and at the tail. Its slender
body and fins enable the fish to swim.
Take note of the frog especially during the rainy season. They are plentiful in
rice paddies creating sounds at early evening. They have slippery skin, four legs and
can walk on land. Butterflies have colorful wings and three pairs of legs. They fly
from one flower to another feeding on the juice or nectar. There are many more

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animals around that you are familiar with. Do you know their body parts and how
they function to enable these animals to live in different places?
Importance of Animals to Humans
Animals around us provide services for us to survive. Food, transportation,
medicine, clothes, recreation, even protection are provided to us. When we
domesticate wild animals such as dogs and horses these were intended for hunting,
gathering of food and transport humans to other places. Sheep, cows, carabaos,
goats, chicken and ducks are reared as food sources and extra income for families.
Many animal products are sources of medicine. Even fishes, squid, crabs, shrimps
and oysters are grown in manmade ponds and culture cages for intensive food
production. Pearl farming for jewelry making is a good business. Hide of animals are
fashioned into leather bags, shoes and jackets. Dogs protect our homes, search for
missing persons and drugs, guide the blind in the home and streets and could save
our lives when trained properly. Crocodile farms in Palawan provide food and its
scaly skin are processed for expensive bags and shoes. Even homing pigeons serve
as courier of letters during the war.
You may search in books and internet references for more economic services
by animals.
Taking care of animals
If animals provide us some of our basic needs, then we should take care of
them. Our pet dogs and cats are provided with shelter, food and medicine. Our farm
animals are provided grazing fields. Poultry houses are built for chicken, ducks and
turkey. We build bird houses and protect their nests. We protect the habitat where
animals live by making them free of pollutants like those that live in waters. We have
to remember that animals too have their right to live among us.
Parts of a Plant
The common plants that we see around us are seed plants. These plants
have roots, stems, leaves, flowers, fruits and seeds. Roots anchor the plant to the
ground. These also absorb water and minerals from the soil. Plants either have
taproot system or a fibrous root system. Rice and corn have fibrous roots while narra
has taproots. Fibrous roots spread out near the soil surface covering it a good
control for soil erosion. Taproots anchor the plant firmly on the ground. Some roots
grow above the ground such as prop roots in corn, pandan and some mangrove
trees. These roots eventually touch the ground for support.
What do you think will happen to corn plants without the prop roots?
Most orchids have aerial roots that catch dew as well as support the plant to
branches of trees. When we grow orchids in our gardens, we hang them in a basket
with coconut coir or tie them in tree trunks. Some roots store food like the sweet
potato and cassava.
Stems support the leaves, flowers and fruits. These also transport food,
minerals and water to other parts of the plant. Some stems are woody while others
are herbaceous or soft. Most stems are green or brown. Stems are generally above

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the ground, except some underground stems like rhizome, tuber and bulb. How do
you identify an underground stem from a storage root? Squash and ampalaya are
vines that have tendrils to support the climbing stems. Strawberry, sweet potato and
Bermuda grass have stems that grow along the soil surface for fast reproduction
over a wide area.
Leaves are generally green, expanded and attached to a stem by a petiole. A
simple leaf has a stalk, base, margin and tip. It has veins that may run parallel to the
midrib or netted. Leaves have different shapes, size and arrangement on the stem
and may have other colors such as violet, yellow, red, orange and pink. The margin
of the blade may be smooth, divided or lobed. Some are compound leaves (grape,
bean, malunggay, narra, etc.). The main function of the leaf is to produce food, the
process is known as photosynthesis. During photosynthesis, plants take up carbon
dioxide and water to produce glucose, a kind of sugar. Light is needed for the
process to occur. Oxygen is given off that animals’ inhale. Leaves have special
functions such as reproduction, protection and support. Leaves are sources of
vegetables and could also be medicinal. Give examples of medicinal plant leaves
that are found in your home or in the herbal garden in your school.
Flowers, fruits and seeds are characteristics features of flowering plants.
Flowers are mainly for plant reproduction. Flowers are attached to the stem by a
pedicel. The sepal is the outermost part of a flower, the second layer are the petals.
These are accessory parts. The reproductive parts of the flower are the stamen
(male) and pistil (female). Some flowers have no sepals, these are incomplete
flowers. Papaya ahs female flowers in one plant and male flowers in another plant.
Squash has female flowers and male flowers in the same stem. Flowers bloom on
certain seasons while others bloom throughout the year. When narra trees are in
bloom, the flowers scatter on the ground and pollen grains make some of us sneeze.
Fruits come from flowers. Some are fleshy or dry. The fruit may have a hard-external
covering just like in coconuts or very thin skin as in tomato. The middle layer of a fruit
could be fleshy as in papaya and the seeds are attached on the inner wall of the fruit.
The nuts of casoy are dry fruit but it has a fleshy receptacle. Beans have pods that
release mature seeds when very dry. Rice and corn are cereals. Narra dry fruits are
blown by the wind and when on the ground, the seeds would germinate to produce
new plants.
Importance of Plants
Plants provide us food, medicine, materials for clothing, shelter, boat,
furniture, resin, dyes and many more. Plants protect the environment from erosion by
providing cover to the ground.
Food comes from the leaves, flowers, fruits and seeds. Human eat some
roots such as carrot, sugar beets, radish, cassava, yam and sweet potato. Without
cereals, we get hungry. Leafy vegetables are rich source of vitamins and minerals.
Fruits provide abundant supply of carbohydrates, proteins and vitamins. Animals that
we grow such as cattle, chicken and other poultry products compete with us for food
from plants. Most animals depend on plants for food, shelter, nesting and breeding
places.

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 Active ingredients of some medicines are derived from leaves, roots, flowers
and seeds. Guava leaves are boiled for antiseptic use; malunggay leaves to clean
wounds as first aid and mayana leaves are crushed for bumps. Infusions from
oregano or lagundi are good for cough.
Nipa and coconut leaves are for roof shingles. Big trunks of mahogany and
other hard woods provide lumber for various uses, and paper is from Gmelina and
other trees. Fibers for cloth are derived from abaca, cotton and pineapple. The
balangay or big boats in the early times are made of hardwood such as dungon.
Railroads platforms are made of dao and lauan trunks. When there are many trees
even in small patches in the city, we feel cool and clean.
How is the air purified by plants? When in a thick forest, do you feel and smell
clean air? Why should we maintain trees in our forest and plant more even in farms?
How many trees have you planned since you were young?
Thick grasses covering a steep slope protect the movement of soil particles to
a lower part of the land. Big trees and shrubs hold more water and soil in the ground.
Vines that creep over wide area of land protect the soil from erosion caused by water
and wind.
Taking care and handling of plants
How do we take care of plants around us? At home we grow them. We put
black screen to protect them from too much sunlight. Watering of pechay and pepper
is necessary especially during dry season. We provide support for vines like
ampalaya and string beans. We create plots for vegetables that we grow in the
garden. Along roads, we plant low growing trees and shrubs and are protected by
tree guards. We avoid cutting trees in the forest and we plant more. Overharvesting
has led to destruction of our environment. We should exercise care in handling
plants. Some have spines and thorns that can prick your hands and some are
poisonous. Pollen of flowers may trigger allergy and some leaves may have aphids
and insect larvae that can cause itchiness. When handling plants, wear gloves, use
scissors to cut small twigs and wear mask when you have allergy.

Activity 1. Answer the following.

1. Make a concept map to show what you have learned in this lesson.
2. Some homes have an announcement “Beware of Dogs.” Should you ignore
the sign? Why?
3. Some children were playing with spiders and put in some money to bet on
whose spider will win. How will you handle this situation in relation to the
lesson you had on importance of animals?
4. Without bees there will no honey and no fruits to eat. Why is this so?
For Grade 3 Learners: Put a happy face if the sentence shows taking good care of
an animal or sad face if not.
_____1. Mary walks her dog every evening around their house.
_____2. Pat lets his cat sleep outside their house without any roof.

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 _____3. Mario builds a birdhouse in their garden.
_____4. Pedro hits his dog for sleeping in his favorite chair.
_____5. Karlo brings his rabbit to a veterinarian.

Lesson 2: Plants and Animals in their Habitats (Grade 4)

Animals live in different habitats. Some animals live on land. They are referred
to as land or terrestrial animals. The body structure of animals enables them to live
in a particular place. For example, those with four legs like cattle can live on land.
The legs enable them to graze over grasslands, walk and run. Cattles have hair as
body covering that protects them from the heat of the sun. The head has a pair of
eyes, a nose, a mouth, a pair of ears and horn on both sides. The horn is also a
protective part. There are more examples of animals with four legs. Some animals
like lizard have four legs but their body covering may be skin with scales. There are
land animals with two legs for walking and a pair of wings such as ducks, turkey and
chicken have claws on their feet that can scratch the soil for food. Turtles have thick
shell or carapace to protect the body from harsh environmental conditions. Most land
animals find shelter in caves and by making holes on tree trunks. Snakes have thick
scaly skin for protection.
Why are animals found in different habitats?
Water or aquatic animals such as fishes, clams, starfish, squid, sharks and
tilapia live in water. They have different body covering such as scales, shell and skin.
For swimming, fishes and sharks have fins while squids and octopus have tentacles.
Water animals also have various sizes, colors and shapes. Muscles are attached on
rock or reared in bamboo poles while clams have the shells that protect the inside
soft body from strong waves. These are found burrowing on sandy or muddy shores.
Sea turtles also have four legs and the body is protected by hard shell. Do all water
animals swim?
Frogs live in rice paddies, ponds and rivers and are classified as land-water
animals. They have four legs with webbed feet for swimming but also use the same
for walking on moist soil. Their skin protects them when they leave the water for a
short time. The crocodile is a huge land-water animal, with four legs for swimming
and walking. They have hard scales for body covering. They can swim fast when
disturbed. Do you know that the largest crocodile was found in the Philippines?
There are also animals that fly and stay in tree branches like most birds and
insects. Both have wings from movement from one place to another. Birds have
light-weight bodies covered by feathers and strong claws to hold on branches.
Insects are generally small yet could fly long distances to look for food at the same
time pollinate flowers. These are aerial animals.
Plants grow on land, water or air
Millions of plants grow around us. Land plants are naturally found in
grasslands, forests and desert and in man-made communities like orchards, farms
and regenerated forests. A typical plant has roots, stems and leaves. Roots anchor

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the plants to the ground as well as absorb water that is needed for growth. Some
roots spread over wide surface while other plants have roots that grow deep in the
soil. Among desert plants, the roots are very shallow to gather as much water when
it rains very quickly. These plants also have succulent stems and leaves to reduce
loss of water from the plant. Stem grow upright that connects the roots to the leaves.
Among vines such as grapes and ampalaya, they have tendrils that curl around the
fence or other plants for support. Some underground stems store food as in
rhizomes of ginger, tubers of potatoes and bulbs in onion and garlic. Sugarcane
stores food in the stems. Leaves are the food factory of the plant; hence these are
usually found above the ground where they are exposed to sunlight and can absorb
gases for food production. Plants need stored food for its own body functions.
Leaves vary in size, shape and arrangement on the stem. Spines of cactus are
specialized leaves adapted to survive extremely hot areas. Aloe vera and several
species of cactus have fleshy leaves.
Most aquatic plants are algae that grow in the sea or in freshwater ponds and
lakes. These plants have no vascular tissues to transport water to plant body parts,
hence the need to live in water. The leaves can produce food during photosynthesis.
Water lily has wide leaves that stay on the water surface for greater exposure to
sunlight needed to produce food but have roots that anchor the plant in place. Water
hyacinth has porous leaf stalks that enable the plant to float and roots that are
submerged.
Orchids develop roots that anchor them on stems above the ground. These
absorb moisture from the air. These are referred to as aerial plants. Some ferns grow
on tree trunks since they have roots that anchor them. Nutrients for their growth are
derived from moisture in the air and those trapped at the base of the plant.
Man, plants corn, rice, legumes and other food sources in farms that are rich
in nutrients, enough water and favorable climate. Edible green algae are grown in
coastal areas. With changes in climate, man has intensified food growing in urban
areas using aquaponics. Wall gardens are established in fence of schools, shopping
malls and in homes to increase food supply. Extensive orchards of mangoes,
calamansi, oranges, coffee, jackfruit, cacao and tea are grown in selected parts of
our country that have suitable conditions for their survival. Coconut, pineapple and
sugarcane plantations are established and maintained in places where survival rate
of these plants is high.

Activity 2. Part A.
1. A farmer would like to clear a hill so he can grow cacao, a high value crop.
What advice can you provide so that the proposed plantation will be
productive and at the same time the environment is protected and properly
managed?
2. Make a power point presentation on this lesson for your future learners.

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Part B. Answer the following questions.
1. How can we classify animals based on their habitat?
2. What kind of home or habitat supports some animals?
3. When a pond dries, what will happen to animals that live in water?
4. Plants such as cactus live with little supply of water. What characteristics
enable them to live in dry places?
For Grade 4 Learners:
1. Classify the following as to where these animals live. Write your answers in
the table provided.
monkey grasshopper red ant
toad shrimp oyster
eel frog mosquito
Land Water Land and Water

2. Identify the body part used for (a) movement and (b) food getting of the
animal.

a. ___________________ a. __________________
a.___________________
b. ___________________ b. __________________ b.
__________________

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 a. ________________ a. _________________
b. ________________ b. _________________

Lesson 3: Reproductive Structures of Animals and Plants (Grade 5)

A. Animal Reproductive Structures
Human beings are classified as mammals along with goats, cow, dogs, cats
and mice. Mammal have external and internal sex organs. Recall that among the
female and male human beings, there are external genitalia that scientists use to
identify whether the newly born individual is a male or a female. This is also true for
cow, dog, sat and other mammals. There are internal female and male reproductive
structures in humans that we have learned in the previous module. There are
similarities in the structures of the mammals that produce the sex cells such as the
ovary and the testis. Internal fertilization of the egg by the sperm occurs when there
is mating of the male and female individuals. Gestation occurs inside the female
uterus until young is born.
Among birds, such as chicken, the male or rooster can be identified by the
comb on its head and its prominent tail feathers. Hens have smaller comb and tail
feathers. During mating, the rooster transfers sperm to the hen by rubbing its cloaca
against that of the female resulting in internal fertilization. The cloaca is an opening
in the bird through which sperm and egg pass through.
Snakes and lizards have no external organs to help scientists identify male
from female through the exhibit variation in appearance. Frogs have paired gonads
and oviducts that are found inside the body which are connected to the cloacae
(plural of cloaca).
The female fish has paired ovaries that produce eggs that are released
through the oviducts to the uterus or the body cavity. The male fish has paired testes
that produce the sperm. Earthworms are hermaphrodites. They have both male and
female sex organs in one individual. An individual can produce sperms and eggs and
during mating either one can provide the egg or sperm that is fertilized.

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 In insects such as bees, the testis produces sperms in males and the ovaries
produce the egg in females. The oviducts provide space for sex cells to travel to the
uterus. Female insects may store sperms in spermatheca (an accessory organ).
Some animals do not have sexual organs for reproduction. In the case of
hydra, a coelenterate growing in freshwater, a new animal is produced by a “bud”
from its main body which eventually grow and separate from the parent body. Some
organisms that reproduce sexually may also reproduce asexually. Among the
staghorn corals, broken segments of the colony may grow or regenerate the lost
parts to become a new individual.
Plant Reproductive Structures
Most plants that you see around have flowers which are the sex organs of
these plants. Among non-flowering plants like in pine trees, an individual produces
male and female cones. In ferns, the spores formed in the leaves germinate to young
moss plants but grow into male or female that produce the sex cells. There are
plants parts like leaves, stems and roots that give rise to new plants.

Activity 3. Part A.
1. Research on secondary features of animals that enhance their reproductive
functions. Make a photo essay and submit it.

Part B. Essay
1. What human reproductive structures are similar with the other animals you
have studied?
2. Why is it necessary that we learn about reproductive structures of plants?
3. If a farmer would like to produce seedless varieties of oranges, what is the
role of flowers in the plant?
For Grade 5 Learners: Matching Type. Match items in column A with those in
column B. Write the letter of the correct answer on the space provided. ( For Grade 5
Learners)
Column A Column B
A. Hydra 1. Oviduct
___________
B. Stag horn coral 2. Buds
___________
C. Bee 3. Cloaca
___________
D. Pine 4. Seed
___________

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 E. Shark 5. Spore
___________
F. Gumamela
G. Earthworm
H. Mosquito

Lesson 4: Common Characteristics of Animals and Plants for Classification

(Grade 6)
A. Animal Classification
There are millions of different species of animals in many places around the
world. They differ in size, body covering and other features. One way to classify
animals is by its body structure presence of backbones. Animals with backbones are
referred to as vertebrates and those without are the invertebrates. Vertebrates
have bony endoskeleton or backbone. There are five major groups of vertebrates,
the mammals, birds, reptiles, amphibians and fishes. Below is a summary of
differences among vertebrates:
Characteristics Mammals Birds Reptiles Amphibians Fishes
Body covering fur or hair feather scales skin scales
Breathing lungs lungs lungs gills (young) gills
organ lungs (adult)
Warm or cold warm warm cold cold cold
blooded
Reproduction give birth to lay eggs that most lay eggs lay eggs that most lay
young (except hatch outside hatch eggs
platypus and the body
echidna)
Habitat mostly on most on land land and land and water
land water water
Examples human, parrot, dove, snake, toad, newt, shark, koi,
horse, tarsier, peacock, iguana, frog, catfish,
monkey duck alligator, salamander stingray
tortoise
Note: Warm blooded animals have internally controlled body temperature while cold blooded animals
have body temperature that change with environment.

Invertebrates are composed of several major phyla or groups. The table

below show a summary:
Group Body Covering Unique feature Habitat Examples
of the body
sponges porous body sessile or water bath sponge,
attached to rocks, Venus flower
body is loosely basket
organized
coelenterates or soft skin, stony body has radial water jellyfish, hydra,
cnidarians corals produce symmetry, with corals, sea
outer covering of stinging cells and anemone
limestone tentacles, one

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 body opening,
some are
attached to the
substratum
flatworms skin flat bodies, two water, parasite tapeworm,
body segments inside cow and Planaria liver
pig fluke
roundworms skin unsegmented parasite, soil ascaris, filariae,
round body pinworms
segmented skin segmented, soft moist soil, water earthworm, leech,
worms body tube dwelling
polychaetae
mollusks some with hard soft body water, land snail, clam, slug,
shells scallop, octopus,
squid
arthropods exoskeleton body is divided in land, water, air shrimp, crab,
two to three spider, bee, ant,
segments, with beetle scorpion,
paired legs that millipede
vary in number
echinoderms exoskeleton may body with radial water sea star, sea
be spiny, symmetry, move urchin, sea
skeleton made up by means of tube cucumber, brittle
of plates covered feet star
by skin

Plant Classification
Plants like animals are placed in groups based on certain characteristics.
Plants have two general groups, the vascular and non-vascular plants. Vascular
plants have tube-like structures involved in the transport of water and nutrients in the
plant body. The non-vascular plants have no well-developed transport parts. There
are other characteristics as basis of sorting plants such as (a) with flowers or without,
(b) spore bearing or seed bearing, (c) habitat where they grow, (d) plant habit and (e)
need for water. Furthermore, flowering plants maybe classified according to number
of cotyledons, leaf venation, number of flower parts, arrangement of vascular tissues
and type of root system. The table below presents the basic information on plants
groups.
Group Major Characteristics Examples
Non vascular plants: low growing, plants live in mosses, liverworts, hornworts
Bryophytes moist places, lack well
developed roots, stems, and
leaves, sexual and asexual
reproduction
Vascular plants:
Tracheophytes
a) Ferns and allies seedless, spore bearing, live in tree ferns, maiden hair fern,
moist places and tree trunks, horsetail, club moss
reproduce sexually and
asexually
b) Gymnosperms non flowering, mostly with gnetophyte, cycad, ginkgo,
seeds found in cones, conifers conifers
with needle-like leaves, grow in

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 cool and dry places
c) Angiosperms monocots true flowers, seed bearing, one rice, corn, banana, coconut,
cotyledon, parallel leaf veins, onion, sugar cane, bamboo,
flower parts in multiple of three, lemon grass, pineapple, abaca
vascular tissue scattered in the
stem, fibrous roots
d) Angiosperms dicots true flowers, seed bearing, two casoy, cinnamon, sunflower,
cotyledon, netted leaf veins, daisy, marigold, hibiscus,
flower parts in multiple of five, mums, guava, mahogany,
vascular tissue arranged in a peanut, bean, watermelon,
circle in the stem, taproot squash, mango, acacia,
system gumamela, ilang-ilang
To enrich your knowledge of animals and plants, you may visit any of the following:
zoo, a museum, a forest, flower garden, or a coral reef. Even a wet market may
have a variety of animals and plants for sale as food. Discovery Channel,
Knowledge Channel, Matanglawin and other sources may be accessed in Youtube.

Activity 4.
1. Make a scrapbook of animals and animals in print or PowerPoint presentation
as resource material for teaching biodiversity.
2. Prepare a concept map of plants and animals considering groupings,
characteristics of the group and examples.
For Grade 6 Learners: A. Classify the following animals as invertebrates or
vertebrates. Put a check on the appropriate column.( For Grade 6 Learners)
Name of Animal Invertebrate Vertebrate
1. Pigeon
2. Hamster
3. Prawn
4. Spider
5. Millipede

B. Marian sorted some animals listed on the table. What characteristics of animals
was used for the sorting?
Group A Group B
Sea star Shark
Sand dollar Panda
Sea urchin Tiger
Jellyfish Ape
Brittle star Alligator

A. body covering C. presence of eyes

B. appendages D. symmetry

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 SUMMARY

In this module, you have enriched your knowledge about animals and plants.
Around us are animals as pets, animals that we grow for food and source of
income, animals for transport and many more. Identification of their parts and
functions to humans, their habitats, their reproductive structures of their common
characteristics.
With so many plants around us. This module gave you a fresh knowledge
about their parts, functions of the parts, uses and care for them. Like animals, plants
also have different habitats. You were able to study their habitats for them to survive.
The plants’ reproductive structures and common characteristics were discussed in
the last two lessons of the module.

SUGGESTED READINGS

Internet
www.youtube.com: Mixtures and Their Characteristics
https://www.youtube.com/watch?v=7N2JVzCLnuc
www.natgeo.org: The Amazing Journey of Matter

REFERENCES/SOURCES

Bilbao, P. et. al. (2019). Teaching science elementary grades. Quezon City: Lorimar
Publsiing Co., Inc.
DepEd K to 12 Curriculum Guide Science (2013)

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