Science 2 Module

2
SCIENCE
QUARTER 1
LIVING THINGS
DO_Q1_SCIENCE_GRADE2_MODULE1-10
HUMANS AND ANIMALS
Self-Learning Module/Alternative Delivery Mode
Grade 2 – Quarter 1
First Edition, 2021
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
2 DO_Q1_SCIENCE_GRADE 2_MODULE1-10
Development Team of the Module
Author: Monica D. Granadil, Kristel Ann E. Nabor
Editor: Maria Lea Q. Prondo, Ed.D.- EPS Science
Language Editor: Levy M. Vergara
Reviewers:
Dr. Jo Ann F. Castandillo, Jasmin T. Barrios,
Vivian M. Bautista, Elizarah C. Valdez
Jennifer L. Perez
Layout Artist: Kristel Ann E. Nabor
Management Team:
Meliton P. Zurbano, OIC, SDS
Filmore R. Caballero, CID Chief
Mrs. Jean A. Tropel, Division EPS In Charge of
LRMS/ADM
Maria Lea Q. Prondo, Ed.D.-EPS Science
Printed in the Philippines by:

_________________________________
Department of Education – National Capital Region – SDO
Valenzuela
Office Address: Pio Valenzuela Street, Marulas,
Valenzuela City
Telefax: (02)8-292-4340
E-mail Address: sdovalenzuela@deped.gov.ph
Introductory Message
For the facilitator:
Welcome to the Science Grade 2 Alternative Delivery
Mode (ADM) Module on Human and Animals!
This module was collaboratively designed,
developed, and reviewed by educators both from public
and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by
the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.
This learning resource hopes to engage the learners
into guided and independent learning activities at their
own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also
see this box in the body of the module:
Notes to the Teacher
This contains helpful tips or strategies that will help you in guiding
the learners.
As a facilitator you are expected to orient the learners

on how to use this module. You also need to keep track of
the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks
included in the module.
For the learner:
Welcome to the Science Grade 2 Alternative Delivery
Mode (ADM) Module on Human and Animals.
The hand is one of the most symbolized part of the
human body. It is often used to depict skill, action, and
purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource
signifies that you as a learner is capable and empowered
to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success
lies in your own hands!
This module was designed to provide you with fun and
meaningful opportunities for guided and independent
learning at your own pace and time. You will be enabled
to process the contents of the learning resource while
being an active learner.
This module has the following parts and corresponding
icons:
What I Need This to will give you an idea of the
Know skills or competencies you are
expected to learn in the
module.
This part includes an activity
What I Know
that aims to check what you
already know about the lesson
to take. If you get all the
answers correct (100%), you
may decide to skip this
module.
This is a brief drill or review to
What’s In
help you link the current lesson
with the previous one.
In this portion, the new lesson
What’s New will be introduced to you in
various ways such as a story, a
song, a poem, a problem
opener, an activity or a
situation.
This section provides a brief
What is It discussion of the lesson. This
aims to help you discover and
understand new concepts
and skills.
This comprises activities for
What’s More independent practice to
solidify your understanding
and skills of the topic. You may
check the answers to the
exercises using the Answer Key
at the end of the module.
What I Have This includes questions or blank
Learned sentence/paragraph to be
filled into process what you
learned from the lesson.
This section provides an
What I Can Do activity which will help you
transfer your new knowledge
or skill into real life situations or
concerns.
This is a task which aims to
Assessment evaluate your level of mastery
in achieving the learning
competency.
At the end of this module, you will also find:
References This is a list of all sources used
in developing this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary
mark/s on any part of the module. Use a separate
sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on
to the other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and
checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once
you are through with it.
If you encounter any difficulty in answering the tasks in
this module, do not hesitate to consult your teacher or
facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will
experience meaningful learning and gain deep
understanding of the relevant competencies. You can
do it.
Table of Contents
Title Pages
Lesson 1. Parts And Functions of The Sense
Organs of The Human Body ……………………….10
Lesson 2. The Sense Organs Work Together…………….... 17
Lesson 3. Caring For My Sense Organs.…………………….24
Lesson 4. Ways by Which Health Workers/ Medical
Specialist Help in Caring Sense Organs ………..33
Lesson 5. Predicting What May Happen in Case One or
More Sense Organs are Impaired or Lost ……..42
Lesson 6. Ways of Showing Love and Support to
Differently Able Children ………………………..49
Lesson 7. Describing Animals Based on How They Move,
Get Food, Breathe Air, Protect Themselves and
Reproduce …………………………………………56
Lesson 8. Ways of Classifying animals ……………………..67
Lesson 9. Needs of Animals ………………………………….75
Lesson 10. Taking Care of Animals …………………………82
References ………………………………….…………………..89
Week 1 (Day 1-2)
This module was designed and written with you in

mind. It is here to help you learn more about living things
and their environment. The scope of this module permits it
to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read
them can be changed to correspond with the textbook
you are now using.
At the end of this unit, you are expected to:

• Identifies and describes the parts and functions
of the sense organs of the human body.
Directions: Identify the sense organs described in each

sentence.
_______1. It recognizes the taste of the food we eat.
_______2. It helps us to know the odor or scent of an
object.
_______3. It shows us the beauty of the surroundings.
_______4. It enables us to hear sounds coming from the
environment.
_______5. It helps us feel everything around us.
Parts And Functions of The Sense
Lesson 1
Organs of The Human Body
A sense organ is a part of your body that makes a

particular work. They help you observe the things around
you. They tell you what is happening in your environment.
You can see, hear, sense, taste and feel because your
brain tells you to.
Directions: Write down the five (5) sense organs.
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
Activity: Exploring Your Senses

Directions: Shade the correct sense organ that is being
used in the following sentence.
1. The chocolate is sweet. eyes nose ears tongue skin
2. The cotton is soft. eyes nose ears tongue skin
3. The rainbow has eyes nose ears tongue skin

seven colors.
4. She can sing well. eyes nose ears tongue skin
5. The sampaguita has eyes nose ears tongue skin

a good smell.
The eyes, nose, ears, tongue, and the hands or skin are
our sense organs. They are also known as the sense of sight,
smell, hearing, taste, and touch.
We observe things around us with our sense organs.
Our sense organs help us identify things.
We see things with our eyes, also called the

sense of sight.
We can know the odor of things with our nose or
the sense of smell.
We recognize taste with our tongue or the sense
of taste.
We receive the sounds we hear with our ears or
the sense of hearing.
We feel things with our hands or skin, the
sense of touch.
Activity 1. The Sense Organs

Directions: Write the use of the following sense organs.
I used my __________________________________
_____________________________________________
I used my __________________________________
_____________________________________________
I used my __________________________________
_____________________________________________
I used my __________________________________
_____________________________________________
I used my __________________________________
_____________________________________________
Activity 2. Uses of Sense Organs

Directions: Do the following instructions one by one.
A. Observe the color of your notebook.
B. Play music from your cellphone.
C. Eat what mom cooked for breakfast.
D. Smell the fragrance of the perfume.
E. Get an ice cube and touch it.
Guided Questions:
1. How did you know the color of the notebook? What
sensory organ have you used?
___________________________________________________
2. How did you hear the sound coming out from the
cellphone? What sensory organ have you used?
___________________________________________________
3. How did you know the taste of the food? What
sensory organ have you used?
___________________________________________________
4. What helps you to describe the odor of the perfume?
___________________________________________________
5. What helps you to feel the ice cube?
___________________________________________________
Directions: Encircle the sense organ used in the following

activities.
1. looking at a photo album
A. eyes B. nose C. ears D. skin E. tongue
2. listening to the radio
3. smelling the fragrance of the flower
4. feeling the coldness of soft drinks by holding the bottle
5. tasting the delicious food
Sean is inside the classroom. The school’s canteen is

located five rooms away from where he is. He can still
recognize the menu for lunch without going to the
canteen. Why do you think so?
______________________________________________________
______________________________________________________
______________________________________________________
Directions: Encircle the letter of the correct answer.
1. Which of your senses do you use to perceive the color,
size, shape, and movement of things around you?
A. sense of taste C. sense of touch

B. sense of sight D. sense of hearing
2. In which activity will you need your sense of hearing?

A. describing the sandpaper
B. telling the color of your dress
C. holding a cold soft drink in the canteen
D. knowing when a fire truck is passing by
3. Sense organ that used to identify the fragrance of a

flower.
A. skin C. ears
B. nose D. eyes
4. Which sense organ did you use to taste the food that
mother cooked?
A. sense of taste C. sense of touch
B. sense of sight D. sense of hearing
5. Which object is rough?

A. rock C. pillow
B. cloth D. cotton
Week 1 (Day 3-5)

• Demonstrates activities which involve two or
more body senses working together.
Directions: Write TRUE if the statement is correct and FALSE

if it is not correct.
_______1. You used your eyes and tongue in singing and

dancing.
_______2. The eyes, nose, and tongue work together in
cooking.
_______3. Our sense work together to give us a total picture
of our experiences.
_______4. We can use our eyes alone when watching

television.
_______5. The eyes, tongue, and hands help in finding
out if some fruit is ripe enough to eat.
Lesson 2 The Sense Organs Work Together
You have learned in our previous lesson the parts and

functions of our sense organs. In this lesson, we are going
to identify the different sense organs that work together in
doing a particular job.
Directions: Fill in the blanks with the correct sense organs
used.
1. I smell the flower with my _________.

2. I hear the birds chirping with my _________.
3. I see the colors of the rainbow with my _______.
4. I touch my pillow with my ________.
5. I taste the food with my _______.
Activity: Working Together!
Directions: Follow the instructions given one by one.
A. Pick up scattered pieces of paper.

B. Tell when a papaya is good to taste.
C. Get the softest dress in the cabinet.
D. Name the cleanest part of the house.
E. Tell that the television set is on or off.
Write down the sense organs you used in each activity.
Activities Sense Organs
used
1. Pick up scattered pieces of paper. eyes and hands
2. Tell when a papaya is good to
taste.
3. Get the softest dress in the
cabinet.
4. Name the cleanest part of the
house.
5. Tell that the television set is on or
off.
The five senses of hearing, touch, sight, taste, and

smell are the primary means we use to gain new
knowledge. We rarely experience with one sense alone.
Our sense work together to give us a total picture of our
experiences. As you do an activity, some parts of the
body work together.
The brain, eyes and hands work together

when you read books.
The brain, eyes and ears work together as you

listen to your teacher explain the lesson.
The arms, hands, legs, and feet work together

as these children walk in the school campus.
The nose and the tongue work together in

telling the smell and the taste of the food.
When you dance, the brain, the hands, the legs,

the feet, the eyes, and the ears work together.
Activity:
Directions: Color the sense organs that work together in
each activity.
1. eyes 2. eyes
nose nose
ears ears
tongue tongue
skin skin
eyes eyes
3. 4.
nose nose
ears ears
tongue tongue
skin skin
eyes eyes
5. 6.
nose nose
ears ears
tongue tongue
skin skin
Directions: Fill in the blank with the correct word to
complete each sentence. Choose the answer
from the box.
I have learned that the five senses of hearing,
touch, sight, taste, and smell are the primary means we
use to gain new _____________. We rarely experience with
one sense __________. Our sense work ______________ to
give us a total picture of our experiences. The different
sense organs that work together in doing a _________ job.
together particular alone knowledge
How are the following sense organs work together in the

given activity?
Example:
Answering your module – eyes and hands
1. attending online classes- __________________________
2. playing computer games- _________________________
3. wiping the kitchen table- __________________________
4. watching movies- __________________________
5. eating breakfast- __________________________
1. What body parts work together in this picture?

A. eyes and ears
B. nose and tongue
C. nose and skin
D. tongue and eyes
2. Alex is playing basketball. What body parts does he

uses?
A. hands, legs, and eyes
B. hands, eyes, and nose
C. legs, eyes, and mouth
D. ears, nose, and mouth
3. Why it is necessary to use the hands, tongue, and eyes

when eating?
A. To experience the real flavor of the food we are
eating.
B. To appreciate the food we are eating.
C. To determine the quality of what we eat.
D. All the above
4. Which of the following sense organs is NOT used when

riding a bike?
A. eyes C. tongue
B. ears D. skin
5. Which sense organs will you use in this statement
“I went outside and felt the cool air on my skin and
smelled my neighbor cooking chicken on the pan”?
A. eyes and skin

B. ears and tongue
C. skin and nose
D. tongue and ears
Week 2 (Day 1-2)

• Show ways of caring the different sense organs.
Directions: Put a check (/) before the sentence that shows

the proper care of the sense organs and Cross
(X) if not.
_______1. Consult the doctor regularly.

_______2. Drink very hot soup.
_______3. Cover your nose when you cough or sneeze.
_______4. Look straight at the sun.
_______5. Clean the outer ear with a clean cloth.
Lesson 3 Caring For My Sense Organs
We are very lucky because our sense organs are

working well. Imagine those people who cannot use their
sense organs properly because of their carelessness or
maybe because of an accident or injury. When the sense
organs are not properly cared for, they might suffer from
ailments or might be damaged. People can no longer use
their sense of sight, hearing, smelling, tasting, and feeling
well. Take care of the sense organs for them to work
effectively.
Complete the table by checking (/) the sense organs

you would use in the following situations.
Object Sense Organs

Eyes Ears Nose Tongue Skin
1. Tell when the plants
are fresh or not.
2. Determine freshly
washed clothes from
those that have
already used.
3. Find out if some fruit
is ripe enough to eat.
4. Helps blind man find
his way.
5. Answer your Science
module.
Activity:
Directions: Do what is asked for and answer the following
questions.
1. With eyes covered, describe the things around you.
Where you able to describe the things around?
2. With an earplug, listen to your mother says. What did

the mother say? Was it easy for you to hear?
3. Pinch your nose for a few seconds. Did you smell the
lunch?
4. Look at the food your mother cooked. Was the food

delicious or stale?
5. Without touching the two cloths, tell which one is softer.

Did you guess the correct one?
Guided Questions:
1. What can you not do if you are blind?
________________________________________________________
2. What will you fail to do if you are deaf?
________________________________________________________
3. Why is it not fun to have clogged nose when one has
colds?
________________________________________________________
4. What if you have no sense of taste?
________________________________________________________
5. What can’t you do without hands, what will you miss?
________________________________________________________
You see everything with your eyes. Without them, you

will not be able to read. You will not see the beauty of the
surroundings even the faces of people you love. It is
important that you take care of your eyes.
Caring for the eyes
1. Do not read in very bright light or very dim light.

2. Avoid rubbing the eyes with dirty hands,
3. Rest your eyes after reading by looking far away.
4. Eat yellow foods like papaya, carrots, and squash.
5. Wear sunglasses.
6. Use safety eyewear.
7. Look away from the computer screen.
8. Do not look directly to the sun.
Our ears are important to us that is why they deserve
care from us. The ears help us appreciate the sounds in
the environment. We hear beautiful voices with our ears.
We also identify what some sounds tell us.
Caring for the ears
1. Avoid very loud sounds.

2. Clean and wash the outer ears with clean, soft cloth.
3. Do not let water enter your ears when taking a bath,
4. Speak softly.
5. Avoid shouting to others.
6. Blow the nose properly so as not to hurt the ears. Cover
one side and blow. Repeat with the other side.
The nose helps us enjoy the scent of flowers, the

savory of delicious food, and many other fragrant things.
It warns us of danger such as smell of smoke when there is
fire. We need to take care of our nose.
Caring for the nose
1. Blow the nose gently with a clean handkerchief.

2. Avoid coming near the persons with colds.
3. Clean the nose with soft and clean materials like towel
and handkerchief.
4. Avoid putting sharp and dirty objects in your nose.
The tongue helps us enjoy food. We will not be able

to talk without our tongue. We must take care of it, too.
Caring for the tongue
1. Avoid eating very hot or very cold foods.

2. Be careful in tasting foods. It might be dirty.
3. Use tongue cleaner or cotton buds in cleaning your
tongue.
We feel hot and cold, soft and hard, smooth and

rough objects with our skin. Skin is the largest organ, and it
is also important just like the other senses. It deserves care
too.
Caring for the skin
1. Take a bath daily.

2. Avoid touching hot objects.
3. Stay in clean surroundings.
4. Drink 8-10 glasses of water a day.
5. Apply sunblock when going to beach.
6. Use umbrella under the heat of the sun.
Directions: Circle the picture of the child who shows care

for his or her sense organs.
eyes
ears
nose
tongue
skin

from the box.
We are very _____________because our sense organs

are working well. Imagine those people who cannot use
their sense organs properly because of their __________ or
maybe because of an accident or injury. When the sense
organs are not ______________ for, they might suffer from
ailments or might be ____________. People can
____________ use their sense of sight, hearing, smelling,
tasting, and feeling well. Take care of the sense organs for
them to work __________________.
carelessness properly cared lucky

damaged no longer effectively
Answer the question briefly.

Junk food tastes good and smells good. However,
junk food is not healthy. You enjoy playing computer
games for hours. However, looking at computer screens
for long hours can cause eye fatigue.
Not everything that is enjoyable is good for the body.
What do you think will happen to a kid who always eat
junk food and plays computer games for many hours?
________________________________________________________
________________________________________________________
________________________________________________________
1. Which is NOT a good practice?

A. Eating too much spicy and salty food.
B. Cut your fingernails and toenails as needed.
C. Keep sharp objects away from your ears.
D. Avoid staying long under the heat of the sun.
2. Why it is important for us to take care of our sensory

organs?
A. Help us to feel.
B. Help us to identify.
C. Help us in all activities.
D. All of the above.
3. The picture shows how we should protect sensory
organs.
A. No littering
B. Slippery when wet
C. Extinguishing the fire
D. Do not touch the hot surface.
4. Which of the following is a method of protecting
visual organs?
A. C.
B. D.
5. Which food can make you healthy and strong?

A. fruits and vegetables
B. chocolates and candies
C. junk foods and soft drinks
D. canned goods and instant noodles
Week 2 (Day 3-5)

• Describe the ways by which health workers/
medical specialist help in caring the sense
organs.
Directions: Draw a happy face ☺ if the statement is
correct and sad face  if the statement is incorrect.
______1. Health workers check our ears, skin and other

sense organ to be sure that they are in good
condition.
______2. School nurse checks the health of the pupils.
______3. Dermatologist checks the eyes of a child.
______4. ENT cures the problem of our ears and eyes.
______5. Dermatologist checks our skin.
Lesson 4 Ways By Which Health Workers/

Medical Specialist Help in Caring the
Sense Organs.
You have learned in our previous lesson how and

why do we need to take care of our senses. In this lesson,
you will understand how medical specialists or health
workers maintain our sense organs healthy and in good
condition.
Directions: Put a star ( ) before the sentence that tells
about the proper care of our sense organs and
oblong ( ) if it is not.
_______1. Clean your tongue by brushing it gently.

_______2. Blow your nose very hard.
_______3. Insert hard and pointed objects in your ears.
_______4. Give your eyes some rest after reading a long
assignment.
_______5. Use mittens when handling hot objects.
Directions: Write in the boxes the letters that match the

given numbers. Use the given code below.
Code:
1 2 3 4 5 6 7 8 9 10 11 12 13
A B C D E F G H I J K L M
14 15 16 17 18 19 20 21 22 23 24 25 26
N O P Q R S T U V W X Y Z
1. 2.
4 5 14 20 9 19 20 4 15 3 20 15 18
3. 4.
14 21 18 19 5 15 3 21 12 9 19 20
5.
4 5 18 13 1 20 15 12 15 7 9 19 20
2020
The pictures above are some of the people who help
us to be healthy. They keep our sense organs in good
condition. They are medical specialists or health workers.
Let's get to know them one by one
Doctors are people who practice

medicine. They are trained to keep
people healthy and to heal the sick.
A nurse is a person who is trained to give

care to people who are sick or injured.
They work with doctors and other health
care workers to make patients well and to
keep them fit and healthy.
Dentist helps patients keep their teeth,

gums, and mouth healthy.
Oculist is a person skilled in testing for
defects of vision to prescribe corrective
glasses.
A dermatologist is a doctor who

specializes in conditions involving the
skin, hair, and nails.
Activity: A Helping Hand

Directions: Match the sense organs to the medical
specialist. Write the letter of the correct answer.
_____1. A.
_____2. B.
_____3. C.
_____4. D.
_____5. E.
from the box.
There are people who help us to be healthy. They

keep our sense organs in good condition. They are the
medical specialist or health workers. _____________ are
trained to keep people healthy and to heal the sick.
_____________ work with doctors and other health care
workers to make patients well and to keep them fit and
healthy. _______________ help patients keep their teeth,
gums, and mouth healthy. _______________ is a person
skilled in testing for defects of vision to prescribe corrective
glasses. ______________________ is a doctor who specializes
in conditions involving the skin, hair, and nails.
nurse oculist doctors

dentist dermatologist
Answer the questions briefly.

While Carlo was swimming on the beach, water
accidentally entered his ear. Who should he go to seek
help? Why?
________________________________________________________
________________________________________________________
1. Why do you need to see a doctor regularly?

A. to have fun
B. for you to become weak
C. for them to have customer
D. for you to be healthy and strong
2. Why do you need to visit a dentist?

A. because the dentist checks on my skin
B. because the dentist checks on my ears
C. because the dentist checks on my teeth
D. because the dentist checks on my nose
3. Nena has an eye problem. Whom should she consult

for treatment?
A. Nurse C. Oculist
B. Dentist D. Dermatologist
4. Which of the following health workers help doctor in

treating sick people?
A. Nurse C. Midwife
B. Dentist D. Ophthalmologist
5. Lita's skin is itchy and red. Which medical specialist
should she go to for treatment?
A. Nurse C. Oculist
B. Dentist D. Dermatologist
Week 3 (Day 1-3)

• Predict what may happen in case one or more sense
organs are impaired or lost.
Directions: Draw a happy face if the statement is

correct and draw a sad face if the
statement is wrong.
________1. A child who lost his hearing can talk well.

________2. A child with complete sense organs can live
well.
________3. A child that cannot hear, cannot talk also.
________4. A child with a skin burned can move well.
________5. A blind person cannot see things.
Lesson Predicting What May Happen in
5 Case One Or More Sense Organs
Are Impaired or Lost.
Have you ever wondered how your sense organs

work? What do you think would happen to your life if you
lost even one of them? Would you still be able to do the
things that you usually do?
In this lesson, you will learn about what may happen in

case one or more sense organs are impaired or lost.
Directions: Identify who is being describe in each

sentence.
_____________1. They help doctors and other health

care workers to make patients well and
to keep them fit and healthy.
_____________2. A doctor who specializes in conditions
involving the skin, hair, and nails.
_____________3. They help patients keep their teeth, gums,
and mouth healthy.
_____________4. They are trained to keep people healthy
and to heal the sick.
_____________5. A Person skilled in testing for defects in
vision to prescribe corrective glasses.
Activity: Predicting outcomes

Directions: Write what might happen in the following
situations.
A. Listening to loud music. ______________________________

B. Reading with dim light. _______________________________
C. Falling from the stairs. ________________________________
D. Blowing the nose very hard. __________________________
E. Eating hot and spicy food. ____________________________
The five senses are hearing, seeing, smelling,

touching, and tasting. When these senses begin to
get weak or lost as we age, we face challenges
dealing with everyday life. Losing one’s senses can
also cause serious health problems.
The following are some of the disorders that can
be experienced when our sense organs are
damaged.
1. Blindness is a general term to describe a general lack
of vision. It may also refer to a loss of vision.
Visual impairment refers to the partial or
complete loss of vision.
2. Deafness, hearing impairment, or hearing loss is a
partial or total inability to hear.
3. A mute is a person who does not speak, either from an
inability to speak or an unwillingness to speak.
4. Limp is a person who are unable to walk properly
because of damage to one or both of their legs.
Activity:
Directions: Match the pictures with possible outcomes in
the following situations. Write the letter of the
correct answer on the space before number.
_____1. A. blurred vision
_____2. B. temporary loss of taste
_____ 3. C. nosebleed
_____4. D. hearing impairment
______5.
E. unable to walk properly
from the box.
The five senses are hearing, seeing, smelling, touching,

and tasting. When these senses begin to get weak or lost
as we age, we face challenges dealing with everyday life.
Losing one’s senses can also cause serious health
_________________. Some of the disorders that can be
experienced when our sense organs are damaged are
blindness, deafness, mute and limp. _________________ is a
general term to describe a general lack of vision.
___________ a hearing impairment, or hearing loss is a
partial or total inability to hear. A __________ is a person who
does not speak, and ___________ is a person who are
unable to walk properly because of damage to one or
both legs.
problems mute deafness

limp blindness
Answer the questions briefly.
What may happen in case one or more sense

organs are impaired or lost?
________________________________________________________
________________________________________________________
________________________________________________________
1. Which of the following is a disorder that affects the

sense of sight?
A. mute B. deaf C. blind D. limp
2. What would happen if you kept listening to a very

loud sound?
A. Your ears will be damage.
B. Your ears will hear clearly.
C. Your ears will still the same.
D. Your ears will be in good condition.
3. During recess, Carlo bought his food at the canteen.
Being so hungry, he sipped the very hot broth without
blowing it. What could happen to him?
A. He will eat a lot.
B. He will enjoy what he is eating.
C. He will consume his food.
D. His tongue will burn and he will temporarily
lose his taste.
4. A person who are unable to walk properly because

of damage to one or both legs.
A. mute B. deaf C. blind D. limp
5. What should you do to prevent damage to your

sense organs?
A. sleep late at night
B. Eat enough and nutritious food.
C. Use a cellphone until midnight.
D. Use a sharp object to clean the ear.
Week 3 (Day 4-5)

• Suggest ways of showing love and support to
differently able children.
Directions: Put a check (/) mark under the if the
statement shows love and support to disabled
person and if not.
1. Understand a person who is deaf.

2. Share your toys with your friend
who is mute.
3. Laugh at a person who has
physical defects.
4. Guiding a person with visual
impairment.
5. We should love and understand
people with physical defect.
Ways Of Showing Love and Support

Lesson 6
to Differently Able Children.
You have learned in our previous lesson the possible

outcomes in case one or more sense organs lost or
damage. In this lesson you will feel more love for others
and support disabled children.
Directions: Write the sense organs affected by the given

action.
___________1. Reading in a moving vehicle.

___________2. Inhaling smoke/polluted air.
___________3. Touching hot objects.
___________4. Blowing the nose very hard.
___________5. Listening to loud music.
Activity:
Directions: Read the story and answer the following
questions.
On Sunday, Bernard woke up early. This is the day he

has been waiting for the most because he can play for a
long time.
After he had breakfast and a bath, he went out of the
house and played with his friends. Later, his mother called
him.
Alvin was introduced to Bernard. Alvin is the son of
Bernard's mother's friend. He is not like other kids. He
cannot walk normally.
But even though Alvin has a disability, Bernard still
invited him to play with his friends.
Guided Questions:
1. Who did Bernard meet with that day?

________________________________________________________
2. How did he treat the guest?

________________________________________________________
3. How did he treat Alvin?

________________________________________________________
4. If you were Bernard, would you do what he did? Why?

________________________________________________________
When one of our sense organs is lost, we will feel

hard in socializing with others. It will be difficult for us to do
things in a normal way.
We should love and support persons who are
differently- abled people. We can show our love to them
if we understand their feelings. They have also the same
needs and be treated with respect and dignity.
Here are some ways to deal with differently- abled
people.
1. Use a normal tone of voice. Do not raise your voice
unless asked to.
2. Be polite and patient. Do not rush the conversation.
3. Speak directly to the person rather than the person with
them.
4. Don't pretend to understand. Let the person know you
are having difficulty; try asking yes or no questions.
5. Be flexible. Reword rather than repeat anything that is
not understood.
6. Help if it appears necessary but respect the person's
wishes if they don't accept your offer.
7. Apologize if you believe you have embarrassed
someone.
Direction: List down ways of showing love and respect to

differently- abled people.
1.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
____________
2.
__________________________________________
_____________________________________
__________________________________________
_____________________________________
________________
_____________________________________
_____________________________________
____________
3. _____________________________________
__________________________________________
_____________________________________
__________________________________________
_____________________________________
________________
_____________________________________
____________
__________________________________________
__________________________________________
________________
How do we treat differently-abled person?
________________________________________________________
________________________________________________________
________________________________________________________
Answer the question briefly.

One morning, you and your mother are waiting
for a jeep to go to school. You saw a boy who could
hardly walk and was waiting for a jeep. What will you do
to help him?
________________________________________________________
________________________________________________________
________________________________________________________
1. Which of the following shows the kindness for sensory-

impaired persons?
A. Pushing blind man.
B. Laughing at a boy with hearing aid.
C. Bullying a girl wearing eyeglasses.
D. Talking politely to seatmate with hearing aid.
2. If you saw a person who is sensory impaired, what will

you do?
A. Respect the person
B. Push the person
C. Scold the person
D. Ignore the person
3. You notice that an old man has difficulty getting off the
motorcycle. What will you do to help him?
A. I will ignore him.
B. I will scold him.
C. I will laugh at him.
D. I will approach and help him.
4. What will you do if a blind boy asks for a single

coin.?
A. I will push him C. I will laugh at him
B. I will ignore him. D. I will give him a coin
5. During recess, you have noticed that one of your

classmates doesn't have food. You have extra food.
What are you going to do?
A. I will push him.
B. I will laugh at him.
C. I will not talk to him.
D. I will share my extra food.
Week 4 (Day 1-3)
• Describe different animals on the bases of how they
move, get food, breath air, protect themselves and
reproduce.
Directions: Write TRUE if the statement is correct and FALSE

if it is not correct.
_________1. The turtle hatched from the egg.

_________2. The goat looks like its parents at birth.
_________3. Gills are used by the cow for breathing.
_________4. Kangaroo is a plant-eater.
_________5. Most four-legged animals walk, run, jump,
crawl, or climb with their legs.
Describing Animals Based on How They

Lesson 7 Move, Get Food, Breath Air, Protect
Themselves and Reproduce.
You have learned in our previous lesson to

predict what may happen in case one or more sense
organs are impaired or lost. In this lesson, we are going to
describe different animals based on how they move, get
food, breathe air, protect themselves and reproduce.
Directions: Name two animals with the same given body
part.
1. Land animals with clawed feet
a. __________________________
b. __________________________
2. Land animals with horns
a. __________________________
b. __________________________
3. Aquatic animals with shell
a. __________________________
b. __________________________
4. Winged animals with comb
a. __________________________
b. __________________________
Activity: Body Parts of the Animals
Directions: Do the activities below. Answer the questions
that follow.
1. Study each picture below.

2. Observe the body part/s that each animal use/s to
move from place to place, to get food, to breathe
and to reproduce.
3. Supply the table below with the correct answers.
Animals Body Body Body Part How they Give
Part Part Used in Birth/Reproduce
Used in Used in Breathing Born-alive or
Moving Getting Hatched from
Food Egg
1.
2.
3.
4.
5.
6.
Guided Questions:
1. How do the animals above differ from one another?
________________________________________________________
2. Describe how animals move?
________________________________________________________
________________________________________________________
3. How do animals differ in the way they get or eat their
food?
________________________________________________________
4. Why do animals have different habitats?
________________________________________________________
5. How do animals give birth to their young?
You always encounter animals in your surroundings.
You have pets at home. You may have a dog, a cat, or a
rabbit. Like man, animals use their body parts to move
and get food. Some animals use the same body parts
when they move
How Animals Move

Most four-legged animals walk, run, jump, crawl, or
climb with their legs. They use their front legs to scratch or
to hold something steady. They use the hind or back legs
to stand when they want to reach for something high.
Some animals have two legs. Most of them can fly.
Animals without legs crawl or slither on the ground.
The Body Parts Animals Use To Get Food

Most animals get their food directly with their mouth.
Others use their legs to find or get food.
Where animals live and what body parts they use to

adapt to their habitat
Animals are found everywhere. The natural
environment where animals live is called habitat.
Not all animals can live on land. Only those with
noses and lungs can. The lungs help supply oxygen to the
body. Animals that live in the water except whales and
dolphins have no lungs, but they have gills. They can stay
in the water for a long time, but they will die if transferred
to the land. There are animals that can live both in water
and on land.
How Animals Give Birth

Almost all aquatic animals are born as eggs. They
don’t like their parents at first. Later, when they are
hatched, they begin to have some of their parent’s
features. While mammals look like their parents upon birth
except for a few undeveloped features such as size,
colors, horns, teeth, and length, to thickness of hair.
Activity: Describing Animals

Directions: Group the animals as to how they move.
butterfly kangaroo fish
squid grasshopper rabbit
zebra bat carabao
caterpillar snail honeybee
Walk Jump/hop Swim Fly Crawl
Directions: Write the body part used by the following

animals to get food. Choose your answer inside
the box.
long sticky tongue tentacles proboscis
claw pincers beak
sharp teeth
Directions: Draw a star ( )if the animal looks like its

parents at birth and moon ( ) if the animal
hatched from eggs.
_________1. mouse
_________2. ant
_________3. pigeon
_________4. deer
_________5. monkey
Directions: Put a check (/) mark under the breathing

organ of each given animal.
Animals Lungs Gills

1. cow
2. tadpole
3. seahorse
4. owl
5. octopus

from the box.
I have learned that animals are found everywhere.

Animals live on __________, _____________ or both land and
water. Animals need to move to find food and to protect
themselves. They have special body parts that they use
to _________themselves from their enemies.
All animals need ________. Most animals use their
teeth to get and to eat food. Some animals are plant-
eaters. They are called _________. Carnivores or _________
animals such as lions, tigers and dogs use their long, sharp
and pointed teeth for tearing flesh. Omnivores or meat-
and plant eaters, such as monkey and pigs use all shapes
of teeth for cutting food.
water herbivores food

protect land meat-eating
You are at the beach with friends. You see a pawikan

or a giant turtle carried by the waves to the beach. What
will you do?
________________________________________________________
________________________________________________________
________________________________________________________
1. Which of the following animals can fly?

A. snail C. fish
B. turtle D. bird
2. What body part of the frog is used to get food?

A. ears C. tongue
B. nose D. fingers
3. Where do crocodiles live?

A. sky C. water
B. land D. both land and water
4. The following animals are known to hatch from egg

EXCEPT _______.
A. fish C. snail
B. goat D. salamander
5. The body parts of animal are used ____________.

A. for poison C. for habitat
B. for talking D. for protection
Week 4 (Day 4-5)

• Use graphic representation to group animals
according to the given set of criteria (e.g., body
structure, body covering, food-getting, manner of
reproduction)
Directions: Fill in the K-W-L Chart below to assess your prior

knowledge and understanding of the topic,
Animals.
K W L
What do I Know? What do I want to What did I learn?
find out?
Lesson 8 Ways of Classifying Animals
You have learned in our previous lesson the ways to

describe different animals based on how they move, get
food, breath air, protect themselves and reproduce.
Today’s lesson, we are going to use graphic representation
to group animals according to the given set of criteria such
as the body structure, body covering, food-getting, and
manner of reproduction.
Directions: Underline the correct word in the parenthesis.
1. Kangaroos use (tail, hind legs) to hop.

2. Owl breathe through their (lungs, gills).
3. Animals that eat plants and other animals are called
(carnivores, omnivores).
4. Octopus uses its (eyes, tentacles) in getting its food.
5. Some animals like snakes are (born-alive, hatched from
eggs).
Activity:
that follow.
1. Study the group of animals below.

2. Observe carefully how they are grouped.
GROUP A
Describe the body covering of each group of animals.

a. lion, mouse, goat _____________________________
b. owl, chicken, duck _____________________________
c. shark, fish, seahorse _____________________________
d. frog, salamander, newt ____________________________
e. snake, turtle, crocodile ____________________________
f. snail, crab, clam ____________________________
GROUP B
Describe how the following animals give birth.

zebra, elephant, monkey _____________________________
fish, turtle, duck _____________________________
GROUP C
What kind of food do the given animals eat?

koala and cow _____________________________
lion and tiger _____________________________
monkey and pig _____________________________
Have you ever noticed the beauty of a zebra or
raccoon? How about the beautiful feathers of a goose or
owl? Different animals have different coverings for many
different reasons. Come find out what some of the
reasons are.
Animals have different body coverings that protect

them from any harm and thus making them safe. Just like
human beings, these body coverings work best for the
environment and give protection against enemies. These
include fur, feathers, wet scales, dry scales, moist skin and
shell.
Feathers cover the body of the birds and help them

move by flying. Feathers also keep birds’ body warm and
dry. Fish and other reptiles have hard and soft plates
called scales that grow on their skin. These scales make
the animals attractive and at the same time protect them
from enemies too. Fur on the other hand is a special
hairlike growth on bodies of some animals like cows, dogs,
monkeys, rabbits, and bears. This body covering also
protects animals from extreme changes in the
temperature of environment. There are also other animals
with moist skin. These include amphibians like frog, toads,
and salamanders where they breathe through their skin.
Special animals have shells attached on their body to
provide protection against their enemies. These include
crab, turtle, and clam.
Classifying Animals
Directions: Classify the animals according to the food
they eat.
fox pig horse cheetah cat

cow crocodile monkey giraffe kangaroo
Plant-eater Meat-eater Plant and

Meat-eater
Directions: Different animals have different types of body
coverings. Place each animal below in the
correct category.
salamander bear shark milkfish

snakes ostrich tiger owl
frog crocodile
dry scales
fur moist skin
Body
Covering
wet scales feather
Based on the activity, I have learned that _______________
________________________________________________________
________________________________________________________
________________________________________________________
Bobby and his family went to the Manila Zoo. They

saw crocodiles, frogs, fish, peacocks, tigers, snakes,
monkeys, love birds, and salamander.
Group the animals they saw at the zoo based on
their body covering.
fur feather wet scales moist skin dry scales

1. Which of the following covers the body of a duck?
A. fur B. moist skin C. feather D. shell
2. Which of these birds has short wings and cannot fly
high?
A. chicken B. falcon C. eagle D. owl
3. What body covering gives bright colors to roosters and
peacocks?
A. feather B. fur C. scale D. hair
4. Which of the following animals eats only plants?
A. lion B. falcon C. shark D. camel
5. Squirrel is an animal that eats
A. plant only C. both plant and meat
B. meat only D. human flesh
Week 5 (Day 1-2)

• Describe the effects on the life of animals if their
needs are not met
Directions: Fill in the blanks with the correct word from the
box.
habitat protect air time
water nestlings grow heat
1. The basic needs of animals are air, food, ______, and

shelter.
2. Animals live in different ___________.
3. Animals need shelter to protect them from cold and
too much ______.
4. Animals change as they __________.
5. Animals breathe ________ to live.
Lesson
Needs of Animals
9
In the previous lesson, you have already learned

to describe different animals on the bases of how they
move, get food, breath air, protect themselves and
reproduce. In this lesson, we are going to describe the
effects on the life of animals if their needs are not met.
Directions: Write two animals with the same given quality.
1. egg-laying _________________, __________________

2. mammal _________________, __________________
3. feathery _________________, __________________
4. aquatic _________________, __________________
5. plant-eater _________________, __________________
Activity:
that follow.
1. Study the following pictures.
2. Color the picture that shows the basic needs of
animals.
food clothes space shoes water
jewelry money air shelter car
Guided Questions:
1. What do animals need to stay alive?

________________________________________________________
2. Why do animals need to eat?
________________________________________________________
3. Why do animals need shelter?
________________________________________________________
4. Why do animals need enough space?
________________________________________________________
5. Why do animals need air?
________________________________________________________
6. Why do animals need clean water?
________________________________________________________
7. What will happen to animals if they do not meet their
needs?
________________________________________________________
Like all living things, animals need things to grow.

They need food, water, air, sunlight, and shelter.
Animals need food to grow. They also need it to be

strong and healthy. Animals breathe air to live. They need
water to drink. They need air and water so they will have
energy. Animals need sunlight to help them grow. They
need it also to keep them warm when the weather is
cold. Some animals live in the dark, but most animals
need light so that they can see their food as well as their
enemies.
Animals need shelter to protect them from too much

heat and too much cold. They need shelter to keep them
away from their enemies.
Above all, animals need love and care. They should

be given protection because they are also created by
God.
Activity 1. Hungry Animals

Directions: Write the letter of the food for each animal.
____________1. bird a. worms

____________2. dog b. insects
____________3. cow c. leaves
____________4. frog d. bones
____________5. insect e. grass
Activity 2
Directions: Connect the animal with its shelter.
Animals Shelter
1. fish barn
2. pig aquarium
3. bird pens
4. horse cage
5. dog kennel
Activity 3 Importance of Animals
Directions: Draw and color the picture of your favorite
pet. Write the qualities that you like the most.
Based on the activity, I have learned that

________________________________________________________
________________________________________________________
You have a pet dog. It doesn’t bite but you can’t let it
out of the gate because the local government warned
that they will catch dogs that are left loose. What will you
do?
________________________________________________________
________________________________________________________

1. Which type of shelter do carabao and horse need?
A. coop C. kennel
B. barn D. stable
2. Which of these gases do animals breathe in?

A. ozone C. carbon dioxide
B. oxygen D. carbon monoxide
3. Why do animals need shelter?

A. to get food
B. to move freely
C. to make them strong
D. to protect them from enemies
4. Which of the following are the basic needs of

animals?
A. air, food, and money
B. air, food, water, and shelter
C. air, food, water, and car
D. air, food, toy, and money
5. What might happen to animals if their habitats are
continuously destroyed?
A. they will die
B. they will fight for survival
C. they will become endangered
D. all of the above
Week 5 (Day 3-5)

• Describe how one can protect and take care of
animals
Directions: If the statement shows concern for animals,

color the circle green. If it does not, color the
circle red.
1. Clean your pet’s house regularly.

2. Beat the dog with a stick when it is noisy.
3. Kick a cat when it enters your house.
4. Give rotten food to your pet.
5. Give your pet a comfortable place to sleep in.
Lesson
Taking Care of Animals
10
You have learned in our previous lesson to describe

different animals based on how they move, get food,
breath air, protect themselves and reproduce. In this
lesson, we are going to describe how one can protect
and take care of animals.
Directions: Encircle all the things that animals need to stay
alive.
clothes water toys

air jewelry shelter
love food money
Activity:
Directions: Study and color the picture below. Answer the
questions that follow.
Guided Questions:
1. How does the child show care and concern for his pet?
________________________________________________________
2. Do you have a pet at home? If yes, what is it?
________________________________________________________
3. What do you do to make it healthy and strong?
________________________________________________________
4. Why do we need to take care of the animals?
________________________________________________________
Animals give us many things. They give us food to eat

such as pork, beef, chicken, meat and eggs. They give us
shoes, bags, belts, jackets, and other useful things.
Animals help make our work easy. They help carry things.
They pull carts and calesas. They help plow the fields.
Dogs are excellent guards for our homes. They make noise
and run after strangers. Animals make us happy. They
keep us company when no one else is at home. How can
we help animals in return?
We can help preserve wild and rare animals. Some
animals are wild and difficult to tame, but they are very
useful. We can help them multiply in number. We can
take good care of our pets by giving them all their needs.
Here are some ways on how to take care of animals:
1. Supply clean water and right amount and kind of
food.
2. Provide a clean and comfortable shelter where
animals can move properly.
3. Never disturb animals when they are resting or
sleeping.
4. Protect the natural habitat of animals.
5. Do not catch, play, or kill them.
6. Treat animals kindly. Whipping, throwing them, or
pulling their tails can make them angry.
7. Never take away the eggs, nestlings, or hatchlings
from the nests of the mother animals.
Above all, animals need love and care. They should

be given protection because they are also created by
God.
Activity 1. Caring For Animals
Directions: Encircle the picture that shows concern for
the animals.
Activity 2
Directions: Draw two things you do to show care and

concern for animals and describe ways on
how to take care of them.
1._______________________ 2._____________________
_______________________ _____________________
_______________________ _____________________
What did you learn?
________________________________________________________
________________________________________________________
How do you feel about what you’ve experienced in this

lesson?
Sarah wants a dog as a birthday present. Her mom

told her if she gets it, she is completely responsible for the
care of the dog. Sarah gets home from school at 3:45pm.
She has 1 hour of homework every day. She also takes
piano lessons for 45 minutes, three times a week and
practices for 2 days a week. She likes to watch a show that
is one hour long and loves to chat with her friends online.
Sarah has dinner with her family at 7:00pm, helps her mom
with the dishes, then showers, reads a book and gets ready
for bed by 8: 30pm. Is Sarah ready for a pet dog? Why?
________________________________________________________
________________________________________________________
________________________________________________________
1. Below are ways to take care of animals except

A. Do not give animals water.
B. Do not catch and kill garden animals.
C. Never take away the eggs from the mother.
D. Provide a comfortable shelter.
2. Which animal is considered man’s best friend?

A. snake C. tiger
B. pig D. dog
3. What will you do if the cage of your pet is dirty?

A. Allow my pet to get out of the cage
B. Buy a new cage
C. Clean the cage
D. Clean my pet
4. What will you do if you see a stray dog?

A. Catch and hide it from the owner
B. Hit the dog until it moves away
C. Request somebody to save the dog from
harm
D. Ignore the dog, it is not yours anyways
5. Your friend is selling a Philippine eagle. What will you

do?
A. Buy and make it as a pet
B. Ask my friend to turn it over to concerned
authorities
C. Help my friend to look for a buyer
D. Ignore my friend because I do not like bird
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• https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.shuttersto
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Retrieved: June 12, 2020
• https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.123rf.com
%2Fphoto_50740680_stock-vector-cute-caterpillar-
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hutov&psig=AOvVaw0zngrDlTTsrQ9VpwrxnShD&ust=1593746815509000
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• https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.freepik.co
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cartoon_6222765.htm&psig=AOvVaw0lkaxHwBxv5f4VLm78ia-
R&ust=1593746929716000&source=images&cd=vfe&ved=0CAIQjRxqFw
oTCOjnv-6ar-oCFQAAAAAdAAAAABAD Date Retrieved: June 13, 2020
ck.com%2Fimage-vector%2Fcute-buffalo-cartoon-
260029883&psig=AOvVaw1g55hTrWbJpJFiW2_eRkBy&ust=159374696789
5000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCJixkIKbr-
ck.com%2Fsearch%2Fcartoon%2Bbunny&psig=AOvVaw0aX2DwKrCS2X
CntcL8RGhW&ust=1593747005495000&source=images&cd=vfe&ved=0
CAIQjRxqFwoTCLjXt5Cbr-oCFQAAAAAdAAAAABAD Date Retrieved:
June 13, 2020
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.com%2Fvector%2Fcartoon-chicken-vector-
11324679&psig=AOvVaw0i3N4MTeLrDUY3Tw9vT3xV&ust=1593747038504
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ck.com%2Fsearch%2Fred%2Bcrab%2Bcartoon&psig=AOvVaw2guGiLH_
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ck.com%2Fsearch%2Fhawks%252Bcartoon&psig=AOvVaw0s4CVjQrjWE
STjB8mtyfyN&ust=1593747119698000&source=images&cd=vfe&ved=0C
AIQjRxqFwoTCMCqrsabr-oCFQAAAAAdAAAAABAD Date Retrieved:
June 13, 2020
com%2Fpin%2F708824428834447275%2F&psig=AOvVaw3J3fThfzKDChso
52WY5mzS&ust=1593747151105000&source=images&cd=vfe&ved=0CAI
QjRxqFwoTCKiD3tebr-oCFQAAAAAdAAAAABAD Date Retrieved: June
13, 2020
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com%2Fvector-images%2Foctopus-
cartoon.html&psig=AOvVaw3UiCf20YgvbX-
jxmCmtPhE&ust=1593747179925000&source=images&cd=vfe&ved=0C
AIQjRxqFwoTCLiI_-Kbr-oCFQAAAAAdAAAAABAD Date Retrieved: June
13, 2020
ck.com%2Fsearch%2Fconjunctivitis%2Bvector&psig=AOvVaw3i9hje12q
aYzyXZX-l-
Kg9&ust=1632360614780000&source=images&cd=vfe&ved=0CAsQjRxq
FwoTCPj7l6q3kfMCFQAAAAAdAAAAABAa
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me.com%2Fillustration%2Fscorching-
sun.html&psig=AOvVaw0fcEDNvLSOI-
7ghsdunCyF&ust=1632360776730000&source=images&cd=vfe&ved=0C
AsQjRxqFwoTCLjXuf23kfMCFQAAAAAdAAAAABAE
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vision-smell-touch-and-taste-may-predict-older-adults-overall-health-
and-ability-to-function/
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content/uploads/2015/06/DisabilityAwarenessQuiz.pdf
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rstock.com%2Fimage-illustration%2Fdoctor-cartoon-character-holding-
clip-260nw-
791972860.jpg&imgrefurl=https%3A%2F%2Fwww.shutterstock.com%2Fim
age-illustration%2Fdoctor-cartoon-character-holding-clip-board-
791972860&tbnid=NZjZKeE6YXFt-M&vet=10CAMQxiAoAGoXChMIyLH0rf-
g8wIVAAAAAB0AAAAAEAk..i&docid=q9hmqo-
0K8RoAM&w=182&h=280&itg=1&q=doctors&hl=en&safe=active&ved=
0CAMQxiAoAGoXChMIyLH0rf-g8wIVAAAAAB0AAAAAEAk
• https://www.google.com/imgres?imgurl=https%3A%2F%2Fclipartix.com
%2Fwp-content%2Fuploads%2F2017%2F09%2FLady-doctor-clipart-clip-
art.jpg&imgrefurl=https%3A%2F%2Fclipartix.com%2Fdoctor-clip-art-
image-
51442%2F&tbnid=ou5nwWUjNnOXfM&vet=10CBUQxiAoBWoXChMIuOiB
h4Gh8wIVAAAAAB0AAAAAEAk..i&docid=6xw-
6_E2GrA_cM&w=320&h=492&itg=1&q=doctors&hl=en&safe=active&ve
d=0CBUQxiAoBWoXChMIuOiBh4Gh8wIVAAAAAB0AAAAAEAk
• https://www.google.com/imgres?imgurl=https%3A%2F%2Fclassroomcli
part.com%2Fimages%2Fgallery%2FClipart%2FDental%2Fdentist-
examination-of-
patient.jpg&imgrefurl=https%3A%2F%2Fclassroomclipart.com%2Fclipart-
view%2FClipart%2FDental%2Fdentist-examination-of-
patient_jpg.htm&tbnid=G5OTnr7W_f_KJM&vet=12ahUKEwjt677egaHzA
hVH4pQKHcT7A9gQMygEegUIARDcAQ..i&docid=EYrCVd6NvTixaM&w=
550&h=510&q=dentist&hl=en&safe=active&ved=2ahUKEwjt677egaHzA
hVH4pQKHcT7A9gQMygEegUIARDcAQ
• https://www.google.com/imgres?imgurl=https%3A%2F%2Fmedia.istock
photo.com%2Fillustrations%2Fbird-foot-antique-animal-illustrations-
illustration-
id176047461%3Fk%3D20%26m%3D176047461%26s%3D612x612%26w%3D
0%26h%3DEC-
PpwKCSRmaOg7SlRul5Z2MkexYYEsXFyhq3fhzfEY%3D&imgrefurl=https%3
A%2F%2Fwww.istockphoto.com%2Fillustrations%2Fbird-feet-and-close-
up&tbnid=PL1t8jUh3TC4XM&vet=12ahUKEwjP5IusjaHzAhUPhZQKHSD2Dn
UQMygwegUIARCzAg..i&docid=x0RMzr6pu9yP_M&w=612&h=560&q=cl
awed%20feet%20cartoon%20image%20black%20and%20white&safe=a
ctive&ved=2ahUKEwjP5IusjaHzAhUPhZQKHSD2DnUQMygwegUIARCzAg
• https://www.google.com/imgres?imgurl=https%3A%2F%2Fcdn4.vectors
tock.com%2Fi%2Fthumb-large%2F20%2F78%2Fsingle-comb-chicken-
head-vintage-vector-
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alty-free-vectors%2Fchicken-comb-
vectors&tbnid=3sl6gvEfCXpdLM&vet=12ahUKEwjE58iMj6HzAhXxKKYKHT
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q=chicken%27s%20comb%20clipart%20black%20and%20white&hl=en&
safe=active&ved=2ahUKEwjE58iMj6HzAhXxKKYKHTHnBDEQMygtegUIAR
CiAg
• https://www.google.com/imgres?imgurl=http%3A%2F%2Fclipart-
library.com%2Fnew_gallery%2F510505_black-eyes-
png.png&imgrefurl=http%3A%2F%2Fclipart-library.com%2Ffree%2Feye-
images-black-and-
white.html&tbnid=FM2T5FTsevaoMM&vet=12ahUKEwiIg-
jq7aLzAhXYy4sBHS-4B3cQMygIegUIARDIAQ..i&docid=ysWL-
8SS3zFbnM&w=2306&h=750&q=eyes%20png%20black%20and%20white
&hl=en&safe=active&ved=2ahUKEwiIg-jq7aLzAhXYy4sBHS-
4B3cQMygIegUIARDIAQ
• https://www.google.com/imgres?imgurl=https%3A%2F%2Fuxwing.com
%2Fwp-content%2Fthemes%2Fuxwing%2Fdownload%2F15-healthcare-
and-
medical%2Fnose.svg&imgrefurl=https%3A%2F%2Fuxwing.com%2Fnose-
icon%2F&tbnid=INSYVnfK8049BM&vet=12ahUKEwju4L-
W7qLzAhUCbJQKHboFAlQQMyhQegQIARB0..i&docid=APsV28sOVeyK
wM&w=774&h=800&q=nose%20png%20black%20and%20white&hl=en&
safe=active&ved=2ahUKEwju4L-
W7qLzAhUCbJQKHboFAlQQMyhQegQIARB0
• https://www.google.com/imgres?imgurl=https%3A%2F%2Fmedia.istock
photo.com%2Fvectors%2Fmouth-with-tongue-sticking-out-vector-
id1003206804%3Fk%3D20%26m%3D1003206804%26s%3D612x612%26w%3
D0%26h%3DbJZzew6L4I2FbXoYM0j3MWJowqo1PRdE7w1YMFFFAEI%3D&i
mgrefurl=https%3A%2F%2Fwww.istockphoto.com%2Fillustrations%2Ftong
ue-black-and-
white&tbnid=cHLBYHWSv2d65M&vet=10CAkQxiAoAWoXChMIkJ2zje-
i8wIVAAAAAB0AAAAAEAg..i&docid=zim1EF_-
Q9RmEM&w=612&h=608&itg=1&q=mouth%20clipart%20black%20and%
20white&hl=en&safe=active&ved=0CAkQxiAoAWoXChMIkJ2zje-
i8wIVAAAAAB0AAAAAEAg
• https://www.google.com/imgres?imgurl=http%3A%2F%2Fclipart-
library.com%2Fimg%2F2059413.jpg&imgrefurl=http%3A%2F%2Fclipart-
library.com%2Ffree%2Fear-clipart-black-and-
white.html&tbnid=Tal3beHLL6j1pM&vet=12ahUKEwi93rbU76LzAhUkEqYK
HTXPCI8QMygDegUIARC7AQ..i&docid=Pi9DTTycwmOCnM&w=1600&h
=979&q=human%20ears%20clipart%20black%20and%20white%20png&
hl=en&safe=active&ved=2ahUKEwi93rbU76LzAhUkEqYKHTXPCI8QMygD
egUIARC7AQ
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mblr.com%2F84509d8f6c12e2d1171dc60c33b6571f%2Fbc203fe7236250
7d-
dd%2Fs400x600%2Fe3a3874b71239a72068cb4a0526dc5ceedf46b1b.pn
g&imgrefurl=https%3A%2F%2Fjinjojess.tumblr.com%2Fpost%2F645406164
647018497%2Fbizarrely-specific-japanese-clipart-of-the-
week&tbnid=jbuNAQj1jB6FUM&vet=12ahUKEwiC-
72Jo7LzAhVyJqYKHWSuCPoQMyhNegQIARB2..i&docid=9ez4bgMS2EfX1
M&w=400&h=400&q=burn%20tongue%20clipart&hl=en&safe=active&v
ed=2ahUKEwiC-72Jo7LzAhVyJqYKHWSuCPoQMyhNegQIARB2
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%2Fphoto_95998948_illustration-of-a-kid-boy-using-a-cotton-buds-
cleaning-his-
ear.html&psig=AOvVaw0ZcpuTiE7uzGmKwxyPTvui&ust=16340112714080
00&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLCjz728wfMCFQAA
AAAdAAAAABAD
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cartoon-air-pollution-png-image_5947143.jpg
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gg98056806.html#bigCompModal
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m%2Fready.set.smiles%2Fphotos%2Fa.630004553688307%2F28663088567
24521%2F%3Ftype%3D3%26source%3D48&psig=AOvVaw21dnBNyhxdM
1jfh5j2PQI8&ust=1634011942858000&source=images&cd=vfe&ved=0CA
sQjRxqFwoTCMj5pYC_wfMCFQAAAAAdAAAAABAP
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concept-summer-sun-uv-rays-damage-children-s-skin-illustration-
isolated-white-147407403.jpg
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wash-your-hands.jpg
•
o BOOKS RESOURCES
• Robby S. Camacho, Leony R. Catchuela, (2017) Science in Focus 2
Worktext in Science for Grade Two, KLEAFS Publishing
• Cresencia V. Flores, Noel P. Miranda, MEd,(2009) Discover and Explore
Science 2, Jo-Es Publishing
• Leandro L. Bondad, Thaddeus Owen D. Ayuste, Janalin Fae T. Romblon,
Jarrent R. Tayag, Ivy P. Mejia, (2018), Science in Action 2, Diwa Learning
Systems Inc.
• Dorina G. Pineda, Renato M. Meron,(2001), Exploring Science 2, St.
Augustine Publications, Inc.
• The Nemours Foundation/KidsHealth. Reproduction permitted for
individual classroom use © 2015.
• Amelia P. Mapa, Pauline V. Quodala, Teresita F. Religioso, (2017),

Science For Active Learning 2, SIBS Publishing House
For inquiries or feedback, please write or call:

Department of Education – SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: sdovalenzuela@deped.gov.ph

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2

Published by the Department of Education

Author: Monica D. Granadil, Kristel Ann E. Nabor

Editor: Maria Lea Q. Prondo, Ed.D.- EPS Science

Language Editor: Levy M. Vergara

Layout Artist: Kristel Ann E. Nabor

Printed in the Philippines by:

As a facilitator you are expected to orient the learners

The following are some reminders in using this module:

This module was designed and written with you in

At the end of this unit, you are expected to:

Directions: Identify the sense organs described in each

A sense organ is a part of your body that makes a

Activity: Exploring Your Senses

1. The chocolate is sweet. eyes nose ears tongue skin

3. The rainbow has eyes nose ears tongue skin

4. She can sing well. eyes nose ears tongue skin

5. The sampaguita has eyes nose ears tongue skin

We see things with our eyes, also called the

Activity 1. The Sense Organs

Activity 2. Uses of Sense Organs

Directions: Encircle the sense organ used in the following

A. eyes B. nose C. ears D. skin E. tongue

A. eyes B. nose C. ears D. skin E. tongue

3. smelling the fragrance of the flower

A. eyes B. nose C. ears D. skin E. tongue

4. feeling the coldness of soft drinks by holding the bottle

A. eyes B. nose C. ears D. skin E. tongue

5. tasting the delicious food

A. eyes B. nose C. ears D. skin E. tongue

Sean is inside the classroom. The school’s canteen is

1. Which of your senses do you use to perceive the color,

size, shape, and movement of things around you?

A. sense of taste C. sense of touch

2. In which activity will you need your sense of hearing?

3. Sense organ that used to identify the fragrance of a

5. Which object is rough?

Week 1 (Day 3-5)

At the end of this unit, you are expected to:

Directions: Write TRUE if the statement is correct and FALSE

_______1. You used your eyes and tongue in singing and

_______4. We can use our eyes alone when watching

Lesson 2 The Sense Organs Work Together

You have learned in our previous lesson the parts and

Directions: Fill in the blanks with the correct sense organs

1. I smell the flower with my _________.

A. Pick up scattered pieces of paper.

The five senses of hearing, touch, sight, taste, and

The brain, eyes and hands work together

The brain, eyes and ears work together as you

The arms, hands, legs, and feet work together

The nose and the tongue work together in

When you dance, the brain, the hands, the legs,

together particular alone knowledge

How are the following sense organs work together in the

1. What body parts work together in this picture?

2. Alex is playing basketball. What body parts does he

3. Why it is necessary to use the hands, tongue, and eyes

4. Which of the following sense organs is NOT used when

A. eyes and skin

Week 2 (Day 1-2)

At the end of this unit, you are expected to:

Directions: Put a check (/) before the sentence that shows

_______1. Consult the doctor regularly.