Grade 4 Q2 Science LAS

4
SCIENCE
Second Quarter
LEARNING ACTIVTIY SHEET

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
Science
Learning Activity Sheets
(Grade 4)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall
be necessary for exploitation of such work for profit.”
This material has been developed for the implementation of K to 12 Curriculum through the
Curriculum and Learning Management Division (CLMD). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement of supplementary work are permitted provided all original
works are acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV, DepEd R02
Assistant Regional Director : RHODA T. RAZON, EdD,CESO V, DepEd R02
Schools Division Superintendent : GILBERT N. TONG, PHd, CEO VI, CESO V, City of Ilagan
Asst. Schools Division Superintendent : NELIA M. MABUTI, CESE, City of Ilagan
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : SAMUEL P. LAZAM, PhD, City of Ilagan
Development Team
Writers: JOANA P. RESURECCION
CHRISTIAN N. DOMINGO
HELEN M. SARMIENTO
Content Editor: MARGARITA B. BALLESTEROS, Education Program Supervisor– SCIENCE
REYMA M. ASTELERO, Teacher III, Alibagu Elementary School
MIA RICA B. BALLESTEROS, Teacher I, INHS-SHS
GLORIA BACANI, PhD, EPS, SDO Quirino
LEONARD GELACIO, MT 1, SDO Isabela
Language Editor: MARGARITA B. BALLESTEROS, Education Program Supervisor– SCIENCE
Illustrator: ROLDAN R. RIVERO, Teacher I, Baribad Elementary School
Layout Artists: ROLDAN R. RIVERO, Teacher I, Baribad Elementary School
Focal Persons: MARGARITA B. BALLESTEROS, Education Program Supervisor– SCIENCE
EMILYN L. TALAUE, DIVISION LRMS SUPERVISOR
ESTER GRAMAJE, Education Program Supervisor– SCIENCE, CLMD, DepEd R02
RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02
Printed by: Curriculum and Learning Management Division

DepEd, Carig Sur, Tuguegarao City
Table of Contents
Page
Compentency
number
Major Organs of the Human Body ..................... 1
The Body Structure Help Animals Adapt and

Survive in Their Particular Habitat ..................... 13
Terrestrial and Aquatic Plants ..................... 20
The Stages in the Life Cycle of Organisms ..................... 25

The Effects of the Environment on the Life Cycle
of Organisms ..................... 32
Beneficial and Harmful Interactions Among

Living Things
..................... 37
Effects of the Interactions Among Organisms in

Their Environment ..................... 43
SCIENCE IV
Name of Learner: ______________________________Grade Level: _______________
Section: ______________________________________ Date:______________________
LEARNING ACTIVITY SHEET
MAJOR ORGANS OF THE HUMAN BODY
Background Information for Learners
image source: https://www.google.com/search

The Heart
The heart is a hollow muscular organ that acts as a blood pump. It is located between
the lungs in the middle of the chest. It is divided into four chambers. The upper chambers, the
right and left atria, receive incoming blood. The lower chambers, the more muscular right and
left ventricles, pump blood out of your heart.
The Brain
The human brain is the control center of the body. It receives information called
impulses and can store information from past experiences. It is also the source of thoughts,
moods and emotions
Note: Practice Personal Hygiene protocols at all times.
4
The Stomach, Intestines, and Liver

The stomach is located in the upper-left area of the abdomen below the liver and next
to the spleen. Its main function is to store and breakdown the foods and liquids that we
consume. As the muscles in the stomach continue to contract, the food is squeezed and mixed
with digestive juices to change the food into nutrients.
Small intestines contain digestive juices and other enzymes that completely digest food
and absorb digested nutrients. Digested nutrients needed by the body are absorbed by the
linings of the small intestine just like water that passed through the filter. Undigested food
particles pass through the large intestine and leave the body during defecation.
Liver breaks down and builds up many biological molecules that store vitamins and
iron. It also destroys old blood cells and poisons. It produces bile that aids in digestion.
5
The Lungs
The lungs are the primary organs of the respiratory system. Their function in the
respiratory system is to extract oxygen from the atmosphere and transfer it into the
bloodstream, in a process of gas exchange.
The Kidney
The kidneys are a pair of bean-shaped organs on either side of your spine, below your
ribs and behind your belly. Each kidney is about 4 or 5 inches long, roughly the size of a large
fist. The kidneys' job is to filter your blood. The major metabolic wastes produced by our body
are filtered by kidneys in the blood like salts, water and nitrogenous waste. Kidneys filter the
blood and cause wastes to be removed in the form of urine.
The Bones, Joints and Muscles

The skull helps protect the brain. The backbones protect the spinal cord. The ribs form
a protective cage around the heart and lungs. The pelvic bones support our body when we sit.
The bones in our body are also connected with each other.
6
The point where two bones meet and connect is called joint. Ball-and-socket joints are
the ones found in our shoulder, hips and joints. Joints and muscles allow our bones to move.
Muscles enable our body to move. They also give shape and forms to our body and
protect delicate organs. Voluntary muscles are attached to the bones. They hold the bones of
the skeleton and give shape to the body. The body moves with the help of these muscles.
Voluntary muscles are muscles that can be consciously controlled like arms, legs, and face
muscles. These muscles are also known as non-striated muscles or smooth muscles. They are found
lining the walls of internal organs like the stomach, intestine, urinary bladder, and blood capillaries.
The muscle cells in involuntary muscles are thin, long, and spindle-shaped with a centrally located
nucleus.
These are the important information about the major organs of our body.
Learning Competency with code
Describe the main function of the major organs (Quarter 2 Week 1) S4LT-IIa-b-1
Communicate that the major organs work together to make the body function well. (Quarter
2, Week 1) S4LT-IIa-b-2
Activity 1 Complete Me
Label the major organs of the body in the illustration below.
Activity 2 Tell What Am I

Identify the major organs of the body being described in Column B. Write your answers in
Column A.
Column A Column B
1. It is the control center of the body.
2. It filters blood in the body and brings out waste in the
form of urine.
3. Their function is to extract oxygen from the atmosphere.
7
4. It stores and breaks down the foods and liquids that we
consume.
5. It contains digestive juices and other enzymes that
completely digest food and absorb digested nutrients.
6. Breaks down and builds up many biological molecules
that store vitamin and iron.
7. A hollow muscular organ that acts as a blood pump.
8. They hold the bones of the skeleton and give shape to the
body.
9. This is where undigested food particles pass through and
leave the body during defecation.
10. It gives shape and protects the organ in the body.
Activity 3 Wise Choice

Choose the letter of the correct answer and write it on the space provided.
_________1. What organ coordinates all actions of the body?
a. heart b. liver c. brain d. stomach
_________2. Which of the following is the proper way to take care of the body?
a. Eat a balance diet. c. Exercise regularly.
b. Observes cleanliness. d. All are correct.
_________3. It is a hollow muscular organ which is considered as the body’s pump.

_________4. What will happen if the intestines do not function well?

a. Supply of blood and water will not be regulated.
b. Blood will not be pumped throughout the body.
c. The body will not have sufficient supply of oxygen.
d. Nutrients from the food we eat will not be thoroughly absorbed by the
body.
_________5. Its main function is to store and breakdown foods and liquids that we consume
before it is further digested into the small intestines.
_________6. Which organs enable our body to have an exchange of gases?

a. heart b. lungs c. liver d. bones
8
_________7.This major organ of the body is the source of thoughts, moods and emotions.
a. heart b. lungs c. brain d. intestines
_________8. The coordination of all body organs enables our body to function well.
a. True c. Sometimes True
b. False d. Sometimes False
_________9. Which of the following is the function of the kidneys?

a. filter blood c. protect the heart
b. pump blood d. hold urine
_________10. The following are ways to make our body healthy and strong except
________.
a. eating a balance diet c. drinking plenty of water
b. exercising regularly d. eating all the food you wanted
Activity 4 Think Twice

Analyze each statement. Write on the blank Fact if the statement is true and Bluff if
the statement is false. Underline the word or phrase that makes the sentence false.
_________1. The heart is the pumping organ of our body.
_________2. The small intestine coordinates all actions of the body.
_________3. The lungs enable our body to have an exchange of gases.
_________4. The stomach completely digests food and absorbs digested nutrients.
_________5. The kidney filters the blood in the body.
_________6. The muscles hold the bones of the skeleton and give shape to the body.
_________7. The bones are the source of thoughts, moods and emotions.
_________8. Liver breaks down and builds up many biological molecules that store vitamins
and iron.
_________9. Digested nutrients needed by body are absorbed by the linings of the small
intestine.
_________10. The large intestine stores and breaks down the foods and liquids that we
consume.
9
Activity 5 I Can Do It
Describe the function of each of the major organs of the body.
Major Organs of the Description

Body
1. brain
2. lungs
3. liver
4. heart
5. stomach
6. bones
7. small intestines
8. large intestines
9. kidney
10. muscles
References:
Abutay, Lelanie R. et.al. (2015). Science Learner’s Material 4 (pp. 50-97). Department of Education,
Abutay, Lelanie R. et.al. (2015). Science Teacher’s Guide 4 (pp. 73-99). Department of Education,
Buctal, Junril C. Strategic Intervention Material (SIM) “Body Spectrum” in Science 4
https://www.google.com/search?q=heart&tbm=isch&chips=q:heart,g_1:human:JtoPSsHunDQ%3D&rl
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https://www.google.com/search?q=worksheets+on+organs+of+the+body&tbm=isch&hl=en&chips=q
:super+teacher+worksheets+answer+key+worksheets+on+organs+of+the+body,online_chips:
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https://microbenotes.com/voluntary-vs-involuntary-
muscles/#:~:text=Involuntary%20muscles%20are%20the%20muscles,when%20viewed%20u
nder%20the%20microscope.
Reflection:
Complete this statement:
I learned that
______________________________________________________________________________
______________________________________________________________________________
I enjoyed most on
______________________________________________________________________________
______________________________________________________________________________
i want to learn more on
_____________________________________________________________________________
.
10
Answer Key
Activity 1 Complete Me
1. brain
2. lungs
3. heart
4. liver
5. stomach
6. kidney
7. large intestine
8. small intestine
Activity 2 Tell What Am I
brain 1. It is the control center of the body.

kidney 2. It filters blood in the body and brings out waste in the form of urine.
lungs 3. Their function is to extract oxygen from the atmosphere.
stomach 4. It stores and breaks down the foods and liquids that we consume.
small intestine 5. It contains digestive juices and other enzymes that completely digest food and
absorb digested nutrients.
liver 6. Breaks down and builds up many biological molecules that store vitamin and
iron.
heart 7. A hollow muscular organ that acts as a blood pump.
muscles 8. They hold the bones of the skeleton and give shape to the body.
large intestine 9. This is where undigested food particles pass through and leave the body during
defecation.
bone 10. It gives shape and protects the organ in the body.
Activity 3 Wise Choice

1. c 6. b
2. d 7. c
3. a 8. a
4. d 9. a
5. d 10. d
Activity 4 Think Twice

Fact 1. The heart is the pumping organ of our body.
Bluff 2. The small intestine is the organ that coordinates all actions of the body.
Fact 3. The lungs enable our body to have an exchange of gases.
Bluff 4. The stomach completely digests food and absorbs digested nutrients.
Fact 5. The kidney filters the blood in the body.
Fact 6. The muscles hold the bones of the skeleton and give shape to the body.
Bluff 7. The bones are the source of thoughts, moods and emotions.
Fact 8. Liver breaks down and builds up many biological molecules stores vitamins and iron.
Fact 9. Digested nutrients needed by body are absorbed by the linings of the small intestine.
Bluff 10. The large intestine stores and breaks down the foods and liquids that we consume.
11
Activity 5 I Can Do It
Answers may vary
Prepared by:
JOANA P. RESURECCION
Writer
12
SCIENCE IV
Name of Learner:___________________________________Grade Level:_______________
Section:___________________________________________Date:_____________________

BODY STRUCTURES THAT HELP ANIMALS ADAPT AND SURVIVE
IN THEIR PARTICULAR HABITAT
Background Information for Learners
Animals have body structures that help them adapt to their environment. ADAPTATION is
the structure or behavior that helps an organism survive in its environment.
HABITAT is an ecological or environmental area that is inhabited by a particular species of
animal, plant, or other type or organisms. Fish are covered with scales for protection from disease and
from other animals that live in water. Shrimps and lobsters are covered with outside skeleton or
exoskeleton while other animals like clams and mussels are covered with shells. Some animals are
covered with fur to keep them warm like monkey, lion, horse, and cheetah. Some animals that found in
the locality are carabao, cow, goat, dog and cat. Others are covered with feathers for flying like chicken,
eagle, peacock, and duck. Some have smooth skin for breathing like earthworm. Most body coverings
of animals are for protection.
Animals move differently depending on their habitat and their body structures. Some animals have
legs for walking and some have wings for flying. Animals that live on land move in different ways.
Some walk, hop and jump. Most animals that live in water swim. But some aquatic animals have legs,
too, for walking like crustaceans, shrimps, prawns, and crabs. Animals that can live both in water and
on land can either walk, hop, jump, or swim. Some animals used the following body structures to adapt
and survive: horns, tails, claws, paws, fangs, pincers, beaks, sticky tongue, movable jaws, sucking tubes,
and teeth.
These are the important information about the body structures that help animals adapt and survive
in their particular habitat.
Learning Competency with code
Infer that body structures help animals adapt and survive in their particular habitat (Week 2) S4LT-
IIab-4
Let’s answer the following exercises.
Exercise 1. Let’s Identify Them!

Choose the body part/s used by the following animals in getting and eating its food. Encircle
the correct answer.
1. bird beak horn movable jaw
2. carabao mouth horn fang
3. snake fangs paws teeth
13
4. fish mouth paws pincers
5. chicken fangs beak teeth
6. dog paws horn beak
7. crabs fangs pincers beak
8. frog sticky tongue claws teeth
9. pig teeth paws mouth
10. butterfly fangs sucking tubes teeth
Exercise 2. What Makes Them Adaptive?

Name the body part/s used by the following animals in adapting to their environment. Choose
your answer in the box.
horns claws fangs
tails paws pincers
beak teeth sticky tongue
mouth sucking tubes feather
1.
_________________________________
2.
_________________________________
3.
_________________________________
4.
_________________________________
14
5.
_________________________________
6.
_________________________________
7.
_________________________________
8.
_________________________________
9.
_________________________________
10.
_________________________________
Exercise 3. Locomotion!
Group the following animals according to how they move. Identify their movement at
the right column of the data table.
goat snake butterfly horse
milkfish turtle eagle kangaroo
15
eagle shrimp lion cat
dog duck monkey earthworm
cheetah crocodile cat frog
snail rabbit duck carabao
grasshopper cockroach crocodile penguin
Data Table on the Movement of Animals
MOVEMENT ANIMALS
1. run/walk
2. swim
3. gallop
4. hop
5. fly
6. crawl
7. waddle
Exercise 4. Read carefully the following questions. Choose the letter of your answer. Write your
answer in the space provided before each number.
_______1. Which of these refers to the ability of living things to adjust to different conditions within
their environments?
A. Adaptation C. Body Movement
B. Body Covering D. Habitat
________2. Which of the following refers to the ecological or environmental area that is inhabited by
a particular species of animal, plant, or other type or organism?
A. Habitat C. Body Covering
B. Adaptation D. Body Movement
________3. What body part does a bird uses for getting food?
A. Beak C. Horn
B. Tail D. Paw
________4.What body part does a cow use for getting food?

A. Tail C. Claw
B. Mouth D. Beak
________5. What body part does a frog use for getting food?
A. Sticky Tongue C. Claw
B. Mouth D. Beak
________6. What will happen if animals are removed from their natural habitat? They
will___________.
A. die C. not be affected
B. increase in number D. have another body structure for adaptation
________7. Which of the following groups of animals move in the same way?
A. dog, fish, frog C. fish, turtle, monkey
B. snake, duck, worm D. bird, butterfly, mosquito
16
_________8. Why can eagles reach high places? Because of their _____________.
A. claws C. feathers
B. eyes D. wings
_________9. Why does a bear in a cold country has thicker fur than bears living in warm places?
A. Thick fur keeps animals warm. C. Thick fur makes animals cool.
B. Thick fur makes animals strong. D. Thick fur makes animals big.
_________10. Mang Tino leaves along the seashore. He is planning to put up a business. Which of
the following businesses is applicable?
A. piggery C. fishery
B. poultry D. cattle raising
Sources:
Abutay, Lelanie R. et.al. (2015). Science Learner’s Material 4 (pp. 98-115). Department of Education,
Abutay, Lelanie R. et.al. (2015). Science Teacher’s Guide 4 (pp. 100-121). Department of Education,
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Reflection: Complete this statement:
I learned that
______________________________________________________________________________
______________________________________________________________________________
I enjoyed most on
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
.
Answer Key
Exercise 1 Exercise 2
1. A 1. fangs
2. A 2. fangs
3. A 3. mouth
4. A 4. sticky tongue
5. B 5. beak
6. A 6. sucking tubes
7. B 7. mouth
8. C 8. pincers
9. C 9. horn/mouth
10. B 10. mouth/tail
Exercise 3
1. carabao, goat, dog, lion, duck

2. milkfish
3. horse, zebra, cheetah
4. kangaroo, frog, monkey, grasshopper, rabbit
5. eagle, butterfly
6. snake, crocodile, turtle, earthworm, turtle, snail
7. penguin
18
Exercise 4
1. A
2. A
3. A
4. B
5. A
6. A
7. D
8. D
9. A
10. C
Prepared by:
JOANA P. RESURECCION
Name of Writer
19
SCIENCE IV
Name of Learner: _________________________Grade Level: _____________________
Section: _____________________________________ Score: __________________

TERRESTRIAL AND AQUATIC PLANTS
Background Information for Leaners
Terrestrial Plants are plants that grow in soil and rocks. Some terrestrial plants are
small, others are big. There are plants with big trunks while others have soft stems. Others
bear flowers while others do not.
Aquatic plants are plants that have adapted to living within aquatic environments. They
are also referred to as hydrophytes. These plants require special adaptations for living
submerged in water or at the water’s surface. Aquatic plants can only grow in water or in soil
permanently saturated with water. Roots of the plants adapt themselves too to their habitat.
They differ in sizes and shape too. These characteristics are determined by their function.
Specialized structures are important to plants in order to adapt to their environment.
Thorns and hairs are some of the specialized structures of plants. Not all plants have thorns
and hairs. The water lily have wide and flat leaves while lotus leaves are flat and broad. The
wide and flat leaves of water lily help distribute weight over a large area thus helping them
float. The hyacinths have long roots so that they can reach the soil under the water.
All plants need sunlight, water, air and sustainable environment to grow. Plants need
sunlight, carbon dioxide, and water to make their own food through photosynthesis. All
plants have structures that help them to adapt to their particular environment.
Learning Competency with Code

Identify the specialized structures of terrestrial and aquatic plants (S4LT-IIe- f-9)
Activities:
Exercise 1. I can Identify!
Identify the specialized structure of the following plants.
___________1. ____________ 2.
20
___________3. ___________4.
______________5.
Exercise 2: I can Classify!

Identify the specialized structures of the given plants below then classify them
whether terrestrial or aquatic plants.
Plants Specialized Structures Terrestrial Or Aquatic
1. Corn
2. Pomelo (Suha)
3. Lotus
4. Bougainvillea
5. Water hyacinth
Exercise 3: What makes it Different?

Objective: Identify the specialized structures of terrestrial and aquatic plants.
What you Need:
- Calamansi and rose in pots
- Euphorbia and bougainvillea in pots
- Oregano and lipang aso (Stinging needle) in pots
- Kangkong in a separate basin with tap water.
What to do:
1. Look for a room as your working area.
2. Place/distribute the plants in the four corners of the room.
3. Examine the plants carefully. You may start with calamansi and rose.
4. Look for other parts of the plants that are different from other parts you have
studied.
5. After three (3) minutes, proceed to the next corner. Again, examine the plants and
see the differences. Repeat the procedures until you observe all the plants in the
four corners.
21
6. Complete the data below.
(Caution: Some plants should not be touched by bare hands. They might cause
you harm)
Data on the specialized structures of Terrestrial and Aquatic Plants.

Plants Common Parts Specialized Structures
Guide Questions:
1. What plants did you observe?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________
2. Did you see other parts of the plants aside from what you have studied? What are
those?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________
3. What other parts of rose plant, calamansi, bougainvillea, and euphorbia have you
noticed?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________
4. What part of “lipang aso” plant have you noticed?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________
5. Why is it not advisable to touch “lipang aso” with your bare hands?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
22
_____________________________________________________________________
____________
6. What are the different specialized structures of plants that you have observed?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_
I learned that
______________________________________________________________________________
______________________________________________________________________________
I enjoyed most on
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
.
References:
Lelani R. Abutay, Et. Al.; Science 4 Leaners Material
Amelia A. Mapa Lilia A. Vengco Jojo L.Potencciano:Authors Teristia F. Religioso:Author-

Coordinator
Science for Active Learning 4 2nd Edition (Sibs Publishing house)
https://www.google.com/imgres?imgurl=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fpreviews.123rf.com%2Fimages%2Fru
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23
85OM&w=2592&h=1944&itg=1&q=squash%20plant&hl=en_GB&ved=2ahUKEwiQ4vzFw
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terest.dk%2Fpin%2F766245324083355343%2F%3Fsend%3Dtrue&tbnid=TqaSn3KHlFg75
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content%2Fuploads%2F2003%2F04%2FOkraFruit_MWD.jpg&imgrefurl=https%3A%2F%2
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uDhmq92FOih5M&w=3648&h=2736&q=clemson%20spineless%20okra%20leaves&hl=en_
GB&ved=2ahUKEwi62ZXxwb_sAhUYg5QKHUltA5YQMygAegQIARAW
Answer Key:
Exercise 1:
1. Thorns
2. Broad Leaves
3. Hairs
4. Thorns
5. Hairs
Exercise 2:
Plants Specialized Structures Terrestrial Or Aquatic

1. Corn Hair Terrestrial
2. Pomelo (Suha) Thorn Terrestrial
3. Lotus Leaves Aquatic
4. Bougainvillea Thorns Terrestrial
5. Water hyacinth Leaves Aquatic
Exercise 3:
Data Collection: Answer may Vary
Guide Question: 1. Oregano, Bougainvillea, Lipang Aso and euphorbia
2. Answer may vary.
3. tiny hairs
4. it may cause you harm
5. thorns and hairs
Prepared by:
CHRISTIAN NORIEGA DOMINGO
Writer
24
SCIENCE IV
Name of Learner: ______________________________ Grade Level: _____________
Section: _____________________________________ Date: __________________

THE STAGES IN THE LIFE CYCLE OF ORGANISMS
Metamorphosis is a major change in the appearance or structure of an animal as it grows
and develops. Metamorphosis may be complete or incomplete. Incomplete metamorphosis is a
series of changes in which an insect hatches from an egg, to a nymph, and to an adult. Complete
metamorphosis is a series of changes in which young hatches from an egg to larva, to a pupa
and finally to a mature adult.
The stages of a human development are infancy, childhood, adolescence, and
adulthood. Infancy is the earliest part of childhood. Typically, it is the first year of life.
It is the first important stage of human development. Childhood takes place from one to
eight years or before adolescence. Adolescence is the stage that takes place between ages
fourteen and eighteen and adulthood is the period from adolescence to the end of life
and begins at age nineteen.
Many plants produce seeds and when a seed falls on the ground it will sprout and
produces tiny plant called seedling. The young plant then starts to come out and this process is
called germination. With the development of leaves, the plant starts to make its own food. As
the plant stores the food it makes, it continues to grow. The stem grows towards the sunlight
and starts to transport food and water between the roots and leaves. After a while, flower buds
develop. Flowers develop into fruits that contain seeds which will germinate and grow into
new plants.
Learning Competency with Code:
Compare the stages in the life cycle of organisms. (S4LT-IIg- h-13)
Exercise 1 What Stage am I?
A. Identify the stages in the life cycle of the given organisms.
2. _________
1. ________ 3. ___________
25
4. _____________
6. _____________
5. ___________
7. _______________
1.__________ 2. __________ 3. __________ Adult
B. Illustrate the life cycle of your favorite plant inside the box.
26
Exercise 2: It may be true, it may be false!
Write TRUE if the statement is correct and FALSE if it is not. Write your answer on the blank
provided.
____________1. Infancy is the stage where you learn to talk and walk.
____________2. Our body develops and changes during adolescence.
____________3. Birds, chicken and pigs lay eggs.
____________4. A life cycle ensures the continuity of living things.
____________5. Complete metamorphosis consists of five stages.
____________6. Incomplete metamorphosis is a series of changes in which an insect hatches
from an egg, to a nymph, and to an adult.
____________7. In an incomplete metamorphosis, the young does not look like the adult.
____________8. Living things reproduce to continue their own kind.
____________9. Butterfly, beetle and moth are animals that undergo complete
metamorphosis.
___________10. Grasshopper is an animal that undergo an incomplete metamorphosis.
Exercise 3: Which EGG will FLY, SWIM, or CRAWL?

Objectives:
1. Identify the life cycle of some selected egg laying animals.
2. Compare the different stages of the life stages of the life cycle of selected egg laying
animals.
What you need:
pencil, notebook, scissors, short bond paper, paste
What to do:
1. Look and observe the pictures of the different stages of development of the following
animals : FROG, LIZARD and CHICKEN.
2. Cut the following pictures. (exercise in caution in handling sharp instruments.)
3. Arrange the cut outs of the animals showing the stages of development.
4. Then paste it in the table.
5. Answer guide questions.
Note: PICTURES are placed in the separate sheet
27
Animals Egg Young Adult
Frog
Lizard
Chicken
Guide Questions:
1. What is the first stage for the selected egg laying animals?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________
2. How about the name of the second stage and the final stage?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________
3. Can you enumerate the stages for egg laying animals? Write it on the blank provided.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________
4. When do we say that a certain life cycle is for an egg-laying animal?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________
Rubric
Art Rubric
Features 5 4 3 2
Expert Accomplished Capable Beginner
Creativity
The art is unique
and from own
idea/s.
Craftmanship
The art is neat and
carefully made.
28
Composition
The art is
balanced and
there is a
relevance to the
topic.
I learned that
______________________________________________________________________________
______________________________________________________________________________
I enjoyed most on
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
.
References:
K -12 Science 4 Learner’s Material
Amelia A. Mapa et al.; Science for Active Learning 4 2 nd Edition
https://metamorphosis4kids.weebly.com/complete-metamorphosis.html
https://sites.google.com/a/friscoisd.org/comstock-science-rocks/organisms-and-
environment/complete-and-incomplete-metamorphosis
https://biologydictionary.net/complete-metamorphosis/
https://www.istockphoto.com/illustrations/human-development
https://www.google.com/search?q=life+cycle+of+a+tomato+plant&tbm=isch&chips=q:life+cycle+of
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UqJaYKHZONDrgQ4lYoAHoECAEQFQ&biw=1349&bih=657#imgrc=uhh7jYEP92C2-M
Answer Key
Exercise 1:
A.
1. Egg 1. Pupa 1. Egg 1. Infancy
2. Larva 2. Adult 2. Nymph 2. Childhood
3. Pupa 3. Egg 3. Adult 3. Adolescence
4. Adult
29
B. Answer may vary
Exercise 2:
1. True 6. True
2. True 7. False
3. False 8. True
4. True 9. True
5. False 10. True
Exercise 3:
Guide Questions:
1. Egg
2. Younglings, Adults
3. Egg, younglings, and adult
4. When Animal lays egg.
Prepared by:
Writer
30
Pictures for Exercise 3: Which EGG will FLY, SWIM, or CRAWL?
Egg Mass Tadpole

Adult Frog
Tadpole with legs

Young Frog
10 days
20 days
2 days
21 days
31
SCIENCE IV
Name of Learner: ____________________________ Grade Level: ___________________
Section: ____________________________________ Date: __________________

EFFECTS OF THE ENVIRONMENT ON THE LIFE CYCLE OF
ORGANISMS

There are some factors in the environment that may disrupt the plant life cycle. Usually,
the fruit dries up and seeds are scattered. Other fruits are picked and eaten by humans or
animals. Seeds may be scattered or carried away by wind or water. These seeds may or may
not germinate depending on the condition of the environment. Environmental factors affect the
life cycle of organism.
The young frog grows more to become an adult frog. Most of the time, frogs and toads live
on land. They return to ponds to cool down in the water. Frogs and toads lay many eggs, but
only few survive. Some eggs are eaten by fishes and birds; others dry up before hatching. Some
tadpoles are eaten by leeches, fishes and other aquatic insects. Horses are greatly affected by
environmental changes. Extensive farming limits the grazing areas of horses, reduce their food,
therefore, affect their intake of nutrients. Water is valuable for horses. Thus, Changes in the
environment affect not only the plant and animal life cycles but also the human cycle. Factors
such as changes in season, variation in climate, natural disasters, malnutrition, and infectious
diseases affect both the mother and the child.

Describe the effect of the environment on the life cycle of organisms. (S4LT-IIg- h-14)
Exercise 1: Fact or Bluff

Directions: Read each statement below carefully. Write Fact if the statement is true and
Bluff if it is false.
_____ 1. Changes in the environment can affect the life cycle of organisms.
_____ 2. Most of frogs lives on water. They only go to land to catch their prey.
_____ 3. Extensive farming can limit the food of the horses and this will affect their nutrient
intake.
_____ 4. Seeds of a plant are usually scattered because of winds and birds.
_____ 5. Seeds will germinate whatever is the condition of the environment.
32
_____ 6. Adults may slow down their aging process by exercising, eating a balanced
diet and healthy environment.
_____ 7. Water helps plants to germinate.
_____8. Insecticides are very helpful to insects. It helps them in their life cycle.
_____ 9. Hazards in the environment may disrupt the life cycle of every organism.
_____ 10. Variation in climate can affect the life cycle of every organism.
Exercise 2: I can tell!

Study the pictures below. How can these environmental phenomena affect the life cycle of
organisms? Explain your answer.
1.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
2.
33
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
3.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
Exercise 3: What’s inside of mind as well as my heart

Compose a poem that tells the effects of the environment to the life cycle of an
organism.
Rubrics
Poem Composition
Beginning Developing Accomplished Exemplary
1 2 3 4
Form Uses an May use an Effectively uses Creatively

inappropriate appropriate an appropriate uses
poetic form. poetic poetic form. an appropriate
Too few stanzas form. Complete with poetic form.
or stanza length Fewer than four four stanzas of Complete with
is incorrect. stanzas of four four lines each. more than
lines each four stanzas
34
with four lines
each.
Word Usage Student’s use of Student’s use of Student’s use of Student’s use
vocabulary is vocabulary is vocabulary is of
very basic. more telling than routine and vocabulary is
showing. workable precise, vivid,
and paints a
strong, clear
and complete
picture in the
reader’s mind.
Content Presents creative Presents some Presents some No evident
ideas that related creative ideas creative ideas ideas that is
to the topic with that related to that related to the related to the
creativity in the topic with topic but no topic.
writing. creativity in creativity in
writing writing
Language May contain May contain Has mainly grade Has grade-
Conventions frequent and many level level
(spelling, numerous errors in appropriate appropriate
grammar, errors in spelling, spelling, spelling,
punctuation) spelling, grammar, and/or grammar, and grammar, and
grammar, and punctuation that punctuation; punctuation;
punctuation may interfere contains some contains few,
that interferes with the reader’s errors that do not if
with the understanding. interfere with the any, errors
reader’s reader’s that
understanding. understanding. do not
interfere
with the
reader’s
understanding.
I learned that
______________________________________________________________________________
______________________________________________________________________________
I enjoyed most on
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
.
35
References:
Science 4 Leaners Material
Amelia Mapa et. Al; Science for Active Learning 4 2nd Edition
https://www.thoughtco.com/essay-rubric-2081367
https://lh3.googleusercontent.com/r9KNeqNg1JTPsGu4OXohMZAq84t11vjLkkj0tl5PvL2-
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AMABAQ&sclient=img&ei=RPs1X4TnK8jS0wSdmYv4AQ&bih=647&biw=679#imgrc=jGm5Z4U
lbYrcoM
Answer Key
Exercise 1:
1. Fact 6. Fact
2. Bluff 7. Fact
3. Fact 8. Bluff
4. Fact 9. Fact
5. Bluff 10. Fact
Exercise 2: Answers may vary
Exercise 3: Answers may vary
Prepared by:
Writer
36
SCIENCE IV
Name of Learner: ________________________________ Grade Level: ______________
Section: _______________________________________ Date: __________________

BENEFICIAL AND HARMFUL INTERACTIONS AMONG LIVING
THINGS

There are interactions where both species benefit from the relationship and
there are also interactions where one species benefits but the other is neither affected
nor harmed.
Beneficial Interactions Among Living Things in their Environment
● Mutualism is a type of interaction where both species benefit from the

relationship.
● Commensalism is a type of interaction where one organism benefits
while the other is not harmed nor affected.
Harmful Interactions Among Living Things In Their Environment
● Predation is a type of interaction where one benefits while the other
one is harmed or badly affected.
● Parasitism is a relationship where one organism is benefited while the
other is harmed.
● Competition is the striving or vying between organisms for the things
needed for survival. Organisms may compete for food, sunshine,
space, shelter, water and other things that they need for survival.

Describe some types of beneficial and harmful interactions among living things.
(Week 6) S4LT-IIi-j-15, S4LT-IIi-j-16
37
Activity 1 Interact with me!
Identify the type of interaction that exists among the organisms below:
1. __________________________ 2.________________________
3.__________________________ 4.________________________
5.________________________
Activity 2 Check-tok!
Put a check (/) before the number if tells the correct interaction among organisms and
put an (X) mark if it is not.
____ 1. Human and plants – mutualism
38
____ 2 Ticks sucking the blood of a dog – parasitism
____ 3. Foxes eating a dear – predation
____ 4 Orchids and a tree – commensalism
____ 5. Too many flowers in a vase – mutualism
Activity 3 I can pick, I can tell!
Select at least five pairs of organisms, then write their interactions or relationships.
Organism Interaction
__________-____________ ________________________
__________-____________ ________________________
__________-____________ ________________________
__________-____________ ________________________
__________-____________ _______________________
39
Activity 4 I can do this!
Complete the table below. Give two examples for each interaction among living things.
Mutualism Commensalism Predation Parasitism Competition
Guide questions:
1. What is the type of interaction where both species benefit from the relationship?
_____________________________________________________________________
2. What type of interaction takes place if one organism benefits while the other is not
harmed nor affected?
_____________________________________________________________________
3. What is the type of interaction where one benefits while the other one is harmed or
badly affected?
_____________________________________________________________________
4. It is a relationship where one organism is benefited while the other is harmed. What
interaction takes place?
_____________________________________________________________________
5. What type of interaction when striving or vying between organisms for the things
needed for survival?
________________________________________________________________________
Reflections:
Complete the statement below:
I learned that _______________________________________________________________
_________________________________________________________________________
I enjoyed most on
_________________________________________________________________________
___________________________________________________________________________
I want to learn more on
___________________________________________________________________________
40
References:
Abutay , Lelanie R. et. Al. (2015) Science Teacher’s Guide 4 ( 189-199). Department of
Education, Republic of the Philippines.
Abutay , Lelanie R. et. Al. (2015) Science Learner’s Material 4 ( 151-159). Department of
Education, Republic of the Philippines.
Digman, Ma. Adela G. Strategic Intervention Material (SIM) in Science IV
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1V0g&sa=X&ved=2ahUKEwitqLCdoMLsAhXFQN4KHTj6BWMQ9QF6BAgKECw&biw=
1366&bih=657#imgrc=SI8Y13R-3O_5yM
https://www.google.com/search?q=picture+of+orchids&tbm=isch&source=iu&ictx=1&fir=zeVuY8s5
OdBQbM%252C3SOfTx86PXhhLM%252C_&vet=1&usg=AI4_-
https://www.google.com/search?q=picture+of+gumamela&rlz=1C1CHBF_enPH797PH797&tbm=isc
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cGmDocQ9QF6BAgWEFc&biw=1366&bih=657#imgrc=njoP3zTK6jxOEM
https://www.google.com/search?q=picture+of+bee&tbm=isch&chips=q:picture+of+bee,g_1:cute:MJc
XGTikeIA%3D&rlz=1C1CHBF_enPH797PH797&hl=en-
US&sa=X&ved=2ahUKEwiLq5C3psLsAhXYEYgKHdDfAicQ4lYoBHoECAEQHA&biw=
1349&bih=657#imgrc=gHikOBkXlzCrZM
kRXPpioBM0xZhYEaGDJGyQQ4VTo2g&sa=X&ved=2ahUKEwiKoLC-
o8LsAhVVeXAKHVzvD74Q9QF6BAgOEF8&biw=1366&bih=657#imgrc=zeVuY8s5OdB
QbM
https://www.google.com/search?rlz=1C1CHBF_enPH797PH797&q=dog+pictures+cartoon&tbm=isc
h&chips=q:dog+pictures+cartoon,g_1:baby:2wQlr5j8TCc%3D&usg=AI4_-
41
kTn1oHWsJ0Te_OzYXkVZqY1S3oWEQ&sa=X&ved=2ahUKEwiltbjwqsLsAhWU-
mEKHXkADj4QgIoDKAN6BAgSEBI&biw=1366&bih=657#imgrc=Hm5q62nXocS9lM
https://www.google.com/search?rlz=1C1CHBF_enPH797PH797&q=worm+pictures&tbm=isch&chip
s=q:worm+pictures,g_1:animated:LxjopO-yZGQ%3D&usg=AI4_-
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HcrRAycQgIoDKAF6BAgNEAo&biw=1366&bih=657
Answer Key:
Exercise 1:
1. Mutualism
2. Parasitism
3. Commensalism
4. Predation
5. Competition
Exercise 2:
1. /
2. /
3. /
4. /
5. X
Exercise 3: (Answers in any order)
1. bird’s nest and tree – commensalism
2. cat and rat - predation
3. bird and worm - predation
4. lice and hair- parasitism
5. bee and gumamela – mutualism
6. dog and rat - predation
7. tree and orchids - commensalism
Exercise 4 : (Answers may vary)
Prepared by:
HELEN M. SARMIENTO
Writer
42
SCIENCE IV
Name of Learner: ___________________________ Grade Level: _______________
Section: ____________________________________ Date: _____________________

EFFECTS OF THE INTERACTIONS AMONG ORGANISMS IN
THEIR ENVIRONMENT

Living organisms constantly interact with their environment to enable them survive
in the ecosystem. Interactions of organisms have beneficial and harmful effects in the
ecosystem. Production of fruits, pollination of plants, and provision of food due to
mutualism and/or commensalism are among the beneficial effects. Infliction of diseases
due to parasitism and decrease of the community of plants and animals due to competition
are among the harmful effects of interactions of in the ecosystem.
Learning Competency with Code
Describe the effects of interactions among organisms in their environment. (Week 7)
S4LT-IIi-j-18
Exercise 1 How Are Organisms Affected

Through an imaginary field trip, visit and explore your community to work on the
following types of interaction:
1. Mutualism - Observe the interaction between bees and the flowers of a gumamela
and give or infer its effects.
2. Commensalism - Observe the interaction between ferns or orchids and a branch of a
tree and give or infer its effects.
3. Predation - Observe the interaction between a lizard and mosquito and infer or give
its effects.
4. Parasitism - Observe the interaction between a man and a mosquito and give its
effects.
5. Competition - Observe the interaction among plants occupying the same space and
give or infer their effects.
Fill the data table below of the effects of interactions among organisms.
Type of Interaction Interacting Effect/s
Organisms
43
Guide Questions.
A. Mutualism Ex. gumamela and bees
1. What organisms did you find in the community?
_____________________________________________________________________
2. What do bees do with flowers of a gumamela?
_____________________________________________________________________
3. How do bees contribute to the well-being of the gumamela?
_____________________________________________________________________
4. What can you say about their interaction?
_____________________________________________________________________
5. What possible effect/s may this interaction give?
____________________________________________________________________
B. Commensalism- Example: ferns and a branch of a tree

1. What are the organisms involved in the interaction?
_____________________________________________________________________
2. Which organism provides a home?
_____________________________________________________________________
3. What benefit does a tree get from the fern?
_____________________________________________________________________
4. Is the tree affected because of a fern attached to its branch?
_____________________________________________________________________
5. What effects does the interaction between a fern and a tree bring?
_____________________________________________________________________
C. Predation (Lizard and Insects)

1. What do lizards do with insects/mosquitos?
_____________________________________________________________________
2. Which one is benefitted? Which one is badly harmed? Why?
_____________________________________________________________________
3. What may happen due to this kind of interaction?
_____________________________________________________________________
4. What may happen to the insects if the community of the lizard increases?
_____________________________________________________________________
5. What may likely to happen with the frogs if the lizard decrease in number?
_____________________________________________________________________
44
6. What effect would bring on our ecosystem? Why?
_____________________________________________________________________
D. Parasitism
1. What organisms did you observe?
_____________________________________________________________________
2. What is the type of interaction existing between a man and a mosquito?
_____________________________________________________________________
3. What serves as food for the mosquito?
_____________________________________________________________________
4. Does a man benefit from the interaction?
_____________________________________________________________________
5. Aside from sucking blood, what other effects can mosquito bring us?
_____________________________________________________________________
E. Competition
1. What living organisms did you find?
_____________________________________________________________________
2. What interaction do these plants have?
_____________________________________________________________________
3. What observation did you note among these plants?
_____________________________________________________________________
4. What do they compete for?
_____________________________________________________________________
5. Where do minerals come from? How about air? light? water?
_____________________________________________________________________
6. How are these plants affected?
_____________________________________________________________________
Exercise 2 My mind and heart can tell!

Analyze the following situations. Identify the effects of each interaction of
organisms on the organisms themselves or in the environment.
1. Male elephants fight each other so that the dominant one will get to breed with the
female.
2. Barnacles, small sea animals, attach themselves to the body of the whale to get foods and
move from one place to another.
3. The beetle lays its eggs in the branches of trees and then when the larvae are hatched,
they fed on the leaves of the tree.
4. The lichen consists of a fungus and an algae growing together. The fungus gets food from
the algae, and the algae gets a place to live in.
5. Pitcher plant catches insects for their food.
45
Write your answers in the table given below.
Type of Interacting Effect/s

Interaction Organisms
Exercise 3 What I feel is what I describe!

Describe how organisms depend on each other. Write the name of the organism under
the column if it benefits if it is harmed or if it is unaffected from the
interaction.
Interaction
moss and tree

owl and rabbit
grasshopper and
grass
flea and dog
shark and remora
Exercise 4 What’s inside the box?

Identify the interaction being described in each sentence. Choose you answer inside
the box. Write your answer on the space provided before the number.
Predation Mutualism Parasitism
Commensalism Competition
__________________1. The kind of interaction in which both organisms benefit from

each other.
46
__________________2. The kind of interaction in which one organism kills smaller
organism for food.
__________________3. The interaction among organisms where one benefits while the
other is not benefited or harmed.
__________________4. An interaction in which two organisms compete for survival.
__________________5. A symbolic relationship where one organism depends on the
host for food, protection and reproduction.
Exercise 5: I can choose!
MULTIPLE CHOICE
Direction: Select and encircle the letter of the correct answer.
1. What will happen if there are more predators than preys in an ecosystem?
A. The source of foods will increase.
B. The source of foods will decrease
C. The source of foods will remain the same.
D. Other animals will also decrease in number
2. Why relationship between a bee and a flower is considered mutuality?
A. The bee benefits from the interaction because of the nectar it gets from the
flower.
B. The flower benefits from the interaction because of the pollen grain being
transferred by the bee from one flower to another.
C. Both the bee and the flower benefit from the interaction because of the good
things that contribute to their development.
D. The bee benefits from the interaction while the flower is affected.
3. You put twelve small fish in an aquarium which contains three gallons of water. You
fed them with the right amount of food. After five days, some of the fish died. Why
did it happen?
A. The smelly and cloudy water in the aquarium was not replaced.
B. The aquarium did not have enough temperature range.
C. There was no enough space for the number of fish.
D. The aquarium was moved to another place.
4. One example of commensalism is when the plant like fern is attached on a branch of
a tree. Why is the interaction called commensalism?
A. Both the branch of a tree and a fern benefit from each other.
B. Only the branch of a tree is benefitted from the relationship.
C. A fern benefits from the relationship while the branch of a tree is neither harmed
nor benefitted.
D. They compete with each other.
5. Which of the following pairs of organisms has harmful interactions?
A. a snake and a rat
B. orchids and trunk of a tree
C. a bird’s nest and a tree
D. butterflies and flowers
47
I learned that
______________________________________________________________________________
______________________________________________________________________________
I enjoyed most on
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
.
References:
DepEd Issued Science Teacher’s Guide 2015 Pages: 205 - 210
DepEd Issued Science Learner’s Material 2015 Pages: 166 – 168
Answer Key:
Exercise 1
Fill the Data Table Below on the Effects of Interactions Among Organisms
Type of Interaction Interacting Organisms Effect/s
Mutualism Answers may vary Answers may vary
Commensalism Answers may vary Answers may vary
Predation Answers may vary Answers may vary

Parasitism Answers may vary Answers may vary
Competition Answers may vary Answers may vary
Exercise 2
Interaction of Interacting Effect/s /

Organisms Organisms
Elephants fighting Elephants Elephants are harmed or badly

each other affected in the fight which may
cause death of other elephants.
48
Barnacles attaching Barnacles, This attachment helps the barnacle
to the body of the whale to move with the whale to get its
whale food.
The pine beetle Beetle, pine This may harm or cause death of the
laying its eggs in trees pine tree.
the pine trees
The lichen consists Fungus, This is beneficial interaction for
of a fungus and an algae both fungus and algae. The fungus
algae growing gets food from the algae and the
together. algae gets a place to live in.
Pitcher plant Pitcher Pitcher plants have foods for
catching insects plant, survival but this will decrease the
insects number of insects present in the
area.
49
Exercise 3
moss - ☺ tree -
owl - ☺ rabbit
☹
-
grasshopper- ☺ grass – ☹
flea - ☺ dog – ☹
shark - remora ☺
-
Exercise 4
1. Mutualism
2. Predation
3. Commensalism
4. Competition
5. Parasitism
Exercise 5
1. B
2. C
3. C
4. C
5. A
Reflections: Answers may vary
Prepared by:
HELEN M. SARMIENTO
Writer
35

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4

LEARNING ACTIVTIY SHEET

Printed by: Curriculum and Learning Management Division

Major Organs of the Human Body ..................... 1

The Body Structure Help Animals Adapt and

Terrestrial and Aquatic Plants ..................... 20

The Stages in the Life Cycle of Organisms ..................... 25

Beneficial and Harmful Interactions Among

Effects of the Interactions Among Organisms in

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The Stomach, Intestines, and Liver

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The Bones, Joints and Muscles

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Activity 2 Tell What Am I

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Activity 3 Wise Choice

_________3. It is a hollow muscular organ which is considered as the body’s pump.

_________4. What will happen if the intestines do not function well?

_________6. Which organs enable our body to have an exchange of gases?

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_________9. Which of the following is the function of the kidneys?

Activity 4 Think Twice

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Major Organs of the Description

Activity 2 Tell What Am I

brain 1. It is the control center of the body.

Activity 3 Wise Choice

Activity 4 Think Twice

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Answers may vary

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LEARNING ACTIVITY SHEET

Let’s answer the following exercises.

Exercise 1. Let’s Identify Them!

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Exercise 2. What Makes Them Adaptive?

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Data Table on the Movement of Animals

________4.What body part does a cow use for getting food?

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Note: Practice Personal Hygiene protocols at all times.

Reflection: Complete this statement:

1. carabao, goat, dog, lion, duck

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Note: Practice Personal Hygiene protocols at all times.

LEARNING ACTIVITY SHEET

Learning Competency with Code

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Exercise 2: I can Classify!

Exercise 3: What makes it Different?

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1. 2. 3. __ Adult