School: MANINANG ELEMENTARY SCHOOL Grade Level: 5

Teacher: JONLOU O. DALIDA Learning Area: SCIENCE

Teaching Date 2nd
and Time: December 6, 2023 (8:40-9:30) Quarter: QUARTER

WEEK 6
WEDNESDAY
I. OBJECTIVES
A. Content Standards The interactions for survival among living and non-living things that take
place in estuaries and intertidal zones

B. Performance Standards The learners should be able to create a hypothetical community to show
how organisms interact and reproduce to survive

C. Learning Discuss the interactions among living things and non-living things in
Competencies/Objectives estuaries and intertidal zones. (S5LT-IIh-8)

II.CONTENT Interactions among Living Things

III.LEARNING RESOURCES
A. References
1.Teacher’s Guide pages Curriculum Guide 5 pp. 70 of 203, Science Beyond Borders TM. pp. 56 – 58
2.Learners’ Materials pages Science Beyond Borders pp. 85 – 89
3.Textbook pages Science Spectrum Work Text in Science and Health for Elementary
5, Rebecca R. Fallaria, pp. 133-135
4.Additional materials from https://www.youtube.com/watch?v=5xfa9IK-UX8&spfreload=10
learning resource (LR) portal http://www.eschooltoday.com/esturies/ www.pppst.com5
B. Other Learning Resource Powerpoint presentation, video clip, activity sheet, pictures
IV.PROCEDURES

A. Reviewing previous lesson The teacher asks:

or presenting the new a. What is vegetative propagation?
lesson b. What are the methods of vegetative propagation?
c. How do flowering and non – flowering plants reproduce?
B. Establishing a purpose for Motivation
the lesson
Teacher will show two different pictures

A B
 What can you see on the picture shown?
 How would you describe this kind of environment?
 Can we see it here in the Philippines? Can you cite a place like this?
 Can we find some living and non – living things in this kind of place?
 What will happen to us, humans if the surroundings will become
dirty or polluted?
 Supposing your classmate has a chronic skin allergy, is it good if
she’ll continue to live in a polluted environment? Why?
 Just like us humans, fishes and other living things need a clean
environment in order to survive, so how can you help those fishes
and other living things live longer in this certain place?
 Viewing Activity: “Take a look”
C. Presenting Examples/ https://youtu.be/w9Kqy-6bZbQ
instances of the new lesson
Let the pupils watch a video clip about abiotic factors in an intertidal zone
and estuarine ecosystem.
Standards to follow in viewing activity:
a. Listen and watch attentively.
b. Write down important details from the video.
D. Discussing new concepts Discussion:
and practicing new skills #1 Based on the video presented , the teacher asks the following:
 What is the video clip all about?
 What is an intertidal zone? estuary?
 How will you describe an estuary?
 What are the non-living things or abiotic factors can be found in it?

E. Discussing new concepts

Elaboration/ Extension:
and practicing new skills #2
Using the model, it shows the abiotic factors in an intertidal zone
and estuarine ecosystem.

Waves

Salinity Temperature
Abiotic Factors in
Intertidal Zone &
Estuarine Ecosystem

Soil
Sunlight

Let the learners identify the abiotic factors in an intertidal zone and
estuaries.
 Waves  refer to the movement of the surface of the water.
 Salinity  refers to the amount of salt in water.
 Temperature  refers to the level of hotness or coldness of water.
 Sunlight  is crucial to the photosynthetic organisms like sea
weeds and sea grass.
 Soil  the layer of earth in which plant grows.

F. Developing Mastery Group Activity:

a. Setting of Standards for Group Activity

STANDARDS FOR GROUP ACTIVITY

1. Read the direction carefully.
2. Work as team.
3. Observe silence while doing your activity.
4. Perform the activity carefully.
5. Clean the area of activity.

b. Group Activity: (Differentiated Instruction)

Distribute the activity sheet to each group to perform their

task.
Group 1: Complete the advance organizer by writing the functions of each
abiotic factors found in intertidal zone and estuaries
Abiotic Factors in Intertidal Zone and
Estuarine Ecosystem

Waves

Salinity

Temperature

Sunlight

Soil

Group 2: Unscrambled the letters in table A to form the word being

described in table B. Then paste the picture in table C which describes the
words in table A.

A B C
NIALSIYT Refers to the amount of salt in
=_______________ water.
PUREMEATTER Refers to the level of hotness
=_______________ or coldness of water.
IOSL The layer of earth in which
=_______________ plant grow.
UGNHISLT Is crucial to the photosynthetic
=_______________ organisms like sea weeds and
sea grass.
SVEAW Refer to the movement of the
=_______________ surface of the water.

Group 3: Decode the hidden word by filling the blank with the correct
letters as indicated by the following numbers. Using the space provided at
the opposite side, find the missing letters to form the word being
described by the hidden words.

___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___

 Group 4: Match the abiotic factors in column B with the facts associated with it in
column A.
A B
1. Refers to amount of salt in water. Sunlight
2. Refer to the movement of the
surface of the water. Salinity
3. It is the layer of earth in which
Plant grow. Waves
4. Refers to the hotness or coldness
of water. Soil
5. Crucial to the photosynthetic
organisms like sea weeds and Temperature
sea grass.

What might happen if the intertidal zone and estuary are being damaged
G. Finding Practical application
by pollution?
of concepts and skills in daily
living As a grade 5 pupil, how can you help in the
protection of intertidal zones and estuarine ecosystem?

H. Making generalization and

What are the abiotic factors found in intertidal zones and estuaries?
abstraction about the lesson
Directions: Read each question carefully. Choose the letter of the
I. Evaluating learning correct answer.
1. An estuary is another kind of habitat. Which of the following describes
an estuary?
A. Land area that drains water into a lake, river or
pond.
B. Large body of saltwater that covers most of the Earth’s surface.
C. Underground system that provides drinking water to an area.
D. Area where a river meets the ocean, where in mixing of freshwater and
saltwater happens

2. Why are intertidal zones and estuaries important to our environment?

A. Provide homes for many species of wildlife.
B. Are important nursery areas for a variety of marine organisms.
C. Help filter pollutants in the water.
D. All of the above

3. Water is brought to an estuary from a variety of sources. Which of the

following would contribute to an increase in the salinity of the estuary?
A. Rivers B. streams C. urban runoff D. tides

4. What causes the changing salinity of water in estuaries?

A. The amount of sunlight
B. The hotness or coldness of water
C. The continuous flow fresh and salt water
D. The kinds of rocks found in the estuary

5. Water in most estuaries is brackish because of the mixing of freshwater

from rivers and saltwater from incoming tides. What would happen to the
water in the bay if there is lack of water in the bay water shed?
A. Increase salinity
B. River meets the sea
C. River becomes dammed
D. Wet land becomes filled in
J. Additional activities for On a short bond paper, make a poster that will promote protection and
application or remediation conservation of the estuaries in the Philippines.

V.REMARKS
VI.REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial work? No.
of learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching Answering Preliminary Activities to enhance pupils’ attention.
strategies worked well? Why Discussion to know pupils’ knowledge about the lesson
did these work? Explicit Teaching and Pegadogy Approach in order to make my pupils
understand thelesson better.
Differentiated Instruction in group activity because there are pupils that
are slow, average and fast.
Discovery method in group activity intended for fast learner pupils.
Group Collaboration for them to share their ideas.

F. What difficulties did I ___ of Learners who continue to require remediation

encounter which my principal
or supervisor can help me
solve?
G. What innovation or Strategies used that work well:
localized materials did I ___Metacognitive Development: Examples: Self assessments, note taking
used/discover which I wish to and studying techniques, and vocabulary assignments.
share with other teachers? ___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student
work.

Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson

Prepared by: Observed: Noted:

JONLOU O. DALIDA MARY GRACE C. OMBEGA ELIZABETH G. DELA CRUZ

T-I/Grade V-Adviser Master Teacher II School Principal I