PANGASINAN STATE

Republic of the Philippines

PANGASINAN STATE UNIVERSITY
Bayambang, Campus
Bayambang, Pangasinan
COLLEGE OF TEACHER EDUCATION

PRACTICE DATE OF December 2,

TEACHER IMPLEMENTATION 2024

BACHELOR OF
COURSE ELEMENTARY EDUCATION MAJOR IN COOPERATING HAZEL F.
ENHANCED GENERAL EDUCATION TEACHER BASTO

PANGASINAN
SCHOOL STATE UNIVERSITY – BAYAMBANG CLASS GRADE 5 AND 6
CAMPUS

I. OBJECTIVES
CONTENT
STANDARDS

PERFORMANCE The learners should be able to form discussion groups to tackle issues involving
STANDARDS protection and conservation of ecosystems that serve as nurseries, breeding places,
and habitats for economically important plants and animals

At the end of the lesson, the learners should be able to:

SPECIFIC LEARNING a. identify the differences between tropical rainforests, coral reefs, and mangrove
OBJECTIVES swamps;
b. illustrate how tropical rainforests, coral reefs, and mangrove swamps are
important to our ecosystem; and
c. appreciate the importance of ecosystems by explaining their benefits to us and
how to protect and conserve them through writing an essay.

II. SUBJECT MATTER

A. Content
Topic: Ecosystem: Tropical Rainforests, Coral Reefs, Mangrove Swamps

B. Instructional Materials
 Television,
 Laptop
 PowerPoint Presentation
 Worksheet
 Pictures of Ecosystem (Tropical Rainforests, Coral Reefs, Mangrove Swamps, etc.)

C. References
Book:
Science VI: Beyond Border VI Textbook. Vibal Group, Inc. 2016. pp. 124-128.

Science VI: Quarter 2 - Module 6 Ecosystem: Tropical Rainforests, Coral Reefs, and Mangrove
Swamps. 2020
Video:
Steve Cutts. (2012, December 21). MAN [Video].

III. Learning Procedure

A. Preliminary Activities
• Prayer
• Checking of Learning Environment
 PANGASINAN STATE
Republic of the Philippines
PANGASINAN STATE UNIVERSITY
Bayambang, Campus
Bayambang, Pangasinan
COLLEGE OF TEACHER EDUCATION

• Monitoring of Attendance
• Collection of Assignments
B. Lesson Proper

ENGAGE

The teacher will ask the class about their previous lesson in Reproduction of Non-flowering plants.
After the review, the teacher will present a game called "Guess the Picture." The class will be divided into
two groups. The teacher will show different pictures on the screen, and students need to quickly tap the
table to be recognized. The student that taps the table first will guess, identify, or describe what the picture
is showing. The teacher will ask simple follow-up questions about the picture that is related to the next topic.
And the group that has the highest points wins.

EXPLORE

Moving Station Activity. The class will be divided into two groups. The grade 5 students will be the first
group, and the grade 6 students will be the second group. The teacher will provide a worksheet for each
group with different sets of guide questions appropriate for the students' grade level. Both groups will go first
to the 1st station, and after 1 minute of observing the picture provided in the station, they need to move to
the next until they finish the 3rd station. After finishing the three stations, each group will be given another 5
minutes to brainstorm and collaborate with their groupmates to answer the guide questions in the provided
worksheet.

EXPLAIN

Following the activity given, every group will showcase their responses to the guiding questions and
explain their observations on the images at each station. To further enhance the students' understanding of
the concepts explored in the activities, the teacher will then conduct a lecture discussion about the two types
of ecosystems and the three key habitats—mangrove swamps, coral reefs, and tropical rainforests—that
support both living and non-living components.

ELABORATE

The class will be randomly grouped into two. The teacher will present a scenario/video where the
ecosystems are at risk, and each group will observe it. After the video, each group will be given 3 minutes to
make an essay, including identifying the cause and effect on the video and what are the solutions or ways to
protect and conserve ecosystems that serve as nurseries, breeding places, and habitats for economically
important plants and animals. After 3 minutes, the representative of each group will present their essay in
the class.

EVALUATE

Direction: The teacher will provide a worksheet that is appropriate for the students' grade level.

I. Identification
For Grade 5 Students, identify the correct answer for each question and write it clearly on the blank provided.

__ 1. The basic unit of nature where living and non-living things interact.
__ 2. The term for all the living things in an ecosystem, such as plants and animals.
__ 3. An ecosystem found in oceans, seas, and rivers.
__ 4 Non-living things in an ecosystem, like rocks, water, and air, are called ___.
__ 5. This type of ecosystem includes grasslands, forests, and deserts.

Answers:
1. Ecosystem
2. Biotic Factors
3. Aquatic Ecosystem
4. Abiotic Factors
 PANGASINAN STATE
Republic of the Philippines
PANGASINAN STATE UNIVERSITY
Bayambang, Campus
Bayambang, Pangasinan
COLLEGE OF TEACHER EDUCATION

5. Terrestrial Ecosystem

II. Essay
For Grade 6 Students, answer each question and write a well-organized essay expressing your ideas clearly and
support them with explanations.

1. What are the key differences among the three types of ecosystems? (5 points)
2. Why is it essential for us to protect and preserve our ecosystem? (5 points)

Criteria for Essay:

Score Description
5 Excellent organization with a logical, easy-to-follow structure.
4 Well-organized with clear flow of ideas.
3 Clear structure with minor lapses in organization.
2 Somewhat clear, but lacks organization.
1 Unorganized, difficult to follow.

IV. AGREEMENT
Create a slogan on a long coupon bond that emphasizes the importance of your chosen ecosystem habitats
(Tropical Rainforests, Coral Reefs, or Mangrove Swamps). And ways to protect it against the threat of getting
destroyed. (30 points)