INTERACTIONS AMONG LIVING THINGS IN ESTUARIES AND INTERTIDAL ZONES

Duration: 5 days

I.Objectives

1. Describe Estuaries and Intertidal Zones.

2. Identify plants and animals found in these habitats.

3. Construct food chains and webs to show feeding relationships among living things.

II.A. Materials:

Activity 1: What is the Difference?

Activity 2: Are you in or out?

Chart of important concepts

Diagram/Illustrations showing the difference between estuaries and intertidal zones

2 kind of plants

2 containers of tap water

1 tbsp. of salt

Stirrer

Pebbles

Manila paper

B. References:

Curriculum Guide in Science 5, S5LT-II-h-8

BEAM-Grade 3-Unit 3-Plants (DLP-Science 3 DLP 37)

BEAM-Grade 3-Unit 3-Plants (DLP-Science 3 DLP 39)

Learning Guide in Science and Health: Seed

Macmillan/McGraw-Hill Glencoe, Science: A Closer Look 5, pp. 170-193

C. Process Skills: observing, inferring, describing, listening, predicting

D. Values Integration:

a. Cooperation in performing group activity

b. Honesty in reporting/recording observations/answers.

c. Being obedient in following instructions

d. Caring for the environment

III. Learning Tasks:

Day 1

  1. Engagement
  1. Let the pupils tell about plants and animals found in water.
  2. Ask:

Give an example of plants and animals found in water?

(fish, shrimp, oysters, clams, snails, seaweeds, algae, plankton)

  1. Exploration
  1. Let the pupils accomplish the following activity by group named Saltwater vs. Freshwater
  2. Fill a container with tap water and another one with salt and water then stir. Label each container with saltwater and freshwater.
  3. Place plants in each container, examine each plants after two hours.
  4. Allow each group to work on the activity in the designated station.
  5. Give each group at least 1 whole sheet of manila paper where they can write their observations

and answer to the different guide questions.

  1. Ask a representative of each group to post their observations and answers to the different questions

on the board.

  1. Explanation
  1. Discussion on the results of the different groups

Activity 1

  1. What happen to the plant when you put in salt water? fresh water?

(the plant in salt water withered, the plant in fresh water stays the same)

  1. Why does the plant in salt water withered?

(the plant withered because of the reaction of the salt in the water)

  1. Why does the plant in fresh water stays the same?

(the plant stays the same because there’s no chemical in water)

  1. What is the explanation behind this?

(plants can survive in fresh water while only marine plants can survive in salt water)

Day 2

  1. Engagement
  1. Do routine activities.
  2. Recall of the concepts learned from the previous activity.
  3. Introduce the next activity.
  1. Exploration
  1. Giving of specific instructions to the pupils.
  2. Monitor the pupils as they perform the activity to make sure that the instructions are followed well.
  3. Wrapping up the materials after the activity.
  4. Organization the answers for the presentation of outputs.
  1. Explanation
  1. Allot at least 5 minutes each per group for the presentation of the answers.
  2. Give feedback to the answers of each group.
  3. Discuss the results of the activity.

Activity 2 – Are you in or out?

  1. What can you see in the picture?

(Bodies of water with living things)

  1. What are the living things found in the picture?

(fish, shrimp, oysters, clams, snails, seaweeds, algae, plankton, starfish, octopus, sea cucumber,

sea anemone)

  1. What did you notice with the salt water?

(it has three levels: the upper intertidal zone, the mid-intertidal zone, and lower intertidal zone)

  1. Why does the ocean floor is covered and uncovered as the tide goes in and out?

(it affects the current of water during daytime and night time)

Day 3

  1. Engagement
  1. Do routine activities
  2. Recall of concepts learned from the previous activity.
  1. Exploration
  1. Let the pupils accomplish the following activity.

Decode the hidden word by filling the blank with the correct letters as indicated by the following numbers.

A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13
N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26

1. ______

5 3 15 19 25 19 20 5 13

2. ______

6 15 15 4 3 8 1 9 14

3. ______

5 19 20 21 1 18 9 5 19

4. ______

9 14 20 5 18 20 9 4 1 12 26 15 14 5

5. ______

6 15 15 4 23 5 2

(Discuss the meaning of the words that are formed.)

Note: Have this written on a manila paper.

C. Explanation

Background Information for Teachers
Estuaries is the boundary where a freshwater ecosystem meets a saltwater ecosystem.
Intertidal zone is the shallowest part of the ocean ecosystem where the ocean floor is covered and uncovered as the tide goes in and out.

Day 4

A. Engagement

1. Let the pupils tell about the animals live in estuaries and intertidal zone.

2. Ask:

a. Can you describe the appearance of these plants and animals live in the water?

b. Do you know where these plants and animals came from?

3. Say:

Today you will study how a marine ecosystem develops a food chain and food web.

B. Exploration

1. Routine activities

2. Allow your students to do the task for 5-10 minutes.

3. When answering the said activity, encourage the students to answer using complete sentences.

4. After the activity, instruct your pupils to answer the guide questions.

5. Allow the pupils to discuss their collected data within the group.

6. Instruct them to write their observations on manila paper.

7. Let the pupils report their findings to the class.

C. Explanation

1. Ask:

  • What are the food chain and food web in the marine ecosystem?
  • What are food chains in estuaries? Intertidal zone?
  • What are food webs in estuaries? Intertidal zone?
  • How this food chain and food web affects our marine biodiversity?

2. Present the present the illustration s of the food chain and food web in estuaries and intertidal zone.

D. Elaboration/Extension

1. Let the learners perform another activity as an application of the concepts learned. Retain the same

groupingused in the previous activities.

2. Have the learners prepare the following materials

(it could be given as an advance assignment)

a. cut-outs of animals in the marine ecosystem, cut-outs of arrows

b. manila paper

c. tape

3. Distribute the activity card containing the specific instructions on how they are going to construct the

Food chain and food web in the estuaries and intertidal zones.

4. Guide the pupils while they are doing the activity.

Suggested answers to guide questions

1. What is food chain? Food web?

( The food chain shows how each living thing gets its food while food web shows the organisms

that eat and get eaten in an environment.

2. What kind of ecosystem where a freshwater ecosystem meets a saltwater?

(Estuaries)

3. What kind of ecosystem where the ocean is covered and uncovered as the tide goes in and out?

(Intertidal zone)

4. What kind of animals falls in this part?

(all marine animals)

Day 5

E. Evaluation

A. Let us see how much you’ve learned from our lesson. Answer the following questions:

1. What kind of ecosystem where a freshwater ecosystem meets a saltwater?

A. food webC. estuaries

B. intertidal zoneD. food chain

2. What kind of ecosystem where the ocean is covered and uncovered as the tide goes in and out?

A. food chainC. estuaries

B. intertidal zoneD. food web

3. What kind of system formed by the interaction of a community of organisms with their environment?

A. ecosystemC. estuaries

B. intertidal zoneD. marine animals

4. A relationship shows how each living thing gets its food?

A. food chainC. food web

B. decomposersD. scavengers

5. A relationship shows the organisms that eat and get eaten in an environment?

A. food webC. food chain

B. ecosystemD. marine animals

IV. Assignment

1. Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web?