ACTIVITY 6

SHARE IT!
DIRECTION:
• The class will be divided into four groups.
• The teacher will flash on the screen pictures of different type’s
forest.
• Each group will choose one picture to analyse.
• After analyzing, the group will make a story from it, following this
format. “Dear other self. If I am not living today in my community.
I want to live in…because… now what is your story?
• Each group will be given a 5 minutes to work with their story and
5 minutes to present their story. (ROLE PLAY)
PROCESSING QUESTIONS:
• What did you feel about hearing everyone’s story?
• What do you think is/are the reasons why you choose
that particular forest?
• Does the your chosen forest reflects your personality
as a person? Why? Or why not?
• How are plants important to our life?
PLANTS
 PLANTS
Most plants consist of roots and shoots.
ROOTS
• Roots are below the ground plant parts.
• Absorb water and dissolve minerals
• Store food
• Support the plants
SHOOTS
Shoots are aboveground plant parts.
STEM provide structural support
LEAVES are specialized for photosynthesis
FLOWERS are specialized for reproduction
 PLANT TISSUES
All plant parts consist of the same tissues
GROUND TISSUE make up most of a plant.
VASCULAR TISSUE distribute water and nutrients
DERMAL TISSUE covers and protect plant surfaces
 Assignment
• Bring plants which is known as dicot and monocot
GUIDE QUESTION:
• What are the different things you want to have in you, in your other
self?
PROCESSING QUESTIONS:
• Are you able to classify them easily? Why or why not?
• Do you think it is important to identify whether a plant is a dicot or
monocot? Why do you say so?
• If you will propagate a plant, which will you choose a dicot or a
monocot? Why?
• Is there any relationship between the structure and function of a plant
to their rate of survival? How do you say so?
• How environmental issues (e.g. climate change) affect the survival rate
of plants?
LEARNING TARGET:
I CAN explain the different types of plants in my
community.
I CAN classify them as monocot and dicot.
 ACTIVITY 7
CONNECT-SHARE IT!
DIRECTION: You will compare yourself to a plant
and share it with the class

PROCESSING QUESTION
•If you compare yourself to a plant, what will be
and why?
 ACTIVITY 1
“MASDAN MO ANG KAPALIGIRAN”
DIRECTION:
• Ask the learners to sing the song “masdan mo ang kapaligiran”
• After singing, let the learners answer the following questions:

PROCESSING QUESTIONS: (1/2 SHEET OF PAPER)

• What can you say about the song? What does it depict?
• What are the different challenges or problems faced by our
mother nature?
• What causes these environmental changes?
 ACTIVITY 2
JIGSAW PUZZLE
DIRECTION:
• The class will be divided into 5 groups.
• Each group will receive a jigsaw puzzle containing human
activities that affect the natural ecosystem
• GROUP 1 – WATER POLLUTION
• GROUP 2 – DEFORESTATION
• GROUP 3 – FACTORIES
• GROUP 4 – MINING
• GROUP 5 – KAINGIN