Teacher Support MaterialSecond Year Science and Technology Students

Philippines-Australia Project in Basic Education (PA-PROBE)Regional Learning Materials Center VII (RLMC VII)

Producedby the Philippines-Australia Hastening the Impact of PROBE (HIP)

under the AusAID Vulnerable Groups Facility (VGF)

Published by the

PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PROBE)REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)

Department of EducationRegion VII, Central Visayas

Cebu CityCopyright 2002

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Republic of the Phil-ippines. However, prior approval of the government agency or office wherein the workis created shall be necessary for exploitation of such work for profit.”

This material has been developed within the Project in Basic Education (PROBE) imple-mented by the Educational Development Projects Implementing Task Force (EDPITAF) of theDepartment of Education (DepEd) in collaboration with the Bureau of Elementary Education,Bureau of Secondary Education and the Commission on Higher Education. Prior approvalmust be given by the PROBE Management Unit lodged at EDPITAF and the source must beclearly acknowledged.

MA. JESUSA C. DESPOJOISF - Secondary Science

Division of Dumaguete CityWriter

The production of this Teacher Support Material (TSM) has been made possible with the assistanceof the PA-PROBE HIP - VGF RLMC VII Staff.

CONTENTS

Description 1TargetAudience 1Subject Matter /Learning Competencies 1Duration 2Objectives 3Procedure 3Teaching Hints 3Evaluation 4Resource List 4Answer Key

Game No. 1 - Procedure A 5- Procedure B 6- Procedure C 7

Game No. 2 - Procedure A 8- Procedure B 8

Game No. 3 - Procedure A 9- Procedure B 9- Procedure C 9- Prodecure D1 10- Procedure D2 10- Procedure D3 11

References 12

A resource produced through the support of AusAIDon behalf of the Australian Government

(Teacher’s Guide)

1

Description

This set of instructional material is a combination of games andpuzzles intended to help students review, distinguish and analyze thedifferent characteristics of living things.

They are also guided on how to classify or group these diverseforms of living organisms through their structural characteristics.

Students are also aided to distinguish the various economicimportance of the different groups of living organisms.

Target Audience

Second Year Science and Technology (Biology) Students

Subject Matter/Learning Competencies

BEC Biology

Unit IV. Biodiversity - Third Grading Period

1. Appreciate the existence of diverse forms of livingthings

1.1 Describe the distinguishing characteristicsof the different groups of organisms

2. Be aware of the potential value of organisms

2.1 Evaluate the economic importance of organisms2.2 Propose ways to conserve economically important

organisms

2

PSSLC - Biology (BEC)

Unit III. Biological Diversity - Second Grading Period

1. Appreciate the existence of diverse forms of livingthings

1.1 Describe the common characteristics oforganisms

1.2 Classify organisms on the basis of theirstructural characteristics

2. Understand the structural and adaptive characteristicsof organisms

2.1 Describe the different adaptive structuresdeveloped by organisms in the course of time

2.2 Explain the significance of structural andadaptive characteristics of organisms

3. Be aware of the potential value of organisms

3.1 Evaluate the economic importance of organisms3.2 Recognize the beneficial uses of certain

organisms3.3 Propose ways to conserve economically important

species

Duration

Three (3) sessions at sixty (60) minutes each

3

Objectives

• Review and analyze characteristics of living and nonlivingthings

• Classify objects either as living things or nonliving• Distinguish some common physical characteristics of

plants and animals• Identify certain characteristics of plants and

animals through a crossword puzzle• Distinguish animals with backbones from those

without backbones• Classify vertebrates and invertebrates on the basis

of their structural characteristics• Appreciate the economic value of some vertebrates

and invertebrates

Procedure

• Divide the class into smaller groups of at least threeto four members per group to maximize studentparticipation and to avoid monopoly of the games.

• Answers to each game card should be written on it.• Encourage discussion of answers among members in

each group.• Answers should be discussed or processed by the

teacher and the whole group after each activity orwhen the game is over.

• Strictly follow the time limit allowed for every gameor activity.

Teaching Hints

• Game Card Nos. 1 and 2 can be given as motivationto allow students to recall prior knowledge then relatethem to the present topic in the activities.

4

• Assignment about the characteristics of plantsand animals and also on vertebrates and invertebratesshould have been given before undertaking the

activities or the game cards.• Allow heterogeneous grouping so that the slow and fast

learners can be equally distributed.

The teacher has the option to:

• take up the series of activities in a single session bygiving different sets of games to different groups thenrequire them to exchange game cards

• allow the whole group to go through the series ofactivities within the duration prescribed

• reproduce each set of game cards according to thenumber of members per group for maximum studentparticipation

• use the Game Cards for evaluation purposes.

Evaluation

The success of this material can be measured by:

• completion of the game cards within the specifiedperiod of time

• maximum participation of every member in the groupduring group discussion

• attainment of 80% or more performance level in everyactivity/evaluation for each game card.

Resource List

1 copy of the Teacher’s Guide1 set of Game Cards (Three Games) - Master Copy30 sets for every Game Card for Student’s Use (Padded)

5

ANSWER KEY

Game No. 1 - DEAD OR ALIVE

Procedure A

It moves either It needs energy in It reproduces its slowly or fast. order to move. own kind.

BOTH BOTH LIVING THINGS

It is capable of It feeds on It performs /exhibits growing. something. life functions.

LIVING THINGS BOTH LIVING THINGS

It can respond/react to It produces waste as a any environmental changes. result of its activities.

LIVING THINGS BOTH

It can move by itself.

LIVING THINGS

6

reproduces itsown kind

is capable ofgrowing fromwithin

can perform/exhibitlife functions

responds/reactsto environmentalchanges

Answer Key (Cont’d)

Procedure B

can produce wasteas a result of self-activities

needs energy inorder to move

can move eitherslowly or fastby itself

7

Procedure C

1. No. Bottles are not living things because their growth doesnot come from within themselves. They do not reproduce bytheir own will but are produced/manufactured by man.

2. No. Cars are not living things. Their “perspiration” andfeelings of being “hot” or “cold” are not felt by them but bythe persons checking on them.

3. Yes. Remains of living things who were formerly alive likeseashells or other fossils are considered living things ororganic. Parts of plants like lumber and wood are alsoconsidered as living things.

4. No. Rocks are not living things because its motion is notdone by its own will, but is influenced by other outsidefactors like gravity or manual force.

5. Yes. Fruit trees are living things because they can reproducetheir own kind by themselves.

We can say that an object is a living thing when it can

1. move by itself.

2. grow from within.

3. exhibit metabolism like respiration, undergo digestion, reactappropriately when exposed to a stimulus and excrete orproduce waste materials after an activity is done.

4. reproduce its own kind.

5. respond to stimulus.

8

Game No. 2

Procedure A. Write P for Plants and A for Animals

1. A can react to changes around them more quickly2. P have branching bodies3. P mostly stay in one place4. A can move about from place to place by their

ownselves5. A mostly have compact bodies6. A do not have chlorophyll7. P can make their own food8. A depend on others for food9. P have chlorophyll10. P can react to changes around them but slowly

Procedure B. Crossword Puzzle

S T I M U L U S R E P R O D U C T I O N F O O D

R E I X I

O T V C G

P A L I V E R E S P I R A T I O N R E

I B N E E S

S O G G E O T R O P I S M S T

M L R I P I

I O O L O C O M O T I O N

S W E N E R G Y N N

M T S

H E L I O T R O P I S M E

9

Game No. 3

Procedure A. Classify the following as with backbones or without backbones.

1. scallop - without backbone2. starfish - without backbone3. pike - with backbone4. cat - with backbone5. sea anemone - without backbone6. bird - with backbone7. frog - with backbone8. adder - with backbone9. lobster - without backbone

Procedure B

Vertebrates Invertebrates(animals with backbone) (animals without backbone)

pike scallopcat starfishbird sea anemonefrog lobsteradder

Procedure C

Major Animal Group Distinguishing Characteristics

1. mollusks • • a. limbs in pairs, smooth or hard surface, with segments

2. echinoderms • • b. bones inside the body3. chordates • • c. With tentacles around

mouth of sac-like body4. coelenterates• • d. skin spiny or with rough

covering5. arthropods • • e. with shell, soft body, large

foot, no body segment

10

Procedure D

1. Classify the organisms in Procedure A to its proper MajorAnimal Group.

Organism Major Animal Group

scallop molluskstarfish echinodermpike chordatecat chordatesea anemone coelenteratebird chordatefrog chordateadder chordatelobster arthropod

2. Match the following vertebrate group to its distinguishingcharacteristic. Join them with a connecting line.

Vertebrate Group Distinguishing Characteristic

1. fishes • • a. scales present

2. mammals • • b. feathers present

3. birds • • c. fins present

4. amphibians • • d. hair or fur present

5. reptiles • • e. no scales present

11

3. Indicate some economic value/s of the followingvertebrates and invertebrates.

scallop - a.) food for some sea animalsb.) food for man

starfish - a.) cleaners of the seab.) food for some sea animals

pike - a.) food for some big fishesb.) food for man

cat - a.) preys on ratsb.) pet for man

sea anemone - a.) food for some sea animalsb.) cleaners of the sea

bird - a.) preys on some harmful animalsb.) pet for man

frog - a.) food for some animalsb.) preys on harmful insects

adder - a.) preys on smaller animals like ratsb.) serve as food for bigger animals

lobster - a.) food for manb.) food for other sea animals

12

References

Grolier Multimedia Encyclopedia, 1998

Longman, Addison Wesley; “The World of ScienceTeachers’ Resource Pack”, Australia, 1987

Philippine Secondary Schools Learning Competency(PSSLC)

Science and Technology II (SEDP) Series

Game No. 1 Time Limit: 15 - 20 minutes

DEAD OR ALIVE

Objectives

• Review and analyze characteristics of living andnonliving things

• Classify objects either as living or nonliving things

Materials

Game No. 1 activity sheet, pens or pencil

Procedure A

1. Below are boxes of characteristics. Analyze them and writewhether they apply to a living thing, a nonliving thing or both.

2. Write your answer on the space below each characteristic.

It moves either It needs energy in It reproduces its slowly or fast. order to move. own kind. ___________ ___________ _____________

It is capable of It feeds on It performs/exhibits growing. something. life functions. ___________ _________ _____________

It can respond/react to It produces waste as a any environmental changes. result of its activities.

________________ _______________

It can moveby itself.__________

Procedure B

1. Draw differently colored connecting lines between thecharacteristics and the objects to establish theirrelationship. More than one line maybe drawn for eachdrawing.

reproduces itsown kind

can produce wasteas a result of self-activities

can move eitherslowly or fastby itself

Game No. 1

Procedure C. Answer the following questions:

1. Bottles come in different shapesand sizes. They tend to grow. Theyalso exhibit similarities anddifferences which indicate theyseem to reproduce. Are they livingor nonliving? Answer: ________Why do you say so? Explain.

Answer:_____________________________________________________________________________________________________________________________________________.

2. Cars “perspire”, “feel cold andhot” and are also “reproduced”.Are they living or nonliving?Answer: __________________Why do you say so? Explain.

Answer:____________________________________________________________________________________________________________________________________________.

3. Wooden tables naturally comefrom wood. They were formerlyable to respond to sunlight and obtainfood from the soil. Are they livingor nonliving? Answer: _________Why do you say so? Explain.

Answer: ____________________________________________________________________________________________________________________________________________.

Game No. 1

4. Rocks roll and travel fromone place to another. So itcan move. Are they livingor nonliving?Answer:_______________Why do you say so? Explain.

Answer: ______________________________________________________________________________________________________________________________________________.

5. Through their seeds, fruittrees reproduce their ownkind. They grow as timepasses by. Are they living ornonliving? Answer:_______Why do you say so? Explain.

Answer: _____________________________________________________________________________________________________________________________________________.

Abstraction/Conclusion

When can we say that an object is a living thing? (complete thesentence below).

When a living thing can ...

1. __________________________________________2.__________________________________________3.__________________________________________4.__________________________________________5.__________________________________________6.__________________________________________7.__________________________________________8.__________________________________________

Game No. 1

Game No. 2 Time Limit: 20 - 25 minutes

KNOWING ITObjectives

• Distinguish some common physical characteristicsof plants and animals

• Identify certain characteristics of plants andanimals through a crossword puzzle

Materials

Game No. 2 activity sheet, pens or pencil

Procedure A

1. Write P on the space provided if the boxed characteristicdescribes a plant, and A if it describes an animal.

________ can react to changes around them more quickly

_______ mostly stay in one place

_______ can react to changes around them but slowly

______ depend on others for food ______ has chlorophyll

_______ can make their own food

______ mostlyhave compact bodies

________ can move about from place to place by their ownselves

_______ does not have chlorophyll

_______ have branching bodies

Procedure B. Choose the appropriate word/characteristic of aliving thing from the box to answer the crossword puzzle.

digestion heliotropism reproduction tropism excretion living respiration food geotropism locomotion response energy growth metabolism stimulus alive

Across Down1. can elicit response from an 2. a positive or negative reaction

organism towards a stimulus5. to produce one’s own kind 3. building up or breaking down7. needed to satisfy one’s hunger life process9. existing organism, it is ____ 4. remains of organisms showing10. involves inhaling and exhaling they were once ________11. involuntary reaction towards 6. removal of an organism’s waste a stimulus 8. changing of complex food to12. plant’s positive reaction simpler forms towards the soil 12. increase in size from within13. gives capacity or ability for

organisms to perform their life functions14. ability of organisms to move by themselves15. positive reaction towards the sun

1 2 3 4 5 6 7 8

9 10 11

12

14

13

15

Game No. 2

Game No. 3 Time Limit: 10 - 15 minutes

SORTING OUT ANIMALSObjectives

• Distinguish animals with backbones from thosewithout backbones

• Classify vertebrates and invertebrates on the basisof their structural characteristics

• Appreciate the economic value of some vertebratesand invertebrates

Materials

Game No. 3 activity sheet, pencil

Procedure A

1. Refer to the drawings below. Classify them as with backbones or without backbones. Write your answer on thespace provided below each drawing.

scallop starfish pike__________ __________ __________

cat sea anemone bird__________ ___________ ___________

frog adder lobster __________ ___________ ____________

Procedure B

1. Classify the animals in Procedure A as vertebrates (with backbone) or invertebrates (without backbone) and write them in their proper column.

Vertebrates Invertebrates (animals with backbone) (animals without backbone)

__________________ ____________________

__________________ ____________________

___________________ ____________________

___________________ ____________________

___________________ ____________________

Procedure C

1. Match the following major groups of animals in the first column to its distinguishing characteristic in the second column by joining them with connecting lines.

Major Animal Group Distinguishing Characteristics

1. mollusks • • a. limbs in pairs, smooth or hardsurface, with segments

2. echinoderms • • b. bones inside the body

3. chordates • • c. with tentacles around mouth ofsac-like body

4. coelenterates • • d. skin spiny or with rough covering

5. arthropod • • e. with shell, soft body, large foot,no body segment

Game No. 3

Procedure D.

1. Classify the organisms in Procedure A to its proper majorAnimal Group. Refer to Procedure C.

Organism Animal Group

Scallop ________________Starfish ________________Pike ________________Cat ________________Sea Anemone ________________Bird ________________Frog ________________Adder ________________Lobster ________________

2. Match the following vertebrate group to its distinguishingcharacteristic. Join them with a connecting line.

Vertebrate Group Distinguishing Characteristic

1. fishes • • a. scales present

2. mammals • • b. feathers present

3. birds • • c. fins present

4. amphibians • • d. hair or fur present

5. reptiles • • e. no scales present

3. Indicate some economic values of the vertebrates andinvertebrates mentioned in this activity.

a . ___________________________________________b. ___________________________________________c. ____________________________________________d.____________________________________________e. ____________________________________________

Game No. 3