Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur 4418
Website: www.cbsua.edu.ph
Email Address: op@cbsua.edu.ph
Trunkline: (054) 871-5531-33 Local 101

I NOMENATURE!

Description:

This activity will help the students classify organism depending on their habitat. The
students were able to distinguish aquatic to inaquatic animals.

Materials Needed:

Illustration board

Glue

Marker

Procedure:

1. Each group will be given a chart of biotic and abiotic one.

2.They are going to identify whether the biotic or abiotic can be found in aquatic or not.

3. Afterwards, they are going to cut it and put on an illustration board labeling it with
aquatic organism or inaquatic.

Multiple Intelligence Integration

1. Spatial- through images and picture presented they are being creative and intelligent in finding
the relationship of this or learning through these materials they've seen. They are visualizing the
connection of each images to one another.

2. Bodily Kinesthetic - through their hand and body they've learned how to connect thought and
make generalization out of this movement they done.

3. Interpersonal-through collaboration and interaction they come up to an idea that makes their
learning much deeper and concrete.
References:

https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.toppr.com/guid
es/biology/ecosystem/food-chain-and-food-web/&ved=2ahUKEwi9sJ-
y8qnkAhUrG6YKHZ3FCQMQFjAiegQICBAB&usg=AOvVaw16RPXPFqXIAVcelLGlMImxl

KEYCHAIN!!!

Description:

Have students create their own food chain. The students will learn to draw and connect
simple food chain. Their mind will be test according to what is the primary, secondary,
tertiary and decomposer.

Materials:

Cartoon

Coupon Bonds

Scissors

Glue

Yarn

Procedure:

1. Students draw a picture of a producer, something that gets their

energy from the producer, and

2. so on until all five circles include some plant or animal on the

food chain.

3. Tie all the pictures using yarn.

Multiple Intelligence Integration

1. Spatial- through images and picture presented they are being creative and intelligent in finding
the relationship of this or learning through these materials they've seen. They are visualizing the
connection of each images to one another.

References:

https://www.britannica.com › science

Food chain | ecology | Britannica.com

STEP IT UP FOOD WEB

Description:

The students were able to identify the transfer of energy from consumer until the
decomposer.

Materials:

Life size photo of a food we and each animals.

Marker

Paper and pen

Procedure:

1. Students will take any path they choose as long as they follow the arrows.

2. Along the way, students record where they went.

3. Then, students write about how energy was

transferred.

Multiple Intelligence Integration

1. Spatial- through images and picture presented they are

being creative and intelligent in finding the relationship of
this or learning through these materials they've seen. They are visualizing the connection of each
images to one another.

2. Bodily Kinesthetic - through their hand and body they've learned how to connect thought and
make generalization out of this movement they done.

3. Interpersonal-through collaboration and interaction they come up to an idea that makes their
learning much deeper and concrete.

References:

Food Web: Concept and Applications | Learn Science at ...

https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.nature.com/scitab
le/knowledge/library/food-web-concept-and-applications-84077181&ved=2ahUKEwi9sJ-
y8qnkAhUrG6YKHZ3FCQMQFjAfegQIAhAB&usg=AOvVaw0vKqD1A_D25kw41ZNib9Y1

Prepared by:

Mary Joy S. Pelaez BSEd 2B