BASIC EDUCATION ASSISTANCE FOR MINDANAO LEARNING GUIDE

BASIC EDUCATION ASSISTANCE FOR MINDANAO

LEARNING GUIDE

Elementary Science Grade V

Animals

Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be

given by the author(s) or the BEAM Project Management Unit and the source must

be clearly acknowledged.

Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 1

Basic Education Curriculum Competencies

Grade 5 Science: Animals and their food.

• Conclude that different animals eat different foods and their body structure is adapted to food getting in their particular environment.

• Classify animals according to food they eat: herbivores, carnivores, omnivores

• Compare the mouth parts of animals classified in No. 1.1

• Infer the kind of food eaten from the appearance of mouth parts

• Infer the kind of food an animal eats from the appearance of its mouth parts.

• Communicate by acting out and using props how animals get and eat their food

• Describe other characteristics that enable animals to survive in an environment whose conditions may change

Objectives

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

• group animals according to the food they eat;

• tell the difference of animal's mouth parts in getting and eating food;

• name examples of food eaten by these group of animals;

• act out the ways animals get and eat their food; and

• tell the characteristics that helped animals survived in a certain environment.

Essential concepts, knowledge and understandings targeted

carnivores and omnivores

• Herbivores are animals that eat plants only. Examples are cow, goat, and horses.

• Carnivores are those that eat other animals for their food. Examples are tiger, lion and crocodile.

• Omnivores are animals that eat both plants and meat for food. Examples are human beings, domesticated animals like dog and cat.

• Different animals have different ways of getting and eating their food. They use

different body structures to get food. The kind of food eaten is inferred from the mouth structure.

• Animals develop adaptation for eating, breathing, sensing the environment and protection.

• canine • carnivores • grazing • herbivores • incisors • molars • omnivores • predators • prey • adaptation • environment • hibernate • migrate

Suggested organizational strategies

• Some activities require big spaces and may be done outdoors specifically on open field or school ground.

• Activities have time allotment but can be adjusted depending on the ability of the pupils.

• There is one activity that requires research work in the library or in the internet.

Activities in this Learning Guide

Activity 1: "I Remember"

Multiple Intelligences • Verbal/Linguistic

• Interpersonal

Skills

• Observation and recall of information

Activity 2: My Teeth

Skills

• Use information

• Translate knowledge into new context

Text Types • Observation

Activity 3: Bite and Chew

• Body/Kinaesthetic

Skills

• Grasp meaning

• Understanding information

• Use information

Activity 4: What Animals Eat?

• Verbal/Linguistic

• Interpersonal

Skills

• Understanding information

• Use methods, concepts, theories in new situations

Text Types

Activity 5: How Do I Live?

Skills

• Understanding information

Text Types

• Factual Description

Activity 6: Do I Really Know It?

• Verbal/Linguistic

Skills

• Use old ideas to create new ones

• Interpret facts, compare, contrast

Activity 7: I Will Survive!

• Interpersonal

• Body/Kinaesthetic

Skills

• Use old ideas to create new ones

• Understanding information

• Compare and discriminate between ideas

• Use methods, concepts, theories in new situations

Activity 8: Classify Me!

• Intrapersonal

Skills

• Use old ideas to create new ones

• Use methods, concepts, theories in new situations

• Interpret facts, compare, contrast

Activity 9: Teeth Model

Skills

• Compare and discriminate between ideas

Key Assessment Strategies

Mind Map

The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.

Stages of Learning

The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.

Assessment

All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.

1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.

Background or purpose

Most children find animals interesting and fun. They will enjoy stories that have animals as the main characters or are animal-related as well as petting or touching different animals. In this activity, the pupils will be able to recall and share their experiences about animals they have known or seen on television, books or in real life.

Strategy

Buzz Session – a strategy that can be done successfully with familiar topics that need group opinion, evaluation and planning or interaction. All members in a group should be involved in the discussion at least to some extent.

Materials

Activity 1” I

Remember “(20 minutes)

1. Assign pupils in groups. Provide each group a big sheet of manila paper and marking pen.

2. Have pupils think about animals they have known or seen on television or in real life. 3. Ask pupils to name by listing the kinds of animals they have seen.

4. Let them describe the kinds of foods that these animals eat. 5. Give five minutes for each group to write.

6. Tell them to post their chart on the wall enough to be seen by the whole class. 7. Go through each group's output by reading their ideas. Let them look at their outputs

then ask “Why do you think animals differ in the food they eat?” Accept all answers. 8. Tell them to set aside their chart and revisit it later after doing some activities.

Formative Assessment

Rubric on Group Work Performance

See attached Teacher Resource Sheet No.14 page 54

Roundup

Common animals are found in our surroundings. Some animals are taken cared of as pets at home, some help farmers in the farm while some stay in the wild. These animals have some characteristics that helped them survive. This is to be be discussed in the next activity.

2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.

Background or purpose

Animals vary in their way of food-getting so it is important to get familiar with their body structures and their food preference. In this stage, the pupils will be informed that they are going to classify animals according to the food they eat ( herbivore, carnivore, and omnivore) ; compare the mouth parts ; infer the kind of food eaten from the appearance of mouth parts; act out how animals get and eat their food and describe other

Strategy

Cooperative Learning (Positive Interdependence )–students are structured by a common goal, group rewards, role assignments and other means to assist each other in completing the learning task.

Materials

• small mirror for each pupil, drawing paper, pencil

• word cards and its meaning like canine, incisor, molar

• picture of the vocabulary terms introduced

• enlarged illustration of canine, molar and incisor teeth

Activity 2-”My Teeth

”

(40 minutes)

1. Ask the pupils if they know the kinds of teeth that they have.

2. Instruct them to get their own mirror and see by themselves their own teeth. Be sure their hands are clean. Then let them draw a map of their teeth on the manila paper as groups' output..

3. Opposite each drawing, let them describe their teeth. 4. Post their work in front.

5. Facilitate the discussion of each group's output. Introduce the terms canine, molar, incisor. See attached Teacher Resource Sheet No. 15 page 55 for their meanings. Show sample poster of each kind of teeth to the class. Call some pupils to match the word cards printed with molars, incisors, and the canines on their models. See attached Teacher Resource Sheet No. 2 Kinds of Human Teeth starting on page 23 and Teacher Resource Sheet 3 “Profile drawing of teeth” on page 26.

6. Ask “ What do you think are the functions of each kind of teeth? Accept all answers and they may be written on the chalk board.

7. Tell them that their answers will be checked after doing some activities. Set aside and revisit their work later on.

Formative Assessment

Group Work Performance Rubric, please refer to Teacher Resource Sheet 14 page 54. 1. Provide each group with cut out word cards ( one set for the kinds of teeth and another

set for their description) See attached Teacher Resource Sheet No. 4 page 27.

2. Let each group match the word with its meaning.

3. Give them three minutes to do it. Check their work immediately.

Roundup

Human beings have three sets of teeth namely; incisors, canines and molars. Incisors are front teeth. They are chisel or wedge-shaped; canines are located beside incisors. These are pointed teeth and molars are at the side of the mouth and are flat-topped. These teeth are all important in eating different foods.

3. Learning Activity Sequence

Background or purpose

Animals use their teeth to do many things beyond simply chewing their food. In this stage, the lessons introduce pupils to, or extend their prior knowledge on the concept of

adaptation in animals – the idea that certain animals have developed features which help them survive in their environment. The following exercises are designed to engage pupils and start them thinking about the many different things animals and Human beings can do with their teeth. The pupils should be able to identify first some kinds of food they eat using their own kind of teeth .

Strategy

Cooperative learning - (Positive Interdependence )– students are structured by a common goal, group rewards, role assignments and other means to assist each other in completing the learning task.

Materials

• Student activity sheet No. 3.1 and 3.1.1

• Food items such as guava, peanut, banana,biscuit, bread etc.

• Sheets of manila paper, marking pens, crayons

Activity 3.1- “Bite and Chew” (60 minutes)

1. Start the activity by asking:

Why do we have teeth? (Teeth help us tear, cut and break up our food into very small pieces so we can swallow it more easily. etc)

“How do you eat food?” Let them name as many verbs that they can think of and have them write on the chalk board.

2. Tell pupils that they are going to perform an activity to observe how their teeth work. 3. Hand out student activity sheet No. 3.1 “Bite and Chew” page 18.

4. Using the different food, have the pupils record the process of how their teeth bit and chewed the food.

5. Tell them to copy the sample table in the activity sheet in their manila paper.

6. Allow 15 minutes for them to do the task.

7. Have them post their work in front. Facilitate the presentation and discussion of outputs. Talk about how Human Beings use their teeth in eating. See attached Teacher Resource Sheet No. 1 “Teeth”, page 19 and Teacher Resource Sheet 2 “Kinds of Human Teeth” on page 23.

Which kind of teeth did you use in eating banana? What did your teeth do? Which kind of teeth did you use in eating guava? What did your teeth do? Which kind of teeth did you use in eating peanuts? What did your teeth do?

What about animals? What do you think do their teeth look like? What do you think are the kinds of food do animals eat?

9. Tell them that the next stage will help them know about how animals get and eat their food.

Formative Assessment

Rubric for Group Work Performance. See page 54.

Instructions :

1. Hand out Student Activity Sheet No. 3.1.1 “What’s My Name?” page 28.

2. Let them complete the table within five minutes.

3. Check their answers with the whole class. See Teacher Resource Sheet No.4 “Human Teeth and their Position and Function” on page 29.

Roundup

Human beings have three sets of teeth that will help them in eating such as incisor, canine and molar. These teeth have their own function: Incisor is used for cutting, canine for tearing and molars for grinding. These teeth are also true to animals but are only classified according to the food they eat. The next activity will augment their knowledge about the teeth of different animals, the kinds of food they eat and the kind of

environment where these animals are suited to live in.

Background or purpose

Some animals have several different kinds of teeth. Others have only one kind. Others don't have any teeth at all. Different types of food require different kinds of teeth

because animals do vary in their food choices . In this activity, the pupils should be able to classify and describe the kind of teeth of animals that they use in eating and getting their food.

Strategy

Round Robin a cooperative learning technique which involves a small group seated informally on the floor or on desks to discuss a problem that needed decisions for solutions. It suggest that the pupils all talk one after the other as to what they have observed from the activity. This is one of the techniques that is very effective in classroom interaction.

Materials:

Envelopes each containing the following:

• poster/picture A -forest with different animals eating other animals

• poster/picture B -farm with different animals eating grasses

Activity 3.2 “What Animals Eat” (60 minutes)

1. Start the lesson by showing the pictures and ask the pupils to describe the physical features of animals which make them well suited to their environment.

2. Accept all answers of the pupils. They may be written on the chalkboard. 3. Divide the students into five groups.

4. Give each group student activity sheet 3.2 “What Animals Eat?” on page 30. 5. Allot ten minutes to do the task.

6. Let them post their work on the wall and facilitate in the discussion of their outputs. 7. Let them classify which animals are insect-eaters, plant-eaters, animal eaters and both

plant and animal eaters.

8. Conduct a short lecture about Knowing animal teeth. Introduce the terms herbivore, omnivore,carnivore,insectivore,predator and prey. See attached Teacher Resource Sheet No.6 “Knowing Animal Teeth” on page 34 and Teeth in other Animals page 21. 9. Show pictures of animal teeth. See attached pictures on page35 . Have them compare

these to the teeth of humans they drew in the previous activity. 10.Wrap up the lesson by asking some guide questions such as:

• Why do some animals have only sharp teeth,? some animals have only flat teeth ? and some have both?

• What would happen if all animals are carnivores?

• In a community, would you like to have more herbivores? Carnivores? omnivores? Explain your choice.

Formative Assessment

Group Work Performance Rubric. See page 54.

Instructions:

1. Open your prepared board work. Tell them to answer these questions within five minutes.

(a) Give five examples of the following animal types and describe their teeth 1. plant-eating animals

2. meat-eating animals 3. insect-eating animals

(b) What other structures do other animals use in getting and eating food? 2. Check their answers immediately. Acknowledge the group whose members performed

excellently by giving five claps.

Roundup

front of the mouth, are used for biting and holding. Next to the incisors come the long, sharp canines, used for fighting their enemy or killing prey. Behind the canines are jagged molars, used for cutting up food. Omnivores are animals that eat a variety of food, including meat and plants. In some animals the canine teeth are not so prominent and the back molars are more flat than jagged. Insectivores are insect- eating animals whose teeth are squarish with sharp points that are excellent for tearing up the bodies of insects. They have other characteristics that helped them adapt to survive in the environment such as camouflage, defense mechanism, physical characteristics and specialized structures.

Background or Purpose:

Everybody knows that animals need food to eat, water to drink, air to breathe and a place to live. We also know that animals need to have a way to protect themselves from danger; they need to have some ways to defend themselves from other animals (including human animals like us). In this activity, the pupils will conduct a research about some amazing animals to find out the different ways that animals adapt and give reasons for their survival in a certain environment.

Strategy:

Research -

Materials:

• resource books, computer (optional), magazines about animals

• activity sheet

Activity 3.3- “How Do I Live?” (60 min)

1. Ask the class to give reasons why they were able to stay longer in the place where they live. Accept all answers.

2. Relate their answers to the life of animals. Introduce the terms “environment, and adaptation”. See attached Teacher Resource Sheet No.9 page 55

3. Let pupils work in pairs. Tell them that they are going to conduct a research work about amazing animals they are interested in. Let them write a short summary report about their research of chosen animal by following guide questions in the activity sheet. 4. Distribute one activity sheet to each pair. See attached Student Activity Sheet 3.3 “How

Do I Live” on page 39.

5. Tell each pair to read carefully the instructions in the activity sheet. After reading, give them 30 minutes to do research work in the library, Internet computer (if any), magazines or maybe actual live animals they can find in the surroundings. Another option would be to give a day or 2 for their research work.

6. Be sure to give the complete instructions before the class is released to conduct research.

7. Move around to follow-up the pupils' work (if done within the class period).

8. Once done, facilitate in the reporting and discussions. Let pupils fill up the Animal Adaptation Chart posted on the chalkboard as soon as he or she renders the report. See attached Teacher Resource Sheet 10 for the sample Animal Adaptation Chart on page 43.

10.Ask guide questions to lead in the formulation of the concepts. You may write their answers on the chalkboard. Summarize the concepts desired.

Formative Assessment

Rubric in assessing Research Study. See attached Teacher Resource Sheet No. 11 page 50

Roundup

Animals have different characteristics that helped them survive in an environment. An environment is everything that surrounds and affects how animal lives. All animals have adaptations that fit their environments. An adaptation is a part of an animal's body or way that an animal behaves that helps it survive. Some of the characteristics like tiger have thick fur to protect from the very cold weather;Squirrels have long, flattened tails that are used to guide their glides. They have large eyes and feed at night on fruits. They nest in hollow trees; whales live in the ocean like fish but they are different from fish. They need to breathe air. They have lungs, and they need to come to the surface of the water often for air. Their blow hole is like their nose, which is on top of their heads.

4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.

Background or purpose

Animals can be classified according to the kinds of foods they eat. The main groups are

herbivore, carnivore and omnivore; herbivores feed chiefly upon plants and vegetables, carnivores feed chiefly upon animal flesh and omnivores feed upon both animal and plant matter. In this activity, the pupils will categorize animals through pictures according to the food they eat.

Strategy

Do I Really Know It? is a process to help pupils “check” how well they understand the key concepts and this can be used to review such concepts in any discipline.

Materials

• pictures of different animals (cow, deer, goat, horse, crocodile, snake, dragonfly, cat, wolf, person, mice, etc. see attached pictures on page 51.)

• manila paper, masking tape • marking pens

Activity 4 “Do I Really Know It? “(30 minutes)

1. Give each pupil a worksheet. See attached Activity entitled “Do I Really Know It?” on

page 51.

2. Have children cut out each picture then categorize itinto herbivore, carnivore and omnivore.

3. Let them fold a sheet of bond paper into three to make three columns. Write the following column headings: herbivore animals, carnivore animals, omnivore animals. Have them write a short statement about each classification under each column.

Formative Assessment

Roundup

Plant eating animals are called herbivores. They include deer, cow, horse, and goat. Meat-eating animals are called carnivores. They include snakes, wolves, dragonflies, crocodile and the like. Plant and meat eating animals are called omnivores. They include human beings, mice, bears,and the like.

5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.

Background or purpose

Familiarity with the different kinds of food eaten by different animals is everybody's awareness. In this stage, the pupils will be able to demonstrate or act out what and how animals get their food in order to survive. They may use props to support in understanding the key concepts.

Strategy

Role Playing an interesting and useful strategy because it emphasizes the “real world”. It challenges them to deal with complex problems with no single “right” answer. It presents to the pupils a valuable opportunity to learn not just the content, but other perspectives on it. This requires the pupils to use imagination, background knowledge appropriate to the character being role-played and to enhance communication skills.

Materials

• group of pupils representing 20 herbivores, 10 omnivores and 5 carnivores

• 5 water stations name tag

• 5 food stations

• a whistle

• 5 unmarked pupils representing fire, flood, famine, cold and disease.

• Colored hats (green, blue and red)

Activity 5- “I Will Survive! (60 minutes)

1. Read the instructions on how to do the game. See attached Teacher Resource Sheet 13 page 53.

2. Orient the class on how to go about the activity. 3. Encourage them to use props such as hat.

4. Give them fifteen minutes to plan and select members to play the role of the different kinds of animals.

6. Involve the whole class in rating each group's presentation. Let them express their own observation.

Formative Assessment

Rubric on Role Play

See attached rubric page 57.

Roundup

Acting out by the pupils on the way how animals get and eat their food clearly explained that the lessons are well understood by them. In this manner, the pupils can already conclude that animals can be classified according to the food they eat and that they have characteristics that made them survive in their environment.

6. Closure

This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.

Background or purpose

In closure, this stage will allow the pupils to conclude that different animals eat different kinds of food and their body structure is adapted to food getting in their particular environment. This can be seen by making a Venn Diagram.

Strategy

Venn Diagram – is a graphic organizer that illustrates the relationship between or among two or more sets of information, comparing similarities and differences. It helps to make thinking visible, useful for finding similarities and differences and useful for assessing pupils' interests through partner interviews.

Materials

• drawing paper

• pencil

Activity 6.1 Classify Me ( 30 minutes)

Instructions:

1. Ask each group to draw a Venn Diagram. See Teacher Resource Sheet 16 “Classify Me” on page 56.

2. Tell them to write example of animals classified according to the food they eat. 3. Give them 10 minutes to do the task.

4. Have them display their outputs on the wall.

5. Each group will walk around as a group to see the displayed outputs and to check their work. Record the misplaced name of animal observed for further clarification later on.

Activity 6.2- Teeth Model

1. Give an assignment to the pupils by group to make a project of teeth models of herbivore, carnivore and omnivore using clay or clayey soil if available.

2. Tell them to present three sets of animal teeth model.

3. Have them display their work in the classroom and rate their outputs accordingly.

Formative Assessment

Performance Assessment. See attached rubric page 54.

Roundup

Animals are classified according to the food they eat such as herbivore, carnivore, omnivore. Their mouth parts differ according to their food preference. They have other characteristics that enable them to survive in an environment whose conditions may change.

Teacher Evaluation

(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 1.

Activity 3.1

Bite and Chew

Materials:

•

food items such as banana, biscuit, guava, peanuts, etc.

•

Marking pen and manila paper

Instruction:

1. Using different samples of food, record the process of how your teeth bit into

and chewed the food. Be sure to use the proper names of teeth you used on the

various foods.

2. Copy this table on your manila paper then fill it in correctly.

Name of Food Sample Which kind of teeth did I use? What my teeth did?

3. Be sure that each member in your group contributed his / her idea.

4. You are given 10 minutes to perform the task.

5. Observe cleanliness by fixing your materials when the task is done.

6. Post your work on the wall.

Teacher Resource Sheet 1

Teeth

INTRODUCTION

Teeth, hard, bony structures in the mouths of humans and animals used primarily to

chew food, but also for gnawing, digging, fighting, and catching and killing prey.

Teeth are the body's hardest, most durable organ-long after bones and flesh have

dissolved, archaeologists find well-preserved teeth from humans and other animals

that lived thousands of years ago.

Humans use teeth to tear, grind, and chew food in the first step of digestion,

enabling enzymes and lubricants released in the mouth to further break down food.

Teeth also play a role in human speech-the teeth, lips, and tongue are used to form

words by controlling airflow through the mouth. Additionally, teeth provide

structural support to muscles in the face and form the human smile.

Like humans, most animals use their teeth to chew food, although many animals

have evolved teeth that perform other specialized tasks. For example, many

carnivorous (meat-eating) animals, such as tigers, have developed long, sharp teeth

for clamping down on and killing prey. Beavers have chisel-like front teeth that

they use to cut down large trees for building dams.

HUMAN TEETH

Human teeth are made of four distinct types of tissue:enamel, dentin, pulp and

cementum. Enamel, the clear outer layer of the tooth above the gum line, is the

hardest substance in the human body. In human teeth, the enamel layer is about

0.16 cm (about 0.06 in) thick and protects the inner layers of the teeth from

harmful bacteria and changes in temperature from hot or cold food. Directly

beneath the enamel is dentin, a hard, mineral material that is similar to human

bone, only stronger. Dentin surrounds and protects the pulp, or core of the tooth.

Pulp contains blood vessels, which carry oxygen and nutrients to the tooth, and

nerves, which transmit pain and temperature sensations to the brain. The outer

layer of the tooth that lies below the gum line is cementum, a bone-like substance

that anchors the tooth to the jawbone.

The visible portion of the tooth is called the crown. Projection on the top of each

crown, used primarily for chewing and grinding, are called cusps. The portion of

the tooth that lies beneath the gum line is the root. The periodontal ligament

anchors the tooth in place with small elastic fibers that connect the cementum in

the root to a special socket in the jawbone called the alveolus.

Types of Human Teeth

opposite sides are referred to as sets, or pairs. Humans are heterodonts-that is

they have teeth of different sizes and shapes that serve different functions, such as

tearing and grinding. In contrast, the homodont teeth found in many animals are all

the same size and shape, and perform the same function.

Humans have four types of teeth, each with a specific size, and function.

Adult humans have eight incisors, located at the front of the mouth-four in the

upper jaw and four in the lower jaw. Incisors have a sharp edge that is used to cut

food. On either side of the incisors are the canines, named for their resemblance to

the pointy fangs of dogs. The upper canines are sometimes called eyeteeth. There

are two canines in each jaw, and their primary role is to tear food. Behind the

canines are the bicuspids or premolars, flat teeth with pronounced cusps that grind

and mash food. There are two sets, or four bicuspids, in each jaw. Behind the

bicuspids are the molars, where the most vigorous chewing occurs. There are

twelve molars-three sets in each jaw-referred to as the first, second, and third

molars. Third molars are often called wisdom teeth; they developed thousands of

years ago when human diets consisted of mostly raw and unprocessed foods that

required the extra chewing and grinding power of a third set of molars. Today,

wisdom teeth are not needed for chewing and, because that can crowd other

teeth, are often removed.

Tooth Development

Humans are diphyodont-that is, they develop two sets of teeth, during their lives.

The first set of teeth are the deciduous teeth, 20 small teeth also known as baby

teeth or milk teeth. Deciduous teeth start developing about two months old.

Occasionally a baby may be born with one or more deciduous teeth at birth, known

as natal teeth. By the time a child is six years old, a second set of 32 larger teeth,

called permanent teeth, start to erupt, or push out of the gums, eventually

replacing the deciduous teeth.

Human tooth development occurs in stages. The hard tissue of the deciduous teeth,

or the dentin, forms while the fetus is in the womb. After the child is born, tooth

enamel develops in stages. Front tooth enamel, for example, is usually complete

around one month after birth, while the enamel on the second molars is not

completely developed until a child is about a year and a half old. When the enamel

is fully developed the tooth erupts. Front teeth usually erupt at 19 months or older.

The final stage of tooth development is root completion, a slow process that

continues until the child is more than three years old.

Around the age of six, the roots of deciduous teeth slowly dissolve as the

developing permanent teeth start to push them out. Deciduous teeth eventually

fall out and are replaced by the erupting permanent teeth. This begins a

transitional phase of tooth development that takes place over the next 15 years. As

baby teeth are pushed out by permanent teeth, the entire mouth and haw

When the human teeth grow to a certain size, the root essentially closes and the

teeth stop growing. Closed-rooted teeth have narrow root openings that are only

big enough for the periodontal ligament, blood vessels, and a nerve.

Disorders of Human teeth

The three main diseases of human teeth are tooth decay, also called dental caries;

gum disease, or periodontal disease ; and problems with tooth alignment, called

malocclusions. Human teeth problems are treated or prevented by dentists,

professionals who are specially trained to practice dentistry.

Tooth decay affects approximately 90 percent of all children by the time they are

14 years old. Tooth decay begins when bacteria are passed from mothers or

caregivers to children between their first and second birthdays. When these

bacteria are exposed to sugars commonly found in foods, the bacterial produce

harmful acids that attack tooth enamel. Left unchecked, the acid eats holes in the

enamel and form cavities of tooth decay. Most tooth decay forms in the deep

grooves on the chewing surfaces of the molars, called pits and fissures. Daily tooth

brushing and proper dental care help prevent and reduce tooth decay. Dentists use

preventive treatment to reduce the risk of tooth decay; clear plastic coatings

painted on the teeth, called dental sealants, and applications of the mineral

fluoride, which fortifies tooth enamel,are two such treatments. Fluoride is also

added to public water supplies in a process called fluoridation.

Gum disease, or periodontal disease, is a progressive condition that worsens with

age. Gum disease occurs when bacteria eat away at gum tissue, causing it to pull

away from the teeth. This space between the tooth and gum, called a periodontal

pocket, traps even more bacteria. Gum disease develops in two stages. Gingivitis,

the early stage, causes red, swollen gums that bleed easily. Gingivitis can be

eliminated through good oral hygiene and dental care. If not treated, gingivitis can

progress to periodontitis, when bacteria attack the bone supporting the teeth. To

treat periodontitis, dentists may have a surgically cut out the infected portion of

the gum so the bacteria can be removed.

Malocclusions-teeth that are crowded, crooked, or out of alignment-make it more

difficult to clean teeth, which can lead to other oral health problems such as tooth

decay and gum disease. Many of these disorders start to appear between the ages

of 6 and 12, when permanent teeth begin to erupt. Generally, malocclusions result

when the jaw is too small to hold all of the teeth. Malocclusions are often genetic,

tending to run in families. In other cases, dental injury or chronic thumb sucking

may lead to poorly aligned teeth. Malocclusions are treated by dentists specially

trained to correct them called orthodontists.

Teeth in other animals

Some animals are monophyodont, developing only one set of teeth that grow

continuously throughout an animal's lifetime. These animals have open-rooted

teeth, which have wide openings at the root that permit dentin-forming cells to

grow and multiply. Most rodents, for example, have open-rooted teeth. The

gnawing habits of these animals wear down their teeth, otherwise the teeth would

grow very long. The front teeth of beavers, for example, can grow up to 1.2 m (4

ft) a year. Sharks and some other fish are polyphyodont-that is, they continuously

lose their teeth and develop new ones.

Most mammals that depend on catching, chewing, and digesting food for survival

have developed teeth that meet these needs. Mammal teeth are classified by the

type of food the animal eats. Insectivores are animals that eat only insects, such as

bats, shrews, anteaters and armadillos. These animals have square teeth with

special V-shaped edges that efficiently grind the hard coverings of insects.

Carnivores, such as dogs, cats, hyenas, and walruses, generally have large and

well-developed teeth with long canines for clamping down on prey or fighting. A

walrus also uses its canines, which grow up to 1 m (about 3 ft) long, as hooks in

climbing on ice. Herbivores – cows, sheep, deer and horses, for example-eat only

plants and have sharp incisors for cutting vegetation and flat teeth with

complicated ridges for grinding and mashing. Piscivores, or fish-eaters, have sharp

teeth that angle backward to catch and hold their prey. Seals and dolphins swallow

food whole without chewing at first: they are equipped with many identical,

conical-shaped teeth that are used to catch and grasp their slippery prey before

swallowing.

Fish teeth have evolved to perform different functions in each species. For

example, fish that feed on crab, shrimp, and other crustaceans have developed

strong, blunt teeth for crushing and grinding the hard outer shells. Piranhas have

serrated teeth that fit together like scissors, enabling the small fish to cut the flesh

from the prey. Many fish have teeth on their tongue or gills. A hagfish uses the

rasping teeth on its tongue to bore in its victims and drain their blood. Sawfish

have long, flat beaks with a row of weaponlike tooth projections in each jaw that

can cut their prey in half.

Only some reptiles and amphibians have teeth. Salamanders have rows of small

pointed teeth, but frogs and toads do not have teeth after infancy. Some snakes

and frogs develop an egg tooth that enables a hatching young to chip its way out of

its egg. This tooth eventually disappears. Many reptiles have teeth growing on the

tongue or the palate, and some even have a second set in the throat. Some snakes,

such as rattlesnakes, have prominent fangs for delivering injections of venom to

their victims. Crocodiles have between 30 and 40 teeth in each jaw. These reptiles

use their daunting teeth not for chewing but to gradually tear food into bits as they

thrash violently with their prey in the water.

Teacher Resource Sheet 2

Kinds of Human Teeth

INCISORS

CANINES

MOLARS

Molars are used to grind food. There are two types in Humans – premolars and

Molars.

Teacher Resource Sheet 3

PROFILE DRAWING OF TEETH

Teacher Resource Sheet 4

What to do:

Prepare these words in a flash card separately. Distribute same sets to each

group for them to match the words with the correct description and

function.

Incisors

Are flat teeth used for biting,

scraping and cutting.

Canines

Are cone-shaped used for piercing

and tearing food.

Premolars

Are blunt teeth used for crushing and

grinding food.

Molars

Are blunt teeth also used for

Activity 3.1.1.

What’s My Name?

Direction:

Read each column heading and write your answer in each item. You are given five

minutes to answer.

Kinds of

teeth

How many?

Position

Function

1.

2.

3.

Teacher Resource Sheet 4

Human Teeth and their Position and Function

Kind of teeth

Number in Mouth

Position

Function

Incisor

eight

front of the mouth

cut food

Canines

four

behind incisors

tear foods

Pre-molars

eight

behind canines

tear / crush food

Activity 3.2

What Animals Eat

Materials:

posters A and B, manila paper, marking pen

What to Do:

1. Look at the poster closely. Identify the animals and their food shown in the picture.

2. On your manila paper, copy this table then fill in the data being asked for. Use a marking pen.

Group Number: ______

Poster A Name of Animal Where does it live? What does it eat? What do you think is their kind of

teeth?

What part of their body is used to get

food?

How does it eat?

Poster B Name of Animal Where does it live? What does it eat? What do you think is

their kind of teeth? body is used to get What part of their food?

3. You are given ten minutes to do your tasks.

Teacher Resource Sheet 5

Teacher Resource Sheet 6

Knowing Animal Teeth

Since you already know that your mouth, has three different kinds of teeth-

incisors

for biting and cutting,

for tearing and piercing, and

for

chewing and grinding, like you, some animals have several different kinds of teeth.

Others have only one kind. Others don’t have any teeth at all. Different types of

food require different teeth because food must be broken down into smaller pieces

so it can be digested. Animals’ teeth give you clues about what they eat.

Omnivores.

These animals eat a variety of food, including meat and plants. In some

animals, the canine teeth are not so prominent and the back molars are more flat

than jagged.

Insectivores.

The most noticeable feature that characterizes the teeth of insect

eating animals is the structure of the molars. They are squarish, with sharp points

that are excellent for tearing up the bodies of insects.

Carnivores.

Flesh eating animals have three kinds of teeth. The incisors, located in

the front of the mouth, are used for biting and holding. Next to the incisors come

the long, sharp canines, used for fighting their enemy or killing prey. Behind the

canines are jagged molars used for cutting up food.

Herbivores.

Some plant eaters have no incisor teeth in the upper jaw. The incisors

are replaced by a horny pad. When feeding, the animal grinds the plants between

the lower teeth and the upper teeth by moving its jaw in a circular motion. Most

rodents are herbivores. Their molars are broad and flat with ridges for grinding.

They also have long chisel-like incisors for gnawing grass and twigs.

Teacher Resource Sheet 7

Types of Animal Teeth

Herbivore Teeth

Carnivore Teeth

Insectivore Teeth

Omnivore Teeth

In some animals, the canine teeth are not so prominent and the back molars are

more flat than jagged.

Student Activity Sheet No. 3.3

How Do I Live?

Name of Researchers: ______________________

________________________

Animal chosen: ____________________

Answer the following guide questions:

1. Describe the place where your chosen animal lives.

2. Name some foods that this animal eat?

3. Does the animal have special adaptations that help it to:

•

find or catch its food? _________

•

hide/run from their enemies? ________

If it does, tell about those adaptations.

4. Does this animal have any protective markings or coloring that help it to be

protected against predators?

5. Can this animal change its appearance to help protect itself? For example, can it

change color or can it puff itself up to frighten or confuse predators? Does its

coloring help it hide or make predators think that it is something else?

6. Does your animal migrate? Where does it go? Is there anything special about its

migration habits?

7. Does your animal hibernate? How is it able to live during the time it is

hibernating?

8. What else is special about your animal that helps it to survive in its environment?

9. After answering all these questions, write a summary of your research in a

paragraph form written on a bond paper. Include the necessary steps in writing a

report (i.e introduction, interesting facts, illustration and conclusion).

Teacher Resource Sheet 8

Animal Adaptations

Animals are amazing. They have adapted to survive in the harshest climates on

earth. There are several means on how animals protect themselves.

1.

– this survival technique can be used by a prey animal to hide

from a predator, or can be used by a predator waiting to attack a prey

animal. Camouflage allows the slow-moving sloth to exist quietly in the

canopy of the rain forest without being seen by predators. Similarly, a tiger's

stripes allow it to hide in the tall grasses waiting for its next meal.

2.

– animals display a staggering array of defense

mechanism, ranging from the painful sting of a scorpion to the inky

substance of an octopus to confuse predators.

3.

– all animals are endowed with characteristics that

allow them to function in the environment in which they live. Physical

characteristics can be simply understood as the wing of a bird or as

complicated as the scales on the underside of a snake.

4.

- hissing cockroaches and bottom-dwelling sharks

make use of a highly specialized structure known as a

spiracle.

In

cockroaches, spiracle is used to force air from its abdomen, resulting in a

loud hiss used to scare away predators. Bottom dwelling sharks use the

spiracle as a pump with which to force water over the gills, allowing it to

breathe. The bird beak is a specialized structure; beaks are highly diverse

structures that help birds to survive in their habitat. For example, a parrot

can use its beak to break through hard seeds and nuts. A pelican uses its

beak as a pouch for carrying fish.

Teacher Resource Sheet 9

What are Animal Adaptations?

Every animal has certain features that help it “fit in” with its surroundings. This is known as animal adaptation. Having the ability to adapt to changes in the environment is important for an animal's survival. Animals who can't adapt die!

Some adaptations are physical. For example, sharks have fins to help them swim and gills that allow them to breathe underwater. Without these special traits, they would have difficulty surviving in the ocean. Physical adaptations help animals get food and water or protect themselves. Some of these adaptations are:

• Being able to move very quickly.

• Having strong claws.

• Having sharp teeth.

• Having long, curved beaks.

• Having keen eyesight.

• Having the ability to trap prey.

Animals also adapt to their environments through behaviors or actions. For example, when a porcupine is threatened, it extends its quills, making it difficult for another animal to attack it or eat it. Some of these adaptations are:

• Having a special appearance.

• Migrating or moving to a new place to live.

• Hibernating, or going into a deep sleep for a long time.

• Learning to hunt for food.

Teacher Resource Sheet 9.1

Animal Adaptation

Owl

The owl has special feathers and sharp claws. Their hooked beak allows

them to tear meat. This owl camouflage coloring to disguise it during

the day.

Teacher Resource Sheet 9.2

Animal Adaptation Chart

Tigers

There are many types of tigers, but the species all have some common

adaptations. They have a large built and good depth perception which

allow them to catch sizable prey. Their hind-legs are longer so they can

jump.

Teacher Resource Sheet 9.3

Animal Adaptation Chart

Hippopotamus

Since the hippopotanus is in the water most of the day, it has oily

secretions that protect its skin from the sun. Its eyes, ears, and nose

are located high on its face to allow it to be almost completely under

water.

Teacher Resource Sheet 9.4

Animal Adaptation Chart

Orangutan

This species long, narrow hands and feet are good for grabbing

branches. An orangutan also has short opposable thumbs and toes that

act like hooks. Opposable means that the thumb can be placed

opposite the other fingers.

Teacher Resource Sheet 9.5

Animal Adaptation Chart

Frog

There are many types of frogs. Some common frog adaptations are

webbed feet, and strong legs that can leap up to twenty times their

body length.

Giraffe

A giraffe can go weeks without water if it needs. Their long neck helps

them to get food high in the treetops, keep track of predators and

communicate with other giraffes. They can run up to 35 mph.

Name of Animal Where does

it live?

What kind of food does it get

and how?

What structure is used for eating?

What adaptation does it have to fight against or hide from their enemies?

What special structures helped it to move?

Teacher Resource Sheet 11

Rubric in Assessing Research Report

Criteria

Excellent

(5 points)

Satisfactory

(4 points)

Needs improvement

(3 points)

Unacceptable

(2 points)

Research Guide

Guide is completely

filled in with appropriate

information.

Guide is filled out

correctly, but some

adaptations may have

been overlooked.

Some adaptations are

listed, but many

adaptations have been

overlooked.

Guide was not utilized or

was not shown to the

teacher.

Report

Complete with

convincing introduction,

interesting facts, and

good conclusion.

Facts in report are

accurate;

introduction/conclusion

are not strong.

Contains inaccuracies or

report is incomplete.

Incomplete and / or

many inaccuracies are

evident.

Report-mechanics

Free from spelling,

punctuation and

grammatical errors.

Contains few errors,

none of which affect the

reader's understanding.

Contains some errors

most of which affect

understanding.

Contains many errors

which affect

understanding.

Illustration

Is in color, shows animal

in habitat with attention

to adaptation.

One element is missing

from drawing: color,

habitat, or adaptation

Two elements are

missing from drawing.

No drawing is included in

final product.

References

More than two types of

Activity Sheet 4

Do I Really Know It?

Teacher Resource Sheet 12

Animal Type Chart

Animal Type of Animal What it Eats

Bat Insectivore Flying insects

Bear Carnivore mice, fish, reptiles, insects

Deer Herbivore Woody plants, grasses, leaves

Fox Carnivore Small mammals, insects, worms, _{snakes, fruits}

House/Domesticated cat Carnivore Mice, insects, birds

Mouse Herbivore Seeds, buds, nuts, fruits

Rat Herbivore Garbage , fruits

Sheep Herbivore Grasses, weeds

Horse Herbivore Grasses, weeds

Carabao Herbivore Grasses, weeds

Chickens Omnivore Worms, corn

Frogs Carnivore Mosquitoes, flying insects

Dogs Omnivores Rice, meat

Eagle Carnivore Meat

Teacher Resource Sheet 13

I Will Survive!

Materials:

colored cone hats (20 green hats; 10 blue hats; 5 red hats); whistle; paper strips for labeling (e.g. water station, food station, etc)

Preparation:

• group of pupils wearing colored hats representing the type of animals

• orienting and labeling students as to their role in the game ( water station, food station, fire,flood, famine, cold and disease)

Set-up:

1. This activity is highly recommended to be played in a wide playground. Prepare the area with five food stations and five water stations in scattered places . Leave two stations very difficult to find. These stations are easily made out of cardboard with the word “food” or “water”written on them.

2. Instruct those pupils who decided to act as 20 herbivores , 5 carnivores and 10 omnivores

to choose the specific animal they want to portray (e.g horse, cat, goat,etc). Let them wear a colored cone-shaped hat made of hard paper. Green hat for herbivore, blue hat for omnivore and red hat for carnivore.

3. Tell the pupils that this is a survival game. The only way to “win” is to still be alive at the end of the game. Find ways and means that the prey will not be caught by the predator.

4. Instruct the herbivores to spread out first in the field and must find all the food and water stations in order to survive. Give them time for at least five minutes.

5. Next, release the omnivores. They must find all the water stations and at least two food stations. They must also catch at least three herbivores in order to survive. Herbivores are caught by being touched, at which point omnivore will take their hat. Once the herbivore is caught, he or she will sit down. Give two minutes.

6. Carnivores are sent next. They must find all the water stations and must catch at least two other animals ( can be either herbivore or omnivore). Once caught, hat will be taken and the captured one will sit down. Give two minutes.

7. At this point, the five unmarked pupils representing fire, flood, disease, famine and cold will now be sent to the field and take one hat at a time. Their goal is to capture (in real

life,“kill”) as many animals as possible. Give two minutes.

8. The animals that cannot be caught, survived and therefore declared as the winners. 9. Ask the following questions:

• What was your feeling when you performed your role?

• What behavior have you exerted and/or structure you possess in order not to be caught by the predators and/or harmed by harsh environmental conditions?

• Why should one be observant in the surroundings?

• How do carnivores behave when they saw a prey?

• What environmental conditions threatened your survival?

• In the activity, what resources did you need in order to survive?

Teacher Resource Sheet 14

Rubric on Group Work Performance

How well do you perform as a Team?

In groups, I... Often Sometimes Never

Usually take charge.

Go along with what others say.

Ask a lot of questions about what we're doing.

Disagree with others openly.

Give my opinion easily.

Usually keep quiet when I disagree.

Am the one who explains things to others.

Try to make peace when others argue.

Get the quiet people to give their opinions.

Want to be sure my ideas are good before talking.

Get the group back on task if they get off task.

Would rather work alone, not with others.

Feel uncomfortable when there is conflict.

Summarize where we are in our task.

Interrupt people who talk on and on.

Teacher Resource Sheet 15

Vocabulary List

1. Adaptation – fit in to live in a certain surrounding.

2. Browsing – eating leaves and shrubs

3. Canine teeth – located between the incisors and premolars; usually large,

conical and pointed when found in meat-eating animals; used to kill and

hold prey.

4. Carnivore – feed chiefly upon animal flesh.

5. Environment – is everything that surrounds and affects how an animal lives.

6. Grazing – eating grass and other ground plants.

7. Herbivore – feed chiefly upon plants and vegetables.

8. Hibernate – going into a deep sleep for a long time.

9. Incisors – teeth at the front of the jaw used for ripping and chiseling.

10.Migrate – move from one habitat or environment to another in response to

seasonal changes and variations in food supply.

11.Molars – the non-deciduous, posterior teeth in the upper and lower jaws.

12.Omnivore – an animal that eats both meat and plants.

13.Predator – an animal that kills other animals for food.

14.Predator and prey – an animal that eats other animals but may also be eaten

by other animals.

Teacher Resource Sheet 16

Venn Diagram

Classify Me

Teacher Resource Sheet 17

Rubric in assessing Role Play

Criteria Very Satisfactory 4 Satisfactory 3 Needs Improvement 2 Actual Performance

Exactly portrayed the character of animal

chosen.

Lacks familiarity of the character being

portrayed

No idea of the character being

portrayed.

Participation in

the Process Tried to make things happen with the character

Not so convincing in making things happen

with the character

Stagnant, doesn't change in position and no improvement

done.

Respectfulness of others

Shows respect of one's ideas.

Sometimes neglect one's opinion.

Stage

_1.

Activating Prior

Learning

2.

Setting the

Context

3.

Learning

Activity Sequence

4.

Check for

Understanding

5.

Practice and

Application

6.

Closure

Strategies

Activities from the Learning Guide

Extra activities you may wish to include

Materials and planning needed

Estimated time for this Stage