This is the Grade 6 Science Quarter 2 Module 7 self-learning module, Protection and Conservation of Ecosystem. It was made by DepEd Region VI-Western Visayas for home-based learning (Alternative Delivery Mode, First Edition, 2020). It helps Grade 6 learners name ways to protect tropical rainforests, coral reefs, and mangrove swamps, and explain why these ecosystems need protection.
On this page 8 sections
What learners will learn
After working through this module, learners should be able to:
- identify ways to protect and conserve tropical rainforests, coral reefs, and mangrove swamps
- explain the need to protect and conserve tropical rainforests, coral reefs, and mangrove swamps
The module’s references cite the Science curriculum guide code S6MTIIi-j-6.
The three ecosystems in this module
The module defines an ecosystem as an environment where living and non-living things exist and interact with one another. It focuses on three examples:
| Ecosystem | What the module says about it |
|---|---|
| Tropical rainforest | An area where tall, mostly evergreen trees grow and where there is a high amount of rainfall. |
| Coral reef | A habitat and breeding ground for many marine animals. Its non-living parts include water and sand. Its living parts include fish, crustaceans, mollusks, cnidarians, sponges, and echinoderms. |
| Mangrove swamp | Made up mostly of mangrove plants, plus animals such as crustaceans and migratory birds. It is a breeding place for fish, helps other marine animals survive, and is part of the coastal and marine ecosystem. |
Why these ecosystems need protection
The module explains that tropical rainforests, coral reefs, and mangrove swamps are disappearing, even with growing international concern. Their loss has a global impact. Species go extinct, and people lose important ecosystem services and resources. The module also gives hope: this destruction can be slowed, stopped, and in some cases even reversed.
The activities and tests point to specific threats and harmful practices, including:
- Deforestation, which destroys the habitats of wildlife
- Dynamite fishing, waste dumping, and touching or striking coral reefs
- Clearing mangroves for property development or using mangrove swamps as dumping sites
- The kaingin system (slash-and-burn farming in forests) and muro-ami fishing
- Buying products made from animal parts
The module also stresses that mangroves are not wastelands. They protect shorelines from storms, waves, and floods, and they shelter fish and crustaceans.
Ways to protect and conserve ecosystems
The module lists six ways to protect and conserve these ecosystems:
- Habitat restoration
- Reforestation, or replanting a forest
- Mangrove rehabilitation
- Wildlife conservation, including protecting sanctuaries where animals live
- Supporting government and non-government projects that protect rainforests, coral reefs, and mangrove swamps
- Joining organizations that run educational campaigns on how to protect and conserve them
Other examples in the activities include joining coastal cleanups, recycling and disposing of trash properly, keeping logging within sustainable limits, and helping raise funds for environmental conservation. Sanctuaries are described as places where fishing and hunting are not allowed.
How the module is organized
The module has one lesson, Lesson 1: Protection and Conservation of Ecosystems. It follows these parts:
- What I Know: a 10-item multiple-choice pretest
- What’s In: a review where learners write PC (protects and conserves) or N (not) for 10 statements
- What’s New: naming the ecosystem shown in three pictures
- What is It: the main discussion of ecosystems, threats, and ways to protect them
- What’s More: short written answers in a science journal
- What I Have Learned: a fill-in-the-blanks summary
- What I Can Do: questions on threats to forests, the value of mangroves, and how a Grade 6 pupil can help coral reefs
- Assessment: a 10-item multiple-choice post-test
- Additional Activities: making a poster on protecting rainforests, coral reefs, and mangrove swamps, scored with a rubric
- Answer Key
How to use this module
For learners: Answer What I Know first before moving on. Then go through each part in order and finish each task before starting the next. Write your answers on a separate sheet or in your science journal, not on the module. Check your work with the answer key honestly, and return the module to your teacher when you are done.
For parents: Help your child read the instructions carefully and work through the parts in order. The poster task is a good chance to talk together about how your family can reduce trash and care for nature.
For teachers: The poster rubric scores five areas at 4 to 10 points each: coverage of the topic, use of graphics, organization, layout and design, and mechanics. Answers to What’s More and What I Can Do may vary, so check them for sound reasoning.
Frequently asked questions
What grade and quarter is this Science module for?
It is for Grade 6 Science, Quarter 2, Module 7. It has one lesson, Protection and Conservation of Ecosystems.
Which ecosystems does the module cover?
It covers tropical rainforests, coral reefs, and mangrove swamps. It explains what each one is and why it needs protection.
What are the ways to protect and conserve ecosystems given in the module?
The module lists habitat restoration, reforestation, mangrove rehabilitation, and wildlife conservation. It also lists supporting government and non-government projects and joining organizations that run educational campaigns.
Does the module have an answer key?
Yes. The answer key covers the pretest, the activities, and the assessment. Some written answers and the poster may vary.
What is the final activity of the module?
Learners make a poster showing how to protect and conserve tropical rainforests, coral reefs, and mangrove swamps. A rubric scores it on coverage, graphics, organization, layout and design, and mechanics.
Full text of the module
The text below is a transcription of the PDF above, as printed.
6
Science Quarter 2 – Module 7 Protection and Conservation of Ecosystem
CO_Q2_Science6_Module7
Science – Grade 6 Alternative Delivery Mode Quarter 2 – Module 7: Protection and Conservation of Ecosystem First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Department of Education – Region VI-Western Visayas Office Address: Duran Street, Iloilo City Telefax: (033) 336-2816, (033) 509-7653 E-mail Address: region6@deped.gov.ph
Development Team of the Module
Authors: Nancy N. Torres, Judy C. Villanueva, Jamicah B. Barcenal, Juliemar D. Lestimoso
Editor: Ma. Ana C. Ebon
Reviewers: Marilou D. Aribas, Ana Maria M. Espende, Eleah Joy T. Poneles
Illustrators: Ronald R. Castillo, Kharlo L. Gambale
Layout Artist: Roxan E. Del Castillo, Lance Robert V. Legario
Graphic Artist: Gilbert Paulo C. Pagapang
Management Team: Ramir B. Uytico, Pedro T. Escobarte Allan B. Yap, Ermi V. Miranda Elena P. Gonzaga, Donald T. Genine Rovel R. Salcedo, Ma. Lourdes V. Teodoro Ma. Ana C. Ebon, Raymund L. Santiago
6
Science
Quarter 2 – Module 7
Protection and Conservation of Ecosystem
Introductory Message
This Self- Learning Module ( SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises and discussion are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide your step by step as you discover and understand the lesson prepared for you.
Pre- test are are provided to measure your prior knowledge on lesson on each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator on your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self –check your learning. Answer key are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Note to the teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home- based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module do not hesitate to consult your facilitator.
Thank you.
For the learner:
Welcome to the Science Grade 6 Alternative Delivery Mode (ADM) Module on Colloids and Their Characteristics.
[transcriber’s note: the learner’s welcome message names a module on colloids, as printed; the title of this document is Protection and Conservation of Ecosystem]
This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know – This part will be your guide to learn in the specific lessons specifically your skills and competencies.
What I Know – This contains a 10-item pre-test that will check what you already know.
What’s In – In this section, you will be given review questions or exercises that connect your previous lesson to the new one.
What’s New – It is in this part that the new lesson will be introduced to you in different ways: a story, a poem, a problem opener, an activity, or a situation.
What is It – This portion will give you the topic, information and concepts as a brief discussion for you to learn. You will be also be given specific instructions on how to go about the lesson.
What’s More – This provides you questions and exercises to help you deepen your understanding and find practical applications of the concept.
What I Have Learned – This includes a short fill-in the blanks summary of the topic. It is in this part that helps you generalize your understanding of the concepts.
What I Can Do – This section includes an activity or exercises that will help you apply your knowledge into real-life situations.
Assessment – This is composed of a 10-item exercises for you develop your mastery of the topic to and to assess if you have attained the learning competency.
Additional Activities – This part will be the last activity for you to enhance your skill of the lesson learned. It will give you step by step instructions to follow.
Answer Key – This contains answers to all activities in the module.
At the end of this module you will also find:
References – This is a list of all sources used in developing this module
The following are some reminders in using this module:
- Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises.
- Don’t forget to answer What I Know before moving on to the other activities included in the module.
- Read the instruction carefully before doing each task.
- Observe honesty and integrity in doing the tasks and checking your answers.
- Finish the task at hand before proceeding to the next.
- Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!
What I Need to Know
This module was designed and written with you in mind. It is here to help you master the matter. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the module you are now using.
The module is about
- Identifying ways to protect and conserve the tropical rainforest, coral reefs and mangrove swamps
- Explaining the need to protect and conserve tropical rainforests, coral reefs and mangrove swamps.
After going through this module, you are expected to be able to:
- identify ways to protect and conserve the tropical rainforest, coral reefs and mangrove swamps
- explain the need to protect and conserve tropical rainforests, coral reefs and mangrove swamps
What I Know
Directions: Choose the letter of the best answer. Write your answer in your answer sheet.
Which statement best describe conservation?
- a. use of natural resources
- b. maintaining the life of ecosystem
- c. wise use and preservation of resources
- d. utilizing of earth’s resources
Which human activity contributes to the destruction of forest?
- a. reforestation
- b. deforestation
- c. protecting the forest against harmful activities
- d. all of the above
The following are ways to conserve Earth’s resources, which one is NOT?
- a. proper waste disposal
- b. reduce air and water pollution
- c. buy products made from animals
- d. help raise funds for environmental conservation
Which of the following destroys coral reefs?
- a. building man-made fish sanctuaries
- b. dynamite fishing
- c. waste dumping
- d. both b and c
It is an environment where both living and non-living things exist and interact with one another.
- a. ecology
- b. ecosystem
- c. community
- d. population
Which is a cause of habitat destruction?
- a. too many plants
- b. thriving animals
- c. great weather
- d. pollution
Species that are in danger of going extinct are called?
a. endangered
b. threatened
c. fossilized
d. adaptedWhich situation does not maintain biodiversity?
a. Growing plants on a farm
b. Protecting all the species in an ecosystem
c. Protecting the habitats in an ecosystem
d. Removing an important predator from the ecosystemWhen we cut down trees, what do we do to the habitats of many living things?
a. help
b. destroy
c. build
d. plantWhat is/are the way/ways to restore denuded forest?
a. reforestation
b. deforestation
c. kaingin system
d. dynamite fishing
Lesson 1: Protection and Conservation of Ecosystems
Forest, coral reefs, and mangrove swamp ecosystems need to be protected and conserved. We need to give importance to these ecosystems because they provide us our needs.
What’s In
Write PC if the following statement shows protecting and conserving tropical rainforest, coral reefs and mangrove swamps and write N if not.
_____ 1. Replanting trees in the forest.
_____ 2. Striking or touching a coral reef.
_____ 3. Helping organizations dedicated in protecting and conserving natural resources.
_____ 4. Saying no to deforestation.
_____ 5. Establishing park for recreation.
_____ 6. Maintaining sustainable limits in logging.
_____ 7. Participating in local coastal cleanups.
_____ 8. Recycling and disposing trash properly.
_____ 9. Clearing mangroves for property development.
_____ 10. Restoring mangrove forest.
What’s New
The Ecosystem is an environment where both living and non-living things exist and interact with one another. Identify what type of ecosystem is in the pictures.
[illustration: undersea coral reef scene with fish, corals, seaweed, a starfish and a sea anemone] ______________________________
[illustration: forest with tall trees beside a winding river, with grass and plants] ______________________________
.[illustration: mangrove trees with exposed roots standing in shallow blue water, with birds in the sky] ______________________________
What is It
The Ecosystem is an environment where both living and non-living things exist and interact with one another. Example of ecosystem is the tropical rainforests, coral reefs, and mangrove swamps.
A tropical rainforest is simply an area where tall, mostly evergreen trees grow and with high amount of rainfall.
Coral reefs serve as habitat for many animals. They are a breeding ground of marine life. It is composed of non-living components such as water and sand and living components such as fish, crustaceans, mollusks, cnidarians, sponges and echinoderms.
Mangrove swamp ecosystem is composed mostly of mangrove plants and animals like crustaceans and migratory birds. It is an important system that allows for the breeding of fishes and survival of other marine animals. It is also a part of the coastal and marine ecosystems.
Today, tropical rain forests, coral reefs and mangrove swamps are disappearing from the face of the globe. Despite growing international concern, these are continuing to be destroyed. These destructions have a global impact through species extinction, the loss of important ecosystem services and resources. However, these destructions can be slowed, stopped and in some cases even reversed.
We need to protect and conserve the Earth’s resources. We need to give high value to our tropical rain forests, coral reefs and mangrove swamps. Here are some ways to protect and conserve it.
Habitat restoration
Reforestation or replanting a forest
Mangrove rehabilitation.
Wildlife conservation which include protecting a sanctuary where animals live.
Supporting projects of the government and non-government organization that protect tropical rainforest, coral reefs and mangrove swamps.
Joining organizations that conduct educational campaigns and give information on how to protect and conserve it.
Being responsible to the development and restoration of Earth’s resources like the tropical rain forests, mangrove swamps and coral reefs are key for the long-term benefits to mankind.
What’s More
Direction: Read and understand the following statements. Write your answer in your science journal.
- Give at least 2 ways on how to protect and conserve living organisms found in the tropical rainforest, coral reefs and mangrove swamps.
- Explain why we need to protect and conserve the following: tropical rainforest, coral reefs and mangrove swamps of the Philippines.
tropical rainforest:
coral reefs:
mangrove swamps:
What I Have Learned
Directions: Complete the statement below. Write your answer in your science journal.
I have learned that…
Tropical rainforests, coral reefs and mangrove swamps are some examples of . Hence, they should be protected and conserved. There are some ways to protect and conserve our ecosystem like habitat restoration ,_______________, ____________________, __________________________ , _________________ and wildlife conservation.
What I Can Do
Directions: Read and write your ideas on the following. Write your answer in your Science Journal.
- Provide at least 3 major threats to tropical forest?
- Mangrove forest had been classified by many governments and industries alike as wastelands, or useless swamps. Do you agree with that? Why?
- The coral reefs around the world face threats from climate change, overfishing and pollution. As a grade VI pupil, how can you help protect or lessen the threats for the coral reefs?
Assessment
Direction: Choose the letter of the best answer. Use a separate sheet for your answer.
Which of the following destroys coral reefs?
a. mangrove planting
b. building man-made fish sanctuaries
c. waste dumping
d. coastal clean upWhich of the following strategies show how to conserve the balance of life in the ecosystem?
a. Massive cutting of trees
b. conserving the needs of living things
c. destroying wildlife ecosystem
d. Dumping garbage anywhereWhich of the following shows wildlife conservation?
a. excessive hunting of wild animals
b. protecting the forests against harmful activities
c. practicing kaingin system in the forest
d. muro-ami fishingThe following shows mangrove rehabilitation, EXCEPT:
a. Planting mangrove seedlings in the mangrove swamps.
b. Supporting projects for mangrove rehabilitation.
c. Making the mangrove swamps as dumping site.
d. Joining the campaign against mangrove destruction.The _____________ is one of the ways to restore denuded forest.
a. reforestation
b. deforestation
c. kaingin system
d. dynamite fishingWhy does dynamite fishing is being prohibited?
a. The use of explosives destroys marine animals.
b. The use of explosives benefits plants and animals.
c. The use of explosives improves marine sanctuary.
d. It makes the coastal area erosion worse.Massive _____________ will destruct natural habitats of wildlife.
a. reforestation
b. reclamation
c. deforestation
d. conservationWhy should mangroves be conserved and protected?
a. The mangrove area makes coastal erosion worse.
b. The mangroves provide shelter for fishes and crustaceans.
c. The mangroves serve as dumping site.
d. The mangroves serve as area for fishing.Here are some ways of protecting and conserving wild life, which one is not?
a. Buy products made from animal parts.
b. Protect a fish sanctuary .
c. Support programs for wildlife conservation.
d. Help raise funds for environment conservation.What areas or places where fishing and hunting are prohibited?
a. rivers
b. swamps
c. coastal
d. sanctuaries
e.
Additional Activities
Make a poster showing how to protect and conserve the tropical rainforests, coral reefs and mangrove swamps.
RUBRICS FOR POSTER MAKING
| Category | 10 pts. | 8 pts. | 6 pts. | 4 pts. |
|---|---|---|---|---|
| Coverage of the topic | The poster captures the important information about the topic | The poster captures the important information about the topic but need more information to fully understand it. | The poster need more information to further understand it. | The poster has nothing to do with the topic |
| Use of Graphics | All graphics are related to the topic | All graphics are related to the topic, but some are vague | 1 graphics is not related to the topic | 2 or more graphics are nor related to the topic |
| Organization | All information are organized well | 1 information is not organized well | 2 information are not organized well | 3 or more information are not organized well |
| Layout & Design | All information on the poster can be clearly identified | Most of the information on the poster can be clearly identified | Some of the information on the poster can be clearly identified | Most of the information on the poster are not easy to understand |
| Mechanics | No spelling or punctuation error | Almost no spelling or punctuation error | A few spelling and punctuation error | Many spelling and punctuation error |
Answer Key
What’s In
- PC
- N
- PC
- PC
- N
- PC
- PC
- PC
- N
- PC
What’s New
- CORAL REEF
- TROPICAL RAINFOREST
- MANGROVE SWAMP
What’s More
Answers may vary
What I have Learned
ecosystem
reforestation, mangrove rehabilitation, supporting projects of the government and government organization, – non joining organization that conduct educational campaign on how to protect and conserve tropical rainforest, mangrove swamp and coral reefs
[transcriber’s note: the printed text breaks the word “non-governmental” across lines as “non” and “joining”; it is transcribed as printed]
What can I do
- Human threats are the major threats in tropical rainforest.
- No. Mangrove swamps are important because they protect the shorelines from damaging storms, waves and floods.
- By not throwing garbage that can pollute the water and can harm the reef.
(Answers may vary )
Assessment
- c
- b
- b
- c
- a
- d
- c
- b
- a
- d.
Additional Activities
Posters may vary
What I Know
- c
- b
- c
- d
- b
- d
- a
- d
- b
- a
References
Curriculum Guide in Science S6MTIIi-j-6
Evelyn Castante-Padpad 2017. The New Science Links Worktext in Science and Technology 6. 856 Nicanor Reyes, Sr. St, Manila Philippines. Rex Book Store, INC.
Lelani R. Abutay et al, 2015. Science-Grade 4 Teacher’s Guide.5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City, Philippines 1600.
Carolina V.Perez et al, 1997. Exploring Science and Health 6. A. Ma. Regidor Street, Area XI, University of the Philippines Campus Diliman, Quezon City, Metro Manila
Efrain E.Abracia, 2005. Science and Me 6. Mission Publishing, Inc.373 Quezon Avenue, Quezon City
Conchita T. Tan, 2012. Science for Daily Use 5. 16 Horizon St., Rim View Park, SSS Village, Marikina City: JICA Enterprises
Dr. Felecidad N. Remo et al, 2016. Wonders of Integrated Science and Health. K-6th Streets, East Kamias, Quezon City: St. Matthew’s Publishing
National Geographic Kids Almanac, 2016
Scholastic Almanac for Kids, 2014. 1200 Westlake Ave. North Seattle, WA 98109 Scholastic Inc.
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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