This document provides instructions for an activity where students will observe and collect other plant-like living things found in the school grounds using magnifying lenses. Students will then answer questions about what they observed and collected, comparing and contrasting these organisms with what was studied in lower grades. Questions probe characteristics, habitats, needs for survival, similarities and differences between groups of organisms.

1. Activity 2. WHAT OTHER LIVING THINGS ARE FOUND
IN THE SCHOOL GROUNDS?
Materials Needed
Magnifying lens
Pencil
Procedure:
1. Look for other things that are plant-like in the school grounds. Your teacher will suggest where to go
and what to collect.
2. Go back to classroom and observe what you collected with a magnifying lens.
Q1. Describe what you see. Draw it.
Q2. Describe the place where you found it. __________________________________________________
Q3. What do you think it needs to live and grow? _____________________________________________
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Q4. Does it look like any of the organisms you saw yesterday? __________________________________
If so, which one? ____________________________________________________________________
Q5. How are they different from the living things you already know about and studied in the lower
grades? ___________________________________________________________________________
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Q6. What are the similarities among these groups? ___________________________________________
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Q7. How are they different from each other? ________________________________________________
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Q8. How are these big groups different from the groups of animals and plants studied in the lower
grades? ___________________________________________________________________________
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2. Activity 1. CAN YOU GROW NEW PLANTS FROM
“EYES”?
Materials Needed:
1 potato
5 big cans filled with garden soil
Knife
Procedure:
1. Examine the potato. Can you see depressions? These are the “eyes” or buds.
Figure 1. Potato eyes.
2. Cut the potato into pieces with each piece having an “eye”. Observe how the cut pieces look.
3. Set aside the cut pieces for 2-3 days. Draw and describe how the cut pieces look after 3 days.
4. After 3 days, plant each piece in a can, about 10 cm. deep. Set the tuber so that the “eye” points
upward.
Q1. Can you give a reason why it is better to plant the cut pieces with the “eye” pointing upward?
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5. Set aside the cans in a shady area. Water the soil everyday to keep it moist.
Q2. How many “eyes” from each potato were you able to get? __________________________________
Q3. How many new shoots grew from each potato “eye” you planted? ___________________________
Q4. What is the advantage of using this type of propagation? ___________________________________
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6. Report the progress of you work to your teacher. Discuss your work in class.

3. Activity 2. STRUCTURE OF A GUMAMELA FLOWER
Materials Needed:
2 gumamela flowers (1 fresh and 1 withered)
1 gumamela bud
Hand lens
Scalpel or razor blade
Procedure:
1. Examine the entire flower and the part of its stem.
Q1. Describe how the flower is attached to the stem.
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2. Examine the bud, an unopened flower. Identify the sepals.
Q2. What is the function of the sepals in the unopened flower?
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3. Remove the sepals and petals. The most important reproductive parts remain. Touch the stigma in a
relatively fresh opened flower, in a bud and in withered one.
Q3. On which flower does the stigma feel sticky?
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Q4. Why do you think the stigma is sticky?
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4. Cut through the ovary and examine the parts with a hand lens.
Q5. How many compartments do you find? _________________________________________________
Inside the compartments are ovules which contain the egg cell (female gamete).
5. Touch the tip of a stamen or tap it lightly over a piece of white paper. The powdery materials at the
tips are made up of pollen grains. Sperm cells (male gamete) are produced inside these grains.
6. Take a whole flower. Measure the distance between a pollen grain on a stamen and the ovary where
the ovule is.
Q6. How do you think pollen grains reach the pistil?
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4. Activity 1. WHAT DOES IT MEAN TO BE ALIVE?
Materials Needed:
Drawing and writing materials
Rocks whose surface is grown with small plants
Magnifying lens
Procedure:
1. Visit your school garden or a pool near your school. On a separate sheet of paper, describe or draw
the place.
Q1. What are the things that you see in your school garden or the pond?
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Q2. Which of these things are living? Which of these things are nonliving?
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Q3. Observe the things that you identified as living. What do they have in common?
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Q4. Observe the things that you identified as nonliving. What do they have in common?
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Q5. What interactions do you observe happening among the living and nonliving things?
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Q6. What makes living things different from nonliving things?
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Figure 1. Small plants growing on Figure 2. Small plants growing Figure 3. Different kinds of
rocks. on fences. plants.
2. Observe the rocks in your school or the pond near your school. Do they look like that shown in
Figure 1? If so, use a magnifying lens to see the details of the small plants. These small plants make up a
population.

5. Q7. What do these small plants need that is provided for by the rock?
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Q8. Where do you find these rocks that are inhabited by small plants?
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Q9. What other things in the environment are inhabited by these small plants? Where do you find
these things?
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Q10. Why do you find them in these places? _______________________________________________
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Figure 2 shows a fence populated by small plants. They usually grow on fences during the
rainy season.
Q11. Do you also see small plants growing on the fences of your school?_________________________
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Q12. What other living and nonliving things did you see in the school garden or the pond? Do you see
them in other parts of the school? Explain your answer. __________________________________
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Figure 3 shows a picture of populations of different kinds of plants. Together, they form a
community.
Q13. Do you know of a similar place near your school where you see communities of organisms?
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Q14. Are the things you find in your school garden or the pond the same things that you find in the
backyard of your house? Explain your answer.
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Q15. How do living things interact with each other and with their environment?
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6. Activity 2. WHICH EATS WHAT?
Materials Needed:
Worksheet
Pencil
Procedure:
1. Observe each organisms in the picture carefully. Fill in the appropriate box to each of the organism.