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Lesson Plans

In
Elementary Science
Grade 5

Lesson Plans in Elementary Science, Grade 5

Published and distributed by

The Republic of the Philippines


Department of Education
Regional Learning Materials Center-02
Region 02
Carig, Tuguegarao City
through the Philippines-Australia Hastening the Impact of PROBE
under the Vulnerable Groups Facility

Philippine Copyright 2003


Department of Education
Regional Office 02

Second Year of Publication, 2004


Reprinted for Department of Education
Regional Office No. VIII
Government Center, Candahug
Palo, Leyte

All rights reserved. No part of these Grade 5 Elementary science and Health Lesson
Plans may be reproduced or transmitted in any form or by any means, electrical or
mechanical, including photocopying, recording, or by any information storage and
retrieval system, without permission in writing from the Publisher.

Preface
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These Lesson Plans were prepared vis--vis the competencies


prescribed in the Revised Basic Education Curriculum Philippine Elementary
Learning Competencies (RBEC PELC) which underscores that Science and
Health aims to help the Filipino child gain a functional understanding of
science concepts and principles linked with real life situations, acquire
science skills as well as scientific attitudes and values needed in solving
everyday problems. These pertain to health and sanitation, nutrition, food
production and the environment and its conservation.
The RBEC-PELC also spells out the expectancies prescribed per grade level.
This learning material then being intended for grade 5 Science Teachers use
is geared towards the attainment of the expectancies in the RBEC-PELC for
Grade V Science and Health, to wit:
The Grade V Learner is expected to develop functional understanding
and application of Science and Health concepts, basic and integrated science
process/thinking skills, acquire values, attitudes and practices related to
body systems (reproductive, respiratory and urinary), disease prevention and
control classification of plants and animals, plant and animal sadaptation
changes in matter, electrical energy, simple machine, rocks, water cycle,
typhoons, tides and the solar system.
Being anchored on the aforecited expectancies, these lesson plans
shall serve as guides in the delivery of instruction in Elementary Science and
Health V. it has a total of 116 lessons equitably distributed in the different
grading periodsas could be gleaned from the table of contents. However, the
time table, the learning activities, strategies and materials proposed may or
may not be followed entoto. The teacher can make the necessary
adjustments depending upon the level of the target clientele.
Each plan contains five (5) parts: objectives, subject matter, learning
procedure, evaluation and assignment/agreement. A background Information
for Teachers (BIT) has been also provided in each plan to enrich the teachers
knowledge of content.
All the plans were written in such a way that the concepts are
developed via the scientific/process skills. And to ensure the proper
development of concepts, sample questions are provided to draw out the
generalizations from the learners. There is likewise value inclusion in each
lesson. Some TIMSS-like test items are also included in the evaluation part
plans. And more importantly, this learning material promotes the
development of higher cognitive skills such as critical thinking, creativity
learning by doing, problem solving, and other similar skills through the use of
the Practical Work.

Lesson Plans in Elementary Science, Grade 5

Approach (PWA: Hands-on, Brains-on and Hearts-on), Collaborative


Learning (CL), Constructivism, multiple Intelligences (MI), Inquiry Conceptformation and Information (ICI) as well other contemporary trends of
teaching and learning in Science and Health.
Nevertheless, we believe that despite these ready made lesson plans,
there is yet much to be done. Teachers must study the plans before using
them and if and when possible, innovate on the lessons, taking into
consideration the needs of their pupils as well as the resources obtaining in
their locality.
With the vision of excellence and a mission of service, we dedicate this piece
of work to all educators who generously offer themselves to educate the
youth, the seeds of today who shall soon make the flowers of our tomorrows
.
The Committee
Elementary Science Oplan Lesson Plan

Region 02,
Tuguegarao City

The Committee
Chairs
Ms. Visitacion S. Rodriguez
ES II-Science, DepEd R02
Members:
Mrs. Elida B. Lechuga
ES I Batanes
Mrs. Luz S. Domingo
ES I Cagayan
Dr. Benjamin Bartolome
ES I Isabela
Mrs.RemediosPanganiban
ES I Nueva Vizcaya
Dr. Eduardo C. Escorpiso
ES I Quirino
4
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Ms. Fely C. Lattao


ES I Tuguegarao City

Lesson Plans in Elementary Science, Grade 5

Acknowledgement
Profound gratitude is due to the following people who are behind the
realization of these Elementary Science V Lesson Plans:
1. Ms. Gloria Eacam, Ms. Amelia Ordinario, Ms. Mely Ruby, Ms.
MerceditaSaguing, Ms. ElenitaUgot, Mr. Jimmy Tan, Mr. RemundEgar,
ms. Daisy Maldo of Quirino and Ms. Yvonne Dacayo, Ms. Maxima de
Guzman, Ms. Marilyn Ringor, Ms. Linda Sepnio, Ms. Marilyn Sultan,
Ms. Delia Agraam, Ms. Eduardo Santiago, Ms. Josefina Torio, Ms.
Elvira Valtoribio, Ms. Luz Villanueva, Ms. VioletaQuillion of Nueva
Vizcaya for writing the plans;
2. Ms. JulitaBanatao, and Mrs. Ester Gramaje of Cagayan, Mrs. Catalina
Tuppil, Mrs. Laura Taguinod, Mrs. VisitacionLigutan, Ms. Isabel
Bassig, and Ms. Gail Policar ofTuguegaraoCityfor editing the plans;
3. Ms. Julitabanatao, Ms. Gail Policar, Ms. Van Lim, Mr. Ryan Garlitos,
Mr. Ian Calimag, Ms. Cathy de Mata and Ms. LermaGadayos for their
encoding services;
4. Mr. daniloFrancinilla for his help in the illustrations and Ms. Ma.
Theresa Bacud for the layout and formatting of the final copy;
5. Dr. Leticia Allauigan for her assistance in the final editing and
proofreading of the plans;
6. SDS Victoria R. Tablang, SDS Orlando gundayao, SDS Marietta
Tumaneng and SDS Rosendo for allowing their teachers to work on
the plans;
7. The Chief of the Elementary Education Division, Dr. Romeo L.
Malenab and the retired EED Chief, Dr. Rosalia D. Taguba for
considering this project as one of the EED priority concerns;
8. Asst. Regional Director Mario L. Ramirez, the Administrative Officer,
Mr. Caesar B. Macababbad and the Supply Officer, Mr. Jaime Colas
for theirinvaluable contribution to the success of the project;
9. Regional Director Teresita G. Domalanta, without whose moral and
logistic support, notwithstanding her charisma and inspiration, our
dream of having good lesson plans in Elementary Science and
Health would not have come into reality; and
10. To all those who in one way or another contributed to the
realization of this project.
Ultimately, to the Lord Almighty for His Divine inspiration and in
whose glory, this humble work is being offered.
truly, honey could never be made by only one bee in a hive!
The Committee
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Elementary Science Oplan Lesson Plan


DepEd Region 02, Tuguegarao City

TABLE OF CONTENTS
UNIT/LESSON

LESSONS/COMPETENCIES PAGE NUMBER


FIRST GRADING
PEOPLE

UNIT I
1. Male and Female Reproductive System and Its Major Parts Identify the
2
male and female reproductive system and its major parts.
2. The Structure of the Male Reproductive System and Its Function in
Reproduction
Relate the structure of the male reproductive system to its function in
reproduction.

3. The Structure of the Female Reproductive System and Its Function in


Reproduction
Relate the structure of the female reproductive system to its function in 7
reproduction.
4. Fertilization in Humans
Explain the process of fertilization in humans10
5. Physical Changes, During Puberty
Explain certain physical changes during puberty.

14

6. Menstrual Cycle of the Female


Relate the menstrual cycle of the female ability to get pregnant or
17
reproduce.
7. Keeping the Reproductive Organs Healthy
Idetify health habits to keep the reproductive organs healthy
19
State the importance of protecting ones sensitive
parts/reproductive organs.
22
8. The Respiratory System and Its Major Parts
Identify the respiratory system and its major parts

Lesson Plans in Elementary Science, Grade 5

9. Parts of the Respiratory System and Their Functions


Explain the function of each part of the respiratory system.
25

TABLE OF CONTENTS
UNIT/LESSON

LESSONS/COMPETENCIES PAGE NUMBER

10.Constructing Lung-Chest Breathing Model


Construct a model to demonstrate the mechanism of breathing

28

11.The Path of Air Inside the Body


Trace the path of air and what happens to it in different parts of the
respiratory system
31
12.Common Ailments of the Respiratory System
Name common ailments affecting the respiratory system

34

13.Causes, Symptoms, Prevention and Treatment of Common Ailments


Affecting the Respiratory the Respiratory System
Describe the causes, symptoms, prevention and treatment
36
14.Caring for Respiratory System
Describe proper ways of caring for the respiratory system

40

15.Caring for Persons With Respiratory Ailments


Demonstrate ways of caring for persons affected by common ailments
of the respiratory system
42
16.The Urinary System and Its Major Parts
Identify the urinary system and its major parts

45

17.How Urine is Formed and Eliminated From the Body


Describe how urine is formed and eliminated from the body

48

18.Excretory Organs
Explain how other body wastes are removed

51

19.Desirable Health Habits that Help Prevent/Control Common Ailments


Affecting Urinary System
Practice desirable health habits that help prevent/control common
ailments affecting the urinary system
54
20.Why animals Live in a Particular Habitat
Explain why animals live in a particular habitat
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TABLE OF CONTENTS
UNIT/LESSON
UNIT II

LESSONS/COMPETENCIES PAGE NUMBER


ANIMALS

56

21.Describing How Animals Get Their Food


Describe how animals get/eat their food using certain body parts
Infer the kind of food an animal eats from the appearance of its
mouth parts

59

22.Classifying Animals According to the Food They Eat


Classify animals according to the food they eat

61

23.Adaptation of Animals Through Protective Coloration


Describe how animals adapt to a particular environment for
protection and survival

63

24.Classification of Animals
Identify characteristics of vertebrates/invertebrates

64

25.Classification and Characteristics of Vertebrates


69
Classify vertebrates into mammals, birds, reptiles, amphibians, and fishes
26.Classification of Invertebrates
73
Classify invertebrates into poriferans, coelenterates, annelids, platyhelminths,
nematodes, echinodermata, mollusks and arthropods (Insects, arachnids,
crustaceans, myriapods)
27.Characteristics of Poriferas, Coelenterates, Echinoderms, and Mollusks 76
Identify characteristics of each group of invertebrates
Porifera, Coelenterate, Echinoderms, Mollusks
28.Characteristics of Platyhelminthes, Annelids, Nematoda
Identify the characteristics of each group of invertebrates;
Platyhelmithes, annelids, nematode

79

29.Characteristics of Arthropods
Identify the characteristics of each group of invertebrates
Arthropods

82

30.Coral Reefs
Describe coral reefs

86

Lesson Plans in Elementary Science, Grade 5

TABLE OF CONTENTS
UNIT/LESSON

LESSONS/COMPETENCIES PAGE NUMBER

31.Importance of the Coral Reefs


Identify the importance of coral reefs

89

32.Practices that Cause Destruction of the Coral Reefs


Discuss practices that cause destruction of coral reefs

91

33.Effect of the Destruction of Coral Reefs


Predict what will happen when coral reefs are destroyed

93

34.Ways of Saving the Coral Reefs


Identify ways of saving the coral reefs

96

35.Saving our Coral Reefs


Participate in efforts to save coral reefs

98

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TABLE OF CONTENTS
UNIT/LESSON

LESSONS/COMPETENCIES PAGE NUMBER

SECOND GRADING
UNIT III

PLANTS
100

36. Needs of Plants in Food Making


Perform experiment to determine what plants need to make food

101

37. Factors Needed by Plants in Photosynthesis


Infer that plants need air, water, sunlight for food making
Observe what happens to plant grown in the absence of any of
the factors needed for photosynthesis

104

38. The Process of Photosynthesis


Explain the process of photosynthesis using a diagram

107

39. Plant Parts and Their Uses


Identify plant/plant parts used for food, medicine, etc.

110

40. Protective Structures of Plants


Describe the special characteristics of plants

113

41. Adaptation for Reproduction in Flowers, Roots, and Stems


Describe the special characteristics of plants which help them
adapt to the environment and reproduce their own kind
42. Structural Adaptations
Describe the characteristics of plants which help them adapt
to their environment

116

119

43. Adaptation for Growing in Specific Environment


122
Cite examples of plants that grow in specific environments
44. Characteristics of Certain Plants
Identify the characteristics of each group of plants

125

45. Group of Plants


Group plants according to common characteristics

129

46. Another way of Grouping Plants


Explain other ways of grouping plants

135

47. Describing Importance of Grouping Plants


Describe the importance of grouping plants

Lesson Plans in Elementary Science, Grade 5

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TABLE OF CONTENTS
UNIT/LESSON

Unit IV

LESSONS/COMPETENCIES PAGE NUMBER

PHYSICAL/CHEMICAL CHANGE
141

48. Physical Change


Observe the no new material is formed in physical change

142

49. Chemical Change


Observe that a new material is formed in a chemical change

145

50. Chemical Change


Show examples of chemical change

147

51. The Product of Chemical Change


Observe that the product of chemical change can not be brought back
to its original form

152

52. Conditions That Bring About Changes in Materials


Cite the conditions/factors that bring about changes in materials
53. Changes in the Environment
Infer that 3verything in the environment is changing

156
158

54. Good Effects of Certain Changes in the Environment


160
Show that kinetic energy makes a material work/move
55. Bad Effects of Some Changes in the Environment
165
Identify the bad effects of certain changes in the environment

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TABLE OF CONTENTS
UNIT/LESSON

LESSONS/COMPETENCIES PAGE NUMBER


THIRD GRADING

Unit V

ENERGY

167

56. Static Electricity


Identify ways of producing static electricity

168

57. Effects of Static Electricity


Observe the effects of static electricity

171

58. The Electric Circuit Its Parts


Identify the parts of an electric circuit, e.g. conductor, insulator,
switch, fuse, source

174

59. Insulators and Conductors


Classify materials into conductors and insulators

177

60. Electric Circuit Connections


Differentiate a parallel from a series connection

181

61. Parallel and Series Circuits, Their Advantages and Disadvantages


Cite advantages and disadvantages of parallel and series circuits

184

62. Constructing Parallel and Series Circuits


Construct a model of an electric circuit-parallel or series

187

63. Electricity, How it is Produced


Describe how electrical energy is produced

189

64. Transformation of Electricity to Heat and Light


Observe that electricity can produce heat and light

192

65. Transformation of Electricity to Mechanical Energy


Demonstrate how electricity can make things move

195

66. The Electromagnet


Describe how an electromagnet works

Lesson Plans in Elementary Science, Grade 5

197

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TABLE OF CONTENTS
UNIT/LESSON

LESSONS/COMPETENCIES PAGE NUMBER

67. Uses of Electricity in the Home and Community


Explain the use of electricity in the home and community

200

68. Precautions in the Use of Electricity


Practice precautionary measures related to electricity e.g. unplugging
electrical appliances during brownouts or thunderstorms.

203

69. Using Electricity Wisely


Practice electrical energy conservation measures

206

70. Simple Machines


Identify the kinds of simple machines

209

71. Main Parts of Each Kind of Simple Machines


Identify the main parts of each kind of simple machines

212

72. How Simple Machines Work


Describe how each simple machine makes works easier and faster

216

73. Machines Work


Identify activities where simple machines are used

221

74. Simple Machines that Multiply Force/Speed


Describe simple machines which multiply forces/speed

223

75. Safety Measures with Machines


Practice precautionary measures in using simple machine

226

Unit VI

EARTH

76. OBSERVING AND Comparing Rocks


Observe how rocks differ in shape, color, hardness, texture

228
229

77. Classifying Rocks According to Color, Shape, Hardness, and Texture


231
Differentiate rocks as to color, shape, hardness, texture
78. Identifying Rocks
Identify igneous, sedimentary, and metamorphic

234

79.

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TABLE OF CONTENTS
UNIT/LESSON

LESSONS/COMPETENCIES PAGE NUMBER

80. Formation of Rocks


237
Describe how igneous, sedimentary and metamorphic rocks are formed
81. Conditions Affecting Rock Formation
239
Infer that certain conditions/situations lead to the formation of different
kinds of rocks
82. Kinds of Rocks
241
Differentiate igneous, sedimentary and metamorphic rocks from one another
83. Forces Affecting the Breaking of Rocks
Identify the forces that break rock

244

84. Breaking Down of Rocks


Explain how rocks are broken down

246

85. Soil Formation


Infer how soil is formed

249

86. Processes in the Water Cycle


Identify the processes involved in water cycle

251

87. Changes in Water Cycle


Describe changes that happen to water during each process

253

88. Temperature and the Process in Water Cycle


258
Relate temperature to the process in water cycle
89. Effect of Heat on Land and in Water
Observe the effect of heat on land and in water

261

90. Effect of Heat on Land and Water


Compare the ability of land and water to absorb and release heat

263

91.The Unequal Heating of Land and Water


265
Describe the effect of the unequal heating of land and water
92.Typhoons
Describe what a typhoon is

Lesson Plans in Elementary Science, Grade 5

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TABLE OF CONTENTS
UNIT/LESSON

LESSONS/COMPETENCIES PAGE NUMBER

93.Origin and Path of the Typhoon


269
Trace the origin and path of the typhoons that hit the Philippines
94.The Environment Before, During, and After a Typhoon
271
Describe the condition in the environment before, during, and after a typhoon
95.Meaning of Typhoon Signals
Explain the meaning of typhoon signals

274

96.Precautionary Measures Before, During, and After a Typhoon


276
Practice precautionary measures before, during, and after a typhoon
97.Knowledge of Weather to Daily Life Activities
278
Relate weather conditions to planning family and community activities
98.Planning Air and Water Travel
Relate observations of weather conditions of air and water
transportation services

280

99.Conserving the Environment


282
Identify ways to conserve the environment to lessen the harmful effects
of cyclones/floods

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TABLE OF CONTENTS
UNIT/LESSON

LESSONS/COMPETENCIES PAGE NUMBER

FOURTH GRADING
Unit VII

THE SOLAR SYSTEM

284

100.
THE Sun and the Nine Planets
285
Identify the members of the solar system
Describe each member of the solar system
101.
The Planets in Orbit
Illustrate through a diagram how the members of the solar system
revolve around the sun as they follow their own orbits

288

102.
Planets Orbit
Describe the orbit of each planet as ellipse

290

103.
The Planets in Orbit
Explain why planets stay in orbit as they revolve around the sun

293

104.
Sun is a Star
Tell that the sun is also a star

295

105.
Parts of the Sun
297
Identify the parts of the sun
Describe each part of the sun
106.
Sunspots
Tell that the sunspots are formed in the photosphere

300

107.
The Effects of Sunspots on Earth
303
Identify the effects of sunspots on earth
108.
Ways by Which Solar Energy is Used by Plants, Animals and
Humans

305

109.
The Sun as the Main Source of Energy
308
Explain why the sun is the main source of energy on earth

Lesson Plans in Elementary Science, Grade 5

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TABLE OF CONTENTS
UNIT/LESSON

LESSONS/COMPETENCIES PAGE NUMBER

110.

Relative Distance of the Planets from the Sun


310
Illustrate the relative distances of the planets from the sun

111.

Temperature and Distance


314
Relate the surface temperature of each planet to their relative distances from
the sun

112.

The Planets and Their Period of Revolution Around the Sun


317
Relate the relative period of revolution of each planet to their relative
distances from the sun

113.

The Planets and Their Characteristics


319
Identify the unique characteristics of each planet that differentiates one from
the other e.g. satellites, atmosphere, rings, orbits, relative period of rotation
and revolution

114.

The Other Members of the Solar System


323
Identify the other members of the solar system
Describe each of the other members of the solar system

115.
Occurrence of Tides
Describe the occurrence of tides

326

116.

How High and Low Tides Occur


328
Explain how high and low tides occur

117.
High and Low Tides
Explain why there are high and low tides about every twelve hours
Relate through a model the position of the moon and the earth to places
where high and low tides occur

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OVERVIEW

Unit I - People
The lesson plans prepared in this unit help pupils become aware of their
responsibilities in

the care and protection of their different systems such as

the reproductive, respiratory, urinary, and excretory systems.


There are nineteen (19) lessons in this unit. The first (3) lessons describe
the structure and function of the human reproductive system. Lesson 4 and 5
describe bodily changes of male/female while Lessons 6 and 7 resent the health
habits in caring for the reproductive system.
Lessons 8 to 15 deal on the structure and function of the respiratory
system, some common ailments affecting it and the good health habits to keep it
healthy.
Lessons 16 to 19 describe how the urinary system works. Here, its major
parts

and

functions

are

explained.

Desirable

health

habits

that

prevent/control common ailments are also discussed.

Lesson Plans in Elementary Science, Grade 5

help

Lesson 1

1 Day

I. Objective:
Identify the male and female reproductive system and its major parts
II. Subject Matter:
Topic: Male and Female Reproductive System and its Major Parts.
Science Concepts:
The parts of male reproductive system are the penis, scrotum,
testicles/testes, epididymis, vas deferens, prostate gland and urethra.
The testes or testicles are the main organs of the male reproductive
system.
The parts of the female reproductive system are the ovaries, fallopian
tube, uterus, cervix, vagina and the vulva. The ovary is the main organ
of the female reproductive system.
Science Process: Identifying and Communicating
Value: Awareness, appreciation and respect of ones body system.
Materials: Illustrations/Charts of the male and female reproductive
system...
flashcards for matching games, activity cards.
References: RBEC PELC Unit 1 1.1, p.3
Into the Future: Science and Health 5 pp. 2-6 by: Jose F. Llarinas and
Emily Pelobello
Background Information for Teachers (BIT):
The parts of the male reproductive system are the penis,
scrotum, testicles/testes, vas deferens, epididymis, prostate gland and
the urethra.
It is designed for reproduction and transport of sperm cells.
The female reproductive system includes a pair of ovaries that
produce egg cells necessary for reproduction. The other parts are the
fallopian
tubes, uterus, cervix, vagina and vulva.
III. Learning Procedure:
A. Pre-Activity
1. Preparation:
Lesson Plans in Elementary Science, Grade 5

Use the concept Diagnosis in citing examples of body


system learned in Grade IV.

BODY
SYSTEM
Muscular
System

Skeletal
System

Digestive
System

2. Motivation:
Have you ever wondered how people multiply?
What body system is responsible for producing new human
beings?
B. Activity Proper:
1. Giving of instructions and distribution of Activity sheets by groups
with thetext about the male and female reproductive system.
2. Group Work

Learning Activity Sheet Lesson 1


Directions:

1. Read the text about the male and female reproductive system.
2. Label the parts of the male and female reproductive system
on the illustrations below.

Lesson Plans in Elementary Science, Grade 5

C. Post Activity
1. Reporting by Groups
a. What are the parts of the male reproductive system? (Expected
answers: testes, scrotum, foreskin, sperm, prostate gland, urethra,
semen, and penis.
b. What are the female reproductive organs? (Expected answers:
fallopian tube, ovary,uterus, cervix, and vulva.
2. Analysis and Discussion:
a. What is the main reproductive organ for the male? Female?
b. What are the other parts of the reproductive organs for the male?
For the female?
3. Abstraction/Generalization
What are the parts of the male reproductive system? What is its
major part? What are the parts of the female reproductive system?
What is its major art?
4. Application/Valuing
Which do you prefer, to be a boy or a girl? Why?
IV.

Evaluation:
Put a check mark ( ) on the blank if the part is for the female
reproductive system and (X) if it is for the male reproductive system.
_______1.Testes

________6. Cervix

_______2.Ovary

________7. Fallopian tube

_______3.Vulva

________8. Vagina

_______4.Urethra

________9. Epididymis

_______5.Penis

_______10. Scrotum

V. Assignment:
What are the parts of the male reproductive system? What are its structures
and its functions?

Lesson Plans in Elementary Science, Grade 5

Lesson
21

1 Day

I. Objective:
Relate the structure of the male reproductive system to its function in
reproduction.
II. Subject Matter:
Topic: the Structure of the Male Reproductive System and its Function in
Reproduction
Science Concepts:
The testes are the primary reproductive organs in male. They
produce sperm cells which are necessary for reproduction. The
testes and accessory parts compose the structures that perform
important functions in reproduction.
Science Processes: describing, observing, communicating
Value: Awareness, appreciation and respect of ones body
Materials: charts, illustration of the male reproductive system
References: RBEC PELC Unit I, 1.2 p3
Into the Future: Science and Health 5 pp. 3-4 by Jose Llarinas &
Emely Plebello.
Background Information for Teachers (BIT):

The male sex cells or sperm cells are produced in the testes
or testicles. The sperms are stored in the epididymis. The
developed sperms pass through the vas deferens. If these sperms
are not released outside, they slowly disintegrate. The semen is
the fluid that carries the sperm. Sperms leave the penis through
the urethra. The urethra is a canal or narrow opening through the
penis. It carries off both semen and urine but not at the same
time. The muscles surrounding the urethra automatically close
the passageway far the semen when one needs to urinate, same
is true if the semen is to be released.
III. Learning Procedure:
A. Pre-Activity
1. Motivation
Group Activity. A puzzle game intended for three minutes.

Lesson Plans in Elementary Science, Grade 5

Direction: Loop the letters to find out the parts of the male reproductive system.
Words may go backward, forward, up and down. The group who will finish
the task firs will be the winner.
P
N
I
S
C
E
R
V
I
X
A

E
A
E
E
T
T
U
N
E
C
B

N
B
F
U
R
E
T
H
R
A
C

I
C
F
X
Y
W
E
A
B
D
E

S
D
C
O
V
A
R
I
E
S
X

A
C
D
V
N
B
U
T
A
C
G

C
B
E
A
X
E
S
X
B
R
N

D
A
F
R
Y
S
X
T
C
O
O

V
A
G
I
N
A
Y
E
D
T
T

U
N
M
E
O
P
R
S
E
U
V

L
L
M
S
C
R
O
T
U
M
A

V
O
X
M
O
R
T
E
W
S
X

A
B
S
T
Y
S
X
S
N
T
N

B. Activity Proper:
1. Grouping and setting of standards to follow.
2. Naming the parts of the male reproductive system using concept
mapping.
3. Relate the structure and function of the male reproductive system
using the concept map.
C. Post Activity:
1. Reporting by group.
2. Analysis and discussion
What are the parts of the male reproductive system?
What is the function of each in the process of reproduction?
IV. Evaluation:
Choose the correct answer.
1. Which is the main part of the male reproductive system?
a.penis
b. testes
c. scrotum
2.
Which of the following does not belong to the group?
a. egg cell b. penis
c. prostate gland
3.
Which is a function of the testes?
a. produce eggs
b. produce sperm c. male sex hormones
4.
Which reproductive part houses the testes?
a. scrotum
b. prostate
c. foreskin
5.
Which one shows a sperm?
a.
b.
c.
V.

I.

Assignment:
Draw the male reproductive system and label parts.

Objective:

Lesson
3

1 Day

Lesson Plans in Elementary Science, Grade 5

V
A
S
D
E
F
E
R
E
N
S

Relate the structure of the female reproductive system to its function


in reproduction.
II.

Subject Matter:
Topic: the Structure of the Female Reproductive System and its
Function in Reproduction.
Science Concept:
The female reproductive system includes a pair of ovaries, which
produce egg cells necessary for reproduction. The female
reproductive system is designed for child bearing.
Science Processes: describing, observing, communicating.
Values: Awareness, appreciation and respect of ones body.
Materials: charts, illustration of female reproductive system.
References: RBEC-PELC, Unit I 1.2, P.3
Into the Future; Science & Health 5 p. 4-5 By: Jose F.
Llarinas& Emily Pelobello
Background Information for Teachers (BIT):
The female reproductive system is composed of two
ovaries that contain thousands of female sex cells or eggs. When
the female reaches the productive stages, one egg ripens every
month. If there is mating, the egg is released into the fallopian
tubeand maybe fertilized by a sperm cell.

III.

Learning Procedure:
A. Pre-Activity:
1. Review
What are the parts of the female reproductive system?
B. Activity Proper:
Grouping and setting of standards to follow
Naming the parts of the reproductive system using Concept
Mapping, Retrieval
Chart, Graphic Organizer or Concept Diagnosis Relate the
structure and function of its part by using any of the techniques.

Lesson Plans in Elementary Science, Grade 5

IV.

C. Post Activity:
1. Reporting by Group
2. Analysis and Discussion:
What are the parts of the female reproductive
system?
What is the function of each in the process of
reproduction?
3. Abstraction and Generalization:
What is the structure of the female reproductive
system and its function in reproduction?
4. Application and Infusion of values:
What would happen to our population if there are no
females?
Evaluation:
Choose the correct answer. Match column A and B. write the letter on the
space provided for:
A

V.

_______1. Cervix

a. produce the female cell

_______2. Uterus
flow out

b. enable sperm to enter and the menstrual fluid to

_______3. Ovaries

c. direct the egg from the ovary to the uterus.

_______4. Fallopian tube


of the vulva

d. a canal that leads from the uterus to the opening

_______5. Vagina
of sperm

e. lubricates, produces fluid that facilitates passage

_______6.Vulva

f. a narrow outer end of the uterus.

Assignment:
Draw a female reproductive system and label each part.

Lesson Plans in Elementary Science, Grade 5

Lesson Plans in Elementary Science, Grade 5

Learning Activity Sheet Lesson 3


Procedure: Study this diagram of the female reproductive system. Answer the
question below.

1.
2.
3.
4.
5.
6.
7.

Which is the outer most part of the female reproductive system?


What are produced in the ovary?
What are the 2 tubes connected to the uterus called?
Where does an egg go once it is released from the ovary?
What is the narrow opening that leads to the uterus?
Where does the egg stay after leaving the fallopian tube?
Is the uterus elastic? Why is this important?

Lesson
4

1 Day

Lesson Plans in Elementary Science, Grade 5

10

I.

Objective:

II.

Explain the process of fertilization in humans

Subject Matter:
Fertilization in Humans
Science Concept:
Fertilization is the union of the male sperm and female egg,
resulting to a fertilized egg cell commonly called zygote.
Science Processes: Observing, inferring, classifying, describing,
experimenting.
Values: Love & care for ones parents
Materials: Chart showing the process of Fertilization.
References: RBEC-PELC Unit I, 1.3, p.3
Into the Future: Science and Health pp. 6-7 byJoseLlarinas and
EmelyPelobello
Background Information for Teachers (BIT):
Fertilization occurs when the egg cell and sperm
cell unite in the fallopian tube. Fertilization and
development occur internally in humans. In less than a
week, the fertilized egg continues to move down the
fallopian tube until it reaches the uterus also known as the
womb. Once the egg cell is fertilized, cell division begins.
Within a few days, the egg attaches to the wall of
the uterus where it grows and nourished for about nine
months. The baby is then pushed out of the womb by
contraction during delivery.

III.

Learning Procedure:
A. Preparatory Activities
1. Review: What system is responsible for the production of life?
What are the parts of the male reproductive system?
What are the parts of the female reproductive system?
2. Motivation:
Have you ever wondered how you came about in this
world?
B. Activity Proper:
1. Group Activity
a. Setting of Standards
b. Reading and explanation of procedures

Lesson Plans in Elementary Science, Grade 5

11

C. Post Activity:
1. Reporting by groups
2. Analysis & Discussion:
What do you call the union of the sperm cell and the egg
cell?
What is formed after this process?
3. Abstraction and Generalization
How does the process of fertilization take place?
4. Application & Infusion of values
a. Using the chart with illustration, trace the steps/sequence
of the process of fertilization.
b. How can you show your love and care for your parents?
IV.

Evaluation:
Complete the statement by filling in the blanks using the illustration
below.

1. The mature egg cells are released from the _____________________


2. The egg cells move down into the _____________________________
3. If the sperms are released into the female, they swim fast through the
_______________ to meet the eggs.
4. When the sperms and egg unite, ____________ takes place.
5. The fertilized egg moves to the ________ where it grows and develops
for the nine months.
V.

Assignment:
Make a model of yourself while you were inside your mothers womb.

Lesson Plans in Elementary Science, Grade 5

12

Learning Activity Sheet Lesson 4


Procedure: Study the illustration below.
How Fertilization Happens

One egg mature and is


enter the
released by the ovary
the
to the fallopian tube

Million of sperms may


reproductive system of
female

But only one sperm cell


penetrates the egg
A fertilization membrane
develops so no other sperm
cells can enter the egg

A fertilized egg is called zygote. The


zygote
Divides into 2; then into 4; into 8 and so
on.
Answer these:
1. How many eggs are released by the ovaries each month?
2. In what part of the female reproductive tract do the sperm and egg
meet?
3. When the sperm fertilizes the egg, no other sperm can penetrate it,
why?
Lesson Plans in Elementary Science, Grade 5

13

4. What is the fertilized egg called?


5. How does a fertilized egg develop?

Lesson 5
I.

1 Day

Objective:
Explain certain physical changes during puberty

II. Subject Matter:


Topic: physical Changes During Puberty
Science Concept:
As small boys and girls grow, certain hormones bring about some
changes in them that can easily be observed.
Science Processes:
Communicating, observing, inferring
Materials: bathroom weighing scale, meter stick or tape measure,
pictures of babies and growing children.
References: RBEC-PELC, Unit I 2.2.1 p.3
Science for Better Health and Environment 5 pp. 10-11 by
EfraimAbracia
Headways in Science and Health Today V p.12 by Rebecca
R.Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
Generally, girls grow faster than boys at the start of puberty. Later on
however, boys will catch up and grow faster than girls.
Changes in Boys
Changes in Girls
Height increases
Height increases
Voice breaks and become deeper
Breasts develop and increases in size
Shoulders become broader
Hips become broader
Underarm hair appears
Underarm appears
Reproductive organs increase in size
Reproductive organs increase in size
Facial hair appears
Menstrual flow starts
Pubic hair grows
Pubic hair grows
Muscles develop
III.

Learning Procedure:
A. Pre-Activity:
1. Review: How does fertilization take place?
2. Motivation:
Show pictures of babies who have grown. Let the pupils describe
what body
changes took place in the picture shown.
Lesson Plans in Elementary Science, Grade 5

14

B. Activity Proper:
1. Giving of instructions of pupils.
2. Group work
Divide the class into 4. Assign a leader and a recorder in
each group. Let them perform the simple activity stated on
the Learning Activity Sheet (LAS).
C. Post-Activity:
1. Reporting by groups
2. Analysis and Discussion:
Who grows and develops faster as shown in the data?
Compare the proportion of shoulders to hips in both boys
and girls.
Who have wider shoulders?
Who have wider hips?
What have you learned about the physical growth of boys
and girls using the data you gathered?
3. Abstractions and Generalization:
What are some of the physical changes among boys during
puberty?
What are some of the physical changes among girls during
puberty?
4. Applications and Valuing:
You noticed that your voice becomes bigger and deeper in
tone.
How should you react on this noticeable change?
Girls, you noticed that your breast would start to develop, it
increase in
Size, should you be ashamed of this change? Why?
IV.

Evaluation:
Explain the physical changes which take place among boys and girls
during puberty.

V.

Assignment: Essay (10 points)


Write essay explaining why you need to undergo physical changes during
the stage of puberty.

Lesson Plans in Elementary Science, Grade 5

15

Learning Activity Sheet Lesson 5


Group: ________
Grade: ________

Date: ___________
School: __________

Procedure: Select 5 boys and girls of the same age in your group. Measure their
heights, weights, shoulders, chests and hips. Record the data below:

Name of
Pupils
(Boys)

Sex

Age

Height
(cm)

Weight
(kg)

Shoulders

Hips

1.
2.
3.
4.
5.
(Girls)
1.
2.
3.
4.
5.

Observations:
1. Who have wider shoulders?
_____________________________________________________________________
2. Who have wider hips?
_____________________________________________________________________
3. What have you learned about the physical growth of boys and girls
using the data you gathered?
Conclusion:
___________________________________________________________________________
___________________________________________________________________________

Lesson Plans in Elementary Science, Grade 5

16

Lesson 6
I.

Objective:

II.

III.

1 Day

Relate the menstrual cycle of the female to the ability to get pregnant or
reproduce

Subject Matter:
Topic: Menstrual Cycle of the Female
Science Concepts:
When a girl reaches the age of puberty, her ovaries are ready to
produce egg cells. The egg cells follow a cycle as they develop.
During a cycle, an egg matures and is released from the ovary.
Science Processes: communicating
Value: Practice personal hygiene during menstruation
Materials: enlarged picture of an ovary representing the stages of the
menstrual cycle, CD ROM if available
References: RBEC-PELC I, 2.2.2 p.3
Science for Better Health and Environment 5 p.12 by:EfraimAbracia
Headways in Science and Health Today V p.10 by: Rebecca R. Fallari
and Nenita A. Apolinario
Background Information for Teachers (BIT):
Once a month, one egg matures in one ovary of a woman. Each time
an egg in the ovary matures, the lining of the womb or uterus become
thick with many blood vessels, getting ready for the arrival of the
fertilized egg. If the egg is not fertilized because there are no sperms, the
egg dies. The thickening of the uterus becomes useless; it breaks up and
comes out in the flow of blood through the birth canal. This process is
called menstrual cycle.
Only women have menstrual flow. They have the eggs and the
uterus that thickens with many blood vessels. This also explains why
menstrual flow comes once a month. It is because an egg leaves the
ovary at an average of once in 28 days. This period is called menstrual
period.
Learning Procedure:
A. Pre-Activity:
1. Review: What are the changes that take place among boys and
girls during puberty?

Lesson Plans in Elementary Science, Grade 5

17

2. Motivation:
Show an enlarged picture of the reproductive organs of
the female.
Ask the following questions:
How often does an egg mature in the ovary?
Where does the mature egg stay?
Why does it stay for a while in a fallopian tube?
B. Activity Proper:
1. The children listen to the invited resource speaker, the Rural Health
Midwife in the Barangay to talk on menstruation or if CDs are
available, lead the class to the Audio-Visual room for film viewing on
menstrual cycle.
2. Group Activity:
Divide the class into 6. Through cooperative learning, each
member will state the menstrual cycle. A piece of paper is
passed to the members as each one writes the menstrual cycle
in a round-robin method.
C. Post-Activity
1. Reporting by groups. This is done by a reporter or the leader.
2. Analysis and Discussion:
Why does menstrual flow occur only once a month?
What happens to the fertilized egg when there is no sperm to
fertilize it.
What causes menstrual flow?
3. Generalization:
How does menstruation occur?
4. Application and Valuing:
When menstruating, what good practices should you do?
Why should you practice such things?
IV.

Evaluation: (Cooperative learning)


Arrange the seats in such a way that four pupils face each other. Each one
relates the menstrual cycle while the other member listen.

V.

Assignment:
Interview your mother. Write down the things she felt when she was about
to menstruate and how she felt during menstruation. Report the result of
the interview to class tomorrow.

Lesson Plans in Elementary Science, Grade 5

18

Lesson 7
I.

1 Day

Objectives:
Identify health habits to keep the reproductive organs healthy.
State the importance of protecting ones sensitive parts/reproductive
organs.

II.

Subject Matter:

Topic: Keeping the Reproductive Organs Healthy


Science Concepts:
Personal hygiene should be observed at all times to keep the
reproductive organs healthy.
Exercise and balanced diet are necessary to keep the reproductive
system
healthy.
A medical check-up is advisable if the reproductive organs do not
function well.
References: RBEC-PELC V Unit I 3.1-3.1 p.4
Science for Better Health and Environment by Efrain Abracia
Into the Future: Science and Health 5 p. 14-16 by Jose F.
Llarinas and Emily M. Pelobello
Background Information for Teachers (BIT):
Just like the other body systems, the organs of the
reproductive system should stay healthy to be able to function
efficiently. We must practice good health habits to keep these
organs healthy. Personal hygiene should be observed at all times.
Washing the genitals with soap and water and change underwear
as often as necessary will make the reproductive organs healthy.
Women should change their sanitary napkins as often as
necessary. Nutritious food is good for the reproductive system.
Daily exercise keeps the reproductive system fit. Avoid using
public comfort rooms. Have your medical check-up when you

III.

Learning Procedure:
A. Pre-Activity:
1. Review: What are the common ailments affecting the
reproductive system?
2. Motivation:
Who among you have experienced difficulty in urinating? How
did you feel?
What must you do to keep our reproductive organs healthy?
B. Activity Proper:
1. Distribution of Activity Sheets by groups
2. Setting of activity standards
Lesson Plans in Elementary Science, Grade 5

19

3. Group work
C. Post-Activity:
1. Reporting by group
2. Analysis and Discussion: (Enrichment reports)
Discussions of findings/clearing out of differences, development of
critical thinking and creativity.
3. Generalization:
What are the ways to keep the reproductive system
healthy?
What is the importance of keeping the reproductive organ
healthy?
4. Application and Valuing:
You played with you schoolmate and you noticed that your
underwear is wet. What must you do so that your genitals
will not be irritated?
What should we do to keep our reproductive organs
healthy?
IV.

Evaluation:
A. Put a check mark on the good practices in keeping the reproductive
system healthy and cross out the bad practices.
____1. Wash genital with soap and water.
____2. Change underwear once a week.
____3. Use sanitary napkins during menstruation.
____4. Eat salty foods.
____5. Take a brisk walk everyday.
____6. Use dirty toilets in terminals.
____7. Eat a lot of fruits and vegetables.
____8. Consult your physician when you have cyst on your breast.
B. What is the importance of keeping the reproductive organs healthy?

Lesson Plans in Elementary Science, Grade 5

20

Learning Activity Sheet-Lesson 7


Keeping the Reproductive Organ Healthy
What to do:
1. Bring out the strips of paper from the envelope.
2. Read the statements in each strip.
3. Identify the good health habits that keep our reproductive organs
healthy.
4. Paste these strips of paper on a manila paper.
5. Report your work to class.

Questions:
1. What are the good health habits to keep the reproductive organs
healthy?
2. What must you do with your underwear after changing?
3. During menstruation, what should the girls use to feel comfortable?

V.

Assignment:
In a ten-sentence paragraph, state why it is important to protect ones
sensitive parts or reproductive organs.

Lesson Plans in Elementary Science, Grade 5

21

Lesson 8
I.

1 Day

Objective:
Identify the respiratory system and its major parts

II.

Subject Matter:

Topic: the Respiratory System and its Major Part


Science Concept/s:
The respiratory system takes charge of the gases exchange
within the cell and its environment.
The respiratory system is made up of the nose, nasal cavity,
pharynx, larynx, trachea or wind pipe, bronchi, bronchioles and
the lungs
Science Processes:
Identifying, communicating, describing
Value: Awareness the importance of air to living things.
Materials: diagram of the respiratory system, name strips
References: RBEC-PELC Unit I, 4.1 p.4
Headways in Science and Health Today V p. 20 by Rebecca R.
Falaaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
The action in the cells that produces energy is called
respiration. In respiration, the cells of the body take in oxygen to
burn the digested food and produce heat and energy and then give
off carbon dioxide. The function of the respiratory system is to
bring oxygen into the body and get rid of carbon dioxide. The parts
of the respiratory system include the nose, nasal cavities, the
pharynx or throat, trachea, larynx or voice box, bronchi, bronchial
tubes and the lungs.
Breathing is the process of making air move into and out of
the lungs. Inhalation is the process of taking in oxygen into the
lungs and exhalation is taking out or releasing of carbon dioxide
The action in the cells that produces energy is called
respiration. In respiration, the cells of the body take in oxygen to burn
the digested food and produce heat and energy and then give off
carbon dioxide. The function of the respiratory system is to bring
oxygen into the body and get rid of carbon dioxide. The parts of the

Lesson Plans in Elementary Science, Grade 5

22

III.

Learning Procedure:
A. Pre-Activity:
1. Let the pupils perform the inhaling and exhaling exercise for ten
times.
2. As you breathe in, can you feel the air as it passes into your nostril?
What are the other organs of your body that take charge of getting in
and out of air? Lets find out.
B. Activity Proper:
1. Giving of instructions and distribution of learning Activity Sheets by
groups.
2. Group activity.
C. Post-Activity:
1. Reporting by group
What are the parts of the respiratory system?
2. Analysis and Discussion:
What are the main parts of the respiratory system?
What are the other parts of the respiratory system?
3. Abstraction and Generalization:
What makes up the respiratory system?
4. Application and Valuing:
If you have clogged nose, which part of your body can you take in
air?

IV.

Evaluation:
Label the numbered parts of the respiratory system.

Lesson Plans in Elementary Science, Grade 5

23

V.

Assignment:
Bring the following to class:
Stick-O-jar, dextrose tubes, 2 ice candy bags, sando bags, glue.

Lesson Plans in Elementary Science, Grade 5

24

Learning Activity Sheet Lesson 8


Parts of the Respiratory System
I.

Problem:

______________________________________________________________________

II. Hypothesis:

______________________________________________________________________
III. Materials:
Enlarged illustration of the respiratory system, paper strips where the
respiratory parts are written.
IV. Procedure:
1. Study the illustration of the respiratory system.
2. Identify the parts by pasting the paper strip opposite each part where
the arrows are drawn.
V. Analysis:
1. What are the parts of the respiratory system?
2. Where does the air enter?
3. What is main organ for respiration?

VI. Conclusion:
___________________________________________________________________________
___________________________________________________________________________

Lesson Plans in Elementary Science, Grade 5

25

Lesson 9
I.

1 Day

Objective:
Explain the function of each part of the respiratory system

II.

Subject Matter:

Topic: Parts of the Respiratory System and their Functions


Science Concepts:
The respiratory system takes charge of the gases exchange within
the celland its environment.
The main parts of the respiratory system are the nostril, nasal
cavities, pharynx, trachea, bronchi, bronchioles and the lungs.
Each part of the respiratory system has certain function in
respiration.
Science Process: identifying, describing
Value: Proper care of the respiratory system
Materials: enlarge drawing of the respiratory system, paper strips with parts and
functions of the respiratory system.
References: RBEC-PELC V Unit I, 4.2 p. 4
Into the Future: Science and Health 5 p. 19-20 by Jose F.
Llarinas and Emily M. Plebello.
Background Information for Teachers (BIT):
The respiratory system is composed of organs that purify the air
that enters the body. The respiratory system has the following
parts and their functions:
a. Nostril is an opening through which the air enters.
b. Nasal cavities are lined with mucus membrane which moisten
and warm the air as it passes through. They have fine hairs
called cilia which filter/strain the dust, germs and other foreign
bodies that enter the body.
c. Pharynx or throat is the passage of the air leading to the lungs.
d. Larynx or voice box contains vocal chord which produces
sound.
e. Epiglottis is a flap of tissue which closes the larynx when we
swallow food. It is open at all times and closes only when food
is being swallowed.
f. Trachea or windpipe is the passageway of air to the lungs.
g. Bronchi are two tubes each going to the lungs where air
passes.
h. Bronchioles are smaller branches of tubes where the alveoli
are attached

Lesson Plans in Elementary Science, Grade 5

26

III.

Learning Procedure:
A. Pre-Activity:
1. Review Lesson. What are the main parts of the respiratory system?
2. Motivation Presentation:
When you breathe, to which organ does air enter?
What is the role of the other parts of the respiratory system?
B. Activity Proper:
1. Giving of instruction and distribution of Learning Activity Sheets by
groups.
2. Group activity
C. Post-activity:
1. Reporting by groups
2. Analysis and Discussion:
What is the function of each part of the respiratory system?
3. Abstraction and Generalization:
What is the role of the following in the respiration?
a. Nose
f. bronchi
b. Nasal cavity
g. bronchioles
c. Pharynx
h. lungs
d. Larynx
i. alveoli
e. Trachea
4. Application and Valuing: Nenita used to talk loudly. But this time she
keeps on moving her lips but there is no sound produced. Which part of
the respiratory system is not functioning?

IV.

Evaluation:
Answer the following questions:
1. What is therole of the nasal cavities in respiration?
2. Why are mucus and cilia important in the respiratory system?
3. What is the function of the trachea? Bronchi?
4. Where does the exchange of gases take place?

V.

Assignment:
Draw the respiratory system and label its parts.

Lesson Plans in Elementary Science, Grade 5

27

Learning Activity Sheet Lesson 9


The Parts of the Respiratory System and their Functions

I.

Problem:

______________________________________________________________________

II. Hypothesis:

______________________________________________________________________
III. Materials: Enlarged drawing of the respiratory system, paper strips, manila
paper
IV. Procedure:
1. Study the illustration of the respiratory system.
2. List down its part on a manila paper.
3. Read the function of each part written on the strips of paper.
4. Paste each strip opposite of the part of the respiratory system.
5. Explain your work before the class.
V. Analysis:
1.
What are the parts of the respiratory system?
2.
What is the function of each part of the respiratory system?

VI. Conclusion:
___________________________________________________________________________

Lesson Plans in Elementary Science, Grade 5

28

Lesson 10
I.

1 Day

Objective:
Construct a model to demonstrate the mechanism of breathing

II.

Subject Matter:
Topic: Constructing Lung Chest Breathing Model
Science Concepts:

The lung chest model shows/represents the mechanics of breathing in


humans.

Air is taken in and pushed out by the ribs and the diaphragm.
The diaphragm is an organ that aids in breathing. It is a muscular
organ that is located across the bottom of the chest.
Inhalation occurs when the chest cavity moves up or spreads out
and the diaphragm moves down, air pressure decreases within the
chest cavity and the air rushes to the lungs.
Exhalation occurs when the chest cavity moves down or back to its
normal position, the diaphragm relaxes and the air pressure within
decreases causing the air to move out from the lungs.
Science Processes:Constructing, communicating, describing,
demonstration
Value: Resourcefulness
Materials: empty plastic jar (stick-o-jar), plastic tube or ballpen case,
dextrose tube, stick glue, cotton, ice candy bags, rubber bands, sando
bag
References: RBEC-PELC V Unit I, 4.3 p.4
Into the Future: Science and Health 5 p. 21-23 by Jose F. Llarinas
and Emily M. Pelobello
Background Information for Teachers (BIT):
Breathing is the process of taking in oxygen and taking out of
carbon dioxide from the lungs. Inhalation is the process of taking
in oxygen. Exhalation is the process of releasing or taking out of
carbon dioxide from the lungs.
The lung chest model can be constructed out of indigenous
materials. This model can be manipulated to observe the
mechanics of breathing in humans. In this model, the plastic
sheets represent the diaphragm, the plastic bags with cotton
represent the lungs, the Y tube for bronchi, the large tube for the
trachea or windpipe and a stick-o-jar for the chest cavity. The
movement of the diaphragm makes the chest cavity move during

Lesson Plans in Elementary Science, Grade 5

29

III.

Learning Procedure:
A. Pre-Activity:
1. Review lesson. What are the parts of the respiratory system?
2. Presentation:
What forces the air to move in and out of the lungs? Aside from the
breathing exercise that we usually do, how can we have a clearer view
on the breathing process in humans? Can we make a model for this?
B. Activity Proper:
1. Distribution of Learning Activity Sheets by groups.
2. Setting standards while doing the project
3. Group work
C. Post-Activity:
1. Reporting by groups
2. Analysis and Discussion:
What part of the respiratory system does the model represent?
What does the lung-chest model show us?
3. Generalization:
What model can you construct to demonstrate the mechanism of
breathing in humans?
4. Application and Valuing:
Aside from the ice candy bags, what other materials can represent
the lungs in a model?

IV.

Evaluation:
Let the leader of each group display their project/model and have the pupil
evaluate the best five models.

V.

Assignment:
Does the size of chest cavity affect the volume of the air drawn?

Learning Activity Sheet Lesson 10


Constructing Lung Chest Model

I.

Problem:
How can I make a lung chest model?
Lesson Plans in Elementary Science, Grade 5

30

II.

III.

Materials:
Stick-o-jar
Modeling clay
Sando bag

dextrose tube
stick glue or
glue gun,
scotch tape
5 mm diameter of plastic tube or ballpen case

Procedure:
1. Prepare the following materials: clear plastic jar, dextrose tubes, ballpen
case, modeling clay or glue, ice candy bags, plastic sheet, rubber
band,scotch tape, scissor.
2. Bore a hole on the bottom of the jar by heated four inch nail.
3. Cut two pieces of ice candy bags to about 2.5 cm. in length and place a
little cotton inside of each bag. Tie it to the two ends of the Y-tube as
shown, using rubber bands.
4. Carefully insert the Y-tube through the hole of the jar. Use a modeling clay
to hold it in place and prevent air from entering or leaving.
5. Cut the sando bag into a square and attach at the open end of the jar with
a rubber band to hold in place. Tie a string or attach a scotch tape at the
center of the plastic sheet.
6. Pull the plastic sheet and observe how the plastic bags attached to the Ytube change in shape.

IV.

Analysis:
1. Which part of the model represent the following?
a.
Trachea
c. chest cavity
b.
Bronchi
d. diaphragm
2. What happens when you pull and push the plastic sheet?
3. How do these movements affect the plastic bags? In respiration, what do
these movements represent?

V.

Conclusion/Generalization:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Lesson Plans in Elementary Science, Grade 5

31

Lesson 11

1 Day

I. Objective:

Trace the path of air and what happens to it in different parts of the
respiratory system

II. Subject Matter:


Topic: the Path of Air Inside The Body
Science Concept/s:
The air enters the body through the nostril.
The air is moistened, cleansed and warmed as it passes the nasal
cavities.
From thenose, air passes through the pharynx and moves to the
larynx or voice box.
The trachea, or wind pipereceives the air and carries it into
theright and left bronchi and then to smaller tubes called
bronchioles.
At the tip of each bronchioles are clusters of every tiny balloon-like
air sacs or alveoli where gasexchange takes place. The alveoli are
lined with the capillaries where oxygen is mixed into the blood and
is distributed to the different parts of the body. Carbon dioxide is
released from the lungsfrom where it is exhaled.
Science processes: Explaining, communicating, inferring, describing
Value: appreciate the importance of oxygen
Materials: paper strips, enlarged respiratory system
References: RBEC-PELC Unit I, 4.4 p. 4
Headways in Science and Health Today V pp. 18-20 by Rebecca R.
Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
The air enters the body through the nose, passes through the
nasal cavities where it is cleansed, moistened, and warmed. Clean
air passes through the pharynx, to the trachea where it is further
cleansed and finally goes down into the lungs. Exchange of gases
takes place in the alveoli where oxygen is mixed with the blood
through the capillaries. Carbon dioxide is expelled from the lungs
III.

Learning Procedure:
A. Pre-Activity:
1. Review: What forces the air to move in and out of the lungs?
2. Motivation:
Have the pupils perform again the breathing exercise. Ask, When you
inhale, where do you think does the air go? How does the air reach the
different parts of the body?
Lesson Plans in Elementary Science, Grade 5
32

B. Activity Proper:
1. Setting of activity standards
2. Distribution of activity sheets by groups
3. Group activity
C. Post-Activity:
1. Reporting by groups
2. Analysis and Discussion:
Where does the air enter in our body? How doe oxygen reach the
different parts of the body?
3. Generalization:
What is the path of the air as we breathe in?
How does it reach the different parts of the body?
4. Application and Valuing:
What do the pearl divers use in order to breathe oxygen while they are
under water?
IV.

Evaluation:
A. Arrangement the parts of the respiratory system written in the box. Trace
the path of the air in each part by drawing of arrows.

Lungs
Nose

Pharynx
Nasal cavities

Bronchi
Trachea

Capillaries
B. Answer the following:
1. What happens to the air as it passes through the nasal cavity?
2. What happens to the air as it reaches the alveoli?
V.

Assignment:
What do you think would likely to happen if the air we breathe is carbon
dioxide?

Lesson Plans in Elementary Science, Grade 5

33

Learning Activity Sheet Lesson 11


Following My Path

I.

Problem:
________________________________________________________________

II.

Hypothesis:
______________________________________________________________

III.

Materials: lung-chest model, enlarged drawing of the respiratory


system, pentel pen

IV.

Procedure:
1. Have a deep breath. Do this for five times, observe where the air
enters and possibly passes through.
2. Manipulate the lung-chest model. Pull and pushthe attached
scotch tape at the center of the plastic sheet. Observe what
happens to the ice candy bags (lungs).
3. Study the drawing of the respiratory system. Identify its major
parts.
4. Draw arrows to trace the passageway of air from the nose down to
the capillaries of the alveoli.

V.

Data and Observation


Answer the following:
1. Where does the air enter?
2. From the nasal cavity, to which way does theair move down
the lungs?
3. As the air reaches the alveoli where does it go?
4. How does oxygen reach the different parts of the body?
5. Which way does carbon dioxide pass through?

VI.

Conclusion/Generalization:
________________________________________________________________________

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34

Lesson 12

1 Day

I. Objective:
Name common ailments of the respiratory affecting the respiratory system.

II. Subject Matter:


Topic: Common Ailments of the Respiratory System
Science Concept/s:
The common ailments affecting the respiratory include common
colds, sore throat, emphysema, pneumonia, bronchitis and
pulmonary tuberculosis.
Science Processes: Identifying, communicating
Value: Awareness of the common ailments affecting the respiratory system
Materials: cards of jumbled words, list of respiratory ailments written in cards.
References: RBEC PELC V Unit I, 5.1 p.4
Into the Future: Science and Health 5 p. 25-26 by Jose F. llarinas
and Emily M. Pelobello
Headways in Science and Health Today V pp. 23-29 by Rebecca
R. Fallari and Nenita A. Apolinario
Background Information for Teachers (BIT):
Respiratory organs are infected with certain ailment. These
common ailments are cause by bacteria, polluted air, and allergens
These respiratory ailments include asthma, bronchitis,
common colds, emphysema, pneumonia, sore throat, influenza and
pulmonary tuberculosis.
III. Learning Procedure:
A. Pre-Activity:
1. Review: What are the parts of the respiratory System?
2. Motivation:
Who among you have suffered from common colds? Influenza?
How do you feel when you have colds?
B. Activity Proper:
1. Distribution of materials/Activity Sheets
2. Setting of standards
3. Group work
C. Post-Activity
1. Reporting by groups
2. Analysis and Discussion: (Enrichment of reports)
What causes emphysema? What are the symptoms of colds?
3. Generalization:
What are the common ailments affecting the respiratory system?
4. Application and Valuing:

Lesson Plans in Elementary Science, Grade 5

35

Change of weather will also cause respiratory ailment. What should


you do so that you will not get sick when there is a sudden change
of weather?
IV. Evaluation:
Arrange the letters of these jumbled words to form the common ailments
of th respiratory system.
1. BITISHNORC
_______________________________________________________
2. MESAHYPES
_______________________________________________________
3. FLAZUENIN
________________________________________________________
4. LUBECUSISTUR
_____________________________________________________
5. CLODMOCMOD
_____________________________________________________
6. HATSAM
__________________________________________________________
V. Assignment:
1. Interview your Barangay health worker about the number of persons who
are suffering from tuberculosis, and what treatment they give.
2. When you have clogged nose, what should you do?

Learning Activity Sheet Lesson 12


What Ailment Did I Suffer From?

Procedure:
1. Study the list of the respiratory ailments in the chart.
2. List down the ailments affecting the lungs, bronchi, and the nasal
cavities.
3. Take note of the ailment that is common in the locality.
Questions:
1. What are the common ailments affecting the lungs, bronchi, and
the nasal cavities?
2. Which of these is common to both young and old?

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36

Lesson 13

1 Day

I.

Objective:
Describe the causes, symptoms, prevention and treatment of these
diseases.

II.

Subject Matter:
Topic: Causes, Symptoms, Prevention and Treatment of Common
Ailments Affecting the Respiratory System
Science Concept:
Breathing in clean and fresh air is important to life. However, the
environment must be free from pollution which harmful to the
body which causes respiratory ailments.
Science Process: describing, inferring, communicating
Value: Care of the respiratory system
Materials: Pamphlets on symptoms, causes, prevention and treatment
of common ailments of the respiratory system
References: RBEC-PELC I, 5.2 p.4
Science for Better Health &Environment 5 pp. 26-28 by
Efrain Abracia
Background Information for Teachers (BIT):
COMMON AILMENTS OF THE RESPIRATORY SYSTEM
Common Colds
Causes:
Colds are infections of the upper respiratory tract. When a person
with a cold coughs or sneezes, the germs spread out into the air.
Symptoms:
Stuffy or runny nose, cough, fever and headache
Treatment and prevention:
Stay in bed and rest
Stay warm
Drink plenty of water and fruit juices
Apply nasal sprays or drops to clean the nasal passage
Consult a doctor when medicine is needed
Eat nutritious foods
Cover your mouth and nose with a handkerchief when sneezing
and coughing

Lesson Plans in Elementary Science, Grade 5

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COMMON AILMENTS OF THE RESPIRATORY SYSTEM


Pneumonia
Causes:
Pneumonia is caused by viral and bacterial infections in the bronchial
tubes or in the lungs.
Symptoms:
It starts with chills, high fever, chest pain, weakness, cough that
produces blood in sputum and sounds of the lungs.
Treatment and Prevention:
The patient with pneumonia is advised to have complete bed rest.
Antibiotics are given, Vaccination may be given as a preventive
measure.
COMMON AILMENTS OF THE RESPIRATORY SYSTEM
BRONCHITIS
Causes:
Bronchitis is caused by bacteria and viruses which result in the swelling
up or inflammation of air passages in the lungs. It is also caused by
fumes, smoke and other forms of air pollution.
Symptoms:
A person with bronchitis has fever, chest pain and cough that produce
mucus. If the bronchitis is severe, the patient may experience shortness
of breath and even heart failure.
Treatment and Prevention:
Drugs that expand the bronchial tubes and loosen mucus can treat
bronchitis. In case it is caused by bacterial and viral infections
antibiotics will help.
COMMON AILMENTS OF THE RESPIRATORY SYSTEM
ASTHMA
Causes
Asthma is caused by the contraction or narrowing of
the bronchial muscles and by the production of thick mucus called
phlegm.
The most common kind of asthma is the allergic
bronchial asthma caused by animals and other objects.
Emotional tension and sudden weather changes may
begin an attack of asthma.
Symptoms:
Symptoms of asthma are whistling sounds in the chest
of the person while breathing in and out, shortness of breath, a feeling
of tightness in the chest, cough and thick phlegm.
Treatment and Prevention:
Tests are performed to identify the objects that are
causing the allergy such as dust, pollens and others. When the object
causing the allergy is identified, the person is advised to avoid this
object.
Lesson Plans in Elementary Science, Grade 5

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COMMON AILMENTS OF THE RESPIRATORY SYTEM


Tuberculosis
Causes:
Tuberculosis is an infection of the lungs caused by germs called
tubercle bacilli. These germs enter the body through the air we breath.
Symptoms:
Loss of appetite
Loss of weight
Fever
Night sweats
Weakness of the body
Cough that produces phlegm
Blood in the sputum
Treatment and Prevention:
Tuberculosis is contagious. As a precaution, the person with
tuberculosis should cover his mouth when coughing or sneezing.
Streptomycin has been very popular treatment for tuberculosis.
Rest, fresh air and nutritious food can help a person recover from T.B.
BCG vaccine makes a person immune from tuberculosis.
III.

Learning Procedure:
A. Pre-Activity:
1. Review: Discuss what happens to the lungs when you inhale or
exhale.
2. Motivation:
What should you do when you cough?
How do you prevent cough?
B. Activity Proper:
3. Giving of instructions
Divide the class into 5 groups. Let them draw lots on the various
ailments of the respiratory system. When one group gets an ailment,
the group conducts a research from the materials/references in the
classroom on the causes, symptoms, treatment and prevention of the
disease.
4. Group Work
Each group will find out some common ailments and writes down
the causes, treatment, symptoms and prevention.
C. Post-Activity
1. Reporting by groups
2. Analysis and Discussion:
What are the common causes of respiratory diseases?
People living in crowded places are likely to have respiratory
ailments. Why?

3. Abstraction and Generalization:


What are the causes, symptoms, treatment and prevention of the
following ailments?
Lesson Plans in Elementary Science, Grade 5
39

a. TB
b. Asthma
c. Bronchitis
IV.

d. common cold
e. pneumonia

Evaluation:
Describe the cause, symptoms, prevention and treatment of the following
ailments:
Ailment

Cause

Symptoms

Prevention and
Treatment

1. Asthma
2. Pneumonia
3. Bronchitis
4. Common cold
5. Tuberculosis

V.

Assignment:
List down some more ailments of the respiratory system. Describe
their causes, symptoms, prevention and treatment.

Lesson Plans in Elementary Science, Grade 5

40

Lesson 14

1 Day

I.

Objective:
Describe proper ways of caring for the respiratory system.

II.

Subject Matter:

Topic: Caring For The Respiratory System


Science Concept/s:
Respiratory diseases can be avoided by caring our respiratory
system.
Personal hygiene, eating the right kind of food, inhaling fresh air
and regular exercise are ways to keep the respiratory system
healthy.
Science Processes: Identifying, enumerating and describing
Value: Caring for the respiratory system
Materials: pictures, list of the proper ways of caring for the respiratory
system.
References: RBEC-PELC V Unit I, 6.1 p.4
Science for Better Health and Environment 5 pp. 30-31 by Efrain
Abracia
Background Information for Teachers (BIT):
Respiratory ailments are caused by unsanitary surroundings,
malpractices like smoking, poor diet and negligence of personal
hygiene. These ailments can be avoided if one has to practice
the good heath habits for the respiratory system. These practices
include personal hygiene, eating the right kind of food, inhaling
fresh air, regular exercise and have yearly medical check-up.

III.

Learning Procedure:
A. Pre-Activity:
1. Review: What are the common ailments affecting the respiratory
system?
2. Motivation/Presentation:
Who among you had suffered from the respiratory
ailments that you have mentioned? How can you avoid
these ailments?
B. Activity Proper:
1. Distribution of learning activity sheet by groups
2. Group work
C. Post-Activity
1. Reporting by groups
2. Discussion:
What are the ways of keeping your respiratory system healthy
Lesson Plans in Elementary Science, Grade 5

41

If these practices are not followed, what do you think will


happen to a person involved?
3. Generalization:
How can you keep your respiratory sytem healthy?
4. Application and Valuing:
If you are travelling on a dusty road, what must you do?
IV. Evaluation:
1. How can you keep your respiratory system healthy?
2. People living in crowded places are most likely to have respiratory
ailments. Why?
V.

Assignment:
If you are suffering from asthma, what should you do to avoid the attack of
this disease?

Learning Activity Sheet Lesson 14


Caring For Ones Respiratory System

I. Problem: ______________________________________________________________________
II. Material:
Pictures, list of caring the respiratory system
III.

Procedure:
1. Study the pictures below. Discuss what should be done to keep the
respiratory system healthy.
2. Read the sentences written on the strips of paper and match it to the
pictures that you have viewed.

IV. Analysis:
1. What are the ways of keeping the respiratory system healthy?
2. As a growing child, what must you do to practice personal hygiene?
V. Conclusion/Generalization:

Lesson Plans in Elementary Science, Grade 5

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Lesson 15
I.

1 Day

Objective:

Demonstrate ways of caring for persons affected by common ailments


of the respiratory system

II.

Subject Matter:
Topic: Caring For Persons With Respiratory Ailments
Science Concepts:
Proper care should be given to a person affected by the respiratory
ailment. Proper care includes; making the patient comfortable,
administering the right medicine in the right dosage on time, and
keeping the patients things clean and sanitary and cheering up
the patient.
Science Processes: describing and communicating
Value: Taking care of a person suffering from a respiratory ailment
Materials: face towel, medicines for respiratory ailment, decongestant
like vaporub, fruits/juices, spoons, plate/bowl, drinking glass
References: RBEC-PELC, V Unit I, 6.2 pp. 5-6
Science for Better Health and Environment 5 pp. 31 by Efrain
Abracia
Background Information for Teachers (BIT):
There are proper ways in which we can take care of a person
suffering from certain respiratory ailment. The proper care that should be
given to someone who is suffering from respiratory ailments includes;
making the patient comfortable by providing him a well-ventilated room.
Feeding him/her with nutritious foods.Making his things clean and
orderly, give the necessary medicines on time and cheering up the
patient while in bed. If the patient is suffering from tuberculosis be sure
to sterilized his eating gadgets and bury his sputum. An isolation room
should be provided for him.
In teaching this concept the teacher should assign the pupils on the
possible topics to be demonstrated and the necessary materials needed
for the role play two days before teaching the concept.
III.

Learning Procedure:
A. Pre-Activity:
1. Review: How do you keep your respiratory system healthy?
2. Motivation/presentation:
Has anyone from the members of your family suffered from asthma,
tuberculosis, or influenza? Did you take care of him/her? How?
B. Activity Proper:
Lesson Plans in Elementary Science, Grade 5

43

1. Distribution of learning activity sheets by groups


2. Setting of standards in role playing
3. Group activity role playing
C. Post-Activity:
1. Reporting of groups
2. Discussion:
1. How do you take care of a person suffering from these respiratory
ailments?
a. Influenza
d. tuberculosis
b. Asthma
e. common colds
c. Bronchitis
2. If the patient has high fever, what must you do to reduce his fever?
3. What should you do to the eating gadgets of a person suffering
from tuberculosis?
4. What kind of diet should you give a person with influenza?
5. What is the best thing that you should give to a person who is
suffering from common colds?
3. Generalization:
What are the proper ways of caring a person suffering from a
respiratory
disease?
4. Application and Valuing:
If your brother is suffering from muscle pain and fever, what
must you do to lower/reduce his fever and ease his muscle pain?
IV.

Evaluation:
Call out the leaders of each group to draw lots on the listed situations in
a strip of paper. Have each group discuss on the given situation for ten
minutes and them demonstrate on how to take care of patient suffering from
a respiratory ailment.
1. Lola suffering from tuberculosis
2. Sister suffering from common colds
3. Mother who is attacked from asthma
4. Father suffering from bronchitis

V.

Assignment:
Interview a private nurse to find out how they take care of their patients.

Lesson Plans in Elementary Science, Grade 5

44

Learning Activity Sheet Lesson 15


Caring me Gently
I.

Problem:
______________________________________________________________________

II.

Materials:
Fruits/fruit juices medicines for respiratory disease, vaporizer, face towel,
basin, drinking glass, plate, spoon, bowl, blanket, pillow, towel, clinical
thermometer

III.

Procedure:
1. Read the situation given to you
2. Demonstrate the proper ways to take care of a person suffering from
the respiratory ailment.
Situations:
a. Your cousin from Manila took her vacation in your place. Two days
after, she had an asthma attack. How do you take care of her?
b. Your grandfather is suffering from tuberculosis. What proper care
should you give him in order to recover from his ailments?
c. Marco, your 6-year-old brother is having influenza. Your mother is out
of town, what must you do? How will you take care of him to get well
before your mother will arrive?
d. AlingPacita brought her three-year-old son to the doctor because he
has dry coughs and fever. The doctor diagnosed that he has
bronchitis. If you were AlingPacita , how will you take care of your son
who has bronchitis?
e. Your mother is suffering from colds she has severe headache, runny
nose and fever. As the aldest son/daughter how do you take care of
her?

IV.

Questions:
In the given situations, what are the proper ways of handling a person
who suffering from respiratory ailment?

V.

Conclusion/Generalization:
_______________________________________________________

Lesson Plans in Elementary Science, Grade 5

45

Lesson 16
I.

Objective:

II.

1 Day

Identify the urinary system and its major parts

Subject Matter:
Topic: The Urinary Systemand Its Major Parts
Science Concepts
The urinary system is composed of organs that remove or excrete
liquid wastes, like urea and urine from the bloodstreams of the
body.

The kidneys are the main organs of the urinary system.

Other parts of the urinary system includes the ureter, urinary


bladder and urethra.

Science Processes: observing, describing, identifying, naming


Values: Working harmoniously and cooperatively in a group. Performing an activity
with care and accuracy. Awareness and appreciation of ones body;
Materials: filter paper, dirty water, sample kidney and bladder of a pig, illustration of
a cut outs of major parts of the urinary system.
Background Information for Teachers (BIT):
The human bodys cells and tissues constantly produce
materials, which must be eliminated regularly. These are the solid,
liquid, and gaseous wastes. Liquid waste is eliminated through the
urinary system. The kidneys are the main organs of the urinary
system. They filter urea and excess salts from the blood. About 180
liters of fluids from the blood are filteredthrough the kidneys daily.
The urinary system consists of the kidneys, the ureter, the bladder
and the urethra.
The kidneys are a pair of bean-shaped organs found behind the
intestines and just above the waist. Each kidney contains nephrons.
The ureter is a muscular tube that carries waste from the kidney to
the bladder. The bladder is a muscular bag connected to the kidney
by the ureters, which temporarily holds the urine. The urethra is a
special duct that carries off urine from the bladder. In females, the
urethra is separated from the genital tract. In males, the vas deferens
empty into the urethra and both urine and semen pass through the
urethra to reach the exterior. The sphincter muscles are muscles
surrounding the opening of the urethra that controls the opening and
closing of the urethra.

Lesson Plans in Elementary Science, Grade 5

46

Lesson Plans in Elementary Science, Grade 5

47

III.

Learning Procedure:
A. Pre-Activity:
1. Review:
How do you take care of a sick person?
Why should we not cover a person with fever, with a thick blanket<
2. Motivation:
Demonstrate how to use a filter paper in filtering the dirty water.
What happened to the sediments in the dirty water after it has been
filtered? Relate it to your body waste. Wheredo you think will the
unwanted liquid materials of the body go? What organ is responsible in
eliminating these wastes?
B. Activity Proper:
1. Grouping
2. Setting of standards
3. Group work

Learning Activity Sheet Lesson 16 A


(Group I)
1. Examine and observe the major parts of the urinary system.(kidney of
a pig)
2. Describe the size, shape and appearance. Do you notice a particular
smell?
3. Slice pr cut the kidney lengthwise. Relate it to the illustration about the
parts of a kidney.
4. Identify the parts.

Learning Activity Sheet Lesson 16- B


(Group II)
1. Observe the bladder of a pig.
2. Find out how the bladder is connected to the kidney.
3. Relate the bladder and kidney and illustration on the different parts of
the urinary system.

C. Post Activity:
1. Reporting by groups
2. Analysis and Discussion:
a. Describe the kidney and bladder.
b. What are found inside the kidney and bladder?
Lesson Plans in Elementary Science, Grade 5

48

c. Why do they have unusual smell?


d. What is theprocess of removing liquid?
e. With the aid of the large diagram, let the pupils trace the path of
the urine.
3. Abstraction and Generallization:
a. What system is responsible in eliminating liquid wastes of the body?
b. Whatare the major parts of the urinary system?
4. Application and Valuing:
You feel like urinating but you are too busy with your work. Are you
going to delay it? Why?
IV.

Evaluation:
Label the identified parts of the urinary system

V.

Assignment:
Why is the urinary system important?

Lesson Plans in Elementary Science, Grade 5

49

Lesson 17
I.

Objective:

II.

1 Day

Describe how urine is formed and eliminated from the body.

Subject Matter:
Topic: How urine is Formed and Eliminated from the Body
Science Concepts:
Urine is the liquid waste being carried off by the body from time
to time. The organs of the urinary system likethe kidney, urinary
bladder and urethra help in eliminating urine in the body.
Science Processes: Observing, identifying, describing
Value: Caring for ones body
Materials: manila paper, pentel pen, Sequence Chart
References: RBEC-PELC Unit I, 7.2 p.7,
Into the Future: Science and Health V pp. 33-34: Jose F. Llarinas and
Emily M. Pelobello
Background Information for Teachers (BIT):
The human body cells and tissues constantly produce waste
materials which must be eliminated regularly so as not to poison the
body. Liquid wastes are eliminated through the urinary system. The
kidney is the main organ of the urinary system. Each kidney contains
more than a million nephrons.
A nephron is a like a filter or a strainer. Blood enters the
kidneys carrying excess salt, water and urea. The kidney filters the blood
and remove urea (nitrogen waste), excess water, and inorganic salts.
Liquid waste is excreted in the form of urine. The wastes from the kidney
flow to the bladder through the ureter. The ways are temporarily stored
in the bladder. The liquid wastes are carried from the bladder through
another tube called urethra, where the liquid waste is eliminated from
the body.
In this particular lesson, the Sequence Chart is used to describe
how urine is formed and eliminated from the body. The Sequence Chart is
a graphic organizer which maybe used to depict sequential flow of
information.

III.

Learning Procedure:
A. Pre-Activity:
1. Review: What are the parts of the urinary system?
2. Motivation:
Have you ever wondered how urine is formed?
Lesson Plans in Elementary Science, Grade 5

50

B. Activity Proper:
1. Grouping of pupils
2. Setting of standards
3. Group work

Learning Activity Sheet Lesson 17


What to do:
Use your reference materials or textbooks to answer the questions. Fill
out the
Sequence Chain below and be ready to present in class.
1. What system of the body takes charge of eliminating liquid waste?
2. What is the main organ of that system? What is its function?
3. What is the waste material that the blood carries as it enters the kidneys?
4. What happens as the blood enters the kidney?
5. What do you call the liquid waste in the body?
6. How is urine carried off by the body?

C. Post-Activity:
1. Group report
2. Analysis and Discussion:
What is urine made up off? Where do these waste materials come from?
How is urine carried out away from the body?
3. Generalization:
Urine is a liquid waste. How is it formed?
How is urine eliminated in the body?
4. Application and Valuing:
Why is it not good for us to postpone urinating?
IV.

Evaluation:
Choose the letter of the correct answer.
1. Which of the following organs help eliminate urine?
a. Kidney, skin, large intestine, lungs
b. Bladder, ureter, kidney, lungs
c. Kidney, ureter,bladder, urethra
d. Kidney, bladder, urethra, lungs
2. Which monitors the quality of blood in the body?
a. Lungs
b. kidney
c. skin
d. large intestine
3. What happens to the blood as it enters to the kidney?
a. The blood is being filtered/cleaned as it enters the kidney.
b. The blood is being replaced with new blood cells.
c. The blood becomes thicker.
d. The blood becomes more red in color.
Lesson Plans in Elementary Science, Grade 5

51

4. What is contained in the urine?


a. Excess water
b. salts
of these

c. urea

d. all

5. How is urine formed?


a. When the blood enters the kidney waste materials are being filtered
and become the urine.
b. When the excess water in the body enters the kidney it becomes the
urine.
c. When the blood enters the kidney it goes out of the coil tubes.
d. Then the blood rich with nutrients enter the kidney, the
kidneysabsorb the nutrients from the blood.
V.

Assignment:
Sometimes our urine is bright yellow color. It means that the urine is
too concentrated. What should you do to maintain the color of urine?

Lesson Plans in Elementary Science, Grade 5

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Lesson 18

1 Day

I.

Objective:
Explain how other body wastes are removed (e.g. solid waste through
the digestive system, gaseous waste through the respiratory system,
some liquid waste through the skin).

II.

Subject Matter:
Topic: Other Excretory Organs
Science Concepts:
The human body is equipped with the special organs that take
care of eliminating the waste from the body.
These other excretory organs include the skin, lungs, rectum or
anus and liver.
The skin excreted dead cells, excess salt and excess water
through the pores of the skin.
The large intestines excrete solid waste materials or feces
through the anus.
The lungs excrete carbon dioxide and water through nostril.
The liver removes dead cells from the blood stream.
Science Processes: Identifying, communicating, describing
Value: Taking careof the other excretory organs
Materials: flash cards, manila paper, pental pen
References: RBEC-PELC V, Unit I, 7.3 p. 7
Headways in Science and Health Today V pp. 36-37 by Rebecca
R. Fallaria and Nenita A Apolinario.
Background Information for Teachers (BIT):
Organs of the urinary system are not the only ones that excrete
wastes from the body. Other organs like the skin, lungs, large
intestines, and liver also remove wastes from the body.
The skin covers the whole body. It excretes or removes dead
cells, excess salt and excess water from the body.
The large intestines temporarily stores undigested food and
become solid waste called feces, which passes out through the anus or
rectum.
The liver excretes dead cells from the blood stream.

Lesson Plans in Elementary Science, Grade 5

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III.

Learning Procedure:
A. Pre-Activity:
1. Review: How is urine formed and eliminated from the body?
2. Presentation:
When you play with your friends, what do you noticed comes out
from the surface of the skin?
What other organs in your body are responsible in removing
body wastes?
B. Activity Proper:
1. Distribution of Learning Activity Sheet
2. Group work
C. Post-Activity
1. Reporting by groups
2. Analysis and Discussion:
What other organs aside from the kidneys removes wastes from
the body? What part of the body removes dead cells, excess
slat, and excess waste from the body?
3. Generalization:
What arethe other excretory organs of the body?
How do they remove waste materials from the body?
4. Application:
How do you feel when you dont perspire?
What should you do with the other excretory organs to make
them function well?

IV.

Evaluation:
In paragraph form, explain how other body wastes are excreted from
the body?
V.

Assignment:
Interview your Barangay health worker regarding this subject matter.

Lesson Plans in Elementary Science, Grade 5

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Learning Activity Sheet Lesson 18


Where Will I Pass?
Procedure:
1. Get the cut out of the excretory organs from the box and paste them on a
manila paper.
2. Match the waste material excreted by each organ. Paste the paper strips
opposite each organ.
3. Write the function of each organ on the column provided for.
Excretory Organ

Waste Excreted

Function

Questions:
1. What are the other excretory organs?
2. How are the body wastes excreted from these organs?
3. Where does carbon dioxide come from? Where does it pass through?
4. Which organ removes dead cells from the blood stream?
5. What waste materials comprise the sweat or perspiration?

Lesson 19

1 Day

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55

I.

Objective:
Practice desirable habits that help prevent/control common ailments
affecting urinary system

II.

Subject Matter:
Topic: Desirable Health Habits that Help Prevent/Control Common
Ailments Affecting Urinary System.
Science Concept:
To keep the urinary system healthy, we must be concerned with
its external and internal conditions.
Science Processes: communicating
Value: Care of the Urinary System
Materials: reproduced copies of some tips on how to take care of the
urinary system.
References: RBEC-PELC I, 7.4 p.7
Science For Better Health Today V pp. 42-43 by Rebecca R.
Fallari and Nenita A Apolinario.
Background Information for Teachers (BIT):
Kidney ailments usually occur among older persons. However,
even youngpeople may have kidney ailments. A healthful diet and
good eating habits will keep your urinary system in good condition.
Eat more fruits and vegetables. Drink plenty of water and juices.
Maintain regular, physical exercise. Avoid salty foods. Do not
withhold the urge to urinate. If you do so, the toxic substances like
uric acid, salt and calcium will crystallize and deposit in the kidney
or in the bladder. This will cause the formation of the stones. Keep
the genitals and surrounding area always clean. Use clean water in
cleaning the genitals. Change underwear everyday or more often.

III.

Learning Procedure:
A. Pre-Activity:
1. Review: What are the common ailments of the urinary system?
How are they treated and controlled?
2. Motivation:
Present pictures of people doing the following activities:
1. A child drinking water
2. A person going to the comfort room to urinate
3. A person doing a physical fitness exercise
4. A picture showing a child eating plenty of fruits and vegetables
The teachers asks, What are the children doing? Of what good do
these activities do to the urinary system?
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B. Activity Proper:
1. Giving of instruction to pupils
2. Group work
Group pupils according to gender. Let each group demonstrate
desirable habits that
help prevent common ailments of the urinary system.
C. Post-Activity:
1. Reporting by groups
2. Analysis an Discussion:
What are some ways of caring our urinary system?
Why do we take care of our urinary system?
3. Generalization:
Describe desirable habits which control or prevent
common ailments of the urinary system.
4. Application and Valuing:
You have very long bring-home test. You dont want to be
disturbed, but you have the urge to urinate. What should you
do? Should you withhold it or not? Why?
IV.

Evaluation:
Make pamphlet or poster about the desirable practices to help prevent
or control diseases of the urinary system.

V.

Assignment:
Write a short paragraph on how we should love our body by practicing
desirable health habits that would prevent ailments of the urinary system.

OVERVIEW

Unit II Animals

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The lesson plans have been prepared in this unit


for the awareness and education of the pupils on the
study of animals and coral reefs and how to conserve
and protect them.
There are sixteen (16) lessons in this unit. Lessons
20 and 21 develop among the learners how to infer that
animals live in places where they can find food. Lesson
22 helps them classify animals according to the food
they eat. Lesson 23 presents how some animals adapt
to a particular environment.
The classification of animals into vertebrates and
invertebrates is presented on Lessons24 to 29.
Lessons 30 to 35 deal on the importance of coral
reefs, practices that cause their destruction, and ways
of saving them.

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Lesson 20
I.

Objective:

II.

1 Day

Explain why animals live in a particular habitat

Subject Matter:
Topic: Why Animals Live In A Particular Habitat
Science Concepts:
Animals live in different environments.
Some animals live in the desert, forest, and in water.
Animals live in a particular habitat to seek for food and
shelter.
Science Process:
Explaining, communicating, describing
Value: Leave animals undisturbed in their habitats
Materials: cut-out pictures of animals
References: RBEC-PELC Handbook, II, 1.1, p.9,
Into the Future: Science and Health 5 pp. 55-57 by Jose Llarinas
and Emily
Pelobello
Background Information for Teachers (BIT):
Animals live in different places with varying temperature.
Many animals live in tropics where the climate is warm. In this kind
of climate, animals get warmth and more resources of food. There
are also animals which lived at the coldest part of the earth. They
have thick layers of fats and feathers or hair to keep their body
warm.
Animals get their food from the sea. Some animals have a
way of attacking to rocks near the sea. Other animals live in holes
or crevices found in the rocks. Still, others burrow in the soil.
Various animals live and survive in different habitats where they
can find food.
VHS tapes or VCDs could be used, if available, to show
animals living their habitat.

III.

Learning Procedure:
A. Pre-Activity:
1. Review: What are the organs, which make up the urinary system?
2. Motivation/Presentation
Chanting, Where Animals Live

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B. Activity Proper:
1. Give instructions to pupils. Distribute pictures of animals living in
various habitats.
2. Group work
From the various pictures given to the pupils, let each group explain
why the animals live in that particular habitat.
C. Post-Activity:
1. Reporting by groups
2. Discussion of findings
3. Abstraction/Generalization:
Why do animals live in different habitats?
4. Application/Valuing:
Why must we leave animals undisturbed in their natural habitats?
IV.

Evaluation:
Explain why there are animals in the:
1. the desert
2. forest

V.

3. water
4. the polar regions

Assignment:
Collect pictures of various animals. Classify them according to where
they live.

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Lesson 21
I.

1 Day

Objectives:
Describe how animals get/eattheir food using certain body parts
Infer the kind of food an animal eats from the appearance of its mouth
parts.

II.

Subject Matter:
Topic: Describing How Animals Get Their Food
Science Concept/s:
Animals eat different kinds of food found in their environment.
Food eaten by animals includes plants and small animals.
Science Processes:
Inferring, describing
Materials: pictures of animals
References: RBEC-PELC Handbook II, 1.2, 1.4 p.9
Science for Better Health and Environment, by Efrain Abracia pp.
50-55
Background Information for Teachers (BIT):
Dogs, tigers, and lions eat meat. Their sharp and pointed
teeth are used for tearing meat into pieces. These teeth are called
fangs. Carabaos, cows, and horses eat grass. They have big flat
teeth which can chew grass very well. Birds and fowls do not have
teeth. They have beaks to get their food. Crustaceans such as
lobsters, shrimps, and crabs feed on snails and other small
animals. Their jaws chew food. The frog has a tongue which is
attached to the front of their mouth. Its sticky tongue catches its
prey.

III.

Learning Procedure:
A. Pre-Activity
1. Review: Where do animals live?
2. Motivation/Presentation
Present the game, Where are my Brothers and Sisters. The
pupils are divided into 6 groups. Each group is given a strip of
cartolina, where an animals name is written. They have to produce the
sound and actions of the animalthey got as they go around. They will
search for their brothers and sisters and when theyre done, they stay
together. The group who can find their brothers and sisters very quickly
will be declared the winner.

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B. Activity Proper:
1. Distribute strips of carton to pupils. One bundle contains animals
names and the other contains possible food eaten by animals. Let the
pupils roam around and raise the strips of carton they got. Each pupil
would go near another pupil to match the food to the animals name
they are holding.
2. The teacher assists in the group work, then let the class discuss how
an animal eats or how it gets food.
3. This activity is done by giving riddles. The pupils take turns in giving
riddles. The one who can guess the riddle right will be the next to ask a
question.
Ex.: I am the King of the jungle. I have sharp canine teeth. What
do I eat?
4. Discussion/Clearing out of differences
5. Generalization:
How do you know the kind of food an animal eats? What are the
common mouth structures of animals?
IV.

Evaluation:
A. How do these animals get their food?
1. Snake
4. mosquito
2. Octopus
5. dog
3. Frog
B.
1. Laura has pet cat named Rosie. What should she feed her pet cat?
________________
2. Mrs. Fonacier has an aquarium with a gold fish. Infer what food should
she give her gold fish. ____________
3. The zookeeper was assigned to feed snakes kept in a glass cage. What
should the zookeeper feed the snakes in the zoo? ______________________
4. I bought a parrot. What food should I give her? _______________
5. A teacher gave Lerma an assignment. She showed a skeleton of an
animal with flat teeth. The teacher wants Lerma to find out what food it
eats. What should Lermas answer be?

V.

Assignment:
Fill in the table below.
Animals
1.
2.
3.
4.
5.

What kind of food it


eats

How does it get its food

Pig
Horse
Elephant
Snake
Lion

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Lesson 22

1 Day

I.

Objective:
Classify animals according to the food they eat.

II.

Subject Matter:
Topic: Classifying Animals According to the Food they Eat
Science Concept:
Animals can be classified according to the kind of food they eat.
Science Processes: identifying, classifying
Materials: Pictures of goats, dogs, shark, not emphasizing on their mouth
parts
Value: Kindness to animals
References: RBEC-PELC Handbook, II.2, p.8
Into the Future: Science and Health 5-pp.52-54 by Jose Llarinas and
Emely
Pelobello
Background Information for Teachers (BIT):
Animals have body parts that enable them to obtain
the food they need in order to grow and reproduce. These
parts differ from one animal to another. The structure of the
animals mouthparts affects their diet.
Animals may be herbivores, carnivores and omnivores.
Animals that are plant-eaters are herbivores, meat-eaters
are called carnivores, plant and meat-eaters are called
omnivores.

III.

Learning Procedures:
A. Pre-Activity:
1. Review: What does a cow eat? What body part does it use in eating
grass?
2. Motivation/Presentation:
Divide the class into four groups. Using an activity card let them
list as many animals as they know. Opposite each animals name
let them write the food it takes.
B. Activity Proper:
1. Group pupils into three.
2. Present pictures of animals which are plant eaters, meat-eaters, plant
and meat eaters. Let each group classify the animals according to the
food they eat.

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C. Post-Activity:
1. Presentation of group outputs
2. Discussion:
What kind of mouth parts do plant-eating animals have, meat-eating
animals have?
3. Generalization:
How are animals classified? What are plant-eaters called? Meat-eaters?
Plant and meat eaters called?
4. Application/Valuing:
Why is it important to feed animals with the right food and treat them
kindly?
IV.

Evaluation:
Classify the following animals as to herbivore, carnivore, and omnivore.
1. Cat
2. Rat
3. Dog
4. Man
5.
Cow

V.

Assignment:
Can herbivores eat the kind of food eaten by the carnivores? Why or
why not?

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64

Lesson 23
I.

1 Day

Objective
Describe how animals adapt to a particular environment for protection
and survival

II.

Subject Matter:
Topic: Adaptation of Animals through Protective Coloration
Science Concept:
Animals have different colors that enable them to blend with
their environment.
Science Processes: observing, inferring, identifying
Values: Caring for animals
Materials: charts, pictures of animals, activity sheets
Reference: RBEC-PELC Unit II, 3.1 p.8
Into the Future Science and Health V by Jose
Llarinas&EmelyPelobello pp.60-61
Science and Health pp.58-59
Background Information for Teachers (BIT):
Some animals protect themselves by blending with the color of
their environment. Their coloration enables them to escape from
their enemies or predators. Grasshoppers and praying mantis are
green; they can easily blend with the grass and can hardly be
recognized. A yellow butterfly resting on a yellow flower looks like
one of the petals. A chameleons color change is influence by stimuli
such as anger, amount of light and heat. Anger causes its color to
darken while excitement causes it to pale. Heat and much light bring
about darkening of colors. Warm temperature without visible light
produces a green color. Such help from nature is called protective
coloration.
Some use the warning coloration. Some animals have
developed bold colors to frighten their enemies.

III.

Learning Procedure
A. Pre-Activity
1. Review
What do you call animals that feed on plants?
How about animals that feed on other animals?
2. Motivation: Hunting Game
Let the pupils go out of the class and gather strips of white
cartolina scattered on the grass for 15 seconds. Let them count and
record the number of white cartolina they gathered. Let them do the
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65

same activity but this time they will gather the strips of green.
Cartolina scattered on the grass.

What colorof cartolina did you pick up more?


What color of cartolina you pick up less? Why?

B. Activity Proper:
1. Setting of Standards
2. Group Work
Distribute the activity sheets to each group.
Group I will go to the mini forest.
Group II & III will go to the school garden.
Group IV will go to the flower garden or Science & Technology
Park.

Learning Activity Sheet Lesson 23


1. List the animals/insects found in the area where you are assigned.
2. Observe their color and record your observation.
Animals

Color

Habitat

Ways to protect
themselves

C. Post Activity:
1. Reporting:
2. Analysis and Discussion:
What were the animals you saw?
Where did you find them?
Do some animals have the same color with the place where you
found them?
3. Abstraction and Generalization
How do some animals protect themselves so that they are not
seen at once by their predators?
4. Application and Valuing
You see butterfly sipping the nectar of a flower, are you going to
kill or catch it? Why?

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66

IV.

Evaluation:
Match the animals in column A with their adaptation in column B.
A
1. Bird
bending its

B
a. An animal which has the ability to camouflage by
bending its color to anything.
b. An insect that looks like a stick.
c. It sips the nectar of flowers and blend its color

2. Chameleon
3. Rattle snake
with the

flowers of the plant.


d. A reptile that looks like the color of dead leaves

4. Walking stick
in order not

to be seen easily.
e. Animals with wings, spotted in color to blend

5. Butterfly
with the

environment so that it can escape from its enemy.


V.

Assignment:
Encircle the words that areformed in the word puzzle. Use the clues given
below.
C
S
A
B
X
Y
Z
H
I
K
B
C

C
S
B
H
B
C
I
C
M
N
H
K

B
N
M
C
I
B
A
X
A
C
O
A

W
A
S
P
R
C
A
R
Z
T
R
N

P
K
H
I
D
X
R
Z
A
C
S
G

N
E
C
A
S
I
R
A
B
B
E
A

S
Q
U
I
D
C
B
X
B
B
A
R

T
U
R
T
L
E
B
L
C
S
A
O

T
H
U
R
B
C
Y
X
P
B
W
O

Clues:
1.
2.
3.
4.
5.

When it senses danger, it hides itself inside its shell


It is an aquatic animal that gives out inky fluid to hide itself in water.
An insect that stings to fight back its enemy.
It uses its two horns when it fights its enemy.
An animal with razor teeth and sharp claws.

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67

Lesson 24
I.

1 Day

Objectives:
Classify animals into vertebrates and invertebrates
Identify characteristics of vertebrates/invertebrates.

II.

Subject Matter:
Topic: Classification of animals
Science Concepts:
Animals are classified into two groups; they are the vertebrates
and invertebrates
Vertebrates are animals with backbones.
Invertebrates are animals without backbones.
Science Process:
Observing, classifying, describing
Value: Caring of animals
Materials: Animals found in the Science and Technology Park if
available. Cut-out pictures of vertebrates and invertebrates.
References: RBEC-PELC V, Unit II, 4.1, 4.1.2 p.9
Science for Better Health and Environment 5 by Efrain Abracia
Into the Future: Science and Health 5 pp. 63-71 by Jose F. Llarinas and
Emely M. Pelobello
Background Information for Teachers (BIT):
Animals are found anywhere. Some live on land and
some in fresh and salty water. These animals are classified into
two groups, the vertebrates and invertebrates.
Vertebrates are animals with backbones while
invertebrates are animals without backbones.

III.

Learning Procedure:
A. Pre-Activity:
1. Review:
Praying mantis stays in malunggay plants. Why cant we readily see it?
2. Presentation:
What are the animals that you can see in the community? Are they
similar to each other? In what ways are they different?
B. Activity Proper:
1. Distribution of learning activity sheets
2. Setting of outdoor activity standards
3. Group work
C. Post-Activity:
1. Reporting by group
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68

2. Analysis and Discussion:


How do vertebrates differ from invertebrates?
3. Generalization:
What are the two classifications of animals? What are distinctive
characteristics of vertebrates? Invertebrates?
4. Applications:
To which group of animals do we belong? Why?
IV.

Evaluation:
A. Classify these animals into vertebrates and invertebrates. Write the name
of each animal on the columns provided for:
Ants
spider
tamaraw
Bat
elephant
crab
Kangaroo
junebeetle earthworm
Shrimp
mouse
owl
Snake
frog
squid
Vertebrate

Invertebrate

B. What characteristics do vertebrates have in common? How about the


invertebrates?
V.

Assignment:
List down at least ten examples each of vertebrates and invertebrates.

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69

Learning Activity Sheet Lesson 24


Vertebrates and Invertebrates
Procedure:
1.
2.
3.
4.

Visit your Science and Technology Park in your Science Garden.


Name the animals found in your study area.
Observe the animals according to the presence of backbone.
Classify or group the animals based on their common characteristics,
the presence of backbone or without backbone.
5. Write the animals on the columns provided for.
Vertebrates

Lesson 25
I.

Invertebrates

1 Day

Objective:
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70

Classify vertebrates into mammals, birds, reptiles, amphibians and


fishes.
Identify characteristics of each group of vertebrates.
II.

Subject Matter:
Topic: Classification and Characteristics of Vertebrates
Science Concept:
Animals are classified according to common characteristics.
Vertebrates are classified as mammals, birds, reptiles,
amphibians and fishes.
Science Processes: observing, classifying
Value: Appreciate animals as Gods creation
Materials: Cut-out pictures of vertebrates
References: RBEC-PELC Unit II, 4.2, 4.2.1 p.9
Science for Better Health and Environment 5 pp. 66-72 by Efrain
Abracia
Background Information for Teachers (BIT):
Animals can be grouped according to their common
characteristics. Animals with backbones are called vertebrates.
Vertebrates get their name from the word vertebra which are
the bones that support the body and bear most of their weight.
Vertebrates can be divided into five groups: fish, amphibians,
reptiles, bird and mammals.
Fish
The gills are their breathing organs.
They are cold blooded.
They reproduced by laying eggs which are hatched into
smaller fish.
Amphibian
They lay eggs.
They can live both on land and in water.
They have smooth skin.
They have gills for breathing at an early stage.
They disappear in their later part and their lungs develop for
breathing.
They are cold-blooded.
Reptiles
They can live well on land.
Their skin are tough dry and covered with thick scales made
of protein.
Reptiles reproduce by laying eggs.
Lesson Plans in Elementary Science, Grade 5
71

They are cold-blooded

Birds
They have the ability to fly.
Feathers cover the whole body of a bird.
All birds reproduce by laying eggs
They are warm-blooded.
Mammals
Mammals are animals that provide milk for their young.
Mammals give birth to their young alive.
They are warm blooded.
III.

Learning Procedure:
A. Pre-Activity:
1. Review: why do some animals travel in groups?
2. Motivation:
Use the game, where are my brothers and sisters? The class
is given small strips of paper where animals are written. When a pupil
finds that he gets a carabao, he produces the sound and action so that
other pupil who got the carabao will join him producing the sound and
action. After finding their brothers and sisters, the teacher will instruct
each group to join another group of animals as to the number of legs,
having feathers those, which live in water, and those that feed their
young with milk.
B. Activity Proper:
1. Giving of instructions to pupils as to how they perform the activities.
2. Group work:
The teacher distributes paper bags with many pictures of
vertebrates good for five groups. Let each group classify or group
the animals the way they want it. After classifying, let them identify
the characteristics of the group assigned to them.
C. Post-Activity:
1. Reporting by groups
2. Analysis and Discussion:
What are the classifications of vertebrates? What are the
characteristics of each group?
3. Generalization:
Fill in the boxes of the concept map below

VERTEBRATES

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72

C H A

C S

4. Application and Valuing:


You find a birdie which have fallen from a nest of a treetop, what
should you do with it? Why?
IV.

Evaluation:
A. Classify the following animals:
1. Frog
6. Parrot
11. salamander
2. Crocodile
7. Bat
12. eagle
3. Whale
8. Bangus (milk fish)
13. turtle
4. Pig
9. Snake
14. cobra
5. Cow
10. Lion
15. Monkey
B. Identify whether the characteristics written below are for mammals,
reptiles, amphibians, birds or fish.
1. They are covered with scales and breathe through their gills.
2. They live both on land and in water.
3. They feed their young with milk.
4. Their bodies are covered with feathers.
5. They have dry scaly skins.

V.

Assignment:
Make a diorama of the following groups of animals. Find your group
mates in the class and pick out one from the following classifications of
animals.
1. Amphibians
4. Fish

2. Mammals
5. Reptiles

Lesson 26
I.

3. Birds

1 Day

Objective:
Classify invertebrates into poriferans, coelenterates, annelids,
platylhelminthes, nematodes, echinoderms, mollusks and arthropods
(insects, arachnids, crustaceans, myriapods)

II.

Subject Matter:
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73

Topic: Classification of Invertebrates


Science Concept:
Invertebrates are classified into poriferans, coelenterates,
annelids, platylhelmithes, nematode, echinoderm, mollusk and
arthropod
Science Process: identifying, describing, classifying
Values: Using mollusks for food and decorations
Materials: cut out pictures of animals without backbones
References: RBEC-PELC Unit II 4.3 p.9
Science for Better Health and Environment pp. 74-79 by Efrain E.
Abracia
Background Information for Teachers (BIT):
Invertebrates are animals without backbones. They are
classified into eight groups. They are porifera or pore-bearing
animals,
coelenterate
or
hollow-bodied
animals,
platylhelminthes or flatworms, nematode or round worms,
annelids or segmentedworm, echinoderms or spiny-skinned
animals, mollusks or soft bodied animals and the arthropods or
joint-legged animals.
Arthropods
are
divided
into
four
groups;
insects,crustaceans, arachnids and myriapods.
III.

Learning Procedure:
A. Pre-Activity:
1. Review:
What are the five group of vertebrates? To which class do we
belong?
2. Motivation:
Have you seen a worm in the soil? To which group of animals
do you think does it belong?
B. Activity Proper:
1. Distribution of activity sheet by groups
2. Group Work

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74

C. Post Activity:
1. Reporting by groups
2. Discussion:
What does this group of animals have in common?
How are these animals classified?
3. Generalization:
How can we classify invertebrates into smaller groups?
4. Application/Valuing:
The following are classified of invertebrates. Give an example for
each and one benefit we get from the example given.
Invertebrate
Example
Benefit
1. Porifera
2. Mollusks
3. Insect
4. Annelid
IV.

Evaluation:
Classify the following animals. Write each anima; under the column
they belong.
Ascaris
Clams
Sea urchin
Grasshopper
Leech

Annelid

V.

Porifer
a

Coelenter
ata

jellyfish
earthworm
starfish
scorpion
planaria

Platylhelmit
hes

Nemato
da

sponges
snail
hydra
shrimp

Echidernom
ata

Mollus
k

Assignment:
What are the mollusks that we use as food?

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Arthrop
od

Learning Activity Sheet Lesson 26


Classifying Invertebrates

Materials:
Cut-out pictures of animals, manila paper, pentel pen

Procedure:
1.
2.
3.
4.

Bring out the cut out/pictures of animals from the envelope.


Identify each picture.
Group these according to their similarities.
Paste the cut-out pictures of animals under each column provided for on
the manila paper.

Questions:
1.
2.
3.
4.

What do these animals have in common?


How do these animals differ from one another?
What are the eight groups of invertebrates?
What are the animals in each group?

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Lesson 27

I.

1 Day

Objective
Identify characteristics of each group of invertebrates
Porifera, Coelenterate, Echinoderms, Mollusks

II.

Subject Matter
Topic: Characteristics of Poriferans, Coelenterate,Echinoderms and mollusks
Science Concepts:
There are eight subgroups of invertebrates. Their classification is based
on their characteristics.
Poriferans are pore-bearing animals, example sponges.
Coelenterates are hollow-bodied animals, examples jellyfish, hydra,
coral, sea anemone.
Echinoderms are spiny-skinned animals, example sea urchin, star fish
brittle star.
Mollusks are soft-bodied animals covered with shells. Examples clams,
snails, octopus.
Science Process:
Identifying, observing, describing
Value: Accepting individual differences
Materials: preserved sponges, corals, starfish, jellyfish (if available) or
pictures of Sponges corals, starfish, jellyfish, clams, snail, hydra
References: RBEC PELC Unit II, 4.3.1 p. 12
Into the Future: Science & Health V by Jose Llarina and EmelyPelobello
pp.69-70
Background Information for Teachers (BIT):
Interventions are classified into poriferans, coelenterates, echinoderms,
mollusks, annelid, platyhelminthes, nematode and arthropods.
Poriferans are the simplest of the many celled animals. Its body is hollow tube
with many pores or openings. The wall of the body is made up of two layers of cells.
Saltwater and freshwater sponges belong to this group.
Coelenterates have hollow bodies made up of two layers of cells. They have
tentacles that surround their mouth radiating out regularly like the spokes of the
wheel. Circulation and digestions take place in their hollow bodies. Their bodies
have an opening at one end only.
Echinodermata are animals with spines in their bodies. All echinoderms are
marine animals and most live in the seabed. They are found in very shallow water
along the coast as well as at depths. They have a hard, shell-like kind of skeleton
which is on the outside of their body. They have radial symmetry which gives their
bodies the shape of a biscuit or disk starfishes, sea urchins, san dollar belong to this
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group.
Mollusks have soft, fleshy bodies with no segments. Most mollusk have a
protective shell made of lime. They have muscular feet and a special sheet of tissue
called, the mantle which produce the shell. The clam, oyster, octopus and squid are
members of the group.
III. Learning Procedure
A. Pre-Activity
1. Review:
What are the eight groups of invertebrates?
Who can give examples of each group?
2. Motivation / Presentation:
What do you think are invertebrates classified into?
B. Activity Proper:
1. Distribution of activity sheets.
2. Group activity
C. Post Activity
1. Reporting by groups
2. Discussion:
What are the characteristics of poriferans and coelenterates?
How about the echinoderms and mollusks?
How are poriferans and coelenterates similar?
It what way do they differ?
3. Generalization:
What are the characteristics of poriferans, coelenterates, echinoderms
and mollusks?
4. Application:
Some mollusks are edible. What are the mollusks that can be eaten?
5. Value Infusion:
Why should we respect each other?
IV. Evaluation
Write at
1.
2.
3.
4.
5.
V.

least two characteristic of these animals.


Sponge (Porifera)
Hydra (Coelentera)
Starfish (Echinodermata)
Squid (Mollusk)
Jellyfish (Coelenterata)

Assignment
What products can we get from sponges?

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Learning Activity Sheet- Lesson 27


Characteristics of Poriferans, Coelenterates, Mollusks and Echinoderms
I. Problem: What are the characteristics of the four groups of invertebrates
(coelenterates, mollusks, porifera and echinoderm)?
II. Materials:
Preserve sponges, corals, starfish, jellyfish if available or pictures of
sponges, corals, starfish, jellyfish, clams, snail, hydra
List of characteristics of each group of animals
Manila paper, pentel pen
III. Procedure:
1. Study the animal samples or the pictures of animals.
2. Identify each animal and write them on the manila paper.
To which group of invertebrates does the animal belong?
3. Read the characteristics written on the strips of paper.
4. Write these characteristics on the column opposite each animal
Animal

Classification

Characteristics

IV. Question
What are the characteristics of these invertebrates?
a. Sponges
b. Jellyfish
c. Clam
d. Starfish
e. Snail

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Lesson 28

I.

1 Day

Objective:
Identify the characteristics of each group of invertebrates, platyhelminthes,
annelids, nematodes
II. Subject Matter
Topic: Characteristics of Platyhelminthes, Annelids, Nematoda
Science Concepts:
Platyhelminthes are flat worms. They are the simplest of all worms. Their
bodies are made up of only three layers of cells. Planaria and tapeworm
are examples in this group.
Annelids are segmented worms. They are the most developed group of
worms. They have well developed digestive, excretory and reproductive
systems. A common example is the earthworm.
Nematoda or Nemathelminthes are round-bodied worms. They have soft,
smooth bodies that are not divided into rings or segments. They have a
complete digestive system with a mouth at the front end and an anus at
the rear end. Ascaris and earthworm belong to this group
Science Processes: identifying , describing, comparing
Value: Beware of parasitic worm like Ascaris
Materials: Planaria, Ascaris, Earthworm, Pentel Pen, Manila Paper
References: RBEC PELC V Unit II 4.3 p. 9-10
Science & Health for Better Health & Environment pp. 76-77. By: Efrain
E. Abracia
Background Information for Teachers (BIT)
All worms have bilateral symmetry. An organism which has bilateral symmetry
can be divided into two parts that are alike. Some worms are free living while
others are parasitic. They live in the bodies of other animals and people such as
flukes, tapeworms and ascaris.
Platyhelminthes/flatworms have bodies that look like ribbons. Flatworms such
as planaria are free living (not parasitic). Planaria lives in ponds and streams. It
has a simple digestive system that is open only at one end. The food enters and
waste materials pass out from the same end. It is hermaphrodic which means
bearing the same sexes of the male and female. Tapeworm is another example of
platylelminthes. It is parasitic in nature. It lives in the intestines of animals and
men.
Nematodes are round worms. They have around and tubelike shape. Most
roundworms are small. They live in the soil and inmost bodies of water. Most
roundworms are harmless. However, some parasitic species do great damage to
plats, animals and humans. Examples are ascaris. They have complete digestive
system with mouth at the front end and an anus at the rear end. They are parasitic.
Free living worms are marmless. They live in fresh water and salt water.
Annelids are segmented-bodied worms. They live in salt water, fresh water
and in the soil. Leeches and earthworm belong to this group. The earthworm has no
respiratory system but absorbs oxygen and gives off carbon dioxide through its thin

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skin, which must be kept moist. It eats dirt digesting the decayed plants and
animals matter from dirt and eliminating the rest. This increases the fertility of the
soil.
Leeches are parasitic segmented worms. They suck blood from animals such
as fish and turtles. A substance in the saliva of the leech prevents the animal blood
from clotting while the leech is sucking the blood of the victim.

III. Learning Procedure:


A. Preparatory Activity:
1. Review:
What are the characteristics of poriferans? Coelenterates?
2. Motivation:
Have you seen an earthworm? Are they useful to us? What other
worms have you seen? Do they look like earthworms?
B. Activity Proper:
1. Distribution of activity sheets by groups
2. Setting of standards
3. Group work
C. Post Activity:
1. Reporting per group
2. Discussion:
What are the characteristics of the three groups of invertebrates?
The Annelids, Nematodes, Platyheminthes?
In what ways are they similar? In what ways are they different?
3. Generalization:
What are the characteristics of these groups of invertebrates?
a. Platyhelminthes
b. Nematodes
c. Annelids
d. Application or Valuing:
Some worms are parasitic in the intestines of men. What must you do to
avoid having these parasites in the body?
IV. Evaluation:
Give the least two characteristics of the following animals
1. Earthworm
2. Planaria
3. Ascaris
V. Assignment:
In what ways are earthworms useful to men?

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Learning Activity Sheet- Lesson 28


Characteristics of Worms
I. Problem: What are the characteristics of the three group of worms?
II. Materials:
Earthworm
Planaria
Ascaris of human or animals
Magnifying lens
Pentel pen
List of chararestics of each group of worm
III.Procedure:
1. Study the worms by using a magnifying glass (hand lens)
2. Describe what you observed.
3. Write the characteristics of each animal that you observed and those that
are listed on the strips of paper on a table.
Name of Animal
1. ascaris
2. earthworm
3. planaria
4. leech

Classification

Characteristics

IV.Questions:
What are the characteristics of each group of worms?
V. Conclusion : _________________________________________________________________.

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Lesson 29

1 Day

I. Objective:
Identify the characteristics of each group of invertebrates
- Arthropods
II. Subject Matter:
Topic: Characteristics of Arthropods
Arthropods are animals with segmented bodies, jointed legs and
outside skeletons which protect their soft bodies.
Some arthropods live on land while others live in water.
Some can fly, while others crawl.
Science Processes:
Observing, describing, classifying, communicating
Value: Controlling insects that are harmful to crops.
Materials: grasshopper, ants, spider, tick, shrimp, crab, millipedes,
centipedes
References: RBEC-PELC Unit II, 4.3 p. 9
Science for Better Health and Environment V by Efrain E. Abracia
pp. 80
Science and Health Today V by: NenitaAssuncion et al pp. 78-79
Background Information for Teachers (BIT)
Arthropods are the largest group of invertebrates. They have skeletons on
the outside of their bodies called exoskeleton. Their bodies are segmented and
there are distinct body regions. Their legs and all their body parts that are
attached body are jointed and can bend.
They have specialized eyes. The nervous system of arthropods is well
developed. They have sense organs in the head that can detect touch, vibration
and chemical.
Arthropods are further subdivided into insects, arachnids, crustaceans and
myriapods. Insects have three pairs of legs, one pair of antennae and two pairs of
wings. Their bodies are divided into threeparts, the head, abdomen and thorax.
Grasshopper and butterflies belong to this group. Crustaceans have bodies that
have a hard outer covering.
The crustaceans exoskeleton contains calcium and other minerals in
addition to chitin. ( a hard carbohydrate material). The minerals make the shell
particularly hard and flexible. Crabs, lobster and shrimp belongs to this group.
Arachnids have four pairs of walking legs. They posses spinnerets which
they use to spin silk threads into webs, cocoons. Examples of arachnids are the
spiders (which comprises the largest order) and scorpion.
Myriapods are animals with many legs. They are the millipedes and the
centipedes. They have pairs of legs in each segment.

III. Learning Procedure:


A. Pre-Activity:
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1. Review: What are the three groups of worms? What are the
characteristics of each group?
2. Presentation:
Show some live animals such as grasshopper, spiders,
millipede and shrimp. Then ask: what are these animals that you
see on the table? Can you identify them? What characteristics do
these animals have in common? Do they have the same
characteristics with the worms?
B. Activity Proper:
1. Distribution of learning activity sheets by groups.
2. Group work
3.
C. Post Activity:
1. Reporting by groups
2. Discussion:
What are the characteristics of the animals you observed?
How are they different from each other?
What characteristics are common?
(The Ven Diagram can be used during the discussion.)
3. Generalization:
What are the characteristics of arthropods?
4. Application / Valuing
Some insects like the leafhoppers are harmful. They
destroy the crops of farmers. In what way can they be
controlled?
VI. Evaluation:
Choose the best answer. Write only the letters of the correct answer.
1. Which of the following is a distinct characteristics of arthropods
a. They have complete body system
b. They have jointed legs
c. They have light wings and legs
d. They have a pair of antennae.
2. Which of these characteristics do insects have?
a. They three pairs of legs
b. They have four pairs of legs
c. They have five pairs of legs
d. They have six pairs of legs
3. How many pairs of legs do spiders have?
a. Two pairs
c. four pairs
b. Three pairs
d. five pairs
4. To which group do shrimps and crabs belong?
a. Insects
c. arachnids
b. Crustaceans
d. myriapods
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5. Which of these characteristics describe myriapods?


a. They have segmented bodies with three pairs of legs
b. They have segmented bodies with four pairs of legs
c. They have segmented bodies with five pairs of legs
d. They have segmented bodies bearing a pair of legs in each
segment
VII.

Assignment:
Collect some insects and arachnids. Preserve them in a glass jar with cotton
and naphthalene balls. Bring them to class.

Learning Activity Sheet- Lesson


Observing Arthropods
Materials:
Grasshopper
Spider
Millipede
Shrimp
Magnifying lens

ants
tick
centipede
crab

Procedure:
1. Study the animals with the use of a magnifying glass
2. Observe and describe their characteristics like their body segments,
number of pairs of legs, presence of antennae and wings
3. Compare their similarities and difference.
4. Tabulate your observations.
Arthropod
Body
Number of
Wings
Antennae
Segment
Legs

Questions:
1.
2.
3.
4.
5.

What characteristics do these animals have in common?


In what ways do these animals differ?
How are the grasshopper and spider similar? How are they different?
How many pairs of legs do spiders have?
Which of the animals have the most number of body segments and pairs of
legs?

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Lesson 301 Day


I. Objective:
Describe coral reefs
II. Subject Matter:
Topic: Coral Reefs
Science Concepts:
Coral reef is a formation or bank of corals. They are remains of
soft bodied animals that have accumulated and built up over the
years.
Science Processes:Describing, communicating, observing,
experimenting
Values: Love and care of nature
Materials:
Picture of coral reef, activity sheet, coral, vinegar, tablespoon, petri
dish/saucer, VHS Tape/CD about the coral reef (if available)
References: RBEC-PELC Unit II 5.1 p.10
Into the Future: Science and Health 5 by Jose
Llarinas&EmelyPelobello pp. 72-73
Science Connections 5 p.83
Background Information for Teachers (BIT):
The coral is a coelenterate that lives in large colonies. They are soft-bodied
animals that live in sea water, and are most common where the water is warm and
shallow. Each coral builds a skeleton of limestone around it, taking the limestone
from the sea water. Corals can reproduce by budding, and the new corals stay
connected to the original ones. Corals can also reproduce sexually. A young coral
can swim around freely, but when it gets older, it becomes attached to the sea
bottom or to some objects and does not move around anymore. When the corals die
its skeleton remains. Each skeleton is connected firmly to the skeletons around it,
making one big mass. Because of reproduction by budding the mass of skeletons
become higher and wider until it becomes a rocky ridge called a reef. There are
three forms of coral reefs: Fringing reefs are located close to the shore, separated
from land by only shallow water. Barrier reefs lie farther offshore, separated from
land by lagoons more that 10 meters deep. Atolls are found far offshore. They are
circular reefs with open water in the center. The basic structures of a coral reef are
rock-like and shell-like materials.
In the activity Touch and Do, when vinegar was added to the corals,
bubbles formed. This reaction shows the presence of lime in corals

III. Learning Procedure:


A. Pre-Activity:
1. Motivation:
Show a picture of a coral reef. Look at the picture. What is this?
Where can you find this? Would you like to learn more about this?
B. Activity Proper:
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1. Grouping
2. Setting of Standards
3. Read the poem written on a manila paper
Here I am again
To be with your group
I must participate, share and think
To whatever things we must do
These must listen and follow directions
These will help me best ingredient
For us to succeed in whatever we do.
Ask: According to thepoem, what should you do to succeed in
your activity?
4. Group work
Activity I Touch and Do
1.
2.
3.
4.

Learning Activity Sheet Lesson 30


Examine the corals, describe them.
Draw the pictures of the coral you examined
Get one small coral ad put it on a petri dish/saucer
Pour one tablespoon of vinegar. Observe what
happens.
What do you see coming out of the corals? What
does this show?

C. Post Activity:
1. Reporting
2. Analysis and Discussion:
Compare the drawing of each group with the picture of a
coral reef presented earlier
Describe the coral reef. Where do corals come from?
What happens when the remains of these animals or what
we call corals accumulate?
What did you observe when vinegar was added to the
coral? What does this show?
3. Abstraction and Generalization:
What are coral reefs? How do they look like?
4. Application and Valuing
Imagine you are underwater. What do you feel when you see a
coral reef?
IV. Evaluation:
Illustrate you idea of the coral reef. Describe the coral reef in terms of its
physical appearance.
V. Assignment:
Make a report about the Tubbataha Reef in the Philippines. Find out why we
should be proud of it.

Lesson 31
Lesson Plans in Elementary Science, Grade 5

1 Day
87

I. Objective:
Identify the importance of coral reefs
II. Subject Matter:
Topic: Importance of the Coral Reefs
Science Concept:
Coral reefs serve as the breeding places of marine animals. They
provide shelter and protection for fishes and other forms of marine
animals. They protect coastal communities form waves. They also
serve as tourists attraction.
Science Processes: Identifying, communicating
Valuing: Love and care of nature
Materials: activity sheets, pictures of coral reefs, realia
Reference: RBEC-PELC Unit II, 5.2 p.10
Into the Future: Science and Health 5 pp. 72-73 by Jose Llarinas and
EmelyPelobello
Background Information for Teachers (BIT):
Coral formations are important to sea animals as well as in
humans. They provide shelter for fishes and other sea animals. Coral
reefs serve as habitats for tropical fishes. Fishes can get inside the
reefs to hide from the enemies. They als lay eggs in the reefs.
Reefs protect coastal communities from big sea waves during
strong typhoons. The reefs act as barriers from such destruction. Aside
from protecting the sea shore, beautiful and colorful coral serves as
tourist attractions. Many foreigners as well as local tourists visit various
Philippine beaches because of these reefs. Scuba divers enjoy the
spectacular view of different coral formation and various aquatic
animals that live in the reef.
III. Learning Procedure:
A. Pre-Activity:
1. Review: Describe the coral reefs using the Think-Pair-Share or
the collaborative learning technique.
B. Activity Proper:
1. Grouping
2. Setting of Standards
Using the word CORALS, what should you do to understand the
lesson well?
C ooperate with the group
O- bserve silence when necessary
R aise you hand if you want to recite or if you need help
A lways be attentive
L isten very well
S peak in a soft voice
3. Group Work
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The teacher asks the questions and wait for each


group to arrive at their answers. Any member of the group
will be called to report their answer. If their answer is correct,
they will sit down. If the other groups have same answer they
will be asked to sit down.
If a group has different answer they will be asked to
explain their answers.
a. Look at the picture (Teacher shows the pictures of
the coral reef. VHS or CD tapes can be used if
available)
b. Write at least five sentences about the importance
of the coral reefs. Be ready to share it to the class.
C. Post Activity:
1. Reporting
2. Analysis and Discussion:
Conduct a brainstorming activity by group regarding the importance
of coral reefs. Give additional information if necessary to enforce the
lesson.
3. Abstraction and Generalization:
What are the importance of the coral reefs?
4. Application and Valuing:
Knowing how important coral reefs are, what should be done to
conserve or preserve them?
IV. Evaluation:
Put a check mark (/) on the space provided if the statement tells the
importance of the coral reefs and (X) mark if it does not.
1. They serve as habitats of marine animals
2. It is a source of recreation and enjoyment of people
3. Coral reefs are for our eyes only.
4. They serve as habitat for tropical fishes and other marine life.
5. Calcium content of corals is used as medicine.
V. Assignment:
Cut out pictures/ reports about the importance of the coral reefs. Bring to
class samples of corals if you have.

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Lesson 32

1 Day

I. Objective:
Discuss practices that cause destruction of the coral reef
II. Subject Matter:
Topic: Practices that Cause Destruction of the Coral Reefs
Science Concept:
Some human activities such as muro-ami fishing, dynamite
fishing, use of cyanide in fishing and excessive harvesting and
selling of corals as souvenirs heavily contribute to the destruction
and eventual extinction of coral reefs.
Science Processes: observing, predicting, communicating
Values: Love and care of nature
Materials: activity sheets, manila paper, pentel pen, some art materials
Reference: RBEC PELC Unit II 5.3 p.10
Into the Future: Science and Health 5 by Jose
Llarimas&EmelyPelobello pp.74-76
Background Information for Teachers (BIT):
Some harmful activities such as muro-ami fishing, dynamite
fishing, use of cyanide and excessive fishing and harvesting and sell of
coral as souvenirs heavily contribute to the destruction and extinction
of coral reefs in the country. These will in turn affect the source of
livelihood of fishermen and on the countrys tourism industry. It will
also bring possible dangers to coastal communities and diminish
population of aquatic life.
III. Learning Procedure:
A. Pre-Activity:
1. Review: Round Robin
Why are coral reefs important?
(Share your answer to the question posted on the board)
B. Activity Proper:
1. Grouping
2. Setting of Standards
3. Group work
(Let the gofer/grab leader of each group pick out one card and
executive whatever instruction is written there)
CARD 1
We have learned that coral reefs serve as homes of
fishes and other forms of marine life. What do fishermen do to
drive the fishes out from the reefs? Discuss with your
groupmates how you will demonstrate it.
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CARD 2
Corals are animals with different colors. How do some
people earn money out these corals? Does it contribute to the
destruction of coral reefs? How? Discuss with your groupmates
and present it through a skit.
CARD 3
How do fishermen using dynamites destroy the coral reefs?
Draw to illustrate it.
CARD 4
Collecting colorful fishes is becoming a popular hobby to
some. What do fishermen use to catch these fishes making them
easy to collect in large quantities? What is the effect of this to the
corals? Discuss with your groupmate and write your answer in a
paragraph form. Print it on manila paper.
C. Post Activity:
1. Presentation of output by group
2. Analysis and Discussion:
Why is dynamite fishing harmful and coral hunting prohibited?
3. Abstraction and Generalization:
Discuss some practices that cause destruction of coral reefs.
4. Application / Valuing:
If your father is a fisherman and he is using dynamite for fishing,
how would you convince him to stop doing it?
5. Enrichment:
Let the pupils view the VHS tape or VCD on Muro-ami fishing.
VIII.

Evaluation:
Discuss in a paragraph form, how the following practices cause
destruction of coral reefs. Choose two only.
1. Muro-ami fishing
2. Dynamite Fishing
3. Coral hunting

IX. Assignment:
Make a poster about, My Role in coral Reef Conservation

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Lesson 33

1 Day

I. Objective:
Predict what will happen when coral reefs are destroyed.
II. Subject Matter:
Topic: Effects of the Destruction of Coral Reefs
Science Concept:
The destruction of coral reefs will affect the source of livelihood
of fishermen and on the countrys tourism industry. It will also
bring dangers to coastal communities and diminish the
population of aquatic life.
Science Processes: predicting, communicating, formulating hypothesis
Values: Love and care of nature
Materials: charts and activity sheets
References: RBEC-PELC Unit II, 5.4 p.10
The Science Connection V pp. 84-85
Into the Future: Science and Health V by Jose Llarinas and
EmelyPelobello pp. 74-76
Background Information for Teachers (BIT):
The destruction of coral reefs cause harm to various kinds of
tropical fishes. The angel fish, tiger fish and blue tuna make the coral
reefs their home. When coral reefs are destroyed, they are left without
shelter. They are exposed to predators such as the bigger fishes. Not only
this, when fishes lose their shelter, they also lose their breeding ground.
Thecoral reef is the place wherethey lay their eggs, and hatch them. Many
marine lives depend on the coralreefs. Edible fishes also live in the reefs.
If the reefs are destroyed, there will be a decrease in their population.
Coral reefs also protect the casual areas from destructive sea
waves. With the destruction of the coral reefs, coastal communities will be
exposed to destructive effect of waves brought about by strong typhoons.
III. Learning Procedure:
A. Pre-Activity:
1. Review: Using the memory circle stategy, the teacher encourages
the pupils to recall their past lesson. Call three pupils to answer and
the rest will repeat the answer of each of the three.
B. Activity Proper:
1. Grouping
2. Setting of standards to follow
3. Group Work using the Network Tree

Learning Activity Sheet Lesson 33


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92

Using the network tree, discuss with your groupmates


some of the possible effects of coral reef destruction. Do this
on a sheet of manila paper.

CORAL REEFS
Practices causing its destruction
Dynam
itFishin
g

C. Post Activity:
1. Reporting/Presentation of output by group
2. Analysis and Discussion:
Using the Prediction Chart let the pupils write down their final predictions
based on the result of their group work.
Bad Practices

Effects

3. Abstraction and Generalization:


What happens when coral reefs destroyed?
4. Application and Valuing:
Having been informed of the bad effects of coral reefs destruction, what
will you do to help preserve them?
IV. Evaluation:
MangAndoy, a fisherman, continues to use dynamite fishing. What do you
think will happen to him and his family if the coral reefs will be destroyed?
Write a short paragraph about your predictions.
V. Assignment:
If the destruction of the coral reefs will continue, what do you think will
happen?
In answering this do any of the following:
a. Compose a jingle
c. Make a slogan
b. Make a poster
d. Write a poem

Lesson 34

1 Day

I. Objective:
Identify ways of saving the coral reefs.
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II. Subject Matter:


Topic: Ways of Saving the Coral Reefs
Science Concept:
There are any ways of saving the coral reefs from destruction.
Using approved nets, information dissemination and enforcing
No Fishing Zones on damaged coral reefs are some ways to
protect and save these areas.
Science Processes: identifying, formulating hypothesis
Values: Love and care of nature
Materials: charts
References: RBEC-PELC Unit II, 5.5 p. 10
The Science Connection V pp. 84-85
Into the Future: Science & Health by Jose Llarinas and
EmelyPelobello, pp. 77-78
Background Information for Teachers (BIT):
Conservation of the coral reefs is one of the concerns of our
government. To effect this, campaigns and all sorts of advertisements
are being initiated just to make people realize the importance of the
coral reefs. There are also organizations formed to watch and help in the
conservation of coral reefs. They conduct regular lectures, training to
concerned citizens such as students and fishermen.
Organizations are established to train fishermen in the use of
proper nets instead of sodium cyanide for catching tropical fishes.
Divers are being taught to use ordinary bamboo sticks instead of rocks
to drive the fishes out of the holes of the coral reef. As the fish swim out
of the holes, they are caught with smaller dip nets.
In order to manage our coral reefs properly, no fishing zones on
damaged reefs should be enforced. Studies show that if damaged coral
reefs are left undisturbed for sometime, these reefs will eventually
regenerate. This would become functional again as habitat and breeding
grounds of tropical fishes and other forms of marine life.
III. Learning Procedure:
A. Pre-Activity:
1. Review: Face your classmate. Think what will happen if coral reefs are
destroyed. Exchange ideas with classmate. Share your ideas in class.
B. Activity Proper:
1. Grouping
2. Setting of Standards
3. Group Work
Study the chart below. Complete the last column of the chart.
Cause of
Destruction
Muro - ami
Fishing

What Happens
Coral break

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94

Dynamite fishing

Use of cyanide
in fishing

Excessive
harvesting of
corals

Reefs are
harmed. Tropical
fishes leave
their natural
habitat
Corals die after
one week to one
month exposure
to cyanide.
Coral Reefs are
destroyed.

What should be the heading of the last column?


(Possible answers: Ways of saving the coral reef. What to do to save
the coral reefs?)
C. Post Activity:
1. Reporting
2. Analysis and Discussion:
Based on the activity you performed, identify ways of saving the coral
reefs.
3. Abstraction and Generalization:
What are some ways of saving coral reefs?
4. Application and Valuing:
Is it necessary to save our coral reefs? Why? As pupils, what simple ways
can youdoto save the coral reefs?
IV. Evaluation:
A. Choose which of the situation shows ways of caring for the coral reef.
a. Mang Ambo is a fisherman. He uses proper nets in fishing.
b. Nena is university student. She asked her classmates who have
vehicles to donate to old tires of the artificial reef.
c. Ben is making slogans about caring for the coral reef.
d. Aling Maria sells beautiful corals in her pet shop.
e. Pedro is a diver. He collects dead corals and display them.
B. Read again the situations above. Which does not show care for the coral
reef?
Change the situation to a proper care of the coral reef.
V. Assignment:
Interview some authorities in your community and ask what punishments
given to people caught practicing illegal fishing causing destruction of coral
reefs.

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Lesson 35

1 Day

I. Objective:
Participate in an effort to save coral reefs.
II. Subject Matter:
Topic: Saving Our Coral Reefs
Science Concepts:
There are different ways to save coral reefs.
Everyone has the responsibility towards the preservation of the
coral reefs.
Science Processes:
Identifying, communicating
Materials: Film or video tapes of saving coral reefs, news magazine or
news clippings about coral reefs.
Value: Conserve our coral reefs
References: RBEC-PELC Handbook 5.6 p.
Into the Future: Science and Health 5, pp.76-76 by Jose
Llarinas and Emely M. Pelobello
Background Information for Teachers (BIT):
There are different ways of saving the coral reefs from
destruction. Using approved nets, information dissemination,
and enforcing no fishing zones on damaged coral reefs, are
ways to save our coral reefs.
III. Learning Procedure:
A. Pre-Activity:
1. Review:
What are coral reefs?
2. Motivation/Presentation:
Who had watched the movie Muro-Ami by Cesar Monatano?
How did the people destroyed the coral reefs? (Pupils relate)
B. Activity Proper:
1. Let each group guess the status of our coral reefs (poor to fair
conditions). Ask what brought about this condition.
2. Group Work:
Divide the class into four groups. Have each group make a slogan on a
sheet of a manila paper about how to save our coral reefs.
C. Post Activity:
1. Displaying of outputs
2. Evaluation of slogan by the teacher
3. Generalization:
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What are some ways of saving coral reefs? How can you participate in
the effort to save the coral reefs?
4. Application/Valuing:
Suppose youre very near a sea where there are corals, how will you help
in the information drive about conservation of corals?
IV. Evaluation:
Write 5 ways by which you can help save our coral reefs.
V. Assignment:

Collect articles about coral reef preservation in magazines and newspapers.

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OVERVIEW
Unit III - Plants
In this unit, pupils will learn about the food
factory of the world and they will discover that there
would be no life on earth without the food made by
plants.
There are twelve (12) lessons in this unit.
The first three lessons (Lesson 36-38) explain the
process of food making (photosynthesis) in plants.
Lesson 39 explains the importance of plants to
human being and other animals. Lessons 40 to 43
present the specific structure and characteristics for
adaptation and survival. While Lessons 44 to 47 deal
on the classification of plants into flowering plants,
cone-bearing plants, ferns, and mosses.

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Lesson 36
I.

1 Day

Objective:
Perform experiment to determine what plants needs to make food

II. Subject Matter:


Topic: Needs of Plant in Food Making
Science Concepts:
Starch is the first food that plants produce
Plants need air, water and sunlight for food making
Value: Caring for plants
Materials: potted plants of the same kind, size and age (Note: Potted
plants should be assigned to each group, then observe for 10 days.)
References: RBEC-PELC III, 1.1 p.11
Headways in Science and Health Today V p. 97-101 by Rebecca
R. Fallari and Nenita A. Apolinario
Background Information for Teachers (BIT):
Green plants are called producers. This is because they can
manufacture their own food. The process of food making is called
photosynthesis. Photo means light synthesis means putting together.
Plants need the following so that they can make food:
1. Light energy from the sun, trapped by the chlorophyll, the green
substance found in the leaves.
2. Carbon Dioxide (CO2) a kind of gas present in the air.
3. Water (H2O) which contains hydrogen and oxygen.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation:
Look at the plants around you? Do you like them? Can you identify
them? Are they important to you? Lets find out.

B. Activity Proper:
1. Investigating the food plants make.
a. Class is divided into five groups.
b. Do Activity 3.1
c. Follow instructions in the book pp. 92-97
d. Perform the investigation (Teacher guides each group)
e. Answer question in the activity
What happens when the test tube containing the green pigment is
placed in the boiling water?
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What happens when the iodine was dropped into the leaf?
What does it show? ( Blue color shows the presence of starch. This
shows that plants make their own food).
What is pigment?
What is the green substance in the plant called? Its function?

C. Post Activity:
1. Remind the group of their assigned task (assigned 10 days before)

Group I Potted plant exposed to water, light and air. (no.1)


Group II Potted plant covered with clear plastics, exposed to light and
watered daily. (no.2)
Group III Potted plant covered with carbon paper or black cloth, air is
allowed to enter and watered daily. (no.3)
Group IV Potted plant exposed to light and air but is not watered (no.4)
for the entire duration of the experiment period (10 days).
2. Instruct the group to repeat Activity 3.1 to all the potted plants.
Group I When you dropped iodine on the leaf, did the color change?
Why?
Group II - When you dropped iodine on the leaf, did the leaf change in
color? Why?
Group III - When you dropped iodine on the leaf, did it change in color?
Why?
Group IV - When you dropped iodine on the leaf, did it change in color?
Why?
3. Abstractions/Comparison and reporting of its investigation or
experiment.
4. Generalization:
Experiments show that plants need water, air and light.
Leaf that turned blue when iodine dropped into it shows the
presence of starch-the food produce by the plants.
Leaf that did not blue it means that it was not able to
produced its food because of the absence of either air, water,
or light.
What makes your investigation successful? Working
harmoniously with your team member.
5. Application:
Investigation shows that plants produced food. Man and animals are
dependent on the plants for their food. They are important. What
should you do then so that plants will continue producing food?
(Proper care)

IV. Evaluation:
Direction:
1. Repeat the experiment.
2. Group exchange potted plants.
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3. What were the outcomes of your experiments? What does the


experiment show?
V. Assignment:
Answer the question:
What do you think will happen if one of the things needed by plants in
making food is missing? How does this affect us?

Lesson 371 Day


I.

Objective:
Infer that plants need air, water, sunlight for food making
Observe what happens to plants in the absence of any of the factors
needed for photosynthesis.
II. Subject Matter:
Topic: Observing the Factors Needed by the Plants in Photosynthesis
Inferring that Plants Need Air, Water, and Sunlight
Lesson Plans in Elementary Science, Grade 5
101

Science Concepts:
Plants needs carbon dioxide from the air
Plants need light from the sun
Plants need water and minerals from the soil
Science Processes:
Predicting, observing, describing/explaining, inferring, comparing
Value: Importance of Plants
Materials: four potted plants
References: RBEC-PELC III, 1.2.1 p.11
Science for Better Health and Environment by Efrain Abracia
Headways in Science and Health Today p. 97-101 by Rebecca R. Fallaria
and Nenita A. Apolinario
Background Information for Teachers (BIT):
Plants which chlorophyll need sunlight, carbon dioxide
(CO2) from the air, water, and minerals from the soil. Plants
cannot manufacture food in the absence of any of these
factors.
III. Learning Procedure:
A. Pre-Activity:
1. Review:
What is the part of the experiment which is allowed to
change?
What do you call the part of the experiment which is kept the
same?
2. Motivation: Pantomime
1. Task is assigned a day before a lesson
2. Three pupils portray:
a. Pupil no.1
drinking thirstily
b. Pupil no.2
feeling very cold
c. Pupil no.3
gasping for air
d. Pupil no.4
happily holding a glass of
water, enjoying
The sun, breathing the air free
3. Class guesses what the pupils no. 1, no. 2, and no. 3 need
4. Class explains why pupil no.4 looks so happy.
5. Do plants need the same thing? Different thing?
6. Will the plant be happy too if it has water, air and
sunlight?
B. Activity Proper: Predict Observe Explain (POE)
1. Divide the class into three groups.
2. Assign Task:
Group 1
Potted plant covered with plastic (potted plant
1)
Group 2
Potted plant covered with carbon paper
Group 3
Potted plant which was not watered for ten days
3. Distribute manila paper to each GROUP
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102

Group 1 Written on manila paper no. 1


a. Predict:
What do you think will happen to potted plant no. 1?
b. Observe:
What actually happened to potted plant no. 1?
c. Explain:
Why did it happen? What does it show?
Group 2- Written on manila paper no. 2
a. Predict:
What do you think will happen to potted plant no. 2?
b. Observe:
What actually happened to potted plant no.2?
c. Explain:
Why did it happen? What does it show?
Group 3- Written on manila paper no. 3
a. Predict:
What do you think will happen to potted plant no. 3?
b. Observe:
What actually happened to potted plant no.3?
c. Explain:
Why did it happen? What does it show?

C. Post Activity:
1. Discussion/Comparison:
a. Predict:
What will happen to the three potted plants?
What will happen to the potted plant with air, water and
sunlight?
What will be expected if leaves from potted plant nos. 1,
2, 3, 4 will be boiled in alcohol and pass through the
iodine test?
b. Observe:
What actually happened to potted plants nos. 1, 2, 3?
What actually happened to potted plant no. 4?
(Potted plant with air, water and sunlight)
What actually happened to leaves of potted plants nos. 1,
2, 3, when
they pass through the iodine test?
What happen to potted plant no. 4 when it passed through
the iodine
test?
c. Explain:
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103

Why didnt the leaves of potted plant no. 1, 2, and 3 turn


blue when
Iodine where dropped on them?
Why did leaf of potted plant no. 4 turn blue when iodine

IV. Evaluation:
Direction: Write a paragraph about your conservation on the four potted
plants.
Explain: What will happen if any of the factors for food making will be absent?
V. Assignment:
Write a poem about the factors needed by plants in making food.

Lesson 381 Day


I.

Objective:
Explain the process of photosynthesis using a diagram

II. Subject Matter:


Topic: The Process of Photosynthesis
Science Concepts:
Photosynthesis is the process by which plant manufacture or
make their food.
Chlorophyll, the green coloring in the leaf, trapped the light
energy of the sun to combine with water and carbon dioxide to
produce sugar.
Glucose is the sugar produced by plants.
Science Processes:
Explaining, describing, observing, inferring
Value: cooperation
Materials: coupon bond, chart, crayons, pentel pen, pencil, picture of
fruits and vegetables
References: RBEC-PELC III 1.3 p.11
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104

Headways in Science and Health Today V p.102 by Rebecca


R. Fallari and Nenita A. Apolinario
Science and Health V p.108 by Carmelita C. Colonel,
Margarita C. Rimando, Felipe O. Saclamitao and Norma M.
Abracia, Ed.D
Background Information for Teachers (BIT):
With the help of sunlight, the green leaves of
plants make their own food from inorganic materials like
carbon dioxide and water in a process called photosynthesis.
Chlorophyll, the green coloring matter of plants found in the
leaves, takes the solar energy. Sugar (glucose) is the
simplest carbohydrate food plants produce in the leaves.
From the leaves, the food is transported to different parts of
the plant. Sometimes, it is stored as starch. When nitrogen is
part of the materials used in making food, protein is
produced. Fats and oils are also produced.
III. Learning Procedure:
A. Pre-Activity:
1. Review: What happens when plants will be deprived of water, air,
and sunlight?
2. Motivation: Show pictures of different kinds of fruits, and
vegetables.
Ask:
1. What fruits or vegetables do you like best?
2. Do you have any idea how plants provide fruits and
vegetables for man and animals?
B. Activity Proper:

Learning Activity Sheet- Lesson 38


(Talking Drawing Strategy)
Note: this could be in pair or in group activity
1. First Sketch:
a. Pupils bring out a sheet of coupon bond
b. Tell them to draw how plant make food according to what they know
or how they imagine it.
2. Sharing and Comparing:
a. Pupils compare their drawings
b. Pupils list common features of their drawings.
c. Pupils list similarities of their drawings in another sheet of paper
3. Reflecting Prior Knowledge:
a. Pupils look at their drawing
b. Pupils discuss similarities of the diagram and their drawing
4. Organizing Prior Knowledge:
a. Pupils read Green Plants Make Their Food: Photosynthesis p.10
b. Note new knowledge on how plants make food
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105

c. Study the diagram/drawing on how light, CO 2 and water combine in


the leaf for food making
d. Discuss meaning of:
- Photosynthesis, glucose, chlorophyll
5. The Second Sketch-Integrating Learning
a. Pupils draw again the diagram of photosynthesis, integrating
information from the book acceptable information from their first
sketch.
C. Post Activity:
1. Following On:
a. Pupils explain the process of photosynthesis using their
second sketch
b. Do you understand now how plants produce fruits and
vegetables for you?
2. Generalization: What is Photosynthesis?
2. Application: Knowing now the importance of plants in
providing food for us. How will you show cooperation towards
the program of the government regarding the green and
clean program of the government?
VI.

Evaluation: Individual task


Direction: Draw the diagram of photosynthesis. Explain the
process of photosynthesis using your diagram

VII.

Assignment:
Write a letter to your friend explaining to her/him how plants make
food.

Lesson 391 Day


I.

Objective:
Identify plant/plant parts used for food, medicine, etc.
II. Subject Matter:
Topic: Plant Parts and its Uses
Science Concepts:
People and animals depend on plants for food.
In addition to food, plants provide shelter for birds, shade, lumber,
coal and oil for heat energy, clothing material, paper and oxygen.
Plants especially trees give oxygen needed by animals
Science Process:
Observing, identifying, classifying, comparing
Value: Proper care for plants
Materials: activity sheets, Poem Trees My Life and Everything
References: RBEC-PELC V III, 2.2.1 p.12
Science for Better Health and Environment pp.94-99
Background Information for Teachers (BIT):
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Plants provide food for other living things. They are the
food makers of the world. Plants supply us with nutrients
that our body needs. These nutrients are found in the
different parts of the plants such as leaves, flowers, the
stem and the roots.
Some parts are used also for medicines, lumber, antipollutant, clothing, shelter and fuel.
III. Learning Procedure:
A. Pre-Activity:
1. Review:
In the process of making food in green plants in the presence
of sunlight, which plant part is responsible for that activity?
Do you think this part have other uses?
2. Motivation:
Let the pupils do Activity 1 Search Me
1. Ask the children to go to the school canteen and record
(as many as they can) the food/s goods displayed and
served during recess and lunch time.
2. Go back inside the classroom and let them classify the
foods/ goods they listed according to what plant they
came from.
3. Instruct them to compare their answers to their round
the clock partners for that hour.
B. Activity Proper:
Group the class into four and let them perform Activity 2
Where do I Belong

Learning Activity Sheet- Lesson 39


Where Do I Belong
Procedure:
1. Prepare a list of plants that you think your family
eats.
2. Identify the plants that are eaten.

Plant
1. Radish

Plant Parts That Can Be


Eaten
Roots and leaves

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107

Each group will publish their work for presentation and


each group will publish their work for presentation.
C. Post Activity:
1. Perform Activity #3 entitled Who Am I
Given the major parts of a coconut tree (fruits, leaves,
trunk, and roots), each group will be assigned one part
of the plant them come-up with the list of possible byproducts and other uses.
2. Present the poem TreesMy Life and Everything.

TREESMY LIFE AND EVERYTHING


Trees are the totality of nature
They are God-given gifts to man
For his survival and protection
From floods and other natural disaster

Trees are filters that purify the air


That man and animals breath
Thermostats that regulate the
heat from the sun that colors the
skin
Trees are tables where he dines
And altars where he prays
Food for his physical body and
spirit Trees are his life and soul

Trees are shelters where man


lives
Beds where he sleeps
And chair where he relaxes
To add vigor to his body and soul
Treesmy life and everything
Cut a tree and you stop life
Plant a tree and you give life
Conserve it and continue enjoy
life.

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What are the uses of trees that were presented in the


poem?
What values we can get from the poem?
Do you think trees are very important to mankind? Why?
3. Generalization:
1. What are the major parts of the plant?
2. What are the uses of each part?
3. Why trees are important to man?
4. Application:
Now that the pupils have learned the different plant parts
and their uses, each group will prepare and perform a jingle
with the theme: Halaman ay Malaga Katumbas ay Ginhawa.
IV. Evaluation:
A. Direction: Choose the letter of the best answer.
1. Which of the following uses of trees helps the environment?
a. Trees give us lumber for building houses.
b. Trees give us shade.
c. Trees prevent soil erosion and flood.
d. Trees give us food.
2. What plant part is used for helping the environment in item no. 1?
a. Fruits
b. Leaves
c. Trunk
d. Roots
B. Make a list of plants and identify the plant part used for food, medicine,
clothing materials, shelter and sources and fuel.
V. Assignment:
List down materials found in your home that came from plants/trees.
Classify them as to what part they came from.

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Lesson 401 Day


I.

Objective:
Describe special characteristics that help plants adapt to their
environment and to produce their own kind.

II. Subject Matter:


Topic: Protective Structure of Plants
Science Concepts:
Plants have parts and characteristics that protect them from the
environment. These parts are called protective structures:
Plants have certain structures/characteristics to protect themselves
from enemies.
a. Some plants have thorns and hooks
b. Some plants have seeds with hard slippery shell covering
c. Some plants have characteristics odor that attracts insects to
come and pollinate.
d. Some plants produced poison
e. Some plants emit strong odor to drive away insects
f. Some plants have fine hairs that can cause skin irritation or
skinblisters
g. Some plants have flowers contain powdery substance that can
cause allergy
Science Processes:
Observing, inferring, communicating, experimenting manipulative
skills
Value: Protecting plants to Survive
Materials: sample of plants with different structures, chart, cards,
cut0out pictures of plants
References: RBEC-PELC III. 3 p.12
Science and Health for a Changing Environment pp. 130-131
by Estrelita S. dela Cruz
Into the Future: Science and Health 5 pp. 100-101 by
JosefaLlarinas et.al
Background Information for Teachers (BIT):
Plants use some special structures to protect themselves from
their enemies and to ensure their continuous existence.
Some plants have thorns and hooks such as the rose, cactus,
makahiya and amorseco.
Some plants have seeds with hard slippery shell covering
like atis, chico, and tamarind.
Some plants have unpleasant smell. The odorof the
alugbati plant and the durian fruit and the flowers of the
kalumpang tree have an unpleasant smell that attracts flies to
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110

come and pollinate them.


Some plants are poisonous like ivy, amanita, and
mushroom. Molds growing on food can cause stomach trouble
when eaten.

III. Learning Procedure:


A. Pre-Activity:
1. Motivation :
Singing asong related to plants. While singing, the pupils
pass an object and when the teacher says stop the one who is
holding the object will give r cite enemies of plants
B. Activity Proper:
1. Show plants with different structure to the pupils and let them
identify their protective structures to their enemies.
Name of Plants
Talahib

Protective Structures
With hairy leaf blades

Purpose for such


Structures
Keep away from human
beings

C. Post Activity:
1. Discussion:
Think and share
Divide the class into two
Distribute cards equally, 9 cards containing the plants and the
protective structures
Let the group leader shuffle the cards
One member will lay his card on the protective structures of
the plants
Example
cactus

thorny

talahib

Hairy leaf
blades
If they do not have the corresponding answer they can pass
The first group who laid and consumed the cards first is the
winner

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111

2. Generalization:
How do some plants protect themselves against enemies?
3. Application:
If we see beautiful flowers in the park, what is a good practice to
do?
IV. Evaluation:
Do what is asked:
1. Name some plants which have fine hairs that make your skin itchy.
2. Name plants with bitter taste
3. Mane plants that have an unpleasant smell.
4. Name plants that are horny.
5. Name plants that contain poison.
V. Assignment:
A. List 10 plants and identify their protective structures.
B. Give examples of plants that can live on water, hot and dry place.

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Lesson 411 Day


I.

Objective:
Describe the special characteristics of plants which help them adapt to the
environment and reproduce their own kind
II. Subject Matter:
Topic: Adaptation for Reproduction in flowers, spores, roots and stem
Science Concepts:
Big size, bright colors, fragrance and producing nectar flowers serve
as adaptation for attracting insects to pollinate.
Some flowers are small. The are pollinated through the wind.
Plants have adaptations that enable them to reproduce either
sexually or asexually.
Some plants reproduce efficiently from roots, stems and leaves
known as vegetative reproduction.
Science Processes:
Observing, inferring, communicating
Value: Caring for the trees
Materials: flowers, chart illustration of plants
References: RBEC-PELC III, 3.1 p.12
Headways in Science and Health Today p. 111 by Rebecca R. Fallara
and Nenita A. Apolinario
Background Information for Teachers (BIT)
1. Flowering plants reproduce by pollination. Pollination is the transfer of
pollen from one flower to another. Self-pollination occurs when pollens
are transferred to the stigma of the same flower, cross-pollination, when
the pollens are transferred to the stigma f different flowers.
Flowers are made attractive by their color or smell/fragrance.
Colors and smell are kinds of adaptation characters that serve to attract
insects and birds to help plants pollinate.
2. Some plants reproduce by germination of seeds. Mature seeds need to be
dispersed and reach the soil in order to germinate. Seeds are dispersed
in many ways. Some seeds naturally break open when ripe, so they are
dispersed by wind.
Some small and light seeds are dispersed by wind or water
currents. Some seeds are dispersed by birds that eat the fruits.
3. Roots of plants grow towards the ground (geotropism) to be able to
absorb water and minerals fro soil and also to anchor the plant.
4. Stems grow upward to be able to support the leaves as the get enough
sunlight and air.
The are 3 plants responses:
1. Phototropism is the plants movement in response to
light
2. Geotropism is the plants response to gravitational pull.
3. Hydrotropism is the plants response towards a source
Lesson Plans in Elementary Science, Grade 5

113

of water.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation: Show rose, daisy and gumamela flowers to the class.
Ask:
Among these three flowers, what is your favorite?
Why are you attracted to it?
B. Activity Proper:
1. Divide the class into four. (The teacher may use illustrations of plants
as many as he wishes)
Present illustrations of plants and let the pupils identify how to
produce new plants and the type of reproduction.
Name of the
Plants
Gumamela

Parts of the
Plants
Flower

Ferns

Spores

Katakataka

Leaves

How they
reproduce
Pollinated by
insects
Pollinated by
wind
When leaves
contact on the
ground

Type of
reproduction
Sexual
Asexual
Vegetative
reproduction

2. Guide the pupils to come up with the concepts


Explain:
A flower has to be pollinated first before fertilization can happen.
Fertilization is necessary for reproduction
Some agents of pollination, such as insects and wind can move
the pollen grains from the other of one flower to the stigma of the
same or another flower of the same kind.
Flowerless plants reproduce from spores. A spore is a
reproductive cell. When spores are carried by wind and dropped
on soil, they grow into new plants.
Some plants reproduce efficiently from roots, stems and leaves
known as vegetable reproduction.
3. Game
1. Divide the class into two.
2. One group is for the plant parts for reproduction. The other group
will be how the plants reproduce and vice versa.
3. Let one group present the illustration of plants
4. The other group will tell how they reproduce

Lesson Plans in Elementary Science, Grade 5

114

C. Post Activity:
1. Presentation of group output
2. Analysis/Discussion
How do plants protect themselves from their enemies?
3. Generalization:
Describe some plant adaptation that enables them to reproduce their own
kind.
4. Application/Valuing:
When bees visit flowers in your garden, is it good to catch them? Why?\
IV. Evaluation:
Check on the appropriate column how plants reproduce and the plant parts
used for reproduction.
Name of Plants
1. Potato
2.
3.
4.
5.

Type of Reproduction
Sexual

Asexual

Vegetati
ve

Stem

Plants parts used


for reproduction
Flower
Roots

Rose
Begonia
Onion
Strawbe
rry

V. Assignment: Bring corn and bean seeds and other samples of fruits and seeds.

Lesson Plans in Elementary Science, Grade 5

115

Lesson 421 Day

I.

Objective:
Describe the special characteristic of plants which help them adapt
to their environment

II.

Subject Matter:
Topic: Structural Adaptation
Science Concepts:
The structure of the root is adapted to its function of getting
materials from the soil. In some plants, roots are modified to
serve as better support for storing of food.
The structure of the stem enables it to transport water and
minerals.
Structural adaptation of stem enable to better support the
plants.
The structure, size, number arrangement and modification of
leaves enable a plant to get enough sunlight to carry on
photosynthesis.
Science Processes: describing, inferring
Value: Appreciate plants in their natural environment
Materials: pictures of plants, strips, chart
References: RBEC-PELC III, 3.1 p.12
Science and Health for changing Environment p. 120-123 by
Estrelita S. dela Cruz, et.al
Background Information for Teachers (BIT)
Plants living in different places have varied conditions
to deal with. Their structures develop to suit a particular
need. For example, forest plants tend to grow tall and
sturdy so that they can expose themselves to sunlight.
Vines do not grow tall, but they seek light either by hanging
or climbing trees.
Some plants have structures that allow them to live
in water. Some of these structures are: broad leaves, bulbs
that are light and spongy that they can float on water.

III.

Learning Procedure:
A. Pre-Activity:
1. Review: What are the different parts of a plant?
2. Motivation:
Show pictures of structural adaptations according to
group.
Lesson Plans in Elementary Science, Grade 5

116

A
ROOTS

B
STEM

C
LEAVES

D
Size, Number and
arrangement of leaves

B. Activity Proper:
1. Group pupils into four
2. Select/Choose group leader and reporter
3. Let the pupils observe plant parts: roots, stem, leaves,
size number and arrangement of leaves.
4. Describe the samples in a chart as follows:
Name of
Description of the Structure of Plants
Roots
Stem
Leaves
Plants

C. Post Activity:
1. Reporting of group outputs
2. Discussion:
What are the characteristics and structures of plants which
enable them to adjust to their environment?
3. Generalization:
How are water and minerals transported from the roots to
the leaves?
Describe the adaptations of roots, stems, and the
arrangement of leaves for them to survive.
4. Application:
If you are a plant grower, what is the importance of knowing
the different structures of plants?
IV.

Evaluation:
Choose the correct answer and write it on your paper.
1. How do aerial plants adapt themselves to their habitat?
a. They absorb water from the air through the hanging roots
b. The creep on the ground
c. They let their hanging roots touch the ground
d. They receive water when it rains
2. Why are stems very important part of the plants?
a. Stems are woody and strong.
b. Stems conduct food and water to different parts of the
plant
Lesson Plans in Elementary Science, Grade 5

117

c. Stem support flower and fruits


d. Stems spread out.
3. There are many plants in a forest. Some of them are very tall.
Some of them are short. Some have broad leaves. Others
have many small leaves of what importance are these to
plants?
a. All of them can get enough sunlight
b. They will appear beautiful
c. They will have more fruits
d. All of them can be cut down easily
4. Why should stems grow upward?
a. They hold the leaves toward the sun.
b. They are soft and smooth
c. They get water from the sun
d. They do not like the soil
5. Why should roots grow downward?
a. Roots are short
b. Roots are hard and rough
c. Roots get water from the soil
d. Roots do not like sunlight
V.

Assignment:
a. Describe the parts of the plants as to their structure that help
them adapt to the environment.
b. What are the characteristics of plants that adapt and reproduce
their own kind?
c. Bring different fruits and seeds.

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118

Lesson 431 Day

VI.

Objective:

VII.

Subject Matter:

VIII.

Learning Procedure:
D. Pre-Activity:
E. Activity Proper:
F. Post Activity:

IX.
X.

Evaluation:
Assignment:

Learning Activity Sheet- Lesson


Characteristics of Worms
I.
II.
III.
IV.

Problem: What are the characteristics of the three group of worms?


Materials:
Procedure:
Questions:
Conclusion : _________________________________________________________________.

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119

Lesson 40

1 Day

I.

Objective:
Cite examples of plants that can grow in specific environment

II.

Subject Matter:
Topic: Adaptation for Growing in Specific Environment
Science Concepts:
Plants are provided with adaptations that help them survive
in the environment where they live.
Plants can adapt themselves to change in seasons
Plants adapt to the different conditions in their environment.
Science Processes:
Observing, identifying, describing, comparing
Value: Flexibility/ability to adapt to certain changes
Materials: chart, cut-outs, jigsaw puzzle, picture of plants,
sample of plants
References: RBEC-PELC, Unit III 3.2 p.12
Science for Better Health and Environment pp.111-114
by Efrain Abracia
Into the Future: Science and Health 5 pp.102-104 by
Jose Llarinas and EmelyPelobello
Headways in Science and Health Today V pp.107-112
by Rebecca R. Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT)
Plants grow in different environment where they can adapt
themselves and survice.
Water Plants
Some plants grow on the surface of still or slow moving water.
These plants float and move freely on the surface of water. Algae
are examples of these plants.
Other plants like lotus and water lilies have stems and roots
under the water, while their leaves are above the water.
There are also plants such as masses which grow in moist
soil. Mangroves and nipa palms are tress that grow along the shores
of rivers and swamps.
Forest Plants
The forest is a home to many plants. There are big trees,
small plants, climbing plants and aerial plants in the forests.
Conditions in many forests allow different kinds of plants to survive
and reproduce. There is much rainfall and the soil is fertile.
Desert Plants
Most deserts are hot and dry regions. Plants that survive in
the deserts are those that can store water like cactus, dates and
other succulent plants. Some plants in the desert grow only when
Lesson Plans in Elementary Science, Grade 5
120

the rains come because they are not adopted to the hot
temperature. After the rains and the desert is dry again, these
plants die.

III.

Learning Procedure:
A. Pre-Activity:
1. Motivation:
Distribute parts of the jigsaw puzzle of plants in a different
environment draw in an illustration board or hard paper to
the pupils and let them fix on the board.
Ask: What does the puzzle show?
Do you think plants that live in water can live on a hot
and dry place?
B. Activity Proper:

Learning Activity Sheet- Lesson 43


1. Distribute pictures of plants that can grow in water, and hot
and dry places.
Ex. Water lily, mangrove, orchid, pitcher plant, venus
flytrap
2. Describe the characteristics of plants that grow in specific
environments.
Fill in the table below:
Name of Plants

Adapt in Hot and


Dry Place

Adapt in Water

C. Post Activity:
1. Reporting of outputs by groups.
2. Discussion:
Describe the characteristics of plants that grow in specific
environment.
3. Generalization:
Cite examples of plants that can grow in specific environment
4. Application:
The teacher distributes different plants that grow in different
environment. The pupils are asked to tell where they grow.
5. Valuing:
What should you do when you see plants growing on a certain
environment? Should you disturb them? Why?
Lesson Plans in Elementary Science, Grade 5

121

Lesson Plans in Elementary Science, Grade 5

122

IV.

Evaluation:
Fill up the table. Name plants that can live in the following:
Plants in cold area

V.

Plants in hot and dry place

Plants in Water

Assignment:
List 5 examples of plants that live in the following:
1. Cold area
2. Hot and dry area
3. water

Lesson Plans in Elementary Science, Grade 5

123

Lesson 441 Day


Objective:

Identify characteristics of each group of plants

II
Subject Matter:
Topic: Characteristics of Certain Plants
Science Concept:
o Plants have special characteristics which help them adapt to
their environment and for survival.
Science Processes: Observing, describing, inferring, comparing, classifying
Value: Everyone has unique characteristics to use for a good purpose.
Materials: Activity Sheets
References: RBEC-PELC III, 4.1 p. 13
Into the Future: Science and Health 5 pp. 102-103 by: Jose F.
Llarinas and EmelyPelobello
Science Connection 5 p. 103 by: Lourdes Lozano and
TeresitaAmasol
Background Information for Teachers (BIT):
Plants like animals adapt to their environment in order to
survive. They possess different characteristics of adaptation that enable
them to live their surroundings. Some plants have thorns to protect
them against being trampled on by large animals. Other plants are not
used as food because their leaves are not palatable and easily digested.
Some plants are not eaten because of their unpleasant odors. Some
species of plants are poisonous. Some seeds of plant have thick, woody
shells or husks which make them hard to open thus protecting the
embryo plant from being eaten by animals.
III.

Learning Procedure:
A. Pre-Activity:
1. Sing the song My Nipa Hut (Tune:bahay Kubo)
My Nipa Hut
My Nipa Hut is very small
But the foods that I grow
See, it houses them all
There beans many kind
Sigarillas, turnips, too
Bataw, patola and squash forming a
head
And the radishes red
There onions, tomatoes and garlic
too are found
Like a fence grows a green sesame
bound.

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124

2. Ask: What are the plants mentioned in the song?


What structures do they have for adaptation and
survival?
B. Activity Proper:
1. Perform Activity #1 Describe Me

Learning Activity Sheet- Lesson 44-A


Describe Me
Procedure:
1. Group yourselves into 5.
2. Visit your school science garden.
3. Find the following plants in the garden: gumamela,
bougainvillea, grass, club moss, pine tree, and fern.
4. Describe the plants according to their structure,
color and odor.
5. Record your findings in your notebook using the
table below.
Ask:
Do these plants have similar characteristics?
How do they differ?
Which plants bear flower? Give tree examples.
Which plants do not bear flower?
2. Perform LAS Guess Me

Learning Activity Sheet- Lesson 44-B


Guess Me
Procedure:
1. Read the riddles in the box.
2. Guess what is being described.
I have waxy-coated leaves
Lost of water I prevented
My bright colored petals attract
insects
Complete flower is my secret
Guess Me.!
I am covered with hairs
Help reduce loss of water
I climb tendrils
To get more sunlight
And live longer
Guess Me.!
I have long roots and broad
leaves
I have budlike structure at
the base
Lesson
Plans in Elementary Science, Grade 5
Fish underwater I shade
For I float on the water
always.
Guess Me.!

125

I am thick and Im watery


Im full of spines
So dont touch me.
Guess Me.!

I have roots, leaves and stems


My leaves are popularly known as
fronds
Underside are pores found.
Guess Me.!
Ask:
What are the plants being described in the riddle?
What characteristics do they have? What particular parts are
being described?
Go to your group
Choose one riddle from the LAS Guess Me
Compose a tune for the assigned riddle.
Create body movement of the song
Present to the group.
Ask:
What characteristics do they portray?
What good things can these characteristics do to them?
Do we have characteristics too? Name some of your
characteristics. When and where do we use them? Do we use
them for good purposes? Why or why not?
C. Post Activity:
1. Reporting of group outputs
2. Discussion
3. Generalization:
Do plants have different characteristics?
What do you think are these characteristics for?
4. Application:
Perform activity Sheet # 3 What Do I Have?
Let them display their work and tell something about it.
IV.

Evaluation:
Choose the letter of the correct answer.
1. Which of the following has waxy shiny leaves?
a. Cactus
b. grass
c. mayana
gumamela
2. What do ferns and mosses have in common?
a. They grow from seed.

Lesson Plans in Elementary Science, Grade 5

d.

126

b. They produce spores.


c. They are pollinated by insects.
d. They are flowering plants
3. Which of the following is a frond?
a. Gumamela leaf
b. fern leaf
c. Corn leaf
d. anahaw leaf
4. What is the function of the hairy leaves of the patola plant?
a. To prevent excessive water loss from leaves.
b. To absorb minerals and water more efficiently.
c. To attract insects and other animals.
d. To support the climbing plant to bear fruit.
5. Ferns, conifers and angiosperms have common
characteristics? What characteristics is this?
a. All of them have seeds.
b. All of them have fruits.
c. All of them have fibro-vascular bundles.
d. All of the flowers
V.

Assignment:
Make a survey of the different plants in your locality. Observe
their characteristics. Make a list of their similarities and differences.

Lesson Plans in Elementary Science, Grade 5

127

Lesson 451 Day

I.

Objective:

Group plants according to common characteristics

II. Subject Matter:


Topic: Group of Plants
Science Concept:
Plants can be grouped according to common characteristics
such as flowering and non-flowering plants/seed producing
plants and plants with no seeds.
Science Processes:
Observing, classifying, identifying, comparing
Value: Teamwork divides the effort and multiplies the effect
Materials: Activity sheets, flowering and non-flowering plants,
cartolene strips
References: RBEC-PELC III 4.2 p.1
Science for Better Health and Environment 5 pp. 119-120
by Efrain E. Abracia
Into the Future: Science and Health 5 pp. 105-109 by Jose
F. Llarinas and Emely M. Pelobello
Science Connection 5 pp. 105-107 by Lourdes Lozano
and TeresitaAmasol
Background Information for Teachers (BIT):
Plants can be grouped according to their characteristics such as
Thallophytes, Pteridophytes, Angiosperms and Gymnosperms.
Thallophytes are simple plants. They no stems, no leaves and roots. Examples
are Algae and Fungi.
Pteridophytes have true roots, stems and leaves but do not have flowers, fruits
and seeds. Examples are ferns and mosses.
Bryophytes have simple leaves, no true roots and stems, they
possess root like stem like parts. Examples are mosses and liverworts.
Angiosperms are plants having seeds enclosed in an ovary. Examples
are guava, avocado and etc.
Gymnosperms are plants having seeds exposed or naked. Example is
pine tree.
III. Learning Procedure:
A. Pre-Activity:
1. Review: Name plants and describe their characteristics.
2. Motivation:
Showing of real plants (Plants with and without flowers
should be prepared).
Lesson Plans in Elementary Science, Grade 5

128

Say: Different plants on the table, come and group them into
2, 3, and 4.
Ask: What made you group them that way?
B. Activity Proper:
Perform Activity # 1 Watch! Whats in me?

Learning Activity Sheet- Lesson 45


Watch! Whats in me?
Activity # 1
Procedure:
1. Group yourself into 5.
2. Visit your school/science garden
3. Observe the characteristics of plants.
4. Make a list of plants you observed.
5. Group them according to their characteristics.
Answer the questions:
a. What are plants you observed?
b. How did you group the plants?
c. What characteristics do they have in common?
What characteristics do they differ?
d. Report to class.
Ask:
1. What group finished the activity first?
2. What made them finish the activity first?
3. Did they help one another to finish their work easier and faster?
4. Do you think teamwork divides the effort and multiplies the
effect?

Learning Activity Sheet- Lesson 45


Activity # 2
Development of the Lesson
Plants can be grouped according to their
characteristics. You can further group them if you can tell the
hidden words in the scrambled words by arranging.

Procedure:
Read the statement that describes the unarranged
words above it. Rearrange the letter to form the group of
plants.

TILOHAPYTHES
They are
simple plants. They
have no stems, no
Lesson Plans in Elementary Science, Grade 5
leaves and roots.
Examples are algae
and Fungi.

129

PTRIEDPYTHES
Have true
roots, stems and
leaves but do not have
flowers, fruits and
seeds. Examples are
ferns and mosses.

BYROPTHES
Have simple leaves,
no true roots and stems, they
possess root like stem like
parts. Examples are mosses
and liverworts.

ANGSOIPREMS
Plants having seeds
enclosed in an ovary.
Examples are guava and
avocado.

GMYSONPREMS
Plants having seeds
exposed m or naked. Example is
pine tree.
Ask:
1.
2.
3.
4.

What group of plants are being formed?


How do they differ from one another?
Can you group them into 2 big groups?
What do you call this groups?

Concept Formation:
Plants can be grouped according to their characteristics.
Important words are written in strips. Arrange them according to
the group they belong.
Guide the pupils to do the concept mapping. (See sample
below)

Lesson Plans in Elementary Science, Grade 5

130

Sample:
Plants

Seed
Producing
C. Post Activity:
1. Reporting of group outputs
2. Analysis and Discussion: (Enrichment of reports and furthering
discussions.)
3. Generalization:
How do you group plants?
4. Application:
Perform Activity # 3 Bring Me Back to my Home
Use same group
Distribute the Activty sheet
Let them finish the activity for 2 minutes
Checking the papers. (Exchange with other groups)
( The activity should be written in manila paper for checking purposes.)

Ask:
1. What group do plants in the square belong?
2. What characteristics do they have in common?
IV. Evaluation:
Lesson Plans in Elementary Science, Grade 5

131

A. Group the plants listed below according to their characteristics. Write


them in the box where they belong.
Tamarind
cotton
banana
algae
cypress
Mosses
Corn

fern
pine tree

avocado
mango

fungi

cedar
acacia

ampalaya

Cone
bearing

Spore bearing

Seed
bearing

B.

Each group of plants has a common characteristics.


Write the characteristics used for each group.
V. Assignment:
Give at least two plants belonging to each group

Plants

Non-flowering plants

Without true stems


Monocots

With vascular system

Flowering plants

Dicots

leaves and roots


Terrestrial

Aquatic

Lesson 461 Day


Lesson Plans in Elementary Science, Grade 5

132

I.

Objective:

Explain other ways of grouping plants

II. Subject Matter:


Topic: Another Way of Grouping Plants
Science Concept:
One way seed plants can be grouped is by number of growing
seasons they have.
Science Processes:
Describing, inferring, observing, comparing
Value: Orderliness makes work faster and easier
Materials: Different plants such as carrots, bean, bamboo, mango,
ampalaya
References: RBEC-PELC Unit III, 4.3 p.13
Headways in Science and Health Today 5 p.118 by
Rebecca R. Falloria and Nenita A. Apolinario
Background Information for Teachers (BIT):

Seed plants are grouped according to the


number of growing
seasons.
Annuals are plants that last for only one season.
Example: The mango beans. A mongo plant grows and
produces many seeds, then dies, all in one season.
Biennials are plants that take two years to complete
their cycle. During the second year, biennial plants produce
flowers which take turn to seeds, then die.
Examples are carrots and garden flowers.
Perennials are plants that take more than the two
years to complete their life cycle. Examples are trees and
grasses.

III. Learning Procedure:


A. Pre-Activity:
1. Close your eyes, imagine the plants you have at home.
What are they? How do you take care of your plants? Why
do you have plants at home? If you are asked to group
these plants, how do you do it?
2. Motivation:
Take the pupil to the school/science garden.
Play the game Bring Back To My Groupmates
Give prize to the best group.
Bring Me Back To My Groupmates
Procedure:
1. Group the pupils with 5 members each.
2. Each group has these labeled boxes.
Lesson Plans in Elementary Science, Grade 5

133

Tallophyt
es

Bryophy
tes

Pteridophy
tes

Ggymnos
pers

Angiosper
ms

3. Ask them to get one leaf of each of the plant mentioned.


4. Have them place in their proper boxes.
5. Tell them to do it properly.
B. Activity Proper:
1. Setting standards
2. Activity 1

Learning Activity Sheet- Lesson 46-A


1. Present these plants on the table (carrots, bean, bamboo, mango,
ampalya)
2. Observe their characteristics.
3. Group them according to the numbers of growing seasons they have.
4. Report to class.
Ask:
a.
b.
c.
d.

What are the plants you observed?


Lets find out if you have grouped them correctly.
Which of these plants grow from seeds and make more seeds, then die?
Which of these plants take two years to complete their cycle, during
second year, these plants have flowers, produced seeds and then die?
e. Which of these plants take more than two years to complete their life
cycle?
f. Did you group them correctly?
Activity 2
1. Distribute the activity cards with letter cut-outs.
2. Have them read the statement silently and do what is asked in an orderly
manner.\
3. Give reward to the best group.

Learning Activity Sheet- Lesson 46-B


The words in each card are disarranged. Rearranged each word to form the
other way in grouping plants by reading the descriptions. Then ask them to
paste it on the board. Tell them to do it quietly and orderly

ALNNAU

LAINNIEB

Lesson Plans in Elementary Science, Grade 5

NNIEREPAL
134

These plants
grow from
seed, make
more seeds,
then die. All of
these take
place in one
season. Such
plants are
called annuals
because they
last for only
one season.

These plants
that take two
years to
complete
their cycle.
During the
second year,
these plants
have flowers.
They
produced
seeds and
then die.
Carrots and
some garden
flowers
belong to
this group.

These plants
take more
than two
years to
complete
their life
cycle. Most
trees and
many
grasses
belong to
this group.

C. Post Activity:
1. Publishing and Reporting:
Have them post their work on the board.
2. Analysis and Discussion:
What is the other way of grouping plants?
How do they differ from each other?
3. Abstraction and Generalization:
Do plants have the same number of growing seasons?
What is another way of grouping plants?
4. Application and Valuing:
Activity 3 Help Me Im Lost
Procedure:
1. Have them draw on fruit cut-out from the box.
2. Ask them to open the fruit cut-out at the same time.
3. Let them read silently the name of plants written in the
fruit cut-out.
4. Then ask them to move quietly and orderly to the group
where the name of the plants they are holding belongs.
5. Assign three pupils to hold these placards, ANNUALS,
BINNENIALS, PERENNIALS
Ask:
1. What group do you belong?
2. Will you describe that group of plant?
IV. Evaluation:
A. Write Annual, Biennial or Perrenial on the blanks.
_______1.Carrots
________2. Bean
_______3.Bamboo
________4. Mango
Lesson Plans in Elementary Science, Grade 5

135

_______5.Ampalaya
B. Explain the other ways of grouping plants
V. Assignment/Agreement:
Write a short paragraph about the ways of grouping plants. Follow the
correct way of writing a paragraph.

Lesson Plans in Elementary Science, Grade 5

136

Lesson 471 Day

I.

Objective:
Describe the importance of grouping plants
II. Subject Matter:
Topic: Describing the Importance of Grouping Plants
Science Concept:
With systematic group[ing of pplants, scientist, farmers, learners
and even consumers can do things better and faster.
Science Processes: describing, inferring observing, comparing
Value: To maintain the beauty of nature we must work together to protect
our plant life
Materials: Different plants such as Simple Plants, The Higher Plants, Seed
Plants, Activity Sheets
References: RBEC-PELC Unit III. 4.4 p.13
Headways in Science and Health Today 5 pp. 115-154 by
Rebecca R. Falloria and NenitaApolinario
Background Information for Teachers (BIT):
The process of grouping of plants is very important. With
systematic grouping of plant scientist, farmers, learners and even
consumers can do things better and faster. Studying of plants is
easier because scientists know which plants belong to similar group.
When they read reports and researches they are sure they know
which plants are identified. Caring for plants interbreeding choosing
substitute for planning or for nutrition are also easier when they are
classified and grouped accordingly.

III. Learning Procedure:


A. Pre-Activity:
1. Review on the other way grouping plants.
Group these plants accordingly to Annuals, Biennials or
Perennials.
-carrots
-ampalaya -mango
-bamboo
-bean
2.

Motivation/Presentation:
Do you think grouping of plants is important? Why?

B. Activity Proper:
1. Setting of Standards

Lesson Plans in Elementary Science, Grade 5

137

Activity I
1.
2.
3.
4.

Group the pupils with 10 members each.


Distribute the different plants.
Ask them to name and describe the plants.
Ask them to group the plants into Seed Producing Plant and
Plants With No Seeds.
5. Ask: What are the plants that belong to Seed Producing Plants?
Plants With No Seeds?
6. Let them write in table I
7. Ask them to group the Seed Producing Plants into Gymnosperms
and Angiosperms.
8. Ask: What are the plants that belong to Gymnosperms?
Angiosperms?
9. Have them write these on table 2
10.Ask them to group the Plants With No Seed into Thallophytes,
Bryophytes and Pteridophytes.
11.Ask: What are the plants that belong to Thallophytes?
BryophytesandPteridophytes?
12.List on table 3.
13.Ask them to group these plants into Monocots and Dicots.
14.Ask: What are plants that belong to Monocots? Dicots?
15.Have them write the names of these plants that belong to this
group on Table 4.
C. Post Activity:
1. Publishing and reporting by groups:
Have them post their work on the board.
2. Analysis and Discussion:
Name the plants according to the different groups. It is easier
now to name the plants where they are grouped?
Do you think it is important to group the plants? Why?
Do we need also to maintain the beauty of nature? What must
we do to protect our plant life?
3. Abstraction and Generalization:
Why is it important to farmers, learners and even consumers
the grouping of plants?
What are the importance of Grouping Plants?
4. Application:
Where do these plants belong? Write them in their proper group.
1. Tamarind 2. Mango
3. Squash
4. Palms
5. Orchids
6. Coconuts 7. Trees
10 ferns

Seed Producing Plants


Gymno
sperms

A
n

8. Fungi

9. Algae

Plants with no seed


Thalloph
ytses

Bryoph
ytes

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Pteridoph
ytes

138

g
i
o
s
p
e
r
m

IV. Evaluation:
Write a short paragraph with proper indention, capitalization, punctuation and
correct margin about the importance of grouping plants. Give also the
appropriate title.
V. Assignment:
Prepare an album showing the grouping plants

OVERVIEW
Unit IV Physical/Chemical Change
The lesson plans in this unit have
been prepared to make the pupils aware of
the chemistry of life, which is the story of
elements, the building blocks of matter. The
marvelous changes in matter and energy
transform nonliving materials into plants
and animals and give them life. This is the
chemical basis of life.
There are 8 lessons in this unit.
Lessons 48 to 51 describe simple physical
and chemical changes in materials. Lesson
52 presents conditions/factors that bring
about changes in materials. Lesson 53 help
pupils infer that every thing in the
environment is changing. Lessons 54 to 55
deal on the effects of changes in the
environment.

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139

Lesson 481 Day

I.

Objective:
Observe that no new materials is formed in physical change
Show examples of physical change.

II. Subject Matter:


Topic: Physical Change
Science Concept:
Physical change is a change in the state of matter but not in its
composition. Its basic characteristics still remains the same.
Science Processes:
Describing, observing, inferring, recording
Value: Working harmoniously and cooperatively
Materials: ice cube, sugar, piece of cloth, rubber band, a piece of chalk
References: RBEC-PELC Unit IV, 1.1-1.1.1 p.14
Into the Future: Science and Health V pp. 114-116 by Jose Llarinas and
EmelyPelobello
Background Information for Teachers (BIT):
When materials change their size and shape they are said
to undergo physical change. This kind of change does not alter their
composition. Solidification is the process when water is turned to ice.
Liquification is the process when ice is turned to water. Evaporation is the
process when liquid water turns to gas when it absorbs enough heat. When
materials change in state they undergo change.
III. Learning Procedure:
A. Pre-Activity:
1. Checking of materials brought by pupils.
2. Motivation:
Let pupils describe/compare the changes that happened in their
physical appearance then and now.
Do materials/objects change in appearance? How?
B. Activity Proper:
1. Group pupils. Give each group activities to perform.

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State the procedure of the activity. Let each group find/perform


ways on how to change the physical state of the following
materials.

Describe:
1. Ice cube
2. Sugar
3. Piece of paper
Activity
1. Think of ways on how you can change the materials you have in
your group.
2. Record your observation using the chart.
Name of
Change that
Condition that
material
happens
brought about
change
C. Post Activity:
1. Reporting by groups
2. Analysis and Discussion:
Let pupils describe what they did with the materials to
change their physical state.
Ask what happened with the ice cube, sugar, piece of paper.
3. Abstraction and Generalization:
Based on the activities, let pupils describe and tell what physical
change is. What is physical change? What happens to a material
when it undergoes physical change?
4. Applications:
Can you name some activities in the classroom where
physical change can be observed?
The table below gives examples of changes. Identify which of
them are physical and which are not. Indicate your answer by
putting a check ( ) in the appropriate column.
Materials/Objects
Involves physical change Does not involve physical
change
1. Plants grow
2. Fruits ripen
3. Leaves decay
4. Water boils
5. Coconut water
ferments
6. Meat is cooked
7. Metal rusts
8. Bread gets moldy
9. Seeds germinate
10.Rain erodes a barren
land
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141

11.Glass breaks
12.Food spoils
13.Clay is molded into
pots
14.Silverware tarnishes
15.Egg white becomes
foamy

IV. Evaluation:
Show to the class how these materials undergo physical change.
1. A piece of onion
2. A rubber band
3. A piece of chalk
4. A piece of wire
5. A piece of cloth
Base from your observation how do these materials undergo physical
change?
V. Assignment:
List down at least 5 activities at home that involves physical change.

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142

Lesson 491 Day

I.

Objective:
Observe that a new material is formed in a chemical change
II. Subject Matter:
Topic: Chemical Change
Science Concept:
Chemical change is a change in the composition of matter.
The original characteristics of matter are lost and new substance is
formed.
Science Processes:
Observing, describing, inferring, recording
Value: working harmoniously and cooperatively/critical thinking
Materials:baking powder, water, milk, vinegar, a piece of paper, match,
test tube, dropper
References: RBEC-PELC Unit IV. 1.2/1.2.2 p.14
Into the Future Science and Health 5 pp. 121-123 by Jose F. Llarinas and
EmelyPelobello
Headways in Science and Health Today 5 pp.137-141 by Rebecca R.
Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
Chemical change is a formation of one or more new substance due
to the action or presence of heat and other substances such as
acid. The presence of bubbles, a change in color, and release of
heat indicate a chemical change addition of chemicals such as
acids and absorption of heat are factors needed for chemical
change to occur.
III. Learning Procedure:
A. Pre-Activity:
1. Review: What is a physical change? Give examples.
2. Motivation/Presentation:
Can a material form a new substance when exposed under a
given condition? What are these conditions?
B. Activity Proper:
Group pupils into 5 groups. Let them prepare their materials for the
activity. Set standards before performing the activities.

Learning Activity Sheet- Lesson 49


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143

Perform the activities showing chemical changes. Follow the procedure


carefully. Write your observations.
I.

II.

III.

Baking powder and water


Put one teaspoon of baking powder in a dry test tube, add water.
Observe/describe what happens when water is added to baking
powder.
Milk and Vinegar
Put 10 ml of vinegar in a test tube, add some liquid milk. Observe what
happens. (The insoluble solid which appears in the solution is
commonly called curdle)
Burning a piece of paper
Burn a piece of paper. Observe what happens.
C. Post Activity:
1. Reporting by groups about their findings
2. Analysis/Discussion:
What happened when water is added to baking powder?
Is a new substance formed when vinegar is added to
some liquid milk?
How do you know?
What happened when milk is added to vinegar? Is there a
new substance formed by the reaction? How do you
know?
Are the properties after the paper was burned the same
as the original?
What makes you think so?
3. Based on the activities, what is a chemical change? What happens
when there is a chemical change?
4. Application:
Every time your father uses his carpentry tools, you observe
that he wipes them with rag soaked in oil before he keeps them
in his tool box. Why does he do this?

IV. Evaluation:
Show some ways on how the following materials can change
chemically.
1. Small piece of stick
4. Fruit
2. Small amount of milk 5. Iron
3. Small amount of vinegar
V. Assignment:
List down 5 activities showing chemical changes.

Lesson 50

1 Day

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144

I.

Objective:
Show examples of chemical change
II. Subject Matter:
Topic: Chemical Change
Science Concept:
Chemical change results in the formation of new substance. This is
brought about by the reaction of substance when they are
combined or when they are broken down.
Science Processes:
Observing, identifying, experimenting
Value: Self-discipline, carefulness
Materials: tissue paper, sugar, vinegar, ammonia, dropper, empty milk
can, match, spoon or can, alcohol lamp, beaker/test tube, firewood
References: RBEC-PELC Unit IV. 1.2.1 p. 14
Headways in Science and Health 5 tx pp.137-139
Headways in Science and Health 5 tm pp. 61-65 by Rebecca R. Fallaria
and NenitaApolinario
PROBE Inset Package on Instructional Model Strategy
Background Information for Teachers (BIT):
A chemical change produces a new substance with a new
kind of molecules.
Factories use fuels to run machines. Buses, jitneys and
other motorized vehicle also use fuels.
The fuels are petroleum products such as crude oil and
gasoline. When these fuels burn, they produce black smoke which
contain harmful chemicals. Chemical change took place.
Steel wool contains iron. The air around has oxygen. The
particles of iron in the steel wool combine with the particles of
oxygen in the air making the iron to rust. Rust is the product of
chemical change.
III. Learning Procedure:
A. Pre-Activity:
Perform Activity # 1 Burn Me

Learning Activity Sheet- Lesson 50-A


1. Burn a piece of wood.
2. Observe and record the changes that happen to it as it burns.
3. Observe what happened to the wood after it was all burned up.
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145

Ask:

What changes happen as it burns?


(As the piece of wood burns, heat, light and smoke were
given off.)
What happened to the wood as it was all burned up?
(The piece of wood changed in color, texture, and
appearance.)
What happened to wood?
(The wood changed)
What change did the wood undergo when it was burned?
(The wood underwent chemical change.)

B. Exploration:
1. Group the class into three.
2. Remind them the precautionary measures before conducting the
activity.
3. Distribute the materials to each group.
Explain the use of each material
Let them perform Activity #2 Look at Me
Ask: What will you do in order not to meet any accident as you perform
the activity?
(Remind them the value of self-discipline and carefulness as they
perform the activity.)

Learning Activity Sheet- Lesson 50-B


Look at Me
What you need:
Tissue paper, sugar, vinegar, ammonia, water, spoon or can, dropper,
match, dry empty milk can, alcohol lamp, beaker or test tube.
A. What to do:
1. Get a piece of tissue paper. Examine it carefully. Take note of its
characteristics.
2. Burn the tissue paper in a dry clean and empty milk can. Observe
what takes place as the paper burns.
Did the characteristics of paper change? Is there any smoke
formed?
3. Put a small amount of sugar into a spoon or can. Taste it. Note its
color and texture.
4. Light the alcohol lamp. Put the spoon or can over a low flame.
What happens to the sugar?
Do you notice other substances being formed?
5. Put one spoonful of ammonia into a beaker. Dilute it with one more
spoonful of water. Do not taste it. Hold the bottom of the beaker.
6. Now, add vinegar drop by drop into the beaker. Take note of its
temperature.
Did the temperature change?
Why do you think did the temperature changed?
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146

Answer briefly:
1. What conditions are necessary for the chemical change to take
place?
2. What are the pieces of evidence that chemical change has taken
place?
B. Presentation of group outputs using the table below:
QUESTIONS
1. Do the characteristics of
paper change?
Is there any smoke formed?
2. What happens to the sugar?
Do you notice other
substances being formed?
3. Did the temperature of
ammonia change?

GROUP 1

GROUP 2

GROUP 3

4. What conditions are


necessary for the chemical
change to take place?
5. What are the pieces of
evidence that chemical
change has taken place?
C. Explanation:
Ask:
1. In all the activities performed, what changes happened to the things
and substances?
2. What do you call this change?
3. When does chemical change happen?
(Tell: Chemical changes happen in different ways. First, there are new
substances formed. The new substance formed has different
characteristics from the original substance. Secondly, chemical
change occurs with the application of heat or with a change in
temperature.)
Ask:
1. When you burned the tissue paper, did the original characteristic of
the paper change?
(A piece of paper is made up of cellulose fibers. Cellulose is
composed of elements-carbon, hydrogen, and oxygen. When paper is
burned, heat, light, carbon-dioxide, water vapor, and ash are
produced. Carbon dioxide and water are lost in the air. Take note that
the new substances formed are different from the original substance)
2. When you heated the sugar, did the original characteristics change?
What characteristics were those?
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(From being sweet it became bitter. From being white it became


black. From being brittle crystal, it became hardened lump. Then
there were also gases formed. The smoke that you noticed while
heating the sugar were water and carbon dioxide. The black solid
lump was mostly carbon.)
3. What happened to the temperature of ammonia when other solutions
were added?
(The ammonia was originally cooler. With the addition of vinegar, the
solution also became warmer. Heat was evolved.)
D. Generalization:
What is chemical change?
What are the examples of chemical change?
IV. Evaluation: Perform Activity #3 See Me Carefully

Learning Activity Sheet- Lesson 50-C


See Me Carefully
Materials:
A rusty nail and a new nail
Procedure:
1. Look at the two nails carefully.
2. Observe the changes that happened in the rusty nail.
Answer briefly:
1.
2.
3.
4.

Are there changes that took place to the rusty nail?


List down the changes that took place?
What do you call this kind of change?
When does chemical change occur?

V. Assignment:
Observe a ripe banana fruit. List down the changes that took place.

Lesson 511 Day


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148

I.

Objective:

Observe that the product of chemical change cannot be brought back


to its original form.
II. Subject Matter:
Topic: The Product of Chemical Change
Science Concept:
In chemical change, new products are formed. The characteristics
of the new products are entirely differently from the original
materials. When a chemical change takes place, the product
cannot be brought back to its original form. A chemical change is
irreversible.
Science Processes:
Observing, identifying, experimenting
Materials: Stove/burner, ripe fruit, unripe fruit, decomposed wood, wood,
rice, water, kettle
References: RBEC-PELC Unit IV 1.2.2
Headways in Science and Health 5 tx pp. 140-141
Headways in Science and Health 5 tm pp. 63-65 by Rebecca R.
Fallaria and NenitaApolinario
Background Information for Teachers (BIT):
Chemical change happens in different ways. First, there are
new substances formed. The new substances formed have different
characteristics than the original substance. Secondly, chemical change
with the application of heat or with a change in temperature.
When you burn a tissue paper, the original characteristic
will change. When paper is burned, heat, light, carbon dioxide, water
vapor and ash are produced. Carbon dioxide and water are lost in the
air.
When sugar is heated, its original characteristic are also
lost. From being sweet, it becomes brittle. From being white, it
becomes black. From being brittle crystal, it becomes a hardened
lump.
The ammonia is originally cooler. With the condition of
vinegar, the solution becomes warmer. Heat has evolved.
These are the pieces of evidence of chemical change that
it cannot be brought back to its original form.

III. Learning Procedure:


A. Engagement:
Perform Activity 1 Taste Me
1. Wash the rice.
2. Place the rice with water inside the kettle.
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149

3. Set it on the stove until the rice is cooked.


4. Observe what happened to the rice. Taste it.
Ask: What changes happened to the rice? Can we bring it back to its original
form? Why?
(The children should be able to tell that the rice was cooked. It can no
longer be brought
back to its original form because the substance underwent chemical
change through the application of heat.)
B. Exploration:
1. Group the class in three
Introduce Activity Working in Stations
Procedure:
a. The 1st group will proceed to station 1 and do the activity posted and
record their observation on the sheet provided in the stations.
b. The 2nd group will proceed to station 2 and do the activity posted and
record their observations.
c. The 3rd group will proceed to station 3do the activity posted and
record their observations.
d. After answering the questions provided for each station, the groups
proceed to the next station moving clockwise.
e. The leader of each group will report on the activity undertaken in the
last station they went through.
1. Remind them the precautionary measures before conducting the
activity.
2. Explain the use of each material.
3. Let them perform activity # 51
(Remind them the value of cooperation and working harmoniously with
others.)

Learning Activity Sheet- Lesson 51


Working in Stations
Station # 1
Procedure:
1. Look at the wood. Examine it carefully, noting its characteristics.
2. Place the decomposed wood beside the wood. Examine.
Questions:
a. Did the chartacteristics of the wood change?
b. What happened to the decomposed wood?
c. Can we bring it back to its original form? Why? Why not?
Station # 2
Procedure:
1. Observe the new silverware. Examine its characteristics.
2. Get the tarnished silverware. Examine.
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150

Questions:
a. Did the silverware change?
b. What changes took place?
c. If we try to clean the silverware, can we bring it back to its
original form? Why? Why not?
Station # 3
Procedure:
1. Look at the unripe banana fruit in Saucer A. describe the banana as
to its color, texture, smell and taste.
2. Look at the ripe papaya in Saucer B. describe the papaya as to its
color, texture, smell, taste, and its composition.
Questions:
a. Did the ripe banana change in taste? Color? Smell? Texture?
b. What conditions are observed for chemical change?
c. What happened to the papaya as it passed through chemical
change?
C. Explanation:
Ask: In all the activities performed, what change took place?
When a substance or a material went through chemical
change, what will happen to its product? Why?
Tell: In chemical change, new products are formed. The
characteristics of the new products are entirely different
from the original form. A chemical change is irreversible.
D. Generalization:
What will happen to the product of a material/substance when it
passes through chemical change? (The product of chemical
change cannot be brought back to its original form.)
IV.Evaluation: Perform Learning Activity Burn Me Not

Learning Activity Sheet- Lesson 51


Burn Me Not
Materials:
A piece of plastic, match or lighter, shallow pan
Procedure:
1. Look at the piece of plastic carefully.
2. Place the piece of plastic on the shallow pan.
3. Burn the plastic.
Answer briefly:
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151

1.
2.
3.
4.

Are there changes that took place to the plastic when it was burned?
What are those changes?
What conditions are observed for chemical change?
Can you bring back the plastic into its original form? Why? Why not?

V. Assignment:
List down at least 10 chemical changes that you noticed around you.

Lesson 521 Day

I.

Objective:
Cites the conditions/factors that bring about changes in materials.
II. Subject Matter:
Topic: conditions That Bring About Changes in Materials
Science Concept:
Stretching, breaking, pounding, cutting and bending bring about
physical change
Science Processes:
Inferring, describing
Value: Protect our environment
Materials: match, candle, rubber bands, barbecue sticks, pieces of
paper
References: RBEC-PELC Handbook
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152

Into the Future: Science and Health, p. 115 by Jose F. Llarinas


and Emily Pelobello
Background Information for Teachers (BIT):
All materials are found in the environment undergo
changes. Some of these changes are noticeable while others are
not.
When cutting a paper into pieces, cutting brings about
change to the paper. When a wire is bent, bending is the factor
that bring about a change in the material. Cutting, bending,
stretching and burning are some factors which cause changes in a
material.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation: What changes in your bodies have you
noticed? Let pupils relate the bodily changes they had
undergone.
B. Activity Proper:
1. Distribute the sticks to the 1st group, candle to 2nd, pieces
of paper to the 3rd group and wire to the 4th group.
2. Group work
Group I they will cut the sticks
Group II they will light the candle
Group III they will crumple the pieces of paper, they
burn
Group IV they will bend and wire
3. After each activity, ask, What factors brought about the
changes in materials? Each group reporter will report.
4. Discussion/Clearing out of differences
5. Abstraction/Generalization:
What factors or conditions bring about changes in
materials?
6. Application/Valuing:
If there are changes in our life, be it good or bad, how
should we take them? Why?
IV. Evaluation: What
1.
2.
5.

conditions can cause change to the following materials:


Iron
3. Manila paper
Chalk
4. Rubber balloon
Plastic jar

V. Assignment:
What if there are factors that bring about changes in materials? What do
you think will happen to us?

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Lesson 531 Day


I.

Objective:
Infer that everything in the environment is changing
II. Subject Matter:
Topic: Changes in the Environment
Science Concept:
Everything in the environment is changing
Science Processes:
Observing, identifying, inferring
Value: Demonstrate curiosity, cooperation and active participation in all
learning activities
Materials: poem, envelop containing words
References: RBEC-PELC Unit IV, 3
Headways in Science and Health Today 5 pp. 115-154 by
Rebecca R. Falloria and NenitaApolinario
Curriculum Support Material p. 24
Science and Health for Changing Environment V p. 147
Background Information for Teachers (BIT):
Lesson Plans in Elementary Science, Grade 5
154

The environment is consists of the hydrosphere, lithosphere


and atmosphere. Everything in the environment is
changing.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation:
Let the pupils read the poem below. (Written in a manila paper).
I LOVE EVERYTHING
By: Arilyn U. Balagtas
I love the sun that shines
I love the birds that fly
I love the rain that drops in
leaves
I love the flowers that bloom
I love the air that freshens
I love everything wont you?
2.

Analysis:
What is the poem all about?
Where can we find a sun, birds, rain?
How would you describe the surroundings with this kind of
picture?
Would you like to live in this kind of environment?
Can you identify some changes that take place in this kind of
environment?
Do you think these are the only changes that can taker place in
the environment?

B. Activity Proper:
1. Drawing Blind
a. Divide the class in two groups
b. Two chosen volunteers from the 1st group are blindfolded
c. The picture is shown to the 2nd group and the rest of the
1st group.
Note: The picture to be shown is a picture of the environment where
severalchanges can be identified.
a. The blindfolded volunteers draw on the board the
same picture based on the instruction given by the
rest of the group.
b. Whoever had a closest drawing against the original
wins.
2. Do the Activity Sheet # 53
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155

Answer the following:


What are the changes observed on the picture?
Which component or factor of the environment is changing?
Where do these changes happen?
Is there any part of the environment where changes do not take
place?
5. If you are the environment would you like these changes to
take place? Why?
1.
2.
3.
4.

C. Post Activity:
1. Discussion follows
2. Application:
Give each row or group an envelop containing words and have
them empty and count the number of words.
Announce a set of time and the groups form the words into
sentence.
The first group that forms first and correctly wins.
EVERYTHING IN THE ENVIRONMENT IS
CHANGING
3. Generalization:
In what way can we show concern to these changes?
IV. Evaluation:
What do you think will happen to the following after 10 years?
1. Agricultural lands
3. A person
5. A tree
2. Your Barangay
4. Our school
V. Assignment:
Write a short poem showing that everything in the environment is
changing.

Lesson541 Day
I.

Objective:
Identify the good effects of certain changes in the environment.
II. Subject Matter:
Topic: Identifying the Good Effects of Certain Changes in the Environment
Science Concept:
Some changes in the environment have good effects.
Science Processes:
Observing, describing, identifying
Value: cooperation
Materials: activity sheet, jigsaw puzzle board, giant wheel card
References: RBEC-PELC Unit IV, 4.4.1 p.16
Science and Health for a Changing Environment p. 147 by
Rebecca R. Fallaria and NenitaApolinario
Headways in Science and Health Today pp. 139-140
Lesson Plans in Elementary Science, Grade 5
156

Science for Better Health and Environment p. 144 by Efrain


Abracia
Background Information for Teachers (BIT):
The physical and chemical changes happen to matter.
Some changes have good effects to living things and the
environment.
Some of the effects are:
We eat food everyday. Chemical changes take place in
our digestive system so that the food we eat can be changed into
liquid that can be absorbed by the blood in our body.
Water evaporates from bodies of water, wet people,
plants and animals. Water that evaporate changes into water
vapor. When the water vapor in the air is cooled, it condenses and
forms clouds which later fall as rain. The changes in the physical
state of water make up the water cycle.
Plants used the carbon dioxide in the air in the food
making process. As a result of chemical changes during food
making, oxygen which we need.
When plants and animals die, tiny organisms feed on
them thereby returning the nutrients in the soil.
III. Learning Procedure:
A. Pre-Activity:
1. Review:

Learning Activity Sheet- Lesson 54


Activity # 1
1. Show this table to the pupils.
2. Let them check the appropriate column.

Changes
Water boils in a pot
Diesel oil burns in jeepneys
engine
Sugar melts into syrup
Kerosene is burned in the
lamp
Putting meat and fish in the
freezer

Physical

Lesson Plans in Elementary Science, Grade 5

Chemical

157

1. Use Learning Activity Sheet 1 Lesson 54 (GIANT WHEELL)


(Note: It can be in the form of picture)

Procedure:
1. The eight parts of the giant wheel will be detached as cards and
place it in a box.
2. Call 8 pupils to get a card each from the box.
3. Instruct the 8 pupils to connect all the 8 parts to form the giant
wheel as shown above.
4. Ask the following:
What can you see in the giant wheel?
What are these changes?
Do these changes have good effects?
5. Find out.
B. Activity Proper:
1. Organize the pupils in 8 groups.
2. Let them choose their leader, reporter, gofer and noise
minimize.
3. Instruct the golfer of each group to get a part of the giant wheel.
4. The group will identify the kind of change.
5. The leader of each group will discuss and find out the good
effect of the said change.
6. Let them report their findings.
7. Discussion follows.
(Remind the pupils to be cooperative in their group work.
Emphasize the value of cooperation.)
C. Post Activity:
1. Do activity 2 (JIGSAW PUZZLE)
2. Do you agree that the changes in the environment have good
effects? In what way?
3. How do we value these good effects?
IV. Evaluation: Encircle the letter of the correct answer.
1. Water cycle undergoes physical change in the environment. What is one
good effect of this change.
Lesson Plans in Elementary Science, Grade 5
158

2.

3.

4.

5.

a. Provides water
b. Provides fresh air
c. Provides clouds
When plants and animals die and decay, chemical changes happen and
becomes a part of the soil, what beneficial effect does it give?
a. The soil is rich in water
b. The soil becomes fertile
c. There will be an additional layer of the soil
Wood can be changed into charcoal. What is its beneficial effect?
a. It provides us clothing
b. It provides us shelter
c. It provides us fuel
Fruits undergo chemical change when ripen. What does it provide us?
a. Shade
b. Food
c. Fuel
Which of the following is a good effect of placing meat and fishes in a
freezer?
a. It becomes hard
b. It prevents spoilage
c. It adds flavor

V. Assignment:
Make a poem showing the good effect of changes in the environment.

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Learning Activity Sheet- Lesson 54


Activity # 2
Procedure:
1. Distribute a part of each group
2. Let them form the puzzle on the board
3. Identify the good effects of some changes in
matter and in the environment.

Lesson 551 Day


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I.

Objective:
Identify the bad effects of certain changes in the environment.
II. Subject Matter:
Topic: Bad Effects of Some Changes in the Environment
Science Concept:
There are bad effects brought about by certain changes in the
environment
Science Processes:
Observing, identifying
Value: personal discipline
Materials: Reading materials
References: RBEC-PELC Unit IV, 4.4.2 p.16
Science for Better Health and Environment pp. 144-146 by
Efrain Abracia
Headways in Science and Health Today V pp. 142-144 by
Rebecca R. Falloria and NenitaApolinario
Science and Health for a Changing Environment pp. 148-151
Background Information for Teachers (BIT):
If there are beneficial effects of the changes in the
environment there are also harmful effects.
Motorized vehicle uses gasoline or diesel oil. When gasoline
and diesel oil burn, they produce some harmful chemicals.
Sulfur dioxide, nitrogen oxide and carbon monoxide are gases
released into air when fuels such as gasoline and oil burned. Some
hydrocarbons are also released. All these chemicals can cause illnesses.
Lead, which is added to gasoline to make engines run better
has been found to be poisonous.
Above the troposphere is the stratosphere where there is a
layer of ozone gas that protect us from the sun. Ozone absorbs the
ultraviolet rays and shields us from their harmful effects.
Chloroflourocarbons (CFC) are chemicals used in aerosols spray,
refrigerators, and air conditioners. CFCs cause ozone molecules to break
up.
Too much carbon dioxide in the atmosphere prevents heat from
escaping into the outer space so the earth becomes warmer. This result
is the greenhouse effect.
Acid rain formed from chemicals such as sulfur dioxide and
nitrogen oxide are mix with moisture. The rain clouds absorb this and
later fall as acid rain that can destroy soil and kill plants.
III. Learning Procedure:
A. Pre-Activity:
1. Review: Gives some changes and identify its good effects
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e.g. Burning of wood---fuel, light, heat


2. Motivation:
Show them the picture of an industrialized placed
Ask the different changes that happened in this place
Ask if there are bad effects
B. Presentation:
1. Identify the bad effects from the picture. Lead them to realize
the following bad effects:
a. Global warming b. depletion of the ozone layer
c.
acid rain
2. Organize the pupils into 3 groups
3. Give each member of the group a reading material
e.g.
group 1 global warming
group 2 acid rain
group 3 depletion of the ozone layer
4. Let them discuss these bad effects brought about by certain
changes in the environment.
5. Let each group report
6. Further discussion will follow
C. Concept Formation
Do this!
These are some bad effects of certain changes in the environment.
Rearrange them to come up with the answer.
Ballogwingram
(global warming)
Diacnira
(acid rain)
Nobracoroulfloroch
(chlorofluorocarbon)
Zeonoletiondep
(ozone depletion)
D. What are some bad effects brought by these changes?
How can you help reduce the bad effects of some changes in the
environment?
IV. Evaluation:
Identify the bad effects of the following changes.
Burning diesel and gasoline oil in cars
Rusting of iron
Shaping some plastics and metals into products
Burning leaves and plastics
Producing air conditioners and refrigerators
V. Assignment:
Make a poster or slogan showing a call for minimizing the use of
chlorofluorocarbon.

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Lesson 561 Day


I.

Objective:
Identify ways of producing static electricity
II. Subject Matter:
Topic: Static Electricity
Science Concept:
Static electricity is an electricity that stays fixed on a location
Science Processes: identifying, inferreing, describing
Value: Cooperation, Respect others opinions
Materials: Activity sheets, combs, ballons, woolen cloth, sand
References: RBEC-PELC Unit V. 1.1 p. 17
Into the Future: Science and Health V pp. 136-138 by Jose F.
Llarinas and Emily Pelobello
Background Information for Teachers (BIT):
Rubbing and striking two different materials produce electricity.
This kind of electricity is called static electricity or electricity at
rest. Rubbing materials causes electrons to move. This causes the
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materials to become positively and negatively charged. The


objects having the same charges repel. On the other hand,
objects with opposite charges attract. So when electrons which
are negatively charged are attracted to the protons which are
positively charged, the former flow and produce electricity.
An example of this is walking across a carpeted room.
Your feet rub against the carpet so when you touch the metal
doorknob, the charges produced by the rubbing action is released
and produces a tingling sensation.
III. Learning Procedure:
A. Pre-Activity:
1. Pictures of electronic appliances are displayed for viewing. Name
one and tell what makes it function.
2. Study a picture of a woman with a dirt duster. She is wiping of
the dirt on surfaces of furniture with a dirt duster. Have you seen
a dirt duster? What is it made of? How is it used for dusting?
Does it really do its function as a duster?
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Group by 5s and do activity cooperatively.

Learning Activity Sheet- Lesson 56


1. Bring your comb near small pieces of paper. What
happen?
2. Rub your comb briskly with a woolen cloth.
3. Bring the comb toward some pieces of paper.
What happens to the tiny pieces of paper? Compare your
observation with step 1
4. Rub an inflated balloon with a woolen cloth.
5. Put the balloon against the wall.
What causes the balloon to stick to the wall?
Do you think the same will happen without rubbing the
balloon?
6. Rub the balloon with the woolen cloth again.
7. Hold the balloon over very dry sand.
What happens to the sand when you bring the balloon
near it?
What kind of electricity is produced when you rub two
materials of different kind?
C. Post Activity:
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1. Publishing and reporting


What happened to tiny pieces of paper when you first brought
the comb near them? What happened to the tiny pieces of paper
when the comb was rubbed on a woolen cloth and was brought
near them?
What happened to the balloon when it was rubbed with a woolen
cloth and was brought near the wall?
What happened to the balloon when it was rubbed with woolen
cloth and was brought over the dry sand?
2. Analysis and Discussion:
Why did the tiny pieces of paper stick to the comb after it was
rubbed with woolen cloth?
Why did the balloon stick to the wall when it was rubbed with
woolen cloth?
Why did the dry sand stick to the balloon when it was rubbed
with woolen cloth?
3. Abstraction and Generalization:
What happens when two different materials are rubbed or
stroked against each other?
What is static electricity? How is it produced?
4. Application and Valuing:
There are some kinds of cloth or fabric that cling to the skin as
you wear them. How can we prevent this clinging effects?

IV. Evaluation:
Check the situation which gives an idea of how static electricity is produced.
___1.Striking two different materials against each other.
___2.Rubbing two different materials together.
___3.Cutting two things together with a piece of rope.
___4.Binding two things together with a piece of rope.
___5.Washing two things together at one time.

V. Assignment:
How do you think does static electricity affect us and our environment?

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Lesson 571 Day


I.

Objective:
Observe the effect of static electricity
II. Subject Matter:
Topic: Effect of Static Electricity
Science Concept:
Static electricity causes lightning. Lightning can be dangerous. It
causes loss of lives and properties. But it can be useful. It causes
oxygen and nitrogen in the air to combine and result to chemical
change. This chemical change produces nitrate, a compound which
makes the soil fertile.
Science Processes:
Explaining, observing, inferring
Value: cooperation, honesty, disaster-control awareness
Materials: bamboo sticks, bolo
References: RBEC-PELC Unit V. 1.2 p 18,
Into the Future: Science and Health V pp. 139-140 by Jose
Llarinas and Emily Pelobello
Background Information for Teachers (BIT):
Lightning is an effect of static electricity. It is a spark produced
when electrons on one side of the cloud rub against the protons
on the other side of the clouds. It is not advisable to seek shelter
under a tree during lightning. The tree may explode when
lightning strikes because the liquid sap inside the tree boils. The
heat of the lightning also causes oxygen in the air to undergo
Lesson Plans in Elementary Science, Grade 5
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chemical change, thus producing nitrate, a compound which


makes the soil fertile.
III. Learning Procedure:
A. Pre-Activity:
1. Review: Lets play. The Magic Word. Fill in the blanks with the
letter of the words that are identified in each item. The magic
word is at the highlighted squares. The first group to give the
magic word is the winner.

a. When a comb is rubbed briskly with a woolen cloth and brought near
small pieces of paper the pieces of paper _________to the comb.
b. A balloon rubbed with a woolen cloth ________ dry sand to it.
c. Some fabric clings to skin because of the attraction between the fabric
and body. To prevent this clinging effect, a ________ substance is used
to wash the fabric.
d. _______ is the basic article comprising all matter. It is composed of
proton, neutron and electron.
e. By _______ and striking two different materials, we produce static
electricity.
f. Static electricity stays in place. The _______ electricity flows.
2. Motivation and Presentation:
Study the following pictures:

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B. Activity Proper:
1. Listening to instructions and set standards to follow.
2. Group by 5s (Group 1 & 3 do activity A. group 2 & 4 do activity
B.)
Activity A.
1. Get 3 dried bamboo sticks about 1 ft. long and 3 inches
wide.
2. With a bolo make fine pieces of bamboo by scraping one
of the sticks to make fine scraps. Put fine pieces of
bamboo on shallow tin can
3. Position the second stick above the tin can with fine
bamboo scrap
4. Hold both ends of the 3rd stick and position it across the
second. Then rub it forward and backward against the
second stick.
What happens after rubbing for sometime?
What electricity was produced by rubbing?
Activity B.
1. Get two rocks preferably granite or basalt.
2. Tear a piece of paper into pieces and put into a shallow tin
can container.
3. Strike the rocks against the pieces of paper until a spark
is produced by striking.
C. Post Activity:
1. Reporting and Publishing
What happens after rubbing the 2 sticks for sometime?
What electricity was produced by rubbing the bamboo sticks together?
What happens if we keep on striking the rocks together?
What electricity was produced by striking the rocks against each other?
2. Analysis and Discussion:
By rubbing of the electrons and protons in the clouds, lightning
is produced. What could be the effect of this occurrence? What are its
good effects?
3. Abstraction and Generalization:
How does the lightning, as an example of static electricity, effect
people and the environment?
4. Application and Valuing:
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Lightning as a static electricity is harmful and dangerous. How


should people avoid the dangers it brings? Lightning through
dangerous and harmful can be useful. In what ways? What could be the
best thing to do when lightning strikes?
IV. Evaluation:
Write at least 3 effects of static electricity.
V. Assignment:
Bring to class the following materials by groups. 1 piece insulated wire
2 dry cells, flashlight bulb in a socket.

Lesson 581 Day


I.

Objective:
Identify the parts of an electric circuit e.g. conductor, insulator, switch
fuse, source
II. Subject Matter:
Topic: The Electric Circuit, its Parts
Science Concepts:
An electric circuit is a complete path taken by electric current
The parts of an electric circuit are the source, the connecting wire
switch, the resistor and the device using the electricity.
Science Processes:
Describing and classifying
Value: Resourcefulness
References: RBEC-PELC Unit V 2.1 p 17
Into the Future, Science and health V. pp. 114-143 by Jose F.
Llarinas and Emily Pelobello
Background Information for Teachers (BIT):
A simple electric circuit is made up of several parts. It has
the source, the conductor, control and device. The source of power is
a dry cell. It makes the electrons move in a wire from a place full of
electrons to place with a less. The metal wire allows the electrons to
move easily to and from the dry cells. It is a conductor. The control of
electrons flow through the circuit is done by the switch. It opens and
closes the circuit. The device which transforms electricity is the bulb.
The following are symbols used to diagram an electric circuit
Conductor
fuse
Switch
resistor
Connection
cell
III. Learning Procedure:
A. Pre-Activity:
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1. Motivation:
Coloring exercise. (Look for the word identified by each item
in the box below.)
1. It is combined with oxygen by lightning which results to
chemical change. Color the answer, GREEN.
2. It is a static, electricity produced by rubbing of protons
and electrons. Color the answer,, YELLOW.
3. It is compound which results from the combining of
oxygen and nitrogen during a lightning. Color the answer,
WHITE.
4. They are negatively charged particles which when they
flow produce static electricity. Color the answer, RED.
5. They are positively charged particles which rub against
the electrons to produce lightning. Color the answer,
VIOLET.
2. Look at some materials on display. What can you make out of
them? What materials do you think can you use to substitute the
metal wire? Plastic cover?
B. Activity Proper:
1. Listen to instruction and set standards
2. Group by 5s and do the activity that follows.

Learning Activity Sheet- Lesson 58


1. Get the following materials: a half-meter of copper wire cut into 3, dry
cells, small flashlight bulbs, switch and adhesive tape.
2. Get 3 pieces of copper wire and remove about half a centimeter of
insulation at both ends. Why do you remove the insulation of wire?
What is an insulator?
3. Assemble the materials shown in the illustration of simple electric circuit.
4. Close the circuit and observe the bulb. Describe any changes in the bulb.
5. Open the circuit. Describe any change in the bulb.
How did you open and close the circuit?
What is the function of the switch?
6. Loosen the bulb and then remove one of the wires.
Turn on the switch. Does the bulb light up? Why?
Why does electricity flow to the circuit?
What happens to the flow of electricity if one part of the circuit is missing?

C. Post Activity:
1. Reporting and Publishing:
What materials did you use to make a circuit?
Why do you remove the insulation of wire?
How do you open or close the circuit?
When does electricity flow in a circuit? What happens to the flow
of electricity if one part of the circuit is missing?
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2. Analysis and Discussion:


What are the parts of an electric circuit? What happens if one of
them is missing? Which part serves as conductor? Insulator?
Source of electricity?Electric device?
3. Abstraction and Generalization:
What is an electric circuit? What is it composed of?
When does electricity flow in a circuit? When doesnt electricity
flow in a circuit?
4. Application and Valuing:
Your flashlight at home doesnt light. What should be done to
make it function properly?
IV. Evaluation:
Draw a simple electric circuit and label its parts.
V. Assignment:
Bring to school a piece of wire, adhesive tape, dry cell a flashlight
bulb.

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Lesson 591 Day


I.

Objective:
Classify materials into conductors and insulators
II. Subject Matter:
Topic: Insulators and Conductors
Science Concept:
Science Processes:
Conductors are materials that allow electricity to pass through
them.
Insulators are materials that do not allow electricity to pass through
them
The electric wire is made of copper wire (a conductor) and it is
covered with plastic (an insulator). The insulator prevents direct
contact with the electric current that is flowing along the wire. In
this way, there is no direct contact with the electric current so
electrocution or death is avoided.
Value: Cooperation and Critical Thinking
Materials: objects made of metal, insulators such as piece of cloth, strip of
leather, glass, aluminum foil, cigarette foil
References: RBEC-PELC Unit V 2.1.1 p. 17
Into the Future, Science and Health VI by Jose F. Llarinas and
Emily Pelobello
Background Information for Teachers (BIT):
Electric current passes through different materials differently.
For example, current passes easily through metals like gold, silver,
copper, aluminum, iron tin, brass steel, bronze and all other metals.
These materials are called insulators. Current moves easily through
materials with low resistance. It is much harder or impossible for
current to pass through materials with high resistance. These
materials are called conductors. Both insulators and conductors are
useful to us. While it is true that insulators hardly do not allow
electricity to pass, they are still useful because they are used to
protects us from direct contact with electric current which may result
to electric shock, electrocution or death.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation/presentation:
Assemble given materials to make electric circuit.
Tell which part of the circuit is the source of electricity.
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Which part is the conductor? Which is the switch? Which is


the electric device?
B. Activity Proper:
1. Listen to instructions and set standards.
2. Group by 5s and do the following activity.

Learning Activity Sheet- Lesson 59


1. List down materials contained in a box in the table below
Make an open circuit from a copper wire, bulb, switch and dry
cells
Does the bulb light?
2. One by one, use the materials in the box given to your group to close
the circuit. If you close the circuit with one materialand the bulb light
check the line of the materials in column A. if it doesnt light, check
the line of the materials in column B.
What materials allow electricity to pass? Which dont?
What are the common characteristics of the materials in
column A? Column B?
Materials
A. Allows
B. Does not
electricity
allow/allows
to pass
electricity with
easily
difficult to pass
1. Rubber
strip
2.
3.
4.
5.
C. Post Activity:
1. Reporting and publishing of work by groups
What are the 2 groups of materials in the box based upon the
ease by which electricity passes through them?
What materials belong to each other?
What characteristics do the materials in each group have?
2. Analysis and Discussion:
Which of the two groups of materials are conductors? Why?
Which of the groups of materials are insulators? Why?
3. Abstraction and Generalization:
What are conductors? Why are they called conductors?
What are insulators? Why are they called insulators?
4. Application and Valuing:
Insulators and conductors are two different materials with
different characteristics. But why are both of them very useful
when it comes to electricity?
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IV. Evaluation:
You are given a list of different materials. Classify whether it is an insulator or
conductor, floor mat, needle, paper clip, fastener, stainless spoon, Styrofoam,
garter, coconut husk, lawanit rope.
V. Assignment:
Besides conducting electricity, give two other uses of conductors and give
two other uses of insulators.

Lesson 601 Day


I.

Objective:
Differentiate a parallel from a series connection
II. Subject Matter:
Topic: Electric Circuit Connections
Science Concept:
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Electric circuits can be connected in two different in two different


ways namely series and parallel. In both circuits, similar materials
are used their functions are the same but the way the parts are
connected are different. In the series, there is only one pathway of
electricity while in the parallel circuit, electricity reaches the
devices in separate ways.
Science Processes:
Classify, describing, comparison
Value: Conserve/Save Energy
Materials: Activity Sheets
References: RBEC-PELC Unit V 2.2, pp. 17-18,
Into the Future, Science and Health V pp. 144-146 by Jose F.
Llarinas and Emily Pelobello
Background Information for Teachers (BIT):

Electrical connection may be parallel or series. If electricity flows in


only one pathway in a circuit, the connection used is series. In the
series circuit, all the parts operate at the same time. When the
circuit is closed, electricity flows and all the devices connected to it
work. A break in the circuit affects the devices connected to it.
If electricity flows in more than one pathway to the
electrical devices, the connection used is parallel. Here the
appliances can be switched on or off separately without breaking
any other circuit.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation/Presentation:
Lets play Domino (Chips here look like real domino chips,
only instead of white dots, contains a name of material
and half has the word conductor or insulator.
Wat
Conduct
Plast
Conduct
Clot
Conduct
er
or
ic
or
h
or
Look at the two connections: How do you think are they
similar? Different?

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B. Activity Proper:
1. Read instructions and set standards
2. Group by 5s and do the following activities

Learning Activity Sheet- Lesson 60


Activity A: Bulbs in Series
1. Construct an electrical circuit and connect two bulbs in series
as shown. Close the circuit and observe the brightness of the
light.

2. Add one more bulb in the set-up.


Describe the change in the brightness of the bulbs.
In which set-up do the bulbs shine more brightly?
Unscrew one of the bulbs and close the circuit.
Observe what happens.
3. Change the follow of electric current
How are the bulbs arranged in a series circuit?

Activity B: Bulbs in Parallel


1. Connect two sockets with bulbs to a dry cell. Follow the
illustration.
Observe the brightness of their light.

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2. Add one more bulb in the set-up. Observe the brightness of


their light.
Does adding a bulb in the set-up affect the brightness of
the bulb?
3. Unscrew one bulb in the set-up and close the circuit?
4. Unscrew another bulb in the set-up.
Why does turning off one or two bulbs not break the
circuit?
5. Trace the paths of electric current. How many paths can
electric current take before returning to its service?
C. Post Activity:
1. Publishing and reporting of group outputs
What happens to the bulbs in set-up A if more bulb are added
to the circuit? How are the bulbs connected?
What happens to the bulb in set B if more bulbs are added to
the circuit? How are the bulbs connected?
2. Analysis and Discussion:
Why do the bulbs in a series shine less brightly when more
bulbs are added to the circuit?
Why do the bulbs in a parallel shine equally bright when more
bulbs are added to the circuit?
How are the bulbs connected in a series? In a parallel circuit?
How does electricity flow in a series? In a parallel circuit?
3. Abstraction and Generalization:
How do the series and parallel connections differ from each
other?
4. Application and Valuing:
If you were asked to choose which connection you would prefer
to be installed at home, which would you choose? Why?
IV. Evaluation:

1.
2.

3.

4.

Characteristics
How are the devices
connected?
What happens
when there is a
break in the path?
How do the bulbs
shine when more
bulbs are added to
the circuit?
What happens
when electricity

Series

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Parallel

177

flows in the circuit?


5. What happens
when you turn off
one device?
V. Assignment:
Draw the two circuits: series and parallel and trace the flow of electricity.

Lesson 611 Day


I.

Objective:
Cite advantages and disadvantages of parallel and series circuits
II. Subject Matter:
Topic: Parallel and Series Circuits, their advantages and disadvantages.
Science Concepts:
Parallel and series have advantages and disadvantages. The series
circuit is easy to install but a break in the circuit affects the devices
connected to it. All devices can operate at same time and if more
bulbs are added to the circuit the less brightly they would shine.
The parallel circuit is more complex to install. A break does not
affect the other devices in the circuit. The devices connected to it
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can be switched on when needed and switched off when they are
not needed. Thus, using it can be energy-saving.
Science Processes:
Comparing, differentiate, describing
Value: Conservation of Energy
Materials: Models of Parallel and Series Circuits
References: RBEC-PELC Unit V 2.2.2 p. 18
Into the Future, Science and Health V pp. 144-146 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):

The series and parallel circuits are both necessary in making electricity
flow from a source to devices. But they have their advantages and
disadvantages.
In series circuit, less number of bulbs light more brightly
than if there were more. The brightness of the bulbs depends on the
amount of current flowing into each device. If one device in the circuit
fails to function, the flow of electricity stops. Then all the devices will
not work. No part of the circuit can be switched on or off without
affecting the devices will not work. There is only one switch that control
all the devices connected to the series.
In parallel circuit, appliances can operate independently of
each other. Each device has its own circuit. Each can be turned on and
off without breaking the flow of electric current. More devices
connected to the circuit does not affect the way they function.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation:
Sentences in strips telling about the series and parallel
circuits are given to your group. Classify into (A) sentences
that describe the series circuit and (B) sentences that tell
about the parallel circuit.
Are both circuits useful to us? Are there disadvantages of
using the series parallel circuits?
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Group by 5s and do the activity.

Activity A
1. Using a circuit, with the bulbs in sockets switch and
batteries tacked in place, connect the parts with a piece
of copper wire in series. Trace the flow of current. Switch
off and loosen one bulb. What happens to the bulb in the
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179

whole circuit? Turn off and loosen another bulb. Switch on.
Describe the circuit.
2. Using the same circuit board with bulbs in socket, switch
and batteris tacked in place, connect the parts with a
piece of copper wire, switch off and loosen one bulb. What
happens to the bulb in the circuit? Turn off and loosen
another bulb, switch on again. Describe the circuit.
C. Post Activity:
1. Publishing and reporting by groups
a. Which circuit took you longer time to finish? Why?
b. When you switched on the circuits, did all the bulbs light at
the same time?
What happen when one bulb was loosened? Can you
use one bulb and switch off the set you dont need?
Which one enables us to save energy?
2. Analysis and Discussion:
Why is it easy to install a series circuit? Why does
electricity stop flowing when one bulb is loosened? Why
do the lights become dimmer when there are more bulbs
in the circuit?
Why is it difficult to install a parallel circuit?
Why does the electricity keep on flowing when one bulb is
disconnected or loosened?
Why do the bulbs remain equally bright even if more
bulbs are added to the circuit?

3. Abstraction and Generalization:


What are the advantages of using the series circuit?
Parallel?
What are the disadvantages of using the series circuit?
The parallel circuit?
4. Application of Valuing:
You want to save electric energy and still make the most of what
you are paying for, which circuit will you use?
IV. Evaluation:
Compare the two connections by giving their advantages and disadvantages.
Kind of Connection
Series
Parallel

Advantages

Disadvantages

V. Assignment:
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180

Knowing the advantages and disadvantages of series and parallel circuits,


how would you connect or wire your electric circuit when you have a home of
your own? Why?

Lesson 621 Day


I.

Objective:
Construct a model of an electronic circuit, parallel or series
II. Subject Matter:
Topic: Constructing Parallel and Series Circuits
Science Concept:
There are 2 basic ways to connect electrical devices like bulbs in a
circuit.
The devices can be connected through series or parallel wiring.
Science Processes:
Describing, constructing, comparing
Value: Inventiveness
Materials: three bulbs with sockets, dry cell, copper, diagram of series
circuits and parallel
circuits
References: RBEC-PELC Unit V, 2.3 p. 18
Science for Better Health and Environment pp. 156 157 by
Efrain Abracia
Background Information for Teachers (BIT):
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181

In a series connection, electricity flows through each electrical


device. The bulbs or the electrical device has only one path of
circuit. If one bulb is defective, the other is affected. No part of the
series circuit can be switched off or on without affecting the other
devices.
A parallel circuit has more than one pathway for the
electricity. So the appliances can be switched on and off separately
without breaking any circuits.
III. Learning Procedure:
A. Pre-Activity:
1. Review:
What is a circuit?
2. Motivation/Presentation:
Show a small Christmas tree with electric bulbs connected in
series. Let the pupil describe how the bulbs light. Loosen one
bulb, let pupils observe what happen.
B. Activity Proper:
1. Distribute the activity sheets to each group in the
class. Divide the class into two.
2. Have the children work on the parallel circuit and the
series circuit basing on the Learning Activity Sheet
(see attached Activity Sheets)
3. Discussion of findings by group
4. Clearing out of individual indifferences
5. Generalization:
How is parallel connection wired? How about
series connection, how is it wired?
6. Application /Valuing:
To conserve energy, what kind of connection
would you prefer? Why?
IV. Evaluation:
The teacher will test on how the parallel and the series connection work.

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V. Assignment:
Draw a diagram of series and parallel connections. Trace how
electricity flows in each diagram.

Lesson 631 Day


I.

Objective:
Describe how electrical energy is produced
II. Subject Matter:
Topic: Electricity, How It Is Produced
Science Concept:
Dry cells and wet cells are chemical cells. They produced current
electricity through chemical action. It can be used only where small
amounts of current are needed for a short period of time.
Electricity can be generated by cutting through magnetic fields.
This kind of electricity is produced by magnetism. It is called
alternating current or AC.
Sunlight, falling water, and steam can also generate electricity. The
energy from falling water is used to turn turbines which transforms
mechanical energy to electricity. Steam is used to turn turbines
too, and transforms mechanical energy into electricity. Photoelectric
cells called solar energy from sunlight generates into electricity.
Science Processes:
Describing, communicating
Value: Thrift, Critical Thinking
Materials: magnet, copper wire, cardboard, used battery, galvanometer if
possible
References: RBEC-PELC Unit V. 4 p. 18
Into the Future, Science and Health V pp. 159-164 by Jose F.
Llarinas, and Emily Pelobello
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Background Information for Teachers (BIT):


Electrical energy can be produced from chemicals by chemical
action. In a dry cell, when a manganese dioxide and powdered carbon
are soaked in ammonium chloride, they react with the zinc container.
This chemical action produces electricity. This kind of electricity is
called (DC) direct current.
In a wet cell, a zinc plate and a copper plate are partially
immersed in water with sulfuric acid solution. The solution reacts
chemically on the zinc plate loses electrons to the sulfuric acid. This
builds up electric pressure which flows in only one direction. So it is
called direct current or DC.
Electricity can be produced by moving magnets. Magnets cause
electrons in a wire to move. Pushing and pulling the magnet in a coil
cause electrons to flow. The current flow change its direction and
generates electricity. This is called alternating current (AC).
Electricity can be produced by generators consisting of a
moving coil that cut through magnetic field. It can also be produced by
the mechanical energy produced by falling water steam which turn
turbines. Even sunlight can generate electricity when its energy is
collected byphotoelectric cells and transformed into electric energy.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation:
Put all strips describing series circuit in column A and all
strips describing. Parallel circuit in column B
A
1.
2.
3.

B
1.
2.
3.

1. There is only one pathway of electricity from source to the


device.
2. When electricity flows, all appliances connected to the
circuit work.
3. A break in the circuit causes electricity to stop flowing.
4. A break in the circuit does not affect the other circuit.
5. The devices can be switched on and off without causing
the electric current to stop flowing.
6. It helps save energy.
2. How do you think is electric energy produced?
B. Activity Proper:
1. Listen to instructions and set standards to follow.
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2. Group pupils by 5s do the activity.


Activity A. Electricity from a Dry Cell
1. Ask an adult to cut in half a used dry cell lengthwise. If the cut is
clean, the cell looks like this.

2. Examine each part. Use arrows to trace the path of electrons.


3. How is electricity produced by a dry cell?
Activity B. Electricity and Magnetism
1. Get one-meter piece of wire. Make a coil by winding the wire
around a cardboard tube with diameter of about five centimeters
2. Attach the 2 ends of wire to a galvanometer as shown.
3. Place a strong bar magnet
Observe the galvanometer dial for any change. Describe the
change.

4. Keep moving the bar magnet back and forth through the coil.
Is an electric current generated? How do you know?
5. Move the bar magnet faster in and out the coil.
Does the speed of the magnet affect the amount of
electric current produced.
How do the magnets produce electricity?
C. Post Activity:
1. Publishing or reporting
How is electricity produced in a dry cell?
How do magnets produced electricity?
2. Analysis and Discussion:
Aside from magnets and dry cells, what are the other sources
of electricity?
3. Abstraction and Generalization:
What produces electricity? How do dry cells, wet cells,
magnets, steam, sunlight and falling water generate electric
energy?
4. Application and Valuing:
There are many source of electrical energy, yet, we are not
satisfied to use it only when necessary. Why?
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IV. Evaluation: Match source of electricity in column A to the way by which each
produces electric energy.
____1. Dry cell
A. cutting through magnetic field
____2. Magnet
B. pushing and pulling
____3. Sunlight
C. changing the direction of current flow
____4. Falling water
D. chemical reaction
____5.Steam
E. turn turbines
V. Assignment: Write a short paragraph describing how electrical energy is produced.

Lesson 641 Day


I.

Objective:
Observe that electricity can produce heat and light
II. Subject Matter:
Topic: Transformation of Electricity to Heat and Light
Science Concept:
Electricity moving in a wire produces heat. The greater the
resistance of the wire is, the more heat is produced.
Electricity moving from a source to a bulb produces heat and light.
The fluorescent lamp produces less heat and gives a brighter light
for the same amount of electric power compared to an
incandescent bulb of the same voltage.
Science Processes:
Observing, inferring
Value: Conservation and Thift
Materials:nichrome wire, copper wire, dry cell, incandescent bulb,
fluorescent bulb
References: RBEC-PELC Unit V 5.1 p. 19,
Into the Future, Science and Health V pp. 144-146 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Appliances transform electricity to heat. When the coil of metal or bar
in the appliances offers great resistance to the passage of electricity,
the resistance raises the temperatureof the wire. This resistance
produced heat. Theresistance of metal vary. Nichmore is a material
which a very high resistanceso it is used in many appliances. The
nature of the wire and the number of coils are factors that affect the
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amount of heat produced by a heating material.


Some appliances such as the incandescent bulb and
fluorescent lamp produces heat and light. The fluorescent light tube is
filled with mercury while its inner wall is coated with a chemical called
phosphors. At each end of the tube are small filaments. When electric
current enters the tube, the filament at each end becomes hot causing
mercury to charged. The mercury then turns into vapor. The electric
current is carried through the mercury vapor, producing invisible ultra
violet rays. The ultra violet rays strike the phosphors which glow with
visible light.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation:
Lets play BINGO. Make a big square and divide it into
9 small squares. Enter the following words in any of the squares.
Fossil fuel, magnet, dry cell, falling water, steam, photoelectric
cells, static, galvanometer, wet cell, current. The first pupil to
block-out is the winner.
The teacher reads identifying sentences so you cross the square
where you find the identified word.
1. It has metal paste, carbon rod, zinc plates and a board.
2. It causes the turbine in a dam to turn.
3. They are remains of the living buried in the ground
which generates electricity.
4. It is hot air produced by evaporating water.
5. They are devices which collect energy from the sun.
6. It is device which change the flow of current by
pushing and pulling.
7. It produces energy by chemical reaction of zinc plate.
8. It measures electric energy.
9. Flowing electricity.
10.Electricity at rest.
B. Activity Proper:
1. Listen to instruction and set a standards for group work.
2. Group by 5s and do the activity below.
Activity A. (Electricity and Heat)
1. Connect a piece of nichrome wire about 10 centimeters long
to a battery.
2. Touch the wire after 10 minutes. Is there any change in the
wire? Describe the change if any.
3. Get another nichrome wire about 5 centimeters long.
Connect it across the polls of the dry cell again.
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4. Touch the wire after 10 minutes. Is there any change in the


wire? How does the wire feel to your touch? Compare with
the heat produced by 10 centimeter wire.
5. Now use a shorter piece of copper of copper wire and repeat
step 1-4.
What conditions did you change the activity?
How did these conditions affect the amount of heat
produced by the wire?
Activity B. (Electricity and Light)
1. Examine a socket. Look for spring at the bottom and brass
ring into which the bulbs is screwed. Describe what you see.
What happens if the spring and the bottom of the bulb come
in contract.
2. Examine a clear light bulb. Where is the filament attached?
Which part of the bulb touches the spring when it is
screwed into the socket?
Why does it have insulating material around the tip of
the bulb?
3. Get a 25 watt bulb and screw it into a socket with a plug.
Connect the plug to an electrical outlet.
CAUTION: Use dry glove in connecting plug to an electrical
outlet. Be sure your hand is dry.
Does the bulb light up?
4. Place your hand very close to the bulb without touching it.
Describe what you feel.
5. Do the same to a 50 watt and 100 watt bulbs.
Which of the bulbs gives the brightest light?
Which of the bulbs produces the most amount of heat?
C. Post Activity:
1. Reporting and publishing by groups
What happens to electricity when it moves along the wire to a
nichmore? To a bulb?
2. Analysis and Discussion:
How does electricity transform to heat in an electric stove?
How does electricity transform to light in a bulb?
3. Abstraction and Generalization:
What can appliances such as micro-oven, electric flat-iron and
electric stove do with electricity when it flows into each of
them?
What do appliances such as incandescent bulb, Christmas
lights and fluorescent light do with electricity when it flows
into them?
4. Application and Valuing:
We can use electricity to make our work easier but it will cost us
a lot of money, so we should learn to save electricity. How?
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IV. Evaluation:
Look at the illustration. What does it do with electricity when plugged to an
outlet?

V. Assignment:
Give at least 5 electrical devices that can produce heat and light.

Lesson 651 Day


I.

Objective:
Demonstrate how electricity can make things move.
II. Subject Matter:
Topic: Transformation of Electricity to Mechanical Energy
Science Concept:
Electrical appliances with moving parts use motor to change
electrical energy into mechanical energy (motion).
Science Processes:
Observing, identifying
Value: Safety Consciousness
Materials: Appliance such as electric fan or blender, electronic toys with
dethachable outer
Part.
References: RBEC-PELC Unit V 5.2 p. 19,
Into the Future, Science and Health V pp. 160-162 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Electricity can be transformed into energy of motion or
mechanical energy. The transformation is made possible with the use
of electric motion. This electric motor converts the electric energy
into mechanical energy through the alternate attraction and repulsion
of like and unlike poles. To enable motor to do so, it has an
electromagnet that turns within the magnetic field of force. The pole
of the magnetic coil is attracted or repelled by the magnet in the
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motor.
Motors, whether small or big, produce power which is
measured in watts or in horsepower. Its power depends on how much
it is require to do.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation:
You are given a sheet of paper with the illustrations of
appliances. Circle with red all appliances which transform
electricity to heat and with yellow color, circle appliances
that transform electricity to light.
Which appliances are left uncircled? Why? What do you
think do these appliances do with the electric current?
B. Activity Proper:
1. Listen to the instructions and set standards to follow.
2. Group the class into four and study illustrations of appliances
such as blender and electric fan.

Learning Activity Sheet- Lesson 65

1. Examine

the interior parts of an electric fan or blender.


What part of these appliances have in common?
Does this part help make the appliances move?
What do you think happens if this common part is
removed? Why?
Observe how the appliances operate. Can they operate
without moving? What causes these appliances to
move?

C. Post Activity:
1. Reporting and publishing of work by groups
How do appliances such as electric fan and blender function?
What makes them move? Plug and watch how they move.
How does electric current make them move?
2. Analysis and Discussion:
What is an electric motor? How does it work. What has it to do
with mechanical energy? What other devices use electric motor?
3. Abstraction and Generalization:
How can electricity make things move? What has the electric
motor do with the transformation of energy motion or
mechanical energy?
4. Application and Valuing:
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Since appliances such as electric fan, floor polisher, electric


shaver, washing machine move, what must we keep in mind to
avoid the danger that they may cause?
IV.Evaluation:
Bring out your electronic toys. Remove the outer part to bare out their
room. Turn them on. Watch how the parts of the motor move. Where does
the electric current come from? What happens when electric current flows
to the motor of the toy? What does this show? Write your answers.
V. Assignment:
Draw an electric motor. Label its parts.

Lesson 661 Day


I.

Objective:
Describe how an electromagnet works.
II. Subject Matter:
Topic: The Electromagnet
Science Concept:
The electromagnet operates only when there is a flow of electricity
in the coil of the wire. Its magnetism can be turned on and off at
will. It is made up of an iron core, wire and source of electrical
energy.
Science Processes: describing, predicting, explaining
Value: Awareness of precautionary measures
Materials: pieces of copper wire, 4 inch nails, dry cells, adhesive tape, pins
References: RBEC-PELC Unit V.6 page 19
Into the Future, Science and Health V pp. 160-162 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Electricity can be transformed into energy of motion or
mechanical energy because of a discovery made by Hans Christian
Oersted in 1820. He found out that a wire carrying electric current
generates a magnetic field. This is called electromagnetism. This is
made possible with the use of electromagnet which is made of metal
rod as its core. Around this is coiled a piece of copper wire, the ends of
the rod are connected to a source of electricity when electric current
flows on the wire, it produces a magnetic field and the rod produces
magnetism. Then it attracts objects made of metal.
The strength of electromagnet depends upon the number of
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turns it has on its coil, the materials used or the core and the amount
of electricity in the wire.
An electromagnet operates only when there is a flow of
electricity in the coil of wire. Its magnetism can be turned on and off
at will.
III. Learning Procedure:
A. Pre-Activity:
1. Arrange the following sentences to show how electricity makes
the electric fan move.
___A.The pole if the magnetic coil is attracted or repelled by
the magnet in the motor.
___B. The electric fan is plugged to an electric outlet.
___C. The electric motor turns and alternately and repel like
and unlike magnetic poles.
___D. Electric current flows through the electric wire to the
electric fan.
___E. The electromagnet turns and creates a magnetic field
with like and unlike poles.
___F.The electric blades of its motor turn.
2. What particular part of the electric motor do you think help
transform electrical energy to motion?
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Grouping of pupils and doing the activity.
Activity Electromagnets
1. Get a half meter long copper wire, 2 dry cells. One big iron nail
about 4 centimeters in length and a tape.
2. Wind the wire around the nail. Remove one centimeter of
insulation from both ends of the wire.
3. Attach the ends to the poles of a battery.
Is the circuit closed or open?

4. Trace the path of electricity in the device you have just made.
5. Bring the iron nail near some needles. Observe how the iron
nails behave.
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Predict what would happen if the wire was detached from the
dry cells.
6. Detached one wire from one terminal of the dry cell.
What happens to the iron nails? Explain your observation.
What property is exhibited by the nail when electricity
flows along its wire?
C. Post Activity:
1. Publishing and Reporting
What happens to the ends of the wire that are connected to a
dry cell and you bring the iron nail near the needles? What
happens if you detach an end of the wire from one terminal of
the dry cell? What property is exhibited by the nail when
electricity flows along the wire?
2. Analysis and Discussion:
Why does the iron attract the needles when the ends of the wire
coiled around it are connected to a dry cell? Why do the needles
fall when both ends are detached? Why do the needles fall too,
when one end of the wire is detached while the other end is
connected to one of the terminals?
3. Abstraction and Generalization:
How does an electromagnet work? Describe how it functions.
4. Application/Valuing:
Huge and tiny machines use the electromagnet to produce
mechanical/motion energy from electricity. Why are
electromagnets preferred to other kind of magnets?
IV. Evaluation:
The following paragraph will describe correctly how the electromagnet
works if the right words are selected to complete it. Underline the right word or
words.
A piece of wire preferably copper is (coiled around, connected
to) an iron rod. The iron rod serves as the (Source of electricity,
core). Then the ends of the wire are each connected to the
(terminals, body) of a dry cell. The dry cell is the source of
(electricity, magnetism). When the current flows through the
wire it generates (electricity, magnetic field). This causes the
metal rod or core to (attract, repel) things made of metal. This
property is called (electromagnetism, electrometer).
V. Assignment:
List down at least 2 appliances which make use of electromagnets.
Describe how the electromagnet works in them.

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Lesson 671 Day


I.

Objective:
Explain the use of electricity in the home and community.
II. Subject Matter:
Topic: Uses of Electricity in the Home and Community
Science Concept:
Electricity helps make life convenient, comfortable and easier at
home and in the community because of its multiple use.
Science Processes:
Classifying, explaining
Value: Thrift and conservation of natural resources
Materials: pictures of appliances and machines which operate through
electricity
References: RBEC-PELC Unit V, 7 p. 19
Into the Future, Science and Health V by Jose F. Llarinas, and
Emily Pelobello
Background Information for Teachers (BIT):
Electricity is used at home and in community in many ways. It
is used for heating, lighting, cleaning, cooling, cooking, preserving,
entertaining, printing, manufacturing, sewing, construction, washing,
transporting, communicating, recording, advertising, bearing and a lit
more uses. Surely, electricity can make our life at home and in the
community comfortable and convenient.
III. Learning Procedure:
A. Pre-Activity:
1. Complete the following paragraph with the correct words to tell
abour the electromagnet. A piece of wire preferably copier is
(1)____ around an iron rod. The iron rod serves as the (2)____.
Then the ends of the wire are each connected to the electricity.
When (3) ____ flows through the wire, it generates (4)____. This
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194

causes the metal or core to (5) ____ or to (6)____ other materials.


This property is called (7)____.
2. Look at the bulletin board display of electric appliances. Name
the devices. What do they do to your life and work?
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Grouping and do the activity below:

Learning Activity Sheet- Lesson 67


Uses of Electricity at Home and in the Community

1. List down all the appliances you use at home, in the community, in
school and check under the column which tells how each is used.
Applian
ce/Devi
ce

Ligh
ting

Refri
gerat
ing
Cooli
ng

Coo
king
Heat
ing

Trans
porti
ng

Enter
tain
ment

Se
win
g
Ma
chi
ne

Adver
tising
Com
munic
ating

Clea
ning
Cons
truct
ing

1.
2.
3.
4.
5.
6.
Applian
ce/Devi
ce

1.
2.
3.
4.
5.
6.

What appliances are used at home and in the community?


How are they used at home and in the community?

C. Post Activity:
1. Reporting and Publishing:
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What appliances are used at home and in the community?


How are they used at home and in the community?
2. Analysis and discussion:
Why do we use appliances at home and in the community?
When should we use these appliances?
3. Abstraction and Generalization:
Why should we use appliances only when necessary?
4. Application and Valuing:
The energy we use at home is generated from fossil fuel, it is
scarce and non renewable. How can we use the appliances/devices to
make our life comfortable and convenient and at the same time
conserve the energy sources?
IV. Evaluation: Tell how electricity is used at home by means of the following
appliances.
1. Vacuum cleaner
2. Computer
3. Cell phone
4. Calculator
5. Television set
V. Assignment:
Write a paragraph about the use of electricity in the home and
community.

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Lesson 681 Day


I.

Objective:
Practice precautionary measures related to electricity e.g. unplugging
electrical appliances during brownouts or thunderstorms
II. Subject Matter:
Topic: Precautions in the Use of Electricity
Science Concept:
Be absolutely careful when using electricity. Carelessness can lead
to fire, electrocutions and certain death. Know all safety
precautions. When in doubt, consult a licensed electrician or consult
the fire station employees for fire prevention tips.
Science Processes: Critical Thinking and Reasoning
Value: Carefulness
Materials: Pictures and strip with names of appliances
References: RBEC-PELC Unit 5.8 p. 19
Into the Future, Science and Health V pp. 165-167 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Electricity is very important and useful to us. It can help us in
many ways. It can make our work faster and easier because of
electricity, we can live conveniently and comfortably. But electricity
can also be dangerous so we should learn how to use it properly and
safely. Below is a list of safety precautions in the use of electricity.
1. Disconnect electrical appliances when not in use
2. Replace damaged or old wires
3. Turn off the main switch when replacing a fuse or when
repairing electrical wiring
4. Put electric cords away from passage ways.
5. Change a burn-out fuse with one of the same capacity.
6. Unplug appliances by carefully disconnecting the cord.
7. Limit the number of appliances connected to one outlet at a
time.
8. Avoid touching the switch of electrical appliances when
hands are wet.
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9. During thunderstorm, brown-outs, unplug electrical


appliances.
III. Learning Procedure:
A. Pre-Activity:
1. Review:
Give as many appliances as you can which are used at
home or in the community for the purpose as those
inside the oblong.

HEATING
ENTERTAINING

LIGHTNING

CLEANING

2. Motivation:
What can electricity do with our life, with our work,
and with our activities? Will it always be good and useful?
How do you think can we avoid the dangers brought about
by electricity?
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Group by 5s and do the following activity.

Learning Activity Sheet- Lesson 68


Direction:
Study different illustrations and write in your own words what safety
precaution can be done to be safe in using electrical devices. Enter it in
the table below and fill up the checklist. If you are doing it, write a
checkmark under YES. If not, check under NO.
Safety
Yes
No
Precaution
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C. Post Activity:
1. Reporting and publishing of work by groups
Give a summary of your checklist.
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Which precaution do most members of the group


follow?
Which precaution do most members not follow?
Which precaution do most members not follow?
2. Analysis and Generalization:
Why should we practice safety precautions in the use of
electricity?
What happens if we dont?
3. Abstraction and Generalization:
What are the safety precautions to follow in the use of
electricity?
How should we follow these precautions?
4. Application and Valuing:
To be sure that electric facilities are safe for use, whom
should we consult?
IV. Evaluation:
Act out the precautionary measures related to electricity
V. Assignment:
Check the practices one can follow to be safe in the use of electricity.
1. Wipe your hands dry before plugging or unplugging.
2. Cover bare electric wire with a plastic.
3. Disconnect electric wire with a plastic tape.
4. It is safe to connect as many appliances to an outlet at a time.
5. It is safe to change burned fuse with the silver wrapper of
cigarettes.
6. Electric cords are covered with insulator. You may put them along
passageways.
7. Carefully disconnect the cord when plugging the appliances.
8. When you repair a wiring or replace a fuse turn off the main switch.
9. Outlets should be installed away from childrens reach.
10.When handling high power machineries, always use rubber or
rubber shoes.

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Lesson 691 Day


I.

Objective:
Practice electrical energy conservation measures
II. Subject Matter:
Topic: Using Electricity Wisely
Science Concept:
Electricity should be used wisely. It is expensive and scarce.
Science Processes: Critical Thinking and Reasoning
Value: Honesty, Thrift
Materials: Table, picture of appliances
References: RBEC-PELC Unit V .9 p 19
Into the Future, Science and Health V pp. 168-166 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Fossil fuels and other sources of electricity are scarce and
expensive. It is important that they should be used wisely.
To do so, we should look into the power rating or voltage of
an appliance we buy. The higher the wattage of an appliance, the
greater the electrical energy it uses. Use of electricity must be
planned, and economized. The less electricity we use, the more
electricity we save and conserve. Below are cost-saving tips we can
follow in the use of electricity.
1. Iron clothes once or twice a week. Switch off the device in
the last few minutes of ironing.
2. When cooking, make sure the size of pans suit the stoves
coils. A small pot placed over a big coil wastes energy.
When water boils, switch the stove to low. Prepare all
ingredients needed in cooking to avoid switching the
stove on and off.
3. Use fluorescent lights instead of incandescent bulb. Clean
the bulbs regularly because dirt diminishes the brightness
of light.
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4. Turn off any appliance when not in use.


III. Learning Procedure:
A. Pre-Activity:
1. Motivation:
Illustration are flashed to you. Match situation presented in
each picture with appropriate safety precaution it suggests.
Picture 1.

A. Avoid touching the switch of electrical appliances


with wet hands.
Picture 2.
B. Inspect and replace old, damage wires.
Picture 3.
C. Limit the number of appliances connected to
an outlet at a time.
Picture 4.
D. Disconnect electrical appliances when not in
use.
Picture5.
E. Unplug appliances during brown-out
thunderstorm.
The electricity we use at home is generated
from fossil fuels.
Fossil fuels are scarce. What do you think shall we
do so they will give us a supply of electricity for a
long time?
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Group the class into 2. Group 1 does activity A. and Group 2
does activity 2

Learning Activity Sheet- Lesson 69-A


Power rating of Household Appliances
1. Listen electrical appliances used in the school. Find out their
power rating. This tells you the amount of electrical energy
each appliances need in order to function well in the number
of hours it is used each day.
2. Copy and fill the table below.
APPLIANCE

WATTAGE/POWER RATING

Lesson Plans in Elementary Science, Grade 5

NUMBER OF HOURS
USED IN A DAY

201

How much power rating do the appliances in school have? How


many does each appliances work? How much electric power is
consumed by all the appliances everyday?

Learning Activity Sheet- Lesson 69-B


1. Study the picture. What cost-saving tips does each suggest?

2. Talk about the cost saving tips your group has written. Discuss.
3. Why do we need to use electricity wisely and sparingly?
C. Post Activity:
1. Reporting and Publishing of outputs
2. Analysis and Discussion:
Why is it necessary to know the power the rating of appliances in
school?
Why do we need to follow cost-saving tips in using electricity?
3. Abstraction and Generalization:
What should we keep in mind while using electrical devicesso we
can save electricity?
4. Application and Valuing:
Its daytime, but because of the curtains by the windows it is dark
inside the house. Should you turn the lights on? Why or why not?
What is the best thing you can do?
IV. Evaluation:
What
1.
2.
3.
4.
5.

should you do in the following instances to conserve electricity?


The program you are watching is through.
The fluorescent bulbs are dusty and dim.
You are buying a bulb to light your room.
You are ironing your own clothes.
You are going to cook food.

V. Assignment:
Make a slogan electric energy-conservation.

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Lesson 701 Day


I.

Objective:
Identify the kinds of simple machines. E.g. wedge, screw, wheel and axle
and pulley
II. Subject Matter:
Topic: Simple machines
Science Concept:
A machine is a device that is used to make work easier.
Some machines with very few parts are simple machines
Simple machinesare lever, screw, wedge, wheel and axel, pulley
and inclined plane.
Science Processes: observation, identifying, naming
Value: Energy conservation, proper handling of simple machines
Materials:seesaw, pulley, ramp, wheelbarrow, knife, door knob
References: RBEC-PELC Unit V 10., p. 19
Into the Future, Science and Health V pp. 175-186 by Rebecca R.
Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
Lever is a rigid bar arranged to move around a fixed point
called fulcrum. The parts of a lever are the fulcrum effort, and
resistance.
A grooved wheel that turns on an axle and acts as a lever is
called a pulley. A pulley may be fixed or movable.
The wheel and axle produces a rotating lever where the
fulcrum is at the center of the axle and the wheel.
An inclined plane is a sloping surface in which load can be
raised from a lower to a higher place.
A wedge is an inclined plane put back to back.
A screw is an inclined plane around the axis.
III. Learning Procedure:
A. Pre-Activity:
1. Review: use the Tic-Tac-Toe Game
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Ex.

What C is the path of electricity?


What L is where protons and neutrons are tightly
packed together?
2. Motivation:
Who among you are good in cooking? Who among you
are productive gardeners?
Observe people who are at work at home, in school,
and in the neighborhood. What do they use to make
their work faster and easier?
B. Activity Proper:
1. Setting of Standards
2. Group Work

Learning Activity Sheet- Lesson 70


Activity 1

Prepare poles

Move the big rocks to another spot in the school yard using the poles.

Activity 2

Where you able to move the stones?


What simple machine was used to help you?
What is the crowbar called?
Raise and lower the flag in the flagpole.

Observe what happens.

Activity 3

Activity 4

Activity 5

What materials are used?


What can the rope do with the flag?
What simple machine was shown here?
Open and close the door.
Can you open the door easily? Why?
Did the rod turn as the knob turn too?
What simple machine was shown here?
Observe the palay station near the school. Observe the laborers.
What are they doing?
What help them transfer the 50 canvas of palay to another truck?
What simple device was used?
Prepare your snacks. Cut and slice the papaya fruits.
What are you using?
What simple machine is the knife?

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Activity 6

Fasten the two blocks of wood. Use the nail or screw.


What did you observe as you fastened the pieces of wood?
What simple machine is shown here?

C. Post Activity:
1. Reporting and analysis by groups.
What are the different devices shown in the different activities?
Did they make the activities easy? Why?
2. Generalization:
What are machines for?
What are the six kinds of simple machines?
3. Value Infusion:
You are given some work to finish, what should you do to make
your work easier? What devices should you use? How should you
use simple machines?
IV. Evaluation:
Identify what simple machines are the following:
1. Bamboo poles 3. Bike
5. Ladder
7. ramp
2. Pulley
4. Wheel barrow
6. Spoons
8. Knife
V. Assignment: Write 2 simple machines under each column.
Wedge

Inclined
planes

Lever

screw

Lesson Plans in Elementary Science, Grade 5

Wheel and
Axle

Pulley

205

Lesson 71

1 Day

I.

Objective:
Identify the main parts of each kind of simple machines
II. Subject Matter:
Topic: Main parts of each kind of simple machines
Science Concept:
The lever has resistance, fulcrum and effort
The inclined plane has a sloping board.
A wedge has one edge thicker than the other which is called a base.
A screw is an inclined plane wound around a cylinder. The spiral
ridge ids the thread. The two thread of a screw is the pitch.
A pulley is a wheel with a groove.
Science Processes: observing, identifying, manipulating.
Value: awareness, care, proper handling of simple machines
Materials: scissors, tongs, pliers, ramp, sets of weight, ax, knife, screw,
pencil, sharpener, cord, books, pulley and rope.
References: RBEC-PELC Unit V. 10.2, p. 19
Into the Future, Science and Health V pp. 173-188 by Jose F.
Llarinas, and Emily Pelobello
Headways to Science 5, pp. 175-186 by Rebecca R. Fallaria and
Neneita A. Apolinario
Workbook in Science, 5 p. 78-79
Background Information for Teachers (BIT):
The lever is a rigid bar arranged to move around a fixed point called
fulcrum. The parts of a lever are the fulcrum, effort and resistance.
There are three classes of lever and they are grouped according to the
position of the effort, resistance and fulcrum. A grooved wheel that
turns on an axle and acts as lever is called pulley. An inclined plane is
a sloping surface in which a load can be raised from a lower to a
higher place. A wedge is double inclined plane. A screw is an inclined
plane around the axis.
III. Learning Procedure:
A. Pre-Activity:
Name Game
1. Review Game
What simple machine turns on wheel and axle?
What simple machine is a knife?
What simple machine is a wheelbarrow?
2. Motivation:
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Let pupils manipulate a pulley installed in the room. Is it easy


to pull?
Let some pupils enjoy playing a seesaw. What made the
seesaw move up and down. Can you make the parts of these
simple machines?
B. Activity Proper:
1. Setting Standards for group work
2. Group Work

Learning Activity Sheet- Lesson 71-A


The Lever
1. Use a simple seesaw
2. Place sets of weights on both ends
3. Observe the parts of the lever
Where will the lever move freely?
What are the ends of lever called?
Where is the effort arm? Resistance arm?
Record observations-Label the parts through illustrations

Learning Activity Sheet- Lesson 71-B


The Pulley

1.
2.
3.
4.

Install a pulley in the room


Tie a set of weights (5 books will do)
Pull the rope.
Observe the direction of the resistance, the weight and effort.
What parts move?
5. Record your observation. Label the part of the pulley.

Learning Activity Sheet- Lesson 71-C


The Wheel and Axle

1.
2.
3.
4.
5.

Let pupils manipulate the door knob


Observe the knob, where will it turn
Did you notice the long shaft, what do you call this?
Where is the weight?
Record your observations. Label the parts of the wheel and axle

Learning Activity Sheet- Lesson 71-D


Inclined Plane

1. Prepare a ramp outside the room


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207

2. Get a round container on the ramp


3. Let a boy roll the container on the ramp
4. Observe where the container rolls.
What are the parts of the inclined plane?
What do you call the slating flat surface?
5. Label the parts through illustrations.

Learning Activity Sheet- Lesson 71-E


The Wedge
1. Get an ax or knife.
2. Let some pupils cut or slice fruits or pieces of wood
Where will it move? Notice the edges. Can it move easily?
Why?
3. Label the parts of the wedge.

Learning Activity Sheet- Lesson 71-F


The Screw

1. Describe how they look like?


What is the threaded metal rod?
What is the nut for?
2. Label the parts of the screw.
C. Post Activity:
1. Reporting by groups.
2. Analysis and Discussion:
What is fulcrum? Resistance, effort?
What is wheel and axle?
What is ramp?
What are the ropes in the pulley?
Where will the screw move about?
3. Generalization:
What are the parts of
a.) Lever
b.) Wheel and axle
c.) Inclined plane
d.) Wedge
e.) Pulley
4.
Application/Valuing:
Your parents ask you to use simple machines like ax, knife,
scissors, and screw. How do you handle their parts, why?

IV. Evaluation: The following are drawings of simple machines. Label the parts.
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208

V. Assignment:
Draw wheel and axle, inclined plane and wedge. Label the parts of
each simple machine.

Lesson 721 Day


I.

Objective:
Describe how each simple machine makes work easier and faster
II. Subject Matter:
Topic: How Simple Machines Work
Science Concept:
There is gain in force but not in distance and speed when the
fulcrum of the lever is closer the resistance. It increases more force.
There is gain in distance and speed when the fulcrum of the lever is
closer to the effort.
Pulley has the rope and a load attached to the end of the other
rope. The force is applied to lift the other end of the rope where the
effort is then located. It increases force.
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The wheel is moving on an axle, where smaller force is exerted as


the wheel and axle turns. It also increases force.
Inclined plane changes the angle of force so it makes work easier.
Less force is needed to move an object up a long incline plane than
a short incline plane.
A wedge is force between 2 objects. It increases force to make work
easier.
A screw is threaded metal rod use with a nut to hold the parts
together. It takes a smaller effort to move a distance.
Science Processes:
Manipulation, observing, describing
Value: Carefulness, awareness
Materials: spring balance, piece of weight, triangular wood block, cord,
pulley, rope, steering wheel, sample ladder, rubber band, screw paper,
activity cards
References: RBEC-PELC Unit V 10.3-10.5, p. 20
Into the Future, Science and Health V pp. 175-189 by Jose F.
Llarinas, and Emily Pelobello
Headways to Science 5 pp 175-186 by Rebecaa R. Fallaria and
Nenita A. Apolinario
Workbook in Science 5-p 85
Background Information for Teachers (BIT):

Levers are used to push, pull and lift things. They increase
the smaller force applied in order to move heavy objects. Examples:
scissors, seesaw, wheelbarrow, paper cutter, spade and twizzers.
Inclined planes are used to raise heavy objects, move up
and down. Making it move by spreading the force over a long
distance, e.g. stairways and ramp.
The wedge can multiply force greatly, e.g. ax, knife.
The screw fasten two objects together more firmly than a
nail. E.g. jack. It also pulls and pushes with greater force.
Wheel and axle multiplies a greater the effort. Ex. Steering
wheel of the car. It can move things easily with less force because it
increases input force.
Pulley changes the direction of the force and increase
force, making easier to lift heavy loads to high places. E.g. Fixed or
movable pulleys.

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210

III. Learning Procedure:


A. Pre-Activity:
1. Review: Word Puzzle. Complete the words by supplying the
missing letters in the blank
1. Mechanical device that helps to do work more easily.
(M_______).
2. Stiff bar that rests or turns on a fixed point. (L_____).
3. Fixed point where the bar rotates. (F______).
4. Objects move by machine. (R_______).
5. Sharp spiral edge of a screw. (T______).
6. Grooved wheel that turns about an axle which stationary
(P______).
2. Motivation:
Who among your parents are carpenters? Mechanics?
Electricians?
What simple machines do they use? How do they use them?
Relate their experiences with their parents.
B. Activity Proper:
1. Setting of Standards
2. Group Work

Learning Activity Sheet- Lesson 72-A


How Lever Works
1. Get a board, spring balance and sets of weight.
2. Set the board with the effort between the resistance and a fulcrum.
Attached the screw eye top the top surface of the board. Always
press down the board just above the fulcrum whenever the spring is
being pulled up. Take measurements.
3. Answer the questions:
Which lever changed the direction of force?
Which lever used less force?
Which lever used more force?
4. Record observations

Learning Activity Sheet- Lesson 72-B


Lifting Loads with Pulleys

1.
2.
3.
4.

Tie a cord around two books.


Hook the spring balance to the cord.
Lift the book with the spring balance 30 cms. above the floor
Take the readings of the spring balance.
What is the direction of the effort?
What is the direction of the resistance?
5. Hang a fixed pulley to the beam.
Slip the cord to the groove of the pulley
Was the pulley used to change the direction?
Did your hand also move a distance of 3 cms.as the books
move the distance of 30 cms.
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211

How far did your hand move?


When did you use less force to lift the book? More force?
6. Record your observation.

Learning Activity Sheet- Lesson 72-C


Inclined Plane
1. Tie four books together. Lift them 30 cms. higher with the use of
spring balance.
2. Get a piece of board. Pile up 5 books about 30 cms. high. Put one
end of the board on the books. You had just made an incline plane.
3. Pull the books up the incline plane by using a spring balance.
4. Answer the following:
How much force is needed to lift the books?
How much force is needed to pull the 4 books?
Which needed more force, lifting the books or pulling them
up? The inclined plane? Why?
5. Record your answers/observations.

Learning Activity Sheet- Lesson 72-D


Wedges
1. Place the materials on the table. ( Knife, sweet potato, piece of wood).
Observe the knife closely.
2. Use the kitchen knife to cut the sweet potato. Can you cut them easily?
3. Record your observations.
Did the colored edge of the paper look like a spiral?
What was shown in the activity that you just did?

Learning Activity Sheet- Lesson 72-E


Screw

1.
2.
3.
4.
5.

Cut a square sheet of paper 15 cms by 15 cms


Cut the paper into halves to form two triangles.
Get one of the triangles and color the longest side of the triangle.
Wind the papers around the pencil.
Record your observations
Did the colored edge of the paper look like a spiral?
What was shown in the activity that you just did?

Learning Activity Sheet- Lesson 72-F


Wheel and Axle
1. Remove the color of the pencil sharpener.
2. Set the sharpener firmly on the table.
3. Hang 3 books at the end of the cord. Tie the other end of the cord
around the shaft.
4. Turn the handle. Record your observations.
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212

Which is the wheel? Which is the axle? As you put the rod, which
parts move? Is the forced you used in turning the handle the
same as compared with the force of gravity in pulling the books?
C. Post Activity:
1. Reporting by groups/ analysis
What machines help you pull, lift or push objects?
What multiply force greatly? Which change the direction of the
force?
2. Generalization:
Describe how the following simple machines work?
1.) Lever
4.) whell and axle
2.) Inclined planes 5.) wedge
3.) Screw
3. Application/Valuing:
Your mother asked you to prepare fruit salad for your snacks.
There are cocnuts, apples, pineapples in a can. What should you use
to open the cans? Why? Are you going to use simple machines?
Why?

IV. Evaluation:
1. Describe how this simple machines work.
2. Match Column A with column B
A
1. Fixed pulley

2. Inclined planes

3. Screw

4. Wheel and axle


5. Levers

B
a. they are useful in moving objects from a
high place to a lower place or from a lower
place to higher place
b. a person applies less force to lift or move
heavy objects then when it is done without
the machine
c. the machine gains in force when the wheel
turns the axle while it gains speed and
distance when the axle turns the wheel.
d. can hold pieces of iron or wood together.
e. is used to change the direction of a force.
Both effort and resistance move in the
same distance.

V. Assignment:
Draw a simple machine. Below it, describe how it makes work easier.
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Lesson 731 Day


I.

Objective:
Identify activities where simple machines are used.
II. Subject Matter:
Topic: Machines Work
Science Concepts:
Simple machines are devices which make work easier and faster
Simple machines are of greatful help to us.
Activities of man are accomplished with the help of the simple
machines.
Science Processes:
Observing, describing, communicating
Value: Using simple machines properly save time and effort in using
simple machines.
Materials: picture showing activities done by using simple machines
References: RBEC-PELC Unit V Unit V 10.4 p. 20
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214

Into the Future, Science and Health V pp. 144-146 by Jose F.


Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Machines are devices that help make mans work easier and
faster. All machines can transfer a force from one place to another. Some
machines can increase the amount of a force so that we can lift heavier
things or exert more force with the machine, then we could alone. Some
machines can change the direction of a force so that we can make things
move in different directions. Some machines can increase the distance
and speed of a force so that we can move things farther or faster.
Carpenters use hammers to drive the nail. They use their saw in cutting
the wood. Masons use a pulley in lifting concrete materials in constructing
tall buildings. Housewives cut vegetables by the use of knives. Tailors and
wooden ramp to load their carabaos on a truck. Passengers boarding from
airplanes and ships use the gangplank. Screws are used to hold the wood
together.
III. Learning Procedure:
A. Pre-Activity:
1. Review: What are the six simple machines? Give examples of
each kind of machine.
2. Presentation:
You are asked by your teacher to haul carabao to the garden
plots. What should you use in order to haul the pack of
manure without being hard-up? What are some activities that
we can make use of the simple machines? Lets find out from
this activity.
B. Activity Proper:
1. Distribution of activity sheets by group.
2. Setting of activity standards
3. Group work
C. Post Activity:
1. Reporting by groups
2. Analysis and Discussion: (enrichment of reports/discussion of
findings, clearing out differences development with critical thinking
and creativity)
3. Generalization:
What are the activities of man where simple machines are used?
4. Application:
MangArding wants to repair the roofing of his house which was
blown by typhoon Harurut. What should he use to lift up the
materials he is going to use?
IV. Evaluation:
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215

Read each statement below. Put a check () opposite the statement if the
activities done have made use of simple machines and cross mark (x) if
there was no simple machine used in carrying out the activities.
_____1. My mother is darning my torn shorts.
_____2. The boy is walking along the rough road.
_____3. The grade V pupils are filling their gardens with a hoe.
_____5. My father chops the firewood everyday.
_____6.Lita washed the dishes before going to school.
_____7.He carried a sack of rice over his head.
_____8. George pulled the iron nails on the walls.
_____9. He ate his meals with his bare hands.
_____10. Mario and Ver raised the flag yesterday.
V. Assignment:
List down at least ten activities that you usually do at home using
simple machines.

Learning Activity Sheet- Lesson 73


Working with Simple Machines
Procedure:
1. Study the pictures.
2. List down the activities that make use of simple machines.
3. Describe how the simple machines are used in the activity.
Questions:
1. What are the activities shown in the pictures?
2. What are the simple machines used in carrying out the activities?
3. Why are simple machines important?

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216

Lesson 741 Day


I.

Objective:
Describe simple machines which force/speed
II. Subject Matter:
Topic: Simple Machines that Multiply Force/Speed
Science Concept:
Some machines are devices which help make more easier and
faster
Some machines can increase the amount of force so that we can lift
heavier things or exert more force.
Some machines can increase the distance and speed of a force so
that we can move things farther or faster.
Science Processes:
Observing, describing
Value: Using of simple machines properly
Materials: can opener, bamboo pole, picture of jack screw, scissors, pulley
References: RBEC-PELC V Unit V, 10.4 p.20
Into the Future, Science and Health V pp. 144-146 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Machines are used to multiply force, change direction or
increase speed.
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217

III. Learning Procedure:


A. Pre-Activity:
1. Review: What are the kinds of simple machines?
2. Motivation:
What do you usually use when you want to open your
canned goods?
Where you hard up in opening? Why?
B. Activity Proper:
1. Distribution of Learning Activity Sheets by groups.
2. Setting standards while doing the project.
3. Group work.

C. Post Activity:
1. Reporting by group
2. Analysis and Discussion: (enrichment of reports/discussion of
findings, clearing out differences development with critical thinking
and creativity)
3. Generalization:
How do levers multiply speed and force?
How about the screw?
4. Application:
The tire of the jeepney blew off. What should the driver use to
lift up the jeepney and replace the tire?
IV. Evaluation:
Answer the questions in the given situations.
1. Construction workers are on the 8th floor of the building. How can they
lift up the construction materials for them to use?
2. The loggers are about to load their logs on a truck, how can they ferry
the logs without carrying?
3. The principal requested the janitor to have the big crack of concrete
fence to the other side of the school. How can he transfer it without
exerting too much force?
4. Its Saturday morning, and you want to trim the yellow bush along the
fence. How will you do it?
5. Paul planning to make a study table for his daughter. How can he
materialize his plan? What should he use?

V. Assignment:
How do cargo men ship the heavy baggage without exerting too much
force?

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218

Learning Activity Sheet- Lesson


How Strong? How Fast?
I. Problem: __________________________________________________________________________
II. Materials: bamboo pole, 10 cm x 5 cm wooden board, toy car, improvised movable
pulley, picture of jack screw, spring balance, 3 m string
III. Procedure:
Group I Using the lever
1. Look for a big stone or any concrete fragment.
2. Use the bamboo pole in hauling the stone to a certain place.
Observe how the lever work
Did you exert more effort in transferring the big stone?
Why?
Group II
1. Place the slanting board opposite 5 piles of books with the same
thickness.
2. Place the toy car at the tip of the higher and release the toy car.
Observe what happens to the when you release it.
3. Repeat the same procedure using 4 books, 3 books, 2 books and 1
book.
4. Compare the movement of the car in the slanting board using 1
book, 2 books, 3 books, 4 books and 5 books.
In which slant sis the toy car move faster? Why?
Group III Using Movable Pulley
1.
2.
3.
4.
5.
6.

Measure 3 meters of yarn string


Get a block of wood and measure its mass
Tie the center of the wood with the yarn
Insert the end of the string on a movable pulley
Hang the pulley at least 23 meters high
Pull the other end of the string with a force measurer or spring
balance
7. Record the force you exerted in pulling the block of wood
8. Repeat the procedure using other objects available in your room
How much force did you exert in lifting the block of wood?
How long did you travel around the playground using the
bicycle?
How long did it take you to walk?
When you go to the nearby barangays, what must you
use so you can reach the place immediately?

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219

Lesson 751 Day


I.

Objective:
Practice precautionary measures in using simple machines
II. Subject Matter:
Topic: Safety Measures with machines
Science Concept:
Machines are our helpers. But they can be dangerous too, if we do
not use them properly and carefully
Science Processes: investigating, manipulating, and hands-on-activities
Values: Awareness, self-confidence-carefulness, orderliness
Materials: Samples of simple machines
References: RBEC-PELC Unit V 10.6, p.20
Into the Future, Science and Health V pp. 188 by Jose F. Llarinas,
and Emily Pelobello
Headways in Science and Health Today 5 p 187 by Rebecca R.
Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
Precautionary measures in using simple machines
Sharp and pointed tools should be properly handled. They can
cause accidents.
Use inclined plane that are thick enough to support heavy
weights. A thin board might break while someone is on it or
may cause a band fall.
Make sure that strong ropes are used to pull heavy objects with
a pulley.
When using a wheel and axle, be sure that the axle is safely
attached to the wheel. If not, the wheel may fly as it turns
and may hurt someone.
III. Learning Procedure:
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220

A. Pre-Activity:
1. Review: Cite an example of a simple machine and relate them to
experiences. How are you using them? (pupils activity)
2. Motivation: have you experienced being hurt while working?
Show/relate sad experiences on the use of knifes, bolos or
devices. How did you feel? Why?
B. Activity Proper:
1. Setting standards for group work
2. Group Work

Learning Activity Sheet- Lesson 75

Below is a checklist of the proper ways of handling machines. Choose


the practice you should follow to keep machines in good working
conditions.
1. Check the conditions of machines before using them.
2. Ensure the strength, durability, or capacity that the machine
can withstand in relation to the force to be applied or to be
exerted.
3. Provide proper storage of machines, especially the edge
cutting tools.
4. Arrange the machines in the cabinet so no one can easily get
them.
5. Return the machines to their proper place after using them.
6. Clean the machines after using them.
7. Oil the machine after using them.
8. Be careful when using machines that have sharp points and
edges.
9. Use machines properly. They are not toys.
C. Post Activity:
1. Checking of ones work.
2. Analysis and Discussion:
Why should we keep our tools in safe places?
Why should we apply oil?
How do you hold pointed and sharp-edged machines?
3. Generalization:
What are the desirable and safety measures in using machines?
4. Value Infusion:
What desirable habits should you always remember while
working?
IV. Evaluation: (Cooperative Learning)
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221

The teacher divides the class into 5 groups. Each group dramatizes
precautionary measures in using simple machines.
V. Assignment:
Pick out one from the five groups of simple machines. Then, write a jingle
on practicing precautionary measures in using simple machines.

OVERVIEW

Unit V Earth
The lesson plans have been prepared in this unit to
show how important energy is to our body. Practical
energy, conservation and use of simple machines were
developed to guide you to its easy follow up.
There were twenty (20) lessons in this unit. Lesson 56
and 57 describe static electricity. Lesson 58 to 61
describes static electricity. Lessons 58 to 61 describe an
electric circuit. It is in lesson 62 where pupils are asked to
construct a model of an electric circuit.
Lesson 63 describes how electrical energy is produced.
The transformation of electrical energy to other forms is
presented on lessons 64 to 65. Lesson 66 deals on how
electromagnet works while the uses of electricity and
precautionary measures related to it are discussed on
Lesson 67 to 69.
The last lessons (Lessons 70 75) deal on what simple
machines are, how they make work easier and faster and
the precautionary measures in using them.

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Lesson 761 Day


I.

Objective:
Observe how rocks differ in size, color, hardness, texture
II. Subject Matter:
Topic: Observing and Comparing Rocks
Science Concept:
Rocks can be identified by their physical characteristics such as color,
hardness and textures:
Rocks differ in many ways. They differ in size, shape, color, weight,
hardness, texture
Science Processes: Observing, comparing, describing
Value: Awareness and appreciation
Materials: samples of rocks from different places, magnifying lens
checklist
References: RBEC-PELC Unit VI, 1p.21
Into the Future, Science 5 pp. 196-197
Background Information for Teachers (BIT):
Rocks are found in places such as riverbanks, excavations,
beaches, quarries, and mine dumps. Some rocks are found
above the ground, others below the surface, deep down in the
earth and still others at the bottom of the sea. Rocks can be
identified by their physical characteristics such as color,
hardness and texture. These characteristics make rocks different
from one another. Rocks differ from one another because they
are made up of different minerals. Rocks can be identified by the
color of minerals in them. Rocks can be also classified according
to the hardness with the use of a standard scale like scratch test
using the finger nails a coin and a knife.
III. Learning Procedure:
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A. Pre-Activity:
1. Motivation: Using a mystery box, let pupils feel/touch the rocks
inside tell something about them.
B. Activity Proper:
1. Setting Standards for group work. Divide the class in groups, each
will perform the activity in the activity proper.
2. Group Work
1. Collect some rocks of about the same size from different places
in the community.
2. Estimate the heaviness of the rocks using your hands (Group I)
Which rock is heavy? Light?
What make them differ in weight?
3. Observe them closely with magnifying glass.
What are their colors?
Which has an even color throughout?
Are they made of different particles?
4. Touch the rocks with your hands. Do they feel smooth of rough?
5. Rub two pieces of rocks together. (Group II)
Which rock easily breaks into tiny grains?
Which did not?
What holds the grain together?
6. Place two rocks in a pan of water. Remove after five minutes. Place
the rocks on a piece of dry tissue paper.
7. Smell the wet rocks (Group III)
Which rock has distinct smell?
Why do some rocks smell differently from the others?
C. Post Activity:
1. Reporting/Discussion/Analysis by groups
How do rocks differ? How are they similar?
2. Generalization:
What are the physical characteristics of rocks that make rocks
differ from one another?
3. Application/Value Infusion:
Give suggestions on how to have good rock collections.
IV. Evaluation:
Using a checklist, put a check () or a cross (x) in the appropriate columns to
describe the characteristics of
Description
1. Is it colored?
2. Is it smooth?
3. Is it rough?
4. Is it porous?
5. Is it made up of many particles?
6. Is it solid?

V. Assignment:
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Collect rock samples. Observe how they differ in size, color, texture and
hardness. Write your observations on a piece of paper.

Lesson 771 Day


I.

Objective:
Classify rocks according to color, shape, hardness and texture
Differentiate rocks as to shape, color, hardness and texture
II. Subject Matter:
Topic: Classify Rocks According To Color, Shape, Hardness and Texture
Science Concept:
Rocks are interesting. They have properties that can tell about their
history.
Science Processes:
Communicating, observing, inferring
Value: Appreciates importance of rocks
Materials: rock samples, magnifying lens or hand lens, coin, knife, nail,
broken glass
References: RBEC-PELC Unit VI, 2.1, 2.2 p.22
Science for Better Health and Environment 5 pp. 201-202 by
Efrain Abracia
Background Information for Teachers (BIT):
Rocks differ in color, hardness, shape and texture.
Some rocks are smooth. Others are rough. Some rocks are
round. Others are elongated. Rocks may be classified
according to hardness. You can test how hard a rock is by
doing the scratch test.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation/Presentation:
Present a collection of rocks. Call on someone to classify the
rocks in any manner a child likes. Ask, how did you classify
the rock samples?
B. Activity Proper:
1. Giving instructions and some precautionary measures to class,
2. Group work:
Distribute the different activity cards to each group.
For group I Activity on differentiating rocks as to color,
texture and shape.
For Group II Test how hard a rock is by scratch test
(see activity cards attached)
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C. Post Activity:
1. Reporting by groups
2. Analysis and Discussion:
How can you determine the hardness of a rock? In what ways
can you classify rocks? How do rocks differ?
3. Abstraction and Generalization:
How are rocks classified?
4. Application and Valuing:
Mr. Santos is a developer of areas for erecting buildings.
He then used bulldozers to flatten or keep elevated places low. is
this change beneficial? Why or why not?
IV. Evaluation:
Go around the two tables set outside marked table 1 and table 2 with
rocks samples material. Classify the rocks according to color, shape,
hardness and texture. Put each group of rock in an improvised rock
box.
V. Assignment:
Collect rock samples. Classify each rock as to shape, color, hardness
and texture.
Put each group of in an improvised rock box.

Learning Activity Sheet- Lesson 77-A


I.
II.

Materials:
Five rocks samples, marking pencil, hand lens, knife, coin.
Procedure:
Collect five rock samples as different from each other as you can find. Label
your rock samples #1 to #5. Examine 1 rock sample. Rub your fingers over the
rock.
1. How does it feel?
Hold the rock in bright light and observe it well.
What does it contain?
2. What colors do you see?
Look at the rocks through a hand lens
3. Can you see different particles in the rock or are all particles the same?
4. Describe the particle(s) in the rock in terms of size, shape, color or any
distinct characteristics.
5. Are there some shiny particles in the rock?
Are these shiny particles smaller or bigger than the other particles in the
rock?
Examine the other rock samples. For each one, answer questions 1 to 5.
Copy table 5.1 and write your descriptions.

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Table 5.1
Description of the Rock Samples
Rock sample
Rock
Rock
Rock
Rock
Rock

#
#
#
#
#

Descriptions

1
2
3
4
5

Learning Activity Sheet- Lesson 77-A


Scratch Test
I.
II.

Problem: How hard is rock?


Materials:
Rocks in the previous activity
Procedure:
1. Scratch each rock using your:
Finger nail
Coin
An iron nail
2. Then use each rock to scratch a piece of glass.
3. Copy the table below.

III.

Write yes or no under each column after you have scratched a rock.
Fill in table 5.2 below
Rock

Fingernai
l

Coin

Nail

Does it scratch
glass?

#1
#2
#3
#4
#5
IV.
V.

Observation: From the data you have recorded, what does it tell you
about the hardness of rocks?
Conclusion:
______________________________________________________________

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Lesson 781 Day


I.

Objective:
Identify igneous, sedimentary and metamorphic rocks
II. Subject Matter:
Topic: Identifying rocks
Science Concept:
There are three kinds of rocks: igneous, sedimentary and
metaporphic.
Igneous rocks are burnt rocks
Sedimentary rocks are fossil carriers
Metamorphic rocks are changed rocks due to heat and pressure.
Science Processes: identifying, naming
Value: awareness and appreciation
Materials: Rock samples, chart, guide for identifying
References: RBEC-PELC Unit V 3.1, p. 22
Into the Future, Science and Health V pp. 208-209 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Rocks may be igneous, sedimentary or metamorphic. The inside
part of the earth is very hot. Its temperature is very high, so there are
very hot liquids in it called magma. When the magma forces its way out, it
cools outside and forms rocks called lava. The rocks form by magma
which cooled and hardened under ground are called igneous rocks or
rocks formed by fire. Ex. Of igneous rocks are granite, diorite, felsites,
basalt and obsidian.
Sedimentary rocks are formed out of sediments. As more and more
sediments piled up at the bottom, they become compressed and
hardened into rocks. Ex. Of sedimentary rocks are limestone, sandstone,
conglomerate, dolomite and shale. Chalk is one form of limestone.
Sandstone is form from grains of sand cemented together.
Metamorphic rocks are once igneous and sedimentary rocks which
have changed their form because of heat and pressure called
metamorphic rocks. The most common metamorphic rocks are slate,
marble, schist and quartzite. Slate comes from layers of compressed
shale and clay. Marble is a very hard stone. It comes from limestone
which is very soft, but is hardened due to heat and pressure.
III. Learning Procedure:
A. Pre-Activity:
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1. Recall: how do you classify rocks? Cite examples.


B. Activity Proper:
1. Setting standard for group work
2. Use the rocks in the previous activity. This time identify the rocks as
igneous, sedimentary, and metamorphic, put a check () in the
proper column. Use the clues below to help you:
Rock
Igneous
1.
2.
3.
4.
5.
6.
Guide for Identifying Rocks

Sedimentary

Metamorphic

1. Is the rock made of mineral grains? If yes, go to 2. If no, go


to 5.]
2. Does the rock made of mineral grains look interlocked or
melted together? If yes, go to 3. If no, go to 4.
3. Do the mineral grains look to be of the same kind? If yes, the
rock is metamorphic. If no, go to 4.
4. Are the mineral grains distributed in a random pattern?
If yes, the rock is igneous.
If no, the rock is metamorphic.
5. Do the rocks have tiny holes? If yes, the rock is igneous. If
no, the rock is
metamorphic.
6. Is the rock made of silt. Sand or pebbles cemented together?
If yes, the rock is sedimentary.
C. Post Activity:
1. Reporting by groups.
2. Analysis/Discussion:
Relate your observations to the readings you had about rocks.
Are they correct?
What are the three kinds of rocks? How do you identify them?
3. Generalization:
What are igneous rocks? Where are they found?
What are sedimentary rocks? What do they carry?
4. Application/Values Infusion:
If you are asked to find out these rocks from your community,
can you identify them? Why?
IV.

Evaluation: Identifying following rocks


_________1. Comes from magma and lava
_________ 2. They are burnt rocks
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_________ 3. They are found near volcanoes that have erupted.


_________ 4. They are made out of sediments. They are fossil carriers
_________ 5. They are made of hardened mud.

Lesson 791 Day


I.

Objective:
Describe how igneous, sedimentary and metamorphic rocks are formed.
II. Subject Matter:
Topic: Formation of Rocks
Science Concepts:
Igneous rocks are formed from lava and magma
Sedimentary rocks are formed by sediments or fossils. Fossils are
imprints of some dead plants and animals. It is believed to have
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230

been formed by the evaporation of seawater over a long period of


time.
Metamorphic rocks are formed by hardened magma or sediments in
the ground due to the extreme heat and pressure. They are formed
due heat and pressure.
Science Processes: Observing, describing, comparing
Values: Awareness, appreciation
Materials: Rock Cycle, Sample rocks
References: RBEC-PELC Unit V 3.2 p. 22
Into the Future: Science and Health 5 pp. 206-209 by Jose F.
Llarinas, and Emily Pelobello
Headways to Science 5 pp. 205-206 by Rebecca Felloria and
NenitaApolinario
Background Information for Teachers (BIT):
The formation of rocks in a cycle consists of a series of never
ending processes. An igneous rock will become sedimentary rocks,
then metamorphic than igneous again. A sedimentary rock will
become metamorphic then igneous, then sedimentary again. A
metamorphic rock will become a sedimentary, then igneous rocks.
These are all possible in a process called rock cycle.
In the formation of igneous rock, extreme heat is necessary.
Any kind of rock or sediment will melt at very high temperature. The
molten rock called magma and hot liquid called lava will cool off and
harden then igneous is formed. In the formation of sedimentary
rocks, there must be a breaking down of the original rock. These are
called sediments and are carried by running water, wind or ice and
deposited in the riverbed or seabed. Then they are cemented
together. When water evaporates, sedimentary rocks appear.
Metamorphic rock is formed by changing the molecules and their
arrangement from their original state. This happens with the help of
very high temperature and very high pressure at the same time.

III. Learning Procedure:


A. Pre-Activity:
Recall: matching/guessing game
What kind of rock do I have?
What are the characteristics of the 3 kinds of rocks?
B. Activity Proper:
Given is a Rock Cycle. Trace out how rocks are being formed.

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C. Post Activity:
1. Reporting by groups
2. Analysis/Discussion:
How are igneous rock formed? What happen to lava and magma
as they reach the surface of the earth?
What are sediments? Fossils? How they form the sediments
rocks.
What happen to igneous and sedimentary rocks when they are
heated and pressed together?
3. Generalization:
What processes help in the formation of rocks?
4. Value Infusion:
Is there a definite order of changes in rocks? Why? In humans, is
there a life cycle too? What must we do now that were still alive?
IV.

Evaluation:
Match how rocks are formed.
1. Igneous
a. hardened mud
2. Sedimentary
b. cooled lava and magma
3. Sedimentary
c. fossil carriers
4. Metamorphic
d. hardened mud
5. Igneous
e. burnt rock

V.

Assignment:
Pick out one from the 3 groups of rocks. Write a short poem about the
rock by means of describing it.

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232

Lesson 801 Day


I.

Objective:
Inter that certain conditions/situations lead to the formation of the
different kinds of rocks.
II. Subject Matter:
Topic: Conditions Affecting Rock Formations
Science Concepts:
Evaporation of seawater over a long period of time help in the
formation of sedimentary rocks.
Cooling and solidifying of molten lava and magma help form
igneous rocks.
Heat and pressure on rocks help change igneous and sedimentary
rocks and form metamorphic rocks.
Science Processes: inferring, testing, observing
Values: Awareness, appreciation
Materials: bakers, pebbles, soil, magnifying lens
References: RBEC-PELC Unit V 3.2.1 p. 22
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233

Into the Future, Science 5 pp. 208-209 by Jose F. Llarinas, and


Emily Pelobello
Background Information for Teachers (BIT):
When magma and lava cool off and solidify, igneous rocks are
formed.
When they are formed beneath the earths surface, they are
intrusive.
When they are formed in the surface, they are extrusive igneous
rocks.
Sedimentary rocks are formed when particles of rocks are
cemented by chemicals/or fossils that are dissolved in the water.
When a rock is placed under tremendous heat and pressure, its
composition change and form the metamorphic rocks.
III. Learning Procedure:
A. Pre-Activity:
1. Matching Game/Characteristics of rocks
2. Motivation: If you are asked to find which metamorphic rock is in
the locality, can you do it by yourself? Why? (reference: Marbles)
B. Activity Proper:
1. Setting standards for group work.
2. Group work:
3. Use the previous set-ups (beakers, pebbles, water and soil)
4. Infer, what might happen if there will be more sediments deposited
in the bottle.
5. What might happen if you heat them? Will they harden or soften?
Why?
6. What if you add some particles of cement, what might happen to
the sediments.
C. Post Activity:
1. Reporting of outputs by groups
2. Discussion/Analysis:
What happen when rocks are burned? Heated and pressed for along
time?
3. Generalization:
What are the different conditions/situations that affect the formation of
rocks?
4. Application/Value Infusion:
What can pressure and heat do with rock samples? Will they become
durable? Are you going to use rocks that are easily broken for your
homes, why?
IV. Evaluation:
1. What might happen when rocks are exposed to too much heat and
pressure?
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234

2. Do you think that burned rocks are as durable as the sedimentary rock?
Why?
V. Assignment:
What forces contribute to the weathering of rocks?
What is weathering? Into the Future, Science 5 pp. 214-215

Lesson 811 Day


I.

Objective:
Differentiate igneous, sedimentary, and metamorphic rocks from one
another.
II. Subject Matter:
Topic:Kinds of Rocks
Science Concepts:
Igneous rocks are rocks coming from very hot and melted magma
below the earth surface. They come out through volcanoes and
fissures.
Sedimentary rocks are made from sediments or remains of living
things such as skeleton, shells and plants. They are found in river
beds and ocean beds.
Metamorphic rocks are either igneous or sedimentary changed by
pressure and temperature.
Science Processes:observing, classifying, comparing
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235

Values:Respect for ones beliefs


Materials:beakers, powdered alum water, ice water vinegar, teaspoon
References: RBEC-PELC Unit V 3.3, p. 23
Into the Future, Science 5 pp. 205-208 by Jose F. Llarinas, and
Emily Pelobello
Background Information for Teachers (BIT):
Below the earths crust are molten rocks called magma. They
remain molten due to the tremendous pressure exerted on them by
the weight of the rock layers above them. Some of the magma are
pushed upward to the solid rock and cool slowly then, solidify and
form intrusive rocks. The molten rocks that reach the surface are
called lava, when finally cool, they solidify and become extrusive
rocks. These are now called the igneous rocks.
Materials like sand, clay silk, pebbles and gravel are carried by
flowing waters from streams to lake and oceans where they settle at
the bottom these are the sediments. Some of the sediments are
remains of many plants and animals such as shells, skeletons and
corals called fossils. They form layers and cemented together and
become the sedimentary rocks.
Metamorphic rocks are changed rocks. When igneous and
sedimentary rocks are subjected to heat and pressure, they changed.
After the changed, they are called the metamorphic rocks.
III. Learning Procedure:
A. Pre-Activity:
1. Recall-Let pupils describe how rocks are formed. Cite example.
2. Motivation: After heavy rains you probably notice that the water
in the river is muddy and dirty. Why is this so? (Accept possible
answer)
B. Activity Proper Setting standard for group work
Activity 1
Identify Igneous rocks
1. Get two clean beakers. Put one teaspoon of powdered alum
in each beaker.
2. Pour 25 ml of hot water in each and stir until the alum
dissolves.
3. Allow once beaker to stand undisturbed overnight.
4. Put the other beaker in the bowl half-filled with ice water.
5. Examine the alum solution the next day using a hand lens or
magnifier.
6. Record your observations.
7. Discussion of results: What kind of rocks are seen here?
Why? Igneous rocks?
Activity 2
Identifying Sedimentary Rocks
1. Put pebbles and soil in a clear container.
2. Add water to the jar until it is almost full.
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236

3. Cover the container tightly and shake it vigorously.


4. Leave the container undisturbed on the table.
5. Observe how sediments settle in water. Describe what the
contents of the bottle looks like.
6. Discuss the result of the activity. Why do these layers form?
What are these hardened sediments called.
Activity 3
Identifying Metamorphic Rocks
1. Get samples of metamorphic rocks, such as marbles, slate,
quartzite.
2. Add five drops of vinegar or acid on each rocks surface.
3. Observe if bubbles form.
What do these pebbles tell you of the composition of these
rocks?
4. Discuss the result. What are these rocks called?
C. Post Activity:
1. Reporting by group
2. Analysis/Discussion:
What are the 3 groups of rocks?
3. Generalization:
How do igneous, sedimentary and metamorphic rocks differ from
each other?
4. Application/Valuing:
Look rocks from one another; in our beliefs, in our customs and
traditions.
How do we treat others who have different beliefs and
traditions?

IV. Evaluation:
Identify the following according to the physical characteristics of the rocks.
1. Easily broken
a. metamorphic rocks
2. Made of particle of shells,
sediments or remains of animals
b. igneous rocks
3. Cooled lava and magma
4. Hard stones like diamond, marbles
5. Found in ocean beds
c. sedimentary rocks
V. Assignment:
Write a short paragraph on how igneous, sedimentary and metamorphic
rocks differ from each other.

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Lesson 821 Day

I.

Objective:
Identify the forces that breaks rocks
e.g. plants, water, weather, man
II. Subject Matter:
Topic: Forces affecting the Breaking of Rocks
Science Concepts:
The wearing away of rocks is called weathering.
Different factors act constantly on rocks to break them and change
them to soul. These are heat, air, water, plants, animals and man
Science Processes:Observing, manipulating, identifying
Values:Awareness and environmental care
Materials:soft stone, clean can, piece of cloth for strainers, pictures of
quarries, typhoon and reforestation
References: RBEC-PELC Unit VI4.1 p. 23
Into the Future, Science pp. 214-216 by Jose F. Llarinas, and
Emily Pelobello
Background Information for Teachers (BIT):
Rocks are hard, compact and solid. However, they continuously
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238

break and wear away. They are constantly exposed to all sorts of
weather and other influences like water, heat, air, plants and
animals and man. The exposed rock slowly breaks and crumbles
through physical and chemical means.
III. Learning Procedure:
A. Pre-Activity:
1. Review: What factors affect the formation of rocks?
2. Motivation:
Let pupils share experience in beaches and rivers. What
attracted them to stay in beaches. Describe the particles
of sand. Where they able to build sand castles? Why?
Show pictures of big and broken rocks. Let them describe
these.
B. Activity Proper:
1. Setting Standards for group work.
2. Group Work:
Activity 1 Moving water and rocks.
1. Put some soft stones in a clean can and cover it tightly.
2. Shake the can vigorously for 15 minutes
3. Drain the water, then put the contents of the can on a piece of
cloth.
4. Remove the stones and examine what is left.
Where did the small grains of rocks come from?
What could have caused it?
Activity 2
Go around the science garden. Are there broken rocks? What factors
help in the breaking of these rocks? List down your observations.
C. Post Activity:
1. Reporting and discussion of results by groups.
2. Analysis/Discussion:
What did you see in the garden? Are there some children
playing?
Astray animals?Big trees? Are there broken rocks in the area?
Why?
3. Generalization:
Can animals, air, water and plants help in breaking of rock?
4. Value Infusion:
You have a rock garden in your Science and Technology Park, are
you going to step on it? Why? What can you do to avoid breaking
these rocks?
IV. Evaluation:
Identify what factors affecting the breaking of rocks in your garden.
1. There are big trees in the science garden. (plants)
2. Rainwater carry the stones in the garden (water)
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239

3. Children are stepping on the rock garden (men)


4. Carpenters are repairing the school building (men)
5. Big rocks are exposed to sunlight (heat)
V. Assignment:
Essay: In a maximum of 50 words, discuss how man break down.

Lesson 831 Day


I.

Objective:
Explain how rocks are broken down
II. Subject Matter:
Topic:Breaking Down of Rocks
Science Concepts:
Changes in the temperature of the environment cause rocks to
soften and break. There are activities people do that cause
weathering of rocks. A growing plan exerts force in a rock surface
causing it to break. It also produces acids that chemically break
rocks. The force of moving water from the oceans and rivers
constantly break up rocks into tiny pieces.
Science Processes:Observing, communicating
Values:Respect natures natural activities
Materials:pictures of activities of animalsand men that contributes to
weathering, alcohol lamp, insulated tong, sandstone, soft stones, can with
tight cover, piece of cloth, cold water
References: RBEC-PELC Unit V/4, 4.2 p. 23
Into the Future, Science and Health V pp. 214-220 by Jose F.
Llarinas, and Emily Pelobello
Headways in Science and Health Today5 pp. 206-211 by Rebecca
FallorinaandNenitaApolinario
Background Information for Teachers (BIT):
Rocks are hard, compact and solid. However, they continuously break and
wear away. They are constantly exposed to all sorts of weather and other
influences. The wearing away of rocks is called weathering.
Different factors act constantly on rocks to break them and change them to
soil, these factors include heat, air, water, plants, animals and man.
In weathering, the rocks may just crumble down into smaller pieces or it may
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240

be produce some other new substances. The ordinary breaking down of rocks
without forming new substances in is called mechanical weathering. When new
substances are called chemical weathering.
Plants may be break down rocks. Some plants grow on rocks. When they die
and decay, they give off acid which slowly breaks them down. Roots of plants may
find their way into cracks. As the roots go bigger, the cracks become wider, this can
cause the rock to break apart.
Man and animals help in the breaking of rocks. Some of the activities of men
that help in breaking rocks are digging mountains and rocky places for mining
activities and quarrying. Animals break up rocks with their claws as they move
around and their waste materials help in the decay of rocks.
Weather elements also help in breaking rocks. The alternate heating and
cooling of rocks for a long time causes them to break apart. When the wind blows, it
picks up sand and hurls them against the rocks, as they hit the rocks, the rocks
wear away. Fast moving water carrying soil and bigger rocks fragments chip off
rocks bit by bit. Rainwater acts on rocks to bring about chemical weathering. Ocean
waves crash onto the shore and pound against big rocks causing it to break down
into smaller pieces. These are only some of the forces that help in breaking of rocks.
III. Learning Procedure:
A. Pre-Activity:
1. Review: What are the different forces that break down rocks?
2. Motivation:
Show samples of weathered rocks. Ask the pupils: to guess
how this rock reaches this condition. Show them the original
rock.
B. Activity Proper:
1. Grouping of pupils
2. Setting of standards
Note: Extra precautions should be reminded to the group who will
use their burner/alcohol lamp.
3. Group work
While the pupils are working encourage them to use their
activity hats if available.
C. Post Activity:
1. Group reporting
2. Discussion:
In the activity performed by group I, what force caused the rocks to
break?
How does water cause the rocks to break? (ask the same questions for
group 2-4
3. Generalization:
Nature has its own way to weather rocks to form soil. What activities of
men contribute to weathering of rocks, should be minimized?
4. Application and Valuing:
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Nature has its own way to weather rocks to form soil. What activities of
men should be minimized that contribute to weathering of rocks?
IV. Evaluation:
Choose the letter of the correct answer:
1. How do tiny plants like moss cause weathering of rocks?
a. They produce acid that make rocks surface soft and weak.
b. Their roots multiply fast causing cracks on rocks.
c. They produce oxygen, which destroy rocks.
d. Their roots become bigger that causes rock to crack.
2. Which of the following human activities contribute to the
weathering of rocks?
a. Mining
c. studying
b. Road construction and fishing
d. writing and singing
3. Some animals dig up the soil for shelter or to find food. How does
this activity of animals contribute to the breaking of rocks?
a. Animals have places to hibernate.
b. It causes the small rocks to turn to soil.
c. It exposes the rocks underneath to the air and water causing
them to break.
d. Animals have cooler places to stay
4. How does temperature break down rocks?
a. Rocks break when the sun heats them.
b. Rocks breaks when there is no more sun.
c. Rocks break when they are heated and then cooled.
d. Rocks break when they are hammered
5. How do roots of plants break down rocks?
a. They split the rocks apart.
b. They heat the rocks.
c. They leave minerals on the rock.
d. They put water in the rock.
V. Assignment:
Cut out or draw five pictures showing weathering of rocks.

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Lesson 841 Day

I.

Objective:
Infer how soil is formed.
II. Subject Matter:
Topic:Soil Formation
Science Concepts:
Soil is formed by the continuous weathering of rocks.
It is composed of fine rock particles, humus, and other organic
materials
Science Processes:manipulating, describing, observing
Values:Helps prevent soil erosion
Materials: soil, sample, magnifying glass, water
References: RBEC-PELC Unit VI.5 p. 24
Into the Future, Science 5 pp. 221-222
Workbook in Science 5 p. 95
Background Information for Teachers (BIT):
Weathering causes rocks to break. Rocks continue to
break into smaller pieces as time goes by. The smaller pieces
still break into much smaller pieces until they become soil. The
process of breaking rocks until they become soil is continues.
New soil continues to be formed.
Soil is a mixture of tiny pieces of rocks and theremain of
plants and animals. When plants animals die. They decay and
become part of the soil. The soil that you can see around was
formed from rocks. It takes thousands of years before the rock
finally become soil. It is a very long process.
III. Learning Procedure:
A. Pre-Activity:
1. Review: What are the different agents of weathering? Choose one
and illustrate how they break the rocks.
B. Activity Proper:
1. Setting of standards
2. Group work
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Activity 1
Scope some soil in the garden
Put a small amount of the soil sample in a piece of white
paper.
Examine the soil through a magnifying lens. Describe what
you see.
Put the remaining soil sample in a clean container and add
water. Stir the water. Describe what you observe.
Record your observation.
a. Where does the soil come from?
b. Why do we have different kind of soil?
c. How are the humus soil formed?
C. Post Activity:
1. Discussion of results
a. Do you see how rocks breakdown or decay?
b. How long is the soil formed?
2. What makes the humus soil?
3. Where are the organic materials in soil coming from?
4. Generalization:
How is soil formed?
5. Application/Valuing:
You constructed a rock garden in your home.
There are animals too near your house.
What should you advise the owners of the animals so that the
rock garden in your yard will be preserved? What is the result of
the breaking of the rock garden?
It takes thousands of years before rocks become soil. When
sweeping the backyard, do you collect the bits of soil or dust and
throw it in the compost pit. Why?
IV. Evaluation:
Write a short paragraph describing how soil is formed through weathering.
V. Assignment: (Group Assignment)
On one whole sheet of Manila paper, draw how soil is formed. Choose
any one of the agents of weathering, which causes rocks to weather, for soil
formation.

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Lesson 851 Day

I.

Objective:
Identify the process involved in water cycle e.g. evaporation,
condensation, and precipitation
II. Subject Matter:
Topic: Processes in the Water Cycle
Science Concepts:
Water cycle is the continuous changing of water to water vapor and
back to water.
Evaporation, condensation and precipitation are the process that
makes up the water cycle.
Clouds are airborne carriers of water across the sky.
Science Processes: observing, describing, identifying and comparing
Values:appreciation of the importance of water
Materials: drawing kit, hand out, hand out 2
References: RBEC-PELC Unit VI. 6.1 p. 25
Science for Better Health and Environment pp. 222
Science and Health for a Changing Environment pp. 236
Aquatic Education Guide pp. 2-3
Background Information for Teachers (BIT):
Water is the center to all life and life activities. Plants and
animals must havewater to survive. All water everywhere is
somehow connected. Through evaporation, condensation and
precipitation the atmosphere transports water from place to place.
Plants are also an active part of the water cycle in many ways.
Transpiration is the process whereby plants evaporate moisture
through surface of their leaves.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation:
Ask pupils to think about some of the ways they have used
water that day. Emphasize the importance of water.
Did you ever wonder where water goes after using them?
B. Activity Proper:
1. Activating Prior Knowledge
Let the pupils draw their own understanding or concept on
water cycle.
2. Sharing and comparing
Let pupils exchange work with their pair. Look into their
similarities and differences.
3. Reflecting on Prior Knowledge
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Discuss the similarities and differences between the drawing.


Ask: How did you know that cycle looks like this?
Where did you get the information?
4. Organizing Prior Knowledge
List the features noted in the drawing on the board.
e.g. it has water, sun, arrow drawn up
5. Accessing New Knowledge
Distribute hand out 1 (Drawing of a Water Cycle) to each pair.
They note new information learned from the drawing.
The Second Sketch:
Pupils will make their second sketch integrating the
knowledge learned from hand out 1.
C. Post Activity:
1. Reporting by groups.
2. Analysis and Discussion:
Guide Questions:
What is water cycle?
What are the processes involved in the water cycle?
3. Generalization:
What are the processes in the water cycle?
4. Application/Valuing:
Connect the following cut-outs to from the illustration and
identify the processes involved in the water cycle.
If water continuously move and is everywhere, are we going to
show our concern and care still?
IV.

Evaluation:
Draw an illustration of water cycle and identify the processes.

V.

Assignment:
When does evaporation process speed up, during sunny days or during
windy days?
Why?

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Lesson 86
I.
I.

1 Day

Objective:
Describe changes that happen to water during each process (water cycle)
Subject Matter:
Topic: Changes in Water Cycle
Science Concepts:
When air is warm, it can hold more water vapor.
When water is heated, it expands and rises. Some of it goes into the air
as water vapor.
When water vapor is cooled, it condenses.
Precipitation takes place when water reruns to each as rain or snow.
Science Processes: Observing describing
Value: Importance of water
Materials: illustration of water cycle
References: RBEC-PELC Unit VI. 6.6.2 p.25
Science for Better Health and Environment pp. 223
Science and Health for a Changing Environment pp.237
Background Information for Teachers (BIT):
The changing of water to water vapor and back to water is
called water cycle. This process goes on and on without end. This is
aided by solar energy.
In the water cycle, water keeps on changing, in form as solid,
liquid and gas. In the evaporation process, liquid water from rivers,
lakes, seas, and other forms of water is changed into gas by solar
energy. Gaseous water then enters the atmosphere as moisture.
This moisture is again turned into liquid by condensation if
the temperature is low. Up in the air, the moisture condenses to
become droplets of water in the clouds. If the temperature is very
low or below 0oC, the gaseous water becomes solid. This is what
happens in the formation of snowflakes during winter cold
countries.
If the droplets of water or snowflakes in the clouds become
big and heavy, they start to fall to the ground as precipitation.

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II. Learning Procedure:


A. Pre-Activity:
1. Review
Let the pupils fills in the concept map

2. Can you give the change during each process?

Changes in water during each process

B. Activity Proper:
1.
2.
3.
4.

Divide the pupils in three groups or as desired


Provide each group the materials needed (activity shees)
Do the activity for 10-15 minutes.
Remind them the standard for doing the activity.
Work
cooperatively

Be careful

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C. Post Activity:
1. Each reporter reports
2. Analysis / Discussion:
Discuss the changes that took place in water during the activities
3. Generalization:
Evaporation
Condensation
Precipitation
4. Application / Valuing:
If evaporation does not take place anymore, will there still be a
water cycle? Why? Could life be possible without water? Why?
III. Evaluation:
Complete the map by describing what happen to water during each process.
Evaporation
Changes in water during each process
Condensation

Precipitation
IV. Assignment:
In what process of water cycle will tiny drops of water change into fog.

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Learning Activity Sheet Lesson 86-A


Water Changes
Materials
Kettle or tin can
Burner
Water
What to do:
1. Boil some water in a kettle or tin can. Cover it
2. Observe what happens to water when heated
What you have found?
Problem:

Solution

What are the changes


in water when
heated?

Learning Activity Sheet Lesson 86-B


Water Changes
What you need:
Glass
Ice cubes
What to do:
1. Put some ice cubes in a glass
2. After a few minute observe what happens on the outside part of the
glass
What you have found?
1. What do you notice forming on the sides of the glass?
2. Where did the droplets of water come from?
3. What makes this happen?

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Learning Activity Sheet Lesson 86-C


Water Changes
What you need:
Water
Kettle
Burner
What to do:
1.
2.
3.
4.

Boil water in a kettle


Cover it
Wait until it boils
Lift the cover of the container. Observe

Observations:
1. What did you see on the cover of the kettle when you lifted it?
2. What happened after sometimes?

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Lesson 87

1 Day

I. Objective:
1. Relate temperature to the processes in water cycle
II. Subject Matter:
Topic: Temperature and the Processes in Water Cycle
Science Concepts:
The temperature affects the changes of water from solid to l iquid
and from liquid to solid
Temperature is the hotness and coldness of a thing
100oC - boiling point
0oC freezing point
Science Processes:
Observing, describing, comparing, measuring
Value: Importance of Water Cycle
Materials: Thermometer (or improvised), activity sheets
References: RBEC-PELC Unit 6.3 p.25
Science for Better Health and Environment pp. 224-225
Background Information for Teachers (BIT):
When water is heated, its molecules move and bump against
each other causing some molecules to move faster and others to
slow down. The molecules that are moving faster are able to escape
at the surface of the water.
Water evaporates faster when its temperature becomes
higher. In an ordinary situation, evaporation takes place only at the
surface of the liquid.
During condensation, the temperature is low; the water vapor
condenses into tiny droplets. These droplets are so small and light
that they are kept up in the air. When they collect into clusters they
form clouds. If the air get colder, larger drops are formed. They
become too heavy to float I the air so they fall as rain or snow.
Learning Procedure:
A. Pre-Activity:
1. Review: In what process of water cycle does water evaporate?
2. Motivation: High Low
Use improvised thermometer or actual one
Ask the use of thermometer
Let them read the temperature reading
Decide whether this temperature is high or low

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B. Activity Proper:
1. Group the pupils in three
2. Do the activity in 20 minutes
Materials: water, kettle, burner
Predict:
What will happen to the temperature of water when heated?
Observe:
Boil the water and get the temperature
Explain:
How does temperature affect the rising of water vapor?
Materials: ice cubes, glass
Predict:
What will happen to water vapor when cooled?
Observe:
Place ice cubes in a glass. Observe after sometimes.
Explain:
Describe the temperature when water vapor turned into tiny droplets of water
Materials: hot water, any cover
Predict:
What do you see when you remove the cover of the hot water?
Observe:
Remove the cover from the glass of hot water and observe what happens?
Explain:
What makes the tiny drops of water in the cover fall?

C. Post Activity:
1. Let each group report their outputs
2. Analysis: Describe the temperature during
Evaporation
Condensation
Precipitation
3. Generalization:
How does temperature affect the processes in water cycle?
4. Application:
Is temperature important in water cycle? In what ways?

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III. Evaluation:
Answer briefly:
1. How does temperature affect evaporation?
2. How does temperature affect condensation?
3. How does temperature affect precipitation?
IV. Assignment:
Describe the temperature of water during the condensation process.

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Lesson 88

1 Day

1. Objective:
2. Observe the effect of heat on land and in water
2. Subject Matter:
Topic: Effect of Heat on Land and in Water
Science Concepts:
Absorption of heat causes body temperature to rise
Land heats up faster than water
Land breeze is present at night
Science Processes:
Inferring, measuring, predicting, describing
Value: Knowledge of weather concepts help us prepare for any calamity.
Materials: Posters showing different weather conditions, clouds,
weather disturbances. Video tapes /slides showing different weather
disturbances and their effects.
References: RBEC-PELC Handbook VI p.25
Into the Future: Science and Health V, p.229 by Jose F. Llarinas and
EmelyPelobello
Background Information for Teachers (BIT):
Both land and H2O absorb heat when heated. However, land
heats faster than water. Land also cools faster than water.
Land, being solid transfers heat better than water. During
daytime, the suns rays heat only a portion of soil about few
centimeters deep, but warms the body of warms down to several
meters below its surface.
At night, the warmed body of water slowly releases heat. It
cools slowly. During daytime, the cool heavy air found over the
water surface move. It sinks, and pushes the warm water up. This
produces land breeze.
The unequal heating of the earths surface causes wind. Wind
is a moving air.

3. Learning Procedure:
A. Pre-Activity:
1. Review:
What is weather?
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2.

Motivation / Presentation:
Have you tried walking along the seashore early in the morning and
late in the afternoon? When does the sand feed hot? Cool? When does
H2O feel warm? Cool? Which easily gets hot, soil or water? Which cools
faster, soil or water?

B. Activity Proper:
1. Distribution of Activity Sheets
2. Group work (see Learning Activity Sheet)
C. Post Activity:
1.
2.
3.
4.
3.

Reporting by groups
Discussion of findings
Clearing out of individual differences
Abstraction / Generalization:
What is the effect of heat on land and in water?

Evaluation:
Which absorbs head faster: land or water? Why?

4. Assignment:
Conduct a research on why at times the air very still.

Learning Activity Sheet Lesson 88


Perform this:
1.
Put 10 tablespoons of sand and water in two identical cans separately.
2.
Use a thermometer to get the materials initial temperature.
3.
Place both sand and water under the sun at noontime for about 30 minutes.
4.
Record the temperature of each material.
5.
Place the cans in a dark corner of the room with thermometer still for half
an hour.
6.
Record the temperature of sand and water placed in the dark.
Answer these:
1. What is the effect of sunlight on sand and water?
2. Which absorbs and releases heat faster: sand or water? Why?

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Lesson 89

1 Day

I.

Objective:
3. Compare the ability of land and water to absorb and release heat

II.

Subject Matter:
Topic: Effect of Heat on Land and Water
Science Concepts:
Land absorbs and releases heat faster than water
Science Processes:
Observing, inferring
Value: Protect ones self from the harmful effects of the sun
Materials: 2 plastics cups or 2 stainless cups, stove, match
References: RBEC-PELC Unit VI. 6.6.2 p.25
Into the Future: Science and Health 5 by Jose F. Llarinas and
EmelyPelobello
Background Information for Teachers (BIT):
During daytime the suns rays heat only a portion of soil
about a few centimeters deep, but warms the body of the water
down to several meters below its surface.
The heat spreads slowly over body of water. On the other
hand soil particles which are arranged close to one another
immediately absorbs heat.

III.

Learning Procedure:
A. Pre-Activity:
1. Review: What happens to water in the three processes of water cycle?
What happens to air when the sun is shining brightly?
2. Motivation:
4. Sing the song O Land, O Water (Tune: Mary Had A Little Lamb)
Land O Land, absorbs the heat
Releases it too soon
Water, water, in the sea
Slowly warms and cools
5. If you are going to boil liter of water and cooked with a liter of rice
what will heat faster rice or water?

B. Activity Proper:
Perform the experiment.
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258

1. Predict: Which will heat first land or water?


2. Observe: Perform the experiment
a. Set 2 shallow pans, soil, water and thermometer
b. Place 20 tablespoons of water in one of the shallow pan
then place 20 tablespoons soil in the other pan.
c. Which was heated first? Water or soil?
C. Post Activity:
1. Reporting of outputs.
2. Analysis / Discussion
6. Why do soil heats first that water?
7. What are the characteristics of soil that make it absorb head
quickly?
3. Generalization:
Which heats and cool faster, land or water?
4. Application:
What time of the day is the sun at its warmest temperature?
Will it be good for us to stay under the sun at this hour of the day?
Why?
IV.

Evaluation:
1. Place a cup of water in the aluminum kettle, a cup of soil in the other then
heat each kettle.
2. Questions:
Which one heats faster? Why?
Can you compare this to the ability of land and water to absorb head
also? How?

V.

Assignment:
What do you think will likely happen if both the land and water will be heated
equally?

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Lesson 90
I.

II.

1 Day

Objective:
8. Describe the effect of the unequal heating of land and water i.e. low/high
pressure
Subject Matter:
Topic: The Unequal Heating of Land and Water
Science Concepts:
A high pressure area is a place where air is generally cool and dry.
A low pressure area is a place where air is generally warm and
humid
Science Processes:
Observing, describing, inferring, comparing
Value: Team Work
Materials: 2 shallow pans or 2 plastic saucers, water, soil, thermometer
References: RBEC-PELC Unit VI. 7.3 p.25
Into the Future: Science and Health 5 by Jose F. Llarimas and Emely M.
Pelobello
Background Information for Teachers (BIT):
The unequal heating of land and water cause change in air
temperature. When air is cooled, the air particles move closer to
each other. Here, more air molecules are formed. The area where
there is more air molecules is called high pressure area.
When air is heater, the air particles move faster and expand,
occupying more space. The area where there is less molecules is
called low pressure area.

III.

Learning Procedure:
A. Pre-Activity:
1. Review: What happens to the air when heated?
2. Motivation:
Sing the song Land is Warmer Than (Tune: Farmer in the Dell)
Land is Warmer than
Land is Warmer than (2x)
Land is warmer than the sea during daytime
Sea is warmer than (2x)
Sea is warmer than the land during nighttime
Land breeze comes from land (2x)
Sea breeze come form sea
Oh how soothing it is to me
Breezes from land and sea
B. Activity Proper:
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260

1. Discussion: What causes breeze? Sea breeze?


2. Perform the experiment

Learning Activity Sheet Lesson 90


Direction:
a. Fill half a bottle with hot water
b. Fit a balloon or plastic bag into the bottles mouth
c. Observe what happens to the balloon/ plastic bag after 15 minutes
d. Measure the diameter of the balloon/plastic using tape measure
e. Place the same balloon in pail with eyes for 15 minutes
f. Take them out and measure the balloons diameter
Ask: What happens to the size of the balloon, when heated? When
cooled?
What happens to the temperature of the balloon?
Why do you think this happens? When heated? When cooled?
C. Post Activity:
1. Analysis and Discussion:
What happens when air is cooled?
What happens when air is heated?
What is a low pressure area? High pressure area?
2. Abstraction and Generalization:
What is the effect of changing temperature on land and water surfaces?
3. Application:
If you are near the sea, what will be the best time for swimming? Why?
IV.

V.

Evaluation:
Direction: Write the answer to the following questions in a paragraph form.
1. Describe what happens when the air on area is cooled
2. Describe what happens when the air on area is warmed.
Assignment:
When there is a low pressure area in the sea, what will most likely to happen?

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Lesson 91
I.
II.

1 Day

Objective:
9. Describe what a typhoon is
Subject Matter:
Topic: Typhoons
Science Concepts:
A typhoon has maximum winds greater than 113-120 kilometers per
hour (kph)
The center of the typhoon is called the eye
Most typhoons that usually hits the Philippines form over the Pacific
Ocean and the South China Sea
Science Processes:
Describing, communicating, inferring, comparing
Value: Good Samaritans shine during the occurrence of typhoon?
Materials: Illustration of typhoon
References: RBEC-PELC Unit VI. 8.1 p.26
Headway in Science and Health Today tx p.228-229
Headway in Science and Health Today tm p.122
Exploring Science and Health p.212
Instructional Materials Development Center, Department of Education
Background Information for Teachers (BIT):
A typhoon is a strong tropical cyclone with a wind velocity of
113 kph or more. Warm water causes typhoon to spin in a counter
clockwise direction. A typhoon or hurricane can reach a diameter of
800 kilometers and a height of 12 km. above sea level. As seen
from a satellite a picture of typhoon looks like a giant whirling mass
of clouds with an eye in the center.
The eye of the typhoon is usually calm and sunny, while the
edges have very strong win and stormy weather.

III.

Learning Procedure:
A. Pre-Activity:
1. Review: What is a low pressure are? Which one can cause a storm, low
pressure or high pressure area?

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2. Motivation:
Have you watched weather forecast in the TV?
Have you seen the forecast low pressure may develop into
typhoon?
How do old people predict the coming of a typhoon? (Red cloud
during sunrise or sunset)
B. Activity Proper: Heads Together
1. Group research on:
a. Kinds of cyclone
b. Describe each cyclone
c. What is the difference among:
Tropical cyclone
Tropical depression
Typhoon
d. How do typhoon form?
e. Group report: research done
C. Post Activity:
1. Presentation:
a. Show the illustration of a typhoon (see attached Activity Sheet)
b. Describe the typhoon through the illustration
2. Discussion:
a. How does a typhoon look like?
b. Where do most typhoon form?
c. What causes the formation of typhoon?
d. How strong is a typhoon?
e. What can a place visited by the typhoon experienced?
3. Generalization:
How does a typhoon look like
4. Application / Valuing:
Are you willing to help typhoon victims? How? Why?
IV.
V.

Evaluation:
Using the correct format of writing a paragraph, describe what a typhoon is?
Assignment:
List 10 typhoons that visited the Philippines last year.

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Lesson 92
I.
II.

1 Day

Objective:
10.Trace the origin and the path of the typhoons that hit the Philippines
Subject Matter:
Topic: Origin and Path of the Typhoon
Science Concepts:
11.
Hurricane is called typhoon when it reaches the Philippines
12.
Typhoon and hurricane formed over the oceans when the air is
warmed and humid
13.
Most typhoon that hit the Philippines come from the Western
Pacific
Science Processes:
Describing, comparing, predicting, illustrating
Value: Typhoons are destructive but they also bring good effects to
people, animals and plants.
Materials: typhoon map , pencil
References: RBEC-PELC Unit VI. 6.6.2 p.25
Exploring Science VI textbook, p.213 DECS
Science and Health V textbook, p.231 by Carmela C. Coronel,
Margarita C. Rimando, Felipe O. Calamitao, Dr. Norma M. Abracia
Background Information for Teachers (BIT):
Typhoons that occur within the Philippines Area of
Responsibility (PAR) develop from two areas. Recall that northeast
of the Philippines is the western part of the Pacific Ocean, while to
its west is the South China Sea. Typhoons that develop in the Pacific
Ocean generally move in a northwest direction. Typhoon that hit the
Philippines comes mostly from the Pacific Ocean.

III. Learning Procedure:


A. Pre-Activity:
1. Review: Describe a typhoon.
2. Motivation:
What are the typhoon months in the Philippines
In a year, how many typhoons are expected in the Philipines

B. Activity Proper:
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264

1.
2.
3.
4.
5.
6.
7.

Distribute typhoon map (See attached Typhoon Map)


Where do typhoons formed?
Trace the path of the typhoon?
In what area do the arrows come from?
What direction are the arrows going to?
What countries to arrows going to?
Is the Philippines considered a typhoon path country? Why?

C. Post Activity:
1. Report on the activity done:
2. Analysis and Discussion:
Present again the typhoon map.
Call pupil to trace the path of the typhoon.
Where do typhoons come from? Why?
3. Generalization
Where do the typhoons coming in the Philippines originated?
4. Application:
Though typhoon has bad effects, what are tits beneficial effect?
IV.

V.

Evaluation:
1. Draw the typhoon map.
2. Trace the path where typhoons come from.
3. Explain why you think typhoons in the Philippines usually come from the
western part of the Pacific Ocean
Assignment:
Find out the place which are always visited by a typhoon they whole year
round.

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266

Lesson 93
I.

II.

1 Day

Objective:
14.Describe the condition in the environment before, during and after
typhoon.
Subject Matter:
Topic: The environment Before, During and After a Typhoon
Science Concepts:
Condition of the land, water, and air differ before, during and after a
typhoon
Science Processes:
Observing, comparing, describing, inferring, communicating
Value: Plant trees to prevent typhoon damages
Materials: Pictures of before, during and after a typhoon
References: RBEC-PELC Unit VI. 6.6.2 p.25
Exploring Science pp. 210-211 by Instructional Center for
Development, DECS
Headway in Science and Health pp.237-238 by Rebecca R. Fallaria and
Nenita A. Apolinario
Background Information for Teachers (BIT):
There are observable signs that a typhoon is approaching.
The skies become dark or overcast. The wind increases in speed. Air
pressure falls. Heavy rains arrived.
As a typhoon moves, the direction of the wind will shift
clockwise to counter-clockwise. The effects of this shifting of winds
can be felt whether or not a typhoon passes directly over your
place.
Floods often occur when there are typhoons. High water
levels destroy homes and make transportation difficult. Floods also
destroy crops. Heavy rains loosen the soil along mountain slopes
and cause rocks to fall down. The falling rocks and soil from the
mountains causes a landslide.
The sea is also affected by typhoons. Giant waves are formed
when the sea level suddenly rises. This is called a storm surge.
When a typhoon is over, the sky becomes clear. Strong winds
disappear. However the effects of the typhoon on the land and the
people are felt after the typhoon is over.

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III.

Learning Procedure:
A. Pre-Activity:
1. Review: Where do typhoons in the Philippines originated?
2. Motivation: Have you experienced typhoon?
What happens during and after typhoon?
B. Activity Proper:
A. (Field trip to the school park or any place in the community near the
school.)
Direction:
1. Group pupils into four groups (4 members each).
2. Bring paper and ballpen only.
3. Look around the park or any place in the community. Observe.
4. Write what you have seen and observed.
5. Discuss the topic:
15.After the typhoon, will the place look the same? Why?
16.What do you think will be the changes that will take place?
B.
1. Present pictures.
2. Compare the three pictures (before, after and during)
3. What were the changes that took place in the environment?
C. Post Activity:
1. Report the activity done.
2. Analysis and Discussion: (enrichment of reports /discussion of findings,
clearing out differences development with critical thinking and creativity)
3. Abstraction and Generalization
What will likely happen to a place during and after a typhoon?
4. Application
What will the people do to protect their environment from a coming
typhoon?

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IV.

Evaluation:
Direction:
Fill the data chart to describe the condition of a place.
BEFORE
Trees are standing upright.

DURING
Trees are swaying strongly

1.
2.
3.
4.
5.
V.

AFTER
Trees are uprooted and
have fallen.

Assignment: Make a poster on the condition of a place.


1. Divide the class into three groups.
2. Assign group to draw a poster on the condition of a place.
a. Group I
Condition of a place before the typhoon.
b. Group II Condition of a place during the typhoon.
c. Group II Condition of a place after the typhoon.

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Lesson 94
I.
II.

1 Day

Objective:
17.Explain the meaning of typhoon signals
Subject Matter:
Topic: Meaning of Typhoon Signals
Science Concepts:
18.
Typhoon signals issued by PAGASA warn the public of the coming
tropical cyclones
19.
Typhoon signals are raised according to the strength and speed
of the wind and the time when such kind of winds may be expected.
Science Processes:
Observing, predicting, describing
Value: Always be prepared
Materials: electric fan, anemometer
References: RBEC-PELC Unit VI. 8.4 p.26
Into the Future: Science and Health 5 pp. 239-240
The Science Connections 5 pp.241-242
Background Information for Teachers (BIT):
Warning about storms and typhoons are officially given by the
meteorologists of PAGASA. According to PAGASA, storms occur
when the wind reaches 60 kph and above.
For wind less than 60 kph velocity, they announce Storm
Signal No. 1. It means that the storm is expected at least 36 hours.
Storm Signal No. 2 is for winds with velocity ranging from 60
kph to 100 kph. It means that the storm is expected in at least 24
hours.
Storm Signal No. 3 is for winds with a velocity above 100 kph
but below 180 kph. It means that the typhoon is coming within 18
hours. Nobody, who is not part of the emergency team should go
out of the house in the condition. It means that the typhoon is
coming within 12 hours. This condition is very dangerous. Actually,
schools and offices are closed at this time.

III.

Learning Procedure:
A. Pre-Activity:
1. Review: Describe the condition of the environment before, during, and after
the typhoon.
2. Motivation:
When do you say that there is a typhoon?
B. Activity Proper:
1. Distribution of Learning Activity Sheet (LAS)
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2. Group work

Learning Activity Sheet Lesson 94-A


I. Problem: What will happen if the wind is low, fast and every very fast?
II. Materials: anemometer, electric fan
III. Procedure:
a. Place an anemometer in front of an electric fan.
b. Change the electric fans dial from low, medium and high speed
c. Describe what happens to the cups of the enemometer
IV. Observations:
Questions:
When do the cups of the anemometer turn slow, fast and faster?
What done the speed of the turning cups mean?
How does the spinning f the cups relate to typhoon signals?
V. Conclusion: ____________________________________.

Learning Activity Sheet Lesson 94-B


1. Group yourselves into 5
2. Get fact sheet from the teacher
3. Answer the following:
How many kph is expected in the locality if it is in
Signal no. 1
Signal no. 2
Signal no. 3
Signal no. 4
What do the different typhoon signals mean?
It is important to be aware at all times especially during
typhoon?
IV.

Evaluation:
Complete the table below:
Typhoon Signal
No. 1
No. 2
No. 3
No. 4

V.

Meaning

Assignment:
Collect some news clippings on typhoon signals.

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Lesson 95

I.
II.

1 Day

Objective:
20.Practice precautionary measures before, during and after a typhoon
Subject Matter:
Topic: Precautionary Measures Before, After and During a Typhoon
Science Concepts:
21.
To save lives and properties during a typhoon one must strictly
follow all safety measures.
22.
To be prepared when a typhoon is expected.
Science Processes:
Observing, describing, inferring
Value: Being prepared before, during, and after typhoon to minimize the
harmful effects.
Materials: pictures of different conditions of environment before,
during and after a typhoon, manila paper, pentel pen
References: RBEC-PELC Unit VI. 8.5 p.26
Into the Future: Science and Health 5 pp.241-242 by Jose F. Llorinas&
Emily M. Pelobello
Headways in Science & Health Today 5 by Rebecca r. Fallarina&Nenita
A. Apolinario
Background Information for Teachers (BIT):
Tropical cyclones cause damage to properties and claim lives.
Safety measures must be strictly observed before, during and after
a typhoon.
The following precautionary measures are recommended
before a typhoon hits your area.
Keep track of the latest weather bulletin from PAGASA
either on the radio or on television.
Stay away from low-lying areas that can be easily get
flooded.
Fix you roofing as securely as possible.
Secure all you equipment and furniture
Store extra food, especially canned foods that need no
cooking.
Store water in clean covered containers.
Have a flashlight or candles ready in case of power failure.
During a typhoon, it is avisable to do the following
Stay at home
Evacuate to a higher and safer area if you live in a lowlying area
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Report immediately any damage on electrical posts or


wirings
Stay calm

After a typhoon, the following precautionary measures are


suggested:
Boil drinking water
Report broken electrical or water lines to proper authorities
Check electrical appliances before using them.
Help the typhoon victims by donating food, clothing and
medicines.
III.

Learning Procedure:
A. Pre-Activity:
1. Review: What are the storm signals in the Philippines? Describe each.
2. Motivation:
Showing of pictures depicting the condition of environment before,
during and after typhoon.
B. Activity Proper:
1. Group the class into 3s
2. Assign the first group to write their experiences before the typhoon,
second group during the typhoon, and the third group after the
typhoon.
3. Let the pupils write their output on sheet of manila paper.
4. Let them post their output on the board.
C. Post Activity:
1. Reporting by group.
2. Analysis and Discussion:
Is it important to observe and listen to storm signals? Why?
Why do we need to keep a battery-powered radio on hand during
typhoon?
Why should you follow safety measure before, during, and after a
typhoon>
3. Generalization:
Enumerate the precautionary measures before, during and after a
typhoon.
4. Application / Valuing:
Dramatize the different precautionary measures to take before,
during and after a typhoon. Use same groups.
Do we need to follow those precautionary youve shown? Why?
Dow we need to be prepared always before and during a typhoon?
In case of damages during typhoon, are you willing to help those
victims?
Why do you think you need to do so?
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IV.
V.

Evaluation:
Act out the precautionary measures before, during and after a typhoon.
Assignment:
Make a slogan about the precautionary measures before, during and
after typhoon.

Lesson 96
I.
II.

1 Day

Objective:
23.Relate weather conditions to planning family and community activities
Subject Matter:
Topic: Knowledge of Weather to Daily Life Activities
Science Concepts:
24.
Weather condition affects family and community activities
Science Processes:
Observing, relating, identifying
Value: Awareness of the Weather Conditions
Materials: Reading materials, activity sheets
References: RBEC-PELC Unit VI. 9.1 p.26
Science for Better Health and Environment pp. 235 by Efrain Abarcia
Background Information for Teachers (BIT):
Knowledge about the condition of weather is very important
factor in planning family and community activities.
Families who are fond of going for a picnic usually schedule it
during summer.
Famers plant their crops during rainy season and dry their
crops during dry season.
Fishermen usually go out fishing during fine weather
Children usually fly their kites during windy days.

III.

Learning Procedure:
A. Pre-Activity:
1. Motivation:
Describe the weather of the day.
Share this story to the pupils:
The Abenoja family planned to attend the wedding ceremonies
of one of their relatives in Manila. When the day had come, a typhoon
was heard over the radio.
Do you think the Abenoja family still pursued their plan? Why?

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B. Activity Proper:
1. Group the class not four.
2. Assign the first group to write the activities that they can do during fine
weather; second group during rainy days, third group during windy day,
and fourth group during stormy day.
3. Let the pupils write their output on sheet of manila paper.
4. Let them post their output on the board.
C. Post Activity:
1. Reporting of outputs
2. Analysis Discussion
25.What are some of the family and community activities during:
a. Fine weather
b. Rainy weather
c. Windy weather
d. Stormy weather
26.Why is it important to know the weather condition for the day
3. Generalization:
What is the importance of knowing the weather condition?
4. Application:
In order to avoid accidents or any unusual incidents that may happen,
what should we always bear in mind in planning our activities?
IV.

V.

Evaluation:
Relate the weather condition to the following activities. Write the letter of
the correct answer on the space before the no. of the acitivity.
1. Drying of palay
a. windy
2. Fishing
b. rainy day
3. Flying kites
c. fine weather
4. Having picnics
d. stormy day
5. Playing indoor games
Assignment:
What will be the best weather condition in planting flowering plants?
Why?

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Lesson 97
I.

II.

1 Day

Objective:
27.Relate observation of weather conditions to air and water transportation
services
Subject Matter:
Topic: Planning Air and Water Travel
Science Concepts:
28.
Weather disturbances affect land, sea, and air travel. Accidents
may happen to the plane, ship or land vehicles due to bad weather.
Science Processes:
Observing, communicating, describing
Value: Knowledge of weather prevents many accidents
Materials: pictures of airplane, ship
References: RBEC-PELC Unit VI. 9.2. p.26
Science for Better Health and Environment pp. 235 by Efrain e. Abracia
Background Information for Teachers (BIT):
Pilots and ship captains have to know the weather so that
they can be warned of possible danger in order to prevent air and
water accidents.

III.

Learning Procedure:
A. Pre-Activity:
1. Review : Why is it important to know the weather condition
before planning an activity for the day?
2. Motivation:
29.Have you experienced boarding in a ship? Riding in an airplane?
30.Would you like to experience these someday?
31.What is the important thing one should do before planning air or
water travel?
B. Activity Proper:
Aboard a Plane, Aboard a Ship
1. Group pupils
2. Give each group 10 minutes to plan and practice their skitl
3. Presentation of Skit.

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C. Post Activity:
1. Discussion:
1. What are the conditions mentioned in the presentation of each
group?
2. How do the groups plan their activity
3. Did they take into consideration the weather condition?
2. Generalization:
Why is weather important to people traveling by air or by water?
3. Application:
If the weather forecasted is stormy or cloudy weather, will it be
safe to travel either by plane or ship? Why?
IV.

V.

Evaluation:
What weather condition will be safe for airplane and ship to travel?
Why?
Assignment:
How do weather forecasts affect travel?

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Lesson 98
I.

1 Day

Objective:
32.Identify ways to conserve the environment to lessen the harmful effects of
cyclone/floods

II.

Subject Matter:
Topic: Conserving the Environment
Science Concepts:
33.
We should conserve the environment to lessen the harmful
effects of cyclone/floods.
Science Processes:
Observing, identifying
Value: The importance of conserving the environment
Materials: Activity Sheets
References: RBEC-PELC Unit VI. 9.9.3 p.26 by Efrain e. Abracia
Background Information for Teachers (BIT):
We must keep our homes and communities free from germs
and carriers. Use separate container for biodegradable and for nonbiodegradable waste materials to help garbage collectors. We must
not clog our sewers so the waste water can freely flow. See to it that
the trees in our community are properly trimmed. Our streets must
be free from materials that make them unsightly.
The Department of Environment and Natural Resources
(DENR) regulates logging and requires the replanting of trees in
denuded areas.
Planting trees and caring for them will lessen the destruction
of our environment.
III.

Learning Procedure:
A. Pre-Activity:
1. Review: Why cant ships and airplanes cant go on when there is a
storm?
2. Motivation:
34.Show pictures of an environment affected by a typhoon.
35.Describe the kind of environment.
36.Can we avoid the harmful effects of typhoon?
B. Activity Proper:
1. Group the pupils in three.
Give each group an Activity Sheet.
Do the activity for 20 minutes.
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Learning Activity Sheet 98

Group 1

Group 2

Make a song that


identifies ways to conserve
the environment to lessen
the effects of floods.

Make a poem
identifying the ways to
conserve the environment to
less the harmful effects of
floods.
Group 1

Make a poster showing


ways to conserve the
environment to lessen the
harmful effects of floods.

C. Post Activity:
1. Display their work.
2. Discuss the ways to conserve the environment to less the harmful effects
of cyclones.
3. Ask: Is it important to conserve the environment? Why?
4. Application:
Identify the programs of the government that help lessen the harmful
effects of typhoon.
5. Generalization:
Ask:
What are the ways to conserve the environment to lessen the harmful
effects of cyclone?
IV.

V.

Evaluation:
Give 5 ways to conserve the environment to lessen the harmful effects
of floods.
Assignment:
List down other government programs and laws regarding the
conservation of our environment.

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OVERVIEW

This unit focuses on the solar system. There are 18 lessons (Lesson
99-116) in this unit.

Unit VII The Solar


System

Lessons 99 to 103 discuss that the solar system is an orderly


arrangement of heavenly bodies.
Lesson 104 to 108 deal on the sun as the center of the solar system,
its parts and importance.
Lesson 109 to 112 describe the distinctive characteristics of planets in
the solar system.
Lesson 113 deal further on the other members of the solar system.
Lessons 114 to 116 deal on the occurrence of tides.

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Lesson 99

1 Day

I.

Objective:
37.Identify the members of the solar system
38.Describe each member of the solar system

II.

Subject Matter:
Topic: the Sun and the Nine (9) Planets
Science Concepts:
The sun is a huge ball of every hot gases. It produces its own light
and energy by nuclear reaction.
The inner planets in the order of increasing distance from the sun
are Mercury, Venus, Earth, and Mars. The outer planets also in
increasing distance from the sun are Jupiter, Saturn, Uranus,
Neptune and Pluto. Except Pluto, all the planets are giant planets.
Science Processes: observing, describing
Value: Importance of sun and planets particularly Earth. Appreciation of
Gods Creation.
Materials: 10 balloons of different colors and sizes
References: RBEC-PELC Unit VII.1.2 p.27
Headway in Science and Health Today by Rebecca R. Fallaria and
Nenita A. Apolinario
Into the Future: Science And Health 5 p. 256 by Jose F. Llarinas
Background Information for Teachers (BIT):
The sun is the center of the solar system. It is only one of the
millions of stars in space. It is the nearest star to the earth so it
looks very much bigger than the other stars. It is a huge ball of very
hot gases. It has its own light. Its temperature is 15,000,000
degrees Centigrade at the center and 5,000,000 degrees
Centigrade at the surface.
Mercury is the planet closest to the sun. It revolves the
fastest. It has no atmosphere, no water and no soil. It is the second
smallest planet.
Venusis the planet that is most like the Earth in size. It is the
hottest planet. It is the brightest object in the sky except for the
moon. Venus rotates backwards from east to west. It has no moon.
It is covered with a thick atmosphere of carbon dioxide with a little
sulfuric acid.
Mars is the fourth planet from the sun. it is called the Red
Planet because it is covered with red dust of iron compound. There
is water in Mars. It has 2 moons.
Jupiter is the biggest/largest planet in the solar system. It is
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so large, it could hold 1,300 Earths! Jupiter has the largest moon. It
is the second brightest planet after Venus. It is known for its Great
Red Spot. It was found to have a thin ring surrounding it.
Saturn is the second largest planet. Its rings are made up of
thousands of ringlets of dust, water, ice and very small particles. It
has at least 22 moons.
Uranus has a greenish color preferable due to liquid methane
and ammonia that have condensed due to very low temperature on
the surface. It is the only planet that rotates on its side. It is tilted at
an angle of almost 98 degrees.
Neptune is the second farthest planet. It has a Great Dark
Spot, as large as the Earth that is probably made up of storms.
Neptunes 1,240 miles winds are the fastest in the system.
Pluto is the farthest planet. Its orbit is unusual. It ravels
inside the orbit of Neptune for 20 out of every 248 years. The last
time it did this was 1979-1999. It has known moon, Charon, which is
half as large as Pluto.

III. Learning Procedure:


A. Pre-Activity:
1. Review: What are the members of the solar system? How do they move?
What is the center of the solar system?
2. Motivation:
Do you want to play balloons? I need ten (10) volunteers to the
front.
Inflate / blow the balloons on the table. Tie them and release on the
ceiling.
B. Activity Proper:
1. Group pupils into three.
2. Giving a fact sheets per group. (Fact sheet can be the BIT above. Type
them on a bond paper and draw planets and sun around it.)\
*see attached fact sheet
3. Working time. (Let them answer the question below the fact sheet.)
C. Post Activity:
1. Reporting: Let the first 3 groups who finished earlier to report in front.
2. Let the leader of each group choose one balloon in the ceiling. Provide
them 1/8 manila paper and pentel pen. Let them write all the descriptions
of the planet by balloon theyre holding on manila paper. Let them hang
their work on the string of the balloons.
3. Generalization:
Describe the sun and the 9 planets based on description hanged in the
balloons.
4. Application/Valuing:
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Let them arrange the planets (represented by balloons) according to


the order of the increasing distance from the sun.
Describe the arrangement of the planets.
How do they move? Do they follow their own orbit?
Do you think it is necessary for the planets to follow their own
orbit? Why?
Are the planets and sun important to us? Why do you think so?

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IV.

Evaluation:
Match Column A with the correct description in Column B. Write the
letter of the answer that best describes the planets in Column A
Column A
1. Pluto
2. Venus
3. Saturn
4. Mercury
5. Earth
6. Uranus
7. Neptune
8. Jupiter
9. Sun
10.Mar

V.

Column B
a. The center of the solar system
b. The biggest planet. It is known
for its Great Spot
c. It is famous for its many rings
d. Has greenish color probably
due to liquid methane and
ammonia
e. The twin planet of Uranus
f. The farthest planet. It is not
gaseous, has no rings and
atmosphere
g. The planet where we live in
h. The Red planet. The fourth
planet from the sun
i. The hottest planet
j. It is the planet closest to the
sun.

Assignment:
Draw the nine (9) planets in your notebook. Arrange them according to
the order of the increasing distance from the sun. Draw the sun at the
center.

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Lesson 100

1 Day

I.

Objective:
39.Illustrate through a diagram how members of the solar system revolve
around the sun in the same direction as they follow their own orbits.

II.

Subject Matter:
Topic: The Planets Orbit
Science Concepts:
40.The member of the solar system is revolving around the sun in the
same direction as they follow their own orbits. Orbits are imaginary
path where the planets and other members of the solar system
revolve.
Science Processes:
Observing, illustrating
Value: Cooperation, orderliness, smooth relationship with others
Materials: cartolina, pentel pen, colored pen
References: RBEC-PELC Unit VII.1.3 p.27
Into the Future: Science and Head 5 pp.258-261 by Jose F. Llarinas and
Emely M. Pelobello
Background Information for Teachers (BIT):
The nine planets follow imaginary paths called orbits as they
move around the sun. Each planet has its own path. This is the
reason why they do not bump into each other.

III. Learning Procedure:


A. Pre-Activity:
1. Review: What are the members of the solar system?
2. Motivation/Presentation:
Do you want to take a journey around the sun? Some can join some
will observe.
Procedure:
Choose ten (10) pupils to represent the sun and the nine
planets.
Give the tag (Names of Planets - written
3.

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B. Activity Proper:
1. Choose your leader and secretary. Answer the question written in the
char.
a. What are the members of the suns family?
b. How do they move around the sun? You may illustrate your
answer if you wish to.
c. What do you call the imaginary path where the planets travel and
revolve?
d. Do they revolve around the sun as they follow their won orbits?
e. How many steps did the 9 planets take to finish one round?
2. Group work.
C. Post Activity:
1. Reporting by group. They should present their work as they report.
2. Checking of their works. Give recognition to the best reporter and group
presentation.
3. Generalization:
How do the members of the solar system revolve around the sun?
4. Applications:
Make a sketch plan ormap of your way from house to school. Sketch
shortcuts you can take in going home.
Ask:
1. Do you follow a sketch map incoming and going home?
2. Is there any possible ways you can reach your house?
3. What do you think might happen to you if you will not follow?
4. What should one do in order to have smooth relationship with
others.
IV.

V.

Evaluation:
Illustrate through a diagram how the members of the solar system
revolving around the sun. (Use one whole sheet of paper)
Assignment:
Construct a suns family model using plastic balls and strings

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Lesson 101

1 Day

I.

Objective:
Describe the orbit of each planet as ellipse

II.

Subject Matter:
Topic: Planets Orbit
Science Concepts:
The nine planets follow an imaginary path called orbits as they move
around the sun. The planets move in elliptical orbits around the sun.
This figure made by the planets is called ellipse. Ellipse is a closed
curve similar to an oval.
Science Processes:
Observing, describing
Value: Appreciation of the importance of the planets orbit.
Materials: chart of solar system, thumb tacks, string
References: RBEC-PELC Unit VII p.27
Into the Future: Science and Health 5 pp.258-259
Background Information for Teachers (BIT):
Orbit means travel around and a moon, planet or other
space object may be held within a larger space objects
gravitational field and orbit it. Orbits maybe circular, elliptical or
parabolic (conical). The orbits of the planet are elliptical. Although
the nine planets have elliptical orbits, Mercury ahs almost circular
orbits while Pluto has the most unusual elliptical orbits. Their
distance from the sun could probably account for such kind or orbit.
Plutos orbit around the sun is tilted at 17 degrees compared
to the orbits of the other planets. Pluto is considered to the farthest
planet in the solar system at certain times. Later you will find out
this planet alternate with Neptune.
In 1979, Pluto crossed over Neptunes orbit and moved
nearer to the sun. About 10 percent of Plutos orbit is closer to the
sun than Neptunes.
After March 1999, Pluto will regain its farthest distance from
the sun. Pluto travels in a peculiar path. It has the most elliptical
orbit among the other planets.

III. Learning Procedure:


A. Pre-Activity
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1. Review: How do planets revolve around the sun? Do they move


in their own imaginary paths? Are these paths important?
2. Motivation:
What do you call the imaginary paths where the planets
revolve?
How do we describe these paths?
Arrange the scrambled word below to find the shape of
the planets orbit
EPILLES (Ans: Ellipse)
B. Activity Proper:
1. What does ellipse look like? Do you want to see how it looks like?
2. Distribute activity sheets and materials
3. Perform the activity following the standards in doing activities

Learning Activity Sheet Lesson 101


An Orbit
Procedure:
1. Place a white sheet of paper flat on the table.
2. Attach two thumbtacks five centimeters apart halfway
to the paper.
3. Make a loop in a 25 centimeters string, then tie its end.
4. Place the loop around the two thumbtacks
5. Stretch the loop with pencil in a vertical position,
moving it all the way around.
What figure was drawn? Describe the figure.
C. Post Activity:
1. Reporting by groups
2. Analysis and Discussion:
What figure was drawn?
How does it look like?
Do all planets have same (orbit) figure of orbits?
3. Generalization:
Describe the orbit of the planets.
4. Application and Valuing:
Show the chart of the solar system with emphasis on orbits.
Answer the following questions:
1. Do you think orbits are important to planets? Why?
2. Do orbits of the 9 planets have similar shape? Why or
Why not?
3. Is Pluto always the farthest planet from the sun? Why?
IV.

Evaluation:
A. Choose the letter of the correct answer.
1. Which of the following words best describes the orbit of the
planet?
a. Circular
b. oblate
c. spherical d. elliptical
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2. Which planet has the most unusual elliptical orbit?


a. Mercury
b. Pluto
c. Mars
d.
Neptune
3. Which of the following is not true about the orbits of the planet?
a. Plutos orbit around the sun is tilted at 17 degrees
compared to the orbits of the other planets.
b. The orbits of the planets are elliptical
c. Mercury has an almost circular orbit.
d. Venus has the most elliptical orbit among the other planets.
4. The path where a planet follows in its movement around the sun
is called ___.
a. Axis
b. orbit
c. line
d. pole
5. Which illustration below shows the orbit of a planet?
a.
B.
c.
d.
B. Why is the orbit of Pluto unusual?
V.

Assignment:
Illustrate and describe the orbit of the solar system in your notebook.

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Lesson 102

1 Day

I.

Objective:
Explain why planets stay in orbit as they revolve around the sun

II.

Subject Matter:
Topic: The Planet in Orbit
Science Concepts:
The gravitational pull of the sun and inertia of motion act at the
objects in space. They are equal in force hence planets stay in their
orbit around the sun.
Science Processes:
Observing, explaining
Value: Importance of the gravity of the sun
Materials: string, rubber ball or plastic ball
References: RBEC-PELC Unit VII.1.5 p.27
Into the Future: Science and Head 5 pp.258-261 by Jose F. Llarinas and
Emely M. Pelobello
Background Information for Teachers (BIT):
There are two forces that keep the planets in their own
orbits. The gravitational pull of the sun tends to move the planets
toward its center. However, this force is balanced by another force
called inertia that tends to make planets move in a straight line.
These two forces must be always balanced, otherwise planet would
be draw out of its orbit.

III. Learning Procedure:


A. Pre-Activity:
1. Review:
What do you call the imaginary path where the planets revolve?
2. Motivation:
Do you believe that the planets stay in their orbits as they revolve
around the sun?
B. Activity Proper:
1. Group the pupils in five.
2. Let them choose their leader, reporter and recorder.
3. Distribute activity sheets and materials.
4. Perform the activity Turning the Ball cooperatively, quietly and
effectively.

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Learning Activity Sheet Lesson 102


Turning the Ball Around
Procedure:
1. Tie string of about one meter long to a rubber ball.
2. Hold the end of the string and whirl the ball just above
you head.
Do you feel the outside pull of the ball?
3. Slowly release the string
Describe the balls travel
4. Whirl the ball again.
Did you feel the inward pull of your hand on the
string? Why?

C. Post Activity:
1. Reporting by groups
Encourage the reports to demonstrate the whirling of the ball
before reporting.
2. Analysis and Discussion:
What do you call the outside pull of the ball when you whirl the
ball just above your head?
How about the inside pull?
How does the ball travel? In what direction?
Do you think the planets travel in the same manner like the ball?
3. Generalization:
Why do you think planets stay in orbit as they revolve around the
sun?
What are the two forces acting on them?
4. Applications:
Describe how roller coaster and ferries wheel run.
Do they move in the same manner like the planet?
Why do planets stay in their orbit as they revolve around the sun?
* Planets stay on their orbit as they revolve around the sun.
They are being pulled by the suns gravity. Does the gravity
of the sun help the planets to travel on the right path? How
about your family, do your parents help and guide you to
travel to the right path for your own good? Explain.
IV.
V.

Evaluation:
Explain why planets stay in orbit as they revolve around the sun.
Assignment:
What do you think will happen to a planet if its orbit brings it closer to the
sun.

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Lesson 103

1 Day

I.

Objective:
Tell that the sun is also a star

II.

Subject Matter:
Topic: Sun is a Star
Science Concepts:
The sun is also a star.
Science Processes:
Observing, describing
Value: Appreciation of the importance of the sun
Materials: Venn diagram
References: RBEC-PELC Unit VII.1.3 p.27
Science for Better Health and Environment p. 249
Background Information for Teachers (BIT):
Our sun is also a star in our solar system. It is a medium
sized, yellow hot star. Although the sun is not the largest star in the
galaxy, it appears much bigger and much brighter only because it is
a star closest to us compared to others stars.
It is about 149,500,000 km. away from us and its light takes
about 8 minutes to reach us while light from the nearest star aside
from the sun takes 4 years to reach us.
The sun is more than a million times larger than the earth.

III. Learning Procedure:


A. Pre-Activity:
1. Motivation:
Guess!
I am thinking of something
It has three letters
It provides that heat and light
What it is?

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B. Activity Proper:
1. Post a drawing of the sun and a star in any corner of the room where
pupils can work on.
2. Use the diagram for pupils to give the similarities and differences of the
sun and star.

SUN

STA

Options:
Use the phrases below:
ball of very hot gases
gives heat and light
has its own heat and light
yellow and hot
C. Post Activity:
1. Reporting by group.
2. Analysis and Discussion:
What can you say about the sun and the star? Is the sun the same or
different from the star? Why?
3. Generalization:
Is the sun also a star? Prove your answer.
4. Applications:
Is the sun important to us? In what ways?
IV.

V.

Evaluation:
Check the sentence that tells the sun is also a star.
1. It is a huge ball of hot gases.
2. It has its own light and heat
3. It is the same with the other stars in sizse.
4. It is the nearest star on earth
5. It has the same life existence with the other stars.
Assignment:
Make a poem describing the sun as a star. Use Haiku.

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Lesson 4

1 Day

I.

Objective:
Identify the parts of the sun
Describe each part of the sun

II.

Subject Matter:
Topic: The Parts of the Sun
Science Concepts:
The sun has several parts: the atmosphere, photosphere, core,
corona, sunspots and prominences.
Central core is the inner most and hottest part of the sun.
Photosphere is the part of the sun where light energy becomes
visible.
Chromosphere is the part of the sun which produces red light.
Corona is made up of thin cloud of gas that gives off white light.
Sunspots are formed on the photosphere and are said to affect radio
messages and signals on earth
Science Processes: identifying, describing, comparing, inferring
Value: Appreciation of the sun as a wonderful creation of God
Materials: picture of the sun
References: RBEC-PELC Unit VII 2.2, 2.3 p.27
Science for Changing Environment p. 271
Into the Future: Science and Head 5 pp.252-255by Jose F. Llarinas and
Emely M. Pelobello
Headways in Science and Health Today by Rebecca R. Fallaria and
Nenita a. Apolinario
Background Information for Teachers (BIT):
The sun is a huge ball of very hot gases. It has its own light.
Its temperature is 15,000,000 at the center and 5,000 OC at the
surface.
The sun has different parts. These are the corona which is the
outermost part. It is made up of thin cloud of gas that gives off
white light. It is visible to our eyes during a total solar eclipse when
the moon covers the bright photosphere is the layer where sunlight
comes. The photosphere does not have uniform brightness. Its disk
seem to have some white patches or granules. Chromospheres is
the middle layer of the sun. it has bright reddish-orange color. This
layer consist of a large masses of hot gases which are thrown
upward to about 12,000 km. high in all direction. They disappear
after about two minutes. When these gases are thrown up to a
height of 180,000 km. or more they are called prominence. They
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appear and disappear very fast.


III. Learning Procedure:
A. Pre-Activity:
1. Review:
What makes the planet stay in their orbit?
2. Motivation/Presentation:
Can you look directly at the sun? Why?
B. Activity Proper:

Learning Activity Sheet Lesson 104


Look Cover, Write and Check
A.
1.
2.
3.
4.

Show the picture of the sun for 1 minute


Cover the picture
Pupils write the parts of the sun.
Check the answers of the pupils

1.
2.
3.
4.
5.
6.

Present picture again


Name the parts of the sun.
Describe the sun through the picture
Distribute the pictures of the different parts of the sun.
Describe the pictures.

B.

C. Post Activity:
1. Reporting by group.
2. Analysis and Discussion:
What are the parts of the sun? Describe each part
3. Generalization:
Give the different parts of the sun and describe each.
4. Applications and Valuing:
Which part of the sun gives us white light?

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IV.

Evaluation:
Complete the concept map to identify and describe the parts of the

sun.

V.

SUN

Assignment:
Draw the sun and label its pairs.

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Lesson 105

1 Day

I.

Objective:
Tell that sunspots are formed in the photosphere.

II.

Subject Matter:
Topic: Sunspots
Science Concepts:
Sunspots are areas on the surface of the sun that are darker and
cooler than the surrounding area.
Science Processes:
Observing, describing
Value: Appreciation of the importance of sunspots.
Materials:
References: RBEC-PELC Unit VI 2.2.2 p.28
Science for Better Health and Environment p.252 by Efrain E. Abracia
Background Information for Teachers (BIT):
There are times when there are dark spots that appear on
the photosphere. These spots are called sunspots. They are not
really dark, but they only seem dark when compared with other
parts of the suns surface. The temperature in the sunspot is much
lower than of the surrounding areas typically around 4,500
degrees Centigrade.
Sunspots differ in size. Some are tiny patches of about 30,000
kilometers. Others have areas measuring hundreds of thousands of
kilometers.
Sunspots also have a strong magnetic field. Typically, a
sunspot has a magnetic field that is about 2,500 times stronger that
the earths magnetic field.
Sunspots also appear in cycles of 11 years. This changes from
a low number to a high number, and back to a low number of
sunspots.

III. Learning Procedure:


A. Pre-Activity:
1. Review: Match Me
Divide the pupils into 8 groups
Give each group a card
Find their own match

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(Cards)
Core
Photosphe
re

Has bright reddish


orange
Chromospher
e

Very
hot
Uppermost layer
of the suns
atmosphere

Faces of the
sun
Corona

2. Motivation:
Show a picture of the sun with dark areas
Let pupils identify these dark areas as sunspots
B. Activity Proper:
1. Provide the pupils of the group with a reading materials (Sunspots)
2. Let them read the material for general understanding
3. Use Activity Sheet no. 1

Learning Activity Sheet Lesson 105


Fill in the blanks:
Sunspots are ____________ spots that are found in the _______________.
Sunspots occur when there is a change in the pattern of the suns
_____________ of force. If lines of force cross through the suns
_______________, they cause the temperature of the gas to become lower.
The gas with a lower temperature does not ___________ as brightly as the
gas in the surrounding area so it looks like a ______________ as seen from
afar.
Reading Material
Sunspots
Sunspots are dark spots that are found in the photosphere.
Sunspots occur when there is a change in the pattern of the suns
magnetic field of force. If line of force crosses through the suns
surface, they cause the temperature of the gas to become lower. The
gas with a lower temperature does not shine as brightly as the gas in
the surrounding area so it looks like a spot as seen from afar.
C. Post Activity:
1. Answer Learning Activity Sheet Lesson 105

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2. Discussion:
Guide
1.
2.
3.
4.
5.

questions:
What are sunspots?
How does sunspots form?
Which layer of the sun, do sunspots form?
Are sunspots really dark?
Can sunspots be prevented?

3. Generalization:
Which layer of the sun does a sunspot form?
4. Applications:
What are formed in the photosphere?
What are the advantages of sunspots on earth?
IV.
V.

Evaluation:
Describe sunspots and tell which layer of the sun do sunspots form?
Assignment:
Draw where the sunspots are formed in the photosphere.

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Lesson 106

1 Day

I.Objective:
Identify the effects of sunspots on earth
II.

Subject Matter:
Topic: The Effects of Sunspots on Earth
Science Concepts:
Sunspots are disturbances that appear on the sun as dark spots.
Science Processes: observing, describing, inferring
Value: Resourcefulness
Materials: picture of the dark areas on the surface of the sun.
References: RBEC-PELC Unit VII 2.5 p.28
Science of Better Health and Environment p. 252 253 by Efrain E.
Abracia
Headway in Science and Health Today 5 pp.248-249 by Rebecca R.
Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
A sunspot is a dark area formed in the photosphere of the
sun. it is also characterized by very strong magnetic field. Sunspots
usually appear in pairs. As time goes on, sunspots increase in
number and size. Sunspots appear and disappear in cycles that
average about 11 years.
Scientists believe that sunspots cycle may have an influence
on the earths climates. It was observed that glaciers retreat during
sunspots maximum. Records also show that in the year 1600, when
the sunspots have almost disappeared, the earths climate became
colder than normal. This observation suggests sunspots may affect
earths temperature.
At the time of heavy sunspot activity on the sun, great
streams of highly energetic particles are given off from what are
known as solar flares. Since the particles have very strong
electromagnetic fields themselves, they scatter across the globe
and create electromagnetic storms that disrupt earth
communication systems such as telegraph machines, telephones
and short-wave radios.
The same particles also produce the beautiful, brilliant
northern lights called aurora borealis, in the Arctic region and
aurora australis, or southern lights, in the Antarctic region.

III. Learning Procedure:


A. Pre-Activity:
1. Review:
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301

Using Think-Pair-Share let pupils recap on the different layers of the


earth.
2. Motivation:
What are some weather disturbances? Why do we have these weather
disturbances?
B. Activity Proper:
1. The teacher gives instructions on how to perform the activity using the
ScavengerHun. She may use cooperative learning
2. The teacher lets the pupils find out the effects of sunspots on earth
using the reference materials such as textbooks, encyclopedia. She has
to write the questions on the board/manila paper.
Identify the effects of sunspots on earth. Write your findings on the
manila paper.
3. Group work
C. Post Activity:
1. Publishing and reporting by group.
2. Analysis and Discussion.
3. Generalization:
What are the effects of sunspots on earth?
4. Applications/Valuing:
If there are problems which we meet, what must we do? What
attribute should we posses?
IV.
V.

Evaluation:
Write a ten-sentence paragraph on how sunspots affect the earth.
Assignment:
Why do sunspots occur?

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Lesson 107

1 Day

I.

Objective:
Identify ways by which solar energy is used by plants, animals and
humans.

II.

Subject Matter:
Topic: Ways by which Solar Energy is used by Plants and Animals and
Humans.
Science Concepts:
Solar energy is the main source of energy on Earth. Without the sun
life on earth will not be possible.
Science Processes:
Observing, processing, indentifying
Value: Energy conservation
Materials: Activity Sheets
References: RBEC-PELC Unit VII 2.6 p.28
Background Information for Teachers (BIT):
Solar energy is used by plants in photosynthesis. The sun also
helps regulate animals body temperature and provide Vitamin D
and keeps the human body warm.

III. Learning Procedure:


A. Pre-Activity:
1. Review: What are the effect s of sunspots on earth?
2. Motivation:
Show them a solar calculator, ask where does this calculator get its
energy.
3. Ask: In what ways do we use solar energy?
B. Activity Proper:
Small group learning
1. Group pupils into 3
2. Give each group an Activity Sheet: 1,2,3
3. Remind the standards in group working (Gofer leader reports,
English monitor)
4. Give them 20 minutes to do the task.
C. Post Activity:
1. Group reports one at a time.
2. Discussion:
a. In what ways do animals use solar energy?
b. In what ways do plants use solar energy?
c. In what ways do humans use solar energy?
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3. Abstraction and Generalization:


Indentify how solar energy is used in the following pictures.

4. Applications/Valuing:
Knowing the important uses of solar energy especially to humans by
providing Vitamin D, should we still buy Vitamin D at the drug store?
Why?
IV.

V.

Evaluation:
Give 2 situations which shows how solar energy is used by plants,
humans and animals.
Assignment:
In what ways does your mother use solar energy at home?

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Learning Activity Sheet Lesson 107


Ways on how plants use solar energy

Ways on how animals use solar energy

Ways on how humans use solar energy

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Lesson 108

1 Day

I.

Objective:
Explain why the sun is the main source of energy on earth.

II.

Subject Matter:
Topic: The Sun as the Main Source of Energy
Science Concepts:
Sun is the main source of energy on earth. It sustains life.
Science Processes:
Observing, describing, explaining
Value: Using energy wisely
Materials: Picture/illustration on the source of energy
References: RBEC-PELC Unit VII. 2.27 p.28
Science and Health and Environment, pp. 254-255 by Efrain Abracia
Background Information for Teachers (BIT):
The sun is the main source of energy. People and animals
need energy for everything that they do. They get their energy by
eating food. Their foods basically came from plants. Plants are able
to manufacture of food because of the light from the sun.
Through the process called photosynthesis, plants change the
suns light energy into chemical energy, which is made available to
animals that eat the plants.
Electrical energy can come indirectly from the sun. Most of
our electricity is generated using coal and oil which are mined and
drilled. Coal and oil come from plants and animals that have been
buried for millions of years. The coal or oil is taken to power stations
where it is burned, producing heat energy. The heat energy
produces steam which is transformed to kinetic energy to turn
turbines. When turbine spins, its kinetic energy is turned into
electrical energy which is transformed to heat, light, mechanical an
sound energy.
The sun also generates enough heat energy to warm the
earth that let the living things to survive.

III. Learning Procedure:


A. Pre-Activity:
1. Review:
How do plants use solar energy from the sun? how about the
animals?
2. Motivation/Presentation:
Do living things survive without the sun? why do you think so?

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B. Activity Proper:
1. Distribution of Activity sheet by groups
2. Group work
D. Post Activity:
1. Reporting by groups.
2. Analysis / Discussion:
( Enrichment of reports/discussion of findings/clearing difference
development of critical thinking and creativity)
3. Generalization:
Why do we consider the sun as the main source of energy on earth?
4. Applications:
Suppose the sun is as far as the other stars, can we make use of its
energy? Why?
What should we do to our energy resources, so that the future
generations can make use of them?
IV.

Evaluation:
In a paragraph form, explain why the sun is the main source energy on
earth.

V.

Assignment:
Research on the gadgets/equipment that are operated by the use of
the solar cells.

Learning Activity Sheet Lesson 108


Sun The Main Source of Energy
I. Problem:
II.

Why is sun the main source of energy on earth?

Material:
Picture/Illustration on the source of energy

III.

IV.

Procedure:
1. Study the illustration/picture
2. Describe what is shown in the picture.
3. Take note on the main source of energy.
Questions:
1. Where do plants get their energy?
2. In what way can we get energy from the sun?
3. Where does the stored energy from the coal come from?
4. How is electrical energy generated?
5. What does the illustration/picture tell us?

V. Conclusion:
VI.

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Lesson 109

1 Day

I.

Objective:
Illustrate the relative distance of the planets from the sun.

II.

Subject Matter:
Topic: Relative distance of the Planets to the Sun.
Science Concepts:
Planets have relative distances from the sun.
Science Processes:
Interpreting a given table, making conclusion
Value: Harmony
Materials: table of planets distance and surface temperature, 6
m of newspaper strips, meter stick
References: RBEC-PELC Handbook, VII.3.1 p.28
Into the Future: Science and Head 5 pp.258-261 by Jose F. Llarinas and
Emely M. Pelobello
Science for Better Health and Environment, p.256 by Efrain Abracia
Background Information for Teachers (BIT):
The nearest planet to the sun is Mercury while the farthest is
Pluto. Neptune alternates with Pluto as the farthest planet from the
sun. the relative distance of a planet from the sun affects its surface
temperature. The nearer the planet is to the sun, the higher is its
temperature. However Venus is an exemption. Venus high
temperature can be explained by what is known as the greenhouse
effect.
In terms of distance, Mercury, Venus, Earth and Mars are the
nearest to the sun that the other planets. They are called terrestrial
planets. Jupiter, Saturn and Uranus

III. Learning Procedure:


A. Pre-Activity:
1. Review: Why is the sun the main source of energy?
2. Motivation: Can you tell how far is the planet earth from the sun? let us
perform an activity to help you imagine the distances of the nine planets
from the sun.
B. Activity Proper:
1. Distribute the Learning Activity Sheet to the class, then divide the class
into four groups. Let each group perform the said activity. Let them refer
to Activity Sheet No.1 (see attached Activity Sheet.)
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309

1.1 Post some guide questions on the board. Let them answer questions
using Learning Activity Sheet No. 2 as their reference.
2. Group work.
C. Post Activity:
1. Presentation and reporting of groups output.
2. Analysis and Discussion: (enrichment of reports/discussion of
finding/clearing out of differences, development of critical thinking and
creativity)
3. Generalization:
From the activity you performed, have you observed the relative
distances of the planets from the sun?
How far is Pluto from the sun? What are the planets nearest the sun?
4. Application/Valuing:
Class, have you ever heard of science news that our solar system have
collided-head-on with other planets? What makes them follow their own
path? What about you children, how do you live in harmony with your
parents, siblings and schoolmates?
IV.

V.

Evaluation:
Using Learning Activity Sheet No. 2, answer the following questions:
1. How far is Mercury from the sun?
2. What is the relative distance of Pluto from the sun?
3. Knowing the distance of Pluto from the sun, what do you think is its
surface temperature?
4. How far is the earth from the sun?
5. What is the earths surface temperature?
Assignment:
Using modeling clay, make a model of the solar system using this scale
Planet on the Model
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto

Distance from the Sun (in


cm)
6
11
15
23
78
143
287
450
590

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Learning Activity Sheet Lesson 109-A

Steps on how to construct a scal model of the distance


between the members of our solar system:
Materials
1.
2.
3.
4.

Needed
6 m. strip of adding machine tape or newspaper
Ball about 5 cm. in diameter
Meter stick
About 15 m. of string

Procedure:
1. Roll out the adding machine paper or newspaper and tape it to the
floor.
2. Place the ball at one end of the paper. Tape the bottom of the ball
to the paper to hold the ball in place. The ball represents the sun.
3. Use table b and the meter stick to mark off the positions of the
planets on the strip of paper. Make one dot for each planet and
label the dot with the planets name. For example, Mercury is
shown by a dot 6 cm. from the sun.
4. Each cm. on the paper tape represent 10 million km. in space

As shown:
a.)

Tape

Ball (sun)

Paper
6 cm
long

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b.)
Planet on the Model
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto

Distance from the Sun (in


cm)
6
11
15
23
78
143
287
450
590

Learning Activity Sheet Lesson 109-B


The Planets
Planet on the Model
1.
2.
3.
4.
5.
6.
7.
8.
9.

Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto

Distance from the Sun


(in cm)
57,900,000 km
108,200,000 km
149,600,000 km
227,900,000 km
778,300,000 km
1,427,000,000
km
2,870,000,000
km
4,497,000,000
km
5,900,000,000
km

Lesson Plans in Elementary Science, Grade 5

Surface
Temperature

312

Lesson 110

1 Day

I.

Objective:
Relate the surface temperature of each planet to their relative distance
from the sun.

II.

Subject Matter:
Topic: Temperature and Distance
Science Concepts:
The distance of a planet from the sun affects its temperature
Science Processes:
Observing,describing, comparing
Value: Importance of distance
Materials:
References: RBEC-PELC Unit VII.3.2 p.28
Into the Future: Science and Health by Jose F. Llarinas and Emely M.
Pelobello p.262
Background Information for Teachers (BIT):
Normally, the nearer a planet to the sun, the hotter is its
surface temperature and the farther a planet is from the sun, the
colder is its surface temperature. The exception to this rule is
Venus.
Venus has the hotter surface temperature. This is because
Venus has an atmosphere that has a lot of carbon dioxide. Carbon
dioxide tends to pass the radiation from the sun so that this energy
strikes to planets surface.
When this happens infrared radiation necessary for heating
the planet is reflected back up into the atmosphere. But the hot
infrared energy cannot escape beyond the atmosphere because
carbon dioxide traps it. As a result, the planets surface temperature
gets hotter until it is kept at a boiling point 460 degrees Celsius.
Scientist call this kind of heating the runaway greenhouse effect.

III. Learning Procedure:


A. Pre-Activity:
1. Review:
Illustrate the following:
Mercury is the nearest planet to the sun.
Earth is the third planet from the sun
Venus come before earth.
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Mars is the 4th planet from the sun


2. Motivation:
Arrange the following strips in order

Pluto

5900 billion km

Neptune

4498 billion km

Mercury

58 million km

Mars

228 million km

2869

Venus

108 million km.

1427

Jupiter

778.3 million km

Uranus
billion km
Saturn
billion km

Earth

150 million km

B. Activity Proper:
1. Provide each group a table like this (Previously used in the motivation
part)
Planet on the Model

1.
2.
3.
4.
5.
6.
7.
8.
9.

Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto

Distance from the Sun


(in cm)
57,900,000 km
108,200,000 km
149,600,000 km
227,900,000 km
778,300,000 km
1,427,000,000
km
2,870,000,000
km
4,497,000,000
km
5,900,000,000
km

Surface
Temperature
Day
Night
470oC

327oC

2. Distribute the following strips to each group.


3. Let them decide where to place the temperature reading.
350oC
170oC
-230oC
101oC
-136oC

-2307oC
-220oC
-210oC

-145
28oCGrade 5
Lesson Plans
inoCElementary Science,
-101oC

314

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315

C. Post Activity:
1. Ask:
a. What can you say about the distance and temperature of planets?
b. What makes Pluto the coldest planet?
c. Is there an effect of the distance of the planets to the
temperature? In what way?
2. Generalization:
How does the distance affect the temperature of planet?
3. Valuing:
Do you think distance is also important in the temperature of planet?
Why?
IV.

V.

Evaluation:Encircle the letter of the correct anser.


1. Which of these planets has the highest temperature but the second
nearest planet from the sun?
a. Jupiter
b. Mars
c. Venus
2. If earth is nearer to the sun than Mars, which is hotter?
a. Earth
b. Mars
c. a&b
3. Pluto is colder than Neptune. Why?
a. Pluto is farther than Neptune
b. Neptune is farther than Pluto
c. Pluto and Neptune are far planets.
4. Which has the correct order in term of temperature?
a. Mercury Venus Earth
b. Saturn Jupiter Neptune
c. Pluto Neptune - Mars
5. Why is Mercury the hottest planet aside from Venus?
a. It is the nearest planet to the sun.
b. It is the farthest planet from the sun.
c. Second smallest planet
Assignment:
What will be the temperature of the Planet Mercury if it is the farthest from
the sun?

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Lesson 111

1 Day

I.

Objective:
Relate the relative period of revolution of each planet to their relative
distance from the sun.

II.

Subject Matter:
Topic: The Planets and Their Period of Revolution around the Sun.
Science Concepts:
The relative distance of the planets from the sun affects their period
of revolution.
Science Processes:
Communicating, describing, inferrring
Value: Working harmoniously with others
Materials: Table of revolution of the Planets, Activity Sheet
References: RBEC-PELC Unit VII.3.3 p.28
The Science Connection pp.261-262 by Lourdes Lazaro and Teresita
Background Information for Teachers (BIT):
The period of one revolution of a planet refers to the time it
takes for the planet to make one turn around the sun. Planets
nearer the sun revolve around the sun first that those far away. The
suns gravity pulls the planets towards it but planets inertia
prevents the planets from being pulled toward the sun.

III. Learning Procedure:


A. Pre-Activity:
1. Review:
a. What is the nearest planet? What is its temperature
b. What kind of temperature does the farthest planet have?
2. Motivation:
Pupils will:
a. Form a circle composed of 9 pupils
b. Assign one pupil to be at the center
c. Arrange the pupils in such a way that one follows after the other
d. Tell the pupil to move around that circle
e. Record the time each pupil finishes moving around the circle
f. Ask:
Who finished last?
Did they bump each other? Why?
Why did they not finish at the same time? What is the
similarity between the game and the movement of the
planets around the sun?
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B. Post Activity:
1. Reporting: Present the Table of the Period of Revolution.
2. Analysis and Discussion:
Why does Mercury revolve around the sun in only 88 days?
Which planet revolves around the sun the longest?
3. Abstraction and Generalization:
Why do planets have different periods of revolution?
4. Applications:
If you live in planet Mercury, how old are you at present? Why?
Would you want to live in planet Pluto? Why? Why not?
IV.

Evaluation:
Planet on the Model
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto

V.

Distance from the Sun


(mil. Km)

Period of Revolution
88 days

108.2
365 days
227.9
778.3
1,427
84 years
4,497
5,900

Assignment:
Copy the Table of the Planets Revolution
Headways in Science and Health Today p.261

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Lesson 112

1 Day

I.

Objective:
Identify unique characteristics of each planet that differentiate one from
the other. e.g. satellites, atmosphere, rings, others (eclipse), relative
period of rotation and revolution,

II.

Subject Matter:
Topic: the Planet and their Characteristics
Science Concepts:
Scientists believe that the inner core of Mercury is made up of iron.
This makes the planet heavy and its also explains its strong
magnetic powers.
The different planets have different characteristics
Red dust found on Mars is iron oxide similar to rust of the Earch
Science Processes: identifying, describing, comparing, communicating
Value: Protecting planet Earth is protecting you and me
Materials: puzzle and pictures
References: RBEC-PELC Unit VII.3.4 p 29
Headways in Science and Health tm pp.134-135
Headways in Science and Health pp.254-259 by Rebecca R. Falloria and
Nenita A. Apolinario
Background Information for Teachers (BIT):
The nine planets in the solar system have their own unique
characteristics, composition of atmosphere, number of satellites,
period of rotation and revolution, and the presence and number of
rings.
Earth is the only known planet where life forms exist.
Jupiter is the biggest planet in the solar system., it is bigger
than all the planets combined. It is known for its Great Red Spot.
Saturn is the second largest planet, it is famous for its many
rings. Saturns rings and satellites are a mystery.
Uranus has a greenish color probably due to liquid methane
and ammonia that have condensed due to very low temperature on
the surface.
Neptune is the 2nd farthest planet, it is believed to be the twin
sister of Uranus. Blue green planet.
Pluto is the farthest planet. It is not gaseous, has no rings,
and has no atmosphere. It has one know moon. Charon is thought
to be its twin planet.
Mars is named after Mars the Roman God of War. A very big
Lesson Plans in Elementary Science, Grade 5
319

mountain is found at its center called Mons Olympus.


III. Learning Procedure:
A. Pre-Activity:
1. Review: What is the period of revolution of Venus, Mars, Earth, Jupiter,
Pluto? Why do their period of revolution varies?
2. Motivation/Presentation:
There are members of the solar system in the crossword puzzle. Encircle
them, vertically, horizontally, and diagonally.

B. Activity Proper: Describe Me


1. a. Scatter the picture of the different planets in the board or around the
room.
b. A member from the group draws one strip in the box.
c. Match the strips with the picture
d. Correct matching wins a point for the group
e. Highest pointer group wins.

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2. Activity 2: All about Planet


Complete the table as you read the book
PLANET

NUMBER OF
SATELLITE

NUMBER
OF RINGS

ATMOSPHRE

Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
C. Post Activity:
1. Presentation of the table
2. Analysis and Discussion: Are the information on the table correct? Are
there additional information the group can share?
3. Abstraction and Generalization:
What are the characteristics of each planet?
Are planets similar? Why?
4. Applications:
Which planet would prefer to live in? Why?
Do you think you can protect our planet earth? How?
IV.

Evaluation:
Match A with Column B
1.
2.
3.
4.
5.
6.
7.
8.
9.

V.

Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto

a. Jewel of the sky


b. 75% of water covers the planet surface
c. Its named after the Roman God of War
d. the blue-green planet
e. made up of hydrogen helium and methane
f. cold and very dark
g. largest planet, known for its great red spot
h. the fastest planet
i. its largest moon is Titan

Assignment:
What planets belong to the inner circle of terrestrial group of planets?
What similar characteristics do these planets have?

Lesson 113

Lesson Plans in Elementary Science, Grade 5

1 Day

321

I.

Objective:
Identify the other members of the solar system
Describe each of the other member of the solar system

II.

Subject Matter:
Topic: The Other Members of the Solar System
Science Concepts:
Asteroids are found between Mars and Jupiter
Comets are heavenly bodies that look like stars with glowing tail
Satellites are heavenly bodies that revolve around a bigger body
Meteors are disintegrated comets or disintegrated planets
Science Processes: describing, differentiating, comparing, inferring
Value: Man makes his own destiny
Materials: Strips where other members of the solar system are written
Strips describing the other members of the solar system
References: RBEC-PELC Unit VII.4.1, 4.2 p.29
Headways in Science and Health Today tx. 162-265
Headways in Science and Health Today tm pp.142 by Rebecca R.
Falloria and Nenita A. Apolinario
Background Information for Teachers (BIT):
Asteroids are rocky irregularly shaped objects found mostly
between Mars and Jupiter, called asteroid belt. Ceres is the largest
known asteroid. Asteroid that are pulled into Earths atmosphere
are called meteoroids. Meteoroids that enter the Earths
atmosphere are called meteors. Meteors which fall on the Earths
surface are called meteorites.
Satellites are bodies that rotate around a bigger bodies.
Examples: Earths Moon, Mars Deimos and Phobos, Jupiter Io,
Ganymede, Europa, Callisto, and other planets have also their own
satellites except Mercury and Venus.
Dust rings are faint luminous patch of light seen in the sky on
the western horizon after sunset, or on the eastern portion before
sunrise. This is believed to be due to the scattering of sunlight rays
caused by dust particles revolving around the sun.

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III. Learning Procedure:


A. Pre-Activity:
1. Review:
a. Displays picture of the different planets on the board
b. Pupil get one strip from the box
c. Match the strip to the planet on the board
d. Give a yes if the matching is correct
2. Motivation:
a. What do you do when you see shooting star?
b. Do you believe that what you wish for will come true or it is you
who can make your wish come true?
c. What do you think shooting stars are?
B. Activity Proper:
1. Direction:
a. Group pupils into five groups
b. Distribute activity sheets
Group 1
1. Visit your school library or any mini-library in your school
2. Research about the asteroid belt.
a. Where can you find asteroids?
b. Describe its shape, components and size
Group 2
1. Visit your library or any mini-library in you school
2. Research about meteoroids/meteorite
a. What are meteoroids? Meteorites?
b. Describe the shape, components, and size of meteors / meteoroids/
meteorites
c. Where do they come from?
Group 3
1. Visit your school library or any mini-library in your school
2. Research on meteors/ dust rings.
a. Describe shape, components and size
b. Where do meteors come from?
c. What are dust rings
Group 4
1. Visit your school library or any mini-library in your school
2. Research on comets
a. Describe the shape, components and size of comets?
b. Why do comets tail glow?
c. Do you believe comet brings bad luck?

Group 5
1. Visit your school library or any mini-library in your school
2. Research on sattelites
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a. What are sattelites?


b. Why are they called satellites?
c. Give examples of satellites.
D. Post Activity:
1. Analysis and Discussion
a. Group Reporting
b. Do falling meteors affect our land surface? How?
2. Abstraction / Generalization
What are asteroids? Meteors? Comets?.
3. Applications:
According to old people, comets bring bad luck. Do you believe in this?
Why
IV.

Evaluation:
Direction: Complete the concept map below.

Other Members of the Solar


System
comets

asteroids

V.

These are
disintegr
a-ted
comets

Dust ring
Rotating
around a
bigger
body

Assignment:
Ask you mother or grandmother / grandfather about some of the beliefs
about comets and shooting stars.

Lesson Plans in Elementary Science, Grade 5

324

Lesson 114

1 Day

I.

Objective:
Describe the occurrence of tides

II.

Subject Matter:
Topic: Occurrence of Tides
Science Concepts:
Tide is the regular rise and fall of the ocean water.
Tide is caused by the gravitational pull of the sun and the moon on
the earths water and land.
Science Processes: describing, inferring, observing
Value: Awareness of the environment
Materials: Diagram showing the alignment of position of the
sun, moon, and earth during new and full moons.
Cutouts to represent the sun, moon, and earth, flannel board
References: RBEC-PELC Unit VII.5.1 p.30
Into the Future: Science and Head 5 pp.276-278 by Jose F. Llarinas and
Emely M. Pelobello
Background Information for Teachers (BIT):
Tidies the regular rise and fall of the level of water. When the
level of the water is low, we call it low tide. When the moon revolves
around the earth, the earths water is attracted by the moons
gravity.
In the ocean, seas, or rivers in the opposite sideof the earth,
the level of the water is low. This is low tide.
Changes in the level of water are caused by several factors:
the gravitational pull of the moon and the sun on the earths
hydrosphere; the earths rotation. Tide may occur twice in the same
place because as the moon revolves around the earth, the earth
also rotates in its axis.
There are two kinds of tides: neap tide and spring tide. Neap
tide occurs during full moon and spring tide occurs during new
moon.

III. Learning Procedure:


A. Pre-Activity:
1. Review the different phases of the moon. Ask the pupils to position on
the flannel board the cutouts on top of the table during the new moon
and full moon. Each cutout represents the sun, the moon and the earth.
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325

2. Motivation:
What can you see in the pictures?
Have you gone to a river or a seaside?
Did yo notice the riverside or the seashore?
Is the level of water in the shore always the same?
B. Activity Proper:
1. Grouping
Divide the class into three groups. Have them select a leader and a
recorder. Have each group observe and and record their observation.
Each group will describe why tides occur.
Give to each group pictures or illustrations showing the occurrences of
tides. Have the three groups infer the occurrence of tides.
E. Post Activity:
1. Reporting by group.
Using the pictures / illustrations given them the leader of each group will
explain or describe why tides occur.
2. Analysis and Discussion:
a. The moon is the chief cause of tides. The moon exerts a pull on
the earth. The ocean tends to bulge a little towards the moon.
b. The highest tide occurs on opposite sides of the earth when the
sun, the earth and the moon are in straight line.
3. Abstraction and Generalization:
Why do tides occur?
4. Applications:
How do tides affect mans activities? Cite situations.
Are low and high tides helpful to men? Why? Why not?
IV.
V.

Evaluation:
Write a paragraph about the occurrence of tides.
Assignment:
Read books or ask from any knowledgeable persons more information about
tides.

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326

Lesson 115

1 Day

I.

Objective:
Explain how high tides and low tides occur

II.

Subject Matter:
Topic: How High Tide and Low Tide Occur
Science Concepts:
Tide is the regular rise and fall of the level of water in oceans, seas
and rivers.
Science Processes: observing, inferring
Value: Awareness of environment
Materials: Earth model, moon model and sun model
Basin, water, small dipper or paddle, marker
References: RBEC-PELC Unit VII.5.2 p.30
Headway in Science and Health today 5 pp.266-267 by Rebecca R.
Fallariaand Nenita A. Apolinario
Background Information for Teachers (BIT):
The combined gravitational force of the sun and the moon
pull the ocean water and the land portions resulting to a condition
called high tide. High tides usually occur during new moon and full
moon when the sun, the moon and the earth are nearly aligned to
one another. Those areas found in this alignment would have high
tide. Area not found in this alignment would have low tide. Low tide
refers to ocean water at their lowest level.

III. Learning Procedure:


A. Pre-Activity:
1. Review: What are tides? What causes tides?
2. Motivation:
Look at the illustration on the flannel board.
What illustration shows the rise in level of ocean water?
What illustration shows that the ocean water fell to a low level?

B. Activity Proper:
1. Grouping
Divide the class into three groups. Have each group choose a
leader and recorder. Each group will take turns in demonstrating
how tides occur using the sun, earth and moon models.
2. Distribution of Activity Sheet by group
3. Group Work
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327

Learning Activity Sheet Lesson 115


High Tide and Low Tide
What you need:
Basin, water, small dipper or paddle, marker
What to do:
1. Pour water into the basin until it is almost filled u p. leave about 2.5 cm space form
the lid of the basin. Mark the level of water at the side of the basin.
2. Put the basin on a flat surface, then rotate it, what happened to the level of water at
the side of the basin? What happens to the level of the water at the center of the
basin?
3. This time, do not rotate the basin. Get a small dipper or paddle. Gently move the
paddle to the other side as if you are rowing a boat. What happens to the level of
the water at the two sides of the basin?

F. Post Activity:
1. Reporting by group based on the activities they have performed.
2. Analysis and Discussion
What is tide?
What causes it?
What happens when the level of the water is high?
What happens when the level of the water is low?
3. Abstraction and Generalization:
When do high tide occur?
When do low tide occur?
4. Applications:
What is the importance of high tide and low tide in the activities of
people living near seas, oceans and rivers?
How will you rate yourself in the knowledge about the tide?
IV.

Evaluation:
Why do high tide and low tide occur?

V.

Assignment:
How do tides affect mans activities?

Lesson Plans in Elementary Science, Grade 5

328

Lesson 116

1 Day

I.

Objective:
Explain why there high and low tides every twelve hours
Relate through a model the position of the moon and the earth to places
where high and low tides occur

II.

Subject Matter:
Topic: High and Low Tides
Science Concepts:
High and low tides occur every twelve hours
Earths rotation on its axis causes high and low tides
Science Processes: describing, observing, comparing , inferring
Value: Our life has high and low moments. But faith in God make
the low moments light and bearable
Materials: illustration of sun, earth and moon
References: RBEC-PELC Unit VII.5.3 p.30
Headway in Science and Health today 5 pp.144-145 by Rebecca R.
Fallaria and Nenita A. Apolinario
Into the Future: Science and Head 5 pp.277-278 by Jose F. Llarinas and
Emely M. Pelobello
Background Information for Teachers (BIT):
As the moon revolves around the earth, the earth also
rotates. As a result of the earths rotation on its axis, the moon is in
certain place twice a day. Thus, there are two high tides and low
tides in one place in a day.

III. Learning Procedure:


A. Pre-Activity:
1. Review:
When do high tide and low tide occur?
2. Motivation/Presentation:
Who has gone to the sea?
What time of the day does high tide occur? Low tide occur?
B. Activity Proper:
1. Call / Assign three pupils to act as sun, moon, earth.
2. Place sun in the middle.
3. Ask the moon to revolve around the earth (movement should be
faster than the earth).
4. Earth slowly rotates on its axis.
5. Both earth and moon move in a elliptical or oblong position.
6. Slowly, class count 1-24
Lesson Plans in Elementary Science, Grade 5
329

7. Ask:
a. What count are the earth and the moon near each other?
b. In what position does earth seem to bulge?
G. Post Activity:
1. Presentation of illustration.
2. Discussion and Analysis:
If the illustration shows high tide at 9 AM, when will the next high
tide occur? Why?
3. Application:
If high tide occur at about 10:00 AM, when will the fishermen fish?
Why?
IV.

V.

Evaluation:
Direction:
1. Briefly explain why there are two high tides and tow low tides.
2. Draw / illustrate the position of the earth and the moon where high
and low tides occur.
Assignment:
Review previous lessons for chapter test.

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330