SCIENCE Learner’s Material Quarter 1: Matter This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph We value your feedback and recommendations. Department of Education Republic of the PhilippinesScience ~ Grade 4 Learner’s Material First Edition 2015 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (ie., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Learners Materials. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02) 439-2204, respectively. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD Development Team of the Learners’ Material Consultant: Evelyn L. Josue, and Caridad G. Gaciraya Writers: _LelaniR. Abutay, Dinah C. Bonao, Editha B. Crucis, Jimmie C. Eslabra, Ester T, Gramaje, Michelle H. Guadamor, Aniano I. Hernandez, Ligaya G. llagan, Ferdinand M. Llamera, Raylene S. Manawatao, Hermogenes M. Panganiban, Jennifer M. Rojo, Regin Rex P. Tosco, and Job S. Zape Illustrators: Antonio Basilla, Romeo C. Ordofiez, and Ivory Joan M. Tambala (cover design) Layout Artist: Angeline Espiritu-Livanag Anchor Person: Ligaya G. llagan Management: Dr. Marilyn D. Dimaano, Director IV - BEE Dr. Marilette R. Almayda, Director Ill - BEE Printed in the Philippines by LEXICON PRESS, INC. Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: th Floor Mabini Building., DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: imcsetd@yahoo.comTo Grade 4 Learners Dear Boys and Girls, We are happy to share with grade four pupils like you this learner's material. ‘As we embark on the K to 12 Basic Education Curriculum, we would like to inform you that the Science Basic Education Curriculum promotes the development of the 21* century skills among Filipino leamers. The lessons and activities provided in this learner's material were developed to help you become hands-on, minds-on leamers. The activities that you are going to do can help you lear the essential science concepts and skills through leaming by doing. The activities are fun, simple yet will allow you to think critically. With the guidance of your science teachers, the activities in these materials will support you in the development of your own understanding of the different science concepts, skills and attitudes so you can better understand yourself and the world around you. The knowledge you will gain as you do the activities presented in this material will enable you to practice and apply the process skills such as predicting, observing, classifying, hypothesizing, experimenting and communicating. Enjoy this learner's material and together, let us appreciate, preserve, and protect the world around us while learning, appreciating, and applying science. The Science Writing TeamTABLE OF CONTENTS QUARTER I: Matter Chapter 1: Properties of Matter Lesson 1: Materials that Absorb Water Activity 1: “Which Materials Absorb Water and Which Do Not?” Lesson 2: Materials That Float and Sink Activity 1: “What materials float and materials sink?" Lesson 3: Materials that Undergo Decay Activity 1: “What Will I Turn Into?” Lesson 4: Diseases/Sickness Resulting from Exposure to Decaying Materials Activity 1: ‘What Diseases/Sickness Will | Get from Exposure to Decaying Materials?" Lesson 5: Effects of Decaying Materials to One's Health and Safety Activity 1: ‘What are the effects of decaying materials ‘on one’s health and safety? Lesson 6: Importance of Reading Product Labels Activity 1: “What is the Importance of Reading Product Labels?” Lesson 7: Ways of Disposing Materials According to its Properties Activity 1 — “How will | Sort/Separate Materials?” Lesson 8: Proper Waste Disposal According to the Properties, of Each Material Activity 1: “How Will I Dispose Waste Materials?” Lesson 9: Safety Precautions in Disposing Waste Materials Activity 1: “What Are The Safety Precautions in Disposing Waste Materials’ Chapter 2: Changes that Materials Undergo Lesson 10: Changes in Solid Materials Activity 1: “How Can | Change It?" Activity 2: “What Happens to the Solid Materials when Hammered?” n n 14 14 7 7 20 20 23 23 25 25 29 29 29 31Lesson 11: Change: Lesson 13: Changes Activity 3: "What Happens to the Solid Materials when Pressed?” the Properties of the Materials when Exposed to Temperature Activity 1: "What happens to the Materials when Heated and when Cooled?” Lesson 12: Changes in the Properties of the Materials when Mixed with other Materials Activity 1: "What happens to the Solid Materials when Mixed with Other Solid Materials?” Activity 2: "What happens to the Solid Materials When Mixed with the Liquid Materials?” Activity 3:"What happens to the Liquid Materials when Mixed with Other Liquid Mater Materials that are Useful or Harmful to One's. Environment Activity 1: "What are the Changes in the Materials that are Useful or Harmful to the Environment?” Activity 2: "What are the Harmful Effects of the Changes in the Materials to the Environment?” 33 38 38 40 40 44 46 49 49 53Quarter 1: Matter The materials that we see around us exist in different forms: solids, liquids, or gases. Like other materials, solids have different characteristics/properties such as size, shape, color, odor, texture, and others. The solid materials could also undergo changes when exposed to certain conditions such as temperature or when mixed with other materials. In the succeeding activities, you will do inquiry-based investigations to help you describe and understand changes that materials undergo when exposed to certain conditions. You will also do activities that will help you evaluate whether changes in materials are useful or harmful to one’s environment. The activities that you will do will help you develop the different science process skills such as investigating/experimenting, observing, describing, hypothesizing, tabulating/organizing data, analyzing, interpreting, explaining, generalizing, synthesizing, and communicating results.Chapter 1: Properties of Matter Lesson 1: Materials that Absorb Water Activity 1: “Which Materials Absorb Water and Which Do Not?” Objectives: 1. Describe materials based on the ability to absorb water. 2. Classify materials based on the ability to absorb water. What you need: + 3.pcs, Of: medium rubber balls, cotton balls, sponge, face towel, t-shirt, rug * tissue paper, tap water, tray, clock or timer, dropper or dipper “=What to do: 1. The whole group will listen to the instructions given by the teacher. 2. Form a group of four members each and choose among your group the person who will act as, timer, recorder, leader and presenter. . The leaders will get from the teacher the materials to be used for the activity and line them up on the table 4. Put the materials one by one in a basin. Observe its characteristics and write them on the chart below. . Lift up the material and squeeze. Let the water drip down on the basin. Did the water come out? Did the material get wet? Is the material heavier when wet? 2 a 2Record the observations in the chart. . Do the same for each material. After observing all the materials, clean up the working ta- ble. Return all the materials in the proper place for future use. 9. Discuss your observation. 10.Present your data chart in class. OND Characters of the Puta (¥) if Name of objects [BEFORE | AFTER | “ateral absoris adding adding are ou 5 ' water water oes ne 1. rubber balls 2. 3. 4 5. 6. 7. 8. 9. 10 35. Based on the experiment, classify the materials based on their ability to absorb water. ae “> < Remember these: absorb - to take in (something, such as a liquid) in a natural or gradual way porous - having small holes that allow air or liquid to pass. through non-porous - materials that do not allow air or liquid to pass through There are different materials in our environment that can be classified according to their properties. They can be classified based on their ability to absorb water. Some materials can absorb water more than others. Cotton is very porous, which makes it a natural absorber of water. Plastic as a non-porous material, does not allow water to pass through Porous materials are materials having small holes that allow air or liquid to pass throughLesson 2: Materials That Float and Sink Activity 1: “What materials float and what materials sink?” Objectives: 1. Identify materials that float and sink. 2. Describe the kind of materials that float and sink. 3 <= What you need: Plastic bottle with cover, plastic saucers, pencils, erasers, metal spoon, large stones, plastic book cover, rubber balls, Styrofoam cups, toy boat made of wood, toy boat made of rubber, pail, toy doll made of plastic, water P, Reo) \=.="What to do: 1, Form a group and choose among your group who will act as recorder, leader and presenter. 2. Get from your teacher the materials to be used for the activity. 3. Listen to the instructions to be given by your teacher. 4. The leader will get the plastic bottles with cover. 5. Ask the other members to describe the characteristics of the plastic bottles cover. 6. The recorder will record the description of the plastic bottles with cover. Place your descriptions in a chart below. 7. Pour water into the pail or basin. 9. Observe the plastic bottle with cap while in water. Did it float or sink? 10. Lift the plastic bottle with cover from the pail. Did the plastic bottle absorb water? 11. Record your observation. 12. Do the same procedures in steps 8-11 for the rest of the materials left.13. After observing all the materials, clean up your mess Return all the materials in the proper place for future use 14. Discuss your observation with your group mates. 15. Write your observation in the data chart. 16. Copy the data chart in your science notebook 17. Present your data chart to the class. Characteristics sj ._)| of the material See cioniea lS Name of material BEFORE placi whether the materials Poke picing float or sink it in water 1. Plastic bottle with water 2. 3. 4 5. 6. 7 8. 9. 10 gi OTF euide Questions: What are the characteristics of the materials before they were placed in the water? Describe them.‘ez; Remember these: ay Sink means to fall to the bottom of water, float means to stay on top Some things float on top of water, some things stay submerged partway down, and some things sink Some things sink very fast and some things sink very slowly, An object's shape can affect its ability to float, but some materials float no matter what their shape - such as styrofoam and balsa wood. Some things float at first, but then sink as they absorb water or take water on through holes. Lesson 3 - Materials that Undergo Decay Activity 1: “What Will | Turn Into?” Objectives: 1. Identify the materials that undergo decay. 2. Describe the materials that undergo decay. 3. Classify the materials whether they decay or do not decay. wD “What you need 3 pcs. of: transparent plastic cups, slices of bread, aluminium foil, wax paper, plastic bottle caps (without a cork or carton) kangkong leaves, or camote leaves * water, 2 slices of banana, leftover food 7> 4 =~ =What to do: 1 Aro No = 11. 12 13 14 15, 16. 17 18 19 20. Form a group and choose who will act as leader, recorder and presenter. Put out the materials that each group was assigned to bring. Listen to the instructions of your teacher. Prepare the materials for your activity today. Describe the characteristics of each of the materials one at a time. Note color, texture, size, smell and others. Record your observation in your science notebook. Cut each of the materials into smaller pieces. Place each of the cut materials in separate transparent cup. Label cups according to materials. Moisten each set up with % spoonful of water. Cover every set up with small black plastic. Tighten the plastic sheet with a rubber band or thread to prevent ants and other insects to get to the food Bring your set up outside where it gets both sunlight and partial shade during the day. Visit your set up every day forsevendays. Onthe second day, remove the cover of every set up and turn the contents with a stick. Put back the plastic cover. Observe each of the materials in every cup. Describe the texture, odor, size, and color of the materials. Record your observations in your science notebook. Return the cover of every set up and leave it in the same area where you placed them before. On the third day, turn the contents of every set up with a stick. Observe again what happens to the materials in every set up. Continue this until the seventh day. Record your findings in your science notebook. Copy your observations in the data chart Present your data chart in class. 8Name of the materials Characteristics of the materials Before placing On the On the them in the set-up 3" day 7* day 1 2. 3. Ons 10. 11. 12. S23) Guide Questions: . What are the characteristics of the material before cutting it? What are the materials made of? . What materials did you add to every set up before covering it with a plastic sheet? . Where did you place the set up after preparing it? . Why did you choose that area for your set up? When you visited and observed your set up after three days, what changes happened to the materials? When you visited and observed the set up again on the seventh day, what further changes did you observe? . Can you still identify the original materials that you used? What can you still recognize and identify? |. What happened to the materials that you cannot identify? Classify the materials whether they decay or not How do you dispose material that decay? What did you leam in this activity?Remember these: a 77 decay — to be slowly destroyed into bits in the presence of water, air and soil Not all plants and animals decay at the same time. Some were compressed under water and thick layers of soil over millions of years. They were converted into fossil fuels such as coal, oil or natural gas. These fuels are used by power stations, factories, motor vehicles and others. The organic matter in soil is derived from plants and animal. It becomes organic fertilizer. Organic fertilizer from compost pit does not harm but enrich the soil. Some factors that contribute to the decaying process of the materials are: sunlight, water, soil and action of microorganisms Left over foods are kept in refrigerators to avoid or delay spoilage since microorganisms that break down food do not grow fast in cold temperature.Lesson 4 - Diseases/ Sickness Resulting from Expo- sure to Decaying Materials ‘What Diseases/Sickness Will | Get from Being Exposed to Decaying Materials?” Activity 1: Objectives: 1. Identify the diseases/sickness that may result from exposure to decaying materials. 2. Describe the diseases/sickness that may result from exposure to decaying materials. Tet <== >What you need: * picture of an old man sick with tuberculosis, boy sick of asthma, woman sick of diarrhea, informal settlers in dumpsite or in esteros D> 22 nat to do: 1 . Visit the gallery prepared by your teacher inside your classroom 2. Examine the five pictures displayed in the gallery. 3. Describe what you see in each picture. 4. Record it on your science notebook. 5. As soon as you are done observing, go back to your group and discuss your findings with them. 6. Organize your findings in the data chart below:Place where Waste materials Pests breeding Possible illness resulting from the family seen in the in the , . " exposure to de- live rounding indin, ‘ 5 eS surroundings | surroundings caying materials dumpsite empty plastic bottles flies allergy ws Re ‘# Guide Questions: . What are the waste materials seen in the surroundings? . How are the waste materials disposed? . Why do you think those pests like to breed in dirty place? 1 2 3. What are the pests dwelling in the place? 4. 5 . What illnesses could the people living near the dumpsite and squatters’ area acquire? 2 by the family living there? 7. What did you learn in this activity? . What could be the possible causes of the illnesses acquiredae ~ Remember these: Pollution - action or process of making land, water, air dirty and not safe to use. Compost - waste materials that are recycled as fertilizer + Decaying materials when not disposed properly causes pollution’ Pollution is harmful to one’s health. Pollution is one thing that can seriously interfere with the proper functioning of our body. Exposure to decaying materials will make people sick. Making compost is one way of disposing garbage properly Waste materials that are made into compost are not harmful to one’s health and safety. Lesson 6: Importance of Reading Product Labels Activity 1: “What is the importance of reading product labels?” «€ Objectives: 1. Read product labels. 2. Explain the importance of reading product labels= a What you need: empty packages or containers of different products: milk, cereals, sardines, meat loaf empty bottles and boxes of over-the-counter medicine/ drugs (those that can be bought without a doctor's prescription: cough syrup, pain reliever, ointment, toothache drops wrappers of detergents/soaps, empty containers with copies of labels of disinfectants and pesticides (22 What to do: aa . Get the materials from your teacher. . Group the materials based on products. (food products, medicine/drugs, housekeeping products) . Get food products first. . Look for the product label in each of the materials. List any information you can get from the product label in the data chart below: Food Products Expiry | Precaution Use |Manufacturing date rie (ifany) 6. 7. Get the empty boxes of over-the-counter medicines/drugs. Read the labels. Look for the information you get from the product labels.8. Record it in the data chart below: Medicine and Warning Household Date Expiry " Chemicals) | US°S | Manufactured | Date ee Brand a 10. Do the same with housekeeping products. 11. After you are done performing the activity, return all the materials to your teacher. 12. Always clean the activity area before leaving. g @ gE ‘# Guide Questions: What information are given by the labels of the products? . What are the manufacturing dates and expiry dates of each of the products? . Do all the labels provide enough information about the food products? 4. If you will compare the labels of the food products to the labels of drugs/medicines and housekeeping products, what similarities will you find? 5. Which information found in the product labels do you think is the most important? Why? 6. What is the importance of knowing how to read product labels? po 2he ~ < Remember these: Household materials are classified according to their use They are classified as food products, medicine, personal care, cleaning products, and pesticides People protect oneself and the other members of the family from the household materials by reading product label. Product labels are intended to ensure the safety of the user. They give the product ingredients (to which someone might be allergic). They describe the safe way of using the product, including the dose (in the case of medicine) They warn possible dangers. They describe the proper way of storing the product. Lesson 7 - Ways of Disposing Materials According to Their Properties Activity 1 - “How will | sort/separate materials?” Objectives: 1. Observe ways of disposing waste materials by sorting them according to its properties 2. Identify ways of disposing waste materials according to its properties. 20What you need: * meal leftovers, banana peelings, kangkong stem, camote leaves, twigs, weeds, tetrapack of juices, glass bottles, cartons/papers, pieces of cloth D> ae 7= What to do: ee 1. Get the materials that you need from your teacher. 2. Place all the materials on your table. 3. Sort the materials according to their properties. 4, Observe and describe the characteristics and properties of each of the materials. Record your description in chart 1 5. After describing each of the materials based on their characteristics and properties, identify each of the materials whether they are kitchen waste, garden waste, or factory returnable. 6. List the identified materials in chart 2 under its corresponding column. Chart 1 Name of Materials Description (odor, color, etc.) Properties |(decaying,non-decaying)| =]e]=)3]> a] sJeyNy—= S 24Chart 2 Kitchen Waste Garden Waste Factory returnable N oo Guide Questions: . What materials did you use in the activity? . What can you say about the materials you gathered? Are they still usable? . Which of the materials are still usable? waste materials? How did you classify the materials? . Which of the materials are kitchen wastes? garden wastes? . Which of the materials are factory returnable or can be recycled? How are you going to dispose the waste materials? . What did you learn in this activity? 22Remember these: ae pollution - the action or process of making land, water, air, dirty and not safe or suitable to use biodegradable - capable of being slowly destroyed and broken down into very small parts by natural processes + To dispose of the materials properly is to use a technique or procedure we call the Total Recycling Scheme, which utilizes wastes into factory returnables, fertilizers, feeds, fermentables, fuel, fine crafts and filling materials. These are what we identify as then multi-F’s Recycling Scheme Recycling is collecting, processing and manufacturing materials instead of throwing them away. Recycling lessen the amount of garbage we have to dispose. Lesson 8 - Proper Waste Disposal According to the Properties of Each Material Activity 1: “How Will | Dispose Waste Materials?” é Objective: 1. Demonstrate proper disposal of waste according to its properties. 23<=> What you need: * worn out rubber slippers, used t-shirts, balloons, plastic bags, aluminium foil, disposable diapers, soft drinks cans, broken pieces of glass, empty boxes, peelings of vege- tables, leaves, juice/candy wrappers, old toys made of wood/plastic What to do: Caution: Be careful in handling the materials especially the broken pieces of glass, diapers, etc. 1. Go to your assigned station 2. Identify the kind of materials in your station. 3. List the materials in your science notebook. 4. Group the waste materials according to the following properties: biodegradable, non-biodegradable, recyclable, and/or combustible . Use the sacks in your station to place the waste materials. In your science notebook, list the steps to be followed in disposing the waste materials in your assigned station. 7. Prepare a group presentation on proper waste segregation to be performed in class. pig ‘# Guide Questions: on 1. What waste materials are found in your station? 2. What are the properties of each of the waste materials? 3. Were all the materials disposable? 4. How did you dispose the waste materials? 5. Where did you place the materials that undergo decay? 6. What did you do with the materials that undergo decay? 7. What did you do with the non-decaying materials? 8. Are there waste materials that can be reused? 9. What are the materials that can be recycled? 0. What did you learn in this activity? 24"=z; Remember these: ~ 7 Proper disposal of human waste is important to avoid pollution of water sources Disposal must be done in to avoid harming the environment mentor causing harm to human health. Waste should never be disposed down sinks, drains, lavatories, ditches, near wildlife habitats or ponds Products for disposal should not be mixed together and containers should be clearly labelled. Separate materials into bio-degradable and non-biodegradable Recycle some of the non-biodegradable materials Lesson 9 - Safety Precautions in Disposing Waste Materials Activity 1: “What are the safety precautions in disposing waste materials?” Objectives: 1. Classify materials/wastes according to properties. 2. Enumerate safety precautions in disposing waste materials according to its properties. 25==> What you need: worn out rubber slippers, empty bottles of dextrose and tubing, used t-shirts, plastic bags, old toys made of wood/ plastic, disposable syringe, aluminum foil, plastic bottle of water, balloons, broken pieces of glass, empty boxes of medicines, vegetable/fruit peelings, leaves, juice wrappers and candy wrappers a What to do: Caution: Be careful in handling the materials especially the broken pieces of glass, tubings, disposable syringe, etc. Do not play with these materials. 1. Go to the working station assigned to you. 2. Listen for the instructions given by the teacher. . When necessary, use hand gloves in handling materials in your station . Sort the waste materials. . Classify the waste materials by properties. . There are containers provided in your station. . Place the waste materials in every container after classifying . Label the containers according to the properties of materials NOUS w ~ 9. Record in your data chart all the waste materials placed in every labelled container. 10.Present your output in class. 26Station, Container 1 Container 2 (Waste materials | Recyclable Materials | (Materials that do that decay) not decay) Guide Questions: 1. What are the materials found in your station? 2. What are the materials that undergo decay? 3, What are the materials in your station that do not undergo decay? 4. How did you sort the materials? 5. How did you classify them? 6. Are the waste materials in your station harmful to your health? 7. Why do you say so? 8. What safety precautions are you going to observe in disposing waste materials? 9. What insights did you gain in this activity? 27ae “<7 Remember these: 1. Waste materials should be properly disposed of. 2. There are many waste materials found in the home, classrooms, and laboratories. Below are examples of the waste materials: Home Offices Classrooms _| Laboratories tubes/ packing ‘empty boxes | disposable bottles of materials cardboard syringe shampoo and |empty broken pieces | razor conditioner cartridge of glass gloves leftover food |empty boxes |old news. needles (fish, meat, blades paper rice) cutter plastic containers soft drinks bottles 3. Proper segregation of materials should be observed. Do not mix decaying materials with non-decaying materials. 4. The sharp objects should be placed in a cardboard box and close or tape the box and mark it as trash. 5. Never touch waste materials with your bare hands. Use appropriate equipment in sorting waste materials to avoid puncture from sharp objects or use gloves. 6. Recycle non-decaying waste materials such as plastics bottles. They can be madeinto decorations and pots. 7. Generate income by selling old newspapers, cardboard, cartolinas, manila papers, and bond papers and other waste materials that are not recyclables 8. Re-use plastic bags 28Chapter 2: Changes that Materials Undergo Lesson 10:Changes in Solid Materials Activity 1:“How Can | Change It?” é Objectives: 1. Define what is solid. 2. Identify some ways of changing solid materials in terms of size, shape, texture, etc 3. Describe the change/s that happen/s in solid materials. I = What You Need: (by group) * 1 pc. of: candle, aluminum foil, ice cube, wooden stick, crepe paper, plastic cup, chocolate bar match (matchstick)/ lighter & *" What to Do: 1. With the given solid materials, show ways by which you could change the state of the materials’ size, shape texture, etc. 2. In your science notebook, copy the table below. Fill in column 2 to identify way/s of changing the material. 3. Fill in column 3 to describe the change/s that occurred in the material. 29(2) (3) What change happened in the material? (1) Material What can | do to change the material? candle crepe paper aluminum foil plastic cup drinking straw ice cube chocolate bar wooden stick rubber band Guide Questions: 1. What are some ways of changing solid materials? 2. What changes may happen to solid materials when change in temperature and/or surrounding pressure is applied? 3. How do these changes occur? ead “Remember these: + Asolid has definite shape and volume. You can hold solids. + Solid materials have different characteristics/properties such as size, shape, color, texture, weight, etc. + Solid materials can be changed through many ways: by cutting, tearing, folding, twisting, bending, stretching, pressing, coloring, crumpling, melting, and others. Such action/s may change the material's size, shape, texture, color, and other characteristics/properties 30Activity 2: “What Happens to the Solid Materials when Bent?” «€ Objectives: 1. Identify the characteristics of solid. 2. Describe what happens to the solid materials when they are bent. <== what You Need: (by group) * 2pes. of: soft plastic ruler, electric wire (12 inches long), paper clip, metal spoon (used for eating) © | pair of rubber slippers - ae What to Do: 1. Bend each of the given solid materials. Observe and describe what happens to each material. 2. Copy the table below in your science notebook. Record your observations. Material What Rerrolles He He material plastic ruler electric wire paper clip metal spoon rubber slippers 311. What happened to the solid materials when they are bent? 2. Was a new material formed when solid material was bent? 3. What characteristics of solid were evident in this experiment? ead “> Remember these: + Solid materials can be bent. When bent, these materials may change their size and shape. No new material is formed. Only the physical appearance of the materials is changed. * Bending of solid materials is applied in situations like: bending of steel bars/iron in industry, etc. 32Activity 3: “What Happens to the Solid Materials when Pressed?” G 5 LS 1. Demonstrate how to press solid materials properly. 2. Describe what happens to the solid materials when they are pressed. 43 Objectives: What You Need: (by group) * 1 pc. of banana, pandesal, clean plastic sheet, small wood, empty glass/bottle, large stone * %kilo dough (do this ahead of time) SP \—=.-=What to Do: 1. Using the piece of wood or empty glass bottle or large stone, press each of the given materials. Observe what happens to each of the material. 2. Record your observations in your science notebook using the table below. Material Observation modelling clay paper cup banana pandesal dough 33= e ree Guide Questions: 1. 2. 3. ead What happened to the solid materials when they were pressed? Was a new material formed when solid material was pressed? What characteristics of solid were evident in this experiment? “>< Remember this: Solid materials can be pressed. When pressed, these materials may change their size and shape. Other solid materials may also change their texture when pressed. However, no new material is formed because only the physical appearance of the material is changed 34Activity 4:“What Happens to the Solid Materials when Hammered?” Lees Objective: Describe what happens to the solid materials when they are hammered What You Need: (by group) * 1 pc. of: block of wood, empty tin can (lata), hollow block, small sheet of galvanized iron, hammer Reo) \—=.™ What to Do: Caution: Be careful in handling the materials. Do not play with the materials. 1. Hammer each of the given materials. Observe what happens. 2. Record your observations in your science notebook using the table below: Material Observation block of wood empty tin can (/ata) piece of hollow block sheet of galvanized iron =e Te SEL "tt Guide Questions: 1. What happened to the solid materials when they were hammered? 352. Was a new material formed when solid material was hammered? 3. Explain the phases each material underwent as hammering was applied. ad ~~» -<@ Remember this: + Ahammer is a hand tool usually consists of a solid head held on the end of a handle. It is used for beating/ striking or pounding materials/objects. Solid materials can be hammered. When hammered, these materials may change their size and shape, and even the texture. However, no new material is formed because only the physical appearance of the material is changed Activity 5:“What Happens to the Solid Materials when Cut?” Objective: Describe what happens to the solid materials when they are cut. What You Need: (by group) * 1 pc. of; used paper (any kind of paper), small cardboard (any karton), used cloth (any kind), pair of scissors © 2pcs. of: candy wrapper, leaves 36++" What to Do: 1. Using the pair of scissors, cut each of the given materials. Observe what happens to the material 2. Record your observations in your science notebook using the table below. What happened to the materi- Material al when cut? piece of paper piece of cardboard (karfon) candy wrapper leaves piece of cloth x2" Guide Questions: 1. Describe what happens to solid materials when they are cut. 2. Was there a new material formed when the solid material was cut? ex; ~> \=0-7=What to Do: 1. Get a clear drinking glass of water. 2. Using the spoon, mix/combine two liquid materials identi- fied/ listed in the table. 3. After mixing the liquid materials, observe what happens 4, Record your observations in the table by checking the proper column. Write down also the changes you observed when the two liquid materials are mixed. Two (2) Liquid Materials Mixed Did the two (2) liquid materials completely mix? Yes No Changes observed when two (2) liquid materials are mixed soy Sauce and vinegar cooking oil and water alcohol and water fish sauce (patis) and vinegar soy sauce and cooking oil soda/softdrinks and water coconut milk and water 47ah KEES culde questions: What liquid materials mixed completely? What made this happen? . What liquid materials did not mix completely? What made this happen? 3. What changes did you observe when two liquid materials mixed? 4, What happens to the liquid materials when mixed with the other liquid materials? ES 9 Remember these: + Liquid materials can be mixed with other liquid materials + While some liquid materials completely mix with the other| liquids, some do not. * Two liquids that do not mix form two layers like what you see with oil and water. 48Lesson 13: Changes in Materials that are Useful or Harmful to One’s Environment Activity 1: “What are the Changes in the Materials that are Useful or Harmful to the Environment?” ‘Objectives: 1. Recall changes which took place in the materials used in the previous experiment. 2. Identify changes in materials that are useful or harmful to the environment. St ==> what You Need: (by group) * 1 pc. manila paper * 1 pc. marking pen fy “= What to Do: 1. Brainstorm ideas about the different changes in the materials that you have used and observed in the surrounding environment. 2. Discuss the effects of these changes to our surroundings. 3. Prepare a table similar to the table shown on the manila paper. List in column 1 as many changes in the materials that you can think of. 4. Identify whether such changes in the materials are useful or harmful to the environment by putting a check mark (v’) on the proper column. 49Effect of the changes in the Changes in the materials | Materials to the environment Useful Harmful 6. Discuss how each of these changes affect the environment. 7. Present your output to the class. ahs SE ="4* Guide Questions: 1. What are the changes in the materials that are useful to the environment? What made them useful to the environment? 2. What are the changes in the materials that are harmful to the environment? What made them harmful to the environment? 50ES “> <7 Remember these: + Some changes in the materials are useful to the environment, while others are harmful. a)Useful: cutting of piece of cloth to be made into handkerchief, cutting of fabric to be made into clothes, cutting and shaping pieces of wood/lumber into chair, changing wood into charcoal for cooking; b)Harmful: burning of old tires and other plastic materials/ trash, throwing of kerosene and detergents into the sewage, etc...) When the material (soil/land) is dumped with garbage of any kind such as empty bottles, plastics, toxic wastes, chemicals from factories, and others, the soil/land becomes polluted. Polluted land serves as breeding places for flies, cockroaches and rats. These pests carry germs that cause diseases, hence hazardous to one’s health. Growing plants is not also possible in polluted land When the material (i.e. water in the river) is dumped with garbage of any kind such as empty bottles, plastics, waste materials from houses, and other industrial and chemical wastes from factories, the river becomes polluted. If we drink water contaminated with germs, we are likely to get sick/diseases. Polluted water also kills living organisms, i.e. fish, water plants, etc. 51+ When the surrounding air is blanketed with smoke from factories and motorized vehicles, ashes and other dust particles, the air becomes polluted. Polluted air causes skin itchiness, lung infections, cancer and other respira- tory diseases. Some changes in the materials are harmful to the environment. It may pollute land, water and air. To keep our surroundings clean and to prevent or minimize pollution in our environment, people are encouraged to do the 5R’s (Reduce, Re-use, and Recycle, Repair, Rot). Burning of garbage such as plastic materials, rubber, and other wastes is harmful also to the environment. Many items in household garbage when burned release dangerous toxic chemicals. These pose health risks for people particularly those with asthma and other heart and lung ailments. Because the smoke is close to the ground, it can also settle on fruits, vegetables and other vegetation that becomes dangerous to eat for humans and wildlife. The smoke and toxins that enter the air also contribute to the greenhouse effect and global warming. To prevent/ minimize the effect of burning of garbage/ wastes, waste segregation should be done, and the 5 R’s| should be practiced Cutting down trees is also harmful to the environment. It affects the quality of air that we breathe. It causes a rapid change in temperature (the temperature rises to a sometimes uncomfortable level). In addition, when trees are cut down, rain levels are severely affected (since moisture in the air could not be retained by the trees). This, in turn, changes weather patterns, which leads to other environmental concerns. Cutting down of trees also causes soil erosion. Many animals native to forests also lose their habitats. Cutting down tree is prohibited To solve the problem on deforestation, planting of trees (reforestation) should be done. 52Activity 2: “What are the Harmful Effects of the Changes in the Materials to the Environment?” Goreme 1. Identify the harmful effects of the changes in the materials to the environment, 2. Describe the harmful effects of the changes in the materials to the environment. 3. Suggest some ways of preventing/minimizing the harmful effects of the changes in the materials to the environment. +3 What You Need: (by group) © 1 pc. manila paper * 1 pc. marker {3-7 What to Do: . Study the pictures on the table shown on the next page 2. Describe what is shown in each of the given pictures. Write your answers on column 2. 3. Describe also its harmful effect to the environment by filling up column 3 4. Enumerate some ways of preventing/minimizing its effect to the environment by filling up column 4. 5. Present your output to the class > 53ae > =F Remember these: 5R’s of Responsible Waste Management. Reduce + Buy items in refillable containers + Use cloth bag/eco bag/ paper bag/ native baskets instead of plastic bag, when you buy groceries,. + Avoid buying disposable items or single use products such as batteries, razors, utensils, plates, cups, etc. Reuse Donate or sell re-usable items Use both sides of paper when printing and re-use as scratch paper, gift wrapper, etc. Consider the potential life span or durability when buying new products. Buy durable food/ storage containers and reuse them instead of using foil, plastic bags/ wrap Recycle + Do not throw away used newspaper or used writing pads. Sell them or bring them to paper mills which can turn them into usable paper again. + Used bottles, tin cans, rubber tires can be recycled into useful materials. Repair + Have appliances, office equipment, lighting fixtures, and automotive parts repaired instead of buying new ones. + Have an old furniture reupholstered or refurbished instead of buying new ones. Rot + Set up a compost pile to compost yard trimmings. + Make a compost pit/ bin in the yard for your biodegradable materials such as fruits, vegetables, coffee grinds etc. 54EqUaUOL!AUa Buy] 0} Jaye inWeY Sy! eziW|UlWUjUereid 0}| op ajdoad ue yeym| {]UaWUOJIAUS ayy gmoys eumoid uy S20p UM, levayew ay) ul seBueyo Buimoys eunyolg 55@quewUOLAUe ayy 0} Joye jnWeY ‘$}! eziWUIL AUBAeId 0} op 9|doad ueo yey {quaWUOIAUa Uy 0} OOYS SII SI JEU, gEmoys eamoid au sop UM, Jeyeyew oy) ul sseBueyo Buimoys anyoidg 56SCIENCE Learner’s Material Quarter 2: ing Things and their Environment This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph We value your feedback and recommendations. Department of Education Republic of the PhilippinesScience - Grade 4 Learner's Material First Edition 2015 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (ie., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Learners Materials. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02) 439-2204, respectively. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD Development Team of the Learners’ Material Consultant: Evelyn L. Josue, and Caridad G. Gaciraya Writers: _LelaniR. Abutay, Dinah C, Bonao, Editha B. Crucis, Jimmie C. Eslabra, Ester T, Gramaje, Michelle H. Guadamor, Aniano I. Hernandez, Ligaya G. llagan, Ferdinand M. Llamera, Raylene S. Manawatao, Hermogenes M. Panganiban, Jennifer M. Rojo, Regin Rex P. Tosco, and Job S. Zape Illustrators: Antonio Basilla, Romeo C. Ordofiez, and Ivory Joan M. Tambala (cover design) Layout Artist: Angeline Espiritu-Liwanag Anchor Person: Ligaya G. llagan Management: Dr. Marilyn D. Dimaano, Director IV - BEE Dr. Marilette R. Almayda, Director Ill - BEE Printed in the Philippines by | LEXICON PRESS, INC. Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: th Floor Mabini Building., DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: imcsetd@yahoo.comTo Grade 4 Learners Dear Boys and Girls, We are happy to share with grade four pupils like you this learner's material. ‘As we embark on the K to 12 Basic Education Curriculum, we would like to inform you that the Science Basic Education Curriculum promotes the development of the 21* century skills among Filipino leamers. The lessons and activities provided in this learner's material were developed to help you become hands-on, minds-on learners. The activities that you are going to do can help you lear the essential science concepts and skills through leaming by doing. The activities are fun, simple yet will allow you to think critically With the guidance of your science teachers, the activities in these materials will support you in the development of your own understanding of the different science concepts, skills and attitudes so you can better understand yourself and the world around you. The knowledge you will gain as you do the activities presented in this material will enable you to practice and apply the process skills such as predicting, observing, classifying, hypothesizing, experimenting and communicating. Enjoy this learner's material and together, let us appreciate, preserve, and protect the world around us while learning, appreciating, and applying science. The Science Writing TeamTABLE OF CONTENTS QUARTER 2: Living Things and their Environment Chapter 1: Major Organs of the Humans Body Lesson 14: Bones and Muscles Activity 1: “What are the functions of the bones?”. Activity I-B "What is inside the skull of the chicken? ty 2: "How do bones and muscles allow us to move?” Activity IIA "How muscles, joints and bones work together’ Activity II-B "When are muscles voluntary and involuntary? Activity 3: “What are the bones that protect the internal organs?” Activity 4: “What are the common injuries in sports and games?” Activity 5: “What Treatment should be Given to Common Injuries? Lesson 15: Stomach and intestines Activity 1: How is food digested in the stomach? Activity 2: "How is food digested in the intestines? Activity 3: “What are the hows and whys of digestive disorder?” Activity 4: “What are treatments for the common problems related to digestion?” Lesson 16: Kidneys Activity 1: “What are the functions of the kidneys?” Lesson 17: Heart and Lungs Activity 1: "How do you measure your resting and working heart rate?" Activity 2: What are the Function of the Lungs Activity 3: What are the Common Lungs Ailment and Thier Treatment Activity 4: What are the Common Heart Ailment and Their Treatment Lesson 18 Brain Activity 1:"What Mkaes Us Respond to Stimuli?” Lesson 19: Proper Care of Internal Organs Activity 1: “How will | protect my Internal Organs"? 57 58 58 58 59 59 59 61 62 65 68 70 70 72 74 75 78 78 81 81 83 85 88 92 92 95 95Chapter 2: Animals Lesson 20: Body Parts of Animals that Live in Water Activity 1: “How do Animals Survive in Water?” Lesson 21: Body Parts of Animals that Live on Land Activity 1: “How do Animals survive on Land?” Lesson 22: Body Parts of Animals for Food Getting/ Eating Activity 1:"How do animals getfeat their food?” Lesson 23: Body Parts of Animals for Protection Activity 1:*How does color of animals help them protect from their enemies?” Activity 2: “What are the different body parts of animals that help them protect from their enemies?” Activity 3: "How will animals survive in particular habitat?” Lesson 24: Animal Movements in a Particular Habitat Activity 1:"How do animals move in a particular habitat?" Lesson 25: Animals Found in the Community Activity 1:"What are the animals found in the community and their habitat?” Lesson 26: Raising Animals in a Particular Habitat Activity 1:"What animals are adapted to a particular habitat?" Chapter 3: Plants Lesson 27: Terrestrial Plants Activity 1: "What are the characteristics of plants?" Lesson 28: Aquatic Plants Activity 1: "Can You Find Aquatic Plants?” Lesson 29: Specialized Structures of Terrestrial and Aquatic Plants Activity 1: "What Makes It Different?” Lesson 30: Investigation on the Specialized Structures of Plants Activity 1: "What Do Plants Need In Order to Grow?” Lesson 31: Choosing Plants to Grow in a Particular Habitat Activity 1: "How to Grow My Favorite Plant?” 98 98 98 101 101 103 103 105 105 107 108 109 109 11 1 113 113 116 116 116 119 119 121 121 123 123 124 124Chapter 4: Lesson 32: Lesson 33: Lesson 34: Lesson 36: Lesson 36: Lesson 37: Lesson 38: Chapter 5: Lesson 39: Lesson 40; Lesson 41 Lesson 42: Lesson 43: Heredity: Inheritance and Variation Monocot and Dicot Activity 1: "What Are Seeds?” Monocot and Dicot Activity 2: "Which Is Monocot and Dicot?" ‘Seed Germination and Growth Activity 1: "What Seeds Need to Germinate 2° Life Cycle of Selected Animals Activity 1: "Is It Complete Metamorphosis?” Life Cycle of Selected Animals with Incomplete Metamorphosis Activity 1: “Is It, Incomplete Metamorphosis?” Life Cycle of Animals: Egg Laying Animals Activity 1: "What's inside a Chicken Egg?” Activity 2: "Which EGG will FLY, SWIM, or CRAWL? Life Cycle of Animals: Human Activity 1: "What's Stage Am I?" Ecosystems Interaction Among Living Things Activity 1: "Is It Important?” Beneficial Interactions Among Living Things in Their Environment Activity 1: "Are They Meant for Each Other?” Harmful Interactions Among Living Things Activity 1: "Is It Harmful?" Environmental Conditions Needed by Living Things. to Survive Activity 1 Activity 2: Does Air Affect the Growth of the Fish?” Is Space Important for Fish?” Effects of the Interactions among Living Organisms in their Environment Activity 1: "How Are Organisms Affected?” 126 126 126 128 128 131 131 135 135 139 139 142 142 144 146 146 149 149 149 151 151 156 156 160 160 163 166 166Quarter 2: Living Things and their Environment The human body is composed of the major organs that work together to make the body function properly. Desirable health habits should be practiced to maintain a healthy body and to avoid illnesses and diseases which may lead to the impairment of the major organs of the body. Like humans, plants jand animals also have body structures that enable them to jadapt to their specific habitats for growth and survival. These organisms go through several life stages which are greatly affected by the varying environmental conditions and their interactions. These interactions involve both beneficial and harmful effects to the lives of organisms in the environment.Chapter 1: Major Organs of the Human Body Lesson 14: Bones and Muscles Activity 1: “What are the functions of the bones?” Objectives: 1. Identify the composition of a skull. 2. Describe the functions of the bones. a What you need: paper doll, masking tape, piece of wire What to do: Activity I-A “What is the function of the backbone?” Draw a paper doll on a piece of paper and cut it. Let the paper doll stand on the table Attach the paper doll to the wire using a masking tape. Now, find a partner (girl to girl/boy to boy) and ask him/ her to feel his/her backbone 5. Now, find a partner (gir! to girl/boy to boy) and ask him/her to bend slightly and feel his/her backbone. —A— Tee PONS eS ea Guide Questions: 1. Did the paper doll stand on its own? Why? 2. Did the paper doll stand when it was attached to the wire?Why? 3. What role did the wire play when it was attached to the paper doll? . What did you feel at the center back of your classmate? . Describe what you feel. How is it similar to the wire that you attached to the paper doll? 7. Base from your model, what maybe the function of the backbone? OnE 58Activity I-B. “What is inside the skull of the chicken?” ay What you need: cooked chicken head and knife XL what to do: 1. Remove the flesh of the chicken head and then wash it thoroughly. 2. Feel the skull. Identify and describe what you felt. 3. Open the skull with a knife carefully. Observe what is inside the skull. (Do this under your teachers’ supervision) 4, Feel and describe what is inside it. ss GF cuiae Questions: 1. What is inside the skull of the chicken? 2. Draw what you have observed. 3. Describe what is inside. 4. 4. Base on its texture, why must it be covered? Activity 2: “How do bones and muscles allow us to move?” Objectives: Activity lI-A“How muscles, joints and bones work together?” 1. Recognize the importance of the bones and muscles to one’s body. 2. Explain how bones and muscles are connected and move. 3. Describe how the body moves in coordination with the bones and muscles. 4. Distinguish voluntary and involuntary muscles. 59BP to do: Perform the given activities below. a) Bend forward, then raise your arms sideward. b) Turn your head from left to right. c) Sway your hips. d) Bend your knees As you do the given activities, feel the bones affected by all the movements performed —P— TS D SF cuide Questions: How many bones are involved in the movement? Are the bones connected to each other? . How do muscles help the bones to move? . In summary, describe how the bones, muscles, and joints work together to help you move. e 1. 2 3. What covers these bones? 4 5, = ~~ <«g Remember these: Bones, Joints and Muscles The skull helps protect the brain. Ball-and-sockets joints protect the eyes. The backbones protect the spinal cord. The ribs form a protective cage around the heart and lungs. The pelvic bones support our body when we sit. The bones in our body are also connected with each other. The point where two bones meet and connect is called joint. Our joints and muscles allow our bones to move. The movements of our body originate in our joints. Muscles form the fleshy parts of the body. They enable our body to move. They also give shape and forms to our body and protect delicate organs. Muscles are voluntary or involuntary. 60Activity II-B “What muscles are voluntary and involuntary?” What you need: paper, ballpen ‘What to do: Get a ballpen and doodle anything on a piece of paper. . Raise your hands. Then, bring them down. Walk 3 steps forward. Walk 4 steps backward . Feel the beating of your heart. Count your heart beat in a minute. Record it Ty a Guide Questions: . What helps your finger bones move as you write? 2 Do your bones and muscles work together as you performed the given activities? 3. Were you able to control the movement of your arms and legs during these activities? Can you control the beating of your heart? Why? . Give examples of actions that you can control. . Give examples of actions that you cannot control. . When are muscles voluntary? involuntary? NOs 61= ~ «ag Remember these: + Voluntary muscles are attached to bones. They hold the bones of the skeleton and give shape to the body. The body moves with the help of these muscles. Voluntary muscles are muscles that you have the ability to consciously control, like your arms, legs, face muscles, etc. Involuntary muscles are controlled by nervous system and cannot be controlled like the smooth muscles in the walls of many internal organs such as stomach, esophagus, diaphragm and walls of the blood vessels. Activity 3: “What are the bones that protect the internal organs?” (Cn 1. Name the bones that protect the internal organs. 2. Identify and explain the functions of the bones in the body. ‘What you need: Illustration of the skeleton Of What to do: 1. Slide the palm of your hand from your forehead across the top of your head and down just above the back of your neck. 2. Look at your shoulder, and your bones at the base of your neck at the mirror. 3. Feel the bones under your arm and down under the side of your body using your fingers. Can you feel the bones of your body? 624. Inhale deeply and touch your bones in your chest 5. Have a classmate stand straight. Feel the bones in the middle of his/her back. Press gently the bones at the back. Let him/her bend forward and backward, to the left and to the right 6. Put your hands around your waist and feel the bones of your hips. 7. Identify the bones you have just felt. Write the names of the bones (Refer to the illustration below) co fs GE cuide Questions: 1. What are the bones that protect the internal organs? 2. Which set of bones protect the lungs and liver? 3. What organ is protected by the skull? 4. What is the function of pelvic bones? 63Do this: Put a check (~) if it shows a good posture and cross (x) if it does not. 1. On standing position 2. On sitting position 3. On picking objects on the floor 64Activity 4: “What are the common injuries in sports and games?” Deriectves: 1. Identify the causes of common bone and muscle injuries and diseases. 2. Discuss the common sports and game injuries and their treatment. What you need: pictures of children engaged in the different sports activities and games 65SP vat to do: 1. Look at the pictures of children engaged in different sports activities. 2. What are the common bone and muscle injuries that they may have? Choose your answer from the words listed inside the box sprain cramp bruises fractures dislocation 3. Read the common bone and muscle injuries and diseases in and answer the guide questions. Tommon Bone and Muscle Injuries Our bones are strong and hard but they sometimes get injured due to a bad fall or accidents. The following are examples of bone and muscle injuries; Fracture - A fracture is a break in the bone Dislocation - A dislocation ocours when a bone in the joint is displaced or has moved out of its proper position Sprain _- An injury toa ligament caused by excessive stretching. A sprained ligament brings so much pain and swelling in the injured part. Cramp _-Astrong muscle contraction that can be very painful lasting for a few minutes but massaging the muscles can often relieve the pain Bruise - Muscle becomes black or blue due to blood clot when you get hit or when you bumped into something hard. als as Guide Questions: 1. What are the common muscle inj 2. What are the common bone injuries? 3. What particular body parts can be injured when you play games or sports? What other activities are prone to injuries? What will you do if you get injured while playing? as 666. How will you protect your bones and muscles from injuries? 7. What are the common bone diseases? = =: 2g Remember these: injury — harm or damage : an act or event that causes someone or something to no longer be fully healthy or in good condition disease — an illness that affects a person, animal, or plant a condition that prevents the body or mind from working normally Bone Diseases Osteoporosis It is a common disorder caused by the thinning and weakening of bones usually experienced by elderly people. The bones become brittle and weak. This can be prevented by having regular exercise and eating foods rich in calcium such as milk, cheese and other dairy products. Shellfish and green leafy vegetables can also prevent osteoporosis. Arthritis Acommon joint disorder characterized by inflammation of the fingers and joints of the body. It may occur to people of all ages but it is commonly observe in older people Rickets A bone condition caused by a deficiency in vitamin D usually observed in children. Person with rickets have very weak bones causing bone deformation. Polio Itis an acute infection caused by a virus that attacks the nerve cells of the brain and spinal cord resulting to paralysis. 67Activity 5: “What Treatment should be Given to Common Injuries?” bjectives: 1. Demonstrate first aid measures to common bone and muscle injuries 2. Practice proper care of bones and muscles. What you need: ice bag, water bag, face towel, elastic bandage or soft cloth, 1/8 illustration board or any hardbound paper. &® What to do: 1. Read the first aid treatment for bone injuries. 2. Kenly observe your teacher as she demonstrates the first aid treatment for the different bone and muscle injuries 3. Choose a partner and demonstrate the first aid treatment for the following: a. fracture b. cramps c. dislocation d. bruise e. sprain 68First Aid Treatment for Bone Injuries An injury of the bone brings discomfort to the injured patient. Here are some first aid tips which can ease the pain while waiting for medical attention Fracture: 1. Let the injured person sit or lie down. 2. Apply a cold compress to the injured part to reduce swelling and relieve pain 3. Wrap a bandage or soft cloth around the affected area. Dislocation: 4. Let the person sit or lie down to avoid further injury. 2. Do not try to pull or massage the affected area. It may worsen the condition of the injured person. 3. Apply a cold compress to the injured part to reduce swelling and relieve pain. 4. Seek medical attention immediately. Sprain: 1. Let the person sit or lie down 2. Apply a cold compress to the sprain to reduce swelling and relieve pain. 3. If the wrist or elbow is injured, place it in a sling. 4. Apply an elastic bandage that is not so tight on the sprained joint. 5. Let the injured ankle/foot rest for 2 to 3 days. 69Lesson 15: Stomach and Intestines Activity 1: “How is food digested in the stomach?” G SObjectives: 1. Identify the features of the stomach. 2. Explain the function of stomach and small intestine in food digestion What you need: «small pieces of biscuits, resealable plastic bag, a glass of water, 2 table spoon of flour, any small pieces of food Lc) available 24 ZLWhat to do: . Put the water in a clean resealable plastic bag. . Add the broken pieces of biscuits. . Add the flour. Add the small pieces of any food available. . Shake the resealable plastic bag. Shake until all are mixed well pip SF cuiae Questions: What happened to the biscuits, flour and other food after shaking the resealable bag? . Have you eaten your meal today? Where do you think will these foods go after you swallowed it? 4. The stomach is similar to the bag in your activity. How are they similar? Will the food stay in the stomach for a long time? What will happen to the food? . What happens after the food is broken down into small pieces? Qawona en NON 70= “> «a Remember these: Digestion in Stomach and in Small Intestine Stomach The food we eat gives us energy to work and play. Without food, the other parts of the body like bones and muscles and the internal organs do not have energy to function. However, before our body can make use of any food that is eaten, it must be broken down into liquid form or into smaller nutrients. The process by which food is broken down into nutrients is called digestion. Digestion takes place as soon as we start to chew our food. The tongue, lips and cheeks move the food between the teeth to break it down into small pieces. Saliva from the salivary glands mixes with the food to soften it. Saliva also kills bacteria and breaks down starches into sugars. So digestion of starches starts in the mouth. Moist chewed food from the mouth goes down to stomach. In the stomach, food is broken down into smaller particles. The stomach is a large organ that is lined with layers of muscles. As the muscles contract and relax, food in the stomach is squeezed, twisted and churned. While the food is being physically changed in the stomach, digestive enzymes and juices are also combined to change it into nutrients. The process of digestion is both mechanical and chemical. The mechanical part breaks down food into small bits by the chewing of food in the mouth and squeezing of food particles in the stomach.. The chemical part of digestion is the mixing of food particles with chemicals in the saliva and stomach which changes it into nutrients that can be absorbed by the body. Further action of enzymes in the small intestine completes the process of chemical digestion. Food stays in the stomach for four hours until the food turns into a thick liquid. The food that has been moistened, chewed in the mouth and mixed with chemicals or enzymes in the stomach goes into your small intestine. ‘Small Intestine The small intestine is about 2.5 cm wide and 7m long coiled tube where food is finally digested and absorbed, The walls of the small intestine are made of muscles that squeeze food and continuously move it. It contains digestive juices and other enzymes that help break the food into nutrients. Thus, final digestion takes place in the small intestine, The nutrients are then absorbed by the small intestines then go into your blood stream. The blood carries these nutrients to the different parts of the body. raActivity 2: “How is food digested in the intestines?” G G ‘Objectives: 1. Identify and differentiate the large intestine and small intestine. 2. Explain the function of intestines in food digestion. 3. Connect the relation of the large and small intestines to the entire digestive system. What you need: * black pepper, chili powder, a glass of water 24 ZL What to do: 1. Mix black pepper and chili powder in a cup with water. 2. Pour the mixture through a paper towel into another cup. EK cuise Questions: 1. What went through the paper towel? 2. This event also occurs in our intestines. Describe the materials that went through the paper towel. 3. What will happen to the liquid material? 4. What will happen to those that did not went through the paper towel? 5. Which organ is similar to the paper towel? Do This. 1. List down names of foods that you usually eat in school. 2. What part of the body changes the food we eat before it will be readily absorbed by our body cells? 3. What should be done to the food you eat before it can be used by the body for growth development and repair of tissues? 724. How would you help your stomach and small intestine work properly? B. Illustrate using a diagram how food is digested from the mouth, stomach to the small intestine. = ~~ ag Remember these: Small Rectum Sigmoid Coton + As the muscles in the stomach continue to contract, the food is squeezed and mixed with digestive juices to change the food into nutrients. + Small Intestine contains digestive juices and other enzymes that completely digests food and absorbs digested nutrients. + The linings of the small intestine function like a filter. Digested nutrients needed by the body are absorbed by the linings of the small intestine just like water that passed through the filter. Undigested food particles (like seeds, tough fruit pulp and not properly chewed meat) are passed to the large intestine to be passed out of the body during defecation. 73Activity 3:“What are the hows and whys of digestive disorders?” Objectives: 4. Identify the most common problems related to digestion. 2. Discuss the reasons/causes of common digestive disorders. What you need: * activity notebook, paper and pencil What to do: 4. Ask your groupmates who have already suffered from the given ailments or digestive problems in the list. Then go around and ask other groups of the number who suffered the same problems. Fill out the chart below: Ailments Names Number Hyperacidity Diarrhea Constipation ‘Appendicities Stomachache Total number of classmates who have suffered from problems related to digestion wip SEK cuise Questions: 4. In your class, what is the most common digestive problem? 2. What do you think are the common problems related to eating dirty food? 3. What do you think are the common problems related to drinking dirty water? 744. What do you think are the common ailments caused by tension and fear? = ~ ag Remember these: Common Ailments Related to Digestion + Ulcer/Hyperacidity — caused by not eating on time, too much intake of acidic drinks and food * Diarrhea — frequent moving of the bowel with watery stool * Constipation — difficult elimination of dry and hard stool or feces + Appendicitis — inflammation of the appendix caused by irritation from undigested food that may block it + Indigestion — caused by too much or rapid eating or drinking + Gastroenteritis — caused by bacterial infection from taking contaminated food and water Activity 4:“What are treatments for the common problems related to digestion?” oO Gheriecive: 1. Identify the treatments to common problems related to digestion. 2. Choose the treatment appropriate for the digestion disorder. P, SE ana to do: [ona Examine the table below on the common symptoms, causes and treatment of the most common digestive problem. Answer the guide questions below the chart. 75Common Ailments Related to Digestion ‘Ailments ‘Symptoms Causes Treatment Ulcer = Gastric pain =noteating on tme [= eat regularly and Hyperacidity | - heartburn = too much intake ontime of acidic drinks and | - avoid eating food acidic food - avoid drinking liquor and acidic drinks - eat a balanced diet Diarthea = Stomachache TTnfection ih the = OrInk plenty oF - watery feces ~ severe cases lead to loss of water in the body (dehydration) intestines by microorganism - irregular contraction of the intestines water and juices to prevent from loss of water in the body ~ eat soft food during the onset of the ailment - proper hygiene prevents the disease - proper handling of food Constipation TeaTTCuTIy Tr bowel movement (defecating) - heaviness in the stomach “Tack Of water anc fiber in food taken - improper bowel movements - poor hygiene = OFINK plenty OF water and juice - eat plenty of fruits and vegetables ppendictis |= start with a mild |= inflammation of the [- get immediate fever accompanied | appendix medical by vomiting or attention constipation - severe pain around the bellybutton Tnaigestion |= discomfortpain in [= overeating and = change of eating the abdomen drinking habits or diet - vomiting, cramps | - stress and anxiety _| - observe proper - contaminated food/ | health habits water with bacteria Gastroenteritis |- abdominal pain [~ bacterialintection | - get medical accompanied from taking attention and by vomiting and contaminated food | take prescribed diarrhea and water medicine 76Guide Questions: 1. What are the common diseases related to stomach and intestine? 2. What causes hyperacidity/ulcer? 3. How can you prevent constipation? 4. Why should diarrhea be given medication right away? 5, . What should be done to avoid different ailments related to digestion? ~ ag Remember these: Healthy Habits to Avoid Common Problems Related to Digestion Always wash hands with soap and water before eating, and after using the toilet. Always eat on time. Eat plenty of food rich in fiber such as fruits and vegetables. Exercise daily and drink plenty of water. 7Lesson 16: Kidneys Activity 1: “What are the functions of the kidneys?” Soy © S Objectives: 1. Classify the functions of the kidneys to the human body. 2. Trace the process through which urine is produced. ‘What you need: * funnel or improvised funnel using half of the plastic bottle, filter paper or old clean cloth (katcha), scissors, flour, sand salt, patis or soy sauce, water , beaker or clean cup Dome to do: Form a cone with the filter paper, then, line the inside of the funnel or improvised funnel (inverted upper part of the bottle to forma filter) 2. Mix the water, soy sauce or patis, ketchup, flour, salt and a little amount of sand in a beaker or cup. Stir slightly. 3. Pour the mixture into the funnel or improvise filtering device. 4. Observe what happens. 5. Record your observation 78? ES cue questions: 1. What happened when you poured the mixture into the funnel? . Which body part can be represented by the mixture? . What was left on the filter paper? . What went through the filter paper? . What can be represented by those that did not pass through? QPRwON = ag Remember these: mesegase 79Kidneys and its Functions The kidneys are bean-shaped paired organs which are about four to five inches long and two to three inches wide. The right kidney is slightly lower due to the presence of liver on the right region of our body. The kidneys remove urea from the blood through tiny filtering units called nephrons. They are the major organs of the urinary system. They perform two major functions. First, they remove liquid waste from the blood in the form of urine. Second, they also keep a stable balance of salts and other substances in the blood and produce a hormone that aids the formation of blood cells The major metabolic wastes produced by our body are filtered by kidneys in the blood like salts, water, and nitrogenous waste. 80Lesson 17: Heart and Lungs Activity 1: “How do you measure your resting and working heart rate?” G J opjectives: 1. Demonstrate the ability to monitor heart rate before, during and after given activities. 2. Explain the resting and working heart rate. What you need: * Stopwatch/watch, pen/pencil, paper 34 Z what to do: 1. Look for your pulse by using your index and middle fingers and pressing them slightly on your wrist. (Individual activity) 2. Count the pulses while in a seated position for 1 minute. Record your data. This will be your resting rate. 3. Jog in place for 3 minutes and do the jumping jack for 2 minutes. Count the pulses for 1 minute after the activity. Record the data. This will be your working heart rate. Get the difference of working pulse rate to resting pulse rate 814. The assigned leader of the group will gather all the data of their group members. Answers will be written on the manila paper for presentation following the table below: Heart's Resting and Working Rate Resting Pulse Working Difference Wome Rate Pulse Rate _| in Pulse rate ge Guide Questions: 1. Compare your heart rate while resting, with your heart rate after exercise. What did you observe? Were there differences of your recorded data? 2. What is the effect of exercise to your heart rate? What does this mean? Why does it happen? sty, Remember these: + The pulse or heartbeat increases when one is engaged in a physical activity. The hearts’ resting rate or the initial pulse is lower than the working heart rate + The exercise can increase the contraction of heart muscles. It increases the pulse or heartbeat. When muscle contraction of the heart increases, the heart works and can easily pumps blood to distribute nutrients to the different parts of the body. 82Activity 2: What are the functions of the lungs? a “Objectives: 1. Recognize the features if the lungs. 2. Identify the functions of the lungs to the human body. Oa What you need: Picture of the lungs showing the air movement inside the body What to do: 1. Inhale and feel your ribs. Exhale and feel your ribs. 2. Do this three times. 3. Observe as you inhale and exhale. Also observe your group mates 4. Look at the pictures of the lungs showing movement of the air inside the body. 5. Explain the connection of what you did in relation to the picture. 83—P— RCS SER cise Questions: 1. What happen to the ribs when you inhale? Exhale? 2. What goes into your body when you inhale? What gets out of your body when you exhale? 3. Explain how air moves into and out of the body? 4. What is the main function of the lungs? = ~ aig Remember these: The Heart and the Lungs The heart is a hollow muscular organ located between lungs and it is protected by rib cage. It is about the size of your fist and located in the middle of the chest cavity. The beating of the heart is due to the contraction of your heart muscles. The cardiac muscles contract involuntarily. The word cardiac refers to the heart. This means its contractions cannot be controlled by your will. It continues to pump blood as long as the person lives. It pumps blood even you are sleeping The contraction continues allowing the heart to receive oxygen from the lungs and continues to contract and pumps blood to the rest of the body parts including lungs through blood vessels. The lungs filter the oxygen that enters our body because it contains a filtering structure to ensure that the heart receives clean oxygen from the lungs. The carbon dioxide as a waste material of the body is removed from the body through the lungs. The heart and lungs support each other to allow distribution of nutrients and oxygen to all parts and the removal of carbon dioxide as a waste product in the body. 84Activity 3:”What are the common lungs’ ailment and their treatment?” 1. Enumerate heart and lungs ailments and their treatment. 2. Discuss the causes of certain lung ailments. 3. Apply the necessary treatment to certain lung ailments. * a What you need: Activity sheets >> vn to do: 1. Brainstorm with your group mates and answer the questions on the activity sheets. 2. Complete the diagram below by writing the different ailments of the lungs you are familiar with. 3. Read and answer the question. Anais the daughter of Mang Carlos. Ana’s father is a smoker. He smokes frequently. After few years, they noticed that 85Anais always weak. She experiences dizziness, shortness of breath, vomiting and nausea. Identify Ana's illness and the possible causes. Explain your answer and suggest possible actions on how to improve Ana’s condition < «gg Remember these: Common Lungs Ailments Ailments: Description ‘Asthma Tris a condition where a person experiences difficulty in breathing Rhinitis itis characterized by sneezing, nasal discharge and itchiness in the nasal passage. It is characterized by persistent coughing and Bronchitis sometimes fever. itis an inflammation of the lungs. A person with pneumonia has a cough that produces a yellow-green phlegm. Other symptoms include fever accompanied Pneumonia _| by chills, shortness of breath, sweating, spitting of blood, and increased production of sputum. This is a serious disease and the patient must consult a doctor immediately. Cold itis marked by sneezing, runny nose, coughing, sore throat and sometimes fever and headache It is an acute or chronic infectious disease of the Tuberculosis lungs. It is a highly communicable disease. It develops in response to prolonged exposure to Lung Cancer | irritants like tobacco smoke. 86Treatment of the Lungs Ailments Aperson afflicted with lung ailments should be given medical attention and treated properly. The following are helpful practice for sick people: 1. Require the patient to stay home and rest. Separate him/her from other members of the family. 2. Give the patient the prescribed medicine. 3. Keep the surroundings clean. Open the windows to allow fresh air in. . Feed the patient with nutritious food. . If the patient has fever, give him/her a sponge bath. Change his/her clothes regularly. 87Activity 4: What are the common heart ailments and their treatment? What to do: 1. Observe the pictures of animals below. 2. Identify the food eaten by each animal. 3. Find out how they get and eat their food. 4. Use the chart below to record your observations. Body parts used for getting and eating its food Animal Food 103Guide Questions: 1. What animals did you observe? 2. Do the animals eat the same kind of food? 3. What body parts do these animals use in getting or eating their food? 4. Why do you think different animals eat different kinds of food? 104~ «Remember these: + Some animals use their paws, claws, mouthparts like beaks and teeth. Others use their sticky tongue, movable jaws and sucking tubes. Animals having the same mouth parts eat the same kind of food. e.g animals with flat teeth eat grass or plants, animals with sharp pointed teeth eat meat or other animals and there are animals which have both of these kinds of teeth. Lesson 23: Body Parts of Animals for Protection Activity 1: “How does color of animals help them protect from their enemies?” S Objective: Infer that color of animals protect themselves from their enemies. What you need: * Stopwatch, paper, pen, manila paper, marker Panes to do: 1. Look at the picture. 2. Count the total number of cows in the picture. 3. Record the time you started and finished counting. 4. Answer the questions that follow. Do this in your notebook 1051. How many cows have you found? 2. How long did it take you counting the cows? 3. Did you find difficulty in counting the total number of cows? Why? Remember these: Many animals have the color of the environment they live in. Some animals protect themselves against their enemies through protective coloration called camouflage. This adaptation allows some animals to blend with their surroundings. Other animals imitate the shapes, smell, tastes, color or even the sounds of other animals, This behavior is called mimicry. Most insects secrete chemicals that they use to protect themselves like squid, wasp and snake Other animals protect their own kind. Monkeys, elephant and penguins travel through the jungle in family groups .They scatter themselves to look for food but they do not go far from one another. They stay within hearing distance. When there is danger, they group together. They protect each other. Not all animals can move fast so it would be difficult for them to run away from their enemies. How do these animals protect themselves? Animals such as turtles, crabs, snails and oyster have protective shell covers. When they sense danger they keep their bodies inside their shells.Activity 2:“What are the different body parts of animals that protect themselves from their enemies?” Objectives: 1. Infer that animals have different body parts that help them protect themselves from their enemies. Prey What you need: * manila paper, marker f faa What to do: 1. Group yourselves into smaller groups 2. List down animals you are familiar with. 3. Identify their enemies and the body parts they use to protect themselves from their enemies. 4. Record your answers in the table below. Body Parts Used for Animals Enemies (etait $i gE Guide Questions: 1. What are the different body parts of animals for protection? 2. Which animals use the same body parts for protection? Why? 107Activity 3:“How will animals survive in particular habitat?” Geriecive Construct a model of an animal with protective structures. What you need: ¢ colored paper, scissor, glue, newspaper, cardboard, yarn P, >> sna to do: 1. Group yourselves into smaller groups. 2. Think of an animal. Recall its characteristics as to its color, shape, length, predator or enemies and its defense. 3. Have a quick design of this animal 4. Gather all the materials that you will need in making this animal. . Start making this animal. Do this for 15 minutes. 6. Present your creation in class. 7. Tell something about this animal. a. What environment does its color blend with? b. What body structure does it have to protect itself oa from enemies? Tp EH cuise Questions: 1. How do animals adapt to its environment for protection? 2. What body structures do animals have to protect themselves from its enemies? a ia 108Lesson 24: Animal Movements in a Particular Habitat Activity 1:“How do animals move in particular habitat?” By Geriecive Compare the body movements of animals in their habitat. a What you need: « meta cards/strips of cardboard, manila paper SEP ana to do: . Watch a video of animals. Group yourselves into small groups . List down all the animals you have seen over the video ‘on meta cards. Compare their similarities and differences in terms of movement. Discuss within the group. 4. Place them in the proper row below. wnas Movement nimal run/walk swim gallop hop fly jump crawl waddle 1095. Group the movements according to the animals habitat below. Compare them. land water EF curate Questions: 1. How do animals that live on land move? 2. How do animals that live in water move? 3. How do animals that can live both on land and in water move? 4. Are there animals that can move in different ways? 5. Why do animals move in different ways? Wy, Remember these: habitat- is an ecological or environmental area that is inhabited by a particular species of animal, plant, or other type of organism. + Animals move differently depending on their habitat and their body structures. - Animals that live on land move in different ways. Some walk, hop and jump. Others fly and crawl. Most animals that live in water swim. But some aquatic animals have legs, too, for walking .e.g. crustaceans- shrimp, prawns, crabs Animals that can live both in water and on land can either walk, hop, jump, or swim 110Lesson 25: Animals Found in the Community ity 1:“What animals are found in the community and what are their habitat?” Acti Objective: Make a survey of animals found in the community and their pecific habitats. What you need: * manila paper, marker, colored paper, cardboard, scissor, glue or paste EP rvna to do: PartA 1. Go around within your community. 2. Ask your parents or older brother or sister to help you make a survey of animals found in your community. 3. Use the survey form below. Use additional form if needed Survey Form Describe the place: Animals in the community: Animal's Habitat Number Animal of animals (Put a (v)mark on the Proper column) found Land Water Water | m1Part B 4. Compare your survey with your groupmates. 5. Combine the data you gathered. 6. Organize them in a bar graph. 7. Present your output in class. —A— zy eat Guide Questions: 1. What animals are found in your community? 2. Based on the graph, which of the animals is the most in number? 3. Which animal is the least in number? 4. Where do these groups of animals live? <= ~ ‘ag Remember these: population - refers to the total number of animals in a particular habitat or community Animals in the community depend on the habitats available in that particular community. 112Lesson 26: Raising Animals in a Particular Habitat Activity 1: “What animals are adapted to a particular habitat?” |dentify the animals adapted to a particular habitat. What you need: * picture cards of animals, manila paper, marker De to do: Observe the pictures of the different habitats. 2. Describe the characteristics of animals adapted to each habitat. Record your answers on the second column. 3. Choose the animals adapted to a particular habitat from the given set of picture cards. 4. Place them on the third column. 113grassland Boe Se 114Bee = F Guide Questions: 1. What are the habitats of animals? Describe each. 2. What are the characteristics of animals adapted to each habitat? 3. What are the animals you chose to raise for each habitat? 4. What are your bases for choosing these animals? = ~~ «ag Remember these: Some of the habitats of animals are pond, grassland and sea. - On a grassy land- cows, goats, horses. - In a pond — ducks, geese, swans; - In the sea- fish, turtle, crabs The body structures of animal for adaptation play an important role in choosing animals to raise in a particular habitat. 15Chapter 3: Plants Lesson 27: Terrestrial Plants Activity 1: “What are the characteristics of plants?” Soy G S Objective: Identify the characteristics of terrestrial plants. What you need: * potted plant, gloves, shovel, dried banana leaves, old newspaper Dre to do: Go to the school corridor with the potted plants you were assigned to bring 2. Observe the parts of the plants. 3. Wear your gloves. Examine the leaves, stems, roots and flower of the plant. Touch them carefully. 4. Uproot the plant with a shovel. Try to remove the soil and place the plant on a newspaper or dry banana leaves. 5. Fill the table with your observation. 6. Return to the classroom. Discuss your results with your group. 116Characteristics of Terrestrial Plants Name of Describe and Draw , Plants Stem Roots Leaves Flower z. 3. a 5. nA TS es Guide Questions: 1. What is common to all plants? 2. Do plants have the same stem? If not, give their differences. 3. Do plants have the same leaves? If not, give their differences. . What do you call the plants that grow on land? . What new things have you learned about the plants that you observed? . What are the characteristics of these plants? . How would these characteristics enable the plants to survive? aon NO ~ ag Remember these: + Terrestrial plants are plants that grow on land. Some terrestrial plants are small, others are big. There are plants with big trunks while others have soft stem. Other plants bear flowers while others do not. Terrestrial plants grow in different places. There are plants that grow directly on the soil while others grow on rocks. 7Other plants cling to the fence while the most number of plants are found in the field. Plants living in different places are exposed to varied conditions however; their structures are suited to particular needs. For example, forest plants tend to grow tall and sturdy. Shapes and sizes of the leaves are also important for survival. Plants like bananas produce big, broad leaves to efficiently trap more energy. Plants with waxy leaves help to protect themselves from dehydration as a result of too much exposure to the sunlight, Some plants have also developed structures to store water especially in the desert. Cactus is the best example of desert plant. Roots of the plants adapt themselves too to their habitat. They differ in sizes and shapes too. These characteristics are determined by their functions. 18Lesson 28: Aquatic Plants Activity 1: “Can You Find Aquatic Plants?” Identify the characteristics of aquatic plants. What you need: * water lilies , lotus, hyacinth or any aquatic plants available in the place 2-LWhat to do: 1. Goto the pond 2. Observe the different water plants that you see. 3. Copy the data table in your notebook. 4 Draw and describe the plant parts and write them in your notebook Data Table on the Characteristics of Aquatic Plants Aquatic Plants Desciptiony Stem | Roots | Leaves | Flower qaqa 119Ks Te ca Guide Questions: 1. What plants did you observe? 2. What are the parts of each plant that you observed? 3. What are the parts that are common to the plants? 4. What can you say about the characteristics of aquatic plants that you have observed? 5. What are the similarities in characteristics between terrestrial and aquatic plants? 6. What new things have you learned today? = = ag Remember these: * Aquatic plants are plants that have adapted to living within aquatic environments. They are also referred to as hydrophytes. These plants require special adaptations for living submerged in water or at the water's surface. Aquatic plants can only grow in water or in soil that is permanently saturated with water. 120Lesson 29: Specialized Structures of Terrestrial and Aquatic Plants Activity 1: “What Makes It Different?” my (Cn Identify the specialized structures of terrestrial and aquatic plants cent What you need: calamansi and rose in pots euphorbia and bougainvillae in pots oregano and /ipang aso (stinging needle) in pots waterlily, hyacinth and lotus in a separate basin with tap water SD sma to do: aeiare . Follow the procedures below. . Select a corner of the room as your working area. . Place your plants in that corner . Examine carefully the plants. . Look for other parts of the plants that are different from other parts you have studied. You can use the magnifying lens. Write your observations in your activity notebook. 6. After 3 minutes, proceed to the next corner. Again examine the plants and see the differences. Repeat the procedures until all groups have observed all the plants in four corners. 7. Complete the data below. QRONa (Caution: Some plants should not be touched with bare hands. They might cause you harm.) 121Data Table on the Specialized Structures of Terrestrial and Aquatic Plants Specialized Plants Common parts s Bex cus Questions: 1. 2. 3. 2 OON What plants did you observe? Did you see other parts that are different from other parts of plants you have studied? What other part of rose, calamansi, bougainvillea, and euphorbia have you noticed? . What other part of “lipang aso” plant have you noticed? Why is not advisable to touch “lipang aso” with your bare hands? What are the different specialized structures of plants that you have observed? . What are the specialized structures of lotus? . Why do you think lilies have wide leaves? Why do you think lotus have long roots? 0. What new things have you learned in the activity? 122= ~ «ag Remember these: + Specialized structures are important to plants in order to adapt to their environment - Thorns and hairs are some of the specialized structures of plants, Not all plants have thorns and hairs. The water lily leaves have thick and buoyant leaves while lotus leaves are flat and broad. Water lilies have wide flat leaves that help distribute weight over a large area thus helping them float. The hyacinths have long roots so that they can reach the soil under the water. Lesson 30: Investigation on the Specialized Structures of Plants Activity 1: “What Do Plants Need In Order to Grow?” Gesiecive Interpret data on the effect of environmental factors on plants growth What you need: Sample data table on the effect of water on plants & APE what to do: 1. Get the photocopy of activity sheet. 2. Study the data table below carefully. 123Sample Amount of Water Given Plant | Radish | som] 20m | som: | aomt | somi | com | zomi | som | somi | 100m Seedlings a of radi! 3 380 | 425 | 450 | 470 | 450 | 425 | 330 | 140 | 110 | 55 Seeds Inmm ea 1. 2. 3. 10. set ups? Guide Questions: What does the data table tell us? What kind of plant did the boy use? . Based on the data, for how many days did he study the . What were the independent variables used in the experiment? . What were the constant or controlled variables used in the experiment? . Which was the dependent variable? . What happened to plants if over watered? . What is the effect of different amounts of water on the height of radish? . Aside from water, what other factors affect the growth of plants? water needed for growth? For this kind of plant, what is the highest amount of Lesson 31: Choosing Plants to Grow in a Particular Habitat Activity 1: “How to Grow My Favorite Plant” Geviectves: 1. Identify Plants that can grow in water, soil and air. 2. Choose plants that can grow in water, soil and air. 12: 4a3; What you need: * 3 empty bottles, cans * 3 branches or twigs of trees Soil, water lily, mongo and orchids or any available plants. 2 SED vmati se: What to do: 1. Find a partner. Bring out the different materials needed for the activity. . Using a marker, label the twigs as E . Label the cans as A. Put a small amount of soil in the cans. . Label the bottles as T. Put a small amount of water. Put the water lily in A, mongo seeds in T and orchids in E. . Make another two sets to grow the same plant using the guides below. * A- orchids « A-mongo ° T- water lily * T- orchids « E-mongo « E -water lily 7. Place all the set up for 3 days in a place with enough sunlight and air. Observe after three days. en oan Set Up Set Up Set UpE Plants A(cans) T(bottles) (twigs) water lily mongo orchids BS EF curate Questions: 1. What happened to the water lily, mongo plant and orchids in each set up? 2. What differences did you observe in the three plants after 3 days? 3. Complete the table with your observations. 125Chapter 4- Heredity: Inheritance and Variation Lesson 32: Monocot and Dicot Activity 1: “What Are Seeds?” Objectives: Identify and examine the parts of a seed. . Differentiate monocot from dicot seeds as to its structures. po What you need: (Per Group) « 4saucers 1 pencil * 5 bean seeds (soaked overnight) 1 notebook * 1 lens for each group 1 nail cutter/ scalpel What to do: 1. Get bean seeds. 2, Remove the skin of the seeds. 3. Using the nail cutter, split the seeds open. CAUTION: Exercise caution in handling sharp instruments . In your notebook, draw and color the parts of a seed. . Look inside the bean using a hand lens and observe . Draw the appearance of a monocot and dicot seed. ogee the parts of a seed Tp a... Questions: 1. When you looked inside the bean, what have you observed? 2. How many parts of the plants are found inside the seed? Nous 126= ~ «ag Remember these: SEED COAT~ SINGLE COTYLEDON | EMBRYO, MONOCOT SEED DICOT SEED Parts of a seed Seed Coat— outer covering of the seed. It protects the seed from injuries and from drying up. Cotyledon — _ the off white and the biggest part of the seed. It provides the young plant or the seed the food it needs for growth. Embryo — the young plant or immature plant found inside the seed. It will soon develop into a plant. 127Lesson 33: Monocot and Dicot Activity 1: “Which Is Monocot and Dicot?” ‘Objectives: 1. Compare characteristics of different plant seeds. 2. Explain the growth process of monocot seeds compared to a dicot seed What you need: (Per Group) * 1 small bow! or small jar (preferably transparent), wet towel, « 1 thread for each brought seed, ruler, shallow pan * (3 pes. each) seeds of mango, rice, papaya, mongo, onion, peanuts, string beans, atis, ampalaya and other seeds available 4 Z What to do: Part One: Do this part of the activity days ahead of the scheduled lesson. 1. Get a wet towel and place it in a shallow pan. 2. Scatter the different kinds of seeds on the wet towel. 3. Keep the towel moist and watch the seeds germinate in two days. 4. Record what you have observed on the data table in your notebook, entitled Plant Growth/Sprout After Two Days. 128Part Two: 1. Gather the seeds using the small bowl or small jar, allot one container for each set of seeds. Once you have grouped the seeds, it would be convenient for the rest of your members to observe the appearances of the different set of seeds. Examine the coat of the seeds. Get samples from each kind of seed. Remove the seed coats, open up and examine. Try to identify the different seed parts if you can. ON Plant Growth/Sprout After Two Days Noted plant Description of Seed Coat growth/sprout after two days aaa Date Texture | Shape | Covering Pate seeds | Monocot Smooth | Round’ | Thick’ | C0!0r] “aro | startsto) or Rough | Oblong | Thin planted | de” | _Dicot mongo Beans ‘ampalaya papaya peanuts Tice mango alls other ood 4. Copy the data table found in this activity in your notebook. 5. Observe the seeds. Fill the blank spaces with your observation. 6. Identify the different characteristics of seeds according to what is stated in the table. 7. After describing the seed coat, record your observation in the table 129a ee ee Guide Questions: 1. Which seed/seeds in the table have smooth texture? 2. How about the seed with the rough texture? 3. Which seed seems to be round or oblong in shape? 4. What's the color of each kind of seed in the experiment? 5. Describe the sizes of each kind of seed. 6. Which seed/s germinated first? germinated last? 7. What kind of seed coat do they have? 8. Do you think the thickness of seed coat affects germination? How? 9. After germination, which seedlings or germinated seeds are monocot? dicot? = “> «ag Remember these: Both monocot and dicot seeds have the same parts like embryo, cotyledon, and seed coat. Monocot and Dicot seeds differ in their number of cotyledons. - Seeds with one cotyledon are called monocot. - Seeds with two cotyledons are called dicot. 130Lesson 34: Seed Germination and Growth Activity 1: “What Seeds Need to Germinate?” SObjectives: . Distinguish the factors related to seed germination . Analyze and interpret the data gathered. . Exercise the investigative approach in problem solving. ‘What you need: * 30 mongo or corn seeds « 2short bond paper, pencil, notebook (journal/recorder), permanent marker * soil for 6 cans, water, * 1 camera (optional) * 6 empty cans labeled A, B, C, D and E with holes on its base SP» sa to do: ee 1, Label each can as canA, B, C, D and E. 2. Fill cans A, B, C, D, E and F with the same amount of soil. 3. . Plant 5 mongo or corn seeds in each of the six milk cans. Use only one kind of seed for all the six cans. Water only cans A, B and C with equal amounts every day. DO NOT water cans D, E and F. 4. Put all the cans in a place receiving enough sunlight. 131Your set-ups will have the following variables or conditions: CanA CanB Canc | CanD CanE CanF with soil | with soil_| with soil | with soil | with soil | with soil a fete with with ath . with light | with light light light with light | with light with with with without | without without water water water water water water with air | with air | with air | with air | with air with air 5. Observe the seeds in all cans every day until the seeds germinate 6. Choose one seedling from any of the cans and illustrate its germination stages within the week. 7. Draw the observed daily plant growth (from seed into a seedling) or the changes in the seeds in your notebook, if it is possible try to take photos of the seeds daily growth. (Optional task) 132(Sample table your pupils can draw into that shows growth of Seeds used plants) StageA Stage 5 Stage C Stage D Stage E 8. Copy and record your observations on your notebook. Can (set-up) Date Seeds Start to Germinate Length of the Root (mm/cm) Length of the Stem (mm/cm) Grows Fast Grows Slow ajm/o|o;oa|> 133GH cuiae Questions: 1. apaw In which can/s, did the seeds germinate the slowest? fastest? . What factors do these set-ups have that made the seeds germinate and grow? . Are these variables found in the other set-ups? . What factor/s is/are missing in the other set-ups? |. What are the unchanged, changed and the responding factors in the activity? What is/are needed for seeds to germinate? Unchanged conditions? Changed conditions? Responding conditions? ~ ag Remember these: Germination is the process in which the embryo or “baby plant” gets energy from the stored food in the seed and starts to grow. The factors that affect germination are water availability and temperature. So that seeds can germinate, enough water is needed during the first stage of germination. Water activates the enzymes or chemicals that supplies energy for the embryo to grow. Seeds need certain conditions for germination and these conditions are also necessary for plant growth. 134Lesson 35: Life Cycle of Selected Animals Activity 1: “Is It Complete Metamorphosis?” Objectives: 1. Identify some animals that undergo incomplete metamorphosis in their life cycle. 2. Recognize the different stages of the life cycle of animals undergoing incomplete metamorphosis. What you need: * pencil, notebook, short bond paper, glue/paste, scissors SD sma to do: 1. Observe the mixed pictures of the stages of development of the following animals: FLY, MOSQUITO, BUTTERFLY . Cut the following pictures. * Exercise caution in handling sharp instruments. N 3. Arrange the cut outs showing the correct stages of development. . Paste the cut outs in the data table. . Answer guide questions. ws 135136Animal 99 arva Upa Adul FER cuise Questions: 1. 2. 1. What is the first stage of life cycle of complete metamorphosis? Describe it. 2. What is the second stage, the third stage and the final stage in the life cycle of the butterfly, mosquito, and fly? Describe each stage. . 3. When do we say that a certain life cycle is a complete metamorphosis? . When do we say that a certain life cycle is a complete metamorphosis? 137~ ag Remember these: Life Cycle of Selected Animals with Complete Metamorphosis Faimal Egg Tana Pupa Adult Fly yicay = 432 Sao LEX Mosquito ee oF} Butterfly WE) ZB a S) Pp + Metamorphosis is a biological process by which an animal physically develops after birth or hatching. It is part of the life cycle of the most insects. A life cycle is a period involving one generation of an organism. The term metamorphosis refers to the way insects develop, grow, and change form, usually (but not always) accompanied by change of habitat or behavior. There are two types of metamorphosis: complete or gradual + Complete metamorphosis Most insects go through the four stages of complete metamorphosis, including the lady bug, housefly, mosquito and butterfly. 1. Egg —A female insect lays egg 2. Larvae — hatch from egg but do not look adult insects. For instance, the larvae of butterflies are caterpillars. Larvae grow quickly enough to have to molt or shed their exoskeletons a few times before they pupate. Sometimes, these stages of growth in larvae are called “instars.” 3. Pupa —Larvae make cocoon around themselves, and become busy changing into their adult forms, They do not eat during this time. This can take few days, or in some cases months. 4, Adult — After a period of time, larvae is nothing like it was, and exits the cocoon or larval body as an adult. This life cycle starts over again. 138Lesson 36: Life Cycle of Selected Animals with Incomplete Metamorphosis Activity 1: “Is It Incomplete Metamorphosis?” Objectives: 1. Identify some animals that undergo incomplete metamorphosis in their life cycle. 2. Recognize the different stages of the life cycle of animals undergoing incomplete metamorphosis. a ‘What you need: * pencil, notebook, short bond paper ¢ illustrations of the different life stages of louse, grasshopper ZaWhat to do: 1. Observe the mixed pictures of the stages of development of the following animals: LOUSE, GRASSHOPPER, COACKROACH 2. Draw the data table in your notebook found in Lesson 2 activity 1 entitled |s it Incomplete Metamorphosis. 3. Cut and paste the assumed stages of development in the data table. 4. Do answer guide questions. Data Table on Life Cycle of Insects with incomplete or gradual metamorphosis Animal Egg Nymph. Adult Louse 139Grasshopper Cockroach Ty ae Guide Questions: . What is the first stage for incomplete metamorphosis? . Do you know the second stage and the final stage? . What stages are found in INCOMPLETE metamorphosis? . Can you recall the stages for complete metamorphosis? What are they? . Which stage is missing for incomplete metamorphosis in comparison to complete metamorphosis? 6. When do we say that a certain life cycle is an incomplete metamorphosis? BONS a 140= ~ «ag Remember these: Life cyele of grasshopper Life cycle of cockroach Life cycle of louse Gradual metamorphosis About 12% of insects go through the three stages of gradual metamorphosis, including the mayfly, cicada, grasshopper, aphid, louse and cockroach 41 2. Egg — A female insect lays eggs. Sometimes the eggs are in group and protected by a covering or case. Nymph - The eggs hatch into nymphs. Nymphs look like small adults, but usually don’t have wings. They eat, grow and change. Nymph molts their exoskeletons as they grow. As this occurs, they gradually begin to look more and more like adult. . Adult - Once the nymph has grown to an adult size, they stop molting. Generally, adults are the only stage in an insect's life when it has wings. Adults’ primary interest is mating 141Lesson 37: Activity 1 = (Gp criectve: 1. Observe and compare what is found inside a chicken egg. 2. You will determine the stages of development of an egg to becoming a chick. ife Cycle of Animals: Egg Laying Animals ‘What’s inside a Chicken Egg?” ‘What you need: (Per Group) 1 balut egg (14-17 days old) 1 nail cutter (optional for dissecting or cracking of egg) 1 raw chicken egg 1 hardboiled egg 3 saucers 8 small stick or toothpick 1 hand lens 1 notebook SD sma to do: 1. Get 1 raw chicken egg 2. Carefully break the shell and place its content in a saucer, Observe its contents. . Break the raw egg. Examine the egg yolk with hand lens . Using the small stick, stir the egg white . Observe what happens. . Crack the hardboiled egg. Peel it off then cut or divide the egg into two halves © PND . Examine the content inside. 142Hardboiled egg Raw egg Balut egg Guide Questions: 1. What features have you observed with the raw egg? 2. What happens when you stir the egg white? What do you see in the egg yolk? 3. What features have you observed with the hardboiled egg? 4. What features have you observed with the balut egg? = ~~ «ag Remember these: The Chicken Egg The egg yolk is kept in place by the egg white that is thick and sticky. The egg yolk's white spot is the developing chick. The egg white protects the developing chick from any danger, while the eggshell protects the egg yolk and the egg white. The development of the chick takes place in a period of 21 days.Activity 2: “Which EGG will FLY, SWIM, or CRAWL? oS) sObjectives: 1. Identify life cycles of some selected egg laying animals. 2. Compare the different stages of the life cycle of selected egg laying animals. laos What you need: * pencil, notebook, scissors, short bond paper, glue/ paste Sa to do: . Observe the mixed pictures of the stages of development of the following animals: FROG, LIZARD, CHICKEN 2. Cut the following pictures. * Exercise caution in handling sharp instruments. 3. Arrange the cut outs of the animals showing the stages of development. 4. Then paste it in the table. 5. Answer guide questions. (Direction: Cut and paste the following stages of the following organisms.) 6 gz = “}; a@ = &D o ~ - @e 144