Professional Documents
Culture Documents
Draft April 10, 2014
Draft April 10, 2014
DRAFT
April 10, 2014
i
Book Record
School:
District:
Division:
Region:
DRAFT
Issued to Date Date
Condition Condition
Returned
(Name of Pupil) Issued
Write the pupil’s name clearly under the column “Issued to.”
1. (New Book)
i
Encourage and assist the pupil in repairing damaged textbooks.
Dos:
DRAFT
2. Be sure your hands are clean when you handle or turn the
pages.
3. When using a new book for the first time, lay it on its back.
Open only a few pages at a time. Press lightly along the bound
edge as you turn the pages. This will keep the cover in good
Don’ts:
ii
For inquiries or feedback, please write or call:
DRAFT
DepEd-Bureau of Elementary Education
Curriculum Development Division
bee_director@yahoo.com
INTRODUCTION
iii
INTRODUCTION
Dear Teachers:
This is divided into four units with illustrations describing each unit ,
representing the whole school year. Each unit has chapter with lessons
and activities prepared which are aligned to the teacher’s guide.
DRAFT
Learning to develop, keen and accurate observation skills through
experiment, knowing more about matter, sense, living things, non-living
The Writers/Conceptualizers
iv
ACKNOWLEDGEMENT
DRAFT
Jennifer M. Rojo Jennifer A. Tinaja
Master Teacher II MasterTeacher I
Neogen Elementary School Nueve de Febrero E.S.
Districtof Tagaytay City Mandaluyong City
Romeo C. Ordoňez
Master Teacher II/Illustrator
Divisoria E.S. Mexico South District
Division of Pampanga
Susana D. Mota
Jemmalyn N. Malabanan
Encoders
v
Appreciation is extended to the following consultants/reviewers for their
untiring efforts in sharing their expertise:
Evelyn L. Josue
Science Educ. Specialist IV
UP-NISMED
Diliman, Quezon City
Marilyn D. Dimaano
Director IV
Bureau of Elementary Education
vi
TABLE OF CONTENTS
Page
Title Page i
DRAFT
How to take care of your Book iv
Introduction v
Acknowledgement vi
Overview
-Characteristics of Solids
vii
- Describing Solids according to Texture
- Characteristics of Liquids
of the container
DRAFT
- Describing Liquids according to Smell
viii
7. Measuring the Temperature
of a Cold Material
DRAFT
Chapter 1 - Sense Organs 40-50
ix
Chapter 3 – Plants 61-76
- Naming and Describing Plant Parts
- Harmful Plants
DRAFT
Chapter 4 : Heredity: Inheritance and Variation
x
Chapter 1: Moving Objects 103-121
- Sounds
- Sources of Electricity
-Uses of Electricity
DRAFT
Chapter 4- Electricity 135-148
- The Surroundings
149-159
- The Weather
xi
UNIT 1: Matter
Chapter 1: Solids
There are three states of matter. One of which are solids. Solids have
different characteristics which enable us to describe one from the other. Solids
maybe described in terms of color, size, shape, texture , weight and volume.
Background Information
Solids maybe described in terms of color, size, shape, texture and weight.
DRAFT
We use our senses in identifying objects based on their characteristics. We can
find various solids in our environment. Let us collect some solids in the garden
and be able to identify each object.
Objectives
At the end of each lesson, the pupils should be able to:
Procedure
Motivation / Presentation
Look around you .
Ask :Look around you. Name the solid objects that you see? What can
you say about the solid objects around you?
B. Lesson Proper
1. Divide the class into five groups.
Say: Today, we will visit the garden. While in the garden, collect 10 objects.
2. List down the objects based on their characteristics inside the chart below.
Copy the chart in your notebook.
1
Color Size Shape Texture Weight
Black White Other Small Big Round Square Other Smooth Rough Heavy Light
color shape
DRAFT
c. Are they the same? Why?
Group C
2
Assessment
List down 2 objects inside the box below which can be classified
according to size, shape, color, texture and weight.
Things Around Us
DRAFT
Assignment
Draw 5 objects with different colors.
Objective
At the end of the lesson, the pupils should be able to describe solids
according to their color.
Materials
pictures or real objects
Procedure
1. Review
Ask the pupils to name the solids that they can see inside/outside the
classroom
2. Motivation / Presentation
3
C. Lesson Proper
1. Activity
a. The teacher asks some pupils to get an object from the box. Each pupil
name the object and identify the color.
2. Discussion/Analysis
3.Generalization
What are the colors of solids? ( red, blue, white, black etc.)
What can we say about the colors of solids? (Solids have different colors)
Application
Form a dyad:
DRAFT
Let the pupils choose three (3) objects inside their bag and exchange it
with his/her partner. Have them identify the object and its color. Fill the table
below.
Objects Colors
1.
Assessment
Look at your own things and tell their color.
Solids Color
Bag
Ball pen
Shoes
Skirt/Pants
Shirt/Blouse
Assignment
Look for different objects in your kitchen. Make a chart of these objects and
their color. Write them in your notebook.
4
Background Information
Solids have shapes too. The particles of solids are close together. They
move back and forth but the particles do not change places. This is why solids
do not change shapes.
Objective
At the end of the lesson, the pupils should be able to identify solids based on
their shapes.
Materials
pictures or real objects with different shape
Procedure
A.Review
Describe solids based on their color.
DRAFT
B.Motivation
Have the class sing the song “I Have” to the tune of “Where is Thumb
Man.”
I have ballpens*,
I have notebooks*,
I have books*, I have chalk*
Say: Now, get some objects from your bags. Repeat the song “I Have” by
naming the objects you are holding.
Ask:
1. What do we call those objects you are holding? (They are all
solids.)
2. Do they have a definite/exact shape? (Yes)
C .Lesson Proper
1. a. Show pictures of different basic shapes such as a triangle, circle, square,
and rectangle.
b. Ask the pupils if they know objects with these shapes.
c. Let them identify objects with these shapes.
5
d. What are the ways of classifying solids?
DRAFT
1.
bag
2.
(rectangle, round, triangle)
ball
4. pineapple
(rectangle, round, triangle)
5.
(rectangle, round, triangle)
onion
Assignment
Let the pupils collect pictures of different objects and make an album of
their shapes.
6
Ruler and meter stick are some of the measuring devices used in
determining the size of solids. These devices help us to measure the length, width
and height of solids.
Objective
At the end of the lesson, the pupils should be able to :
1. compare solids according to size;
2. classify solids according to size; and
3. use measuring devices in determining the size of solids.
Procedure
A. Presentation
Show and post pictures of different objects on the board.
DRAFT
April 10, 2014
Add two more boxes to include photos showing the length like photos of a
pencil and a broomstick.
B.Lesson Proper
7
b. In groups , allow the class to work on the activity. Guide them in
accomplishing LM No. 4.
Discussion/Analysis
a. What are the solids found in your list?
b. How are they similar or different?
c. How did you classify the solids?
Generalization
What characteristics of solids did you learn today?
Application
Draw objects showing different size.
Assessment
Name objects found in the room. Tell the size of the objects using a ruler
or meter stick. Get the exact measurement of each object.
DRAFT
Assignment
List down objects found at home and in school. Describe their sizes.
Background Information
Solids have different textures. They can be categorized as smooth, rough,
hard and soft.
Objective
At the end of the lesson the pupils should be able to classify solids according to
texture.
Materials
The objects to be observed will depend on the contents of the pupils’
bags. You can include objects like pad paper, sand, pebbles, sandpaper,
pineapple peelings, wooden stick, sponge, drinking glass and others.
Procedure
A. Motivation / Presentation
TEXTURE HUNT
Ask the pupils to go on a walk around their classroom and let them
touch various objects. Ask the pupils to describe the texture. (The descriptions
could be : hard, soft, rough, smooth.)
8
B. Lesson Proper
1. Prepare all the necessary materials beforehand. (handout and different
solids).
2. Distribute the handout. Give the pupils 10 minutes to read and discuss the
procedure.
3. Remind the class to observe at all times the precautionary measures
relevant to the activity. ( Hint: The teacher examines the objects before
letting the pupils touch them)
4. Tell the pupils to copy the chart below in their notebooks.
5. Let the pupils observe the different solids. Tell them to write their
observations in the appropriate columns in the data table.
Name of Texture
Solid
smooth rough Soft hard
1.
2.
DRAFT
3.
4.
5.
Assessment
Ask the pupils to group the materials according to their texture. Write the
name of the solid in the proper box.
Assignment
Ask the pupils to bring to class at least ten solids from a place outside their
homes. (backyard garden, sidewalk) and identify the solids based on their
texture.
9
Chapter 2 : Liquids
Overview
Liquid is another state of matter. It has no definite shape but it follows the
shape of the container. The particles of liquids move freely than those of solids.
The particles slide or roll over each other; this is why liquids have no shape of
their own. It has the ability to flow. Liquids occupy space. Some liquids have
taste and odor/smell.
Background Information
Liquids have the ability to flow. The particles of liquids are far apart. They
can move, slide or roll around each other. They can be poured from one
container to another. This is what makes liquids flow. Some liquids flow faster
DRAFT
while some do not.
Objective
At the end of the lesson, the pupils should be able to describe different liquids
based on their different characteristics.
Procedure
1. Review
Ask: What are the different characteristics of solids?
2. Motivation / Presentation
Show pictures of different liquids. Say: Here are various samples of liquids.
Look at them. Can you name them?
10
3. Lesson Proper
1. Teacher should tell the students to go to the canteen and ask the
canteen staff to show the different liquids available. (Give some
precautionary measures in dealing with liquids which may not be familiar
to pupils). Demonstrate the activity first before letting the pupils do it.
Have this table be filled up by the pupils.
Soy sauce
Condensed milk
Water in a plastic
DRAFT
bottle
Perfume
DRAFT
below.
Assessment Objects
Things Around Us
1. 1. 1.
2. 2. 2.
Assignment
Have the pupils cut out three (3) pictures of liquids that can be poured
from one container to another. Paste them on their notebook.
12
Session 2: Characteristics of Liquids according to how they flow
Duration : 1 day
Background Information
Liquids have the ability to flow. Some flow slowly and others flow fast when
poured from one container to another. They have no definite shape. They just
follow the shape of their containers.
Objective
At the end of the lesson, the pupils should be able to describe how liquids flow
from one container to another.
Materials
condensed milk, soy sauce, vinegar, shampoo, water oil, 2 spoons,
transparent bowl
DRAFT
Procedure
A. Review
Let the pupils show their cut out pictures.
Ask: Have you experienced pouring them from one container to another?
Ask: If
you will pour those
liquids in the containers shown on
the picture, what will happen to the shape of liquids ?
C. Lesson Proper
1. Divide the class into 5 groups.
2. Tell the class to do procedure 1 – 7 in their LM’s.
3. Let the class repeat the procedure using other liquids and tell them to
record their observation on the chart following the table in their LM’s.
4. Let the group leader report their observation in class
5. Discuss the activity using the following questions:
a. What happened to the different liquids when poured from one
container to another container? Do they flow in the same way ? Why?
Are the shapes the same as the original container? Why?
b. What characteristics of liquids did you observe?
13
c. What does the activity tells about liquids?
6. Read the situation and let the pupils analyze.
Rita poured a small can of condense milk and an evaporated milk
from one container to another . Which one will flows fast and slow? Why?
Assessment
Describe the liquids below on how each one flows when poured from one
container to another. Put a check (/) mark in the box if it correctly describes the
liquid and (X) mark if not.
Name of Liquid Does it flow Does it flow fast? Does it flow very
slowly? fast?
1. water
2. soy sauce
DRAFT
3. vinegar
4. shampoo
5. oil
milk
Assignment
Cut out pictures 3 different liquids from old magazines and describe how
they flow.
Lesson 3: Characteristics of Liquids on how they take the shape of the container
Duration: 1 day
Background Information
Liquids do not have their own shape . They take the shape of their
container. It also occupies space . The space it occupies depends on the
shape of its container thus, it has no definite volume.
Objective
14
At the end of the lesson, the pupils should be able to describe the liquid
according to the shape of the container and the space it occupies.
Materials
Glass, water
Procedure
1. Review
Ask: Bring out your cut out pictures. How do these liquids flow?
2. Motivation
Say: Look at the glass on the table. What is inside it? What occupies the
space in the glass? If i will transfer the liquid into a glass with different shape,
will the shape and space occupied by the liquid still looks the same? Why?
3. Lesson Proper
Have the class study the following illustration. Ask: If you add more water
DRAFT
in the glass, what will happen? Let us find out if liquids can take up space.
2. What happened to the water in a glass when you add more and more
water in it ? Why?
4. Read the following situation aloud and have a discussion about it.
There are three glasses on the table. The blue glass is filled with milk. The
yellow glass is filled with water. The orange is filled with buko juice. What
occupies the space in the glasses? Do liquids occupy the same space? Why?
Assessment
15
Given two liquids in each container. Liquids A and B drawn below.
Describe the two liquids according to shape and the space it occupies.
Liquid A Liquid B
DRAFT
Assignment
Cut out 3 different liquids from old newspaper which can be
identified according to shape.
Background Information
Some liquids have taste and odor. The taste of liquids maybe sweet,
sour, salty and bitter. Its odor or smell maybe good or bad.
Objective
At the end of the lesson, the pupils should be able to describe the taste and
odor or smell of liquids.
Materials
rubbing alcohol, catsup, juice, vinegar, perfume, soy sauce, water, glue
baby oil
Procedure
A. Review
Ask: Do liquids occupy space? Why.
B.Motivation / Presentation
Ask: What can you say about these liquids?
Vinegar, soy sauce, catsup, milk
16
C. Lesson Proper
1. Prepare the set-up of liquids and let the pupils observe them.
2. Have the pupils describe their characteristics according to taste and
smell.
3. Have them record their observations in an activity sheet.
2.
a. How did you describe the liquids?
b. What is your basis in describing the liquids?
c. What characteristic of liquids is observed in the samples provided?
3. Have the class study the following liquids. Let them fill in the column with
the characteristics of liquids in the following table.
DRAFT
bad) sweet)
1. alcohol
2. catsup
3. juice
4. vinegar
5. perfume
Note : The teacher should provide precautionary measures before letting the
pupils taste any liquid.
Caution : Never taste poisonous objects.
Assessment
Assignment
Let the pupils make an album of 10 pictures of different liquids cut out
from old magazines. Have them describe the characteristics of each liquid.
17
A gas is another state of matter. It has no definite shape, thus it takes the
shape of the container. We cannot see them but we can feel them. In this
lesson, you will find the different characteristics of gas.
Background Information
Gases have no definite shape. They take the shape of the container.
Objective
DRAFT
Materials
Procedure
1. Review
B. Motivation / Presentation
Show an inflated balloon to the pupils. Tell one of the pupils to blow air in it.
Ask : If you will release the balloon from your hand, what will happen to it?
Why?
C.Lesson Proper
1. Divide the class into 4 groups. Get different shapes of balloons. Blow air
into it. Observe what happens to the balloons.
2. Ask:
a. What happen to the balloon as you blow air into it?
b. What characteristic is shown by the balloon?
c. What can you say about the shapes of the balloon ?
Assessment
Assignment
18
List down 5 different gases found in the environment.
Background Information
Gas has no definite shape and volume. It takes the shape and volume of
its container.
Objective
At the end of the lesson, the pupils should be able to describe the space
occupy by the gases.
Materials
air fresheners
Procedure
DRAFT
A.Review
B.Motivation/ Presentation
Ask: Do you know the content of air freshener?
C. Lesson Proper
3. Tell your pupils in group to blow air into the plastic bag. Add more air into it.
What happen to the plastic bag?
Assessment
Get a plastic bag. Blow air into it. Add more air.
Ask: What will happen to the plastic bag?
Assignment
Bring objects (solids, liquids etc.) found at home for our next lesson.
19
Overview
This chapter presents proper use in handling common solids, liquids, and
gases found in school and at home. Classifying materials as hazardous and non-
hazardous are included in this chapter. By performing the activities, different
process skills of the pupils like identifying, describing ways on the proper use and
handling of hazardous materials are given emphasis in the lessons presented.
Duration: 2 days
Background Information
Different materials can be found at home. These maybe solids, liquids or
gases. Each material has its intended use. Substances found in the home are
important to humans.
DRAFT
Objectives
At the end of the lesson, the pupils should be able to:
1. Classify the materials found at home as solids, liquids, and gases ; and
2. describe their uses .
Procedure
1. Motivation / Presentation
Ask: What are the common materials found in your home? Name as
many as you can. Where can you find these materials? What are the things
that you want to know about these substances?
Use the KWL chart in this activity.
2. Lesson Proper
1. Divide the class into 5 groups. Let the pupils do activity in the LM.
2. Have the groups write in manila paper their answers. They may use the
tabular form in activity 1 as guide. Post on the board the manila paper of
each group.
3. After all groups have done the activity, one representative in each group
will report their findings. Come up with common answers of the pupils.
4. Then, ask the following questions :
1. What can you say about the common materials found in your
home?
b. How did you classify them ?Are these materials important? Why?
20
c.Could people live without these materials? Why?
d.What do you think would life be without these materials?
2. Discuss with the pupils the following concept :
1. Different materials can be found at home. These materials may be
solids, liquids, or gases.
2. Each material has its intended use.
3. Materials found in the home are important to human lives.
Assessment
Match the picture in column A with column B. Connect the letter to its
correct picture using a line inside the box and write down if it is solid, liquid
or gas.
A B
DRAFT
1. a. Use as food
It is ______________
3. c. Disinfectant
It is _________________
21
It is __________________
(Note: You may use/ include any picture of materials found at home, if
possible different from those already given/listed by the pupils. The
pictures should be placed in column A.)
Assignment
Remind the pupils to bring empty containers of the following materials:
DRAFT
1. Bleaching liquid
2. Shampoo
3. Pesticide
4. Any toilet freshener
5. Mosquito coil empty box
Background Information
It is important to encourage pupils to read the labels on products they
use to become more “chemically literate” or aware of the hazards to avoid
any accident. Keep in mind that most household cleaning products and
pesticides are reasonably safe when used as directed, and that the level of
toxicity of a product is dependent on the dose of the product used (never use
more than the amount listed on the label) and the length of exposure to the
product.
Objective
At the end of the lesson, the pupils should be able to identify the harmful effects
of the common materials found at home and in school
Materials
Pocket chart
Procedure
1. Review
Call on some pupils to answer these questions:
1. What can you say about the common substances found in your home?
Are these substances important? Why?
22
1. Could people live without these materials? Why?
2. What do you think would life be without these materials?
2. Motivation / Presentation
3. Lesson Proper
DRAFT
1. Let the pupils do Activity 2 in the LM (Group activity)
2. They will write on manila paper the materials in the table. (Refer to the
tabular form in activity. Post on the board the manila paper of each
group.
3. After the groups have done the activity, one representative in each group
will report their findings. Come up with the common answers of the pupils
Assessment
Write the hazards that the following materials may do to people when not
used properly:
1. Disinfectant 2. Insecticides
1. LPG 4. Bleaching liquid
1. Muriatic Acid
Assignment
23
List down at least 2 reasons on what should you do in order to avoid accident
brought about by the misuse of the materials that are commonly found at
home?
Background Information
Precautions are essential for safety in using the materials commonly found
at home and in school. Never use more than the amount listed on the label of
the product.
Objective
At the end of the lesson, the pupils should be able to describe the proper ways
in using and handling harmful materials at home and in school.
Materials
DRAFT
pocket chart, pictures of precautionary measures in handling harmful
materials
Procedure
1. Review
Ask: What should you do in order to know if the material is hazardous or
not? Why?
3. Lesson Proper
1. Let the pupils do activity 3 in the LM (Individual activity).
2. Tell them to write in their notebook.
3. After the class has done the activity, discuss the lesson then ask the
following questions:
1. What are the proper ways of handling and using harmful materials found
at home?
2. How does a material become harmful to humans and other living things?
3. What should one do in order to avoid accident?
Assessment
24
Divide the class into 4 groups and let them have a role play on the safety
measures in using and handling harmful materials at home or in school.
Assignment
List down at least 2 materials found in your home and write down the
proper way in handling the material that you listed. Write in your activity
notebook.
Overview
Matter exists in different forms: It maybe solid, liquid, and gas. These
different materials (solids, liquids, and gases) change when heated or cooled.
In this chapter, the pupils will learn about the changes that may happen
to materials when they are heated or cooled or when there is a change in
DRAFT
temperature.
Duration: 1 day
Objective
At the end of the lesson, the pupils should be able to tell whether the material is
hot or cold.
Materials
25
flashcards/ Pictures or real hot and cold objects, manila paper,
marker/pentel pen
Procedure
A.Motivation/ Presentation
Now, rub your hands together for 15 times. Put them again to your
cheeks. What did you feel? (e.g. cold, warm, hot)? Why did you
feel such?
DRAFT
(In this activity, let the pupils understand that in rubbing their hands
together, heat is produced and the heat produced makes their
hands warm.)
B.Lesson Proper
1. Let the pupils do Activity 1. You may ask them to do the activity by
group. (This is a simple activity that aims to activate pupils’ prior
knowledge about hot and cold objects/ materials).
2. Give them the needed materials (manila paper, pentel pen, etc…)
and instructions in doing the activity. Ask them too to present their
output after 10 minutes.
Assessment
26
Pupils’ activity outputs may be taken as a form of assessing their
knowledge formatively. Take note that such assessment results
should not be graded . Its purpose is just for the teacher to
determine pupils’ prior knowledge as a springboard for the
discussion of the next lesson.
Assignment
What could be the temperature of hot objects compared to cold
objects?
DRAFT
Duration: 2 days
Background Information
27
5. The bulb of the thermometer should be surrounded from all sides by the
substance of which the temperature is to be measured.
6. The bulb should not touch the surface/ bottom of the container.
The temperature of hot/warm water is higher than the temperature of
tap water (room temperature).
Objectives
Materials
DRAFT
laboratory thermometer
equal amounts of hot/warm water and tap water
Procedure
1. Review
2. Motivation/ Presentation
1. Show the class 2 containers filled with water. Place them on the
table. Label each container as container 1, and container 2.
(Note: Container 1 contains warm water and container 2 contains
tap water. But you don’t have to tell the class that they contain
such.)
1. Dip your right hand fingers into container 1 and your left
hand fingers into container 2, at the same time. Then ask: What did
you feel when you dip your finger in container 1?
What did you feel when you dip your finger in container 2?
(Pupils answers may vary. Pupils would say that the water in container
1 is hot or warm. But, they might describe what they feel in container 2
differently. Pupils’ descriptions for water in container 2 could be cold,
less hot, normal, etc….)
28
Hence, the teacher should let the pupils realize that their sense of
touch would not give accurate measure of how hot or cold the
material is, and that a certain device is needed to measure how hot or
cold the material is.
2. Lesson Proper
DRAFT
3. Orient first the pupils with the parts and kinds of thermometer, the
scale used, the proper way of using it, and some precautionary
measures in using laboratory thermometer. (Please refer to
background information section).
6. Divide the pupils into 5 small groups. Give them the materials
needed, and other necessary instructions in accomplishing the task
(i.e. time limit in doing the activity, group output reporting/ output
presentation, etc…)
10. Discuss and process their answers to the questions. The following
important ideas should be emphasized and understood by the
pupils:
29
1. Thermometer is a device used to measure the hotness or
coldness of an object.
2. The normal room temperature ranges from 20 0C - 25 0C. The average
room temperature is 23 0C.
DRAFT
Assessment
(Note: Tell the pupils that the diagram is just a portion of the whole
thermometer
2. 3.
4. 5.
30
2. Complete the statement below.
DRAFT
Objectives
At the end of the lesson, the pupils should be able to:
Materials
2 beakers/ identical glass containers
laboratory thermometer
equal amounts of cold water and tap water
Procedure
A.Review
B.Motivation/ Presentation
Today, we will be doing an activity that will help you compare the
temperature of tap water and cold water, and describe the effect
of removing heat from the material.
C.Lesson Proper
31
1. Divide the pupils into small groups.
2. Give them the materials needed. Remind them of the proper way
of using laboratory thermometer.
DRAFT
5. Let the group presenter/reporter presents the activity results.
Assessment
The activity output of the pupils may be considered in assessing them
formatively.
Assignment
3. What is the effect of removing heat from the water? (Heat removed from
the water decreases the temperature of the water.)
32
Lesson 4: What Happens when a Candle Wax is heated or Cooled?
Duration: 2 days
Objective
At the end of the lesson, the pupils should be able to describe the candle wax
when heated and cooled.
Materials
1. Review
DRAFT
1. What can you say about the temperature of the material when
heat is added to it? (Increases)
2. What can you say about the temperature of the material when heat
is removed from it? (Decreases)
4. Lesson Proper
2. Orient them with the materials that will be used in this activity.
33
6. Help the pupils formulate generalization by asking these questions:
(a) What happens to the candle wax when heated or when heat is
added? and (b) What happens to the melted candle wax when
cooled ?
7. The teacher may ask the pupils to cite other examples of materials
that change from solid to liquid when heated, or from liquid to solid
DRAFT
when cooled.
Assessment
1. A butter/ margarine is put in a frying pan over the stove for few minutes.
What do you think will happen to the butter/margarine? Why?
Objective
At the end of the lesson, the pupils should be able to describe what happens to
water when heated.
Materials
34
Procedure
1. Motivation/ Presentation
2. Lesson Proper
3. Divide the pupils into 5 small groups. Give them the materials
DRAFT
needed, and other necessary instructions in accomplishing the task
(i.e. time limit in doing the activity, group output reporting/ output
presentation, etc…)
35
9. To apply the concept learned, ask: If you want your wet clothes to
dry quickly, where should you hang them? Why?
Assessment
Your mother is boiling water in a kettle for your coffee. What do you think
will happen if she leaves the water boiling for a long time? Why?
Background Information
Water vapour is a gaseous form water. It is formed when water starts
to boil . When water vapor (gas) is cooled, it is changed to liquid.
DRAFT
This can be shown in this simple experiment , when you put ice cubes
and salt in the jar, the salted ice in the jar quickly makes the sides of the jar very
cold. When water vapor is cooled, it changed to liquid (water droplets). The
water droplets that you saw in the outside surface of the jar came from the
water vapor in the air that touches the jar.
At the end of the lesson, the pupils should be able to describe what happens to
water vapor when cooled.
Materials
ice cubes, glass jar with lid, tablespoon, table salt (rock salt)
Procedure
1. Review
(The teacher should help the pupils recall the idea that when water
is heated, it changes its form from liquid to solid.)
B.Motivation/ Presentation
36
When water is heated, it changes its form from liquid to gas. How
about when water is cooled, what do you think will happen?..... This
is the focus of our lesson today.
2. Lesson Proper
4. Orient them with the materials that they will use in the activity. Tell
them to make sure that the bottle is clean and dry.
DRAFT
7. Let the group reporter presents their output.
Assignment
Bring naphthalene ball if you have at home for our next lesson.
Objective
At the end of the lesson, the pupils should be able to describe what happens to
naphthalene ball when heated.
37
Materials
Procedure
1. Review/ Motivation
DRAFT
2. Lesson Proper
38
10. Check pupils’ answers to the activity questions. Process their
responses to correct misconceptions if there are and to arrive at
the correct ideas/concepts.
DRAFT
Assessment
Answer the following questions :
1. Did you notice any change in the appearance of the naphthalene in
saucer 1 and saucer 2? Why?
2. What does this observation tell you?
Assignment
None
Lesson 8: What Happens to the Air Inside the Bottle/Balloon when Heated or
Cooled?
Duration: 2 days
Objective
At the end of the lesson, the pupils should be able to describe what
happens to the air inside the bottle/balloon when it is heated or cooled.
Materials
glass bottle (with narrow mouth), balloon, 2 small basins, hot water, cold water
Procedure
1. Motivation/ Presentation
39
Have you noticed some vendors selling beautiful and big
balloons during fiesta?..... To attract customers, some vendors stand
under the heat of the sun for a long time. Can you guess what may
happen to some balloons? .... Some balloons may burst. Why did this
happen?
2. Lesson Proper
DRAFT
output reporting/ output presentation, etc…)
5. With the guidance/supervision of the teacher, let the pupils do the
activity.
As the air inside the bottle/ balloon heats up, air starts to expand
making also the balloon to expand.
40
9. Ask the pupils to cite other examples of materials that expand
when heated or contract when cooled.
10. Applying the concept we learned from the activity, why does the
balloon get burst when placed under the heat of the sun for a long
time?
Assessment
DRAFT
causing the balloon to rise)
Assignment
Draw on a bond paper 5 living things found in the environment.
A. Direction: Write True if the statement is correct and False if the statement is
wrong.
_______ 1. A ripe papaya is yellow.
_______ 2. Cotton is white.
_______ 3. A basketball is brown.
_______ 4. A ripe mango is green.
_______ 5. Solid is a state of matter that has no definite shape.
B. Read each sentence carefully. Choose the correct texture of solid in the
parenthesis and write your answer in your notebook.
1. The rambutan’s peeling is (rough, smooth, soft, hard).
2. The cotton is (rough, smooth, soft, hard).
3. The pillow is (rough, smooth, soft, hard).
4. The baby’s skin is (rough, smooth, soft, hard).
5. The surface of the rocks have (hard, soft, smooth, rough. )
41
C. Study the solids in column A. Match the size of solid in column B. Write the
correct size in your notebook.
A B
Solid Long Short
1. Ampalaya
2. Okra
3. Tape Measure
4. Ruler
5. Paper Clip
DRAFT
_______3. alcohol
_______4. soy sauce
_______5. cologne
11. Write down how the following liquids flow. Choose the letter of the
correct answer and write it on your notebook.
_______7. softdrinks
_______8. catsup
a. slow b. fast c. very fast
_______9. syrup
a. slow b. fast c. very fast
______10. shampoo
a. slow b. fast c. very fast
F. Study the liquids in column A. Write the correct taste of liquid in your
notebook. Choose your answer in column B.
A B
___1. pineapple juice a. bitter
___2. fish sauce b. salty
___ 3. wine c. sweet
42
__ 4. vinegar d. sour
__ 5. water e. tasteless
G.Look at the pictures below. In your notebook, copy the name of the materials
and classify them as solid, liquid or gas.
1. milk
DRAFT
2. rambutan
4. smoke
5. papaya
43
_______3. LPG is a kind of gas.
_______4. Deodorizer may change its size.
______ 5. Gas occupies space.
______ 6. Smoke is in a solid state.
______ 7. Wind is moving air.
______ 8. When water vapor is cooled it condensed and turns to liquid.
______ 9. Air freshener takes the shape of the container.
______ 10. Mothballs will dissapear if its in a dry place.
1.
DRAFT
Study the pictures/symbols on the left. Match them with their
characteristics or description on the right. Write the letter of your
answer on your paper.
2. b. poisonous
3. c. flammable
4. d. harmful mate
5. e. radioactive material
44
J. Read each sentence carefully. Draw a happy face if it is a proper way of
using and handling common harmful substances, and a sad face if it is NOT.
1. Keep flammable substances like gasoline and alcohol near the fire.
2. See to it that LPG tank is properly closed after use.
3. Do not play with insecticides /pesticides.
4. Be careful in using kerosene, insecticides, pesticides, and fertilizer.
5. Always wash your hands after using them.
6. Avoid tasting or playing with unknown liquid.
7. Always read labels of chemicals before using them.
8. Unplug electric appliances with wet hands.
9. Unplug electric iron and stove after using them.
10. Keep poisonous chemicals safe in a separate cabinet away from reach
DRAFT
of children.
Answer ____________________________________________________
1. If you put a cup of water in a kettle, and place it over the flame in few
minutes, what will happen to the water? Why?
2. After few minutes of heating the cup of water in the kettle, what will
happen to the water when you remove it from the flame/fire? Why?
45
The water gets ________________ because its temperature
____________________.
3. What will happen to the water inside the plastic bag when placed inside
the freezer of the refrigerator?
Answer: ____________________________________________________
Answer: ____________________________________________________
5. What will happen to the balloon when placed in a very cold place?
DRAFT
Answer: ____________________________________________________
6. What will happen to the ice cubes when placed under the heat of the
sun?
46
9.What will happen to the wet clothes after hanging them outside (under the
heat of the sun) for 1 day?
DRAFT
OVERVIEW
UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT
Background Information
47
Our eyes help us to see. It has different parts that work together so we can
see things around us namely cornea, iris, pupil, lens, retina and optic nerve.
Each has specific function.
We should take care of our eyes in many ways. Read and work under
good light. When reading, raise your eyes from the page once in a while. Do not
read in a moving car or vehicle. Do not rub your eyes with dirty fingers or dirty
handkerchief. Wash the eyes by opening and closing them in the water. The use
of sharp or pointed objects may harm the eyes. Be careful when using pair of
scissors, knives, and sticks.
Objectives
At the end of each lesson, the pupils should be able to:
1. identify the parts of the eyes; and
2. identify proper ways of caring the eyes.
Materials
a big poster of the parts of the eyes
DRAFT
Procedure
A.Motivation / Presentation
Let the pupils stand and get a partner and say:
B. Lesson Proper
1. Let the pupils do Activity 1. Give them 10 minutes to do the activity.
2. Using the enlarged picture of the human eye posted on the
board, ask the following questions :
Compare your labelled parts of the eyes which you did in
the activity and the labelled parts in the enlarged picture.( The
pupils are expected to have the same labelled parts which
they did in the activity compared to the enlarged picture of
the human eyes)
What are the parts of the eyes that we can see? (The parts of
the eyes are the cornea, pupil and the iris.)
What are the inner parts of the eyes that you cannot see in a
mirror? (Lens, retina, and optic nerve.)
What is the work of each part of the eye?
The cornea serves as the transparent covering of the
eye.
The pupil serves as the opening where light enters.
48
The lens focuses light and projects the image on the
retina.
The retina is where the image that is seen is focused.
The optic nerve sends messages to the brain.
How do we able to see objects? (We can see objects
whenever there is light. Light is needed in order to see things.
The light from a source falls into the object and then reflected
to our eyes. Thus, we are able to see the object.)
How would you feel if you have your poor eyesight? ( I would
feel difficulty in seeing all things around me)
3. Let the pupils do activity 2. Give them 5 minutes to do the activity.
4. After doing activity 2, ask the following questions :
Which pictures do not show proper ways of caring the eyes? (The pictures
showing reading in a dark room and watching very near the television)
Why do we have to avoid these practices? (These practices can harm our
eyes. Reading in the dark makes the eyes work harder and become
tired.)
DRAFT
Which pictures show proper way of caring the eyes? (The pictures
showing wearing sunglasses on a sunny day and using goggles when
swimming.)
Why are these practices good to do? (Wearing sunglasses protects the
eyes from too much light. Wearing goggles gives protection from particles
in water that may cause irritation of our eyes.)
Assessment
I. Match column A with column B. Write the letter before each number.
A B
_____1. Cornea a. Focuses light and projects the image
on the retina
_____2. Pupil b. Sends messages to the brain
49
_____3. Lens c. The transparent covering of the eye
_____4. Retina d. Where the image that is seen is
focused
_____5. Optic nerve e. The opening where light enters
II. Put a [] on the box if it shows a proper way of caring the eyes and put a [x]
if it is not.
Assignment
1. Find out who wears eyeglasses in your family. Ask the reasons why they
are using eyeglasses.
DRAFT
2. Is playing computer games for a long period good to your eyes?
What should you do to take care of your eyes?
Background Information
None
Objectives
At the end of each lesson, the pupils should be able to:
1. identify the parts of the ears and its function, and
2. identify proper ways of caring the ears
Materials
a big poster of the parts of the ears
Procedure
A. Review
Ask:
50
What sense organ would you use to see the parts of your ears?
Would you be able to study the parts of the ears without your eyes?
Why?
B. Motivation / Presentation
Let the pupils stand, get a partner and say:
Look at the ears of your partner. Draw the parts that you see.
Give the pupils 10 min to do it.
Compare your drawing with your partner.
What do you want to know about your ears?
C. Lesson Proper
2. Using the enlarged picture of the ears posted on the board, ask
the following questions:
DRAFT
Were you able to name correctly the parts of the ear that you
draw.
What are the parts of the ears that you see? (The part of the ear
that I can see are the pinna, and the opening of the ear canal)
What are the parts of the ear that you cannot see? (The rest of
the ear canal, ear drum, the three little bones- hammer, anvil and
4. Using the enlarge picture of the ear, let the pupils trace the path of sound
as it enters the pinna.
5. Explain the path of sound from pinna to the brain. Ask the following
questions:
Why do you think the pinna and the eardrum are shaped like a
funnel? (The shape of the pinna helps in collecting the sound and
focusing it towards the ear canal.)
What happens to the eardrum when sound reaches it? (The
eardrum vibrates as sound hits it. From here the sound is amplified.)
What happens to the amplified sound from the eardrum? (The
amplified sound pass through the three small bones - hammer, anvil
and stirrup. The cochlea detects the vibration and sends the
message to the brain through the auditory nerve.))
51
6. Let the pupils perform activity 5. Give them 10 minutes to do the activity.
DRAFT
Never put anything inside the ear
Avoid very noisy places.
Listen to not too loud radio or music, even when watching
television
Consult a doctor when there is a sudden loss of hearing .
I. Match column A with column B. Write the letter before each number.
A B
_____1. Pinna a. Transmit sounds to the auditory nerve
_____2. Ear canal b. Sends message to the brain
_____3. Eardrum c. Collects sounds
_____4. Cochlea d. Where sound travels from pinna to
the ear drum
_____5. Auditory e. Vibrates when sound hits it
nerve
II. Put a [] on the box if it shows a proper way of caring the ears and put
a [x] if it is not.
52
2. Consulting a doctor when there is a problem about the ears and
hearing
3. Cleaning the inside of the ears with cotton buds
4. Turning the volume high when listening to music
5. Using earmuffs when in a place with loud sounds.
Assignment
1. Why are the ears important?
2. What can happen if the sense of hearing is impaired?
Objectives
At the end of each lesson, the pupils should be able to:
1. identify the parts of the nose and its function; and
DRAFT
2. Identify proper ways of caring the nose.
Material
big Picture of a nose
Procedure
Motivation/Presentation
Ask the following questions:
How can you tell what your mother is cooking?
What sense organ do you use in smelling?
Can you tell the parts of your nose? What do you like to study about
your nose?
(Post questions on the pocket chart.
Lesson Proper
1. Let the pupils do activity 6. Give them 10 minutes to do the activity.
2. After doing activity 6, ask the following questions:
Look at the drawing of your classmates. Do you have the same
drawing of the nose?
What are the parts of the nose that we can see? (The part of the nose
that we see are the two holes of the nose called the nostrils.)
53
What are the inside parts of the nose? (The nasal cavity and inside it
are the nerve cells.)
What is the function of each part of the nose?
The nostrils receive the scents carried by air. Hairs are present on the
nostrils which filter the air that gets through your nose.
The nasal cavity secretes mucus which further cleans the air.
The nerves in the nasal cavity send messages to the brain which
interprets what we have smelled.
What can happen if the sense of smelling is impaired? (You will not be
able to smell the odor or scents of things.)
DRAFT
Why do you have to care for your nose?
Which are NOT the proper ways to do in your nose? (Using sharp
objects to clean the nose and blowing hard.)
Why do you have to avoid doing these? (It can harm the nose.)
What are other ways of taking care of your nose?
Not inserting small objects inside the nose
Assessment
I. Match column A with column B. Write the letter before each number.
A B
_____1. Nostrils a. Carries the messages to the
brain so the person will
know what he smelled
_____2. Nasal cavity b. Opening of the nose
_____3. Nerves c. Secretes a sticky mucus which
trap dust, dirt and germs
carried by inhaled air
II. Put a [] on the box if it shows a proper way of caring the nose and put a
[x] if it is not.
54
Assignment
Answer the questions below:
1. Why is the nose important?
2. What can happen if the sense of smell is impaired or does not
function well?
Duration: 3 days
Background Information
None
Objectives
At the end of each lesson, the pupils should be able to:
1. describe the uses of the tongue; and
DRAFT
2. identify the parts and function of the tongue.
Materials
big picture/ illustration of the tongue, flow chart of how the parts of the
tongue function, real food samples (ex. kalamansi, salt)
B. Motivation/ Presentation
Call a pupil. Blindfold him/her and let him/her taste the kalamansi juice.
Let the pupil guess what the liquid is. (The class will tell whether the answer is
correct)
Remove the blindfold as soon . Ask the pupil:
How did you know that it was kalamansi juice? ( It tastes sour.)
What did you use to taste it?( My tongue.)
Ask the class:
Do you know how our tongue functions?
C. Lesson Proper
1. Tell the class to bring out their mirrors. Let them do activity 8 in their LM
individually first. Remind them to be careful in using and handling a mirror.
2. After answering the activity, divide the class into groups. Let the class
compare and discuss their answers. Tell them to report their answers to the
class.
55
3. Ask 1-2 members of the group to report their work in class. Discuss the
answers to the activity. (You may use a big picture / an enlarged
illustration of the parts of a tongue.)
4. Lead the pupils in developing these concepts:
Tongue is the sense organ that helps us taste all things we place inside
our mouth.
The tongue has taste buds and nerves.
5. Discuss thoroughly how the tongue functions as stated in the activity. (You
may use the pupil’s enlarged flow chart. )
6. Let some pupils taste certain foods to demonstrate how the tongue
functions.
7. Let the class check their answers to the activity.
8. Tell the class to do activity 9 in their LM. Check the answers to the activity.
Let the pupils explain their answers.
9. Discuss with the class the following concepts:
Eating very hot food can scald the tongue.
It is proper to consult a doctor when the tongue has sores.
DRAFT
Use a tongue scraper to clean the tongue so as not to damage the
taste buds.
Brushing teeth is important to avoid infection of the tongue and gums
and prevent tooth decay.
Assessment
Assignment
The tongue needs to be cleaned from time to time. How do members of
your family clean their tongue? Write their responses on your notebook.
Background Information
None
Objectives
At the end of each lesson, the pupils should be able to:
1.describe the uses of the skin;
2. identify the parts and function of the skin; and
3. show proper ways of caring for the skin.
Materials
big picture / Enlarged illustration of the parts of the skin, magnifying glass
56
Procedure
A. Review
What are the parts of the tongue?
How does the tongue works?
B. Motivation/ Presentation
Place familiar objects with different shape, textures and thickness
inside the pouch.
Let some pupils identify these objects by a: touching using gloves
and b: touching without using gloves)
Ask:
In which situation ( a or b ,can you easily identify the objects? Why?
What sense organ is involved in this activity?
C. Lesson Proper
1. Distribute magnifying glass to the class. Discuss briefly the proper use of a
magnifying glass.
2. Tell the pupils to do activity 10 as a group.
DRAFT
3. Tell the class to choose a leader to discuss the parts and function of the
skin found in the LM.
4. Check the answers to the activity.
5. Discuss the following concepts:
Using magnifying lens, we can see tiny hairs and openings on our
skin.
57
Drink plenty of water to make the skin fresher.
Assessment
What are the parts and functions of the skin?
How do we take care of the skin?
Assignment
DRAFT
April 10, 2014
58
Chapter 2 : Animals
Overview
The pupils studied about their sense organs in Chapter 1 of Unit II. They
described the parts and functions of the sense organs of the human body and
they were encouraged to practice good health habits to take care of their eyes,
ears, nose, tongue and skin. From a lesson on the human body, the pupils will
now move to a lesson on the other living thing in their environment, the animals.
In chapter 2, pupils will learn that they share many things in common with
animals by describing animal body parts and their functions. The pupils will also
be able to classify animals based on some observable characteristics like body
covering, food they eat, how they move, and their habitat.
DRAFT
they could inflict injuries. Finally, the pupils must be able to describe ways of
proper handling of animals. This is important because it promotes animal welfare
and prevention of injuries and fatal accidents.
Background Information
Objective
At the end of the lesson, the pupils should be able to identify common animals
found in the environment
Materials
Pictures of animals
Procedure
A. Review
59
Ask the pupils:
Look around. What do you see? What sense organ do you use to see
things around you?
Listen. What do you hear? What sense organ do you use to hear?
B. Motivation/Presentation
1. Let the pupils sing the song “Old McDonald had a Farm.”
DRAFT
E–I–E–I–O
2. Ask the pupils to recite the names of the animals mentioned in the song.
3. Explain to the pupils:Many kinds of animals live in the same environment
with humans.
Lesson Proper
1. Let the pupils do Activity 1. Give them 10 minutes to answer the activity.
2. After 10 minutes, use pictures a – f of Activity 1 to identify the animals.
3. Post the pictures on the board one by one.
4. Ask one pupil to write below the picture the name of the animal.
5. Ask the class to describe the animal in the picture. The following questions
may be asked to help the students in describing the animals.
Where can you find it?
Is it big? Is it small?
Can we keep it as a pet?
6. Post the pictures h – k of Activity 1 on the board.
7. Ask question in the activity sheet.
8. Write the pupils’ answers on the board.
60
9. The following questions may be asked to help the pupils in describing the
animals they listed as answers to question g.
Where can you find it?
Is it big? Is it small?
Can we keep it as a pet?
10. Ask the class to give other examples of animals and where the animals
can be found.
Ask the class to give a generalization. Examples:
There are different kinds of animals.
Different kinds of animals live in different places.
Some animals can be kept as pets, some help us in the farm, some
provide us with food, some animals are helpful to plants, while
some are pests. Some animals can be dangerous to smaller
animals, plants, and people.
Assessment
Complete the table by listing different kinds of animals found in different
DRAFT
places.
Background Information
There are different kinds of animals. They have body parts which they use
for movement, eating, protection and adaptation to habitat. Some animals
have similar body parts which can be used as bases for classifying them into
groups.
Objectives
At the end of each lesson, the pupils should be able to:
1. identify the parts of some animals; and
2. group animals according to their body parts.
61
Materials
Large pictures of frog, horse , bird showing the body parts
Procedure
A. Review
Relate the lesson on animals in the environment to the lesson on body
parts of an animal. Ask the students: What animals do you have at home?
What animals do you find in your garden?
B. Motivation / Presentation
1. Write on the board the lyrics of the song “My Toes, My Knees.”
My Toes, My Knees
DRAFT
2. Let the pupils sing the song “My Toes, My Knees.”
3. Ask the pupils to read and encircle parts of your body mentioned in the
song.
4. Ask the class the question:
If we have these body parts - toes, knees, shoulder and head, what
C. Lesson Proper
1. Let the pupils perform Activity 2 – Parts of an Animal.
2. After the pupils finished answering the activity, facilitate the
processing of the activity.
3. Post on the board the large pictures of a frog, a horse and a bird.
Ask the pupils to write on the board answers to the activity.
4. Ask question no. 4, “What body parts are common in a frog, a horse
and a bird?”
5. After the pupils have answered, explain to the class that there are
similarities and differences of body parts of many animals.
6. Ask the class to give a generalization. Generalization can be:
Animals have body parts which makes them similar or different from
each other.
Assessment
(The pupils may be grouped together to answer the assessment.)
Complete the table below by listing animals described in each column. The
pupils can write as many answers as possible.
62
Animals with 2 Animals with 6 Animals with 4 Animals with
legs and wings legs and wings legs and horns gills and fins
Assignment
Group together animals that have the same body parts
DRAFT
Lesson 3: Classifying Animals according to Body Parts and their Uses
Duration: 2 days
Background Information
Different animals use different parts of their body for movement. Having
different body parts make the animals move in different ways.
The legs of carabaos, dogs, horses and cows make them walk, run,
gallop, or jump. Birds have wings for flying. Birds have a pair of legs and feet with
sharp claws for clinging to branches of trees. Fishes have fins and tail for
swimming. The long and strong legs of frogs enable them to jump while the
webbed feet of ducks help them swim.
Earthworms have pairs of bristles that help them crawl and cling to the
walls of their burrows. Monkeys have long arms, legs, and tails that help them
climb and swing from tree to tree. Millipedes and centipedes have many small
legs to help them crawl. Crabs and lobsters use their legs in crawling and
swimming.
Objectives
At the end of each lesson, the pupils should be able to:
1. describe how animals move; and
2. Identify the body parts that enable animals to move;
63
Materials
Procedure
A.Review
Show a picture of an animal and ask the pupils to name its body parts.
Ask the questions “What are these body parts for?”
B.Motivation/Presentation
Guessing Game:
The class will play a guessing game. Tell the class the following
instructions:
a. One pupil will pick a piece of paper with the name of an animal
written on it.
b. The pupil should not tell the name of the animals instead he or
she will act out how the animal moves.
DRAFT
c. The rest of the class will raise their hands and guess the name of
the animal.
d. The first pupil to raise hand and guess the correct animal will earn
a prize.
e. Each pupil shall have at least 5 animals to name correctly.
64
(Animals without legs like the snake can crawl with their body.)
What kind of movement can animals with legs make?
Examples: spider, bird, duck
(Animals with legs can walk, run, and crawl with their body.)
Day 2
1. Let the pupils do Activity 4. Give them 10 minutes to do the activity.
2. Write the table on direction number 2.
3. Post the picture of each animal on the board.
4. Ask one student to write the name of the animal posted on the board
on the correct column corresponding to the movement the animals
make.
5. Let the pupils read the group of animals that walk or run, jump or hop,
DRAFT
swim, fly, and crawl.
6. Discuss to the class that animals can be classified based on how they
move.
7. Let the pupils make generalizations:
Animals can be grouped together based on their means of
movement.
Assignment
Ask the pupils to draw their pets in their assignment notebooks. What is the
food of your pet?
Lesson 4: Body Parts of animals for food getting and for eating
Body Covering of Animals
Habitat of different animals
Duration:4 Days
Background Information
Animals have body parts for food getting. Frogs and lizards use their
long tongues to catch insects for food. Cows, carabaos, and horses have big
and flat teeth to chew grass. Tigers, cats, and dogs have long and sharp teeth to
tear food apart. Some insects like bees have proboscis to suck nectar from
flowers. Chimpanzees and monkeys use their hands in getting food. Ostrich and
65
chicken use their beaks and bills in getting food. Grasshoppers and spiders make
use of their legs to get food.
Different animals eat different types of food. Some animals have teeth
and some others do not. Some animals have different types of teeth for food-
getting. Some animals have sharp teeth or incisors for gnawing like the rats,
hamsters, and rabbits. These incisors grow continuously. They are worn down
through constant gnawing. When gnawing is prevented, the incisors grow so
long that the animals cannot eat and die of hunger.
The cats and dogs have smaller incisors but bigger canine teeth. These
canine teeth are also called fangs. They use their fangs for tearing meat and
their molars for chopping the meat into smaller portions so they would be small
enough to swallow. The horses, sheep, and cows have more closely spaced and
even – sized teeth. These work well in clipping off grasses and plant leaves.
Animals have body parts which they use to protect themselves from
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weather and their enemies. All animals have skin to protect their bodies from
different kinds of weather.
Turtles, crabs, and lobsters have shells or carapace for protection from
hard objects and attacks from enemies. Birds have feathers for protection from
different weather conditions. Fish have scales to protect themselves. Insects
There are those animals that can live on both land and water. These are
the turtles, frogs, and crocodiles. Animals that live in the forest include lions,
tigers, deer and large birds. There are animals that also live in the farm. These are
the cows, carabaos, chickens, and goats. Some live in the house as pets. These
are the dogs, cats, and rabbits.
Objectives
At the end of each lesson, the pupils should be able to:
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1. infer the body parts used by different animals for eating/getting food;
2. describe the body covering of animals;
3. group animals according to their body coverings; and
4. classify animals according to their habitat/place where they live.
Materials
Live animals/pictures of animals Pictures of mouth parts of animals
Procedure
A. Review
The teacher may ask the following guide questions to relate the lesson on
body parts of animals to classifying animals based on body parts.
a. Given different animals, what are the body parts that enable them to move?
B. Motivation/Presentation
1. Activity: The pupils will select the object which does not belong to the
group.
DRAFT
Which object does not belong?
a. ball, orange, string, egg
b. apple, rambutan, strawberry, banana
c. ballpen, paper, pencil, pentel pen
(The pupils should select a. string, b. banana and c. paper as the objects
that do not belong to the group.)
C. Lesson Proper
Day 1-4
1. Let the pupils do Activity 5. Give them 10 minutes to do the activity.
2. Let the pupils do Activity 6. Give them 10 minutes to do the activity.
3. Post a chart similar to Table 1 (found in Activity 6) on the board.
4. Let the pupils complete the table by writing the food the animal eats, the
body part used for food-getting and eating and classify the animal on
whether it is a meat – eater, plant – eater, variety – eater, and scavenger.
5. Post pictures of each animal’s mouth parts on the board.
6. Let the pupils compare the mouth parts of the animal to the food they
each animal eats.
7. Discuss to the class that animals can be classified based on what they
eat.
Assessment
The pupils’ answers to the activity questions can serve as assessment.Rubrics
must be crafted for the assessment.
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Assignment
Tell the pupils to look for and bring colored photos or pictures of the animals
listed in Activity 7 from magazines or books ,or from the library. Remind the
pupils not to tear or cut pages of magazines or books.Tell them to bring these
photos /books containing the photos to class on the next day.
Background Information
Many animals are useful to human beings. There are animals that help us
do work. Horses and carabaos are work animals. Some animals are sources of
food like the meat of chickens, goats, pigs and cows. The skin of some
animals are raw materials for bags, belts and clothing.
Earthworms loosen the soil as they move through it. Loose soil enables the
roots to get enough air and water.Earthworms add their waste products in
the soil making it fertile for healthier plant growth.The silkworm is an insect that
DRAFT
makes beautiful silk threads. People weave these threads into cloth.
Animal have different eating practices.A ladybug eats small insects that
harm plants. Insects are used as food by birds and other animals. Frogs eat
insects. Some mammals eat insects, too. There are insects that eat other
insects. Spiders eat grasshoppers that destroy crops. They also eat flies and
Cats, dogs, and rabbits can also cause allergic reactions in people
because of their fleas, ticks, mites, and fur. Bee sting can cause allergy. Some
animals such as cats and birds can also cause injury. If you do not know how
to handle them, cats put out their claws and scratch and bite. Birds will claw
and peck you. They can tear your flesh with their sharp beaks or bills and
claws.
Insects grow and multiply very fast. Although most insects are small, they
can do a lot of harm. Flies carry germs that cause diseases. Diarrhea and
cholera are diseases caused by germs carried by flies. Mosquitoes also carry
germs that cause malaria, dengue fever and H-fever. Cockroaches leave a
bad odor on food they crawl on. They also leave germs on the food. These
insects harm people because of the diseases they cause.
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Some insects need to be controlled. The following are ways of controlling
them.
1. Destroy mosquitoes and flies while they are not yet in the adult stage.
This can be done by destroying their breeding places.
2. Cockroaches breed in dark, damp places. Always keep the corners
and cabinets in the kitchen clean.
3. Insecticides may be used to destroy insects.
4. Keep your home and surroundings clean. There will be no breeding
places for insects that cause harm when surroundings are kept clean
and sanitary.
Objectives
At the end of each lesson, the pupils should be able to:
1. explain why animals are important to people;
2. group animals according to what they give to people;
3. identify harmful animals and their effects on people; and
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4. cite proper ways of handling animals.
Materials
pictures of animals newspaper/magazine clippings on animal-borne
diseases,
Procedure
B. Lesson Proper
Day 1
1. Let the pupils do Activity 9. Give them 30 minutes to do the activity.
2. Post the table of Activity 9 on the board.
3. Discuss the activity. Ask one pupil to write the name of the animal on the
correct column corresponding to the use of the animal to humans. Some
animals may be written under more than one column.
4. Ask one pupil to read the group of animals that are sources of food items.
5. Ask one pupil to read the group of animals that are sources of fur and skin
for bags, shoes and others.
6. Ask one pupil to read the group of animals that are used for tilling the field
and carrying loads.
7. Ask other pupils to answer questions a and b of Activity 9.
8. Discuss to the class that many animals are useful to human beings. Show
pictures.
There are animals that help humans do the work in the farm and fields.
Horses and carabaos are referred to as work animals because they
help people do heavy work.
There are also animals that carry load and are used as means for
transportation.
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Some animals are sources of food like chicken, pigs, cows, and goats.
Some animals are source of food products like eggs, milk, and honey.
The skin of some animals is also used for clothing.
9. Ask the pupils to give a generalization.
Many animals are useful to humans.
Day 2
1. Group the pupils. Make sure each group has a newspaper or
magazine clipping reviewed and summarized.
2. Let the group do Activity 10. Give them 15 minutes to do the activity.
3. Post a chart similar to Activity 10 on the board.
4. Ask each group to write their answers on the board.
5. Ask other pupils to complete the paragraph in step 2.
6. Guide the pupils in answering question 3.
7. Ask the pupils to give a generalization:
Some animals can be harmful to people.
Some animals can be carriers of diseases, sources of infection,
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allergy, and injury.
Assessment
The groups’ output can serve as assessment.
Assignment
Chapter 3 :Plants
Overview
In this chapter, pupils will learn to observe the plants around them.
Describing, comparing, identifying and communicating through writing, drawing,
and speaking are the science process skills that will be developed through the
activities.
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Lesson 1: Naming Plants and their Parts
Duration: 2 days
Background Information
The external parts of the different plants are roots, stem, leaves, flower,
and fruits. The root is the plant part that grows downward into the ground.The
stem is the plant part where leaves and flower grows from. It is usually found
above the ground, but it can also be found below the ground, or both. The leaf
is the plant part that grows from the stem. It is usually flat and green, but could
also have other shapes and colors. The flower is the most easily seen plant part
because of its color. It is also the part that develops into a fruit.
Objectives
At the end of each lesson, the pupils should be able to:
1. name plants around; and
DRAFT
2. identify the parts of a plant.
Materials
pictures of animals, pictures of different gardens
Procedure
B. Motivation/Presentation
(“Garden Show”) Show pictures of different gardens in school (if the pupils
cannot go to the garden).
Questions:
What is in the picture? (Garden)
What can we see in the garden? (Plants, animals, other things)
What are some of the plants that grow in our school? (Answers will depend
on what plants are present in school.)
What are some of the plants that grow in your home? (Answers will
vary.)
Day 1
C. Lesson Proper
1. Refer to LM’s Activity 1.
2. Let the pupils do Activity 1 Part A.
3. Let the pupils check their work in Part A. (Refer to answers to questions in
the activity.)
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4. Discuss the different plant parts.
The root is the plant part that grows downward into the ground.
The stem is the plant part where leaves and flower grows from. It is
usually found above the ground, but it can also be found below the
ground, or both.
The leaf is the plant part that grows from the stem. It is usually flat and
green, but could also have other shapes and colors.
The flower is the most easily seen plant part because of its color. It is
also the part that develops into a fruit. Not all plants bear flowers and
fruits.
5. Tell the pupils that they will find out if the plants in the garden have the
same parts as that of the tomato plant by doing Part B of Activity 1.
6. Instruct the pupils to do Part B. The pupils will observe the plants in the
school garden. Remind them of the things they should do while doing
the activity.
7. After the pupils finish Part B, tell them that the class will discuss the
activity on the following day.
DRAFT
Day 2
1. Go over the activity that the pupils did previously. Ask them the parts of
the tomato plant.
2. Post on the board a table similar to Table 1 in Activity 1.
3. Call 10 pupils and tell them to write the name of one plant that they
Assessment
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Label the parts of the plants.
DRAFT
April 10, 2014
Assignment
Draw your favourite plant and label its parts.
Duration: 3 Days
Background Information
The external parts of the different plants are roots, stem, leaves, flower,
and fruits. The root is the plant part that grows downward into the ground.The
stem is the plant part where leaves and flower grows from. It is usually found
above the ground, but it can also be found below the ground, or both. The leaf
is the plant part that grows from the stem. It is usually flat and green, but could
also have other shapes and colors. The flower is the most easily seen plant part
because of its color. It is also the part that develops into a fruit.
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DRAFT Taproot
Taproot
Fibrous root
Trees grow up straight and have a main stem called trunk. Shrubs
plantsare smaller than trees, have woody stems, but have multiple woody stems
coming from the same point instead of having a trunk. Shrubs also grow straight
up. Examples of shrubs are roses and santan plants.
There are plants with soft stems that can grow straight up. Plants with soft
stems are called herbs. Examples of herbs are kangkong, basil, and corn. They
do not grow as tall as trees.
There are also plants with soft stems but cannot grow straight up. Instead
these plants creep on the ground or climb a fence or other plants. These plants
are called vines. Examples of plants that creep on the ground or climb a fence
are squash, camote, ampalaya and upo.
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Leaves
The leaves of plants differ in shape, size, color and edges. Some leaves
are round, oblong, or heart-shaped. There are leaves that are big such as the
anahaw and banana leaves. There are leaves that are small such as the
carabao grass or bermuda grass. Leaves also have different colors, but the most
common is green. There are plants with red, yellow, or violet leaves. Mayana is
an example of a plant that can have red, yellow, violet, and green leaves
depending on the variety. The edges of leaves also vary from plant to plant. The
leaf edge can be smooth or toothed (serrated).
Flowers
Flowers are usually the most beautiful part of the plant. There are flowers
with bright colors such as sunflower and gumamela. There are flowers with dull
colors such as the flowers of grasses. There are flowers that smell nice while some
have unpleasant smell. There are flowers that grow singly such as gumamela and
daisy. There are flowers that grow in cluster/group such as santan, frangipani,
and milflores. Depending on when you observed the plant and how young the
DRAFT
plant is, you may or may not observe flowers or fruits.
Fruits
The flower is the part of the plant that develops into a fruit.Some fruits are
big such as jackfruit, watermelon, and durian; while someare small like the
Objectives
At the end of each lesson, the pupils should be able to:
1. compare the plant parts of different plant; and
2. describe similarities and differences in plants based on observable
characteristics of their plant parts.
Materials
copy of the poem “Trees”
Procedure
A. Review
Ask 2-3 pupils to present their assignment.
B. Motivation/Presentation
Read the poem:
Trees
I may be rough, you may be smooth
I may be tall, you may be small
I may be soft, you may be hard,
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I may be green, you may be different
Trees they call us
In many ways, we are the same
In many ways, we are different
By: Leni S. Solutan
Questions
1. What is the poem all about? (Trees)
2. What does the poem tell us about trees? (Every tree is different.)
C.Lesson Proper
“Nature Hopping”
DRAFT
3. Bring the class to the school garden. Remind them to be careful in
handling the plants while observing its plant parts. Make sure that each
group observes two different plants.
4. Tell the class that the discussion of the activity will be done on the
following day.
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Day 3(Assessment Day)
8. Discuss about the different kinds of roots of plants. Refer to the
background information. Show real examples to the class if they are
available or you may also draw .
9. Ask the class why it is more difficult to transfer plants with taproots than
plants with fibrous roots.
10.Give the assessment and check.
Assessment
(The group’s output can serve as assessment.)
Assignment
Read about the different functions of the different plant parts.
DRAFT
Background Information
The roots of the plants are usually under the ground to keep the plant
firmly in place. It absorbs water and minerals needed by the plant. The stem
supports the plants and holds the leaves. It carries water and minerals to other
parts of the plants. It also carries food from the leaves to other parts of the plant.
Objective
At the end of the lesson, the pupils should be able to inferthe function of each
plant part.
Materials
wilted cut flower or stem in jar with water plant parts and functions written
on separate strips of paper.
Procedure
A. Review
Show a plant.
Ask the pupils to name the different parts of the plant.
B. Motivation
Show a setup of a wilted, cut flower or stem in jar with water.
Questions:
What do you notice about the cut flower/stem? (It looks dead/ wilted.
Its leaves/flowers are sagging/ dropping.)
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Why do you think the flower/stem looks that way? (It doesn’t have
roots. It is dehydrated/It is not getting enough water.)
Plants need water. There is water inside the jar but still the plant died.
What plant part is missing? (Roots)
Why is this plant part important? (Roots are important because they
absorb water and nutrients from the soil.)
C. Lesson Proper
1. Let the pupils work in small groups composed of 5-6 members.
2. Distribute Activity 3. Read through the activity sheet with the class and
clarify procedures as needed.
3. Give the groups 5-7 minutes to do Activity 3.
4. Discuss the activity. Let the pupils check their answers (tell them to
exchange papers with their seatmate).
5. Discuss the function of each part of the plant.
The roots of the plants are usually under the ground to keep the plant
firmly in place.
DRAFT
The roots absorb water and minerals needed by the plant.
The stem supports the plants and holds the leaves.
The stem carries water and minerals to other parts of the plants.
The stem also carries food from the leaves to other parts of the plant.
The leaves make food for the plants.
The flower develops into a fruit.
Assessment
Charade Game:
Make enough copies of pairs of a plant part and its function for the
whole class.
Distribute strips of paper to each pupil. Written on the strips of papers
are the parts and function of the different parts of plants.
Example:
The pupils will find their partner but they will neither say anything on
what is written on the paper nor show the paper to others. They have
to act out what is written on their strips of paper. When they think they
found their match, they have to go at once to the teacher and hand
their strips of papers to see if they made a correct pairing. The first pair
of pupils who presents a correct pair of plant part and function wins
the game.
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Assignment
Bring to class an example of an object made from plants.
Background Information
DRAFT
Plant Part that are Used as
Name of Plant Used to cure
Medicine
1. sambong Leaves kidney trouble
2. oregano Leaves scabies (skin disease)
3. gumamela leaves, roots, flower boil, wound
4. guava leaves, stems/twigs wound
Objectives
At the end of each lesson, the pupils should be able to:
1. identify things that come from or are made of plants; and
2. identify different uses of plants
Food
building construction materials
medicine
fuel
decorative purposes
furniture
Materials
Procedure
A. Review
Ask the students to give the functions of the different parts of plants.
B. Motivation
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Let the students name plants found in the school garden that are
useful, and let them describe why it is useful.
C. Lesson Proper
1. Let the pupils work in small groups composed of 5-6 members.
2. Distribute Activity 4. Read through the activity sheet with the class and
clarify procedures as needed.
3. Give the groups 5-7 minutes to do Activity 4.
4. Discuss the activity using the questions in activity sheet as guide. Let the
pupils check their answers.
5. Discuss the uses of plants and the plant parts. Show pictures or video clips
if available. Refer to background information for other examples.
Some plants are used as food. Examples: eggplant, okra, pechay
Some plants are used to make building materials. Examples: coconut,
narra, molave.
Some plants are uses as fuel. Examples: ipil-ipil, coconut
Some plants are used in making medicines. Examples: Lagundi,
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sambong, banaba
Some plants are used for decoration. Examples: rose, daisy, fortune
plant
Some plants like cotton and piña (pineapple plant) are used as a
clothing material.
6. Give the assessment and check the answers with the class.
Assignment
Give Activity 5 as an assignment.
Background Information
None
Objective
At the end of each lesson, the pupils should be able to:
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1. identify plants that are harmful; and
2. infer that some plants can be both harmful and useful.
Materials
potted rose plant
Procedure
A. Review
Let the students cite the different uses of plants.
B. Motivation
1. Show to the class a potted rose plant.
2. Ask the following questions:
a. What are the uses of a rose plant? (Decoration)
b. Can this plant be harmful? (Yes)
c. In what way can this plant cause us harm? (The thorn can hurt
us if we are not careful in touching it.)
DRAFT
d. How should we handle plants like this? (Use garden gloves)
C. Lesson Proper
1. Ask the students to bring out their answered Activity 5.
2. Let the pupils work in groups. Each group will make a summary of their
accomplished activity in a manila paper.
Assessment
(The pupil’s answered activity can serve as assessment.)
Assignment
Interview your parents or grandparents on how they take care of plants.
Background Information
None
Objectives
At the end of the lesson, the pupils should be able to:
1.infer how to care plants; and
2. describe ways of caring for and properly handling plants.
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Materials
picture of a plant with wilted leaves
Procedure
A. Review
Ask the pupils to give example of plants that are harmful to people.
B. Motivation
1. Show to the class a picture of a plant with wilted leaves.
2. Ask the following questions:
What can you see in the picture? (A dying plant)
Why do you think the plant is dying? (It has not been watered.)
What is needed by this plant in order to live? (Water)
Plants provide people with lots of things. What should we do so that
these plants stay alive and healthy? (We must take care of these
plants.)
DRAFT
C. Lesson Proper
1. Let the pupils do Activity 6 individually first.
2. Divide the class into smaller groups composed of 5-6 members. Tell them
to share their answers to the activity with the group. Give them 6 minutes
to do this.
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Assessment
A potted plant was left inside your classroom for 3 days. The leaves of the
plants are turning yellow and some are dropping. What should be done to
the plant?
Assignment
Plant flower in the flower pot and take good care of it. Be able to discuss
ways to take care of it in the class.
Background Information
All living things possess the following characteristics: move, breathe or
respire, need food or energy, grow or develop, and reproduce. Like people and
animals, plants also move such as the movement of the leaves toward sunlight to
DRAFT
capture energy and movement of the roots toward the soil to absorb water and
minerals. Respiration is the process of breathing of all living things. Plants breathe
on their leaves through the process of food making called photosynthesis. Living
organisms reproduce. Reproduction is the process of producing another
organism of the same kind.
Materials
Manila paper, pentel pen, pictures of living and non-living things
Procedure
Day 1
A. Motivation/ Presentation
Let the learners read the poem .
Things Around Us
Look up, look up
What are above?
Sun, moon, stars and clouds.
Look down, look down
What have you found?
Rocks, soil, creatures , small and round
Look around, look around
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What do you see?
Plants and animals
Objects made for you and me.
by: Jennifer M. Rojo
B. Lesson Proper
1. Tell the pupils to do Activity 1 in LM .
2. Then, divide the class into groups.
3. Let the group write on the manila paper their answers in step 3 of the
activity.
4. After 5 - 7 minutes, tell them to submit their answers in the Manila paper.
5. Check the answers of the pupils to step 1-2 of the activity.Tell them to
exchange their answers written in the Manila paper.
DRAFT
Day 2
6. Tell the pupils to post their group work.
7. Let them do the reporting by line- ups ( all members of the group will line up
and each will tell the answer. )
8. Discuss the following characteristics of living things based on the first
Assessment
Pupils may play “Pinoy Henyo”. The game is played by putting the words
written on a strip of paper on the pupil’s forehead. The pupils will guess the
word by asking questions that could help her/him guess the word. The class
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can only respond with “oo (yes)”, “hindi ( no )” and “pwede (maybe)”. The
words to be guessed are either living or nonliving things.
Assignment
Have the picture below photocopy and let the learners answer this in a
group of 5.
DRAFT
NO NO NO NO NO
NO NO NO NO NO
NO NO NO NO NO
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NO NO NO NO NO
DRAFT
Chapter 4 : Heredity: Inheritance and Variation
Overview
In chapters 1, 2 and 3 of Unit 2 pupils learned about the parts and
functions of humans, animals and plants. In chapter 4, they learned that humans,
Background Information
86
Animals are living things. Living things can reproduce. Animals can
reproduce creating offspring of their own kind. Animal offspring sharesimilar
observable physical characteristics or traits with their parents such as the color,
texture and length of the hair strands; shape of the face; eye shape, nose, and
length and size of ears.
Objectives
At the end of each lesson, the pupils should be able to:
1. infer that animals produce animals of the same kind; and
2. infer that some physical traits are common or shared within the same
group of animals.
Materials
enlarged pictures of the animals in Activities 1 and 2, a series of pictures of
a growing family of animals (video clip if available)
DRAFT
Procedure
A.Review
Teacher: “What was our lesson about the other day?”
B.Motivation/Presentation
Post a series of pictures of a growing family of animals. (A video clip can
C.Lesson Proper
Day 1
1. Let the pupils work individually.
2. Distribute the activity sheet. Give the pupils 5 minutes to answer the
activity.
3. While the pupils are doing the activity, post enlarged pictures of the
animals on the board.
4. After 5 minutes, tell the pupils to form small groups composed of 5-6
members.
5. Give the groups 7-8 minutes to share and discuss their answers with the
group. Tell them to answer this question: “How did you know which adult
animal and baby animal go together?”
6. After doing the activity, tell the groups to choose a reporter who will share
the group’s answers to the activity and the question on how they knew
which animals match.
7. After the reporting, discuss the activity. Refer to the pupils work during the
class discussion. Here are some questions you can ask:
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How did you know which adult animal and baby animal go
together?
What characteristic is similar between the parent animal and the
baby animal?
8. Discuss one animal at a time. Ask: Can an animal like chicken have a
baby fish? Why do you say so?
9. The important concepts do be develop in this discussion are:
Animals can have baby animals.
An animal can only produce an animal of their own kind.
Baby animals share similar observable physical characteristics or traits
with their parents such as the color, texture and length of the hair
strands; shape of the face; eye shape, nose, and length and size of
ears.
Day 2
10. Ask the class about what they learned from the previous activity as
review.
DRAFT
11. Tell them that today they will learn about observable physical traits shared
by animals of the same kind.
12. Divide the class into groups composed of 5-6 members. Distribute Activity
2, ½ Manila paper (per group), and pens/crayons (for writing). Read
through the procedure and clarify steps as needed.
13. Give the groups 5-7 minutes to do the activity. Tell them to write their
Assessment
The work of the groups in Activities 1 and 2 can serve as formative assessment
for the lesson.
Background Information
88
Reproduction is a process common to all living things. It is one of the
various characteristics that distinguish a living thing from non-living thing.
Reproduction is focused on two essential concepts: that living things reproduce
their own kind and it is important for passing on of traits from parents to offspring,
properly termed as inheritance.
The lessons on reproduction begin with animals (Lesson 1), plants (Lesson
2), and humans (Lesson 3). This is to mitigate the sensitivity of discussing human
reproduction and heredity.
DRAFT
explains why people share similar characteristics within the same tribe or
ethnicity i.e., Filipinos have similar physical features; Asians have similar physical
features.
Care has to be taken in the discussion of the family. Society is faced with
different family structures at present which defines family in a different way as
before. Exposing a learner, who is nurtured within a family of single parent,
adoption or any other contexts, into humiliation must be avoided. It is highly
suggested that parents are to be informed beforehand of the lesson and its
possible impact on the learner so that proper actions may be done to protect
the learner from any form of embarrassment in the treatment of the subject
Objectives
At the end of each lesson, the pupils should be able to:
1. infer that humans can only have human babies; and
2. infer that some physical traits are common or shared among a certain
group of people (i.e., class, family, ethnic group).
Materials
enough cut-outs of a happy face (represent a child)
enlarged picture showing children of different ethnicity
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Procedure
A.Review
Ask the following questions to the class:
Can anyone tell us what the lesson was yesterday?
(We learned that baby plants come from parent plants. So plants also
reproduce. Plants can grow from seeds, or other parts of the parent plants
like roots, stems or leaves.
Can you name some examples? (Answers will vary)
B.Motivation/Presentation
1. Ask the class:
Where do human babies come from?
Can a dog give birth to a human child? Why do you say so?
Can humans give birth to a chick or kitten? Why do you say so?
2. Tell the class that similar to animals, humans can only produce human
babies. Tell the class that in Activity 5, they will find out about physical
DRAFT
traits they share with their family and classmates.
C.Lesson Proper
Day 1
1. Let the pupils do Activity 5 individually first (Steps 1 and 2). Give them 5-7
minutes to finish these steps.
5. After the groups are done, start discussing Steps 1 and 2 of Activity 5. Point
out to the pupils that we get some traits from our parents. Some of these
traits are the colour of our eyes, the shape of our eye, the color of our hair,
the type of our hair as curly or straight, the shape of our lips, the shape of
our face, the shape of our nose, the size and shape of our ears, and the
color of our skin.
Then say:
We inherit some traits from our father, some from our mother and
some are from both our mother and father. Some traits may not
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be observed from our parents but these may come from our
grandparents.
6. Now, ask one pupil from each group to share their group data for Step 3,
and to place the corresponding smiley face on the board.
7. After all the groups have shared and posted smiley faces on the picto
graph on the board, ask the following questions:
What physical trait has the most number of smileys? (Answer will
depend on the actual data.)
What physical trait has the least number of smileys? (Answer will
depend on the actual data.)
Which physical trait is shared by most (if not all) pupils in your class?
(Answer will depend on the actual data.)
What does this tell us about ourselves and our classmates physical
traits? (Answers will vary but highlight this idea if it comes out: we
share similarities and differences in physical traits/features because
we are all human beings.)
8. The important concepts to be developed in the discussion are:
DRAFT
There are physical traits that we inherit from our birth parents.
Some physical traits are shared within a family or within the same
ethnic group.(color of eyes, kinds of hair, color of skin, shape of
nose, eyes, mouth)
Day 2
Assessment
The answers to questions in Activities 5 and 6 can serve as formative
assessment.
Assignment
Bring a family picture and be able to tell your physical characteristics with
your parent.
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Duration: 2 days
Background Information
Many plants grow from seeds but they can also grow from other plants
parts like the stem, leaf, and root. Plants like strawberry and spider plant produce
new plant through its horizontal above-ground stem. Aloe plant can grow new
plant by placing a cut leaf on top of soil and kept moist for a few days.
Objectives
At the end of each lesson, the pupils should be able to:
1. infer that plants produce plants of the same kind; and
2. infer that some physical traits are common or shared within the same
group of plants.
Materials
enlarged picture of a tomato plant and a mature mongo bean plant, real
DRAFT
tomato fruit; Activity 4 - enlarged picture of katakataka and agave plant
Procedure
A.Review
Ask the class: “What did you learn from our previous lesson?”
(Animals give birth to baby animals of their own kind.)
B.Motivation/Presentation
1. Post an enlarged picture/drawing of a tomato plant.
2. Call pupils to label all the plant part of the tomato plant on the board.
3. Ask the class: “What part of the tomato plant develops into a fruit?”
(flower)
4. Show a tomato fruit to the class before cutting it open. Then, ask the
following:
3. What do you see inside the fruit? (Flesh, pulp, seeds)
4. What would happen if we plant the tomato seed in the ground? (It
would grow into a new tomato plant.)
C.Lesson Proper
Day 1
1. Tell the pupils to bring out their materials (by group).
2. Let the pupils continue Part B of Activity 3. Give the groups 5 minutes to do
Part B. Tell them to make an enlarged version of their drawings in Boxes A,
B, and C on a ½ sheet of Manila paper.
3. Tell the groups to post their drawings on the board. Tell the groups choose
a reporter. Give each reporter 2-3 minutes to present their work.
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4. Refer to the group outputs (drawing) during the discussion.
5. Show a picture/drawing of a mature mongo plant. Then ask:
Does the parent plant look like its young?
Can a tomato plant grow from a mongo seed? Explain your answer.
6. The important concepts to be developed in the discussion are:
Plants can have young plants.
A young plant can grow from seeds.
Plants can only reproduce plants of their own kind.
Day 2
7. Let the pupils work individually for Activity 4. Distribute the activity sheet.
8. Give the class seven (7) minutes to do the activity.
9. Post the enlarged picture of the katakataka plant on the board. Ask the
questions in the activity sheet for the discussion.
10. Post the enlarged picture of the agave plant on the board.
11. Ask the questions in the activity sheet for the discussion.
12. The important concept to be developed in the discussion is:
DRAFT
Many plants grow from seeds but they can also grow from other plants
parts like the stem, leaf, and root.
Assessment
Note to the teacher: You can choose 5 different plants that are commonly
found in your community to indigenize the assessment activity.
1. Mango
2. Corn
3. Rice
4. Kangkong
5. Ginger
Scoring Guide:
Point/s Criteria Sample answers
Fully correct
5 Gives 5 correct Mango – seed
answers: Corn – seed
Mango – seed Rice – seed
Corn – seed Kangkong –stem
Rice – seed Ginger - root
Kangkong – seed or
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stem
Ginger – root
Partially correct
4 Gives 4 correct Mango – seed
answers Corn – seed
Rice – seed
Kangkong –stem
Ginger -
3 Gives 3 correct Mango – root
answers Corn – stem
Rice – seed
Kangkong –stem
Ginger - root
2 Gives 2 correct Mango – leaf
answers Corn – leaf
Rice – stem
Kangkong –stem
DRAFT
Ginger - root
1 Gives 1 correct Mango – leaf
answer Corn – leaf
Rice – stem
Kangkong –stem
Ginger -
Assignment
Have the pupils copy this letter for their parents and tell them to have their
parents sign it. Tell them also to fill in the missing information. Alternatively, you
can have the letter photocopied and distributed to each pupil of the class.
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Dear Mr./Mrs. ______________
Kindly guide your child with the assignments to be given to help handle
sensitive topics. Rest assured that I will treat the subject carefully so as
DRAFT
not to cause any awkwardness or discomfort to your child during the
lesson’s duration. Thank you very much.
Tell the pupils to bring a picture of their family for the next lesson.
Sincerely yours,
Background Information
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Plants and animals have the same needs as humans. All living things need
food, water and air. Plants need “food”, the minerals and nutrients from the soil,
energy from the sun and water. They also need the carbon dioxide from plants.
Humans and animals need enough nutritious food, clean water to drink,
comfortable and safe home, and unpolluted air to breathe.
Note:
1. Breathing in plants can be explained as the exchange of gases. The
plants give off oxygen and absorb carbon dioxide from animals and humans.
Eating in plants can be explained as the absorption of minerals and
nutrients from the soil and energy from the sun.
Drinking in plants can be explained as the absorption of water from the
soil and movement as the reaction of the plants to gravity, sunlight and wind.
2.
a. Activities common to humans, animals and plants include breathing,
eating, drinking, movement and living in a habitat.
DRAFT
b. Humans, animals and plants breathe the same air. The air they breathe is
from the environment.
c. Humans, animals and plants do not eat the same food but they get the
food from one source, the environment.
d. Humans, animals and plants drink the same water but not from the same
source. The water they drink is from the environment.
Objectives
At the end of each lesson, the pupils should be able to:
1. identify the basic needs of humans, animals and plants; and
2. compare the similarities and differences in the basic needs of humans,
animals and plants.
Materials
picture of the basic needs of human. Animals and plants
Procedure
A. Review
The teacher can relate the lesson on heredity to the lesson on
ecosystem.
Sample questions the teacher can ask the students:
a. What characteristics do children get from their parents?
b. Can human parents produce children that are not humans?
c. Can animals produce children that are humans?
d. Can plants produce animals or humans?
B. Motivation / Presentation
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The teacher can ask the students to determine the message about
the environment by solving the puzzle.
Can you help Michelle determine the secret message? Here are the six
pieces of paper.
DRAFT
C. Lesson Proper
Assessment
Assignment
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The students may bring colored construction paper for the next activity.
Background Information
The environment consists of living and non-living things. Living things that
live in the environment are the humans, plants and animals. They depend on
both living and non-living things in the environment for their basic needs. Any
activity, whether natural or man-made that changes the conditions of living and
non-living things in the environment significantly affects living things.
Objectives
At the end of each lesson, the pupils should be able to:
1. identify the needs of living things that are provided by the
DRAFT
environment; and
2. explain how living things depend on the environment to meet their
basic needs.
Materials
sun headband, headband pattern of sun, headband pattern of rain
Procedure
A. Review
The teacher can relate the lesson on the basic needs of humans,
animals and plants to the lesson on things we need from the environment.
Sample questions the teacher can ask the students:
1. What are the basic needs of humans, plants and animals?
2. Where do we get the air, food and water we need?
B. Motivation / Presentation
My Favorite Food
The teacher can ask a few students to share to class their favorite
food. The teacher will write on the board the examples given by the
students. She will then ask “Where do you think your favorite food comes
from?” This is to emphasize that the things we need are obtained from the
environment.
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Student: My favorite food is fried chicken.
Teacher: Where do you think the fried chicken comes from?
Student: (possible responses)
The fried chicken is from the grocery.
The fried chicken is from the poultry.
The fried chicken is from the fast food.
C. Lesson Proper
DRAFT
Day 1
1. Lead the pupils in doing Activity 2. Preparation and conduct of the
activity could take the whole period.
2. Care should be observed in the use of cutting materials like scissors.
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Living things depend on the environment for their basic needs such
as air, water, food, and shelter.
Human beings depend on plants and animals for their supply of
food, on the environment for clean air, clean water and shelter.
Plants depend on the environment for their supply of sunlight and
water, minerals and nutrients from the soil. Animals depend on
plants and other animals for food, on the environment for clean air,
clean water and shelter.
Assessment
DRAFT
d. It is part of the earth.
2. Why is the sun important?
a. It provides light.
b. It provides heat.
c. it provides energy.
d. all of the above
Assignment
The students may bring drawings or pictures of a beautiful things found in the
environment
Duration: 2 days
Background Information
The earth is one of the planets in the solar system. It is the planet we call
home. It is the only planet that has the environment that can support life. If we
do not take care of the environment in our planet, we have no other planet to
go to. If humans continue to do the activities that harm the environment, it will
result to a lot of problems like polluted air, polluted soil, and polluted water. Also,
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it could worsen the effects of natural calamities like typhoons. Mountain without
forest cover because of massive cutting of trees will result to deadly landslides
and floods. These do not only lead to damage to property but result in the loss of
human lives as well.
1.What are the things that humans do that harm animals and plants?
DRAFT
The continuous cutting of trees will result to the displacement of animals
living in these trees. It could also result to the disappearance of a lot of
animal and plant species that depend on trees. Moreover, the absence
of trees in mountainous areas results to landslides and floods because of
the absence of the roots of trees that absorbs water and help in
maintaining the solidity of the soil.
Objective
At the end of the lesson, the pupils should be able to explain why there is a need
to protect and conserve the environment.
Materials
large pictures of Philippine plants and animals,Large pictures of human activities
that harm the environment, Large drawing of the illustration in the activity.
Procedure
A. Review
The teacher can relate the lesson on the things living things need
from the environment
Sample questions the teacher can ask the students:
a. What are the things we need from the environment?
b. What will happen to living things if the environment can no
longer provide our needs?
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B. Motivation / Presentation
C. Lesson Proper
DRAFT
Day 1
1. Let the pupils do Activity 3. Give them 15 minutes to do the activity.
2. After 15 minutes, lead the pupils in answering the questions.
3. Ask pupils to answer question a of number 2.
4. The teacher may elaborate on the answers given by the pupils.
5. Ask pupils to answer question b of number 2.
1. Review what the pupils did in Activity 3. The following guide questions may
be asked.
What activities do humans do that harm the environment
What activities can humans do to conserve and protect the
environment?
2. Group the students into six teams. Let them bring out the drawing
materials they brought to class.
3. Each team will write three promises, things that they will do to protect and
conserve the environment.
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4. Let them decorate their outputs with their colouring materials.
5. After the pupils are finished with their outputs. Let the teams present their
promises in front of the class, with each member of the group reciting the
promise and giving short explanation.
6. Come up with the following conclusions.
There is a need to protect and conserve the environment.
Humans perform activities that harm the environment.
Humans can do a lot of things that can protect and conserve the
environment.
Assessment
Points Description
5 The pupils demonstrate full understanding of the
topic.
DRAFT
4 The pupils demonstrate good understanding of
the topic.
3 The pupils demonstrate good understanding of
parts of the topic.
2 The pupils does not seem to understand the
topic at all
Assignment
The students may write their own slogans or draw a poster on environmental
conservation and protection.
Unit Test
(Sample Only)
103
Uses of Coconut Plant
Plant Plant Part Use
midrib of leaves To make into a broom
Trunk For construction
As firewood
coconut shell
Coconut Decoration
coconut oil Medicine, cooking oil
coconut meat and
Food
water
1. 2. 3. 4. 5.
DRAFT
Write yes Living thing and no if Non Living thing
/
x x
x / x
/ x /
104
Study the picture below. Write down the do’s and dont’s in conserving and
protecting of our mother earth.
DRAFT
April 10, 2014
UNIT 3: Force, Motion, and Energy
Overview
In the first quarter, pupils learned that there are different materials around
them. These materials can be solid, liquid, or gas. In the second quarter, the
pupils learned about people, animals and plants. In this quarter, they will learn
that materials such as magnets, water, and moving air can make objects move.
People, animals, and plants can also make an object move.
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ways to make an object move, they can only be grouped into two – pushing
and pulling. Force is introduced as a push or a pull. Force causes an object to
move. In describing the motion of an object, using a reference point or a
reference object is emphasized to give the accurate or precise location of the
object.
This chapter also discusses that when a force is applied on an object, the
object can move fast or slow, forward or backward, or stretched or compressed.
Using toys such toy car, wind wheel, and paper boat is used to make
learning fun for the pupils. This way, the pupils will feel that science is not just a
subject in school, but is also part of their everyday life.
DRAFT
Duration : 2 days
Activity 1
Background Information
In describing the position of an object, relative to another object, give the
Objective
At the end of the lesson, the pupils should be able to describe the position or
location of an object relative to another object.
Materials
different objects like table, book, ball, door, balloon
Procedure
A. Motivation / Presentation
2. Let the pupils do the KWL chart.
3. Tell the pupils to write the names of their classmates in front, beside, and
behind them.
Who sits in front of you?
Who sits on your right side?
Who sits on your left side?
Who sits behind you?
4. After they finish writing, call 3 to 4 pupils to check if they have identified
their classmates correctly.
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5. Tell the pupils that in describing the position of an object, they should
always have a reference point or reference object to give the precise
position of the object.
6. Ask the class: “What was your reference point in identifying your
classmate?”(The pupils should be able to tell that they were able to name
their classmates with reference to themselves.)
B. Lesson Proper
11. Let the pupils do Activity 1 individually first. Give them 5 minutes to answer
the activity.
12. Let the pupils work in small groups composed of 5 members.
13. Tell the pupils to discuss their individual answers in the group to come up
with group answers. Give them 5 minutes to discuss.
14. Give each group 2-3 minutes to present their answers.
15. While each group is presenting, tabulate their answers on the board as
shown.
DRAFT
Groups
Activity 1
1 2 3 4 5 6
b.
c.
d.
e.
_______.
16. Tell the pupils to look at other groups’ answers. Ask the class if they have
the same answers or not. If there are different answers, refer back to the
pictures so the class can decide on the correct answer with your
guidance.
17. Use the enlarged pictures (a to e) in Activity 1 to ask the following
questions.
What is the reference object in describing the position of the book?
(The table serves as the reference object in describing the position
of the book.)
What is the reference object in describing the position of the ball?
(The boy serves as the reference object in describing the position of
the ball.)
107
What is the reference object in describing the position of the door?
(The boy serves as the reference object in describing the position of
the door.)
What is the reference object in describing the position of the cat?
(The table serves as the reference object in describing the position
of the cat.)
What is the reference object in describing the position of the balloon?
(The girl’s hand serves as the reference object in describing the position of
the balloon.)
Why is it important to use a reference object in describing the position of
an object? (It is important to use a reference object to be able to give the
precise position of the object.)
18. Come up with conclusions about describing the position of an object based
on the activity:
The position of an object can be determined by locating its position
relative to another object.
It is important to use a reference object to describe the position of
DRAFT
another object to be able to locate them easily.
Assessment
“Find Me” Game:
1. Place 5 objects in different location inside the classroom (add more
objects if there are more than 5 groups).
Sample Rubric:
Level of Criteria Sample answer
Performance
Excellent 1) Used a reference object and The box is behind the
(5 points) the correct adverb of place bookshelf.
to describe the position of the
object.
2) All members participated
Very Good Same as in excellent but some The box is behind the
(3 points) members did not participate. bookshelf.
Fair Members participated but the The box is in front of
(1 point) answer is not correct, the bookshelf.
incomplete, or unclear
Assignment
Tell each group to bring a toy car for the next activity.
108
Activity 2. How do you know that an object has moved?
Duration: 2 days
Background Information
Road markers like the one shown below are important for travellers. It tells
how far the place from the sign.
Town Center
DRAFT
Gasoline Station
5 km
500 m
Objective
Materials
Procedure
A. Review
Ask the following questions:
What is needed to describe the position of an object correctly? (There
must be a reference object/point.)
Why is it important to describe the precise location of an object?
(Answers will vary but would include: to make it easier to find an
object.)
B. Motivation / Presentation
1. Ask a one pupil to walk from one location to another, then ask:
Did your classmate move?
How did you know that your classmate moved?
(The pupils should be able to tell that their classmate moved by describing
his/her position relative to the starting point or another object.)
109
2. Show to the class a meter stick. Discuss the unit of measurement used and
how the measurement is taken (small and large lines).
3. Measure the distance walked by the pupil from his/her starting point to
the point where he or she stopped. Call a pupil to read the
measurement. (Sample measurement could be 100 centimeters or 100
cm; 1 meter or 1 m)
C. Lesson Proper
Location of Reference
Location of the How far
the toy car point/object in
DRAFT
Group car before it did the toy
after describing the
was pushed car move?
pushing location
1
2
3
Note: Write an enlarged version of this table on the board. Add more
110
Assessment
Picture A Picture B
DRAFT
2. Describe the present location of the three objects you encircles in step
1. Write your answers in the table below.
Assignment
Draw two objects which show movement on a short bond paper. Describe
the location of the object after it was moved.
Duration: 2 days
Background Information
Objective
111
At the end of the activity, the pupils should be able to describe different ways of
moving objects.
Materials
Procedure
A. Review
Ask:
How do you know that an object has moved? (An object has moved if
it travels a distance from its reference point.)
Why is it important to include the reference point in describing the
DRAFT
location of an object? (It is important to include the reference point in
describing the location of an object to show the distance travelled by
the object.)
B. Motivation / Presentation
1. Let the pupils read the rhyme below.
2. Ask: What are the words that describe movement of the ball in the
rhyme? (Shoot, throw, roll, and dribble)
3. Tell pupils that they will find out different ways of making objects move.
C. Lesson Proper
1. Let the pupils work in groups composed of 5 members each.
2. Let the pupils do Activity 3 (refer to the LM). Give them 10 minutes to do
the activity.
3. While the pupils are working, write or post an enlarged version of Table 1
on the board.
4. Give each group 2-3 minutes to present their work.
5. While a group is reporting, write their chosen objects and how they made
each object move on the enlarge version of Table 1. If the same object is
used by other groups, list their answers under the existing entry.
6. After the group presentation, call a pupil to demonstrate how to move
the object based on the summarize answers on the board.
112
Table 1. Different ways of moving different objects
7. Ask the class how many ways of moving an object they identified for
each listed object in Table 1. Underline the words they use (e.g. pushing,
pulling, throwing, kicking, dropping, etc.).
DRAFT
8. Ask the following questions:
What are the different ways you did to move the different objects?
What is the direction of the object when you push it? (It moves
away from me.)
What is the direction of the object when you throw it? (It moves
away from me.)
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12. Ask the pupils to give examples of how animals move objects. Show
illustrations if available.
A carabao pulling a plow.
A horse pulling a cart.
An elephant lifting a trunk using its tusk.
13. The concepts developed are as follows:
Pushing, pulling, tossing, dropping, kicking, and flipping are some of
the ways in making objects move.
Force is a push or a pull.
Force can cause an object to move.
Animals can also move objects.
Assessment
DRAFT
1. List 2 tasks you do at home that involve pushing.
2. List 2 tasks you do at home that involve pulling.
Assignment
Draw or cut a picture of different ways in moving a ball.
Background Information
Wind can make objects move. Wind exerts force on the object. Some of
the objects that are moved by the wind are the flag in the flagpole, the leaves
of trees, window curtains and other light objects.
Objectives
Materials
Paper for demonstration, finished wind wheel as model
Pencil with eraser, paper, paperclip, tape
Procedure
A. Review
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Let the pupils present their drawings (or picture cut-outs) on the
different ways in making a ball move (assignment the previous day).
B. Motivation/Presentation
Show a model of a wind wheel and ask the pupils the following questions:
Have you see this kind of object? How is it called? Do you know how
to make a wind wheel?
Do you know where it is used? Let us make your own wind wheel and
see how it works outside.
C. Lesson Proper
1. Let the pupils read the procedure on how to make a wind wheel. If they
cannot follow it, demonstrate it step-by-step. All the pupils must make
their own wind wheel.
2. Check the wind wheel of each pupil. Make sure it is functional. Assist
pupils who have a hard time making their wind wheel. CAUTION: be
careful with the sharp ends of the paper clip and in attaching it to the
DRAFT
paper and eraser.
2. Let the pupils play with their wind wheels.
3. Let the pupils work in small groups composed of 5 members each to
answer the questions in the activity.
4. Let a member from each group report their answers.
5. Discuss the questions while the groups check their answers. For question a,
Assessment
Ask the pupils to draw a wind wheel. Let them list two things that are
moved by the wind outside the classroom.
Assignment
Let the pupils read and gather pictures about windmills that are used
in producing electricity. They can get it from books, magazines, or the
internet.
Background Information
Water can make objects move. Water exerts a force on the object to make it
move. The object moves in the same direction as the movement of water.
115
Objectives
Materials
Procedure
A. Review
1. Ask:
What makes the wind wheel move? (The force exerted by the wind.)
DRAFT
Are there windmills in the Philippines that are used to generate
electricity?
2. Tell the class that windmills are like large versions of their wind wheel, but
are fitted with other parts and devices to generate electricity.
C. Lesson Proper
1. Let the pupils read the procedure on how to make a paper boat. If they
cannot follow it, demonstrate it step-by-step. All the pupils must make
their own paper boat.
2. Check the paper boat of each pupil. Make sure it is functional. Assist
pupils who have a hard time making their paper boat.
3. Let the pupils play with their paper boat.
4. Let them work in small groups composed of 5 members each in answering
the questions in the activity.
2. Let a member from each group report their answers.
3. Discuss the questions while the groups check their answers. For question a,
call 3 pupils to demonstrate how they made their paper boat move. Point
out that they may have different ways of making the paper boat move,
but all needed moving water.
4. Ask the class: “What other objects can be moved by water?” Call 3 pupils
to answer and ask them to describe how that object is moved by water.
5. The concepts developed in the activity are:
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Water can make objects move.
Water exerts a force that causes objects like the paper boat to move.
Assessment
A plastic ball is placed in a basin with water. Write two ways to make the
ball move without touching or blowing unto into it.
1. ___________________________
2.___________________________
Assignment
Draw a situation where water is used to move an object.
DRAFT
Duration: 1 day
Background Information
A magnet is a solid object that has the ability to attract other magnets or
magnetic objects. Magnetic objects are made up of iron and some other
Objectives
At the end of each lesson, the pupils should be able to:
1. describe how a magnet can move objects; and
2. identify materials that can be moved by magnets.
Materials
Procedure
A. Review
Ask: What are the things that can make objects move that have been
discussed in the previous lessons? (People, animals, wind, and water can
make objects move.)
117
B. Motivation / Presentation
Show different types of magnets. Ask:
Can you describe each of these magnets?
what name is given to each type?
What does a magnet do?
C. Lesson Proper
1. Let the pupils do the activity in small groups composed of 5 members
each.
2. Give the groups 10 minutes to read the procedure and do Activity 1
(Make it Move with a Magnet).
3. Ask a representative from each group to report their answers. Give
him/her 2-3 minutes to report. Use an enlarged version of the chart to
summarize the answer of each group on the board.
4. Discuss each question in the activity. Refer to the answers to
questions/tasks in the background information. Let the group check their
answers as you discuss the answers. If there are different results, let the
DRAFT
pupils explain their answers to be able to identify where they made the
mistakes or call a pupil from the concerned group to demonstrate what
they did.
5. After answering question a, ask the pupils of the direction of the
movement of paperclip. (They should be able to observe that the
paperclip move in the same direction as their magnet).
Assessment
(The group’s output in the activity can serve as assessment.)
Assignment
118
Read about where magnets came from.
Background Information
DRAFT
and like poles repel
N S N S
N S
S N
Objectives
At the end of each lesson, the pupils should be able to:
1. identify the poles of a magnet;
2. infer that a magnet has two poles;
3. state that like poles repel; unlike poles attract; and
4. infer that the strength of the magnet is strongest at the poles.
Materials
bar magnets paper clips (without the plastic coating)
Procedure
A. Review
Ask:
What kind of objects do magnets attract?
What should objects possess for them to be attracted by magnets?
What have you read about the origin of magnet?
B. Motivation/Presentation
119
Show a bar magnet to the class. Let them describe the a bar magnet.
Ask the pupils what they would like to know about bar magnets. Write their
questions on the board. Go back to these questions after the lesson has been
discussed.
C. Lesson Proper
1. Let the pupils do Activity 2 (Attract or Repel) in small groups composed of
5 members each.
2. Go through the procedure before distributing the materials. Give the
groups 5 minutes to perform the activity.
3. Give each group 2-3 minutes to present their answers.
4. Let the group check their answers while you discuss each question. If
there are different answers, let the pupils analyze their answers and
identify where they made mistakes.
5. For question a, show to the pupils the bar magnet with paperclips
attached to it. In question b, point out that the paperclips actually cling
to the poles of the bar magnet and not at the middle part. Question c, is
DRAFT
a question asking for an inference. The pupils should be able to infer that
the strength of the magnet is strongest at the opposite ends. Then,
introduce the term “pole” to refer to the opposite ends of the magnet.
6. For questions d and e, refer to the answers to questions in the activity. Tell
the pupils that the red color side of the magnet is usually the north pole
and other side is the south pole.
Assessment
Draw what would happen to two bar magnets that are placed:
1. with their N poles facing each other;
2. with their S poles facing each other; and
3. with their N and S poles facing each other.
Assignment
Bring a toy car (not battery-operated) for tomorrows activity.
Background Information
Wind can make an object move. The wind pushes the object along the
direction where the wind blows. Strong winds can topple trees and houses.
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A magnet exerts a force of attraction to magnetic objects by attracting
or pulling it towards them.
People can make objects move. They can either push it or pull it.
Objectives
At the end of each lesson, the pupils should be able to:
1. describe different ways of making a toy car move; and
2. identify objects or materials that can move a toy car.
Materials
bar magnets, toy cars, fan, string,
Procedure
A. Review
Ask:
How can you make objects move?
What are the different ways in of making objects move?
DRAFT
B. Motivation / Presentation
1. Ask:
Do like toy car racing?
How can you make the toy cars move in different ways? List down
the different answers on the board.
4. Determine the starting line point and the finish line for the race. This will
depend on the available space.
5. Signal the start by loudly saying: “ready, get set and go”. The car to reach
the finish line first will be declared as the winner.
6. Let the pupils answer the questions in the activity in small groups of 5
members each. Then, let each group present their answers. Give them 2-
3 minutes to present their answers.
7. Ask the pupils to give generalizations about making objects move:
Objects can be move by pushing, pulling, using a magnet, and by
fanning.
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People, water, wind and magnets can make objects move.
8. Discuss the KWL chart. The pupils will answer the last column. They will write
what they have learned from Lessons 1 and 2 of Unit 3.
Assessment
Complete the statement on the right of the picture. Choose the word from the
box below.
DRAFT
2. Thumbtacks
The thumbtacks on the floor can be
picked using a ____________.
Assignment
Let the pupils bring two identical toy cars.
Background Information
122
or slow compared to another toy car. This shows that in describing the
movement of the toy car the other toy car is used as the reference object. It
should be noted that both toy cars started at the same position and pushed at
the same time but with different amounts of force. One toy car is pushed lightly
and the other harder. The movement of the toy car that first reached the
marked line can be described as fast and the other car as slow. The toy car
described as fast was the one pushed harder while the toy car described as slow
was the one pushed lightly.
Objectives
DRAFT
2. describe the movement of an object as forward or backward.
Material
2 toy cars
Procedure
B. Motivation / Presentation
Ask:
Who among you have seen a track and field competition during an
athletic meet?
How can one win in a game like the 100-m dash?
C. Lesson Proper
1. Let the pupils do the activity in small groups composed of 5 members.
2. Read and discuss the procedures before distributing the materials.
3. Give the groups 10 minutes to do the activity, and 10 minutes more to
discuss and write their report.
4. Give the group 2-3 minutes to present their answers to questions in the
activity.
5. Let the group check their work as you discuss each questions.
6. Refer to background information for the discussion of the concepts.
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7. If there are different answers, let the pupils analyze their answers and
identify the source of their errors.
8. Ask the pupils to give a generalization of what they have learned:
The movement of objects can be described as fast or slow and
forward or backward.
To describe an object as fast or slow it should be compared to another
object. The other object serves as the reference point or reference
object.
The toy car described as fast was the one pushed harder while the toy
car described as slow was the one pushed lightly.
Assessment
I. Describe a situation that shows a car moving fast.
II. Describe a situation that shows a car moving forward and another that
shows a car moving backward.
Assignment
DRAFT
Bring a notebook spring and a rubber band.
Background Information
Stretching:
Direction of force
applied
elastic material
Compressing:
Direction of force
applied
elastic material
Objectives
At the end of each lesson, the pupils should be able to:
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1. describe stretching and compressing objects; and
2. name objects that can be stretched and compressed.
Materials
meter stick, garter, different colors rubber bands, chalk
Procedure
A. Review
Ask pupils to demonstrate:
How to make an object move forward and backward.
How to make an object move fast and slow.
B. Motivation/Presentation
Ask:
What can you do with a rubber band? Where do you usually use
rubber bands?
What specific use do we prefer a rubber band instead of other
DRAFT
materials like thread or strip of cloth?
C. Lesson Proper
1. Let the pupils do the activity in small groups composed of 5 members.
2. Read and discuss the procedures before distributing the materials.
3. Give the groups 10 minutes to do the activity and another 10 minutes
Assessment
Which of these objects can be stretched and compressed?
125
String
rubber band
Plastic Ball
DRAFT
Balloon
plastic rope
Assignment
Overview
This chapter presents the different sources and uses of light and heat.
Though light and heat are forms of energy, it is not yet introduced as such.
Instead, the focus of this chapter is on the sources of light and how people use
light. Pupils will classify the different sources of light into natural and artificial. They
are introduced to objects such as the Moon and mirrors that are not actually
sources of light but merely reflect light. Pupils will also observe that some objects
are not only a source of light but a source of heat as well.
Pupils will learn that light has many uses to people, animals and plants.
People and animals are able to see things because of light. Plants need light in
order to make its own food. Like light, heat has many uses. Pupils will learn its
importance particularly to people as well as the danger it poses when not
properly used.
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This chapter also enhance the different process skills of the pupils like
identifying, observing, classifying, describing, inferring, communicating,
organizing and experimenting.
Duration: 2 days
Background Information
Other things that give off light: moon, firefly, Christmas light, traffic
light, spotlight, disco/mirror/glitter ball, lava, television, glow in the dark
toys, oven, gas range
DRAFT
Sun fire (from wood, lighter)
star candle
lava bulbs
firefly flashlight
fire (can be natural or glow in the dark toys
man-made) television
Objectives
Materials
real objects (sources of light: flashlight, kerosene lamp, matches
candle, light bulb, pictures of lighted charcoal, sun, and moon
Procedure
A. Motivation/Presentation
1. When there is power interruption/brownout, what do you use in order to
see things around you? (flashlight, candle, kerosene lamp)
2. Ask the class what they know about light. Let the pupils do the KWL Chart.
127
B. Lesson Proper
1. Let the pupils do activity 1 in their LM individually first.
Natural sources of light Artificial sources of light
2. Then, the pupils will work in groups. They will write in a manila paper their
answers for the activity.
3. Post on the board the manila paper of each group. Give each group 2-3
minutes to present their answers.
4. Discuss the activity. Start with their answers in a – f of the activity followed
by naming other things that give off light. Discuss about the natural
sources of light and point out that the Sun is the main source of light on
Earth. Differentiate natural source to artificial source of light. Show
examples to pupils. Point out that Moon may look like a natural source of
light at night but it is actually reflecting the light from the Sun.
5. Emphasize the following concepts.
DRAFT
There are different things that give off light.
The Sun is the main source of light on Earth.
There are natural sources of light.
There are artificial (man-made) sources of light.
There are things that look like they are sources of light but actually
reflecting light only. Examples: moon, disco/mirror/glitter ball
Assessment
Pupils may play “Pinoy Henyo”. The game is played by putting the words
written on a strip of paper on the pupil’s forehead. The pupils will guess the
word by asking questions that could help her/him guess the word. The class
can only respond with “oo (yes)”, “no (hindi)” and “pwede (maybe)”. The
words to be guessed are all sources of light.
Assignment
List 3 sources of light in your home.
Duration: 2 days
Background Information
128
Light from the Sun The light bounces
falls to the plant off the plant and
enter the eye.
Objective
At the end of the lesson, the pupils should be able to identify uses of light.
Materials
For Activity 2
DRAFT
pictures of different soures of light, picture of a boy playing tennis
For Activity 3
Different plants, pictures of traffic light, light house
Procedure
B. Motivation/ Presentation
C.Lesson Proper
1. Let the pupils do Activity 2 individually.
2. Discuss their results. Call pupils to answer each question.
3. Discuss how we see things. Refer to background information.
Light is needed in order to see things.
Light from the source falls to the object and then reflected to the
eyes.
4. Let the pupils do Activity 3.
5. Discuss the activity.
The leaves make food for the plants using light from the Sun.
Traffic lights help to control the flow of traffic on the roads.
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Lighthouse helps to guide ships in the dark. It also warns ships of
danger.
6. Ask the pupils to give other examples of uses of light.
Colorful lights are used to decorate or beautify places.
Overhead or LCD projectors are used to produce images on the
screen.
Laser light is used in presentation as pointer.
7. Give the assessment and check it.
8. Give the assignment.
Assessment
Match column A with column B.
A B
DRAFT
3. Lighthouse B. Use to decorate or beautify places
4. Colorful lights C. Use to warn ships
5. Laser D. Use by plants for making food
through its leaves
E. Use in presentation as pointer
Objective
At the end of the lesson, the pupils should be able to identify the proper ways of
using light.
Materials
laser if available or picture of laser
Procedure
A. Review
Ask pupils to give examples of uses of light.
B. Motivation/presentation
Show a laser (if available) or a picture of laser.
Questions:
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Are you familiar with this object? If so, where have you seen it?
Where do we use laser?
Is it safe to point it to others eyes?
Say: Light is important but we have to be careful in using them.
C.Lesson Proper
1. Let the pupils do Activity 4. Define what a good practice means.
2. Discuss the results of activity. Ask the following questions:
Why is not good to look directly at the Sun? (Looking directly to the Sun
can damage our eyes.)
Why is it good to use sunglasses? (Wearing sunglasses protect our eyes
from glare or too bright light or sunlight.)
Why is it not good to read in the dark? (Reading in the dark will make
the eyes work harder and become tired.)
Why is it good to use umbrella? (Using umbrella can protect us from
sunburn.)
3. Ask the pupils to give other examples of the harm of too much light or too
DRAFT
little of it to people, plants, or animals.
People get sunburned skin when exposed to too much light.
Plants may die if exposed to too much light. Their leaves may turn
yellow or brown.
Plants may not grow well if not exposed to light.
4. Give the assessment and check it.
Assessment
List down at least 3 proper ways of using light.
Assignment
Draw one proper way of using light on a short bond paper
Duration: 1 day
Objective
At the end of the lesson, the pupils should be able to identify things that give off
heat.
Materials
KWL Chart
sun, kettle with boiling water,
electric toaster, lighted charcoal
Procedure
A. Review
131
Name some sources of light.
What other thing do these sources of light produce?
(Try to elicit that some objects produce both heat and light.)
B. Motivation/ Presentation
Tell the pupils to rub their palm together for 30 seconds.
Ask: What do you feel?
You may also present the KWL chart before the start of the lesson.
C. Lesson Proper
1. Let the pupils do Activity 5.
DRAFT
2. Lead the pupils in identifying and describing things that give off heat.
Sources of heat are things that give off heat.
The Sun is the main source of light and heat on Earth.
Burning wood, burning gas and electrical equipment or appliances
such as ovens and flatirons are some other examples of sources of
heat.
Assessment
Make a collage of different sources of heat. (Pictures assigned beforehand )
Assignment
Have the pupils list three 3 other sources of heat at home.
Background Information
People, animals and plants also use light and heat from the Sun in many
ways. People use heat to dry clothes, fish or meat, palay, coffee, and other
things. People have also found a way to convert the heat of the Sun into
electricity by using solar panels.
132
Some animals depend on the heat from the Sun to keep their body warm.
These animals bask themselves in the Sun to warm themselves. This heat enables
their body to function normally.
Plants need heat from the Sun to live and grow. Seeds only start to grow
when there is warmth from the Sun.
Objective
At the end of the lesson, pupils should be able to describe uses of heat.
Materials
Procedure
DRAFT
A. Review
Name some of the things that give off heat.
B. Motivation/ Presentation
Why is heat important to us? Can you live without heat?
Assessment
Match the sources of heat on the left with their uses.
1. flat iron a. for boiling water
2. gas stove b. used for cooking
3. airpot c. to keep warm
4. oven d. used to press clothes
5. fireplace e. food warming
Assignment
Read on the other uses of heat.
Duration: 1 day
133
Objective
At the end of the lesson, the pupils should be able to identify the proper ways of
handling hot objects.
Materials
Procedure
A. Review
Name some uses of heat.
B. Motivation/ Presentation
Tell the pupils that heat has a lot of uses but they must be careful in using it.
DRAFT
C. Lesson Proper
1. Let the pupils do Activity 7.
2. Discuss Activity 7. Refer to answers to questions in the activity.
3. Let the pupils explain their answers in the activity.
4. Discuss why it is important to be careful in handling hot objects.
We can get burned by objects that produce heat and objects that
Assessment
The completion of the KWL chart presented at the beginning of the lesson
can serve as assessment. Fill up the column – What I learned about Heat.
Assignment
List 2 other safety tips in using sources of heat.
I
Chapter 3: Sounds
Overview
This chapter presents the different sources and uses of sounds. The
different ways of producing sound and proper use of sound are integrated in
the lesson. Making an improvised Kazoo is added as one of the activities as one
source of sound. By performing the activities, different process skills of the pupils
like identifying, describing sounds and appreciating its importance will be
enhanced.
134
Lesson1: Sources of Sounds
Duration: 1 day
Background Information
Sounds come from various sources. Different objects produce different
sounds. Animals and other living things including people produce different
sounds.
Objective
At the end of the lesson, the pupils should be able to identify various
sources of sound.
Materials
DRAFT
Manila Paper, pictures of different animals
pictures of objects having various sounds
Procedure
A. Motivation /Presentation:
Guessing game: objects laced in a pouch or box (bell, maracas, toy duck,
B. Lesson Proper:
1. Let the pupils do activity 1 in the LM as a group
2. They will write in Manila paper the sounds heard and the objects that
produce the sound. Refer to the tabular form in activity 1. Post on the
board the Manila paper of each group.
3. After all groups have done the activity, one representative in each
group will report their answers.
4. Ask the following questions:
What are the different sounds you heard?
How did you know that the object/animal/person produces the
sound you heard?
What are the different sounds produced by animals?
Can people produce different sounds?
5. Through the questions asked, the pupils should be able to arrive at the
following concepts:
Sounds come from different sources.
135
Different objects produce different sounds.
Animals produce different sounds.
- Dogs: arf, arf/ aw, aw
- Cat: meow
- Cow: moo
People can produce different sounds.
- Talk in different voices.
- Whistle
- Sing
- Hum
Assessment
Pupils will play “guessing game”. Each group will produce a sound
from objects around them. They will hide behind a curtain the objects when
they made it produce the sound. The other group will guess the objects that
produce the sound.
DRAFT
Assignment
Remind the students to bring the following:
1. Maracas
2. Drum/box
3. Guitar
4. Whistle
Background Information
Sounds are produced by objects that vibrate. The vibrations of an object
disturb the air in such a way that sounds are produced. Sounds travel in all
direction from its source.
Musical instruments produced sound because they are made to vibrate.
The drum, cymbal, tambourine, and xylophone produced sound by beating
them. They vibrate when they are beaten. The guitar, violin and cello produced
sound by strumming them. Their strings vibrate producing sound. The flute,
trumpet, and trombone produced sound when they are blown. The air inside
them vibrates producing sound.
Objective
At the end of the lesson, the pupils can describe the different ways of producing
sound.
Materials
maracas, drum/box, guitar, whistle
Procedure
136
A. Review
What are the different sources of sounds we discussed the other day?
B. Motivation /Presentation
Tell the pupils to produce sounds using the different parts of their body.
Example:
I can clap my hand to produce sound.
I can stomp my feet to produce sound.
C. Lesson Proper
1. Let the pupils do activity 2 in the LM as a group.
2. After the groups have done the activity, one representative in each group
will report their findings.
3. Ask the following questions :
How is sound produced using the maracas? (By shaking it)
Why do you have to shake the maracas for it to produce sound?
(So the beads [or small objects] inside it will move hitting each
DRAFT
other and the maracas covering thus producing sound.)
How is sound produced using the drum? (By beating it using the
stick)
Look at the drum when you beat it, what do you observe? (The
drum vibrates.)
How is sound produced using the guitar? (By plucking the string, by
137
Assessment
Write on the blanks how sounds are produced by the following objects:
1. Whistle ___________________________
2. Ambulance _________________________
3. Bell _______________________________
4. Xylophone _________________________
5. Tambourine _______________________
Assignment
Remind the pupils to bring the following materials:
1. Cardboard tube from toilet paper or cardboard only
2. Waxed paper
3. Rubber band
4. A sharp pointed object
5. Scotch tap
DRAFT
Duration: 1 day
Background Information
Kazoos produce a distinctive buzzing sound when you hum or sing in
one end. The children can improve their fine motor skills by making and
playing this simple wood wind instrument. They can make kazoos with
Objectives
At the end of each lesson, the pupils should be able to:
1. make an improvised kazoo; and
2. describe how sound is produced using a kazoo.
Materials
improvised kazoo
(cardboard or tube from tissue paper. Paper, waxed paper,
rubber band, a sharp pointed object)
Procedure
A. Review
How are sounds produced?
What are the different ways of producing sound?
B. Motivation / Presentation
Let the pupils sing “Bahay Kubo ” while holding their vocal cord and ask:
What do you feel when you hold your vocal cord while singing?
Give emphasis on how sound is produced by the vibration of the vocal cord.
138
C. Lesson Proper
1. Show to the class an improvised kazoo.
2. Let the pupils do activity 3 in the LM as a group activity.
3. When each pupils has their own kazoo, ask them to hum and let them feel
the other end of the kazoo. Ask:
What happens when you cover the end of the tube with your hand?
(The other end vibrates.)
How does a kazoo produces sound? (It produces sound because of
the vibration of the wax paper placed at one end of the kazoo.)
4. Discuss with the pupils the following concepts :
Kazoos produce a distinctive buzzing sound when you hum or sing in
one end. Humming into the tube makes the wax paper vibrate which
produces the sound.
5. Give the assessment and check it.
6. Give the assignment.
DRAFT
Assessment
The pupils kazoo can serve as assessment. Let the pupils play with the
kazoo and give a score based on the functionality of the kazoos. Use the
sample rubric below.
Score Description
Assignment
Read: Importance of sounds
Background Information
Sound has many uses. Sonar, for instance, is used in the water. Sonar
stands for Sound Navigation Ranging. Submarines use sonar to locate other large
objects and to find the depth of the ocean floor. Many devices use ultra-sonic
sound like the ultrasound device for seeing an unborn child.
Objectives
At the end of each lesson, the pupils should be able to:
1. describe the uses of sound; and
139
2. appreciate the importance of sound.
Materials
Procedure
A. Review
How does a kazoo produce sound?
B. Motivation /Presentation
Asks:
Who is fond of listening to music?
What kind of music do you like best?
DRAFT
Why do you like to listen to this kind of music?
C. Lesson Proper
1. Let the pupils do activity 4 in the LM as a group activity.
2. After the groups have done the activity, one representative in each group
will report their answers.
Assessment
List down two uses of sound not mentioned in the activity.
Assignment
Make a list of the sources of noise pollution in your place.
Write down how you can help lessen noise pollution in your community
140
Chapter 4: Electricity
Overview
Electricity is a form of energy like light, heat and sound. It may come from
batteries or an electric power plant or power stations. Most of the appliances in
the homes are powered by electricity. In this chapter pupils learn the different
sources and uses of electricity and how it could be used safely at home. The
different process skills of the pupils such as classifying, describing and identifying
will be enhanced in performing the activities.
Background Information
DRAFT
stations. There are different kinds of batteries. There are batteries for flashlights,
mobile phone, laptop and cars. A battery has a positive and a negative
terminal. When both terminals are connected to a device or gadget, the
chemicals inside the battery will undergo chemcal reaction to produce
electricity.
Objectives
At the end of each lesson, the pupils should be able to:
1.classify objects that operate using battery or when plugged in outlets;
2.identify various sources of electricity; and
3.describe the different sources of electricity.
Materials
pictures or actual examples of different batteries, Manila paper
computer , electric fan, television, cellphone, toy car, flashlight, radio
Procedure
A. Motivation /Presentation
Ask:
What supplies electricity in your homes?
B. Lesson proper
141
1. Let the pupils do activity 1 in the LM (Group activity).
2. They will write in Manila paper the answer in tabular form similar in Activity
1.
3. Post on the board the Manila paper of each group.
4. After the groups have done the activity, one representative in each group
will report their answers.
5. Come up with the common answers of the pupils. Everybody should
agree to the answers given by the whole class.
6. Then, ask the following questions :
What are the sources of electricity in your home? (Battery, electric
power station, generator)
7. Show different batteries. Ask the class to tell where the batteries shown
are used. Tell that batteries are sources of electricity when both terminals
(positive and negative terminals) are connected. Show a battery used in
flashlight to point the positive and negative terminals.
8. Explain how power plant produces electricity. Use an illustration.
9. Lead the pupils in formulating this concept :
DRAFT
Electricity may come from batteries and an electric power station.
Electrical devices or equipment in the homes may operate using
battery or electricity from power stations. Some electrical
equipment operate by using both sources.
10. Give the assessment and check it.
11. Give the assignment.
Assignment
Research on the different power plants in the Philippines.
Background Information
Electricity has many uses. Objects that need electricity to work are called
electrical devices or equipment. Computers, music players, television sets and
tablets need electricity to work to provide us with entertainment. Electricity is also
used in electric fans and air-conditioners to keep us cool.
Objective
At the end of the lesson, the pupils should be able to describe the uses of
electricity.
142
Materials
electrical devices, pocket chart
Procedure
A. Review
What are the different sources of electricity?
B. Motivation/Presentation
Look around you and name the equipment/devices that use
electricity in the classroom. What do these equipment/devices do when
switched on?
C. Lesson Proper
1. Let the pupils do activity 2 in the LM (Group activity).
2. They will write in Manila paper the answers in letters a to i. Post on the
DRAFT
board the Manila paper of each group.
3. After the groups have done the activity, one representative in each
group will report their findings. Come up with the common answers of the
pupils by posting it in the pocket chart. Then ask the following questions
:
How are electricity used in the different situations shown in the
Assessment
List down 3 electrical equipment/devices and describe the use of the device.
Assignment
Read about safety measures in using electricity.
Background Information
143
Objectives
At the end of each lesson, the pupils should be able to:
1. identify the proper use of electricity; and
2. appreciate the importance of electricity.
Materials
pictures of safety measures in using electricity
electric fan, electrical outlet
Procedure
A. Review
Show the pictures used in Activity 2 and ask:
How is electricity used in the different situations shown in the pictures?
B. Motivation / Presentation
Show a news clips and pictures of accidents caused by electrocution.
DRAFT
Tell the class that though electricity is important it can also pose danger.
Faulty electrical connections and outlets can cause fire.
Caution should be observed at all times.
C. Lesson Proper
1. Let the pupils do activity 3 in the LM (Individual activity).
Assessment
List two ways of what not to do to avoid electrocution.
144
Assignment
Look for news about accidents involving electricity.
Unit Test
(Sample Only)
DRAFT
Inserting other objects in
an electrical socket Touching a switch with a wet
hand
145
II. Put a check in the picture below for the proper way of using
light/sunlight. (Note : Teacher will provide)
Using sunglasses
Looking directly at
the Sun
DRAFT
April 10, 2014
Reading in the dark Using umbrella
Read carefully the instructions in each test item below. Use a separate
sheet of paper for your answer.
Picture A
146
Picture B
DRAFT
II. Read the information of the relative position of each object. Draw the
relative position of each object on the right box.
147
4. The is beside the bookshelf.
DRAFT
III. Identify whether each action is a push or a pull.
1 2
148
IV. Draw on the box what will happen when two bar magnets are place.
Do this is your notebook
1. With their N-poles facing each other;
S N N S
N S N S
DRAFT
a. It moves away from the person that released it.
b. (Name of the pupil that has the rubber band moves the farthest.)
c. (Name of the pupil that has the rubber band moves the nearest.)
d. Rubber used in slingshots, gum, etc.
e. By pulling it apart.
f. By pushing it towards its center.
Read carefully the instructions of each test item below. Use a separate
sheet for your answer.
I. Match the object in A with the sound it makes in B. Write only the
letter of your answer.
A B
_____ 1. a. clang, clang, clang
149
_____ 4. d. kring, kring, kring
II. Tell how you can produce sound using the following musical
instrument.
DRAFT
How to make it
Musical Instrument
produce sound
1. Trumpet
150
3. xylophone
4. ukulele
DRAFT5. kumintang
151
Read carefully the instructions of each test item below. Use a separate
sheet for your answer.
I.Fill in the blanks with the correct word from the box.
DRAFT
II. Put a check () mark on good practices and ( x ) for not good
practices.
OVERVIEW
Many things make up our surroundings. Our surroundings consist all living
and non-living things that occur naturally on Earth. Living things as discussed in
Unit II include people, plants and animals around us. Non-living things include
water in water bodies, soil, rocks, and the landforms.
This Unit contains three lessons. In Lesson 1, it focuses on the things that
make up our surroundings at home, school and community. In Lessons 2 and 3, it
tackle the bodies of water and landforms found in the community, in other
places in the country, and their importance to people and other living things.
Through these lessons, it is hoped that pupils will learn to appreciate their
immediate surroundings and learn to care for the natural resources in their
community.
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The activities are fun-based and exploratory in nature. All these activities
aim to develop the basic science process skills like observing, recording,
gathering and recording data and communicating data.
The activities can be modified to meet the needs of the learners in view of
the availability of resources. As the teacher, you may add activities as needed
to help the pupils’ conceptual understanding.
Background Information
DRAFT
The environment includes everything plus the air, sun, water, weather, and
the Earth itself. http://www.mbgnet.net/bioplants/earth.html
Plants are the primary habitat for thousands of other organisms. Animals
live in, on, or under plants. They provide shelter and safety for animals. They also
provide a place for animals to find other food. On a small scale, plants provide
shade, help moderate the temperature, and protect animals from the wind. On
In the forest and the grasslands, the roots of plants help hold the soil
together. This reduces erosion and helps conserve the soil. Plants also help
make soil. Soil is made up of lots of particles of rocks which are broken down into
very small pieces. When plants die, their decomposed remains are added to the
soil. This helps to make the soil rich with nutrients.
Many plants are important sources of products that people use including
food, fibers (for cloth), and medicines. They help provide some of our energy
needs. In some parts of the world, wood is the primary fuel used by people to
cook their meals and heat their homes.
Plants, because of their beauty, are important elements of our human
world.
Objectives
At the end of the lesson, the pupils should be able to:
1.describe one’s environment as being made up of life forms, land, water and
air;
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2.make observations of the school’s and community’s surroundings and ;
3.tell something about the surroundings.
Materials
magic square chart, garden, a body of water like a pond or a river
Procedure
1. Ask the class the following questions:
What do you see in this room ? Name as many as you can.
What place in your surroundings do you like most? Why?
What place in your surroundings you don’t like? Why?
A. Motivation
1. Post the lyrics of the song “Bahay Kubo” on the board. Ask the class to
sing.
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2. Ask the pupils what things are found in the bahay kubo. You can also
show a picture of a bahay kubo and ask the pupils what are the things
they see in the picture.
C. Lesson Proper
1. Post the magic square chart on the board. Explain what the magic square
chart is all about. Introduce LM No.1 entitled Things in Our Surroundings.
Ask the pupils to write their ideas about their surroundings at home using
the magic chart as guide. Tell them to give a short description about
what they write.
2. Tell the pupils to answer the guide questions to make them more aware of
the nature of their home surroundings.
3. When they have finished writing, ask few pupils to share their ideas and
experiences with their immediate surroundings. Select pupils who come
from different environments to come up with varied sample answers. Look
for commonalities and differences in their ideas.
4. Summarize the pupils ideas of their surroundings.
Activity 2
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3. Let them identify the places assigned to them. Ask them to observe at
least four different places and describe each. They can use the magic
square chart as guide.
4. When they have finished writing, ask them to return to the classroom. Ask
at least four pupils to share their ideas and experiences of the four places
they observed. Look for commonalities and differences in the four places.
4. Summarize the pupils ideas on the four places observed.
Assessment
1. Make a list of things you see at home and in school. Opposite it place
a check mark if these things are important to the people.
2. Your friend Samantha lives in a farm. Her father and brother take good
care of the pond near their house. There are plants in the pond that
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served as food of some “dalag”. Why does her father and brother need
to take care of the pond?
Assignment
Draw a picture of the surroundings of your house. Color it to show a
Background Information
Plants are the primary habitat for thousands of other organisms. Animals
live in, on, or under plants. Plants provide shelter and safety for animals. Plants
also provide a place for animals to find other food.
Plants help make soil. Soil is made up of lots of particles of rocks which are
broken down into very small pieces. When plants die, their decomposed
remains are added to the soil. This helps to make the soil rich with nutrients.
Many plants are important sources of products that people use, including
food, fibers (for cloth), and medicines. Plants also help provide some of our
energy needs. In our community, wood is the primary fuel used by people to
cook their meals and heat their homes.
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Plants, because of their beauty, are important elements of our
community. When we build houses and other buildings, we never think the job is
done until we have planted trees, shrubs, and flowers to make what we have
built much nicer.
Objectives
At the end of each lesson, the pupils should be able to:
1. identify things that are found in a garden;
2. classify the things in the garden as living and nonliving; and
3. describe the importance of living and nonliving things in the surroundings.
Materials
paper, pencil and crayons,
Procedure
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A. Motivation / Presentation
1, Show six objects to the class. (i.e., stone, paper, plant seedling, little
aquarium, a small worm, soil, wooden stick).
2, Ask the pupils to identify the objects and classify them as living or nonliving
things.
C. Lesson Proper
1. Introduce the use of a magnifying lens.
2. Let the pupils perform LM No. 3 : A Walk in the Garden .
3. Give the necessary precautions while observing objects in the garden.
4. Ask the pupils to answer the guide questions.
5. Discuss the objects observed by the pupils and the classification they
made. Discuss also the importance of the animals to other living things in
the garden.
Assessment
1. List down 5 examples of living and non-living things that you can find in a
garden. Make a table to show their classification as living and non living
things.
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2. Lolo Domeng likes planting vegetables and flowers in his garden. This keeps
him busy and happy every day. He has planted pechay, kamote, okra, and
malunggay. On one side, along the fence, he also planted gumamela,
rosal, and a row of roses. What do you think are the reasons why Lolo
Domeng enjoys planting different plants?
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Assignment
Draw a water body found in your community.
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Lesson 3. Bodies of Water in your Community
Duration: 3 days
Background Information
There are different forms of flowing water. The smallest water channels are
often called brooks but creeks are often larger than brooks but may either be
permanent or intermittent. Creeks are sometimes known as streams but the word
stream is quite a generic term for any body of flowing water.
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Another river is Agusan River located in the eastern part of Mindanao
draining majority at Caraga Region and some parts of Compostela Valley
province whose length is 350 km and its basin area is 10,921 km².
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surrounded by land - although it is often of a considerable size.
Oceans are the ultimate bodies of water and refers to the five oceans -
Atlantic, Pacific, Arctic, Indian, and Southern. The equator divides the Atlantic
Ocean and Pacific Oceans into the North and South Atlantic Ocean and the
North and South Pacific Ocean.
Larger than a bay is a gulf which is usually a deep cut of the land, such as
Ragay Gulf IN Camarines Sur . Bays and gulfs can also be known as inlets.
Objectives
At the end of each lesson, the pupils should be able to:
1. describe the bodies of water; and
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2. infer that plants and animals are present around and in the bodies of
water.
Materials
pictures of different bodies of water; pencil
Procedure
A. Motivation/ Presentation
1. Ask the pupils these questions:
Have you gone swimming with their parents, brothers and sisters.
Where was the place? Did you enjoy swimming?
Have you traveled by boat with their parents, brothers and sisters.
Where was the place? Did you enjoy the travel?
Where do you get the water you use for drinking, for taking a bath,
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and for washing their clothes?
Based on the answers to the questions, ask the pupils: are there
different kinds of bodies of water? Name some of them.
Assessment
Match Column A with Column B. Write the letter of the correct
answer on your paper.
A B
1. a body of water with a current,
confined within a bed and stream banks.
It moves to a lower level in a channel on land. a. stream
2. usually
freshwater, flowing towards an ocean,
a lake, or sea, or another river. b. river
3. produced by
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the emergence of geothermally heated
ground water from the Earth’s crust, c. hot spring
4. localized in a basin,
that is surrounded by land apart from
a river, stream, or other form of moving
water that serves to feed or drain the lake d. lake
f. oceans
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by a lake, sea, or ocean.
Assignment
1. Draw a landform found in your place. Write a three sentence
description of the landform.
Background Information
Mount Apo. The highest mountain in the Philippines, towering over
Southern Mindanao, covering the provinces of Davao del Sur and North
Cotabato. At 2, 956 MASL, it possesses a formidable array of landscapes, from
craggy rocks capes to virgin forests; from mossy swamps to volcanic structures.
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The Chocolate Hills are probably Bohol's most famous tourist attraction.
They look like giant mole hills. The chocolate hills consist of are no less than 1268.
They are very uniform in shape and mostly between 30 and 50 meters high. They
are covered with grass, which, at the end of the dry season, turns chocolate
brown. From this color, the hills derive their name. At other times, the hills are
green.
Cagayan Valley. In a round-up of the Philippines’ stunning destinations,
Cagayan will most likely go unmentioned. Yet this beautiful province is home to
picturesque beaches, volcanic islands and historically significant natural and
man-made sites. It may be devoid of luxury trappings, true, but it is rich in natural,
rugged beauty.
Plateaus of Bukidnon. Bukidnon comprises more than half of Northern
Mindanao, and is the fourth largest province in the Philippines. It’s also
Mindanao’s major producer of rice and corn, and has vast pineapple, banana
and sugarcane plantations. The city’s cool climate is a result of it being a
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plateau some 915 meters above sea level, surrounded by mountain ranges.
The Central Plains of Luzon ( Region III ).Only 66 kilometers away from
Metro Manila, Central Luzon contains the largest plain in the country and is the
gateway to the Northern Luzon regions. It covers a total land area of 21,470
square kilometres. It includes all land area north of Manila Bay from the tip of
Objectives
At the end of each lesson, the pupils should be able to:
1. describe common landforms; and
2. discuss how landforms can be beneficial to people, plants, and animals.
Materials
pictures of different landforms, pencil, activity sheet, pair of scissors, glue
or paste, crayons
Procedure
A. Motivation
1. Ask the pupils the questions:
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Is there any kind of landform in your community (hill. mountain, plain,
volcano, valley).
Are there plants growing in these landforms?
Have you tried mountain climbing? How did you feel while climbing?
What is meant by landform ? Are landforms naturally occurring or
man-made?
What are some of the different land forms?
B. Lesson Proper
1. Perform LM No. 5; The land forms . Ask the pupils to look closely at the
pictures.
2. Ask the pupils to carefully read the descriptions of different land forms.
3. Ask them to match each picture with the description.
4. Make a poster using the matched drawing and description.
5. Allow them to answer the questions indicated in the learners material.
DRAFT
Assessment
Post a photocopy of 10 land forms on the board. Ask them to identify and
describe each landform . ( see attached pictures)
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canyon strait
peninsula delta
isthmus valley
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Chapter 2: Weather
Overview
The condition of the air at a particular place and time – whether it is warm
or cold, wet or dry and how cloudy or windy it is tells the weather of that
particular place.
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developing the ability to think and act in ways associated with inquiry including
asking questions, planning and conducting simple investigations, using
appropriate instruments and procedure to gather data, thinking critically and
logically about relationships between evidence and explanations, making and
analyzing alternative explanations and communicating information using
drawing symbols and short phrases.
Background Information
It is a sunny day when the sun is shining, the air is warm, and the wind is
weak. It is a rainy day when the sun cannot be seen, the clouds are dark and
the rain is falling. It is a windy day when the sun is shining, clouds are slightly dark
or clear and the air is blowing hard. It is a cloudy day when the sun is not seen
and there are plenty of slightly clouds yet the rain is not falling .
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Objective
At the end of the lesson, the pupils should be able to describe the appearance
of the clouds.
Materials
word puzzle; charts showing pupils’ description and observations of the
sky , KWL chart
Procedure
A. Motivation/ Presentation
1. Post the word puzzle on the board . Ask the pupils to encircle the words
in the puzzle. Ask them to write it on the board.
( thunder, lightning, wind, clouds, rain, weather )
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April 10, 2014
Using the word puzzle, ask your pupils to list in column one all words that
are familiar to them. In column two, ask them to write the words that are
not familiar to them. Under the column with unfamiliar words, let them write
what they want to know about it.
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Before starting the activity, go over the KWL chart with the pupils. Find out
the top 10 words that pupils are unfamiliar with that are related to the day’s
lesson. Make sure you include this in the activity or post-discussion.
C. Lesson Proper
1. Find a place in the school where your pupils can observe the clouds,
either through an open window or outside the room. Form five groups.
Have your pupils look up the sky for a few minutes. CAUTION: Warn your
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pupils about the bad effects of looking directly at the sun.
2. Distribute the learners material and ask them to open LM No. 1 entitled
Weather Watcher. Ask them to draw what they have observe in the sky.
The pupils will write their answers in their activity notebook. Give them
3. After the activity, ask your pupils what they notice about the things in
the sky and the clouds with the following questions;
Is the sky clear? cloudy?
Can you see clouds? How does it appear?
Is the sun shining bright? Is the sun hiding?
Is the rain falling?
Is the wind blowing?
The description may just be shapes like short clouds, puffy clouds, a cloud
that looks like a curly hair , thread-like clouds.
4. Discuss further the descriptions made by the pupils. Ask your pupils to
exchange LMs to see the drawing of other pupils. Ask them to describe
the clouds in the drawing. You may also ask the following questions after
looking at their drawings.
What is the weather today?
What is the shape of the cloud ?
What is the color of the cloud?
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SAMPLE ANSWERS
Descriptions
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The clouds look like groups of cotton balls
I cannot see the blue sky because it is covered with white and gray
clouds.
Assessment
Assignment
Draw the basic types of clouds. If available, use the internet or any
science books to get details about them.
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Lesson 2. The Types of Clouds
Duration: 5 days
Background Information
Certain conditions must exist for clouds to form - water vapor in the air,
temperature change, and particles in the air for the water vapor to condense
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on. As warm, moist air rises, it begins to cool and condense on dust particles
forming water droplets. These water droplets form clouds. They will not fall to
Earth because they are too small.
Clouds
Clouds are white because their water droplets or ice crystals are large
enough to scatter the light of the seven wavelengths (red, orange, yellow,
green, blue, indigo, and violet), which combine to produce white light. Clouds
take different shapes depending on the amount of water vapor available and
the speed and direction of the moving air. Clouds are classified according to
how they are formed. Below are the main types and their descriptions.
Stratus clouds are low, flat, gray clouds that look like sheets covering the
sky. They are the closest clouds to the ground. They form as low as surface
level (fog) to about 6,500 feet above the ground. They can produce rain,
drizzle, snow, or mist.
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Cumulus clouds are puffy and white-like cotton balls. They form from 2,000
to 20,000 feet above the ground. They usually indicate fair weather.
Sometimes they grow very large and become thunderheads. As these
clouds gather they create thunder and lightning and produce precipitation
in the form of rain and hail.
Cirrus clouds are thin, curly, wispy clouds. They are sometimes referred to as
mares’ tails. They form between 25,000 to 40,000 feet above the ground.
They are so high in the atmosphere that the water droplets freeze into ice
crystals. They often indicate an incoming storm or weather change.
There are cloud charts that you can buy to show what these clouds look like.
However, most cloud charts will have more than these basic clouds. They use the
prefixes “alto” and “nimbo” to tell more about these three basic clouds. If the
prefix “alto” is used, it means middle, referring to the position of the clouds in their
respective areas. If they use prefix “nimbo” is used, it means water and these
clouds will often bring rain.
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Objectives
At the end of each lesson, the pupils should be able to:
1.
2.
draw and describe the basic types of clouds; and
show a four-day observation of the clouds in the locality.
Procedure
A. Motivation/Presentation
1. Ask the pupils to go out of the classroom with their pencils, crayons and
worksheets. Observe the clouds and the weather using the following
questions as guide:
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Weather Condition: (is it sunny, rainy, windy, stormy?)
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from the ground?
Size: How big or small?
5. On the second day, after observing the clouds and weather, Ask them to
make a model of what they have observed for the day and the previous
day using the materials. Use the cotton to emphasize the type of clouds.
Refer to the materials and procedure 1 to 4 found in LM. No.2 .Ask them to
answer the succeeding questions.
6. Ask them to classify the clouds they have observed into three types: Cirrus
clouds, cumulus clouds, and stratus clouds.
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8. At the end of the 4th day, ask each group to present and compare their
outputs.
10. Ask the pupils to fill out column 3 of their KWL chart, “what they have
learned about clouds and weather.
Assessment
DRAFT
Ask each group to evaluate the model done by each group using the
rubrics.
Assignment
List down the different weather instruments.
Duration: 2 days
Background Information
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electronic temperature sensor to measure and record high and low
temperatures.
DRAFT
Anemometers measure the direction and speed of wind in miles per hour. A
common type of anemometer has three cups fixed to a mobile shaft. As the
wind blows faster, the cups spin around faster. The actual speed of the wind
shows up on a dial. Another type of anemometer uses a propeller instead of
cups to accomplish the same function.
April 10, 2014
A wind vane, also called a wind sock, measures the direction of the wind at any
given point in time. A weighted arrow spins around a fixed shaft and points north,
south, east or west, typically marked on separate fixed shafts parallel to the
arrow.
A rain gauge measures the amount of rainfall. The standard rain gauge consists
of a long, narrow cylinder capable of measuring rainfall up to 8 inches. Many
rain gauges measure precipitation in millimeters, or to the nearest 100th of an
inch. Other gauges collect the rain and weigh it, later converting this
measurement into inches.
Hail pads measure the size of hail that falls during a storm. A standard hail pad
consists of florist's foam and aluminum foil. The falling hail strikes the foil and
creates dimples for the observer to measure after the storm.
The Campbell Stokes Recorder measures sunshine. Sunlight shines into one side of
a glass ball and leaves through the opposite side in a concentrated ray. This ray
of light burns a mark onto a thick piece of card. The extensiveness of the burn
mark indicates how many hours the sun shone during that day.
Objectives
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At the end of each lesson, the pupils should be able to:
Materials
wooden sticks, strip of paper, glue , cardboard, wooden sticks, glue
Procedure
A. Motivation/ Presentation
Post the drawings below on the board. Ask the pupils to arrange the
letters to form the words describing the pictures posted on the board. Post
the correct word above the picture. Ask the following questions after the word
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was formed for each picture.
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U S N N Y Y A R I N
T S Y M R O U O C L Y D
D Y I N W
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What is the difference between sunny and rainy day?
What is the difference between sunny and windy day?
What is the difference between rainy day and cloudy day?
What is the difference between cloudy day and windy day?
What is the difference between windy day and stormy day?
C. Lesson Proper
1. Presentation
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Show pictures of some weather instruments to the class.
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Ask the class which of the instruments is familiar to them.
Ask the pupils to draw these instruments in their notebooks.
2. Activity 3
a. Group the class. Distribute the materials in each group. Ask the
b. Show and explain to the groups the rubrics for scoring their
participation in the activity.
Score Indicators
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expected results;
b. Divide the groups into 2. Assign half of the group (called group A)
to do Model A, the other half (called group B) to Model B. Models
A and B are different models of the wind vane.
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d. Ask each group to present their output and show how it works.
Ask them also to answer the questions. As one group is
presenting, ask the other groups to rate the group using the
rubrics.
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Lesson 4. Wind’s Temperature Wind Speed and Wind Direction
Duration : 4 days
Background Information
DRAFT
At times the anemometer almost does not move. We say that the wind is
calm. A slow wind will move the anemometer a little. A moderate wind can turn
the cups of the anemometer. At times the anemometer can make several
circles or revolutions. We say that the wind is strong or fast.
The wind vane is an instrument with an arrowhead and a tail. The wind
pushes the tail. The arrowhead points toward the direction from which the wind
comes.
Winds are always described according to the direction from which they
are blowing. As the wind strikes the tail of the wind vane, the wind vane turns so
that the arrow points in the directions from which the wind is blowing
Calm 0-1
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Fresh Breeze 29-38
Storm 103-117
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by the sun. The coldest time of a 24 hour day is just before sunrise, this is because
the earth has been losing heat all night.
During the day, the temperature depends on the amount of sunlight that
enters the earth. If it is sunny, then it is warm and the temperature is high. When
The movement of wind also affects the air temperature. When the wind
blows, it blows out warm air. Cooler air comes in and air temperature will also be
lower.
An area gets hotter when it is heated by the sun and gets cooler when
the heat leaves it. The coldest time of a day is just before sunrise, after the earth
has been losing heat all night.
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Air temperature affects the weather conditions. During warm weather,
the temperature rises. We say the temperature is high. During cooler days, the
temperature sinks or drops. We say the temperature is low. The average air
temperature is 19-32 C. A temperature reading below 19 C means it is cold. A
temperature reading above 32 C means it is warm. Air temperature changes
from time to time and from place to place.
Objectives
At the end of each lesson, the pupils should be able to:
1. tell how cold or hot the air is ;
2. compare the temperature of air in different places; and
3. describe the speed and direction of the wind.
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Materials
1.Prepare the illustrations ahead of time. Make them large enough for the
2. Divide the class into four or five groups. They will do the activity by station.
Ask them to move from one station to another after 3 minutes. This should
give them time to answer the questions in the activity cards. The pupils
can write their answers in their notebooks.
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STATION 1 STATION 3
Why is the boy fanning himself? To what direction is the wind blowing?
DRAFT STATION 2
Is it raining hard outside?
STATION 4
C. Lesson Proper
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2. Ask the pupils to read LM’s No. 4 entitled Wind’s Temperature,
Speed, and Direction. Conduct a pre-laboratory activity on how to
read a thermometer and timer or clock with second hand.
3. Divide the class into 2 groups. One group will take the temperature
inside the room. The other group will stay outside the room. Give
reminders on what to avoid when working outside the classroom.
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What happens when the speed of the wind is fast? Is slow?
How do you know if the wind is moving fast?
What else can you look at to describe the speed and
direction of the wind?
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Step 3: Take outer two corners and fold like this
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2. Label the four corners of the room with the primary
3. Ask the pupils to throw their paper glider in the air and observe.
Ask them the following questions;
Is your paper glider moving fast or slow?
Why is it moving fast or slow?
Is it moving to the same direction?
How do we describe the direction of the wind?
5. Ask how the wind affects the weather condition to arrive at this
generalization;
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Changes in the speed of the wind cause changes in
weather conditions
6. Assign pupils to tell their parents at home about the paper gliders
and their uses in knowing the direction of the wind.
Duration: 4 days
Background Information
Weather is the state of the atmosphere, to the degree that it is hot or cold,
wet or dry, calm or stormy, clear or cloudy.[1] Most weather phenomena occur in
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the troposphere, just below the stratosphere. Weather generally refers to day-to-
day temperature and precipitation activity, whereas climate is the term for the
average atmospheric conditions over longer periods of time
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Objectives
At the end of the lesson, the pupils should be able to:
1. describe how the wind moves within the day;
2. tell how hot or cold is a place;
3. identify the elements of weather and;
4. describe the weather for the day.
Materials
weather chart , improvised wind vane, thermometer,
string or thin rope
Procedure
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A. Distribute the weather chart done by the group. Ask the pupils to
draw the weather symbol for each day.
B. Motivation/Presentation:
Present a weather bulletin. Ask the pupils to answer the following
questions.
1. The weather in Metro Manila is _______________.
2. The wind is blowing from ___________ direction.
3. The lowest temperature reading is _____________.
4. The highest temperature reading is _____________.
5. The general weather condition is _____________.
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Weather Bulletin of the Day
Metro Manila : Fair weather condition with rain showers in the afternoon.
Rest of the Country: Luzon will have occasional rain showers. Other parts of the country
will have fair weather with light winds blowing from the east.
Temperature Range: 23 C – 31 C
C. Lesson Proper
1. Group the class into five groups. Select a leader for each group.
2. Ask them to read the instructions of the activity entitled The Daily
Weather on LM No.5. Assist them in their assigned area.
3. After the activity, Ask the following questions:
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a. Based on the activity, is the temperature inside and outside the
room the same? What about in the shade and under the sun?
b. Why does the air temperature inside and outside the room not
the same?
c. How does air temperature affect the weather?
d. During what kind of weather is the temperature of the air
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What does the change in temperature from time to time shows?
How does air temperature and wind speed affect the weather?
Air temperature tells the hotness or coldness of the
atmosphere. It is affected by the suns heat.
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Lesson 6. The Weather Reporter
Duration: 4 days
Objectives
At the end of each lesson, the pupils should be able to:
Materials
weather chart, thermometer
Procedure
A. Motivation/Presentation
1. Divide the class into four groups.
2. Ask each group to draw and complete a set of pictures. Ask each
group to present their drawing.
C. Lesson Proper
1. Distribute the weather charts done in the previous lesson.
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2. Ask the class to work on Activity 6 found in LM No. 6 entitled The Weather
Reporter.
3. Ask each group to present their weather bulletin in class. Allow each
group to use the rubric below to evaluate the presentation.
4. Guide the pupils in arriving at a generalization using the following
questions;
What makes up the weather?
What do we consider in determining the weather
conditions of the day?
Assessment
Ask each group to report the weather forecast. Use the rubrics in evaluating
the group output.
Assignment
DRAFT
Assign pupils to collect and bring pictures that show activities when;
a. the sun is high
b. the wind blows fast and
c. the wind blows lightly
Background Information
Objectives
At the end of each lesson, the pupils should be able to:
1. describe how weather affects people, plants, and animals.
2. make a collage showing the effects of weather on people, plants,
and animals.
Materials
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cut out pictures showing different activities of people
paste or glue
coloring pen/pencils
cartolina for each group
Procedure
A. Motivation/Presentation
1.Post a picture on the board. Ask them to tell the activities seen in
pictures A, B and C.
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April 10, 2014
A B
188
C. Lesson Proper
2. Ask the pupils to complete the table posted on the board by listing the
activities done in each of the weather conditions?
DRAFT
3. Ask the pupils the following questions;
Activities I enjoy
Sunny Rainy
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Assessment
Assessment
Assignment
Ask your parents the what are the safety measures in dealing different
weather conditions.
DRAFT
Lesson 8. Let’s Be Careful with What We Do
Duration: 5 days
Objective
Materials
clothes and things used in different weather conditions
Procedure
A. Motivation/Presentation
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C. Lesson Proper
1. Introduce the activity by asking the pupils to read the instructions
found in LM No. 8 entitled Safety and Precautionary Measures in
Dealing with Different Types of Weather.
DRAFT
2. After the activity, ask the pupils the following questions;
a. What are some activities that can be done on good/fine weather?
b. What activities cannot be done on bad weather? Why?
c. What activities should be done during bad weather?
d. What can you say about the food and clothes of people during
hot or cold weather?
4. Ask the pupils why they should practice safety measures in different
weather conditions.
5. In groups, ask the class to present a skit, talk show, song about what
valuable lessons they learned about weather. Discuss the rubrics to
guide the pupils on what to show in their presentation.
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Assessment
______1. The sun cannot be seen and there are plenty of dark clouds,
but the rain is not falling.
______2. The sun is shining and the wind is blowing very slightly.
______3. There are plenty of dark clouds and rain is falling.
______4. The sky is dark, the wind is strong and the rain is falling.
______5. The sky is clear and the clouds are so high.
Assignment
DRAFT
Chapter 3 : Objects Seen in the Sky
Duration : 1 Day
1. We can see the sun during the day and the moon at night. Gazing
at the sun directly can damage your eyes.
2. Aside from the sun and the moon, stars and other heavenly bodies
can be seen in the sky.
3. Stars, along with the brighter planets, can be seen with the
unaided human eye in a daytime sky that is, when the sun is above
the horizon normally only during a total solar eclipse.
Objective
At the end of the lesson, the pupils should be able to describe the objects seen
in the sky.
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Materials
blue and white metacards; pictures;
Procedure
A. Motivation/ Presentation
1. Post the pictures one at a time on the board. Ask your pupils the following
questions;
What objects can you see in picture A? picture B?
Picture A: sun
Picture B: moon, stars
Is it daytime or night time?
Picture A: daytime
Picture B: night time
DRAFT
April 10, 2014 A B
B. Lesson Proper
1.Divide the class into four. Distribute the meta-cards to each group.
2.Tell the pupils to write their answers on the metacards, white for objects seen
during daytime and blue for objects seen at night.
3.Ask the pupils to refer to LMs No 1. Objects Seen In The Sky to complete the
graphic organizers . After the activity, ask the pupils to paste the metacards in
the graphic organizers posted on the board.
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Organizer 1. Objects in the sky during night time
Sky at
night
DRAFT
Other? STARS ? SHOOTING Other? MOON ?
STARS ?
4. After the two graphic organizers are completed, ask your pupils the
following questions;
What are the objects seen in the sky at night? during the day?
Are they the same objects?
Why do these objects seen at night not seen during the day?
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5. Lead the class to come up with a generalization using the following
questions ;
Which objects do you see at night time? During the day?
Why do objects seen during the day not seen at night time?
Assignment
DRAFT
Lesson 2. Sizes of Objects Seen in the Sky
Duration: 2 Days
Background Information
Different sizes of objects are seen at night and during the day. Objects
Objective
At the end of the lesson, the pupils should be able to describe the sizes of
objects seen in the sky.
Materials
big pictures of sunset and sunrise
Procedure
A. Motivation/Presentation
1. Post the pictures on the board. Ask your class the following
questions;
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A B
Are the Pictures A and B the same as what you have actually observed?
(Responses may vary. Pupils may have different descriptions of what they saw
DRAFT
in the night sky )
Tell something about the objects that you saw in the two pictures?
(Responses may vary )
C. Lesson Proper
1. Group the class into five groups. Explain the procedure of the activity. Ask
3. After the activity, ask each group to write their results in the manila paper
The rapporteur of the group will do the presentation.
Total
Category Scoring Criteria Points Score
Organization Activity results are presented clearly. 5
Content All the expected results were obtained. 10
The questions are answered correctly. A
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conclusion summarizing the presentation is
given.
The rapporteur maintains good eye 5
contact with the audience and is
Presentation
appropriately animated (e.g., gestures,
moving around, etc.).
Length of presentation is within the 5
assigned time limits.
Information was well communicated. 5
Score Total Points 30
DRAFT
bigger? or smaller?
c. How did the big ball appear in set-up C? How about the small ball?
7. Show the big pictures to guide pupils in applying the concepts to real
and new situations using the following situations:
(The1st bird appears biggest since it is at the nearest distance from the
viewer. The 3rd bird appears smallest because it is at the farthest
distance from the viewer).
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Why does the sun looks
big during sunset? small
at noontime?
DRAFT
Assessment
On a sunny day, Peter looked up the sky. He was wondering why the flying
bird looks big while the moving airplane appears very small. What will you tell
Peter to help him understand the situation?
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Lesson 3. Brightness and Dimness of Objects Seen in the Sky
Duration: 2 days
Background Information
http://earthsky.org/space/stellar-luminosity-the-true-brightness-of-stars
In our cosmology, the stars we see with the eye alone on a dark
night are located at very different distances from us, from several light-
years to over 1,000 light-years. Telescopes show the light of stars millions or
billions of light-years away.
DRAFT
how far away we are from that star.
For instance, nearly every star that you see with the unaided eye is
larger and more luminous than our sun. The vast majority of stars that we
see at night with the eye alone are millions – even hundreds of millions – of
times farther away than the sun. Regardless, these distant suns can be
seen from Earth because they are hundreds or thousands of times more
That’s not to say that our sun is a lightweight among stars. In fact,
the sun is thought to be more luminous than 85% of the stars in our Milky
Way galaxy. Yet most of these less luminous stars are too small and faint to
see without an optical aid.
Have you ever noticed that stars shine in an array of different colors
in a dark country sky? If not, try looking at stars with binoculars sometime.
Color is a telltale sign of surface temperature. The hottest stars radiate blue
or blue-white, whereas the coolest stars exhibit distinctly ruddy hues. Our
yellow-colored sun indicates a moderate surface temperature in between
the two extremes. Spica serves as prime example of a hot blue-white star,
Altair: moderately-hot white star, Capella: middle-of-the-road yellow star,
Arcturus: lukewarm orange star and Betelgeuse: cool red supergiant.
Bottom line: Some stars look bright because they’re near Earth.
Others are truly extremely bright members of our Milky Way galaxy.
Astronomers call the true, intrinsic brightness of a star its luminosity. The
luminosity of any star depends on size and surface temperature. Some
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extremely large and hot stars blaze away with the luminosity of a million
suns!
Objective
At the end of the lesson, pupils should be able to describe the brightness and
dimness of objects seen in the sky at night time
Materials
candles ; ruler; venn diagram
Procedure
A. Motivation/Presentation
1. In groups, ask your pupils to draw and color objects they see in the sky
at night and day.
2. Ask them to post their drawing on the board.
DRAFT
B. Lesson Proper
3. Ask your pupils to complete the Venn diagram using the two pictures.
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Assessment
Helen loves to look up the sky on a clear night. She sees the stars, so many
of them, but she was wondering why some stars appear big and bright , others
appear so small and bright and more others appear very small and dim.
Having done with the lessons on objects seen in the sky during daytime
and night time, what will you tell Helen? Why do some stars appear big and
bright? Some stars appear small but bright? Other stars appear very small and
dim?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
DRAFT
Lesson 4. Positions of the Sun at Different Times of the Day
Duration : 2 Days
Objective
At the end of the lesson, the pupils should be able to make observations of the
Materials
Procedure
A. Presentation
1. Allow the class to play a game using a roulette. The center of the
roulette refers to any object on earth. Each spin refers to the position of
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the sun relative to the object on Earth. Tell your class to observe the
position of the “sun” for every spin or turn in the roulettte.
2. Ask the class to write their observations on the board using the table
below. (Observations may vary, depending on the position of the “sun”
after every spin )
Observations
1st spin
2nd spin
3rd spin
DRAFT
which serves as a reference point to the position of the sun at different
times of the day)
What happened after the first spin? second spin? (Observations may
vary.)
C. Lesson Proper
2.Distribute the manila paper to each group for them to write their
observations.
3.After the presentation of each group, ask these questions to the class:
During daytime, the sun can be seen across the sky in different places or
location. In the morning, it rises in the east, at noon it is overhead and in the
afternoon, the sun sets in the west. After a few hours, the moon and the stars
replace the sun in the sky.
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Lesson 5. Harmful Effects of Sun’s Heat and Light on People
Duration : 1 Day
Background Information
The sun emits ultraviolet radiation - a kind of light that is not visible. There
are three kinds of ultraviolet light, each with a different frequency, or "colour".
DRAFT
The first, UVA has a long wavelength, and is least damaging to us. It does cause
some damage in the long term, but it tends to give us a nice tan first! UVB & UVC
have shorter wavelengths and tend to burn us rather than give a tan. Fortunately
for us, UVC, the most damaging of the two types, is completely filtered out by
the planet's ozone layer. This is why it is so important to preserve the ozone layer,
as even small doses of UVC are damaging to humans and many other significant
The sun can be harmful very rapidly in some places. A hot summer sun in
relatively northern climes is safe only for up to 40 minutes, and hotter areas of the
world are, of course, much less safe.
The sun affects some people more than others. In particular, those with fair
or freckled skin (and usually blonde or red hair). People with dark hair and dark
skin are less likely to suffer from sunburn. People with black skin are likely to be not
affected by the sun, and yellow and brown-skinned people are much less likely
to suffer than white-skinned people. All colors of skin do burn however, given
enough time.
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Sunburn is easy to spot - it hurts! Sunburned skin is bright red, swollen and
tender, and often very painful. Usually, sunburn will get better by itself, but more
serious burns should be treated as though they are normal burns, i.e. keep cold,
then keep it clean to prevent infection. If you suffer from severe sunburn, then
get medical advice at once.
Hopefully, you agree that you should be moderately sensible about your
exposure to the sun, but even so, it's worth your while taking a bottle of after-sun
lotion with you. You'll be very glad to have the soothing effect of this stuff if you
do find yourself a little burnt. A variety of types are available and your local
pharmacist should be able to advise on the matter. Those containing Aloe are
very soothing. Calamine Lotion is effective and available cheaply from
pharmacists, but it's not so good as other remedies because it leaves a white
residue on your skin until you wash. If your sunburn is more serious, a painkiller
should help reduce inflammation and pain.
DRAFT
particular, long-term exposure to sun causes premature ageing of the skin,
wrinkles, blotching, yellowing, etc.
After repeated sunburn, cancerous areas can develop. Skin cancer can
spread quickly to other areas of the body, and it is not unknown for even young
people to die from cancers directly attributable to over-exposure to the sun.
Sunscreens work by absorbing the sun's harmful rays, and converting them
into heat. Until fairly recently, they were only useful at absorbing UVB rays, but
nowadays they can absorb both UVA & UVB - check the products' packaging
for more details. Sunscreens have a sun protection factor (SPF) which represents
the number of times longer you can stay in the sun. For example, an SPF of five
would enable you to stay in the sun five times longer.
However, all lotions become less effective as they dry off, or wear off on
towels, etc., so you'll need to put more on from time to time. If you're likely to be
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swimming, invest in a waterproof sun lotion, but even these types tend to wash
off after a bit so reapply regularly.
Some sunscreens can cause skin irritation so it's worth checking that yours
does not, before you leave.
You can buy a handy twin pack that has conjoined bottles of different
strengths. I like a pack available from pharmacists that contains a lot of low
factor and a smaller section of high factor lotion.
If you feel as though you will not be able to avoid being in the sun, it is
also worth buying a protective balm, that will protect the sensitive skin on your
DRAFT
lips, blocking the sun completely. These are reflective - rather than absorbing the
rays, they contain tiny pieces of metal that reflect the sun's rays.
You should build up your exposure to the sun gradually. The skin naturally
thickens with exposure to the sun, and builds up levels of pigmentation (a tan!),
both of which are the body's own response to prevent further damage. Start off
When the sun is highest in the sky, its rays are strongest. The most important
thing is to avoid the mid-day sun at all costs. It's also worth noting that a cool
breeze, or a refreshing soak in water, may relieve the heat associated with
sunbathing, but they don't get rid of the harmful rays.
Objective
At the end of the lesson, the pupils should be able to describe the effects of the
heat of the sun to people.
Materials
big pictures showing a child putting sunglasses, young mother with 2 kids
on the beach,
Procedure
A. Motivation / Presentation
1. Post the 3 big pictures on the board. Ask your pupils to study these
pictures.
205
Picture A: Child putting on sun glasses Picture B: Young mother and her two
kids on the beach
DRAFT
April 10, 2014
C. Lesson Proper
Picture C: A girl holding an umbrella
206
In picture C, why does the girl hold an umbrella?(It is raining. She
protects herself from getting wet)
What should you wear on a hot, sunny day? At home? In school?
At home, You can also wear white shirts, or any thin shirts, some
khaki or bermuda shorts and some sandals or flip-flops )
- How will you protect yourself from the heat of the sun? Why?
DRAFT
appropriate clothing; b) wear headgears like hat to protect your
head from long exposure to sun’s heat; c) wear sunglasses to
shade your eyes from extreme brightness of the sun; d) use
umbrella to shade not only your head but your body from too
much exposure to the heat of the sun; e) apply sun block lotion on
your skin for soothing effect and protection from too much heat)
207
5. Ask the class to work in groups. Answer the following situations and
report their answers in class.
The weather forecast is a warm, sunny day. Raul and friends are going
to a picnic. He is thinking of what to wear. What will you suggest him to
wear in the picnic?
(Suggestion: Wear thin shirts and protective gear like hat and
sunglasses. Bringing un umbrella will also be a protection. Thin long
sleeves is also appropriate for protection of the arms against exposure
to sun’s heat, over Bermuda shorts and sandals or hiking shoes)
Make a list of what to bring if you wish to go hiking on a hot sunny day.
Tell why.(Responses of pupils may vary.)
DRAFT
d.
e.
Assessment
Assignment
None
Duration : 1 day
Background Information
In nature, plants are triggered to flower by any number of factors. It might
be warm weather. It might be the beginning of the rainy season. Or it might be
the amount of available light. Some plants, such as the kalanchoe plant or
poinsettia plant, time their blooms to the amount of sunlight they receive. When
the hours of sunlight declines, they are triggered to bloom. These are called
208
"short day" plants. Others, such as spinach, are triggered to bloom only after the
days stretch out to a certain length. These are called "long-day plants." This trait
in plants is called photoperiodism. It simply means the plant's reproductive cycle
is timed to the amount of light available.
Most home growers will never have to worry about photoperiods, but
there are some cases where it matters. For example, poinsettias don't naturally
bloom around Christmas. Instead, they are forced to bloom by keeping them in
the dark for a certain number of hours each day in the winter to trick them into
blooming for the holiday. The same is true for kalanchoes: they can be forced
into bloom any time of the year simply by keeping them in darkness for 14 hours
a day. That's why you can find flowering kalanchoe any time of the year, but
they'll only bloom in the fall or early spring on their own.
Plants that don't base their flowering on available light, such as tomatoes,
are known as day neutral. In these plants, flowering is triggered by different
factors, such as age, water and nutrition levels, and hormones.
DRAFT
Photoperiodism refers to the effect on the growth and reproduction of
plants or animals of varying exposures to light and darkness. It also refers to the
relative amounts of light and darkness in a 24-hour period required to best effect
the growth, reproduction, and flowering of plant species or the growth and
reproduction of animals.
209
In dry climates transpiration is increased. Water is forced to diffuse more
rapidly into the air due to the concentration difference between the
environments outside and inside the plant. Low humidity creates a vapor
gradient between the plant and the air. In dry air, there is a lack of water, forcing
water to be pulled from the plant to the atmosphere increasing transpiration.
Therefore, in humid climates, transpiration is less effected by diffusion
On windy days the moisture present in the air is swept away from the leaf
causing it to transpire more. On calmer days, the humidity rate can rise causing
a decrease in transpiration. The amount of water in the soil also plays a major
role in the rate of transpiration. The plant must have a continuous supply of water
to be able to transpire. If adequate water cannot be absorbed by the roots and
carried up the xylem, the rate of transpiration will decrease. A lack of water
supply will also decrease the rate of photosynthesis and the overall health of the
plant.
DRAFT
Objective
At the end of the lesson, the pupils should be able to describe the effects of the
sun’s heat on plants.
Materials
a plant on a dry potted soil and a wilting plant, manila paper
A. Motivation/Presentation
1. Show to the class plants on a dry potted soil in a room and plants wilting
under the sun. Ask them to compare the two plants.
3. Ask your pupils to look for plants under the shade of the tree and those
planted on the sunny side of the garden. Ask them to name the plants by
accomplishing Tables 1and 2. ( Observations may vary)
210
Table 2. Plants in the sunny side
Name of the Plant What can I tell ?
3.After the activity, ask each group to present the charts. Explain
the rubrics to be used by pupils in assessing their performance in
the activity.
DRAFT
4.After the report , ask your pupils the following questions;
Assessment
Assignment
Ask pupils to conduct an informal interview to at least 2-3 farmers in the
community using the following questions:
How does weather affect the growth of plants?
What do they plant during the dry season? rainy season?
211
Lesson 7: Effects of the Heat of the Sun on Animals
Duration : 1 day
Background Information
Insects in general are poikilotherms, but some of them exhibit a limited
degree of heterothermy by maintaining their body temperature a little higher or
lower than that of their environment. The grasshopper, Oedipoda coerulescens,
gets warmer than air shortly after sunset (Franz, 1930)
DRAFT
Animals, like lizards and snakes, also form basking groups with respect to
solar radiation with the result that, for instance, certain desert lizards have a
cloacal temperature of 38° C at an air temperature of 13° C
High temperatures cause a direct metabolic effect on the organism
resulting in greater speed of locomotion, and an indirect effect of avoiding
reactions by action through the nervous system, which no longer exists under
optimal conditions.
The preferred temperature of an insect may vary during its life history. Thus
in the housefly, migration from the feeding place ( = dung) to pupation site( =
ground) is due to behavioral changes in the central nervous system which
modifies the temperature preferendum as the larvae grows.
All domestic livestock are homeotherms; that is, they maintain relatively
constant internal body temperatures, usually within a 1 to 2° C range.
The body temperature of most domestic animals is considerably higher
than the environmental temperature to which they are exposed most of the
time. They maintain their body temperatures by balancing internal heat
production and heat loss to the environment. The hypothalmus gland acts as a
body thermostat by stimulating mechanisms to counteract either high or low
ambient temperatures. For example, increased conversion of feed to-heat
energy is used to counteract low ambient temperatures, while for example
increased respiration (rate and volume) and blood circulation in the skin
counteracts high ambient temperatures. Varying temperature also results in
changed behavior. Most animals reduce their level of activity in a hot
environment and, for example, pigs lie clustered in a heap at low temperatures,
212
while they lie spread out with extended limbs at high temperatures. This would
suggest increased space requirement for pigs held in a warm, tropical climate.
The body can tolerate short periods of heat stress, but if the ambient
temperature exceeds the body temperature for an extended period, it may
prove fatal.
Objective
At the end of the lesson, the pupils should be able to describe the effects of sun’s
heat on animals
Materials
in the garden, magnifying lens, paper and pencil or crayons
Procedure
A. Motivation / Presentation
DRAFT
B. Lesson Proper
1.Group the class into 5 groups. Each group will choose a leader and a
rapporteur for the group report.
2.Accompany the pupils to the school garden for the activity found in
Activity No 7 of the LM.
Assessment
Dogs, like people can suffer in the hot weather. Pedro observed that his
dog is panting, the mouth is open and the tongue is hanging out.
Why? What should Pedro do?
Assignment
Draw a situation at home showing an animal is affected by suns heat.
213
Unit Test
(Sample Only)
1. Dogs, like people can suffer in the hot weather. Pedro observed that his dog
is panting, the mouth is open and the tongue is hanging out.
Why? What should Pedro do?
2. Mrs. Gonzales received a potted plant as a gift on her birthday. She told her
daughter to water it every morning. It is a house plant but she thought the
plant will be healthier if she puts it under the sun. After 2 days, the plant
looked like the picture below.
Predict what happened to the plant. Why did the plant wilt?
3. On a sunny day, Peter looked up the sky. He was wondering why the flying
bird looks big while the moving airplane appears very small.
DRAFT
What will you tell Peter to help him understand the situation?
4. The class of Mrs. Santos is going on a field trip to the Dinosaur’s Land in
Angeles City, Pampanga, the following day. Samantha is so excited to wear
her leather jacket, a birthday present from her uncle in the USA. The weather
forecast is a hot, sunny week.
5. Helen loves to look up the sky on a clear night. She sees the stars, so many of
them, but she was wondering why some stars appear big and bright , others
appear so small and bright and more others appear very small and dim.
Having done with the lessons on objects seen in the sky during daytime and
night time, what will you tell Helen? Why do some stars appear big and
bright? Some stars appear small but bright? Other stars appear very small
and dim?
214
7. The girl scouts under Mr. Obena are joining the District Camping. Carla, the
patrol leader chose to pitch tents under the trees, and build the kitchen in an
open area. She said that it would be nice to cook where the sun shines
directly overhead.
What do you think Mrs. Obena would advise them?
A.
Post the following situations in a manila paper. Ask your pupils to answer the
questions in each situation on a piece of paper.
1. One day, John was playing at their front lawn when an “ASKAL” – street dog
ran by. Two boys were after the dog with bamboo sticks. They wanted to
beat the dog.
DRAFT
Do you think that’s a good way to treat the dog? Why? Do you find the dog
important in the community?
215
3. The Novero family built a house near the creek which is found in their
community. Mr. Novero thought of throwing garbage in the water body.
DRAFT
April 10, 2014
2. Guide the pupils to arrive at this generalization
(missing generalization here)
Study the Table. Identify where each living thing is found by putting a check ( √ )
mark under the proper heading.
216
Living Things Water Land Air
1. chicken √
2. butterfly √
3. tilapia √
4. carabao √
5. snake √
6. bee √
7. bangus √
8. papaya plant √
9. eagle √
10. seaweeds √
Write True before the number if the statement is correct and False
if the statement is wrong.
DRAFT
__________ 1. Wind changes in speed.
__________ 2. Wind comes from a single direction.
__________ 3. The sun makes the land and water warm.
__________ 4. When you feel warm, the temperature of the air is high.
__________ 5. The temperature of the air helps us to tell the weather.
__________ 6. Weather affects the people and the environment
Choose the letter of the best answer and write on the space
before each number
217
________ 3. The air moves because _____________.
a. the Earth is moving
b. of the unequal heating of the sun
c. of the air pressure
d. the sun keeps on shining
DRAFT
a. anemometer
c. wind vane
c. thermometer
d. wind gauge
218
_________5. Use umbrella when walking under a very hot sun.
_________6. Bring raincoat or umbrella every day.
_________7. Stay at home when the rain is continuously pouring.
_________8.Listen or watch the weather bulletin/ report every day
_________9.Use sun block lotion on sunny days.
________10. Go on a field trip during stormy days.
REFERENCES
Alberto, Myrna R. et.al. Science and Health 3. St. Augustine Publications, Inc.
Sampaloc, Manila, 1994.
DRAFT
Abracia, Efren E., Science and Me 5. Missionbook Publishing, Inc., Quezon City,
2005.
Coronel, Carmelita C., Health and Science 3Vibal Publishing House, Inc.,
Quezon City, 1995 . pp. 192-193
Goh Sao Ee, Tea Gwan Wai Lan ans Koh Siew Luan.
K to 12 Curriculum Guide
Conditions
219
Learning Guide in Science and Health. Grade IV. Wind and Speed Direction
My Pals are Here! 3A Science Activity Book,, Dr. KwaSiewHwa, Goh Sao-Ee, Teo-
Romero, Angelita D, Biteng, Oralla P., et.al. Science and Health 4. Rex Printing
Company, Inc. Quezon City, August 1995.
DRAFT
Science, Health and Environment by Lilia R. Villanueva, p. 205-208
220
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April 10, 2014
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