Beed 206

NORZAGARAY COLLEGE
Municipal Compound, Norzagaray, Bulacan
LEARNING MODULE
IN
TEACHING SCIENCE IN PRIMARY GRADES
(PHYSICS AND EARTH SCIENCE)
BEED-206
PRELIM
2ND SEMESTER A.Y. 2022-2023
MARY ROSE M. CELESTINO, R.N, MEM

Subject Instructor
College of Education
This Learning Module or any portion thereof may not

be reproduced or used in any manner whatsoever
without the express written permission of Norzagaray
College.
BEED-206 PROPERTY OF NORZAGARAY COLLEGE

TEACHING SCIENCE IN PRIMARY GRADES (PHYSICS AND EARTH AND SPACE)
TABLE OF CONTENTS
 COVER PAGE------------------------------------------------------------------------------------- --
 TABLE OF CONTENTS ------------------------------------------------------------------------ 1
 WELCOME NOTE-------------------------------------------------------------------------------- 2
 INTRODUCTION---------------------------------------------------------------------------------- 2
 STUDY GUIDES & HOUSE RULES--------------------------------------------------------- 3
 COURSE OUTLINE------------------------------------------------------------------------------ 4
 LEARNING TASK 1------------------------------------------------------------------------------ 6
 CLASS ORIENTATION
 Surface of Earth
 PRE-ASSESSMENT 1--------------------------------------------------------------------------- 7
 CONTENT DEVELOPMENT 1----------------------------------------------------------------- 7
 POST-ASSESSMENT 1------------------------------------------------------------------------- 8
 LEARNING TASK 2------------------------------------------------------------------------------ 9
 Soil
 PRE-ASSESSMENT 2--------------------------------------------------------------------------- 9
 CONTENT DEVELOPMENT 2---------------------------------------------------------------- 9
 POST-ASSESSMENT 2------------------------------------------------------------------------- 12
 LEARNING TASK 3------------------------------------------------------------------------------ 13
 WEATHER
 CONTENT DEVELOPMENT 3----------------------------------------------------------------- 13
 POST-ASSESSMENT 3------------------------------------------------------------------------- 17
 LEARNING TASK 4------------------------------------------------------------------------- 17
 WEATHER DISTURBANCES
 PRE-ASSESSMENT 4---------------------------------------------------------------------- 18
 CONTENT DEVELOPMENT 4 ----------------------------------------------------------- 18
 POST-ASSESSMENT 4 ------------------------------------------------------------------- 28
 LEARNING TASK 4------------------------------------------------------------------------- 30
 TYPHOON
 PRE-ASSESSMENT 5---------------------------------------------------------------------- 32
 CONTENT DEVELOPMENT 5 ----------------------------------------------------------- 33
 POST-ASSESSMENT 5 ------------------------------------------------------------------- 34
 PRELIMINARY EXAM---------------------------------------------------------------------------- 35

NORZAGARAY COLLEGE
Municipal Compound, Brgy. Poblacion
Norzagaray, Bulacan
COLLEGE OF EDUCATION
I. WELCOME NOTE
Sophomores, welcome to 2nd Semester of 2022-2023 academic year!
Though this year might be extraordinary, we are glad to have you back and we are
counting on you to make this your best year yet at Norzagaray College. Remember that we are
always here to support you every step of the way.
As you continue your journey this academic year, take advantage of the many services
available to help you achieve your learning goals as students and your full potential as a person.
We encourage you to ask and raise questions, to get involved, to challenge the norms and to be
open to changes and possibilities. We inspire you to participate and to take part in a wide range
of opportunities and initiatives introduced by the college with the whole faculty team throughout
the year. Always have the desire to know more, do more and be more.
Supporting you is vital to our mission at Norzagaray College. We are here to guide you as
you become the best version of yourself and to lead you through to the one of the most challenging
yet equally exciting and interesting times.
Remember to make this year, a great year. Here are some important details that you must
remember:
Course Code: BEED 206

Course Title: TEACHING SCIENCE IN INTERMEDIATE GRADES (PHYSICS AND EARTH
SCIENCE)
Subject Instructor: MARY ROSE M. CELESTINO R.N, MAED
Section: BEED 2A/ BEED 2B
Class Schedule: ________________
Contact Details of Instructor: Contact number: 09061629712
FB messenger: MARY ROSE MARCELO CELESTINO
e-mail address: maryrosecelestino33 @gmail.com
Please take note that if you have questions regarding your learning modules/tasks, you may
reach me thru my contact details during our class schedule ONLY.

II. INTRODUCTION
III. STUDY GUIDES AND HOUSE RULES
My dear students, since we adopted modular approach this Preliminary term, here are
some rules and reminders that you have to bear in mind while accomplishing this module.
1. You are going to accomplish the learning tasks on your own. Therefore, BE HONEST!
2. If you see a certain part which requires your NAME, COURSE & SECTION, then it is the only
part that you must answer and to be submitted to me. You are NOT going to submit the whole
learning module.
3. When you encounter unfamiliar word/s while browsing this module, DON’T just ignore it,
instead get a dictionary and look for the meaning of it.
4. If you have queries regarding your learning module, please feel free to reach me thru my
provided contact details during our CLASS SCHEDULE ONLY.
5. If you are going to send me a message, please DON’T FORGET to give your complete name
and section so I can recognize you.
6. If you have social media account/s, please USE your real name and a clear picture of you so
it will be easier for me to recognize you.
7. NEVER HESITATE to ask me questions or raise your concerns for as long as it is related to
our learning module.
8. Always KEEP TRACK of the timetable when to accomplish and to submit the learning tasks.
9. Be reminded that all of us are still adjusting in this new normal, hence, it will be easier for you
to accomplish the learning tasks if you are going to have TIME MANAGEMENT.
10. Lastly, ASK GUIDANCE from our Holy Father while accomplishing your tasks and surely
everything will work well.
Never stop learning,

For when we stop learning
We stop growing.
-Loyal ‘Jack’ Lewman

IV. COURSE OUTLINE
2nd Semester A.Y. 2022-2023
I. Course Code : BEED 206
II. Course Title : TEACHING SCIENCE IN PRIMARY GRADES (PHYSICS

AND EARTH SCIENCE)
III. Course Credit : 3 units
IV. Course Description :

Teaching Science in the intermediate Grades (Physics, Earth and Space Science)
is a 3-unit course that explain the phenomena in Earth. It gives a lot of information on how
to prevent and be prepared of the disaster that might happen in each part of the world.
This course allows the students to explore on the outside world through Video
Presentation. It provides applied knowledge which will be used in the future.
V. Time Allotment : 18 weeks
VI. Desired Student Learning Outcomes :
At the end of the course, the students should be able to:

A. Competencies
1. Describe the Earth’s Surface and explain the phenomena on Earth.

2. Enumerate the different heavenly bodies.
3. Discuss the position of the planets in the Solar System
4. State the relationships between Force, Motion and Energy.
5. Make a simple machine using Electricity and Magnetism.
6. Differentiate waves of Light and Sound.
B. Skills
1. Create a device that makes activity easier.
2. Construct a model of Solar System or Constellation
C. Values
1. Appreciate the importance of Electricity in daily life.
2. Share the information on how to prevent and be prepared on the disaster in the
Philippines.
VII. Course Content

Topics Time Allotment
I. Class Orientation of the following:
• NC Vision, Mission, Goals, and Core
Values
• College of Education Vision, Mission and
Core Values
• Subject Requirements
Week 1
• Grading System
• Classroom Policies
B. Introduction of Teaching Science in the
intermediate Grades (Physics, Earth and Space
Science)
Surface of Earth
II. Surface of Earth Week 2

The Soil
III. Weathering Week 3
IV. Weather Disturbances Week 4
V. Typhoon Week 5
Week 6
VI. PRELIMINARY EXAMINATION
VII. Moon Week 7
VIII. Stars: Characteristics and Patterns Week 8
IX. Constellation Week 9
X. Solar System Week 10
XI. The Earth Week 11
Week 12
XII. MIDTERM EXAMINATION
XIII. Force Week 13
Electricity and Magnetism
XIV. Colors and Heat Absorption Week 14
Light and Optics
XV. Mechanics , Waves and Sound Week 15
Matter
XVI. Teaching Demonstration / Lesson Planning Week 16
XVII. Teaching Demonstration / Lesson Planning Week 17

*Review of Learning Competencies
Week 18
I. FINAL EXAMINATION
Suggested Readings and References:
Department of Education Most Essential Learning Competencies –DepEd MELCS

K-12 Curriculum Guide
Deped Teachers Guide Book
Science Beyond Borders

Eliza A. Lopez

Mary Jean G. Dela Cruz
Harold A. Arraza
Science Beyond Borders

Lilia M. Rabago , PhD
Evelyn T. Sarte
Ednaliza R. Garcia
A course Module for Teaching Strategies for Elementary Science(Physics , Earth and Earth
Science )
Quantum Physics
David Clark / Albert Maxwell
Course Requirements:
Suggested:
 Pre and Post –Assessment Tasks
 Written long exam (Prelims Midterm and Finals)
Grading System:
Prelim
Attendance 10%
Class Standing 60%
Major Exam 30%
100%
Prepared by: Noted by:
MARY ROSE M. CELESTINO, R.N, MAEd MARICAR JOY C. BULURAN, PhD

Subject Instructor Dean, College of Education
========================================================================
LEARNING TASK 1
TOPIC
Surface of Earth
TOPIC OVERVIEW
This learning task deals with the surface of the earth.
DESIRED LEARNING OUTCOMES
At the end of the learning task 1, the BEED second year students are expected to:
1. define the earth
2. state some facts about the earth
3. enumerate the different characteristics of the earth
4. explain the size and shape of the earth
5. name the different surface of the earth

6. appreciate the importance of earth in human life
PRE-ASSESSMENT 1
Directions. Identify what is being described in each sentence. Write your answer on a yellow
paper.
1. The only place in the universe known to harbor life.
2. Approximately, about how many percent of earth surface is made of ocean?
3. The shape of Earth.
4. Physical characteristics of the earth
5. The Earth's axis of rotation is at a constant tilt with respect to its orbit around the Sun
6. summer days to be longer than the nights
CONTENT DEVELOPMENT 1
THE EARTH
Facts About the Earth
 Earth is the third planet from the Sun and the only place in the universe known to
harbor life.
 Approximately 70.8% of Earth's surface is made up of the ocean, dwarfing Earth's
polar ice, lakes, and rivers.
 The remaining 29.2% of Earth's surface is land, consisting of continents and islands.
 The atmosphere of Earth consists mostly of nitrogen and oxygen.
 Earth is an ellipsoid with a circumference of about 40,000 km.
 It is the densest planet in the Solar System.
 Earth is about eight light-minutes away from the Sun and orbits it, taking a year (about
365.25 days) to complete one revolution.
 The Earth rotates around its own axis in slightly less than a day (in about 23 hours and
56 minutes).
Things to know about the Earth
 Etymology
GAIA – Greek Gaia, Earth may have been a personified goddess in Germanic paganism
TERRA - scientific writing and especially in science fiction to distinguish humanity's inhabited
planet from others
TELLUS - poetry Tellus /ˈtɛləs/ has been used to denote personification of the Earth
THE GLOBE - Historically, earth has been written in lowercase. From early Middle English,
its definite sense as "the globe" was expressed as the earth.
Surface
 Earth's surface is the top layer of Earth's rigid or liquid structure at the interface with
its atmosphere.
 Earth as an idealized spheroid has a surface area of about
510 million km2 (197 million sq mi).
 Earth can be devided into two hemispheres.
 By latitude into the polar Northern and Southern hemispheres
 By longitude into the continental Eastern and Western hemispheres.
 Earth can be divided into an oceans-focused water hemisphere and a landmasses-
focused land hemisphere.
Characteristics of the Earth
 Our planet Earth is a rotating sphere that orbits the Sun.

 The Earth's axis of rotation is at a constant tilt with respect to its orbit around the Sun,
resulting in the change of seasons.
The physical characteristics of the Earth include its size and composition. The Earth also has
gravity and magnetic force fields.
Earth's relationship with Sun
The Earth is the third planet from the Sun, with Mercury and Venus being closer. Its unique
position gives the Earth a temperate climate, allowing the chemical reactions necessary to
sustain life. But over the years, the climate has varied enough to melt the ice caps near the
North and South poles, or to cause glaciers to move south in an Ice Age.
Revolves around the Sun in an orbit
The Earth goes around the Sun in a counterclockwise orbit, taking a year or about 365 days to
make one revolution. The orbit is an ellipse, so the Sun is slightly off-center.
The Earth orbits the Sun
The average distance from the Sun is 149,597,890 kilometers (92,955,820 miles). This distance
is so great that it takes light about 8 minutes to reach the Earth from the Sun.
Spins on its axis
The Earth spins or rotates on its axis in a counterclockwise motion, as viewed from above the
North Pole. It makes one revolution in 24 hours.
The spinning of the Earth on its axis is what causes the Sun to appear to move across the sky.
The effect the apparent movement of the Sun is similar to looking out the window of a moving
car, where things outside appear to be moving past you.
Tilt affects seasons
The Earth's axis also tilts with respect to the Sun, causing the changes of the seasons. In
summer, the Earth is tilted such that the Sun falls more directly, while in winter the Sun looks
lower in the horizon and the light comes at a glancing angle. The tilt of the Earth also causes the
summer days to be longer than the nights. In winter the days are shorter and there is less light
to heat the ground.

The light from the Sun is more direct in summer than
in winter at the same latitude
The further north you go, the more the effect of the tilt of the Earth is apparent. Above the Arctic
Circle, daylight can be seen for a full 24 hours in the summer or night can be 24 hours in the
winter. That is why they call the area "the land of the midnight sun."
(See Motion of the Earth for more information.)
Moon
The Earth has only one moon, while Mars has two moons and Jupiter has 9 moons.
Physical characteristics of Earth
Physical characteristics include shape, size and composition.
Spherical in shape
Just as the Sun and Moon appear as spheres, so too is the Earth spherical in shape. To people
on Earth, the planet appears to be generally flat (not counting for hills and valleys), but in reality
the surface of the Earth has a slight curve. This can be noticed when looking out on a large lake
or the ocean and seeing a ship come up along the horizon.
Ship coming up over the horizon
The shape of the Earth has been proven by ships circling the Earth, as well as from pictures of
the Earth taken from the space vehicles.
View of Earth from space

Its shape is actually slightly flattened at the poles.
Size
The diameter of the Earth at the equator is 12,756 km (7,926 miles), and its circumference or
distance around the Earth at the equator is 40,075 km (24,901 miles).
Composition
The composition of the Earth consists of the solid and liquid portion and the atmosphere or
gaseous portion.
Solid and liquid
The percentage composition of the Earth's solid and liquid materials (by mass) is:
Element Percentage
Iron 34.6%
Oxygen 29.5%
Silicon 15.2%
Magnesium 12.7%
Nickel 2.4%
Sulfur 1.9%
Titanium 0.05%
Oxygen is chemically combined with many substances to produce liquid and solid compounds.
Although water (H2O) is a dominant compound on Earth, Hydrogen is not listed above because
of its small mass.
Silicon Dioxide (SiO2) is sand, and that compound makes up a large portion of the Earth's mass.
Much of the Iron is in the Earth's core and is responsible for the Earth's magnetic field.
Atmosphere
Although most people think air is mainly Oxygen, the atmosphere of the Earth actually consists
of 79% Nitrogen (N2), 20% Oxygen (O2) and 1% of other gases such as Carbon Dioxide (CO2).
Force fields
The Earth has two major force fields: gravity and magnetism.
Gravity
Gravity is the force at a distance that attracts objects of mass toward each other. The force of
gravity from the Earth holds down our atmosphere, oceans and everything else.

Lost atmosphere
Some planets and moons that have less gravity than Earth have lost their atmosphere because
it wasn't sufficient to hold the gas close to the surface.
Escape velocity
When you throw a ball or shoot a bullet upward, it will slow down due to the Earth's gravity, until
it finally falls back to the ground. You would have to shoot the object at 40,248 km/hr (25,009
mph) for it to escape the Earth's gravity and fly out into space. This is called the Earth's Escape
Velocity.
Magnetic field
The Earth is like a giant magnet with a magnetic pole near the North Pole and the opposite near
the South Pole. The north pole of a magnet seeks the North Magnetic Pole. Through the ages,
indications are that the poles switched directions. No one is sure why this happened.
The rotation of the Earth and the fact that the core of the Earth is made of iron are major factors
in creating the magnetic field.
One thing the magnetic field does is to attract charged particles that have been emitted from the
Sun. The focusing of these particles at the poles may help to prevent us from being harmed by
the high energy particles.
These particles cause the air in the upper atmosphere to glow. This is called the northern lights
(aurora borealis) or southern lights (aurora australis).
Summary
The Earth is a rotating sphere that orbits the Sun. The axis of rotation of the Earth is at a
constant tilt with respect to its orbit around the Sun, thus resulting in the change of seasons.
Iron and oxygen make up 65% of the Earth's mass. The Earth also has gravity and magnetic
force fields.
https://www.school-for-champions.com/astronomy/earth.htm#.YEMNC07ivIU
POST-ASSESSMENT 1
Directions. Match column A with column B. Write your answers on a yellow paper. Write the
letter only.
No. Answers COLUMN A COLUMN B

1 Gravity A. Planet in the solar system that has two moon .
2 Oxygen B. the force at a distance that attracts objects of mass
toward each other. The force from the Earth holds
down our atmosphere, oceans and everything else.
3 Mars C. It is a chemically combined with many substances
to produce liquid and solid compounds.
4 Earth D. It causes the summer days to be longer than the
nights. In winter the days are shorter and there is less
light to heat the ground.
5 Tilt of the Earth E. the third planet from the Sun and the only place in
the universe known to harbor life.
6 Spherical F. shape of the moon

7 Terra G. The percentage composition of the Earth's element
is 0.05%

8 Gravity and magnetic H. the planet that has nine(9) moons .
9 Jupiter
I. scientific writing and especially in science fiction to
distinguish humanity's inhabited planet from others
10 Titanium J. The Earth has two major force fields
LEARNING TASK 2
 Soil
This learning task will discuss the soil, types of soil, soil erosion, and agents of soil erosion,
Effects of Soil erosion and ways to control soil erosion.
DESIRED LEARNING OUTCOMES
At the end of the learning task 2, the BEED second year students are expected to:
1. Define soil
2. Identify the types of soil
3. Define soil erosion
4. Discuss the agents of soil erosion
5. Explain the effects of soil erosion
6. Enumerate Ways to control soil erosion
PRE-ASSESSMENT 2
Directions. Look at the words below. These are words which have jumbled letters.
Decode the jumbled words.
IWDSN TRSONG NEOROSI

QUARYINGR TSSEDMIEN
NROOTATI PGLNOWI
SLAMINA NSAD DUNES
EVIRR BOURWRING
THE SOIL:
Soil is the biologically active and porous medium that has developed in the uppermost layer of
Earth’s crust. It serves as the reservoir of water and nutrients and a medium for the filtration and
breakdown of injurious wastes. It also helps in the cycling of carbon and other elements through
the global ecosystem.
Types of Soil

Sandy Soil
The first type of soil is sand. It consists of small particles of weathered rock. Sandy soils are one
of the poorest types of soil for growing plants because it has very low nutrients and poor water
holding capacity, which makes it hard for the plant’s roots to absorb water. This type of soil is very
good for the drainage system. Sandy soil is usually formed by the breakdown or fragmentation of
rocks like granite, limestone and quartz.
Silt Soil
Silt, which is known to have much smaller particles compared to sandy soil and is made up of
rock and other mineral particles, which are smaller than sand and larger than clay. It is the smooth
and fine quality of the soil that holds water better than sand. Silt is easily transported by moving
currents and it is mainly found near the river, lakes and other water bodies. The silt soil is more
fertile compared to the other three types of soil. Therefore, it is also used in agricultural
practices to improve soil fertility.
Clay Soil
Clay is the smallest particle among the other two types of soil. The particles in this soil are tightly
packed together with each other with very little or no airspace. This soil has very good water

storage qualities and makes it hard for moisture and air to penetrate into it. It is very sticky to the
touch when wet but smooth when dried. Clay is the densest and heaviest type of soil which does
not drain well or provide space for plant roots to flourish.
Loamy Soil
Loam is the fourth type of soil. It is a combination of sand, silt and clay such that the beneficial
properties of each are included. For instance, it has the ability to retain moisture and nutrients;
hence, it is more suitable for farming. This soil is also referred to as agricultural soil as it includes
an equilibrium of all three types of soil materials, being sandy, clay, and silt, and it also happens
to have humus. Apart from these, it also has higher calcium and pH levels because of its inorganic
origins.
https://byjus.com/biology/types-of-soil/
Soil Erosion
the erosion of the top layer of dirt known as topsoil, the fertile material vital to life. The rate of
soil erosion depends on many factors, including the soil's makeup, vegetation, and the intensity
of wind and rain
Causes soil erosion

It is the natural process of wearing away topsoil, but human activities have accelerated the
process. It is usually caused due to the removal of vegetation, or any activity that renders the
ground dry. Farming, grazing, mining, construction and recreational activities are some of the
causes of soil erosion.
Agents of Soil Erosion

Just like weathering , there are different agents of soil erosion . it includes water, wind , animals
and humans.
Water
As water flows , it transports rock and soil particles from one place to another.
The speed of flowing water affects the rate of erosion . the faster the water flows , the faster the
farther the erosion would be . faster movement of water can cause many sediments to be carried
away by the water.
As water aids erosion, it colors changes depending on the color of the rock and the soil particles
that it carries. For example , water that flows from a mountain can be brown because of the soil
particles from the ountains that it carries. Mud left on the ground after flooding is also an evidence
of erosion.
Wind
As the wind blows, it carries light particles of rocks and soil , transporting and depositing them in
another place . strong winds carry the particils of soil in a distant place.

Wind erosion can take place in any area where the soil is not compacted. When the wind blows ,
the particles of sand move along with it. Light partiles of soil can be easily blown away by the
wind.
Erosion by wind contributes a lot in shaping the earth surface. An example of this is the formation
of sand dunes. These are ridges of sand formed by the wind and are usually found in deserts or
shorelines. Duens are formed when the wind blows sand into a secluded area. As sand
accumulates, the dunes grow and vary in shape.
Animals
Animals also contribute to the transportation of sediments . When burrowing animals dig the
ground , some rocks and soil particles stick their bodies . as they move from place to place they
carry such particles , too.
Humans
Although erosion is natural phenomenon, human have major contribution to the rate of soil
erosion in the environment. Just like animals , whenever we walk , the soil clings to our shoies ,
so soil gets transported from place to place.
Other human activities like gardening can also cause erosion soil moves as we dig the ground.
When quarrying , the impact created by blasting rocks and soil triggers soil erosion .
Huge volumes of soil and sand get transported when they used in the construction of house and
other infrastructure.
Effects of Soil Erosion
Landform
Although soil erosion happens everytime , the appearance and stricture of a landform do
not change overnight. It would take hundreds of years to change the appearance and structure of
a certain landform. Fo instance , sand dunes would form a plenty of soil accumulate and fom a
huge mass over an existing large mass of rocks and soil. This process happens over and over
again.
Soil erosion can destroy large masses of land. It can also transform a mountain to a hill or
Plateau. Excessive deforestration , mining and converstion of mountains to residential or
commercial lamds could trigger erosion that can be destructive to the environment.
Living Things
Plants get most of its nutrients from the topsoil . The topoil contain the organic materials
produces by dead plants and animals . However , the topsoil is usually carried away by the wind
and water . Once the topsoil is gone , the nutrients for plants will be carried away as well.
Too much soil erosion makes the soil unable to hold or absorb water. This makes the soil
dry , coarse, and eventually unfit for vegetation. In addition, sediments that are washed away by
water ca clog irigiation systems and can further inbihit the plants water supply.
The effect of soil erosion on plants would mean less food production . This can effect animals and
humans since plants are their main source of food and nutrients.
Aside from the lack of food supply , people who depend on farming as their source of
livelihood will have problems if they do not have a healthy and fertile soil to plants on.
Another negative effect of erosion is prevalence of mine tailings . mine tailings are the
mineral wastes or leftovers after the mining process. Erosion brought by water can wash mine
tailings nearby bodies of water and pollute them. Polluted seas and river can affect aquatic plants
and animals as well as the potable water supply of animals and human.
Ways to Control Soil Erosion
Soil erosion cannot be prevented since this is a naturally occurring in the environment. However
, there are practices that can help can control soil erosion and its harmful effects.

Natural Vegetation
The simplest and natural way of controlling soil erosion is through natural vegetation , which is
allowing plants and trees to grow naturally without human interference . By letting these plants
grow , root systems will developed . These root systems grip on the soil and make it more stable,
the by minimizing the movement of the soil throughout the ground.
Trees can also serve as windbeaks. A windbreak is a row of trees planted in a straight path
shielding and protecting plants and crops from strong winds and gales. Windbreaks prevents
strong wind directly blow the soil , thus lessening the soil erosion that takes place.
Contour Plowing
Since erosion easily takes place on the slope , farmers who plant on mountainsides follow the
contour or curves of the land instead of planting the cops up and down the slope so to slow down
the flow of water and the soil that it carries. This techniques is known as contour plowing.
Strip Cropping
This method involves alternately planting different crops in strips . These crops in strip. These
crops are planted across the slope , too. In this method , grass anf other plants that grow close to
the ground are planted in strips between bands of grains crops. The Strip crops lessen soil erosion
since they hold much water in the soil.
Terracing
Involves planting on terraces or steps build on the slopes mountainsides. Farmers build wide flat
rows of the terraces on mountainsides to act as a ridge to help slow down the of water the carries
soil. By doing so, the rate of erosion also slow down.
Crop Rotation

Farmers use crop rotation not just to prevent pest from setroying the plants but also maintain good
qualiy of the soil. Crop rotation refers to planting crops in a different spot each year.
A soil that has good quality is moist . moist soil cannot be carried away easily by wind and water.
Riprapping
Another way of controlling soil erosion is by building ripraps or chunks of stoe or rocks
arranged on the edge of a slope. This arrangement of stones does not just serve as foundation
but also a ridge to control soil erosion . when rain pours down , most of the soil carried down the
slope is deposited on the ripraps . ripraps can be seen on the river banks and shoreline.
Forest help in controlling Soil erosion
The forest canopy, the uppermost layer of the forest where most tree branches and leaves
are found, acts line umbrella that lessen the impact of rain on the forest floor. This lessens the
rate of soil erosion.
The leaves that fall to the ground, together with the naturally growing mosses, cove the forest
floor . This covering minimize the force of suface runoffs so less soil is carried away by the water.
POST-ASSESSMENT 2
Directions. Answer the following questions. Write your answer on a yellow paper.
1.The agents of soil erosion are water, wind, animals and human, explain how these agents
affects the soil erosion.
2. What are the effects of Soil erosion? Cite some instances where it is a disadvantage to human
beings.
3. The Guinsaugon landslide in Leyte in February 2006 claimed the lives of many people and
buried their town. The authorities blamed it on loss of trees due to illegal logging. What is the role
trees that could have prevented the incident?
4. Observe the land forms or rock formation in your community. Take note of the possible signs
of erosion. If there are no Landforms or rock formation in your community, you may use other
books or reference to observe some landforms or rock formation in other places.

Based on your own observation/ reading references, do the landforms or rock formations that you
see in the community today look the same as they were many years ago?
5. A river in a local town in Norzagaray Bulacan used to be narrow 10 years ago. A stime passed
by, the towns people noticed that the river became wider . Why did the river become wider thatn
it was in the past?
Scoring Rubrics
Content/Idea -------------------------- 5 pts.

Coherence ---------------------------3 pts.
Handwriting ---------------------------2 pts.
Total --------------------------10 pts.
LEARNING TASK 3
TOPIC
 WEATHER
This learning task will focus on the Weather
DESIRED LEARNING OUTCOME
At the end of the learning task 3, the BEED second year students will be able to:
1. Define Weather
2. Identify the agents of Weathering
3. Explain the meaning of agents of weathering
PRE-ASSESSMENT 3
Directions. Read each questions and write the best letter in a yellow paper.
1. It is the breaking down of rocks into fragments.
a. erosion b. Flooding c. runoff d. weathering
2. A type of weathering that involves change in the composition of the rock
a. chemical c. both chemical and mechanical
b. mechanical d. none of the above
3. What do you call the process by which humans extract stones from the mountains for
construction purposes?
a. digging b. flaterring c. weathering d. quarrying
4. What will happen to a rcok when it is exposed to higher temperature ?
a. contracts b. evaporates c. expands d. sinks
5. An open – pit mine whee rocks can be extracted .
a. landfill b. open – field c. reservoir d. quarry
Weathering
BEED-206 44 PROPERTY OF NORZAGARAY COLLEGE

Earth is mainly composed of rocks that differ in terms of sizes, shapes and color . Though
rocks seem to be very hard, dense and indestructible, they still break . the breaking of rocks into
fragments is known as weathering .
Weatheing is an important process that helps shape the Earth’s surface . the breaking of rocks
result in the formation of soil and different landforms. This is also the reason we have amazing
rock formations.
Weathering can either be mechanical or chemical . Mechanical weathering is the physical
earing away of rocks , while chemical weathering involves a change in the composition of rocks
that allows them break down into pieces.
Agents of Weathering
The different agents of weathering includes water , wind , temperature , plants , animals and
people . It cause rocksto break into pieces.
Water
Water can break rocks in different ways . the strong waves hitting the rocks can make it
break. Water can seep into the cracks of the rocks . When it gets colder , these water can expand
and turn into ice. This can trigger rocks as well.
Wind
Wind is another agent of weathering that causes many beautiful formations like Mahayaw
Arch in Sabang Islaand , Batanes, Philippines .
As the wind blows , it carries sand and small rocks particles that scratch the rocks surface .
This can bring about mechanical weathering which can also result to different rock formations.
Temperature
When rocks are exposed to varying temperature, it expands . If rocks are exposed to a low
temperature , it contacts. The repeated expansion and contraction of rocks due to changes in
temperature results in weathering.
Plants
Some plants , like lichens , ferns , and mosses, can also trigger weathering . it can grow on
rocks and cause it to break into pieces. Eventually , metabolic or life process of these plant will
cause the gradual breakage of rocks into small pieces.
Trees can also trigger weathering . Its growing roots can break the cemented gorund in search
for some minerals in the soil.
Animals
Animals that live underground also contribute to weathering .as Burrowing dig deeper , they
cause rocks to break into pieces, too.
Humans
Human also contribute to the weathering rocks .
Subdivision developers use a bulldozer to flatten mountains or hills to build houses. Some
construction workers use jack hammer to break bounders of rocks as they repair roads . Mining
companies extract stones or rocks from a quarry o an open – pit mine. Some miners throw
dynamites and other explosives on quarry sites to get more rocks or stones. This mining activity
can trigger landslides.
POST-ASSESSMENT 3

Directions. Define and explain how the following contribute to weathering . Write your answers
on a yellow paper.
Scoring Rubrics
1. wind
Content/Idea -------------------------- 5 pts.
2. water
Coherence ---------------------------3 pts.
3. plants
Handwriting ---------------------------2 pts.
4. animals
Total --------------------------10 pts.
5. temperature
6. human
LEARNING TASK 4
TOPIC
WEATHER DISTURBANCES
This learning task focuses on Weather disturbance
DESIRED LEARNING OUTCOME 4
At the end of the learning task 9, the BEED students are expected to:
1. Define Weather Disturbance
2. Explain the different classifications of weather disturbances.
3. Explain how the weather disturbance naturally.
PRE-ASSESSMENT 4
Directions. Write TRUE if the statement is correct then FALSE if incorrect. Use yellow paper
for your answer.
1. Any disruption of the atmosphere’s stable condition is called weather disturbance.
2. The aberration LPA stands for Light Pressure Area.
3. Tropical cyclones that occur within the Philippine Area of Reponsibility ( PAR ) develop in two
areas.
4. The Philippine Atmospheric Geographical and Astronimal Services Administration
(PAGASA) keeps track of cyclones that enter the Philippine Area of responsibility.
5. A tropical storm is a tropical depression that intensified.
Weather Disturbance
Any disruption of the atmosphere’s stable condition . It can manifest through the formation of a
low pressure area or different prevailing winds like monsoons and Intertropical Convergence
Zone or ITCZ.
Low pressure Are (LPA ) an High Pressure Area ( HPA )

This refers to the weight of the air that is pressing down on the Earth. An abrupt change in the
air pressure can trigger weather disturbances. Convection , or the rising of warm air and snking
of cold air , explain how a high pressure area and low pressure area are formed.

When cold air sinks , it results to a high pressure area. Since most of the air is pressing down ,
the air on the surface becomes becomes dry. Fomation of high pressure area indicate fair
wether; fewer clouds are found on the sky. But when warm air rises, less ai presses downward,
resulting in the formation of a low pressure area. As the ai continuously rises, it will eventually
cool, condense and form clouds. The formation of a low pressure are indicates the possibility of
rain. There is a higher chance of rain when more clouds are formed. An LPA can result to
weather disturbance , ains and strong winds are brought about by the low pressure.
In a cyclone , the cool air flows to take the place of the rising warm air. As a result , the air
current spins. The wind spirals around to the center of the cyclone . this center is called the eye.
It is surrounded by the bands of clouds and winds .When a cyclone is formed ove the tropics, it
is called a tropical cyclone. Given that the Philippines is found in the tropics , we experience
tropical cyclones.
Tropical cyclones that occur within the Philippine Area of responsibility (PAR ) develop in two
area. These areas are in the pacific Ocean and in the west Philippine Sea. A cyclone that
vdevelops from the Pacific ocean generally moves in a west to northwest direction. A cyclone
that originate from the west Philippine sea moves an east to northeast direction.
The Philippine Atmospheric, Geophysical and Astronomical Serives Administration (PAGASA)
keeps track of cyclones that enter the Philippine Area of responsibility.
A cyclone intensifies when it is located over a warm tropical waters . it weakens as it moves
inland. The intensity of tropical cyclones varies. Thus , we can classify them according to their
degree of intensity.
The classifications of tropical cyclones according to strength of winds are as follows:
Tropical Disturbance
It is an isolated weather system with an apparent circulation. It is characterized by a poorly
developed wind circulation . this is commonly observed throughout the wet tropics and
subtropics.
Tropical Depression

It is a weak low pressure disturbance with a definite surface circulation . A tropical depression
has a maximum wind speed of up to 61kilometers per hour (kph) . it is most common in the
equatorial region or the intertropical convergence zone. (ITCZ) . The ITCZ is the velt of low
pressure wgich circles the earth generally near the equator.
Tropical Storm
Once the tropical depression has intensified , it becomes a tropical storm. A tropical storm is a
moderate tropical cyclone with maximum wind speed of 62 to 88 kph. A tropical storm is more
organized and more circular in shape. The rotation of a tropical storm is more recognizable that
that of a tropical depression. Severe tropical storm has a maximum wind speed of 89 to 117
kph.
Typhoon
It is an intense tropical cyclone with maximum wind speed of 118 to 220 kph . Most of the time,
typhoon is accompanied by heavy rains and strong winds.
POST-ASSESSMENT 4
Directions. Answer the following questions. Write your answers on a yellow paper.
1. What happens when the condition of the atmosphere changes?
2. The storms destroyed many things and even caused the death of some people . Explain how
the storm happen.
3. During June- October , we frequently expeience more rains brought about by the HABAGat.
Habagat is a warm and humid air that blows from the southwest direction . Why do we experience
rains when habagat reaches our Country ?
4. What is the meaning of the agency PAGASA? Discuss how it actually help the people during
storm.
Scoring Rubrics
Content/Idea -------------------------- 5 pts.
Coherence ---------------------------3 pts.
Handwriting ---------------------------2 pts.
Total --------------------------10 pts.
LEARNING TASK 5
TOPIC
 TYPHOON
TOPIC OVERVIEW
This learning task will discuss the Typhoon and how to deal with the Typhoon ( before, during
and after)
DESIRED LEARNING OUTCOME
At the end of the learning task 5, the BEED students will be able to:
1. Define Typhoon
2. Discuss how to deal with the Typhoon ( before, during and after)

3. Identify the Typhoon Condition Guide
PRE-ASSESSMENT 5
Directions. Answer/explain the following questions/statements. Write your answers on a yellow
paper.
1. What is Typhoon ?
2. What are the things you need to do in times of typhoon?
3. What signal No, does a college student is allowed not to go to school?
Scoring Rubrics
Content/Idea -------------------------- 5 pts.
Coherence ---------------------------3 pts.
Handwriting ---------------------------2 pts.
Total --------------------------10 pts.
Typhoon
It is an intense tropical cyclone with maximum wind speed of 118 to 220 kph . Most of the time,
typhoon is accompanied by heavy rains and strong winds.
Typhoon is devastating. It can cause damage to ou life and properties. Heavy winds can destroy
power supply and communication lines. Roads and bridges are also damaged due to heavy
rainfall and flooding . typhoon can also destroy our means of livelihood . heavy rains and strong
winds can uproot trees and destroy our crops that provide us with food. This is why the is
always a food shortage when there is typhoon.
We cannot change the path of the typhoon or stop it from coming. But we can always prepare
for it. PAGASA , with its modern technology , can assess and monitor any upcoming typhoon .
Once we are already have all the information about it , we can now prepare ourselves for it and
lessen the possible damages that the weather disturbance may bring.
What to do before, during and after a typhoon.
Here are some of the precautionary measures that one should observe before, during and after
the typhoon.
Before
1. Check the roof of your house for any leaks. Check the windows and make repairs if they are
broken.
2. make sure that the post and roofs of your house are sturdy enough to withstand strong winds.
3. Keep enough supply of water , rice, canned goods and medicines but do not engage in the
practice of panic buying.
4. Prepare an emergency kit. It should include a flashlight , medicines , ready to eat packed
food or canned goods, and some clothes . bring this emergency kit when you evacuate to a
safer place.
5. Secure all important documents in a water proof bag.
6. keep a battery powered radio to keep yourself updated on the latest news about the typhoon.
During
1. Stay indoor. Cancel or postpone any travel plan

2. if you live in low – lying area, be alert about your local officials advisory regarding evacuation
.
3. Stay away from places that may have experienced short circuit.
4. If you are in an evacuation center, be updated on the latest news.
5. Boil your drinking water. Floods may have contaminated the tap water.
6.Check if you family members who are staying in the affected areas are in ned of help or
rescue.
Emergency Kit
After
1. Ask an electrician to check the electrical wirings or appliances that were soaked in the flood
water.
2. Check the damaged parts of your house and have them repaired . Replace if necessary
3. Boil your drinkibg water. Even after the flood, water may not b that safe to drink .
4. Ensure the safety of your family members and relatives who were affected by the floods
5. Help the victims of calamities by giving donations or being a volunteer in relief operations.
Public Storm Warning Signals ( PSWS)
In order to determine the strength of a typhoon , the Philippine Atmospheric Geophysical and
Astronomical Services Administration (PAGASA ) issues Public Storm Warning Signals (
PSWD).
Guidelines on the Cancellation or Suspension of Classes and Work in Schools in the Event of
Natural Disasters, Power Outages/Power Interruptions, and Other Calamities
See DepEd order No. 37 s. 2022
https://www.deped.gov.ph/wp-content/uploads/2022/09/DO_s2022_037.pdf
POST-ASSESSMENT 10
Directions. Answer the following questions briefly . Write your answer in a yellow paper.

1. Why is it important to prepare even before a typhoon hits a certain locality ?
2. How can typhoon affects our lives?
3. Supposed there is a typhoon that is predicted to hit you place. List down the actions that you
and you community should do. Make a table and in each column write what you should do
before, during and after the typhoon.


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NORZAGARAY COLLEGE

Municipal Compound, Norzagaray, Bulacan

MARY ROSE M. CELESTINO, R.N, MEM

This Learning Module or any portion thereof may not

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

Sophomores, welcome to 2nd Semester of 2022-2023 academic year!

Course Code: BEED 206

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

Never stop learning,

-Loyal ‘Jack’ Lewman

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

2nd Semester A.Y. 2022-2023

I. Course Code : BEED 206

II. Course Title : TEACHING SCIENCE IN PRIMARY GRADES (PHYSICS

III. Course Credit : 3 units

IV. Course Description :

At the end of the course, the students should be able to:

1. Describe the Earth’s Surface and explain the phenomena on Earth.

VII. Course Content

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

II. Surface of Earth Week 2

IV. Weather Disturbances Week 4

VIII. Stars: Characteristics and Patterns Week 8

IX. Constellation Week 9

X. Solar System Week 10

XI. The Earth Week 11

XVII. Teaching Demonstration / Lesson Planning Week 17

Suggested Readings and References:

Department of Education Most Essential Learning Competencies –DepEd MELCS

Science Beyond Borders

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

Science Beyond Borders

Prepared by: Noted by:

MARY ROSE M. CELESTINO, R.N, MAEd MARICAR JOY C. BULURAN, PhD

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

Characteristics of the Earth

 Our planet Earth is a rotating sphere that orbits the Sun.

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

Earth's relationship with Sun

Revolves around the Sun in an orbit

The Earth orbits the Sun

Spins on its axis

Tilt affects seasons

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

(See Motion of the Earth for more information.)

Physical characteristics of Earth

Physical characteristics include shape, size and composition.

Ship coming up over the horizon

View of Earth from space

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

Solid and liquid

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

No. Answers COLUMN A COLUMN B

6 Spherical F. shape of the moon

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

10 Titanium J. The Earth has two major force fields

IWDSN TRSONG NEOROSI

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

BEED-206 PROPERTY OF NORZAGARAY COLLEGE

Causes soil erosion

Agents of Soil Erosion

BEED-206 PROPERTY OF NORZAGARAY COLLEGE