IScience 5-Teachers Manual

iScience 5: K to 12 Curriculum Series
Teachers’ Manual
Copyright 2020 by iBook Publishing, Inc.
First Edition
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ISBN: 978-971-9980-24-7
Authors: Aris A. Arellano, Corina A. Sumang, Melvina S. Tarcena, Nora G. Balines, John F. Bautista
Series Head Editor: Angelita S. Florague
Series Editors: Alfie T. Badilla, Camille Chik S. De Guzman, Eleanor V. De Roja
Series Coordinator: Ligaya G. Insigne
Series Consultant: Dr. Aurora A. Franco
Academic Coordinator: Maria Celedonia V. San Juan
Layout Artist: Myra J. Juanillo
Proofreaders: Camille B. Agnes, Jerome M. Buenaventura, Hazel V. Javar, Myra J. Juanillo
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2 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

TABLE OF CONTENTS
MATERIALS AND RESOURCES........................................................................................................................................................................... 4
HOW TO USE THE TEACHERS’ CD RESOURCE ...................................................................................................................................................... 4
PARTS OF THE TEACHERS’ MANUAL .................................................................................................................................................................. 4
UNIT 1 MATTER .......................................................................................................................................................................................... 5
LESSON 1.1 PROPERTIES OF MATERIALS THAT MAKE THEM USEFUL OR HARMFUL ...................................................................................................... 5
LESSON 1.2 USEFUL AND HARMFUL MATERIALS ................................................................................................................................................. 6
LESSON 2.1 CHANGES IN MATERIALS UNDER CERTAIN CONDITIONS ........................................................................................................................ 7
LESSON 2.2 EFFECTS OF CHANGES IN MATERIALS TO THE ENVIRONMENT AND LIVING ORGANISMS ................................................................................. 8
UNIT TEST 1 ........................................................................................................................................................................................... 10
UNIT TEST 1 – ANSWER KEY ................................................................................................................................................................... 13
UNIT 2 LIVING THINGS AND THEIR ENVIRONMENT .................................................................................................................................. 14
LESSON 1.1 PARTS AND FUNCTIONS OF THE FEMALE REPRODUCTIVE SYSTEM .......................................................................................................... 14
LESSON 1.2 PARTS AND FUNCTIONS OF THE MALE REPRODUCTIVE SYSTEM ............................................................................................................. 15
LESSON 1.3 CHANGES THAT OCCUR DURING PUBERTY ....................................................................................................................................... 16
LESSON 1.4 THE MENSTRUAL CYCLE .............................................................................................................................................................. 17
LESSON 1.5 TAKING CARE OF THE REPRODUCTIVE SYSTEM .................................................................................................................................. 19
LESSON 1.6 REPRODUCTIVE SYSTEM OF ANIMALS ............................................................................................................................................. 20
LESSON 1.7 MODES OF REPRODUCTION IN ANIMALS ......................................................................................................................................... 21
LESSON 1.8 REPRODUCTIVE SYSTEM OF PLANTS................................................................................................................................................ 22
LESSON 1.9 MODES OF REPRODUCTION IN PLANTS............................................................................................................................................ 23
LESSON 2.1 INTERACTION AMONG LIVING THINGS AND NON-LIVING THINGS IN ESTUARIES AND INTERTIDAL ZONES ......................................................... 25
LESSON 2.2 THE NEED TO PROTECT AND CONSERVE ESTUARIES AND INTERTIDAL ZONES ............................................................................................ 26
UNIT TEST 2 ........................................................................................................................................................................................... 28
UNIT 3 FORCE, MOTION, AND ENERGY ..................................................................................................................................................... 32
LESSON 1.1 MOTION IN TERMS OF DISTANCE AND TIME ..................................................................................................................................... 32
LESSON 1.2 SPEED AS A MEASURE OF MOTION ................................................................................................................................................ 33
LESSON 1.3 GRAPHICAL REPRESENTATION OF MOTION ...................................................................................................................................... 35
LESSON 2.1 CONDUCTORS OF HEAT AND ELECTRICITY ........................................................................................................................................ 38
LESSON 2.2 LIGHT AND HOW WE SEE THINGS .................................................................................................................................................. 40
LESSON 3.1 ELECTRIC CIRCUITS ..................................................................................................................................................................... 42
LESSON 3.2 ELECTROMAGNETISM .................................................................................................................................................................. 43
UNIT TEST 3 ........................................................................................................................................................................................... 45
UNIT 4 EARTH AND SPACE ........................................................................................................................................................................ 49
LESSON 1.1 WEATHERING AND SOIL EROSION .................................................................................................................................................. 49
LESSON 2.1 WEATHER DISTURBANCES............................................................................................................................................................ 51
LESSON 2.2 WEATHER DISTURBANCES IN THE PHILIPPINES .................................................................................................................................. 53
LESSON 2.3 EFFECTS OF WEATHER DISTURBANCES ON LIVING THINGS AND TO THE ENVIRONMENT............................................................................... 54
LESSON 3.1 THE MOON AND ITS PHASES ........................................................................................................................................................ 56
LESSON 3.2 BELIEFS AND PRACTICES ASSOCIATED WITH THE MOON ...................................................................................................................... 57
LESSON 4.1 CHARACTERISTICS OF STARS ......................................................................................................................................................... 59
LESSON 4.2 PATTERNS OF STARS ................................................................................................................................................................... 60
UNIT TEST 4 ........................................................................................................................................................................................... 62
iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 3

MATERIALS AND RESOURCES
iScience Textbook and Workbook Features and Content that the Teacher and student can use for assessment and other activities.
In the Textbook
 Concept Check – short quiz provided after every lesson.
 Anchor Charts – these are science charts found at the end part of the textbook. It includes supplementary charts that can be used during the
discussion or while answering activities.
In the Workbook
 Students’ Score Page – page where teacher can write down the scores of the students’ every time they check the activities. This is a very helpful
feature both for the parent and student and especially for the teacher as this page shows the progress of the student based on the scores and
activities done.
 Building Skills – worksheets prepared for students’ graded activities
o Test Yourself – observations and experiments about the topic.
o Skills Workout – exercise applying the skills learned from the topic.
o Mind Challenge – real-life questions or scenarios that would practice the skills learned.
In the iScience Teachers’ Resources
 iScience 5 Textbook and Workbook Teachers’ Copy
 Printed Teachers’ Manual
 Teachers’ CD
o iPlan or Instructional Plan – this the soft copy of the Teachers’ Manual. It is provided in the following file formats.
 Word File (.docx) – for editing purposes
 Acrobat File (.pdf) – for printer-friendly / printer-ready use
 Flipbook (.exe) – for ease of browsing
o iPresent – editable and pre-made PowerPoint presentation of the lesson.
o iSyllabus and Course Outline
o iClips – movie clip of lessons every week for teachers’ reference during the discussion.
o Anchored Charts – appendices at the end of the textbook connected to the selected activities on the workbook.
HOW TO USE THE TEACHERS’ CD RESOURCE
The iScience Teachers’ Manual was created and pre-made to help teachers lessen their burden of creating their own daily lesson plans.
This also ensures that teachers will be more effective in instructing students when it comes to the content of the iScience curriculum
series.
Steps on how to use the Teachers’ CD

1. Place the CD on the DVD or CD ROM of your laptop or computer.
2. The File Explorer of your computer will open for the CD.
3. In the CD, find and open the file named Video Manual. This file can be opened using the Media player of your computer.
4. Watch the video to see how the files in this CD can be browsed. Apply and browse the CD so that you get familiarized with its
content.
PARTS OF THE TEACHERS’ MANUAL
1. Learning objectives
2. Learning contents
3. Development activities
a. Preparatory Activities
b. Presentation of the Lesson
c. Learning Activities
4. Generalization
5. Evaluation
6. Reinforcement
7. Enrichment
8. Assignment
9. Chapter Test with Answer Key

UNIT 1 MATTER
PRETEST MODULE 1 – ANSWER KEY
Let the pupils answer Pretest section on pages 2-4 of the text book.
Answer Key:
1. B 6. A 11. C 16. A
2. D 7. D 12. A 17. C
3. B 8. B 13. D 18. C
4. D 9. A 14. C 19. D
5. C 10. A 15. B 20. B
LESSON 1.1 PROPERTIES OF MATERIALS THAT MAKE THEM USEFUL OR HARMFUL

LEARNING OBJECTIVES
Cognitive:  Provide a better understanding of the properties of matter.
Psychomotor:  To be able to demonstrate the difference between general and special properties of matter.
Affective:  Appreciate the importance of understanding properties of matter in determining useful or
harmful matter.
LEARNING CONTENTS
Reference Materials:  iScience 5
Instructional Materials:  Birthstone, candle, clay, sponge, electrical wire, elongated balloon, iron nail, magnet,
matchsticks, piece of chalk, piece of paper, plastic cup, rubber band, water, wooden stick
Value:  Critical thinking, analytical reasoning
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill Show a picture/or an actual rubber band and asked them what property of material makes it stretch and goes back to
its original size and shape after stretching. Show a sponge, ask them the property of material that makes it a good water
absorber. Show a ring, ask them the property that makes it hard.
II. Motivational Explain that everything has properties which determines what it is. Properties shows similarities, differences,
and also uniqueness.
III. Review Recall the difference between chemical and physical property of materials.
Presentation of the Lesson
Discuss the properties of materials (hardness, tenacity, luster, etc). Let the students do the activity in the building skills lesson
2.1 on Properties of materials which determine whether they are useful or harmful.
GENERALIZATION
Lead the pupils in generating that:
Materials can be useful or harmful. The properties of materials like tenacity, magnetic property, flexibility, plasticity, luster,
elasticity, and hardness will enable us to predict if the materials are useful or harmful. Proper care should be taken in dealing
with harmful materials.
EVALUATION
Let the pupils answer Test Yourself section on pages 1-3 of the workbook.
Answer Key:
Materials Observation Properties
Chalk Student should answer the description of the materials Tenacity
Clay Student should answer the description of the materials Plasticity
Rubber band Student should answer the description of the materials Flexibility
Water Student should answer the description of the materials Thermal property
Sponge Student should answer the description of the materials Porosity
Candle Student should answer the description of the materials Thermal property
Birthstone Student should answer the description of the materials Hardness
Paper Student should answer the description of the materials Tenacity
Plastic Cup Student should answer the description of the materials Plasticity
Iron Nail Student should answer the description of the materials Hardness

Electrical Wire Student should answer the description of the materials Electrical property
Balloon Student should answer the description of the materials Elasticity
Matchstick Student should answer the description of the materials Thermal property
Magnet Student should answer the description of the materials Magnetic property
Upon impact on the floor, the wooden stick is the strongest material, next is the candle, and lastly is the chalk.
1. Water is absorbed because of their porosity property. Sponge has the highest porosity.
2. You can’t stretch candle and chalk; thus it has no elastic property. Clay has a plastic property.
3. Magnet only attracts the iron nails.
4. Elastic, it returns to its original shape and size.
5. Wooden stick has greater resistance to heat because of thermal property unlike paper.
Generalization: Answer may vary.
REINFORCEMENT
3
Let the pupils answer the Skills Workout section on page of the workbook.
Answer Key:
1. Brittleness/Tenacity 5. Thermal Property 8. Electrical Property
2. Luster 6. Flexibility/Elasticity 9. Plasticity
3. Elasticity 7. Malleability 10. Hardness
4. Hardness
ENRICHMENT
4
Let the pupils answer the Mind Challenge section on page of the workbook.
Answer Key:
1. 588N 2. 3.14 3. 2 g/cm3
4.
ASSIGNMENT
Research on other properties of materials that is important in determining if it’s useful or harmful. (Example: boiling point, surface
tension). Give at least 5 more.
LESSON 1.2 USEFUL AND HARMFUL MATERIALS

LEARNING OBJECTIVES
Cognitive:  Understanding of the nature of materials based on its properties.
Psychomotor:  Classify whether the material is useful or harmful.
Affective:  Appreciate useful materials and avoid harmful materials.
LEARNING CONTENTS
Instructional Materials:  Picture of ceramics, glass, plastics, paper, rubber, wood
Value:  Critical thinking, analytical reasoning, judgement
I. Drill Show a picture of a glass jar, and a broken glass jar.
1. What is the difference between the two pictures? 2. Which of the following is useful? Harmful?
II. Motivational Create a short activity wherein one group will say useful materials found at school or at home, while the other
group will say a harmful materials found at home, and schools.
III. Review From the given examples, explain why humans are in search of useful materials rather than harmful materials.

Present useful materials. Present harmful materials. Discuss composition of products that make products useful or harmful.
Let the students do the activity in building skills lesson no. 1.2 on Useful and Harmful materials.
GENERALIZATION
There are many useful materials used by man for his convenience and comfort. The properties of the different materials are the
basis of their usefulness to man. Some of these materials are metals, wood, rubber, plastics, fibers, and ceramics. Each of the
materials has useful properties and some have harmful characteristics which should be watched out for in order to lessen the
risk to man’s life and health.
EVALUATION
Let the pupils answer Test Yourself section on page 5 of the workbook.
Answer Key:
Materials Property Useful as… Property Harmful when…
Glass plasticity glassware brittleness Broken
Wood hardness Building tool, fuel insulator heavy
Plastics plasticity Storage of food Melting point Burned, degraded
Paper tenacity Writing tool Thermal property Burned
Rubber elastic Used as tires and tubes toxic degraded, burned, decomposes
Iron/Steel Hardness Modern construction, buildings, roads, etc Electrical property It can conduct electricity.
Most materials have usefulness while also poses harmfulness when its property changes.
REINFORCEMENT
6
Answer Key: 1. Steel 2. Wood 3. Wood 4. Steel 5. Carbon
ENRICHMENT
6
Answer Key: Answer may vary.
ASSIGNMENT
1. List down all foods found in your home. Determine if the following food is a source of carbohydrate, protein, or vitamins and
minerals.
2. Give examples of emulsifiers and stabilizers found in your home.
3. Give examples of thickeners found in your home.

19-20
Let the pupils answer Pretest section on pages of the text book.
Answer Key:
1. C 6. B 11. C 16. D
2. B 7. D 12. D 17. D
3. B 8. C 13. C 18. B
4. D 9. D 14. D 19. D
5. A 10. C 15. D 20. D
LESSON 2.1 CHANGES IN MATERIALS UNDER CERTAIN CONDITIONS

LEARNING OBJECTIVES
Cognitive:  Provide a better understanding of the changes materials undergo
Psychomotor:  To be able to determine changes in materials under the presence or absence of oxygen.
Affective:  Appreciate the importance of understanding the changes in the properties of materials under
certain conditions.
LEARNING CONTENTS
Instructional Materials:  Small candle, match, Large glass, baking soda, basin, vinegar
Value:  critical thinking, analytical reasoning
I. Drill a. Light the candle, show that the candle is lit up because there is a present of oxygen. Now cover the small
candle with a glass. Explain that without oxygen, the flame in the candle will go out.
b. Place an ample amount of baking soda in a basin, put some vinegar and let the student see the chemical reaction.
II. Motivational It is very easy to find a physical change, by using our senses, but how about chemical change?
III. Review Recall the difference between chemical property and physical property and how they relate to the changes under
certain conditions.
Discuss the conditions for physical change to happen. Discuss the condition for chemical change to happen, what is a chemical
change and what is a chemical reaction; give highlights on the evidences of chemical reaction/change (example: evolution of
light, gives of changes in odor, changes in color, evolution of gas or bubbles or formation of precipitate, evolution of heat).
Explain the importance of the presence of oxygen in most chemical reactions. Let the students do the activity in the building
skills lesson 2.1 on Changes in materials under certain conditions
GENERALIZATION
Changes in matter may be physical or chemical. Physical changes are those involving changes in the physical properties of
matter. These changes happen under two conditions when there is an application of force and when heat is applied or removed.
Chemical changes are changes in the chemical composition of a material producing new substance or substances that are of
different composition as the starting substance. There are evidences that a chemical change has occurred. These are production
of heat and light, evolution of gas, change in color, production of sound, formation of a precipitate and production of electricity.
Chemical reactions is the term used by chemists for chemical changes. There are two general types of chemical reactions:
synthesis and decomposition.
EVALUATION
Answer Key:
1. Physical change 5. Physical change 8. Chemical change
2. Chemical change 6. Chemical change 9. Chemical change
3. Physical change 7. Physical change 10. Physical change
4. Chemical change
REINFORCEMENT
7-8
Let the pupils answer the Skills Workout section on pages of the workbook.
Answer Key:
A. B.
1. Changes in color, and gives of change in odor 1. Heat is absorbed
2. Evolution of light, it gives of firecracker smell 2. Heat is removed
3. Evolution of gas/bubbles 3. Heat is absorbed
4. Evolution of light, it gives of heat 4. Heat is absorbed
5. Evolution of precipitate 5. Heat is removed
ENRICHMENT
8
Answer Key: 1. 2.7 g/cm3 Aluminum has a density of 2.7g/cm3
2. Separate combustible materials from any source of heat/flame. Don’t leave candles, cooking devices unattended. Do not
play with matchsticks. Do not play with fire.
ASSIGNMENT
List at least 10 changes seen around you every day and determine whether its physical and chemical change. Then provide some
evidences in concluding if it is physical or chemical change.
LESSON 2.2 EFFECTS OF CHANGES IN MATERIALS TO THE ENVIRONMENT AND LIVING ORGANISMS
LEARNING OBJECTIVES
Cognitive:  Understanding of the effects of changes in materials to the environment and living organisms.
Psychomotor:  Determine different kinds of pollution and actions to prevent it.
Affective:  Appreciate the environment by doing actions in reducing waste and lessening pollution.

LEARNING CONTENTS
Instructional Materials:  Picture of pollution, different wastes; short documentary about climate change or global
warming
Value:  Critical thinking, analytical reasoning, judgement
I. Drill Show pictures of different kinds of wastes, and actions done by humans, then determine if what pollution will that
waste or action produce.
II. Motivational Provide a short video about climate change and global warming.
III. Review Ask the students the types of pollutions they know, and what are its causes.
Discuss pollution (land, air, water, etc). Discuss the effects of each pollution. Discuss preventive measures against ill-effects of
changes to the environment and living organisms on Earth. Let the students do the activity in building skills lesson no. 2.2 on
Useful and Harmful materials.
GENERALIZATION
Man continuously uses technology to produce new products for his comfort and satisfaction. This is good, but he forgets (or
intentionally overlook in the name of profit) to look closely at the other side of the activity the negative side effects of the use of
the new products. Accumulation of wastes from these products and man’s activities caused pollution to the land, water, and air.
These pollution has an impact on the environment and the lives of organisms. Before it becomes too late, man (at least a
majority of men) has started to focus on ways to resolve the problem, slowly but gradually towards the protection of the
environment and all the living organisms on earth.
EVALUATION
Answer Key: 1. Ozone layer 2. Acid rain 3. Global Warming 4. CFCs 5. Pollution
REINFORCEMENT
9
Answer Key:
1. Reduce -avoid unnecessary use of resources thus reducing waste
2. Reuse – find other uses to used materials
3. Recycle- reprocessing of waste materials to produce another product
4. Recover- recovery of waste without any pre-processing
5. Repair – find materials that can be repaired and not disposed to make it useful again
ENRICHMENT
10
ASSIGNMENT
1. Research All common greenhouse gases that are produced at home, school and work
2. What are you own ways of preventing pollution?

UNIT TEST 1
Multiple Choice: Encircle the letter of the best answer.
1. Ability of material to be stretched and to return to its original size and shape after the stress or stretching force is removed.
a. Porosity
b. Elasticity
c. Flexibility
d. Luster
2. Ability of gas molecules to spread out and fill up any available space.
a. Compressibility
b. Capillarity
c. Viscosity
d. Diffusibility
3. James Chadwick discovered the neutrons in what year?
a. 1935
b. 1933
c. 1932
d. 1936
4. In 1897, Joseph John Thomson discovered the?
a. Electron
b. Neutron
c. Proton
d. Nucleus
5. Which of the following is usually NOT the components of a carbon steel?
a. Manganese
b. Copper
c. Silicon
d. Iron
6. Which of the following is NOT an example of a fiber?
a. Wood fiber
b. Animal fiber
c. Dietary fiber
d. Iron fiber
7. Generally, mixtures of clay, earthen elements, powders and water shaped into desired forms.
a. Ceramics
b. Glass
c. Carbon fiber
d. Limestone
8. Used to help improve the viscosity of food substances such as salad dressings and flavored milk.
a. Stabilizer
b. Thickeners
c. Sweeteners
d. MSG
9. Generally, mixtures of clay, earthen elements, powders and water shaped into desired forms.
a. Ceramics
b. Glass
c. Carbon fiber
d. Limestone
10. Used to help improve the viscosity of food substances such as salad dressings and flavored milk.
a. Stabilizer
b. Thickeners
c. Sweeteners
d. MSG

11. Properties that depend on the kind/nature of material
a. physical properties
b. special properties
c. intensive properties
d. extensive properties
12. Properties observable by using the five senses.
a. Physical properties
b. Chemical properties
c. Intensive properties
d. Extensive properties
13. An alloy of copper and zinc. Used in electrical wires, ornaments and some musical instruments.
a. Bronze
b. copper
c. tin
d. brass
14. Derived from mineral quartz that is melted at high temperatures then cooled to form the crystalline material.
a. sand
b. wood
c. glass
d. ceramics
15. Made from resin sap. The resin is enhanced, manufactured and molded to form the product that is elastic.
a. coil
b. rubber
c. paper
d. glass
16. Alloy of copper and tin, lead or zinc. It is the material used in doorknobs, bearings, and wires.
a. bronze
b. silver
c. brass
d. platinum
17. Examples are dairy products, cakes, and ice cream. They provide energy.
a. carbohydrates
b. protein
c. fats
d. vitamins
18. A thread or filament from vegetable or mineral used in the manufacture of other materials.
a. glass
b. asbestos
c. fiber
d. wood
19. Examples are foods like meat, fish, poultry, and beans. They help in the development of strong muscles and bones.
a. carbohydrates
b. fats
c. vitamins
d. proteins
20. Determined the unit charge of an electron that allowed it for the calculation of its mass.
a. Ernest Rutherford
b. Robert Millikan
c. James Chadwick
d. Eugen Goldstein
21. The starting substance of a chemical reaction is called
a. Catalyst
b. Product
c. Reactant
d. Pre-substance

22. The resulting substance in a chemical reaction
a. Catalyst
b. Product
c. Reactant
d. Post-substance
23. Is caused by the indiscriminate burning of garbage in rural areas.
a. Land Pollution
b. Air Pollution
c. Water Pollution
d. Noise Pollution
24. Minimum amount of energy needed to initiate a reaction.
a. Heat
b. Starting energy
c. Enthalpy
d. Activation Energy
25. Is caused by the gaseous emissions in the air by vehicles and factories. These emissions include nitrogen and sulfur oxides.
a. Acid rain
b. Air Pollution
c. Sulfur accumulation
d. CFC
26. Which of the following protects the atmosphere from the destructive radiation of the sun?
a. CFC b. O3 c. N2 and O2 d. H2O
27. An example of harmful radiation coming from the sunlight that can cause sunburn, skin cancer, cataracts, and faster ageing
process.
a. O3
b. Beta rays
c. Gamma rays
d. UV rays
28. The following are being to prevent the ill-effects of changes to our environment except
a. Use CFCs responsibly if cannot be totally avoided, or find alternative products
b. Plant more trees
c. Replace natural materials with synthetic materials
d. Stop activities that produce harmful gases such as burning of fuels.
29. The rate of reaction depends on the following except
a. Pressure
b. presence of catalyst
c. presence of light
d. presence of inert substance
30. Involves gas molecules losing some molecular energy to transform into liquid molecules.
a. Evaporation
b. Vaporization
c. Condensation
d. Freezing
31. Which of the following is an example of a chemical change?
a. Water is removed from orange juice to increase its orange juice taste
b. Sand castle destroyed by the sea water on the beat
c. Plastic melted due to high temperature then produces a harmful substance
d. Water vapor inside a boiling pot cools down then transform into liquid water
32. Which of the following is an example of physical change?
a. Nitrogen and hydrogen bonds together to form ammonia.
b. Methane accumulated in landfills ignites.
c. Spoiling of milk produces curd.
d. The puddle on the floor disappeared over some time.

33. Substance that speeds up, slows down or enables a chemical reaction to happen but remains unchanged at the end.
a. Nitrates
b. Organic wastes
c. Catalysts
d. Acids
34. The following are examples of pollution except.
a. Land
b. Noise
c. Water
d. Plant
35. The following are conditions for physical change to happen except.
a. Application of force
b. Application or removal of heat
c. Phase changes
d. Color changes
36. The following are evidence for chemical change to happen except
a. Production of heat and light
b. Release or evolution of gas
c. Production of electricity
d. Transition of phases
37. The fuel or combustible material consists of the combination of elements known as.
a. Petroleum
b. Polymers
c. Monomers
d. Hydrocarbon
38. Takes place inside a dry cell or battery, considered as chemical change.
a. production of light
b. production of electricity
c. production of energy
d. production of heat
39. Decomposed by microorganisms under certain conditions. These conditions include presence of heat and light etc.
a. Spoiling
b. Chemical waste
c. Synthetic Waste
d. Organic Wastes
40. Implementation of the government for provisions on burning garbage, vehicular and industrial emissions, and other provisions.
a. Reduce Air Pollution Act
b. Air Pollution Act
c. Air Cleaning Act
d. Clean Air Act
UNIT TEST 1 – ANSWER KEY

1. b 11. c 21. c 31. c
2. d 12. a 22. b 32. d
3. b 13. d 23. b 33. c
4. d 14. c 24. d 34. d
5. c 15. b 25. a 35. d
6. a 16. a 26. b 36. d
7. d 17. c 27. d 37. d
8. d 18. c 28. c 38. b
9. a 19. d 29. d 39. d
10. b 20. b 30. c 40. d

UNIT 2 LIVING THINGS AND THEIR ENVIRONMENT
34-36
Answer Key:
1. b 6. d 11. c 16. a
2. a 7. a 12. c 17. a
3. c 8. c 13. a 18. b
4. d 9. b 14. a 19. b
5. c 10. d 15. a 20. b
LESSON 1.1 PARTS AND FUNCTIONS OF THE FEMALE REPRODUCTIVE SYSTEM

LEARNING OBJECTIVES
Cognitive:  Describe the parts and functions of the female reproductive system
Psychomotor:  Identify the reproductive organs of the female reproductive system.
Affective:  Appreciate the parts and functions of the female reproductive system.
LEARNING CONTENTS
Instructional Materials:  Picture/illustration of female reproductive system
Value:  Recognize and be aware of the parts and functions of the female reproductive system.
 Appreciation of the parts and functions of the female reproductive system.
I. Drill “Pinoy Henyo”-provide the learners 3 strips of paper with terminologies involving sense organs.
II. Motivational Ask the pupils to compare the physical differences among male and female.
III. Review Allow the learners describe the terminologies given in the Pinoy Henyo game.
Start the lesson by asking some of the familiar terms related to female reproductive system. Show an enlarged diagram of a
female reproductive system. List the parts and relate the structure with its function.
GENERALIZATION
The female reproductive system contains organs that produce egg cells and house developing embryos (later called a fetus). The
primary reproductive organs of the female are the two ovaries. Other organs are the fallopian tubes or the oviducts, uterus,
cervix, and vagina.
EVALUATION
11-12
Let the pupils answer Test Yourself section on pages of the workbook.
Answer Key:
1. Fallopian tube 2. Uterus 3. Vagina 4. Cervix 5. Ovary
Part of the Female Reproductive System Function
1.Fallopian tube Site of fertilization
2.Uterus Site of development of fetus
3.Vagina allows menstrual flow and childbirth
4. Cervix passage way for menstrual flow and sperm
5. Ovary Produces eggs, estrogen, and progesterone
REINFORCEMENT
12
Answer Key: 1. fallopian tube 2. Ovary 3. Uterus 4. Cervix 5. Endometrium

ENRICHMENT
12
Answer Key:
Girls and women may sometimes experience reproductive system problems. Below are some examples of disorders that affect the
female reproductive system.
With the Ovaries and Fallopian Tubes
•ectopic (pronounced: ek-TOP-ik) pregnancy, when a fertilized egg, or zygote, doesn't travel into the uterus, but instead grows rapidly in
the fallopian tube. Girls with this condition can develop severe abdominal pain and should see a doctor because surgery may be
necessary.
•endometriosis (pronounced: en-doh-mee-tree-OH-sus), when tissue normally found only in the uterus starts to grow outside the uterus
— in the ovaries, fallopian tubes, or other parts of the pelvic cavity. It can cause abnormal bleeding, painful periods, and general pelvic
pain.
•ovarian tumors, although rare, can occur. Girls with ovarian tumors may have abdominal pain and masses that can be felt in the
abdomen. Surgery may be needed to remove the tumor.
•ovarian cysts, noncancerous sacs filled with fluid or semi-solid material. Although they are common and generally harmless, they can
become a problem if they grow very large. Large cysts may push on surrounding organs, causing abdominal pain. In most cases, cysts will
disappear on their own and treatment is unnecessary. If the cysts are painful, a doctor may prescribe birth control pills to alter their
growth, or they may be removed by a surgeon.
•polycystic ovary syndrome, a hormone disorder in which too many male hormones (androgens) are produced by the ovaries. This
condition causes the ovaries to become enlarged and develop many fluid-filled sacs, or cysts. It often first appears during the teen years.
Depending on the type and severity of the condition, it may be treated with drugs to regulate hormone balance and menstruation.
ASSIGNMENT
Make a flow chart showing the pathway of the egg through the reproductive system.
LESSON 1.2 PARTS AND FUNCTIONS OF THE MALE REPRODUCTIVE SYSTEM

LEARNING OBJECTIVES
Cognitive:  Describe the parts and functions of the male reproductive system.
Psychomotor:  List down the male reproductive organs
Affective:  Appreciate the parts and functions of the male reproductive system.
LEARNING CONTENTS
Instructional Materials:  Picture/illustration of male reproductive system
Value:  Recognize and be aware of the parts and functions of the male reproductive system.
I. Drill “Name Game”-Let the learners identify the terms described/defined written in 5 metacards.
II. Motivational “Amazing Race” Two group of learners will compete to arrange and form the jigsaw puzzle of the male
reproductive system.
III. Review Label the numbered parts of the female reproductive system.
Start the lesson by labelling the parts of the male reproductive system formed by the two group of learners in the previous task.
Show an enlarged diagram of a male reproductive system. List the parts and relate the structure with its function. Let the
learners trace the production and passage of sperm in a human male body. And ask them to compare it with that of a female’s
body.
GENERALIZATION
The male reproductive system consists of testes, penis, scrotum, epididymis, vas deferens, urethra, seminal vesicles, prostate
gland and Cowper’s glands.

EVALUATION
13-14
Answer Key:
1. seminal vesicle 4. Epididymis 7. Urethra
2. prostate gland 5. vas deferens 8. Testis
3. Cowper’s gland 6. Penis 9. Scrotum
Part of the Male Reproductive System Function
1. testes Produces sperm and testosterone
2.epididymis Stores sperm
3.vas deferens Passageway of fluid that neutralize to the urethra
4. urethra Passageway for both sperm and urine
5. scrotum Holds the testis
REINFORCEMENT
14
Answer Key:
A. B.
1. vas deferens 1. testes/testis
2. urethra 2. epididymis
3. testis/testes 3. vas deferens
4. scrotum 4. urethra
5. epididymis
ENRICHMENT
15
ASSIGNMENT
Make a flow chart showing the pathway of the sperm cell through the reproductive system.
LESSON 1.3 CHANGES THAT OCCUR DURING PUBERTY

LEARNING OBJECTIVES
Cognitive:  Describe the changes that occur during puberty
Psychomotor:  List down the changes that occur during puberty
Affective:  Recognize and appreciate the changes that occur during puberty.
LEARNING CONTENTS
Instructional Materials:  Picture or diagram of life cycle of plants
Value:  Recognize the stages in the life cycle of plants
I. Drill Provide the learners with the list of reproductive system and ask them to mark “M” to any part of a male’s
reproductive part, “F” to any part of a female’s reproductive part, or “B if the part could belong to either a male or female.
II. Motivational “Picture Analysis”- Present to the class pictures of a baby and grown up. Ask them to enumerate the changes
occur during puberty.
III. Review Name the counterpart organ or structure in male or female of the following:
a. fallopian tube b. ovaries c. vagina d. sperm cell
Begin the lesson through picture analysis. Ask the learners to list down as many as they can the changes that occur during
puberty in boys and puberty in girls. Relate the average age and the expected changes that may manifest as the person may
reach the stage of puberty.

GENERALIZATION
Puberty is a process that usually happens at the age of 10 and 14 for girls and ages 12 and 16 for boys. It causes physical
changes and affects boys and girls differently. At puberty, a boy’s height increases rapidly, Adam’s apple appears, his voice
changes, his reproductive organs increase in size and his testes begin to produce sperms. In girls, the first signs of puberty are
usually breast development, increase in size of reproductive organs, pubic and underarm hair growth and the start of menstrual
flow.
EVALUATION
Answer Key: A.
1. Hips may widen and thighs become more rounded.
2. Menstruation
3. The Adam’s apple (larynx) gets bigger and the voice begins to ‘break’ as the vocal cords grow quickly.
4. Boys will grow hair under their arms and around the pubic area.
5. Hair will also appear on his chin and upper lip.
B. Changes that happen to boys in puberty: body grows bigger, voice changes, muscles develop, testosterone increases, acne,
erections, wet dreams, penis grows longer, testes get bigger
Changes that happen to girls in puberty: breasts develop, menstruation begins, body grows taller, estrogen increases, weight
gain, body fat increases, vaginal discharge,
SIMILAR CHANGES 1. body hair grows 2. body odor 3. sexual thoughts 4. strong emotions
REINFORCEMENT
18
Answer Key:
A. 1. breast 2. adam’s apple 3. Menstruation 4. hair grow 5. body odor
B. Changes that happen to girls in puberty: breasts develop, menstruation begins, body grows taller, estrogen increases, weight
gain, body fat increases, vaginal discharge,
C. Changes that happen to boys in puberty: body grows bigger, voice changes, muscles develop, testosterone increases, acne,
erections, wet dreams, penis grows longer, testes get bigger
ENRICHMENT
Let the pupils answer the Mind Challenge section on page

19 of the workbook.
ASSIGNMENT
Make an interview to 1 or 2 of your home companions (specifically older than you) on how they went through on their puberty.
LESSON 1.4 THE MENSTRUAL CYCLE

LEARNING OBJECTIVES
Cognitive:  Describe the stages that take place during the menstrual cycle.
Psychomotor:  List down the stages of the menstrual cycle.
Affective:  Recognize and be aware of the events in menstrual cycle
LEARNING CONTENTS
Instructional Materials:  Picture or diagram of menstrual cycle
Value:  Recognize and be aware of the events in menstrual cycle.
I. Drill “Memory Game”-let the students match the structure with its function (structures and simple description should be
written in meta cards)
II. Motivational Ask 3 volunteers from the girls group to narrate their experience when they had their menarche.
III. Review “The more, the merrier”. Let the students enumerate as many as they can the changes that occur during puberty.
Show an enlarged diagram of a menstrual cycle. Explain the important events in each phase of menstrual cycle using the
diagram. Point out also the role of hormones that influence the occurrence of the four phases of menstrual cycle.

GENERALIZATION
A menstrual cycle starts with the first day of the period and ends with the start of the next period. This occurs every month from
the first onset which could happen when a female is between 10 to 13 years old. The monthly cycle continues for about 40
years. The menstrual cycle can be divided into four main phases: menstrual phase, follicular phase, ovulation phase, and luteal
phase.
EVALUATION
Answer Key:
1. Menstrual phase
 The uterus sheds its inner lining of soft tissue and blood vessels which exits the body from the vagina in the form of
menstrual fluid.
 Blood loss of 10 ml to 80 ml is considered normal.
 You may experience abdominal cramps. These cramps are caused by the contraction of the uterine and the abdominal
muscles to expel the menstrual fluid.
2. Follicular phase - The pituitary gland secretes a hormone that stimulates the egg cells in the ovaries to grow.
- One of these egg cells begins to mature in a sac-like-structure called follicle. It takes 13 days for the egg cell to reach
maturity.
- While the egg cell matures, its follicle secretes a hormone that stimulates the uterus to develop a lining of blood vessels
and soft tissue called endometrium.
3. Ovulation - On the 14th day of the cycle, the pituitary gland secretes a hormone that causes the ovary to release the
matured egg cell. The released egg cell is swept into the fallopian tube by the cilia of the fimbriae. Fimbriae are finger like
projections located at the end of the fallopian tube close to the ovaries and cilia are slender hair like projections on each
fimbria
4. Luteal phase - The egg cell released during the ovulation phase stays in the fallopian tube for 24 hours.
- If a sperm cell does not impregnate the egg cell within that time, the egg cell disintegrates.
- The hormone that causes the uterus to retain its endometrium gets used up by the end of the menstrual cycle. This causes
the menstrual phase of the next cycle to begin.
REINFORCEMENT
22-23
Answer Key: A. 1. Ovulation 2. Follicular 3. Menstruation 4. Luteal 5. Menstruation
B. 1. Menstruation 2. Follicular 3. Ovulation 4. Luteal
C. Answer may vary.
ENRICHMENT
23
Answer Key: Personal hygiene and regular exercise is very important. Emphasize to students that it is not unhealthy for a young woman
to shower during her period. Wearing clean clothes and changing pads often will help prevent unpleasant odors.
*Answer may vary
ASSIGNMENT
Let the learners draw and describe four phases of menstrual cycle.

LESSON 1.5 TAKING CARE OF THE REPRODUCTIVE SYSTEM
LEARNING OBJECTIVES
Cognitive:  Identify healthy habits to keep reproductive organs healthy.
Psychomotor:  List down some ways of taking care of the reproductive system.
Affective:  Suggest ways on how to keep healthy reproductive system
LEARNING CONTENTS
Instructional Materials:  Picture/illustration of good and bad habits of taking care of reproductive system.
Value:  Realize the importance of keeping the reproductive system healthy.
I. Drill “M or F” Game: Tell whether the following organs is male or female
1. Fallopian tube 2. Vas deferens 3. Ovary 4. Scrotum 5. Uterus
II. Motivational Show to the class the Do’s and Don’ts in taking care of reproductive system.
III. Review Describe the four phases of menstrual cycle.
Ask pupils on problems that they encounter as they reach their puberty. Then start the brainstorming activity for the students to
list down the Do’s and don’ts in personal hygiene to keep the reproductive system healthy.
GENERALIZATION
The proper care of our reproductive organs is needed to keep them healthy so that they can function well. The main
reproductive organs inside our body are well-protected. The external organs need care and proper hygiene.
EVALUATION
25
Let the pupils answer Test Yourself section on page of the workbook.
Answer Key:
1. Take a bath daily.
During menstruation, use pads or tampons to absorb menstrual flow and take sufficient rest and sleep. Body’s resistance to
infection is low during this period.
Keep a track of your menstrual cycle. When menstrual cycle becomes irregular, medical consultation should be sought to
know its cause and possible treatment, if necessary.
Set a regular exercise program. Exercise make the reproductive organs strong and healthy.
2. Answer may vary.
REINFORCEMENT
26
Answer Key:
A. 1. X 2. X 3. ✓ 4. ✓ 5. X
B. 1. Shower regularly. Showering helps get rid of sweat, dead skin cells, and dirt produced throughout the days.
2. Use roll on not spray deodorant to prevent armpit (the hollow under the arm where is joined to the shoulder) odor. Use the
deodorant when you are clean, not instead of getting clean.
3. Wash your face every day each morning when you get up and each night before you go to bed.
4. Set a regular exercise program. Exercise will make your reproductive organs strong and healthy.
5. Wear clean underwear and change them as often as necessary.
ENRICHMENT
Let the pupils answer the Mind Challenge section on page

26 of the workbook.
ASSIGNMENT
List down 5 things you do to take good care of your reproductive system.

LESSON 1.6 REPRODUCTIVE SYSTEM OF ANIMALS
LEARNING OBJECTIVES
Cognitive:  Describe the reproductive system of animals
Psychomotor:  List down some reproductive organs of some animals.
Affective:  Appreciate the importance of reproductive organs of some animals.
LEARNING CONTENTS
Instructional Materials:  Picture/illustration reproductive system of cats, dogs, butterflies, frogs and mosquitoes
Value:  Appreciate the importance of reproductive organs of some animals.
I. Drill “Spin a Win”-let the students spin the wheel with menstrual cycle and ask them to describe the pointed cycle.
II. Motivational “Spot the Difference”- Post some pictures of animals and let the learners spot the difference in terms of the
reproductive system.
III. Review PAK, GANERN”. Ask one student to read the sentences about “Taking Care of the Reproductive System”. Just say
“PAK” if the statement is correct and “GANERN” if the statement is incorrect.
Show an enlarged diagram of some animals and analyze the reproductive system. Explain the structures and their function using
the diagram. Let them compare and contrast the reproductive system present in some animals.
GENERALIZATION
The reproductive systems of animals consist of sex organs, associated ducts and glands, and adaptations that aid in the union of
reproductive cells, male or female. These systems are capable of producing a new individual by the union of the sperm cell and
an egg cell.
EVALUATION
Answer Key:
Frog - The frog has two separate sexes-male or female. The male frog has two testes that release sperms and female has two
ovaries that release eggs into the uterus. Cloaca serves as genital ducts where fertilization occurs.
Cats/Dogs - Cats and dogs have the same reproductive system. They have pair of ovaries. The egg released by the ovary is
passed on to the funnel-shaped called oviduct where fertilization occurs. The uterus is the part where embryo develops.
Butterfly - Male butterflies have two testes produce sperm. Their vas deferens is a tube that connects the testes to the
ejaculatory duct that carries sperm from the vas deferens and secretions from the accessory glands to the aedeagus (penis).
REINFORCEMENT
28
Answer Key: A. 1. d 2. e 3. a 4. B 5. C
B. 1. What is the role of each of the following organs in reproduction?
a. ovaries - release eggs into the uterus
b. testes - produce sperm
c. oviduct - funnel-shaped called oviduct where fertilization occurs
d. cloaca - serves as genital ducts where fertilization occurs
ENRICHMENT
Let the pupils answer the Mind Challenge section on page 28 of the workbook.
ASSIGNMENT
Draw and label the reproductive system of a frog.

LESSON 1.7 MODES OF REPRODUCTION IN ANIMALS
LEARNING OBJECTIVES
Cognitive:  Describe the modes of reproduction in animals.
Psychomotor:  List down some modes of reproduction in animals.
Affective:  Appreciate the different modes of reproduction in animals.
LEARNING CONTENTS
Instructional Materials:  Picture/illustration on different modes of reproduction of the following organisms:
Value: Butterflies Frogs Cats Dogs Mosquitoes
 Recognize and be aware of the modes of reproduction in animals
I. Drill
“Smile on Your Face”- Ask 5 representatives from the class and give them “emoticons” (happy and sad face). Let the
learners raise the happy face if the statements are correct and raise the sad face it is incorrect.
II. Motivational “Charade on Animals”- 2 groups will compete on guessing the described animals through this game.
III. Review “Mix & Match”. Let the learners do the task by identifying the structure or organ described or defined.
Show an enlarged diagram of some animals and analyze the reproductive system. Explain the modes of reproduction.
Differentiate the external from internal fertilization before introducing the modes of reproduction of some animals.
GENERALIZATION
Asexual reproduction is the mode of reproduction that involves only one organism. This may take the form of budding,
gemmules, fragmentation, regeneration or parthenogenesis. Sexual reproduction is a kind of reproduction in which a female
egg cell is fertilized by the male’s sperm to produce another organism. Fertilization is the union of a sperm and an egg cell.
Internal fertilization is the type of fertilization that occurs inside the female’s body. External fertilization is the type of
fertilization that occurs outside the female’s body.
EVALUATION
Answer Key:
A. internal fertilization = fertilization inside the female’s body
external fertilization= fertilization occurs outside the female’s body
B.
1. Butterflies and other insects lay eggs and change greatly outside the female’s body. Adult male mosquitoes consume only
nectar; the female mosquitoes are the ones that bite. After feeding on blood meal and mating, female mosquitoes lay their
eggs in the water. Generally, mosquitoes try to lay their eggs in small pools of water that do not contain fish.
2. While mosquito populations may be high around large bodies of water, the egg-laying actually occurs in small, sheltered
puddles of water along the edge. Some species deposit their eggs in groups, termed rafts, while other species lay their eggs
individually in a number of spots.
3. Most frogs and toads lay many eggs directly in the water. Like the eggs of fishes, the eggs of frog and other amphibians are
fertilized externally. Their eggs grow outside the mother’s body. The parents usually do not protect the eggs.
4-5. Dogs and cats do not hatch. Like other mammals, they nourish their developing offspring through the placenta then
given birth to live young that receive milk from the mother.
REINFORCEMENT
31
Answer Key: A.
Mode of reproduction
1. Butterflies External fertilization
2. Mosquitoes External fertilization
3. Frogs External fertilization
4. Cats Internal fertilization
5. Dogs Internal fertilization

ENRICHMENT
31
ASSIGNMENT
List down 5 examples of animals that exhibit external fertilization.
LESSON 1.8 REPRODUCTIVE SYSTEM OF PLANTS

LEARNING OBJECTIVES
Cognitive:  Describe the reproductive parts in plants and their functions
Psychomotor:  List down some reproductive organs of plants.
Affective:  Appreciate the importance of reproductive organs of plants.
LEARNING CONTENTS
Instructional Materials:  Picture/illustration, diagram of a gumamela flower
Value:  Recognize and be aware of the reproductive parts in plants and their functions
I. Drill “Smile on Your Face”- Ask 5 representatives from the class and give them “emoticons” (happy and sad face). Let the
learners raise the happy face if the statements are correct and raise the sad face it is incorrect.
II. Motivational Ask the learners on their favorite flower. Let them enumerate the parts of a flower.
III. Review “Mix & Match”. Let the learners do the task by identifying the structure or organ described or defined
Show an enlarged diagram of some plants and analyze the reproductive system of a flower. Let the learners identify the
reproductive parts of a flower and point out the function of each part.
GENERALIZATION
Plants that bear flowers are called flowering plants. A flower has male and female reproductive parts. The male reproductive
part is called the stamen which consists of anther and filament. The female reproductive part is the pistil. The pistil consists of
stigma, style, and ovary. Plants that do not bear flowers are called non-flowering plants. Some plants produce spores like
mosses and ferns.
EVALUATION
Answer Key:
A.
B.
1. petals 6. style
2. pistil 7. sepals
3. stamen 8. anthers
4. filament 9. stigma
5. ovary 10. Corolla

C.
Plant Reproductive Part Function
Moss/Fern Antheridium Gives rise to numerous sperm
Archegonium Gives rise to a single egg
Mongo/Gumamela Flower Produces pollen which is released through
the anther part of the stamen.
REINFORCEMENT
35
Answer Key:
1. 1. Stamen 2. Stigma 3. Stigma, Style, Ovary 4. Anther 5. Filament
ENRICHMENT
36
ASSIGNMENT
Draw a life cycle of a fern plant.
LESSON 1.9 MODES OF REPRODUCTION IN PLANTS

LEARNING OBJECTIVES
Cognitive:  Describe the modes of reproduction in plants.
Psychomotor:  List down some reproductive organs of plants.
Affective:  Appreciate plants’ mode of reproduction.
LEARNING CONTENTS
Instructional Materials:  Picture/illustration,diagram of a gumamela flower
Value:  Appreciate plants’ mode of reproduction.
I. Drill Complete the table below.
Mode of reproduction
1. Butterflies
2. Mosquitoes
3. Frogs
4. Cats
5. Dogs
II. Motivational Play the game entitled “Flower Alphabet”. The learners will give a specific flower once that the teacher
announces the letter in the alphabet.
III. Review “Memory Game”. The learners will choose the metacards with different parts of a flower and find the correct
function by choosing the metacards that are upside down.
Start the lesson by presenting pictures of different kinds of flowers and ask them the mode of reproduction they exhibit.
GENERALIZATION
Asexual reproduction is the formation of offspring without the fusion of gametes. Sexual reproduction in flowering plants
involves the production of male and female sex cells or gametes. Pollination is the transfer of pollen grains from the stamen to
the stigma of a flower. The alternation of generation is a process where the asexual and sexual phases are part of the life cycle.
The two phases of alternation of generation are the gametophyte (sexual) phase and sporophyte (asexual) phase. The
gametophyte phase produces sex cells within an antheridium (producing sperm) or archegonium (producing eggs) while the
sporophyte phase produces spores within a sporangium.

EVALUATION
Answer Key: A.
1. Sexual reproduction in flowering plants involves the production of male and female sex cells or gametes
2. Asexual reproduction is the formation of offspring without the fusion of gametes.
3. Alternation of generation is a process where the asexual and sexual phases are parts of the life cycle.
B.
C.
Describe the modes of reproduction of the given plants.
1. Gumamela
The anther produces male gametophytes which are pollen grains, which attach to the stigma on top of a carpel, in which the
female gametophytes (inside ovules) are located. After the pollen tube grows through the carpel's style, the sperm from the
pollen grain migrate into the ovule to fertilize the egg cell and central cell within the female gametophyte in a process termed
double fertilization.
2. Moss/Ferns
Alternation of generations occurs in plants such as mosses and ferns. Alternation of generation is a process where the asexual
and sexual phases are parts of the life cycle. The sporophyte (asexual) phase produces spores within a sporangium. The
gametophyte (sexual) phase produces sex cells within an antheridium (producing sperm) and/or archegonium (producing eggs).
In mosses the gametophyte phase is dominant, while sporophyte phase is dominant among ferns.
REINFORCEMENT
39
Answer Key: A.
1. sporophyte (asexual) generation
2. Alternation of generation is a process where the asexual and sexual phases are parts of the life cycle.
ENRICHMENT
40
Answer Key:
Answer may vary.
ASSIGNMENT
Draw 3 examples of plants that reproduce asexually.
Examples: sweet potato, ginger, potato, garlic, onion

66-68
Let the pupils answer Pretest section on page of the text book.
Answer Key:
1. D 6. D 11. A
2. A 7. B 12. A
3. D 8. C 13. A
4. B 9. A 14. C
5. B 10. D 15. A
LESSON 2.1 INTERACTION AMONG LIVING THINGS AND NON-LIVING THINGS IN ESTUARIES AND INTERTIDAL ZONES
LEARNING OBJECTIVES
Cognitive:  Describe the interaction among living things and non-living things in estuaries and intertidal
Psychomotor: zones.
Affective:  List down the different biological interactions among living things and non-living things in
estuaries and intertidal zones.
 Appreciate the importance of the different interaction among living things and non-living things
in estuaries and intertidal zones.
LEARNING CONTENTS
Instructional Materials:  Picture/illustration of estuaries and intertidal zones
Value:  Recognize the different interaction among living things and non-living things in estuaries and
intertidal zones.
I. Drill “Loop a Word”. Find and loop the ten (10) words encountered in module 1 that can be read horizontally, vertically and
diagonally.
II. Motivational “Name Game”. Name some aquatic animals that begin with the given letters in the alphabet.
III. Review “What’s on your mind” Describe the picture.

Introduce the topic by presenting different pictures of animals. Let the learners describe the different relationship among the
given aquatic animals. Focus on the different interaction among living things and non-living things in estuaries and intertidal
zones.
GENERALIZATION
Estuaries are bodies of water where fresh water and salt water are mixed. Estuaries and intertidal zones are strongly influenced
by species interactions, such as predation, competition, mutualism, and commensalism. Intertidal zone is the area that is
exposed to the air at low tide and underwater at high tide. The non-living components of an organisms environment are
temperature, light, moisture, air currents and salinity.

EVALUATION
Answer Key: A.
Organisms Kind of Relationship
sea star and mussels Competition
Barnacles and crab Commensalism
Planktons and mussels and small fishes Predation
sea anemones and their internal symbiotic algae Mutualism
Bird and snake Predation
Bird and snail Predation
B. 1. Predation 2. Mutualism 3. Commensalism
C.
1. Change in temperature may freeze or overheat animals.
2. Waves and currents can remove animals from the piling
3. Tides can transport and expose animals to high salinity or even expose animals to the heat of the sun that causes desiccation.
REINFORCEMENT
44
Answer Key:
A. 1. Commensalism 2. Predation 3. Competition 4. Predation 5. Mutualism
B. temperature, light and salinity
ENRICHMENT
44
ASSIGNMENT
List down 2 different biological interactions among living things and non-living things in estuaries and intertidal zones.
LESSON 2.2 THE NEED TO PROTECT AND CONSERVE ESTUARIES AND INTERTIDAL ZONES
LEARNING OBJECTIVES
Cognitive:  Identify the need to protect and conserve estuaries and intertidal zones.
Psychomotor:  List down some ways to protect and conserve estuaries and intertidal zones:
Affective:  Suggest some ways to protect and conserve estuaries and intertidal zones:
LEARNING CONTENTS
Instructional Materials:  Picture/illustration estuaries and intertidal zones
Value:  Recognize and be aware of different ways to protect and conserve estuaries and intertidal
zones:
I. Drill “Describe Me”. Show pictures of gumamela, fern and moss and let the learners describe their mode of reproduction.
II. Motivational “Sing Me”. Sing the song of “Anak ng Pasig”
III. Review “Fishing Game”. Play fishing game. Identify the interaction of the pair of aquatic organisms “caught” by any
representative of the class.
Let the learners internalize the song and allow them to suggest on ways or means on how to protect and conserve our estuaries
and intertidal zones.
GENERALIZATION
Estuaries are important to all organisms’ dependent on them for food, habitat and protection. Intertidal zones are equally
important as they serve as buffer protecting land from erosion by storm waves. This protection is critical to all infrastructures
built near seashores.

EVALUATION
Answer Key: A.
1. Physical buffer protecting land from erosion by wave action during storms.
2. Many aquatic organisms depend on estuaries at some point during their juvenile development.
3.The intertidal zone is also home to many several species
4. Estuaries support very high productivity.
5. Estuaries are also important recreational areas. Millions of people visit estuaries each year to boat, swim, watch birds and
other wildlife, and fish.
B. Answer may vary.
REINFORCEMENT
46
Answer Key:
1. 2. 3. 4. 5.
ENRICHMENT
46
ASSIGNMENT
Suggest 3 ways on how to protect and conserve estuaries and intertidal zones.

UNIT TEST 2
Choose the letter of the correct answer.
1. Which of the following is a female reproductive system?

a. Ovary
b. Epididymis
c. Scrotum
d. Testicles
2. What do you call on the female reproductive system that serves as site of fertilization?
a. Cervix
b. Endometrium
c. Fallopian tube /oviduct
d. Ovary
3. Which of the following is responsible for the implantation of a fertilized egg?
a. Cervix
b. Fallopian tube /oviduct
c. Ovary
d. Uterus
4. Which of the following is the function of scrotum?
a. Passageway of sperm cell.
b. Passageway for both urine and male reproductive fluids.
c. Secretes a fluid that contains fructose (energy source for sperm).
d. Holds the testis/testes with temperature slightly lower than that of the rest of the body.
5. Which of the following is a male reproductive system?
a. Cervix
b. Fallopian tube
c. Ovary
d. Testis
6. What do you call on the stage when your body begins to develop and change as you move from a kid to an adult?
a. Adulthood
b. Childhood
c. Old Age
d. Puberty
7. What are “inflamed pimples”?
a. Acne
b. Allergies
c. Blackheads
d. Pimples
8. Which of the following is a first sign of puberty?
a. Breast development
b. Menstruation
c. Pregnancy
d. Skin Irritation
9. What do you call on the periodic sequence in which menstruation takes place at the interval of about a month?
a. Menstrual cycle
b. Ovulation
c. Pregnancy
d. Parturition
10. What is the 14th day of menstrual cycle?
a. Follicular Phase
b. Luteal Phase
c. Menstrual Phase
d. Ovulation Phase

11. Which of the following is the correct sequence of menstrual cycle?
a. menstrual phase- follicular phase-ovulation phase -luteal phase
b. follicular phase- menstrual phase-ovulation phase -luteal phase
c. ovulation phase- follicular phase- menstrual phase -luteal phase
d. luteal phase- follicular phase-ovulation phase - menstrual phase
12. Which of the following is being described by the illustration?
a. Puberty
b. Menstrual Cycle
c. Reproductive system
d. Proper care of our reproductive system
13. What do you call on the process whereby the matured egg cell is released from the ovary?
a. Fertilization
b. Menarchy
c. Menstruation
d. Ovulation
14. Which of the following are similar in reproductive system?
a. Cats and dogs
b. Cats and frogs
c. Dogs and frogs
d. Frogs and butterflies
15. Which of the following is NOT a reproductive organ of cats and dogs?
a. Cloaca
b. Ovaries
c. Oviduct
d. Uterus
16. Which of the following is NOT an asexual reproduction?
a. Budding
b. Pollination
c. Fragmentation
d. Regeneration
17. Hydras exhibit what type of reproduction?
a. Budding
b. Fragmentation
c. Gemmules
d. Regeneration
18. Which of the following is a sexual reproduction?
a. Budding
b. Pollination
c. Fragmentation
d. Regeneration
19. What do you call on the small brown spots found underside of a fern leaf?
a. Anther
b. Pistil
c. Spores
d. Stamen
20. What do you call on the sticky part of the pistil?
a. Ovary
b. Ovule
c. Stigma
d. Style
21. What do you call on the male part of a flower?
a. Anther
b. Filament
c. Pistil
d. Stamen
22. In what part of the flower will you find the pollen grains?
a. Anther b. Filament c. Pistil d. Stamen

23. What are ripened ovules?
a. Ovaries b. Pollens c. Seeds d. Spores
24. Pls. refer to the picture. What part is labelled A?
a. Petals
b. Pistil
c. Stamen
d. Ovary
25. What do you call on the process where the asexual and sexual phases are parts of the life cycle?
a. Alternation of generation
b. Pollination
c. Fragmentation
d. Regeneration
26. Mosses and ferns exhibit what type of reproduction?
b. Pollination
c. Fragmentation
d. Regeneration
27. What do you call on the sperm producing part of mosses?
a. Archegonium
b. Anther
c. Antheridium
d. Filament
28. What is an asexual phase of an alternation of generation?
a. Gametophyte
b. Sporophyte
c. Fragmentation
d. Regeneration
29. What do you on the transfer of pollen grains from the stamen to the stigma of a flower?
b. Budding
c. Pollination
d. Regeneration
30. Starfish exhibits what type of asexual reproduction?
b. Budding
c. Pollination
d. Regeneration
31. What are sheltered areas found near river mouths where freshwater mixes with seawater?
a. Abyssal zone
b. Estuaries
c. Intertidal Zone
d. Sunlight zone
32. What area is exposed to the air at low tide and is underwater at high tide?
a. Abyssal zone
b. Estuaries
c. Intertidal Zone
d. Sunlight zone
33. What is a dominant interaction structuring intertidal communities and estuaries?
a. Commensalism
b. Competition
c. Mutualism

d. Predation
34. An interaction between sea anemones and symbiotic algae exhibit what type of relationship?
a. Commensalism
b. Competition
c. Mutualism
d. Predation
35. Which of the following is a non-living components of an organism’s environment?
a. Temperature
b. Light
c. Salinity
d. Water current
36. What do you call on the transition zones between land and sea, fresh and salt water?
a. Abyssal zone
b. Estuaries
c. Intertidal Zone
d. Sunlight zone
37. Barnacles attached to the back of a crab is an example of __________?
a. Commensalism
b. Competition
c. Mutualism
d. Predation
38. Crabs are eaten by Grouper, which are then eaten by sharks. Which of the following interactions is exhibited by the animals?
a. Commensalism
b. Competition
c. Mutualism
d. Predation
39. Which of the following ways may help protect and conserve estuaries and intertidal zones?
a. Collect empty shells when visiting the shores or beaches.
b. Proper disposal of garbage when visiting the shores or beaches.
c. Trampling plants and animals while visiting the seashore.
d. Turning rocks over, you may disturb many animals and plants taking refuge beneath rocks during low tide.
40. Which of the following factors may contribute to the problems facing estuaries and intertidal zones?
a. Climate change
b. Deforestation
c. Overpopulation
d. Smoke belching

1. A 11. A 21. D 31. B
2. C 12. D 22. A 32. C
3. D 13. D 23. C 33. B
4. D 14. A 24. C 34. B
5. D 15. A 25. A 35. D
6. D 16. B 26. A 36. B
7. A 17. A 27. C 37. A
8. A 18. B 28. B 38. D
9. A 19. C 29. C 39. B
10. D 20. C 30. D 40. B

UNIT 3 FORCE, MOTION, AND ENERGY
78-80
Answer Key:
1. C 6. D 11. C
2. B 7. B 12. A
3. A 8. B 13. A
4. C 9. B 14. C
5. B 10. B 15. A
LESSON 1.1 MOTION IN TERMS OF DISTANCE AND TIME

LEARNING OBJECTIVES
Cognitive:  Describe the motion of an object.
Psychomotor:  Use appropriate measuring tools and standard units
Affective:  Organize and carry out the activity accurately.
LEARNING CONTENTS
Instructional Materials:  Tape measure. ruler, meter stick, ball pen, stopwatch
Value:  Accuracy in doing work.
I. Drill
Identify the quantity use of the following units of measurements.
1. meter 6. inch
2. second 7. centimeter
3. kilogram 8. gallon
4. week 9. degree Celsius
5. liter 10. year
Answer:
1. length 2. time 3. mass 4. time 5. volume 6. length 7. length 8. volume 9. temperature 10. time
II. Motivational
Show pictures of a boy in different situation. (Please refer to picture A and B on page 82) Study the pictures. Which of the
pictures manifest motion? Why do you say so?
Answer. A change in position manifest that there is motion.
III. Review
Recall how to use the meter stick, ruler, tape measure and stopwatch. Where is the appropriate to use these measuring
devices? (If students cannot answer it accurately, teacher will demonstrate how.)
Answer: ruler is for short distances, tape measure for body measurements/ short distances, meter stick for long distances
and stopwatch for time.
Another Challenge for today! You have measuring devices like ruler, tape measure, meter stick and stopwatch. You are going to
use them in this activity. Discuss briefly the procedure, data and observation and safety precaution during the activity.
GENERALIZATION
Motion is described as a change in position with respect to a certain reference point. Kinematics is a branch of Science that
describes motion quantitatively. Meter sticks, rulers, and tape measures are some common tools used for measuring short
distances; a watch, a clock and a timer are tools for measuring time. The standard unit of distance or displacement is the meter,
while for time is the second. Speed is the rate at which an object changes its position. Speed is computed by dividing distance
traveled by the time of travel. Its unit maybe in meters per second (m/s) or kilometers per hour (km/h).

EVALUATION
Answer Key: I. Distance
Instruments Meter Stick Ruler Tape Measure
Teacher’s table
Door
Comfort room
Hallway
Note: Answers may vary.
II. Time
Students Name
a. Teacher’s Table
Door
Comfort Room
Hallway
Note: Answer may vary.
Guide Questions: 1. Answers may vary.
a. ruler/ tape measure b. meter stick c. meter stick d. meter stick
2-5. Answers may vary. It depends on the reference point designated by the teacher.
6-7. Answers may vary. Answers depends on the students. The higher the time recorded, the slowest to reach. Th lower the
time recorded, the fastest to reach.
Note: Observe accuracy of the measurement done by the students regardless of the measuring tools they used.
Generalization:
Ruler, tape measure and meter stick are the tools used to measure distance or length.
Watch, clock or stopwatch are the tools used to measure time.
It is important to designate a reference point in measuring distances or length to indicate how far or near the object is.
The higher the time recorded the slower the motion is, the lower the time recorded the fastest the motion is, with the same
value for distance.
REINFORCEMENT
50
Answer Key: Answers may vary. Observe the units used and the reality of the estimated distance. The questions are made to have a self-
realization how far or how near these locations from their home. Make a comparison.
ENRICHMENT
50
Answer Key: Answers may vary. Observe the direction indicated in the map.
This challenge determines how creative the student in creating a map.
Self-awareness of the location of their school from home. The distance they covered and the time they consumed as they
traveled from home to school.
Values: Punctuality
ASSIGNMENT
What is rectilinear motion?
LESSON 1.2 SPEED AS A MEASURE OF MOTION

LEARNING OBJECTIVES
Cognitive:  Describe motion of an object by measuring its speed.
Psychomotor:  Calculate speed, distance traveled and time elapsed.
Affective:  Follow steps in solving problems.
LEARNING CONTENTS
Instructional Materials:  meterstick, chalk, stopwatch
Value:  Following direction.

I. Drill
What is speed?
II. Motivational
Statement 1. Jansen runs very fast.
Statement 2. Jansen runs 5 meter in 5 seconds.
Which of the two statements gives you concrete idea how fast Jansen can run?
III. Review
1. What are the two factors necessary to describe motion of an object? Answer. Distance and Time
2. What are the tools to measure distance and time? Answer. distance- meterstick, ruler, tape measure
time- stopwatch, clock, wristwatch
3. What units use to measure distance and time.
Answer. distance – meter, foot, yard, inches, centimeter, millimeter
time- second, minutes, hour, day, week, months, century, millennium, decades
To give us explicit idea how fast or how slow a moving object is, we should have measurement. A measurement has a number
and a unit. To know so deeper about this, let us have an activity. Bring out the materials we are going to use. And discuss briefly
the procedure, data and observation as well as the safety precaution during the activity.
GENERALIZATION
Speed is measure of how fast or how slow an object moves. It is the distance travelled by an object in a given unit of time. To
find the speed of an object, the distance travelled is divided by the time of travel. Speed can be written as a formula:
distance
speed =
time
The common units for speed are meter per second (m/s) and kilometer per hour (km/h).
EVALUATION
Answer Key: Data and Observation:
Task Distance Time Speed
Hopping 10 m
Walking 10 m
Running 10 m
Answers may vary.
Guide Questions:
1. Running 2. Walking
3. Sample:
Given:
10 min.: time (10 minutes is equal to 600 seconds)
5 m/s : speed (Supposed the computed speed when walking is 2m/s based on the activity conducted.)
Unknown: distance
Formula:
S= d
t
d = st
= 2 m/s (600 s)
d = 1,200 m
Note: Answers may vary. Each student have different time recorded when they hop, walk and run. Therefore, different
computed speed.
Tip: Have a sample on the board so students have something to look as they compute their respective speed per task.
Generalization: Speed is a measure how fast or how slow an object moves.
It is a distance traveled per unit of time.
To find the speed of the speed, the distance traveled is divided by the time of travel.
Speed can be written as formula:
Speed= distance
time
REINFORCEMENT
52-53
Answer Key:
1. The car stop at point B and C, because it does not change its distance. It is 60 m at point B and still 60 m at point C.
2. Tip: To answer this question, you must compute the average speed between two succeeding points.
Point AB = 0.75 m/s
BC = 0 m/s
CD = 0.75 m/s
DE = 1.5 m/s
EF = 0 m/s
FG = 0.75 m/s
use this formula:
Average Speed = Final Distance – Initial Distance = df - di
Final time -- Final time tf - ti
AB = 60 m – 0 m = 0.75 m/s
80 s - 0 s
BC = 60 m-60 m = 0 m/s
140 s – 80 s
CD = 90 m – 60 m = 0.75 m/s
180 s -140 s
DE = 150 m – 90 m = 1.50 m /s
220 s – 180 s
EF = 150 m – 150 m = 0 m/s
260 s – 220 s
FG = 165 m – 150 m = 0.75 m/s
280 s – 260 s
Answer: A point DE, the car travel fastest.
3. The car is motionless at point BC, 60 minutes and point EF, 40 minutes. A total of 100 minutes or 1hour and 40 minutes of
motionless.
4. From point A to point G is equivalent to 280 minutes or 4 hours and 67 minutes.
ENRICHMENT
54
Answer Key:
1. Speed = distance/ time = 50 m/37 sec. = 1.35 m/s
2. Speed = distance/ time = 200 m/ 23.70 sec = 8.44 m/s
3. Time = distance/ speed = 30 m / 5 m/s = 6 sec.
4. Distance = speed x time = 25 km/h x 0.17 h = 4. 25 m ( Note: 10 minutes = 0. 17 h )
5. Speed = distance / time = 10 km / 2 h = 5 km/h
6. The importance of road signs to drivers is to give early warning to the driver for the road situation for safety.
ASSIGNMENT
What is speedometer? odometer?
LESSON 1.3 GRAPHICAL REPRESENTATION OF MOTION

LEARNING OBJECTIVES
Cognitive:  Determine a change in position of an object through a graph.
Psychomotor:  Plot the given data.
Affective:  Pay attention to smaller details.
LEARNING CONTENTS
Instructional Materials:  pencil, ruler, ball pen, graphing paper
Value:  Accuracy and precision in measurement.

I. Drill Show Me! Use your arms to demonstrate the following words. (Suggestion: You can put lay out on the floor. And let
student step on this word and demonstrate.)
1. Horizontal 8. Left
2. Vertical 9. X-Axis
3. Upward 10. Y axis
4. Downward 11. North
5. Clockwise 12. South
6. Counter clockwise 13. West
7. Right 14. East
II. Motivational Show a picture of a Seismograph or Seismometer. Do you know what is this device? What is the importance
of having this device installed? (Picture is on page 102)
III. Review
1. Write the formula on speed, distance and time.
2. Give the units for speed, distance and time.
A graph is a tool use to illustrate the relationship of two quantities. Show a Meralco bill with a graph. Ask the students, what
does the graph tells us?
Answer. The graph tells us how many kilowatt hour we consumed per month. The bar graph shows the monthly consumption of
electrical energy in our house. We can compare the results from this year to the previous year.
It gives us a trend whether the electrical energy consumption will increase or decrease. Today, you will try to plot data. let us
see if you can make it successfully!
Graphing the Distance. Study and do the Example 1-4 page 93-97 iScience5.
Graphing the Speed. Study and do the Example 1-2 page 98-100 iScience5
GENERALIZATION
Graph gives a complete illustration of the relationship between two quantities.
Here are the procedures to construct a graph.
• Use a scale to show the magnitude of the quantities.
• Convert the quantities to the given scale.
• Identify the X and Y axis. Determine which quantity to place in X and Y axis.
• Plot the data. Connect the dots.
• Explain and interpret the graph.
EVALUATION
Let the pupils answer Test Yourself section on pages

55-57 of the workbook.
Answer Key: Data and Observation: A.
1. House to Church
2. Church to Hospital
3. House to Police Station
4. House to Hospital
5. House to Fire Station
6. Police Station to Supermarket
7. Church to Supermarket
8. Church to Fire Station
9. Police Station to Fire Station
10. House to Supermarket
Note: Answers may vary. It depends how accurate the students do the measurement using his ruler.
From inches to centimeter: Use this conversion factor: 1 inch = 2.54 centimeters
From centimeter to kilometer: Use these conversion factors: 1 meter = 100 centimeters; 1 kilometer = 1000 meters
Sample
2.5-inch x 2.54 cm x 1m x 1km = 0. 0000635 km
1 inch 100 cm 1000 m
Tip: To simplify the task, use centimeter in ruler rather than inch. Then convert the centimeter to kilometer.
1 kilometer is equal to 100,000 meters.
Then follow the procedure in converting units to another units.

B. Tip: Use scale in plotting the data.
scale: 1 km = 1 cm.
Given:
Magnitude Location Direction
A. 5 km House to the Hospital horizontal line Right
B. 2 km House to the Supermarket vertical line Down
C. 5 km Supermarket to the Hospital Slanting line Up
D. 3 km Hospital to the School Vertical Line Up
E. 1 km Hospital to the Pharmacy Vertical line Down
F. 1.5 km School to the Bookstore Slanting line Down
G. 1 km Bookstore to the Police Station Horizontal line Right
H. 2 km Police Station to the Fire Station Slanting line Down
Answer.
C.
Generalization:
Use scale to plot the measurement.
Be observant to the length of the arrow. It must be equivalent to the magnitude.
Pay attention to the direction.
Arrows represent the motion of an object moving from one point to another.
Follow direction carefully.
REINFORCEMENT
58
Answer Key:
Use arrow to illustrate the magnitude. Use scale. 1m = 1 cm. (Student should measure the arrow, 5m should be measures as 5 cm)
1. 2. 3.
5 m to the North 10 m to the South 5 m to the East
4.
10 m to the West
ENRICHMENT
58
Answer Key:
The weather forecaster reports the weather bulletin if there would be incoming typhoon. He mentions the speed of the wind
and its direction from where it is originated and to where it is heading to. The speed of the wind is important to know how great
the force is, it is capable to create damage to the people and environment. Direction of the typhoon also Important because it
gives warning to the people in the province to keep prepared when typhoon hits the area.
ASSIGNMENT
What is the graphical representation of motion?
A graph is a pictorial representation of the relation between two sets of data of which one set is of dependent variables and the
other set is of independent variables. To describe the motion of an object, we can use line graphs

103-105
Answer Key:
1. A 6. C 11. C 16. D
2. D 7. D 12. C 17. A
3. B 8. A 13. A 18. A
4. B 9. B 14. C 19. B
5. A 10. A 15. D 20. A
LESSON 2.1 CONDUCTORS OF HEAT AND ELECTRICITY

LEARNING OBJECTIVES
Cognitive:  Identify the components of a simple electric circuit and its function.
Psychomotor:  Construct a simple circuit.
Affective:  Give safety precautions in doing the task.
LEARNING CONTENTS
Instructional Materials:  dry cell size D, lightbulb (1.5 V) with socket, conducting wires, alligator clips, masking tape
Value:  Safety first.

I. Drill
Give five examples of conductors?
Silver copper gold aluminum iron
II. Motivational Turn off the lights. What happened? (The bulb lights off) Why? (The switch is off) What happened when the
light is switch off? (There is no electricity) What is electricity? Today, we are going to explore more about electricity and
how it works.
III. Review
Identify the following.
1. The smallest units of matter. (atom)
2. A particle of an atom revolving around the nucleus with negative charge. (electron)
3. A particle inside the nucleus with positive charge. (protons)
4. A particle of an atom with no charge. (neutron)
5. The central part of an atom. (nucleus)
(Note: The teacher will prepare pictures of each, every time a student got the correct answer, she will place the picture in
the right spot until a whole picture of an atom is complete.)
Post a video or PowerPoint presentation showing the components of an electric circuit and its function. (No concept on how to
construct an electric circuit.)
Ask the student, how can we use these materials to make the bulb lights up? Students will proceed to their respective group
and will have brainstorming. Make a sketch of their plan. Discuss the group’s plan to the teacher (The teacher will just listen, no
rejection or accepting ideas of the group.) After all groups are done in presentation of their plan, the teacher will say this, let us
discover whose group has a brilliant idea on how to light up a bulb!
Bring out the following materials: Dry cell size D, flashlight bulb (1.5V) with socket, and conducting wires. Briefly discuss the
procedure. Ask the students the safety precaution they must consider and observe while doing the activity.
GENERALIZATION
Some materials are good conductors of heat and electricity; some are not as good or not at all. Conductors are materials that
have freely-moving electrons. They conduct heat and electricity very well. Insulators do not have freely moved electrons. They
are poor conductors of heat and electricity. Temperature affects conductivity of a material. In general, the higher the
temperature, the lower the conductivity as resistance increases with temperature.
EVALUATION
Answer Key:
1. The bulb light up when conducting wires is connected to the battery.
2. The brightness of the bulb indicates the flow of electric current from the battery to the bulb.
3. The bulb lights off. Because the electric current cannot flow, no pathway for the current to flow up to the bulb.
4. the bulb lights off. Because the source of electrical energy is disconnected from the bulb.
Generalization.
A simple circuit has its essential components namely, dry cell, bulb, switch and conducting wire.
Dry cell- is the source of electrical energy.
Bulb – is the device that utilized the electrical energy.
conducting wire – serves as the pathway for the electric current to flow freely.
A bulb will light up if all the components are connected to each other.
REINFORCEMENT
62
Answer Key:
1. The bulb will still light but very dimly, because you increase the path for the electrons to flow that increase the electrical
resistance of the circuit.
2. Conductors in the classroom are curtain wire, doorknob, window grills, earrings, rings, bracelet while insulators are chairs,
tables, curtain, chalkboard, papers, books, bags, clothes, towels, and others.
3. Yes, because it has more free electrons to flow. Ions are charge particles that conducts electricity too.
4. To prevent our hand from burning due to too much heat of the casserole.
5. Flat iron helps us to press our clothes and removes creases it is not because of its weight but because of heat it releases.

ENRICHMENT
63
Answer Key:
1. Electric shocked occurs upon contact of a human body to a source of electricity. Human is a conductor; therefore, the human
body will allow electric current to pass to his flesh or hair.
2. Saltwater solution is a conductor because of the presence of the sodium ion which is positive charge and Chlorine ion , a
negative charge. Opposite charges attract. Therefore, the bulb will light up. The higher the saturation of the solution, the
greater is the conductivity.
ASSIGNMENT
Bring the following materials:
ball pen fish sauce paper clips
chalk lemon juice pencil eraser
coin nail spoon
handkerchief paper wet cotton
LESSON 2.2 LIGHT AND HOW WE SEE THINGS

LEARNING OBJECTIVES
Cognitive:  Describe light and its colors.
Psychomotor:  Improvised color wheel.
Affective:  Appreciate the beauty of colors in life.
LEARNING CONTENTS
Instructional Materials:  piece of cardboard, glue, scissors, pencil, ruler, string and crayons
Value:  Creativity in work.
I. Drill What are the colors of the visible light in the electromagnetic spectrum.
II. Motivational Show a video clips of a peacock. Have you seen this beautiful creature in real life? It is indeed beautiful isn’t
it? Are you amazed by its colorful feathers?
III. Review
Did you still remember how do we see objects? Draw it on the board. use an arrow as the ray of light, a tree as an object to
see and the eyes a means to see the object and a sun as a source of light.
Answer:
What we see is the reflected object.

Let us do another challenge to find more about light. Discuss briefly the procedures and guide questions. Let us have a game of
colors!
GENERALIZATION
Light is either reflected, absorbed or transmitted. White light consists of different colors. What we see are the colors of
reflected light in our eyes. There are three kinds of materials depending on light transmission through them. These are opaque,
translucent and transparent materials. The radiant energy absorbed by the object is transformed into heat energy. Materials
that are dark-colored absorb more radiant energy than light-colored materials.

EVALUATION
Answer Key: A.
1. As the color wheel spins, I noticed that the colors seem fading or disappearing. The colors blend into one color, white light,
due to fast speed of spinning. Our eyes cannot keep up the rapid rate spinning of the color wheel.
2. Colors of the light depends on the frequency and wavelength.
B.
Elapsed time Temperature °C
Black-covered glass White-covered glass
First 15 minutes
Second 15 minutes
Third 15 minutes
Last 15 minutes
1. There is difference in the temperature between the two glasses. The temperature is higher in the black-covered glass after an
hour.
2. Yes. No.
3.
Temperature
time
4. Black-colored objects absorbs more heat and light radiation. It is also best in releasing heat radiation. it heats up and cools
down fastest. White colors reflect most of the colors. That is why white color is the slowest in absorbing and releasing of heat
radiation. When light energy is absorbed it is converted to heat energy.
C.
Opaque Transparent Translucent
Guide Questions:
1. shadow. 2. The light transmitted.
3. The light is either absorb or reflected by an opaque material, it depends on the color of the materials. When light is blocked
by an opaque material it produces shadow. It is an evidence that light travels in a straight line. The light is transmitted in a
transparent material. The material allows the light to pass through.
REINFORCEMENT
69
Answer Key:
1. lens of the eyes - hair - fingernails - skin - teeth -
2. Wearing white clothes on a hot sunny day is better than wearing black clothes because in light clothes most of the light is
reflected so least light energy absorbed. Therefore, a little amount of light energy is converted to heat energy.
ENRICHMENT
70
Answer Key: 1. Yellow color is reflected, and all colors were absorbed by the materials. What we see is the reflected light color.
2. Yes. Yes. If ice is wrapped in black cloth, it will melt faster. Because black cloth will absorbed more heat radiation.
ASSIGNMENT
What happens to the light energy as it hits an opaque, transparent, and translucent materials?

117-119
Answer Key:
1. B 6. A 11. B 16. D
2. B 7. B 12. A 17. A
3. B 8. D 13. D 18. B
4. A 9. D 14. D 19. D
5. B 10. A 15. B 20. C
LESSON 3.1 ELECTRIC CIRCUITS

LEARNING OBJECTIVES
Cognitive:  Describe a closed circuit.
Psychomotor:  Manipulate a simple electric circuit.
Affective:  Conceptualize the ideas obtain from the activity.
LEARNING CONTENTS
Instructional Materials:  2 pieces 1.5V dry cells with socket, 2 pieces 1.5V flashlight bulb, conducting wires, switch
Value: plastic comb, plastic cover
Organization of ideas.
I. Drill
Make a game out of these questions. Such as Snake and Ladder. Make a simple layout on the ground where student can
hop in or walk whenever they got correct answer. The first one who reached the finish line will declare winner. Flash the
question on the board one at a time.
Questions:
1. The basic unit of mater. (Atom)
2. The central part of the atom. (nucleus)
3. The charge particles that revolves around the nucleus.
4. The positively charge particle of an atom. (proton)
5. This particle of an atom has no charge. (neutron)
II. Motivational
Show pictures of laptop, cellphone, television, refrigerator, washing machine, air conditioner, electric fan. Ask the students,
what is common among these things? (All are working because of electricity) Do you think electricity is important? How is
life without it?
III. Review
What is the difference between a closed circuit to an open circuit?
Get a plastic comb and a piece of transparent plastic cover. Rub vigorously the plastic comb in a plastic cover for a minute. Then
immediately place the comb closer to your classmate’s hair. Observe what happened. (The hair stands for a short time). Why do
you think it happened? (Because of Static Electricity. Rubbing a comb to a plastic cover creates friction that causes to produce
static electricity. This electricity is gathered in one place; it does not move from one place to another. This time we are going to
explore more on electricity.
Bring out the materials. Briefly discuss the procedures.
GENERALIZATION
An electric circuit is a closed path or loop around which an electric current flows. A simple electric circuit has the following
components – a source of energy (maybe a dry cell), the path of electric flow (conducting wire), a load or resistor (like a bulb),
and the circuit control (a switch). There are different factors affecting the amount of electrical charge flowing in a circuit –
amount of voltage; number of loads; and the nature, length and diameter of the conducting wire.

EVALUATION
Answer Key: A.
2. a. When switch on the bulb lights up, when switch off the bulb lights off.
b. The brightness of the bulb indicates that the electric current is flowing.
3. When the wire is disconnected from the dry cell, the bulb lights off.
5. When the bulb loosened from the socket, the bulb lights off.
Generalization: When all components of the circuit are connected to each other, the bulb lights on, the electric current flow in
the circuit. That is called closed circuit.
When one of the components of the circuit is disconnected, the bulb will not light up, because the electric current will not flow
in the circuit, and that is called open circuit.
B. 1. Circuit A is a closed circuit. The brightness of the bulb is glowing, an indicator that the electric current id flowing in a
circuit.
2. Circuit B is still a closed circuit but with two (2) bulbs connected in the circuit. Each bulb lights up when it is switch on. The
brightness of the bulb in Circuit A is better than the Circuit B. The electric current in the two circuits is flowing but of different
amount. then brightness of the bulb indicates the amount of electric current flowing in each circuit.
3. Circuit C still a closed circuit but with two (2) dry cells and one bulb. When switch on the bulb lights up brightly. The bulb in
Circuit C is shining brightly than the bulb in Circuit B.
4. The electrons flow freely in both circuit with different length of wire. But The bulb with the short wire shines brighter than
the bulb with the long wire, the long wire gives a higher resistance to the electric current.
Guide Question: The factors that affect the flow of current in aa circuit are the number of resistor/loads, number of source and
the length of the conducting wire.
Generalization: The number of loads, number of sources of energy and the length of the conducting wire affects the amount of
electric current flowing in a closed circuit. Note: All circuits are connected in series.
REINFORCEMENT
73
Answer Key: 1. B 2. C 3. B 4. A 5. A
ENRICHMENT
74
Answer Key:
1. ELECTRIC SHOCK. It happens when a person encounters an electrical energy source. Electrical energy flows through the
human body causing a shock. Exposure to an electrical energy may cause damage to a body or death.
2. SHORT CIRCUIT. it is an abnormal connection between the two conductors supplying electrical power to any circuit with low
resistance. This results to excessive amount of current flow in the power source through a short distance which can cause circuit
damage, overheating, fire, and explosion.
3. EXPOSED ELECTRICAL OUTLET. A wall outlet should have plastic covers to prevent debris from interfering with the sockets.
Covering the outlets will prevent pets and small children from electric shock. Even outlet is not working, still make sure it is
covered.
4. OCTOPUS CONNECTION. It refers to plugging many devices or appliances to a single connection wire. It is very dangerous
because it invites large amount of electric current to pass through the wires that exceeds the capacity or indicating rating of the
wire. Large amount of electric current could create too much heat and start a fire.
ASSIGNMENT
1. What is LED lights? 2. What is EMF?
LESSON 3.2 ELECTROMAGNETISM

LEARNING OBJECTIVES
Cognitive:  Determine the factors affecting the strength of an electromagnet.
Psychomotor:  Perform an experiment on electromagnetism.
Affective:  Acquire critical thinking skills in doing work.
LEARNING CONTENTS
Instructional Materials:  2 pieces of 1.5 V dry cell, concrete nail, iron nail, thumb tacks or pins, wire
Value:  Curiosity

I. Drill What electrical hazards described by the following statements?
1. It refers to plugging many devices to a single connecting wire. (Octopus connection)
2. It occurs when a person meets an electrical energy source. (Electric shock)
3. It results to excessive amount of electric current flow in the power source through a short distance that cause
overheating and fire. (Short circuit)
II. Motivational Show picture of a magnet. Are you familiar with this object? Where do you use it? Do you know that some
appliances or devices we use have magnets? Give example. (electric fan, refrigerator, ATM card, computers and printers
and others) Name characteristics of a magnet.
III. Review What are the factors affecting the amount of current flowing in a circuit? How?
Based on our recent activity, electricity can be switch on and switch off. How about a magnet, can we switch it on and off? Let
us discover if it is possible? Discuss briefly the procedure after the materials have identified.
GENERALIZATION
Electricity can produce magnetism.
Factors affecting the strength of an electromagnet are the following;
• Number of turns of wire in a core
• Amount of electric current
• Nature of material in the core
EVALUATION
Answer Key:
1. Answer may vary. But one thing for sure, as the number of turns increases, the number of pins attracted to the nail is also
increasing. It means that as the number of turns in a core, the strength of the electromagnet is increasing.
2. The number of pins cling to the iron nail with 5 turns when it is connected to two dry cells is greater than when a nail is
connected to only one dry cell. It means that the greater the amount of electric current passing though a circuit the stronger is
the electromagnet.
3. The pins did not cling to the concrete nail, or few pins attracted to it. It means that the strength of the electromagnet
depends on the nature of the core.
4. Iron nail attracts pieces of pins because of the current flowing in it that makes it an electromagnet.
Generalization: Electromagnets shows that electricity can make magnets.
Factors that affect the strength of an electromagnet are the following.
1. nature of the core material,
2. number of turns of wire in a core,
3. shape and size of the core,
4. strength of the current passing through a core
REINFORCEMENT
77
Answer Key: 1. False 2. True 3. False 4. False 5. True
ENRICHMENT
77-78
Let the pupils answer the Mind Challenge section on pages of the workbook.
Answer Key:
1. Because a magnet attracts unlike poles. Law of Magnetism.
2. A North pole magnet to a South pole magnet. They attract each other.
3. Answer may vary.
ASSIGNMENT
What are examples of electromagnetism?
Electromagnetic devices are devices that contain electromagnets. Examples of electromagnetic devices include doorbells and any devices
that have electric motors, such as electric fans. The electromagnet in a doorbell attracts the clapper, which hits the bell and makes it
ring.

UNIT TEST 3
Directions: Read carefully and understand each sentence then shade the letter that corresponds to your answer.
1. Which of the following shows motion?

a. a boy watching television
b. a dog barking at strangers
c. a mother going to the market
d. pillows on bed
2. Which of the following is the advantage/s of using standard measuring instrument like meter stick?
a. Using measuring devices give precise and exact measurement.
b. Using nonstandard measuring instrument will give inaccurate measurement
c. Standards of measurement help people process their data inaccurately.
d. all the above
3. Which is NOT used for measuring distance?
a. ruler b. stopwatch c. meter stick d. tape measure
4. What is the formula for finding the speed of an object?
a. Speed= distance/time
b. Speed = force/time
c. Speed= work/time
d. Speed= time/distance
5. If a driver of the jeepney travels 20 kilometers in two hours, his average speed is _______.
a. 30 km/h b. 15 km/h c. 10km/h d. 5km/h
6. Why is speed of 10km/h required at school zones?
a. To provide economize fuel
b. To prevent damage to vehicles
c. To prevent vehicles from bumping one another
d. To keep the children safe from vehicular accident.
7. A bicycle has an average speed of 5m/s. This means ____________.
a. It can travel 2 kilometers in one hour.
b. It can travel 10 meters in 2 seconds.
c. It takes 2 second to travels 1 meter.
d. In 1 second, it travels 1 meter.
8. Charmaine jogged on the backyard lawn for 1.5 hours. She covered 15 kilometers. What is her speed?
a. 0.1 km/h b. 10km/h c. 22.5 km/h d. 25.2 km/h
9. Inoh travels North 5 meters and then goes West 2 meters before coming straight back South 2 meters. What is his distance?
a. 9 meters b. 5 meters c. 4 meters d. 2 meters
10. It refers to a distance with direction from the starting point up to the end point.
a. Length b. displacement c. miles d. line
11. Mitz runs 2 laps around a 400-meter track. What is her displacement?
a. 200m b. 100m c. 50m d. zero
12. A jeepney drives 75 kilometer forward. Its displacement and distance would be the same.
a. true b. false c. maybe d. a and b
13. Why is light absorbed by the plants useful?
a. it makes the plants green
b. over exposure of plant to light make plants die
c. light is reflected and increase its temperature
d. it makes the environment cool
14. Which object would absorb most light?
a. black shirt b. red apple c. green leaf d. white car
15. White absorbs all colors while black reflects all colors.
a. true b. false c. maybe d. not at all
16. Black and colored objects absorb __________than white ones.
a. less heat b. more heat c. the same amount of heat d. no heat

17. During hot or summer days, people must wear ___________.
a. white or light-colored clothes
b. black clothes
c. dark- colored clothes
d. any color of clothes
18. What materials are you going to use for your window to have a clear view?
a. translucent materials b. cardboard c. transparent material d. opaque
19. Why do fireflies emit light?
a. They can fly high.
b. The have oil body.
c. They carry a lamp.
d. They have phosphorescent substance in their body.
20. What colors are reflected when an object appears black?
a. none b. red and blue c. all colors d. black
21. Which object would reflect most light and heat?
a. black shirt b. red apple c. green leaf d. white car
22. If red and green lights are shining on a red apple, what happens to the red and green lights?
a. both are absorbed
b. both are reflected
c. Red is reflected and green is absorbed.
d. Green is reflected and green is absorbed
23. Which particles of the atom has positive charge?
a. electrons b. protons c. neutrons d. all of the above
24. Which particles of the atom revolves around the nucleus?
a. proton b. neutron c. electron d. nucleus
25. Why is the static electricity not useful?
a. It cannot flow in a circuit
b. It has very high voltage
c. It is very dangerous to use
d. It cannot be controlled
26. Materials that can allow electric current to pass through __________.
a. Conductors b. insulators c. circuit d. electromagnetic
27. Which of the following is a safety device that is put to connect the part of the circuit?
a. bulb b. copper wire c. dry cell d. switch
28. Why is a short circuit dangerous?
a. it has a high voltage
b. the sudden rush of current creates too much heat that cause fire
c. it has its own loop
d. electricity does not cause fire
29. What happens when you rub a comb on a piece of wood?
a. The combs gain proton.
b. The comb gains neutron.
c. The comb loses protons.
d. The comb loses electrons.
30. Which set of objects are usually black and are most absorbent of heat?
a. carbon paper, crayons, ball pen
b. hair, laptop, clothes
c. coal, tires, iron, magnet
d. shoes, sandals, slipper
31. A strong typhoon visited our country, trees, small houses, and electrical post were destroyed, why should you avoid stepping on the
broken wires?
a. you may get hurt
b. you may get electrocuted
c. brown out may occur
d. you are so glad that time

32. Which of the following is good conductor of heat?
a. plastic bag b. mug c. tin can d. stone
33. Which of the following DOES NOT belong to the group?
a. paper plate b. clothes c. steel d. rubber shoes
34. Why do most people in tropical counties use white paint for their homes?
a. to shade their house
b. to absorb heat
c. to make feel cool and comfortable
d. to decrease the temperature
35. What might happen if wires were not protected with rubber or plastic?
a. The power source will no longer provide a flow of current
b. We would be harmed from electric shock
c. The circuit would be broken
d. The current will not flow
36. What should be done to this circuit so that the lamp lights up?
a. Turn on the switch
b. Add another bulb/lamp
c. Add another wire
d. Add a cell /battery
37. If you find your electric bills are getting bigger, what should you do?
a. conserve electricity
b. Ignore the electric bill
c. see the nearest Meralco station
d. Do not use any electric appliances
38. In which electric circuit will the bulb light?
a. set up 1 and 2 b. set up 2 and 3 c. set up 3 and 4 d.set up 1,2,3 and 4

39. Why does the bulb light?
a. electricity is inside the bulb
b. electricity flows in a complete circuit
c. electricity jumps from the dry cell to the bulb
d. electricity jumps from the dry cell
40. What happens when a part of an electromagnet is disconnected?
a. It loses its magnetism
b. Electricity continues to flow through it
c. The electromagnet becomes permanent magnet
d. There is an increase in the number of materials attached
41. You are going to make plan for a house, what kind of electrical connection will you use?
a. series connection
b. circuit connection
c. megawatt connection
d. parallel connection
42. Which among the result of experiment greatly affect the strength of the electromagnet?
a. size of the soft iron core
b. an enameled copper wire produces a stronger magnet than a normal wire
c. the strength of the magnet is greater if the number of turns stay the same in the core,
d. the current flowing around the core increases, coming from the three batteries and so, the stronger the magnet becomes
43. In an electromagnet, which of the following serves as the conductor of electricity?
a. Battery b. coil of wire c. core d. both a and b

44. Arvin Jon wants to construct an electromagnet. Which of the following material will he need?
a. dry cell
b. iron nail
c. wire
d. all of these
45. Which can increase the strength of an electromagnet?
a. Increasing the number of batteries or coils around the nail
b. Increasing the number of batteries and coils around the nail
c. decreasing the number of batteries or coils around the nail
d. decreasing the number of batteries and coils around the nail
46. Which of the following is NOT part of an electromagnet?
a. iron core
b. coil of wire
c. dry cells
d. pins
47. What are the ends of a magnet?
a. North and South Poles
b. East and West Poles
c. Left and Right Poles
d. Up and Low ends
48. What is the force that attracts or repels materials?
a. Electrical force
b. Magnetic force
c. Applied Force
d. Gravitational force
49. What kind of magnet can be turned on and off?
a. Iron
b. Bar magnet
c. U-tube magnet
d. Electromagnet
50. A space around a magnet.
a. magnetic force
b. magnetic field
c. magnetic pole
d. magnet

1. C 11. D 21. D 31. B 41. D
2. A 12. A 22. A 32. C 42. D
3. B 13. A 23. B 33. C 43. B
4. A 14. A 24. C 34. D 44. D
5. C 15. B 25. A 35. B 45. B
6. D 16. B 26. A 36. A 46. D
7. B 17. A 27. B 37. A 47. A
8. B 18. C 28. B 38. D 48. B
9. A 19. D 29. D 39. B 49. D
10. B 20. A 30. C 40. A 50. B

UNIT 4 EARTH AND SPACE
RETEST MODULE 1 – ANSWER KEY
130
Let the pupils answer Pretest section on page of the text book.
Answer Key:
1. B 3. A 5. B 7. B 9. B
2. C 4. A 6. B 8. A 10. C
LESSON 1.1 WEATHERING AND SOIL EROSION

LEARNING OBJECTIVES
Cognitive:  Describe the effects of weathering and erosion on living things and to the environment.
Psychomotor:  Demonstrate an understanding of weathering and soil erosion.
Affective:  Recognize the importance of weathering.
LEARNING CONTENTS
Instructional Materials:  news clippings, internet articles
Value:  Accuracy in giving reports
I. Drill
Identify if the following are agents of weathering or not.
a. water
b. air
c. chemicals
d. plants and animals
e. weather
II. Motivational
Present a picture of a structure (e.g. building, monument, school) that illustrates clearly that it has undergone physical and
chemical weathering (e.g. the picture shows a decolorized structure and has cracks or missing parts. What have you
observed?
III. Review
Ask the students to closely study the given picture and give their observations on what possible changes the structure
shown has undergone. Let them differentiate physical and chemical weathering. (The change in color is a proof that it has
undergone chemical weathering and the cracks, missing portions or change in shape are signs of physical weathering.)
Present a picture of a structure (e.g. building, monument, school) that illustrates clearly that it has undergone physical and
chemical weathering (e.g. the picture shows a decolorized structure and has cracks or missing parts. (The change in color is a
proof that it has undergone chemical weathering and the cracks, missing portions or change in shape are signs of physical
weathering.) Ask the students to closely study the picture and give their observations on what possible changes the structure
shown has undergone. Inform the class that the process in which the structure undergone physical or chemically is what we call
weathering. Discuss the lessons about erosion and weathering.

GENERALIZATION
Weathering is the process where rock is dissolved, worn away or broken down into smaller pieces. Once the small pieces of
rocks are changed or broken apart by weathering, they may start to be moved by wind, water or ice. When the smaller rock
pieces are moved by these natural forces, it is called erosion. Weathering can be mechanical, chemical or organic. There are
two types of erosion – physical or mechanical and chemical erosion. Weather and erosion affect the environment and all the
living organisms that are dependent on the environment for food and habitat.
EVALUATION
79-80
Answer Key: Data and Observation
*Answer may vary depending on the cut -outs and illustration brought by the students. Possible answers are shown below.
Guide Questions:
1. Erosion is a natural process, but human activities have increased the rate at which erosion is occurring by 10-40 times.
Excessive erosion causes both “on-site” and “off-site” problems.
On-site effects of erosion are: decreases in agricultural productivity; ecological collapse because of loss of the nutrient-rich
upper soil layers; and desertification.
Off-site effects include: sedimentation of waterways and eutrophication of bodies of water; sediment related damage to
roads and houses; and land degradation by wind and water
2. The effects of weathering on living things may include the following:
a. gives rocks lower strength
b. produces landforms especially limestone
c. releases minerals
d. Elements and compounds extracted from the rocks and minerals by weathering process supply nutrients for plant intake.
e. produces minerals
f. makes the ocean water saline.
REINFORCEMENT
80
Answer Key:
1. ice 2. Chemicals 3. Plants 4. animals, humans 5. Wind

ENRICHMENT
81
Answer Key:
Plant life’s role in soil conservation
Topsoil is protected by plant life in several ways, enabling soil conservation. Heavy rains are prevented from knocking loose
much of the top soil. Soil is also prevented from quickly drying out. This prevents powerful winds from blowing it away. The soil
is held in place by plant roots, making it harder for water to wash it away. Farmers routinely use a variety of methods to limit or
prevent soil erosion from occurring. The majority of these are able to be adapted so they can be used in a home garden. Here
are some ways to prevent soil erosion:
1. Conservation tillage
2. Contour farming
3. Cover crop
4. Windbreak
5. Healthy soil
ASSIGNMENT
Cite the different factors that control weathering.
Answer Key:
1. Climate 2. Presence of soil 3. rock type and structure 4. Slope 5. time

136-138
Answer Key:
1. A 6. C 11. D
2. C 7. A 12. B
3. A 8. A 13. B
4. C 9. C 14. D
5. C 10. A 15. D
LESSON 2.1 WEATHER DISTURBANCES

LEARNING OBJECTIVES
Cognitive:  Identify the different weather disturbances.
Psychomotor:  Differentiate each weather disturbance.
Affective:  Appreciate the importance of accuracy in giving weather reports/bulletin.
LEARNING CONTENTS
I. Drill Ask the students to do a loop activity prepared by the teacher.
One-Minute Paper: Have the learners write down everything they know about weather. Use single words, phrases or even a
complete sentence.
II. Motivational Let the students watch a video clip of the typhoon Yolanda. Have you experienced the strength and impact of
a typhoon? How was it? What did you feel as the typhoon hit your place?
III. Review
Ask the students to differentiate climate from weather and identify the different instruments that are used in studying and
analyzing weather condition.
Start the lesson with a video clip viewing about different weather disturbances. Let them analyze the difference in each of the
weather disturbances. Discuss the lesson after.

GENERALIZATION
A weather disturbance is a general term that describes any pulse of energy moving through the atmosphere. It refers to any
change in atmospheric conditions or weather patterns. Storm is a generic name for severe weather conditions. Cyclones,
hurricanes and typhoons are terms used for the same storms occurring at different locations on earth.
EVALUATION
Answer Key:
Weather Disturbances Description
Typhoon • comes from Chinese word “tai fung” which means great wind
• a violent cyclone that occurs in the Pacific and Indian Ocean
• it is the counterpart of hurricane
• it is characterized by heavy rains and strong winds
Hurricane • a violent, cyclonic storm of Western North Atlantic with a wind speed of 72 miles
per hour
• a storm of the most intense severity
• the counterpart of typhoon
Tornado • a violently rotating column of air that is in contact with both the surface of the
earth and clouds
Cyclone • a vigorous circulation of wind. Formed over the ocean and sea
• it can be categorized into depression, storm and typhoon
Storm • a general term for a severe weather condition
REINFORCEMENT
84
Answer Key:
1. Weather disturbance refers to a general term that describes any pulse of energy moving through the atmosphere. It refers
to any change in atmospheric conditions or weather patterns.
2. Answer may vary. Weather disturbance can affect all the living things on Earth.
ENRICHMENT
84
Answer Key:
1. Yes, hurricanes, cyclones, and typhoons are all the same weather phenomenon. The different names are used for storms
happening in different places. Hurricane is the term used in the Atlantic and Northeast Pacific regions. The same type of
disturbance in the Northwest Pacific is called a typhoon. Cyclones is the term used in the South Pacific and Indian Ocean.
2. A weather disturbance is an accustomed term that characterizes any stroke of energy moving through the atmosphere.
There are four categories of tropical cyclone.
a. A tropical depression is an organized system of clouds and thunderstorms with a defined, closed surface circulation and
maximum sustained winds of less than 55 KPH.
b. A tropical storm is an organized system of strong thunderstorms with a defined surface circulation and maximum
sustained winds between 63 to 117 KPH.
c. A typhoon (sometimes simply referred to as a tropical cyclone, as opposed to a depression or storm) is a system with
sustained winds of at least 118 KPH.
d. “Super-typhoon” is a term utilized by the U.S. Joint Typhoon Warning Center for typhoons that reach maximum sustained
1-minute surface winds of at least 130 kt (230 kph).
ASSIGNMENT
Cut pictures/newspaper clippings showing the damage brought by some weather disturbances.
Answer may vary depending on the clippings and cut-out pictures presented by the students.

LESSON 2.2 WEATHER DISTURBANCES IN THE PHILIPPINES
LEARNING OBJECTIVES
Cognitive:  Identify weather disturbances that affect the Philippines.
Psychomotor:  Differentiate each weather disturbance.
Affective:  Appreciate the hardships of weather forecasters in giving weather reports daily.
LEARNING CONTENTS
Instructional Materials:  sample weather bulletin, weather chart
Value:  Appreciate one’s work
I. Drill
Arrange the following jumbled letters.
a. NOOHPYT - TYPHOON
b. CAENIRRUH - HURRICANE
c. ONELYCC - CYCLONE
d. ROTDONA - TORNADO
e. TOSMR - STORM
II. Motivational
Ask the students study the geographic map of the Philippines. Ask them to observe the pictures particularly the location of
the Philippines. Let them answer the following questions:
a. Where does the Philippines located?
b. What have you observed about the location of the Philippines?
c. Why do you think our country is prone to typhoon?
III. Review
Let the students find connections among the following terms below. Ask them to connect the words by putting phrases to
come up with a concept about the lesson.
TYPHOON WEATHER DISTURBANCE STORM TORNADO HURRICANE PAG-ASA
Start the lesson with the presentation of the Philippine Map. Let them analyze that our country is surrounded both by
landmasses and bodies of water. This bodies of water are responsible for the formation of the different weather disturbances in
the Philippines, since most of them are formed in the bodies of water. (e.g. Pacific Ocean. South China Sea/West Philippine Sea,
etc. Discuss and differentiate the different weather disturbances in the Philippines.
GENERALIZATION
A weather disturbance is an accustomed term that characterizes any stroke of energy moving through the atmosphere. They
are necessary, they can act as focusing structure for storm formation, or even to intensify low pressure systems. Weather
Disturbances also attribute to as natural disasters, as they are capable of wreaking damage on roads, power lines and buildings.
EVALUATION
WEATHER DISTURBANCE DESCRIPTION
Tropical disturbance a discrete tropical weather system of apparently organized convection - generally
200 to 600 km in diameter - originating in the tropics or subtropics, having a non-
frontal migratory character, and maintaining its identity for 24 hours or more.
Tropical depression an organized system of clouds and thunderstorms with a defined, closed surface
circulation and maximum sustained winds of less than 55 KPH.
Tropical storm A tropical storm is an organized system of strong thunderstorms with a defined
surface circulation and maximum sustained winds between 63 to 117 KPH.
Tropical Typhoon (sometimes simply referred to as a tropical cyclone, as opposed to a depression or
storm) is a system with sustained winds of at least 118 KPH.

REINFORCEMENT
86
Answer Key:
1. In order to predict the weather, meteorologists constantly gather information about weather conditions everywhere on
Earth. This information is collected using specialized equipment. A barometer measures atmospheric pressure, a
thermometer measures the temperature, and an anemometer measures wind speed and direction.
2. Because a weather forecast is based on many measurements to be reliable, it is very important that these measurements
are as accurate as possible to ensure the preparedness of the people and to disseminate information to the public for
safety precautions.
ENRICHMENT
86
Answer Key:
1. The following information are being mentioned by the newscaster or weather reporter during weather report: location of
the weather disturbance, maximum wind speed, the direction of the weather disturbance, public storm warning signals,
places that are affected by the disturbance.
2. Through proper dissemination of information gathered from reliable sources such as PAG-ASA and the agencies which are
responsible for the specific purpose.
ASSIGNMENT
Cut from the newspaper the weather reports for one week.
Answer may vary depending on the clips provided by the students.
LESSON 2.3 EFFECTS OF WEATHER DISTURBANCES ON LIVING THINGS AND TO THE ENVIRONMENT
LEARNING OBJECTIVES
Cognitive:  Describe the effects of typhoon in the community.
Psychomotor:  Formulate ways on how to protect oneself and properties during typhoons.
Affective:  Appreciate the importance of being ready at all times.
LEARNING CONTENTS
Instructional Materials:  Sample pictures of Yolanda aftermath
Value:  Recognizing the importance of preparedness.
I. Drill Concept Block
Let the students complete the concept block below. Ask them to refer to their work text or they can use other sources
that is available to further develop their understanding about weather disturbances.
Weather Disturbances Maximum Speed (kilometer per hour or kph)

Tropical depression Less than 55 kph
Tropical Storm 63-117 kph
Tropical Typhoon 118 kph
Supertyphoon 230 kph
II. Motivational
Show to the class pictures of the effects of weather disturbances. Then, ask them if they have experienced such
disturbance, if yes let them describe their experiences. Let them also discuss their feelings as the weather disturbance hits
their locality.
III. Review
Ask the students why our country, the Philippines is one of the countries that is prone to typhoons?
Possible answer: location, topography, and proximity to the ocean
Start the lesson with the presentation of pictures that shows the different effects of weather disturbances as it hits their
respective locality or community. Let them generate ideas about its effects to the living things and the environment. Inculcate
to the students on what to do before, during and after this weather disturbances takes place in their locality.

GENERALIZATION
In the Philippines, an average of 20-22 typhoons are expected to hit the country yearly. Weather disturbances such as typhoons
and storms bring destruction to agriculture and infrastructure. It can also kill people and animals. In low-lying areas, flooding is
the most common problem because the rain water from all higher neighboring places flows down to these areas.
EVALUATION
Power
Interruption
EFFECTS OF
Destruction of
Cause floods WEATHER houses and
DISTURBANCE other
infrastructure
Loss of
lives
REINFORCEMENT
88
Answer Key:
1. No one can prevent natural disasters. But you can prepare for them. Being ready for a catastrophe before it happens may
help you protect yourself, your family and your home.
Possible answers: Pack an emergency preparedness kit. Create and practice a disaster plan. Listen to local officials. Prepare
ready to eat foods and important document must be secured.
2. Answers may vary. (You have to coordinate with the local officials and other agencies which are responsible for the disaster
risk and management.)
3. Answers may vary. (You have to conduct a meeting or a conference with the barangay officials and the other members of
the community.)
4. Answers may vary. (Encourage your community that this project/ plan is for the readiness of the community in case they
will experience any type of calamities such typhoon, storm, depression and etc.)
ENRICHMENT
89
Answer Key:
1. Storms and typhoons cause destruction of houses and other infrastructure. Strong winds can destroy houses and even
concrete buildings, especially violent storms.
- Flooding is one of the destructive effects of weather disturbance. Low-lying areas are the most susceptible to flooding.
Floods affect residential and agricultural lands.
- Weather disturbances can kill people, animals and wipe out plants.
- Strong and gusty winds cause electrical posts to fall down resulting to power interruption.
- Millions of pesos are lost in crops or agricultural products when storms hit agricultural areas.
2. Answers may vary. Encourage the member of the community (neighbors) to be prepared at all times to avoid greater
damages and to minimize the number of affected individuals or casualties.

ASSIGNMENT
Compose a journal about the things you should do in case a strong tropical cyclone hits the country. Share your product with your
classmate.
*Answers may vary. Possible answers are as follows.
What to do before, during, and after a Typhoon.
-Store an adequate supply of food and clean water. -Prepare foods that need not be cooked.
-Keep flashlights, candles and battery-powered radios within easy reach. -Examine your house and repair its unstable parts.
-Always keep yourself updated with the latest weather report. -Harvest crops that can be yielded already

153-154
Answer Key:
1. B 6. A 11. A
2. A 7. D 12. A
3. C 8. C 13. B
4. A 9. B 14. A
5. D 10. A 15. A
LESSON 3.1 THE MOON AND ITS PHASES

LEARNING OBJECTIVES
Cognitive:  Infer the pattern in the changes in the appearance of the moon.
Psychomotor:  Demonstrate an understanding of the phases of the moon and the beliefs and practices
Affective: associated with it.
 Appreciate the importance of moon to the earth.
LEARNING CONTENTS
I. Drill Ask the following questions to the students: Do you enjoy observing the moon at night? How did the Moon look like
last night?
II. Motivational Give a short story about how the moon provided light to our ancestors in the blackness of the night when
there is another source of energy.
III. Review Let the students answer the question: What do you know about the Moon?
Start the lesson by asking the students about what they have notice about the moon. Let the students do the activity in the
Building Skills on Lesson 3.1 – The Moon and Its Phases. Clarify and discuss with them about the different phases of the moon
and why do they change their appearance.
GENERALIZATION
The moon itself doesn’t exude any light like the sun. What we notice when we see the moon is sunlight emulated off the moon.
The phase of the moon is how much of the moon materializes to us on earth to be brightened up by the sun. Half of the moon
always ignites by the sun, except during an eclipse, but we only spot a portion that’s lit up. This is the phase of the moon. About
once per month, every 29.53 days to be exact, the phases of the moon form a complete cycle. As the moon circles the Earth, we
can only detect a portion of the light up side. When we can see 100% of the light up side, this is a full moon. When we can’t see
any of the light up side, this is called a dark moon or new moon. As the moon orbits or circles the Earth, the phase changes.
We’ll start with what is called the new moon phase. This is where we can’t see any of the brighten sides of the moon. The moon
is between us and the sun. As the moon circles the Earth, we can see more and more of the bright side until finally, the moon is
on the opposite side of the earth from the sun and we get a full moon. As the moon continues to circle the Earth, we now see
less and less of the light up side.

EVALUATION
91-92
Answer Key:
Waxing Crescent- the lighted side of the moon is getting bigger as seen from the Earth (2-3 days after full moon).
First Quarter- happens approximately 7 days after new moon; half of the lighted side of moon is seen on earth.
Waxing Gibbous- occurs when 75% of the lighted side of the moon is observed and seen
Full Moon- the whole lighted surface of the moon is seen clearly; approximately 14-15 days after new moon.
Waning Gibbous- the phase after full moon where only 75% of the lighted side of the moon is seen (as the lighted side slowly
shrinks).
Last Quarter- the lighted side shrinks more and more as only half of the lighted side of the moon is observed
Waning Crescent- The lighted side as seen from the earth looks like a thin edge.
REINFORCEMENT
93
Answer Key:
1. We see changes in the shape of the moon as a result of its rotation while it revolves around the sun. These changes are
known as phases of the moon.
2. Yes, two things contribute to the moon being visible in daylight. First, it is bright enough that its light penetrates the
scattered blue light of the sky. Secondly, the moon must be high enough in the sky to be visible. Because of the Earth's
rotation, the moon is above the horizon roughly 12 hours out of every 24.
ENRICHMENT
94
Answer Key:
The time interval between a full (or new) moon and the next repetition of the same phase, a synodic month, average about
29.53 days. Therefore, in those lunar calendars in which each month begins on the day of the new moon, the full moon falls
either the 14th or 15th day of the lunar month.
ASSIGNMENT
Answer the following questions:
1. Is the moon bigger than Earth?
- Moon is smaller compared to Earth. The diameter of the Moon is ¼ that of the Earth.
2. Give at least three features of Moon’s surface.
- It is dry and dusty.
- It has mountain ranges with a rocky surface.
-There are low flat areas and deep craters.
-When seen on earth, some dark areas are visible.
3. How did scientists learned about the information about the moon?
-through photographs taken by unmanned and manned missions to the Moon.
LESSON 3.2 BELIEFS AND PRACTICES ASSOCIATED WITH THE MOON

LEARNING OBJECTIVES
Cognitive:  Enumerate beliefs and practices associated with the moon.
Psychomotor:  Identify which among these beliefs have scientific bases through panel discussion.
Affective:  Respect the beliefs of others.
LEARNING CONTENTS
I. Drill Let the students give the characteristics of the moon.
II. Motivational
What is a superstitious belief? Does it have a scientific basis? Have you heard any superstitious belief about our moon?
III. Review What superstitious beliefs and practices are you familiar with. Write them in a strip of cartolina or colored paper.
Answers may vary depending on the ideas given by the students.

The teacher will let the students work into groups. Then, the teacher will ask each group to answer the activity.
Let each group present their work in front of the class. Let them discuss which beliefs and practices have scientific basis and
which have none.
GENERALIZATION
Early people believed in a lot of superstitions about the moon, just like the eclipse. The scientist explained that eclipse
happened when one heavenly body partially or totally become dim due to another heavenly body. Early people believed that an
eclipse happen because a monster ate it and such can cause bad luck.
• Solar eclipse – occurs when the sun, moon and earth fall in a straight line, where the moon seems to cover the sun making the
latter not visible to the earth (dimming of the sun).
• Lunar eclipse – occurs when the moon, earth and sun fall in a straight line, where the earth blocks the light coming from the
sun, making the moon not seen from the earth.
• Tides – rise and fall of sea water due to the gravitational effect of moon, earth and sun.
EVALUATION
95
Let the pupils answer Test Yourself section on page of the workbook.
Answer Key: DATA AND OBSERVATION. Possible answers may include the following:
Beliefs and Practices Associated with the Moon Beliefs and Practices Associated with the Moon
(with scientific bases) (with no scientific bases)
Solar eclipse occurs when the sun, moon and earth For the Mayans, the moon goddess brought floods
fall in a straight line, where the moon seems to and powerful storms down upon Earth through her
cover the sun, making the latter not visible to the serpentine assistants.
earth (dimming of the sun).
Lunar eclipse occurs when the moon, earth, and sun For the Aztecs, the moon was the decapitated head
fall in a straight line and the earth blocks the light of a malevolent, matricidal goddess.
coming from the sun, making the moon not seen
from the earth
Tides are caused by the gravitational pull of the The Farmers' Almanac, for example, advises planting
moon and the sun on the earth’s bodies of water. crops that are valuable because of the parts that
The highest tide can be observed on earth during grow above ground (such as corn and wheat) while
the full moon and new moon, while the lowest tide the moon is waxing, so that the moon pulls the plant
can be seen during the first and last quarters. out of the ground while it grows bigger.
REINFORCEMENT
96
Answer Key:
1. Scientific beliefs indexes the belief that scientific inquiry is a method and form of knowledge, superior to all others, that
allows us to understand the world. This is a belief that is supported by evidences and tested through experimentation and
investigations.
2. Superstition is any belief or practice that is considered irrational or supernatural: for example, if it arises from ignorance, a
misunderstanding of science or causality, a positive belief in fate or magic, or fear of that which is unknown.
ENRICHMENT
96
Answer Key:
Superstitious beliefs and practices have been passed from generation to generation without question. Some beliefs have
scientific bases. One should not be too dependent on superstitious beliefs and practices when making decisions. Superstition is
any belief or practice that is considered irrational or supernatural: for example, if it arises from ignorance, a misunderstanding
of science or causality, a positive belief in fate or magic, or fear of that which is unknown. It has to be tested and verified to be
proven.
ASSIGNMENT
Ask the students to make a simple comic strip showing any belief and practice associated with the moon but with scientific basis.

164-165
Answer Key:
1. A 3. D 5. C 7. C 9. A
2. C 4. D 6. A 8. B 10. D
LESSON 4.1 CHARACTERISTICS OF STARS

LEARNING OBJECTIVES
Cognitive:  Enumerate the gases present in stars.
Psychomotor:  Identify the characteristics of stars.
Affective:  Recognize the importance of the earth’s star.
LEARNING CONTENTS
I. Drill
Hidden inside the box are five words related to stars. Identify each word by encircling it.
C O L O R
S H O T B
U R E D F
N B L U E
G A S E S
Answers: COLOR, HOT, RED, BLUE, GASES, SUN
II. Motivational Do you believe that the sun is a star?
III. Review Ask the students what objects they see on the sky during night time. Why do we only see stars at night?
The teacher will let students watch video about the stars. Then, the teacher will let the students work by group and answer the
activity on the characteristics of the stars.
GENERALIZATION
Stars are gigantic balls of flaming gases. Their extremely high temperatures emanate from nuclear reactions. Stars differ in
temperature, color, brightness, size and age. Stars having different temperatures produce different colors.
EVALUATION
97-98
Answer Key: DATA AND OBSERVATION:
CHARACTERISTICS OF STARS DESCRIPTION
Composition Stars are consists of 91% hydrogen gas and 9% helium gas
and small fraction of other gases.
Temperature Stars temperature can range from 2 300°C to 27 000°C. This
high temperature of stars is due to the internal nuclear
reactions happening inside it.
Size Stars come in different sizes. The sun – the nearest star to
the earth is a medium size star. Stars are far bigger than
planets. A small star has a size of more than 200 000 km
across
Color Stars come in different colors like red (2 300°C), orange (4
600°C), yellow (5 700°C), white (9 000 - 10 000°C) and blue
(27 000°C).

REINFORCEMENT
98
Answer Key:
1. A star can be defined by five basic characteristics: brightness, color, surface temperature, size and mass.
2. Based on the table, blue star or blue-white (Rigel) has the highest temperature.
ENRICHMENT
98
Answer Key:
The stars twinkle in the night sky because of the effects of our atmosphere. When starlight enters our atmosphere, it is affected by winds
in the atmosphere and by areas with different temperatures and densities. This causes the light from the star to twinkle when seen from
the ground.
ASSIGNMENT
Differentiate apparent brightness from absolute brightness.
color, temperature, size, composition, and brightness.
Star Brightness (magnitude)
 Absolute Brightness: the “True” brightness of the star. How much light it really gives off. (It is the brightness the star would be
if all stars were at a standard distance from earth.
 Apparent Brightness: depends on how far away a star is from the Earth
LESSON 4.2 PATTERNS OF STARS

LEARNING OBJECTIVES
Cognitive:  Describe the nature of constellation.
Psychomotor:  Classify stars into recognizable patterns.
Affective:  Recognize the importance of stars in determining seasons.
LEARNING CONTENTS
I. Drill Let the students identify the different characteristics of stars.
Answer: Composition, Color, Size, Temperature
II. Motivational Have you observed stars in the night sky? Do you see recognizable patterns that they form? Look outside the
window of your house (at night), and observe the stars. What patterns do you see?
III. Review
Allow the students to complete each statement about the stars. They may choose their answers from the choice box below.
nuclear reaction color flaming gases
color, brightness, size and age

a. Stars are gigantic balls of _________________.
b. Stars’ high temperatures emanate from _______________.
c. Stars differ in temperature, _________, _____________, _______ and ______.
d. Stars having different temperatures produce different __________.
The teacher will let students watch video about constellations. Then, the teacher will let the students work by group and answer
the activity on patterns of stars.
GENERALIZATION
A constellation is an imaginary group of stars which forms a recognizable pattern. Specific constellations can be seen in specific
months of the year because of the earth’s revolution around the sun.

EVALUATION
99-100
Answer Key: DATA AND OBSERVATION: Answers may vary depending on the choices of the learners.
ILLUSTRATION NAME OF CONSTELLATION
Hercules
Orion
Lyra
Guide Questions:
1. Summer Constellations- Summer is another great time for stargazing. Here are seven constellations that make up the
Northern Hemisphere's lineup in this season: Aquila, Cygnus, Hercules, Lyra, Ophiuchus, Sagittarius, Scorpius. Deneb, Altair,
Vega
2. Winter Constellations- Braving the cold to stargaze in winter is worth it. Here are seven constellations you can observe in
the Northern Hemisphere during this season: Canis Major, Cetus, Eridanus, Gemini, Orion, Perseus, Taurus, Canis Minor,
Sirius
REINFORCEMENT
101
Answer Key:
1. Since ancient times, civilizations have assigned constellations based on conspicuous patterns of stars in the night sky. These
patterns were useful for astrological predictions, navigation, as well as for communication among astronomers.
2. If you look at the night sky different times of the year you see different constellations. This change is due to the motion of
the Earth in its orbit around the Sun. Each day a few stars are visible in the east that were not visible the night before
ENRICHMENT
102
Answer Key:
The reason Polaris is so important is because the axis of Earth is pointed almost directly at it. So at any hour of the night, at any time of
the year in the Northern Hemisphere, you can readily find Polaris and it is always found in a due northerly direction.
ASSIGNMENT
What constellations are prominent during fall? spring?
Autumn is a good time to see a number of notable constellations, including the zodiac constellations of Aquarius, Aries and Pisces,
and the constellations in the Perseus family: Andromeda, Perseus, Cassiopeia, Pegasus, Triangulum, Cetus and Cepheus.
Spring constellations are the constellations that are best seen in the evening night sky from late March to late June in the
northern hemisphere and from late September to late December in the southern hemisphere. The most prominent
northern spring constellations are Ursa Major, Boötes, Leo, Cancer, Virgo and Hydra.

UNIT TEST 4
Choose the letter of the correct answer.
1. Which among the following statements about rocks is FALSE?

a. Rocks have minerals.
b. Rocks have the same size.
c. Rocks undergo weathering.
d. Rocks vary in shape and have various types.
2. It refers to the process of breaking down of rocks at the earth’s surface by the action of water, extreme temperature and
biological activity.
a. weathering b. chemical weathering c. erosion d. physical weathering
3. It is the displacement of the upper layer of soil, thus removing important nutrients and components.
a. Erosion b. weathering c. weather d. runoff
4. What do you call a violent cyclone that occurs in the Pacific and Indian Ocean?
a. Typhoon b. hurricane c. tornado d. storm
5. It ia a region where cold air mass replaces warm air mass.
a. Monsoon b. cold front c. depression d. disturbance
6. You are in a certain place and you observed that the soil is dry and sandy. Which place you are likely located?
a. Forest b. desert c. field d. farm
7. Limestone and shale are examples of what type of rock?
a. Metamorphic b. sedimentary c. igneous d. minerals
8. Which among the following rocks are made by lava?
a. basalt b. quartz c. graphite d. gneiss
9. It refers to the pattern of weather over a long period or time.
a. weather b. climate c. humidity d. heat
10. What kind of rocks are formed from molten rock material that cooled and hardened?
a. sedimentary b. igneous c. metamorphic d. minerals
11. A type of rock that is made by layers of small pieces of rocks and minerals cemented and compacted together is
_______________.
a. sedimentary b. igneous c. metamorphic d. minerals
12. It is a vigorous circulation of wind. Formed over the ocean and sea which can be categorize into depression, storm and typhoon.
a. storm b. typhoon c. tornado d. cyclone
13. Which among the following shows the layer of soil from top to bottom?
a. Topsoil, subsoil, bedrock c. Bedrock, subsoil, topsoil
b. Top soil, bedrock, subsoil d. Subsoil, bedrock, topsoil
14. It is a type of weathering where there is physical disintegration of rocks into smaller pieces.
a. Organic weathering c. physical weathering
b. Chemical weathering d. mechanical weathering
15. Which among the following BEST describes chemical weathering?
a. A process where rock is dissolved, worn away or broken down into smaller pieces.
b. A process where there is physical disintegration of rocks.
c. A process where rocks and minerals are decomposed which transforms the original material into a new substance.
d. A process where plants break up rocks with their growing roots or plant acids which help dissolve rock.
16. What do you call the prediction of what will be the weather for the next few days?
a. Weather report c. weather forecast
b. Weather bulletin d. weather chart
17. You are currently watching a video about whether when you suddenly saw an animation where tropical winds converge or
meet. What could it be?
a. Cold Front c. Monsoon
b. Intertropical Convergence Zone d. Easterly Waves
18. Which among the following is an effect of typhoon?
a. Floods c. destruction of infrastructure
b. Loss of lives and property d. all of the above
19. A storm is expected to hit your place. PAGASA said that it has the following characteristics: winds greater than 100kph up to 185
kph which may be expected in at least 18 hours. What public storm warning signal could be raised in your place?
a. PSWS 1 b. PSWS 2 c. PSWS 3 d. PSWS 4

20. The Philippines experiences two types of monsoon namely Amihan (Northeast Monsoon) and Habagat (Southwest Monsoon). In
what particular months do we expect Amihan to affect the country?
a. October to December c. September to January
b. June to September d. November to February
21. Among the typhoons that hit the country, which these is the strongest?
a. Yolanda b. Mameng c. Sendong d. Ambo
22. It is an organized system of clouds and thunderstorms with a defined, closed surface circulation and maximum sustained winds
of less than 55 KPH.
a. Typhoon b. Severe Tropical Storm c. Tropical Storm d. Tropical depression
23. Why does the moon have various phases?
a. As the moon revolves around the earth, it absorbs light coming from the sun.
b. As the moon revolves around the sun, it absorbs light coming from the earth.
c. As the moon rotates around the earth, it absorbs light coming from the sun.
d. As the moon rotates around the sun, it absorbs light coming from the earth.
For numbers 24 to 28, refer to the description below. Then choose the answer from the given choices.
a. New moon
b. First Quarter
c. Full Moon
d. Last Quarter
e. Waning Crescent
___24. the whole lighted surface of the moon is seen clearly; approximately 14-15 days after new moon
___25. the lighted side shrinks more and more as only half of the lighted side of the moon is observed
___26. happens approximately 7 days after new moon; half of the lighted side of moon is seen on earth
___27. occurs when only the dark side of the moon is seen from the earth
___28. The lighted side as seen from the earth looks like a thin edge
29. It occurs when the sun, moon and earth fall in a straight line where the moon seems to cover the sun making the latter not
visible to the earth (dimming of the sun).
a. Solar eclipse c. Lunar eclipse
b. Eclipse d. Both a and b
30. Which among the following beliefs about the moon has scientific basis?
a. When an eclipse occurs, Bakunawa a sea monster devours the moon.
b. Eclipse brings bad luck among people.
c. The highest tide can be observed on earth during full moon and new moon, while the lowest tide can be seen during the
first and last quarters.
d. all of the above

1. B 11. A 21. A
2. A 12. D 22. D
3. A 13. A 23. A
4. A 14. D 24. C
5. B 15. C 25. D
6. B 16. C 26. B
7. A 17. B 27. A
8. A 18. D 28. E
9. B 19. B 29. A
10. B 20. D 30. C


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iScience 5: K to 12 Curriculum Series

2 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 3

HOW TO USE THE TEACHERS’ CD RESOURCE

Steps on how to use the Teachers’ CD

PARTS OF THE TEACHERS’ MANUAL

4 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

LESSON 1.1 PROPERTIES OF MATERIALS THAT MAKE THEM USEFUL OR HARMFUL

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 5

LESSON 1.2 USEFUL AND HARMFUL MATERIALS

6 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

PRETEST MODULE 2 – ANSWER KEY

LESSON 2.1 CHANGES IN MATERIALS UNDER CERTAIN CONDITIONS

8 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 9

10 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 11

12 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

UNIT TEST 1 – ANSWER KEY

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LESSON 1.1 PARTS AND FUNCTIONS OF THE FEMALE REPRODUCTIVE SYSTEM

14 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

LESSON 1.2 PARTS AND FUNCTIONS OF THE MALE REPRODUCTIVE SYSTEM

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 15

LESSON 1.3 CHANGES THAT OCCUR DURING PUBERTY

16 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

Let the pupils answer the Mind Challenge section on page

LESSON 1.4 THE MENSTRUAL CYCLE

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 17

18 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

Let the pupils answer the Mind Challenge section on page

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 19

20 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 21

LESSON 1.8 REPRODUCTIVE SYSTEM OF PLANTS

22 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

LESSON 1.9 MODES OF REPRODUCTION IN PLANTS

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 23

24 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

Presentation of the Lesson

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26 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 27

1. Which of the following is a female reproductive system?

28 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 29

30 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

UNIT TEST 2 – ANSWER KEY

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 31

LESSON 1.1 MOTION IN TERMS OF DISTANCE AND TIME

32 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

LESSON 1.2 SPEED AS A MEASURE OF MOTION

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 33

LESSON 1.3 GRAPHICAL REPRESENTATION OF MOTION

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 35

Let the pupils answer Test Yourself section on pages

36 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

5 m to the North 10 m to the South 5 m to the East

PRETEST MODULE 2 – ANSWER KEY

LESSON 2.1 CONDUCTORS OF HEAT AND ELECTRICITY

38 iScience 5 : K to 12 Curriculum Series | iBook Publishing, Inc.

iBook Publishing, Inc. | iScience 5 : K to 12 Curriculum Series 39

LESSON 2.2 LIGHT AND HOW WE SEE THINGS

What we see is the reflected object.