IScience 6-Teachers Manual

iScience 6: K to 12 Curriculum Series
Teachers’ Manual
Copyright 2020 by iBook Publishing, Inc.
First Edition
All rights reserved. This book is protected by copyright law. No part of this book including the layout, cover design, character concepts,
activity concepts and disc contents may be reproduced in whole or in part by any means (electronic, photocopying, recording or any
other method) without the prior written permission of the authors and the publisher.
iBook Publishing, Inc. reserves the right to publish, market and distribute this book in the Philippines.
ISBN: 978-971-9980-24-7
Authors: Eleanor V. De Roja, Nermie A. Abuan

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: Jerome M. Buenaventura, Hazel V. Javar, Myra J. Juanillo
LIMIT OF LIABILITY
The publisher and authors have used their best efforts in preparing this book. Although every precaution was taken in preparing this
book, the publisher and the authors make no representations or warranty with respect to the accuracy or completeness of the contents
of this book and specifically, disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be
created or extended by sales representatives or written sales material. The accuracy and completeness of the information provided
herein and the opinions stated herein are not guaranteed. Neither the publisher nor the author shall be liable for any loss or damage
caused or allegedly caused either directly or indirectly by the information in this book.
TRADEMARKS
All brand names and product names used in this book are tradenames, service marks, trademarks or registered trademarks of their
respective owners. Some of the product names and company names used in this book have been used for identification purposes only
and may be trademarks or registered trademarks of their respective manufacturers and sellers. Instead of using the trademark symbol in
every occurrence of a trademarked name, it is used in an editorial fashion for the benefit of the owner, with no intention of infringement
of the trademark.
DISCLAIMER
iBook Publishing, Inc. reserves the right to revise and update this publication and make changes in its content from time to time
without notice.
PUBLISHED BY:
2 Cortes St. Vista Verde Executive Village, Cainta, Rizal 1900
Blk. 26 Lot 1 to 3 Pearl St. Greenpark Village, Cainta, Rizal 1900
Tel. Nos: 7213-6923 / 7244-3360 / 8718-0916
E-mail: info@ibookpublishing.biz
Website: www.ibookpublishing.biz
2 iScience 6 : K to 12 Curriculum Series | iBook Publishing, Inc.

TABLE OF CONTENTS
MATERIALS AND RESOURCES........................................................................................................................................................................... 5
HOW TO USE THE TEACHERS’ CD RESOURCE ..................................................................................................................................................... 5
PARTS OF THE TEACHERS’ MANUAL .................................................................................................................................................................. 5
UNIT 1 MATTER .......................................................................................................................................................................................... 6
LESSON 1.1 UNIFORM AND NON-UNIFORM MIXTURES ........................................................................................................................................ 6
LESSON 1.2 TYPES OF MIXTURES ..................................................................................................................................................................... 8
LESSON 1.3 SOLUTION AND ITS COMPONENTS.................................................................................................................................................. 10
LESSON 1.4 TYPES OF SOLUTION ................................................................................................................................................................... 11
LESSON 1.5 COLLOIDS AND ITS COMPONENTS .................................................................................................................................................. 12
LESSON 1.6 CLASSIFICATION OF COLLOIDS BASED ON THE PHASE OF COMPONENT PARTS .......................................................................................... 13
LESSON 1.7 CLASSIFICATION OF COLLOIDS BASED ON THE NATURE OF INTERACTION BETWEEN THE DISPERSED PHASE AND THE DISPERSION MEDIUM............. 14
LESSON 1.8 PROPERTIES OF COLLOIDS ............................................................................................................................................................ 16
LESSON 1.9 PREPARATION OF USEFUL MIXTURES .............................................................................................................................................. 17
LESSON 2.1 TECHNIQUES IN SEPARATING MIXTURES .......................................................................................................................................... 19
LESSON 2.2 DECANTATION .......................................................................................................................................................................... 20
LESSON 2.3 EVAPORATION........................................................................................................................................................................... 22
LESSON 2.4 FLOTATION AND SCOOPING .......................................................................................................................................................... 23
LESSON 2.5 USING MAGNET ........................................................................................................................................................................ 24
LESSON 2.6 FILTRATION .............................................................................................................................................................................. 26
LESSON 2.7 CHROMATOGRAPHY ................................................................................................................................................................... 27
UNIT TEST 1 ........................................................................................................................................................................................... 29
UNIT TEST 1 – ANSWER KEY ................................................................................................................................................................... 32
UNIT 2 LIVING THINGS AND THEIR ENVIRONMENT .................................................................................................................................. 33
LESSON 1.1 THE MUSCULOSKELETAL SYSTEM ................................................................................................................................................... 33
LESSON 1.2 THE INTEGUMENTARY SYSTEM ...................................................................................................................................................... 35
LESSON 1.3 THE DIGESTIVE SYSTEM ............................................................................................................................................................... 36
LESSON 1.4 THE RESPIRATORY SYSTEM ........................................................................................................................................................... 38
LESSON 1.5 THE CIRCULATORY SYSTEM .......................................................................................................................................................... 39
LESSON 1.6 THE NERVOUS SYSTEM ............................................................................................................................................................... 41
LESSON 2.1 VERTEBRATES ........................................................................................................................................................................... 43
LESSON 2.2 INVERTEBRATES ......................................................................................................................................................................... 45
LESSON 3.1 NON-FLOWERING PLANTS ........................................................................................................................................................... 48
LESSON 3.2 REPRODUCTION OF CONE-BEARING PLANTS..................................................................................................................................... 49
LESSON 3.3 REPRODUCTION OF SPORE-BEARING PLANTS.................................................................................................................................... 51
LESSON 3.4 REPRODUCTION BY VEGETATIVE PROPAGATION ................................................................................................................................ 53
LESSON 4.1 INTERACTION AMONG COMPONENTS OF HABITATS IN TROPICAL RAINFOREST .......................................................................................... 54
LESSON 4.2 INTERACTION AMONG COMPONENTS OF HABITATS IN CORAL REEFS ...................................................................................................... 56
LESSON 4.3 INTERACTION AMONG COMPONENTS OF HABITATS IN MANGROVE SWAMPS ........................................................................................... 58
UNIT TEST 2 ........................................................................................................................................................................................... 60
UNIT 3 FORCE, MOTION, AND ENERGY ..................................................................................................................................................... 64
LESSON 1.1 MASS AND WEIGHT ................................................................................................................................................................... 64
LESSON 1.2 GRAVITY AND GRAVITATIONAL FORCE ............................................................................................................................................ 66
LESSON 2.1 FRICTION ................................................................................................................................................................................. 68
LESSON 2.2 TYPES OF FRICTION .................................................................................................................................................................... 69
LESSON 3.1 ENERGY TRANSFORMATION.......................................................................................................................................................... 71
LESSON 3.2 WORK..................................................................................................................................................................................... 73
iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 3

LESSON 3.3 TYPES OF SIMPLE MACHINES ........................................................................................................................................................ 75
UNIT TEST 3 ........................................................................................................................................................................................... 77
UNIT 4 EARTH AND SPACE ........................................................................................................................................................................ 80
LESSON 1.1 EARTHQUAKES .......................................................................................................................................................................... 80
LESSON 1.2 VOLCANO ................................................................................................................................................................................ 82
LESSON 2.1 WEATHER AND WEATHER FORECASTING ......................................................................................................................................... 83
LESSON 2.2 WEATHER INSTRUMENTS ............................................................................................................................................................. 84
LESSON 2.3 SEASONS IN THE PHILIPPINES ........................................................................................................................................................ 86
LESSON 3.1 EARTH’S ROTATION .................................................................................................................................................................... 87
LESSON 3.2 EARTH’S REVOLUTION................................................................................................................................................................. 89
LESSON 4.1 SOLAR SYSTEM .......................................................................................................................................................................... 91
LESSON 4.2 SUN AND MAJOR PLANETS OF THE SOLAR SYSTEM............................................................................................................................. 92
UNIT TEST 4 ........................................................................................................................................................................................... 94

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 6 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 textbook.
Answer Key:
1. C 6. A 11. B 16. C
2. A 7. D 12. D 17. A
3. B 8. B 13. A 18. A
4. A 9. D 14. A 19. B
5. A 10. C 15. C 20. C
LESSON 1.1 UNIFORM AND NON-UNIFORM MIXTURES

LEARNING OBJECTIVES
Cognitive:  Describe the appearance of uniform and non-uniform mixtures.
Psychomotor:  Distinguish homogeneous from heterogeneous mixtures.
Affective:  Appreciate the uses of mixtures in our life.
LEARNING CONTENTS
Reference Materials:  iScience 6
Instructional Materials:  10 mL cooking oil, 4 pieces of 10 mL graduated cylinders, 10 mL isopropyl alcohol,
5 pieces of 50 mL beakers, 100 mL water, 5 g powdered soap, 2 g instant coffee, 5 g sugar, 2 g
table salt, Platform balance
Value:  Appreciation on the uses of mixtures, critical thinking, analytical reasoning.
DEVELOPMENT ACTIVITIES
Preparatory Activities
I. Drill
Identify if the following is a mixture or not:
a. sea water b. water c. table salt d. cheese e. air
Answers
a. Mixture b. Non mixture c. Non mixture d. Mixture e. mixture
II. Motivational
The teacher will show a demonstration of 2 set-ups:
a. container with salt and water
b. container with water and powder soap
Motive Questions:
a. What do you think will happen if you combine salt and water? Powder soap and water? Let the students write their
prediction. (The teacher will mix the material in each container). Let them observe what happens. (The teacher will ask
them to explain why it happens.)
Ask them which is homogeneous and which is heterogeneous?
III. Review
Cite at least 5 examples of mixtures
1. 2. 3. 4 5.
Possible Answers:
1. Perfume 2. Toothpaste 3. Dishwashing liquid 4. Rubbing alcohol 5. Alloy
Presentation of the Lesson
The teacher will conduct the game “Bring Me”. (Materials can be pictures or real objects).
Ask the students to ‘Bring Me” the following:
a. Cologne b. coin c. water in a bottle d. baby powder e. piece of paper
1. Ask them which is homogeneous and which is heterogeneous?
2. What do you mean by homogeneous? Heterogeneous?
3. Let the students do the activity in the building skills lesson 1.1 on uniform and non-uniform mixtures.

GENERALIZATION
Lead the pupils in generating that:
Mixtures are combinations of two or more substances in which the substances retain their distinct characteristics. Components
of mixtures may be solids, liquids or gases. A non-mixture is a pure substance that is made up of only one kind of matter.
Mixtures are homogeneous when they have a uniform appearance, appearing as a single phase. Those that are non-uniform in
appearance and have two or more phases are called heterogeneous mixtures.
EVALUATION
Let the pupils answer Test Yourself section on pages 1-2 of the workbook.
Answer Key:
Materials Number of Observable Phases Classification of Mixtures
1.10 mL water and 10 mL isopropyl alcohol 1 Homogeneous
2.10 mL water and 10 mL cooking oil 2 Heterogeneous
3.2 g table salt and 10 mL water 1 Homogeneous
4. 2 g instant coffee, 5 g sugar and 20 mL water 1 Homogeneous
5. 5 g soap and 20 mL water 2 Heterogeneous
1. Sample number 1, 3 and 4 are homogeneous because after combining, the resulting mixtures have one phase.
2. Sample 2 and 5 are heterogeneous because you observed 2 or more phases.
Generalization: Answer may vary.
REINFORCEMENT
3
Let the pupils answer the Skills Workout section on page of the workbook.
Answer Key:
Homogeneous Heterogeneous
Air Halo-halo
Sea water Toothpaste
Soft drinks Ginatang bilo-bilo
30% isopropyl alcohol Shampoo
Cologne Dishwashing liquid
Alcoholic beverage Evaporated Milk
ENRICHMENT
3
Let the pupils answer the Mind Challenge section on page of the workbook.
Answer Key:
1. The products are “latik” and oil. Both are homogeneous.
2. Seawater is a homogeneous mixture because there is only one phase which is liquid.
ASSIGNMENT
Mixtures are everywhere. They are being used in different ways.
1. List down 3 examples of homogeneous mixtures and 3 examples of heterogeneous mixtures and give their uses.
Seawater Serves as reservoir of all marine animals

Air Air is the gaseous material that envelopes the earth which is also used in the biological
process on earth both living and non-living.
Isopropyl alcohol Use as disinfectant
Dish washing liquid Use in cleaning the dishes

Tooth paste Use in brushing our teeth
Shampoo Used in washing our hair

LESSON 1.2 TYPES OF MIXTURES
LEARNING OBJECTIVES
Cognitive:  Differentiate the three types of mixtures.
Psychomotor:  Classify mixtures as solution, colloid or suspension based on observed characteristics.
Affective:  Appreciate the importance of mixtures.
LEARNING CONTENTS
Instructional Materials:  3 pieces of 100 mL beakers, Small flashlight, 5 g corn starch, 25 ml graduated cylinder.
5 grams’ salt, stirring rod, 100 ml water, alcohol burner
Value:  Critical thinking, honesty, analytical reasoning
I. Drill Classify which of the following mixture is homogeneous or heterogeneous:
Sea water gold ring perfume

Coffee in water sand in water oil in water
Answers: Homogeneous- sea water, coffee in water, gold ring, perfume
Heterogeneous – sand in water, oil in water
II. Motivational
1. The teacher will show a demonstration with the following set up:
A. container with sugar and water
B. Container with powder soap and water
C. Container with ginatan or halo-halo
2. Let the student combine or mix the given samples in each container. Again, let them predict, observe and explain (POE).
3. Analyze if their prediction is correct.
III. Review From the given examples, explain why it is homogeneous or heterogeneous.
Which do you think is the solution, colloid and suspension in the three containers? Let’s find it out in the activity.
Let the students do the activity in building skills lesson no. 1.2 on Types of Mixtures
GENERALIZATION
There are three types of mixtures – solutions, suspensions and colloids. A solution is a homogeneous mixture. Its solute
particles measure 10 nm or smaller in diameter, the reason why they are invisible to the naked eye. A colloid is a homogeneous
appearing mixture. Its particles exhibit Tyndall Effect. Particle size ranges between 10 nm to 10-6 m. A suspension is a
heterogeneous mixture. Its particles size is 10-6 m or bigger in diameter, large enough to be seen by the naked eyes and heavy
enough to settle out of the solvent when left undisturbed. These particles do not allow light to pass through.
EVALUATION
Answer Key:
Mixture Appearance No of Visibility of Ability of Ability to be Reaction to Type of
Phases particles Particles to Filtered Light Mixture
settle
Cornstarch Heterogeneous 2 Particles are large Particles Particles can Particles do not Suspension
and water enough to be settled at once be filtered allow light to
seen pass through
Cooked Heterogeneous 2 Particles are Particles settle Particles Light is Colloid
cornstarch slightly visible to after some cannot be scattered
the eye time filtered
Salt and Homogeneous 1 Particles are not Particles do Particles Light passes Solution
Water visible to the eye not settle cannot be directly
filtered
1. Cooked corn starch is colloid.
2. Corn starch and water is suspension because the particles settled at once and are large enough to be seen by the eyes.
3. Salt and water is solution because it is homogeneous.

REINFORCEMENT
7
Answer Key:
1. Mixture in the aquarium is an example of suspension because the particles in it are too big to be seen by our eyes.
2.
Fruit Shake Colloid
Pork Sinigang Suspension
Powder juice in water Solution
Leche Flan Colloid
Gelatin Colloid
ENRICHMENT
Let the pupils answer the Mind Challenge section on page

7 of the workbook.
Answer Key:
Ingredients
1 large egg
8-ounce olive oil or corn oil
1 tbsp lemon juice or vinegar
Salt
pepper
Procedure
1. Separate the egg yolk and the egg white. Use the egg yolk in preparing the mayonnaise.
2. Add 1 tsp salt and 5 grams of pepper into a mixing bowl and mix it using a wire whisk.
3. Add the olive oil or corn oil into the mixture slowly and continue mixing using the wire whisk.
4. Add 1 tbsp of lemon juice or vinegar.
5. Refrigerate the mixture.
ASSIGNMENT
Visit a grocery store or a pharmacy and list down mixtures that you can see. Classify which are colloids, solutions and suspensions
Answers:
Juice drinks
Toothpaste
Dishwashing liquid
Marshmallow
Candies
Jam
Jellies
Isopropyl alcohol
Alcoholic beverage
Perfume spray
Cologne
Antibiotic powder in water
Milk of magnesia
Colloids- toothpaste, dishwashing liquid, marshmallow, jam, jellies, perfume spray

Solution- juice drinks, candies, isopropyl alcohol, alcoholic beverage, cologne
Suspension- antibiotic powder in water, milk of magnesia

LESSON 1.3 SOLUTION AND ITS COMPONENTS
LEARNING OBJECTIVES
Cognitive:  Describe solution.
Psychomotor:  Perform experiment to identify the components of solution.
Affective:  Realize that for every problem there is a solution.
LEARNING CONTENTS
Instructional Materials:  5 g instant coffee, 30% isopropyl alcohol or ethyl alcohol, 5 grams’ sugar, 50 ml beaker, vinegar
placed in pack or bottle, stirring rod, 7o% ethyl or isopropyl alcohol
Value:  Open mindedness, honesty
I. Drill
Let the students do the game “Bring Me” and identify if it is solution, colloid or suspension
1. silver coin
2. lotion
3. face powder
4. tetra pack juice
5. isopropyl alcohol
II. Motivational
Do you believe in the saying that” For every problem; there is a solution? Why?
Just like the solution to the problem, these solutions are spices that help us develop a positive outlook in life. Let’s find out
the components of solution.
III. Review Let the students identify the mixtures found in a grocery store.
1. Show a container of 70% isopropyl alcohol and 30% isopropyl alcohol. Ask them what the component of the rubbing alcohol
is. Which is the solute? Which is the solvent?
2. Combine about 3 grams of table salt and water. Mix the samples in a container. Predict which the solute is and which the
solvent is.
3. Let the students predict, observe and explain (POE).
Let the students do the activity in the building skills on lesson 1.3 Solution and Its Components
GENERALIZATION
Solvent is the part of solution present in greater amount whereas, solute is the part of solution which is present in smaller
amount. Solution is a homogeneous mixture which is made up of solute and solvent.
EVALUATION
Let the pupils answer Test Yourself section on page 9-10 of the workbook.
Answer Key: Generalization: Answer may vary.
REINFORCEMENT
10
Answer Key: A.
Mixture Solute Solvent
2 g of table salt and 20 mL of water salt water
5 g of sugar and 20 mL of water sugar water
10 mL vinegar and 20 mL water vinegar water
20 mL of vinegar and 10 mL of water water vinegar
B.
Solution Components Solute Solvent
Vinegar Acetic acid in water Acetic acid Water
Bronze Copper and tin copper Tin
Sea Water Salt and water salt Water
Carbonated Drinks Carbon dioxide in water Carbon dioxide Water
30% isopropyl alcohol 30 ml isopropyl alcohol in 70 ml water 30 ml isopropyl alcohol 70 ml water

ENRICHMENT
10
Answer Key: Karat is the concentration used to determine the purity of gold. Twenty-four karats mean that it is pure ring. It means that
there are 10 parts of the gold in the 24 parts of the solution or of the ring itself or 41.7% gold. Thus, the gold is the solute and the alloy is
the solvent.
ASSIGNMENT
List down 3 examples of natural and 3 examples of man-made solutions
Natural Solution Man Made Solutions
Sea water Perfume
Air Alcoholic beverage
Soil Juice Drinks
LESSON 1.4 TYPES OF SOLUTION

LEARNING OBJECTIVES
Cognitive:  Classify solution as solid, liquid or gas.
Psychomotor:  Predict the types of solution based on observed characteristics.
Affective:  Appreciate the importance of solution in our life.
LEARNING CONTENTS
Instructional Materials:  pictures of the following; balloon with air, brass, bronze, isopropyl alcohol, salt solution, soft
drinks, steel, tincture of iodine
Value:  Critical thinker, keen observer
I. Drill Let the students do the game “Bring Me” and identify if it is solution, colloid or suspension
1. silver coin 2. Lotion 3. face powder 4. tetra pack juice 5. isopropyl alcohol
II. Motivational Do you believe in the saying that” For every problem; there is a solution? Why?
Just like the solution to the problem, these solutions are spices that help us develop a positive outlook in life. Let’s find out
the components of solution
III. Review Let the students show their collage on the three types of mixtures and discuss further the difference among the
three kinds of mixtures.
1. Show a container of 70% isopropyl alcohol and 30% isopropyl alcohol. Ask them what the component of the rubbing alcohol
is. Which is the solute? Which is the solvent?
2. Combine about 3 grams of table salt and water. Mix the samples in a container. Predict which the solute is and which the
solvent is.
3. Let the students predict, observe and explain (POE).
GENERALIZATION
Solutions can be solid, liquid or gas. The final phase will determine the kind of solution. Solid solutions like brass consist of 90%
copper and 10% zinc, while bronze consists of 90% copper and 10% tin.
EVALUATION
11-12
Let the pupils answer Test Yourself section on pages of the workbook.
Answer Key:
Mixture Solute Solvent Solution
Air inside the balloon Oxygen or nitrogen Air Gas
Brass 10% zinc 90% copper solid
Bronze 10% tin 90% copper solid
Isopropyl alcohol Isopropyl alcohol Water Liquid
Salt solution Salt water Liquid
Soft drinks Sugar, carbon dioxide, juices ,flavors water Liquid
Steel 10% carbon 90% iron solid
Tincture of iodine iodine alcohol liquid

Guide Questions:
1. Solvent
2. Solute is the substance being dissolve. Solvent s the part of solution that dissolve a solute.
REINFORCEMENT
12
Answer Key:
Solution Component Parts Types of solution
24 carat ring gold, alloy solid
30% isopropyl alcohol 30 ml alcohol, 70 ml water liquid
Brine Salt and water liquid
Coffee solution Sugar, coffee, milk and water liquid
Hollow block Cement, gravel, sand, water solid
ENRICHMENT
13
Answer Key:
1. Materials used in construction are the following:
Hollow, block, Steel, Brass, Bronze. Most of these are solid solutions.
2. The most common preparation / solution that you can prepare are juice drinks from fruits.
ASSIGNMENT
List down examples of natural solutions
1. Sea water 2. Alloys 3. Minerals 4. Air 5. Minerals in water
LESSON 1.5 COLLOIDS AND ITS COMPONENTS

LEARNING OBJECTIVES
Cognitive:  Describe colloids.
Psychomotor:  Differentiated the dispersed phase and the dispersion medium.
Affective:  Appreciate the importance of colloids.
LEARNING CONTENTS
Instructional Materials:  soap suds in water, perfume (spray), marshmallow, mayonnaise, evaporated milk
Value:  appreciation, analytical thinking
I. Drill Identify the right solvent for the following solute:
1. rust 2. Mud 3. Blood 4. Fruit stain 5. Nail polish
II. Motivational
Are you familiar with products which ate stick or “glue like” What can you say about them?
In 5 minutes, list down products which are sticky?
III. Review
Identify which is the solute and the solvent in the following:
2. Brass 2. Steel 3. Bronze 4. Vinegar 5. Tincture of iodine
Perform a demonstration on:
1. Beat an egg white
2. Spray a perfume
3. Observe a glue or paste
Let the students predict the components. Ask them to tabulate their answers. What do you think is common in these products?
Let the students do activity in the Building Skills on Lesson 1.5 Colloid and its Components
GENERALIZATION
Colloids are glue-like mixtures. Colloids consist of two components – the dispersed phase and the dispersed medium. The
dispersed phase is present in a lesser amount while the dispersion medium is in greater amount.

EVALUATION
Answer Key:
Colloids Dispersed Phase Dispersion Medium
Soap suds in water Soap suds Water
Perfume (Spray) Perfume Air
Marshmallow Sugar and flavorings Sugar
Mayonnaise Oil, kalamansi Egg yolk
Evaporated Milk Casein, fats Water
Guide Questions:
1. The dispersion medium is the continuous matter where the colloidal particles are suspended.
2. The dispersed phase is the part that is suspended.
REINFORCEMENT
16
Answer Key:
1. Colloid 2. Not colloid 3. Colloid 4. Not colloid 5. Not colloid
ENRICHMENT
16
Answer Key:
Assuming that you will join a “Cook Fest Festival” showcasing colloids at home or at the kitchen. What will you do? How will you
convince the judges that your product is worthy of winning in the said competition?
Answer: Answers may vary. Students can prepare gelatin. The materials used in preparing gelatin is readily available and the
preparation is easy.
ASSIGNMENT
List down at least 3 useful colloids in the environment
1. Clouds 2. Fog 3. Mist
LESSON 1.6 CLASSIFICATION OF COLLOIDS BASED ON THE PHASE OF COMPONENT PARTS

LEARNING OBJECTIVES
Cognitive:  Classify colloid based on the phases of the component parts (solid, liquid or gas).
Psychomotor:  Predict through observation the classification of colloids based on the component parts.
Affective:  Show patience and proper use of senses.
LEARNING CONTENTS
Instructional Materials:  Marshmallow, Toothpaste. Evaporated milk, meringue, hair gel, peanut butter
Value:  Critical thinking, analytical reasoning
I. Drill Identify the disperse phase and the dispersion medium in the following colloids:
a. beaten egg white b. aerosol spray c. paint d. leche flan 3. guava jelly
II. Motivational Show samples of colloids such as hair gel, tooth paste, lotion, creams, marshmallow, meringue and chocolate.
Let the students eat the marshmallow and the meringue or a piece of chocolate. Ask them what do you notice when you
eat them? Try to apply lotion in their skin and observe. What do you notice?
III. Review
Review the difference between disperse phase and dispersion medium.
Ask the students the difference and the similarities among the given samples. How can we classify them?
Let the students do activity in the Building Skills on Lesson 1.6 Classification of Colloids Based on the Phase of the Component
Parts

GENERALIZATION
Colloids can be classified based on the phase of the component parts. The components could be a solid, a liquid or a gas. A
solid, liquid or gas dispersed in a solid is classified as solid. A solid or liquid dispersed in gas is a gas, while a solid, liquid or gas
dispersed in a liquid is classified as a liquid colloid.
EVALUATION
17-18
Answer Key:
Colloids Dispersed Phase Dispersion Medium Classification based on the
Phases of the Component Parts
1. evaporated milk Casein/fat/protein water Liquid
2. hair gel gel water Liquid
3. marshmallow air Sugar/thickener solid
4. meringue air Sugar/egg white Solid
5. peanut butter sugar/butter/peanut Milk/oil liquid
6. toothpaste Calcium /mint water liquid
7. hair gel gel water Liquid
8. toothpaste Calcium /mint water liquid
1.A solid or liquid dispersed in gas is a gas, while a solid, liquid or gas dispersed in a liquid is classified as a liquid colloid
2.The dispersed phase is the part that is suspended, while the dispersion medium is the continuous matter where the colloidal
particles are suspended. Generalization: Answer may vary.
REINFORCEMENT
18
Answer Key:
1. Smoke – Gas 2. Egg yolk – Liquid 3. Mayonnaise - Liquid 4. Diamond ring – Solid 5. Dust in air - gas
ENRICHMENT
19
Answer Key:
1. Do you want to have extra income? Think of a colloid which you can prepare. Research on how it is being made
Yes. We can prepare jam and jellies from guava, strawberry, and mango.
2. Metro Manila is an industrialized area where smog is visible. Smog is a combination of smoke and fog. Why do we have less
sunlight if the area is full of smog?
Photochemical smog is produced when sunlight reacts with nitrogen oxides in air and a volatile compound in the atmosphere.
Nitrogen oxides came from industrial plants and factories. Volatile compounds are released from gasoline, paints and cleaning
solvents. Thus, visibility is reduced because of the smog.
ASSIGNMENT
Cite the importance of colloids in our life.
1. Most of the colloids are used in food preparations;
2. Colloids are unique that it explains why is the sky blue, why are clouds sometimes white or dark;
LESSON 1.7 CLASSIFICATION OF COLLOIDS BASED ON THE NATURE OF INTERACTION BETWEEN

THE DISPERSED PHASE AND THE DISPERSION MEDIUM
LEARNING OBJECTIVES
Cognitive:  Classify colloids based on attraction of the particles.
Psychomotor:  Differentiate foam, aerosol, emulsion, gel and sol through simple experiment.
Affective:  Realize the importance of colloids in our life.
LEARNING CONTENTS
Instructional Materials:  powder soap, marshmallow, mayonnaise, cheese, gelatin, hair gel
Value:  open-mindedness, analytical thinking

I. Drill Classify the following colloids as solid, liquid or gas:
a. milk b. paint c. glue d. glass e. dust in air
II. Motivational Demonstration: Combine about 5ml of oil and water. Let the students observed. Shake the mixture and
observe again. This time, add a small amount of powder soap, shake the mixture and observe what will happen?
III. Review Fill up the missing word or words
Colloids Dispersed Phase Dispersion Medium Classification
1.mango jam
2. blood
3. fog
4. ink
5. yakult
Why is it that oil doesn’t combine with water? But if you add soap in it, the oil and water combine? Why does water alone cannot clean
our clothes? Let the students do the activity on building skills Lesson No. 1.9 Classification of colloids Based on the Attraction of Particles.
GENERALIZATION
Colloids can be classified based on the nature of the interaction between the dispersed phase and the dispersion medium. If
there is a weak force of attraction between the colloidal particles and the medium then, the colloidal system is lyophobic but if
there is a high force of attraction between the colloidal particles and the dispersed phase the colloidal become stable and is
lyophilic. Colloids can be classified as aerosol, foam, emulsion, sol, and gel.
EVALUATION
21-22
Answer Key:
Colloids Dispersed Phase Dispersion Classification Based on
Medium attraction of Particles
1. cheese liquid solid Emulsion (solid)
2. dust in air solid gas Aerosol
3. gelatin solid liquid Sol
4. glue liquid solid Gel
5. hair gel liquid solid Gel
6. marshmallow gas solid Foam
7. mayonnaise liquid liquid Emulsion(liquid)
8. Powder soap in water or soap suds gas liquid Foam
1. Powder soap in water or soap suds and marshmallows are foam.
a. Aerosol is a colloid of solid or liquid in a gas. d. Gel is a colloid in which a liquid is dispersed in a solid.
b. Foam is a colloid of gas in either a liquid or a solid. e. Sols are solid particles which are dispersed in a liquid or solid.
c. Emulsion is a colloid of liquid or solid in a liquid.
Generalization: Answer may vary
REINFORCEMENT
22
Answer Key: Classify the following colloids based on the attraction of colloidal particles.
Colloids Classification
1. dust in air Aerosol
2. gelatin Liquid sol
3. hair gel Gel
4. leche flan Gel
5. milk emulsion
6. marshmallow Foam
7. mayonnaise Emulsion
8. paint Emulsion
9. lotion emulsion

ENRICHMENT
23
Answer Key:
1. There so many environmental problems related to colloid like air pollution such as smoke, smog, water pollution, and land
pollution as well. Can you think of a possible solution utilizing colloids so as to minimize these problems? How?
a. Do not burn our garbage instead place them in compost pit or segregate them.
b. Place the garbage in proper waste disposal.
c. Ban the use of cigarettes and plastics.
d. Plant trees.
2. A fiesta will be celebrated soon in your locality. There will be a contest entitled “Kool Loid in Action”. How will you convince
your audience so that they can patronize your products?
Answers: I can prepare a colloid in the form of ointment or gel from local materials like tawa tawa, pandan or lansones peelings
for mosquito carrying dengue virus so that it will not spread in our locality. They will patronize this product because it is cheap
and locally available.
ASSIGNMENT
Make a collage on the different examples of colloids. Classify them as foam, aerosol, sol, gel or emulsion.
LESSON 1.8 PROPERTIES OF COLLOIDS

LEARNING OBJECTIVES
Cognitive:  Relate the properties of colloids to their behavior.
Psychomotor:  Demonstrate the properties of colloids.
Affective:  Appreciate how the properties of colloids are utilized in industry, human body
and in the environment.
LEARNING CONTENTS
Instructional Materials:  powder milk, dye, activated charcoal, food color, filter paper, Erlenmeyer Flask, funnel
Value:  Awareness of the application of the properties of colloid in our life.
I. Drill
Classify the following colloids:
1. Beer froth 2. Butter 3. Paste 4. Gelatin 5. Jam
II. Motivational
Have you seen a beam of light passing through your window in the early morning? How does it look like? Why is the sky
blue? Why does the sea appear to be blue or green sometimes but in fact water is colorless?
III. Review
Describe the following types of colloids:
1. Aerosol 2. Gel 3. Emulsion 4. Sol
Let the students unlock the following terms that they may encounter:
1. Tyndall Effect 2. Adsorption 3. Brownian Movement 4. Dialysis
Let the students perform the activity on Building Skills Lesson 1.8 Properties of Colloids
GENERALIZATION
The properties of colloids like Tyndall effect, Brownian movement, adsorption and electrical charge explains how useful colloid
is in our lives. The properties can explain why the sky blue, why do you usually place charcoal inside the refrigerator, what is the
principle behind kidney dialysis, why do we see different colors, why do we add detergents and soap as we wash the dishes and
our clothes as well. Adsorption is also applied in dyeing fabrics, in the use of activated charcoal in refining sugar, in the use of
aluminum hydroxide in the water purification process and using of black bone in gas masks to remove toxic gases in the air.

EVALUATION
25-26
Answer Key: Brownian Movement
Mixture Observation
Dye in water The drops of dye slowly combine with water. The dye particles was dispersed in water
Tyndall Effect
Mixture Observation after shaking With beam of light
(light passes through, scatters or did not pass through)
Salt in water The mixture is clear Light did not pass through
Powder milk in water There are small particles in the Light pass through it
mixture
Adsorption
Mixture Observation Before Mixing Observation After Filtering
Dye in water The color of the dye is very visible The color of the dye becomes less visible. The mixture
becomes clear.
1. Powder milk in water exhibits Tyndall effect.
2. Adsorption is the process where colloidal particles adhere to the surface of another particle.
REINFORCEMENT
27
Answer Key:
Questions Properties of Colloids Involved
1. Why is the sky blue? Tyndall Effect
2. Why is charcoal used in the refrigerator? Adsorption
3. Why do we use dishwashing liquid in washing the dishes? Electrical Nature
4. Why does sea water appear to be blue but water is colorless? Tyndall Effect
ENRICHMENT
27
Answer Key:
1. How can you apply the properties of colloids in food preparation, in medicine and in the environment?
a. It explains different phenomena like why is the sky blue? And why does water appear to be blue and green sometimes
but actually it is colorless.
b. The adsorptive property of colloid is applied in the chemical analysis of water and air.
c. The electrical nature of colloids explain why our clothes become clean.
2. Explain why is dialysis given to patients with kidney related disease?
Dialysis filters and purifies the blood by using a dialysis machine. This keeps the fluids and electrolytes in balance when
the kidneys can’t do their jobs. It removes extra waste and water to prevent from building up in the body.
ASSIGNMENT
Are you familiar with tie dyeing? What property of colloid is applied in this industry?
1. Adsorption
LESSON 1.9 PREPARATION OF USEFUL MIXTURES

LEARNING OBJECTIVES
Cognitive:  Demonstrate understanding on how to prepare useful mixtures.
Psychomotor:  Prepare useful and beneficial mixtures.
Affective:  Appreciate the useful mixtures.
LEARNING CONTENTS
Instructional Materials:  3 liters of coconut water 1/4 tsp. yeast, 1 liter of mother of vinegar (starter) 2 1/4 cups white
sugar (Teacher may choose any of the procedures in the activity sheet)
Value:  Resourcefulness

I. Drill Identify the solute and the solvent.
Solution Solute Solvent
Sugar solution
Brine
30 % rubbing alcohol
Brass
Steel
II. Motivational Do you want to prepare useful mixtures? There are available resources in the community that can be used in
the preparation of useful mixtures. Do you know how to prepare them?
III. Review
Encircle the word that does not belong to the group
a. taho, cheese, alcohol
b. clouds, perfume, fog
c. paint, varnish, thinner
d. concrete, ruby glass, glass
e. milk, mayonnaise, vinegar
The teacher will choose any of the suggested activities in the preparation of mixtures. Materials and procedures in each activity
are also given. Give the necessary safety precautions before doing the activity
GENERALIZATION
Mixtures can be prepared by using locally available materials. Some of the applications of mixtures are in making vinegar, jam
making. atsara making, taho making and preparation of juice drinks. Vinegar is a homogeneous mixture of acetic acid in water.
It can easily be made by a fermentation process. The raw materials in making vinegar are local fruits like coconut, banana,
squash, pineapple, chico, apple, and other citrus fruits, sugar and yeast. The yeast hastens the conversion of sugar into acetic
acid. Fruit jams are made of fruits and sugar stewed together. Jams are examples of colloidal mixtures. Atsara means anything
pickled. It is prepared by adding vinegar, sugar, onions, garlic, red pepper, carrots and ginger to the fruit of choice. Taho is a
colloidal mixture of soybeans and sago. It is served with thick sugar syrup called arnibal. Taho is rich in protein which helps us
grow and repair worn out tissues Juice drinks can easily be prepared from locally available fruits like melon, mango, apple,
buko, strawberry, papaya, grapes, calamansi and many others. Sugar is usually added to the mixture to improve the taste.
EVALUATION
29-32
Answer Key:
1. Which concept on the study of mixture did you use in the preparation of the mixture?
a. That mixtures can be prepared from locally available materials;
b. That mixtures consist of two or more substances;
c. That mixtures can be homogeneous and heterogeneous.
2. Can you prepare useful mixtures from locally available materials? Are there other applications of mixtures that you know?
Yes. The Philippines is rich in natural resources. Mixtures can also be applied in the preparation of medicine, industrial
preparations, cosmetics, jewelleries, personal hygiene products and in agriculture.
REINFORCEMENT
32
Answer Key: Rubrics Complete materials – 30% Group Cooperation- 20% Finish Product – 50%
ENRICHMENT
32
Answer Key:
How will you apply the concepts on preparation of mixture in your life to improve your entrepreneurial skills? Make a feasibility
plan on the application of mixture which you think has the economic importance.
The preparation of simple mixtures using available local materials will improve our entrepreneurial skills and improve our lives
as well.

ASSIGNMENT
1. What are the applications of mixtures?
a. The study of mixtures enables us to prepare different mixtures for human consumption such as drinks, medicine and food.
b. It also helps us identify the component of the food and the materials that we are using.
c. It leads to the discovery of new materials and other industrial applications.

37-38
Let the pupils answer Pretest section on pages of the textbook.
Answer Key:
1. B 6. D 11. C
2. D 7. D 12. D
3. C 8. A 13. a. Magnetization
4. A 9. D b. Decantation/scooping
5. B 10. B c. evaporation
LESSON 2.1 TECHNIQUES IN SEPARATING MIXTURES

LEARNING OBJECTIVES
Cognitive:  Identify simple techniques on how to separate mixtures.
Psychomotor:  Use simple techniques to separate the given mixtures.
Affective:  Show proper segregation and care for the environment.
LEARNING CONTENTS
Instructional Materials:  3 empty boxes pens pencil sharpener, sheets of art paper spelling booklets pencils, sheets of
bond paper staple wires fasteners, paper clips eraser stapler
Value:  orderliness, logical thinking
I. Drill Identify if the following is a colloid, solution or suspension
Sea water gold ring ginatan
Sugar in water sand in water oil in water
II. Motivational Have you heard the news in Guimaras Island about the oil spill? What really happened? What will happen to
the bodies of water if they will be contaminated with oil spill? Is there a way on how to separate them?
III. Review
Classify if the following is a colloid, solution or suspension
a. sea water d. sugar in water
b. perfume e. paint
c. evaporated milk
Read environmental news related to oil spill or you may open the link in youtube on oil spill.
https://www.youtube.com/watch?v=PVRsycbtiyg “ICM SITE: The Guimaras Experience: Rising above the oil spill tragedy”
Analyze and ask the students if there is still a way on how to separate the oil spill from the water?
Let the students perform activity 2.1 Techniques in Separating Mixtures
Learning Activities
41
Let the students answer Concept Check section on page of the textbook.
Answer Key:
1. A separation process is a method that converts a mixture or solution of chemical substances into two or more distinct
product mixtures. Separations exploit differences in chemical properties or physical properties (such as size, shape, mass,
density, or chemical affinity) between the constituents of a mixture.
2. The more different the properties are, the easier it is to separate the substances. ex- like we separate tea leaves with the
sieve. 1.people separate mixtures in order to get a specific substance that they need. 2.the other thing people separate
mixtures to remove the unrequired components.

3. Pollution is the introduction of contaminants into the natural environment that cause adverse change. Pollution can take
the form of chemical substances or energy, such as noise, heat or light. Pollutants, the components of pollution, can be
either foreign substances/energies or naturally occurring contaminants.
GENERALIZATION
Pollutants are unwanted materials mixed with wanted materials in the environment. The resulting mixture is known as
pollution. There are several common separation techniques such as decantation, evaporation, flotation and scooping, filtration,
use of magnets, and distillation.
EVALUATION
33-34
Answer Key:
Box A Box B Box C
Pens Art paper Staple wire
Pencil Spelling booklet Fastener
Bond paper Paper clip
Stapler
Eraser
1. What similarities and differences guide you in sorting the materials?
The kind of materials, the size of the materials and the uses of materials are used as guide in sorting the materials.
2. What are the characteristics of the materials that you grouped together and placed in same box?
Some are paper, some are metals and some are long/ pointed ones like pencil and ball pen.
REINFORCEMENT
34
Answer Key:
1. Why is there a need to sort the materials we use at home, in school or anywhere else we may be?
There is a need to sort and separate the materials we use so that there will be order in our place, and that useful materials
can also be re-use and recycle.
2. At home, we do general cleaning of the house. What usually are thrown away and what are retained?
There are times that we throw those materials which are not useful like old clothes, empty cans, bottles, plastics but
retained those which are useful.
ENRICHMENT
34
Answer Key:
Think about your experiences at home or in school where you or a member of your family separated mixtures? How did you do it? Can
you identify the method of separation used? Possible answers: Coconut milk from coconut milk; rice and its washing, noodles.
ASSIGNMENT
Pollutants are present is air, water and land. What are the common ways of separating these mixtures?
1. Segregate biodegradable from non-biodegradable materials.
2. Garbage in bodies of water is segregated by scooping and placing in the proper disposal.
3. Air is also purified in industries.
LESSON 2.2 DECANTATION

LEARNING OBJECTIVES
Cognitive:  Describe decantation.
Psychomotor:  Separate mixtures by decantation.
Affective:  Appreciate the importance of separating mixtures.
LEARNING CONTENTS
Instructional Materials:  Muddy water, oil
Value:  Recovering useful materials from mixture

I. Drill
Identify if the following is a colloid, solution or suspension
Sea water gold ring ginatan
Sugar in water sand in water oil in water
II. Motivational
Show a mixture of oil and water place in a bottle. Try to shake the mixture. Let it settle for a while. Observe what will
happen. Can you separate the oil from water? How?
III. Review
Arrange the following jumbled letters.
1. IOTNLOFAT
2. PINGOOCS
3. TRATIONFIL
4. ERUTXIM
From the motivation, ask the students how will you separate oil from the water. Then, let the students do the activity on
Building Skills lesson No. 2.2 Decantation
Learning Activities
44
Answer Key:
1. Decantation is the process of allowing solid particles of a mixture to settle down and then pouring off the liquid in another
container.
2. Decantation is a process for the separation of mixtures, by removing a layer of liquid, generally one from which a
precipitate has settled. The purpose may be either to produce a clean decant, or to remove undesired liquid from the
precipitate (or other layers).
3. A common example is decantation of oil and vinegar. When a mixture of the two liquids is allowed to settle, the oil will float
on top of the water so the two components may be separated. Kerosene and water can also be separated using
decantation. The two forms of decantation may be combined.
GENERALIZATION
Decantation is a process of separating mixtures by gravity. The lighter or less dense material is poured off, leaving behind the
heavier or denser component settled at the bottom by gravity. Suspensions are the type of mixtures separated by decantation.
EVALUATION
Let the pupils answer Test Yourself section on page 35 of the workbook.
Answer Key:
Data and Observation: a. Parts recovered: Mud/sludge b. Liquid: water
1.. Mixture: Muddy Water
2. Principle: It is done to separate the particulates from a liquid by allowing the solids to settle to the bottom of the mixture,
then pouring off the liquid in another container
REINFORCEMENT
36
Answer Key:
1. How does decantation work?
The mud was separated from the water through decantation process
2. Give examples of mixtures which can be separated by decantation. Why do you think decantation is applicable to these
mixtures?
The mixtures which can be separated are oil and water, mixtue of halo halo, ginatan. sopas, water purification and other
industrial processes.

ENRICHMENT
36
Answer Key:
Research on the industrial process and other commercial applications of decantation process.
1. Sediment from the fermentation process can produce an undesirable taste. Wine is decanted to separate the wine from these
sediments.
2. Cream is separated from milk by decantation. Cream rises to the top of the milk mixture and is easily skimmed off.
3. Blood and plasma – A centrifuge is necessary for this decantation. Plasma can be removed from blood by decantation.
ASSIGNMENT
Research on how is gold separated from rocks?
Gold from the mixture of particles from the soil, rocks and other minerals can be separated by decantation. This is known as gold
panning used in small scale gold mining.
LESSON 2.3 EVAPORATION

LEARNING OBJECTIVES
Cognitive:  Describe evaporation
Psychomotor:  Separate mixtures by evaporation
Affective:  Appreciate the importance of separating mixtures
LEARNING CONTENTS
Instructional Materials:  Salt, water, beaker, evaporating dish, wire gauze, alcohol lamp
Value:  Recovering useful materials from mixture
I. Drill
Classify if the following is a colloid, solution or suspension
a. sea water d. sugar in water
b. sopas e. paint
c. evaporated milk
II. Motivational What will happen if you will not add salt in foods? Do you think you can eat them without salt? How is salt
being made?
III. Review
_____________is the process of allowing solid particles of the mixture to settle down first. It is done to separate the
__________ from a liquid by allowing the solids to ________to the bottom of the mixture, then _________off the liquid in
another container.
Watch a video about salt making. Let the students do the activity on Building Skills Lesson No. 3.2 Evaporation
Learning Activities
48
Answer Key:
1. Evaporation happens when a liquid substance becomes a gas. When water is heated, it evaporates. The molecules move and
vibrate so quickly that they escape into the atmosphere as molecules of water vapor. Heat from the sun, or solar energy,
powers the evaporation process.
2. Evaporation is important to us because we wouldn't have clouds or any precipitation to give us water. This is due to
evaporation. In this process some of the liquid at the surface turns into vapor (or gas) and mixes in the air. This when a liquid
turns into vapor (or gas), it is said to evaporate.
3. Evaporation has been used for a very long time to obtain salt from sea water. Typically, the salty water of the sea is stored in
large pits from where the water evaporates, leaving salt behind. Evaporation of sweat from our body helps keep our body
temperature down.
GENERALIZATION
Evaporation is the process of changing a liquid to a gas or vapor. As a separation technique, it removes the liquid from a
solution by boiling, usually to leave solid crystals.

EVALUATION
Answer Key: 1. Evaporation is done by heating the mixture in a container. 2. The liquid part will evaporate and the solid part will remain
in the container. Generalization: Answer may vary.
REINFORCEMENT
38
Answer Key:
1. Heat causes evaporation of the liquid.
2. No. Heat is needed in evaporation.
3. The solid part was recovered while the liquid part was lost due to evaporation.
ENRICHMENT

38of the workbook.
Answer Key: Evaporation as a separation technique is used in many industries. Research about one industry that applies evaporation in
its production.
ASSIGNMENT
There are about 97% seawater on water but nan cannot use salty water in daily activities, can sea water be a source of potable
water? Why?
Yes, but the mixture needs to be separated by evaporation and condensation of the water vapor into pure water.
LESSON 2.4 FLOTATION AND SCOOPING

LEARNING OBJECTIVES
Cognitive:  Describe flotation and scooping.
Psychomotor:  Separate mixtures by flotation and scooping.
LEARNING CONTENTS
Instructional Materials:  Mixture of oil, sand and water
Value:  Appreciation, analytical thinking
I. Drill
Identify if the following is a mixture or not
a. water
b. alcohol
c. fats
d. air
e. rocks
II. Motivational
Are you familiar with what is shown in the picture on the right? This is the source of the staple food of Filipino, the “palay”.
How are the grains of palay separated from the chaff and straw?
III. Review
Fill in the blanks
1. __________ is the process of allowing solid particles of the mixture to settle down first.
2. ___________is the process of separating mixture where the solid part is lost and only the
liquid particles are recovered by heating.
Let the students do the activity on Building Skills Lesson No. 2.4 Flotation and Scooping
GENERALIZATION
Flotation involves separation of mixtures of materials with differing densities. Less dense materials float and denser materials
sink. Scooping is the process of mechanically removing material with the use of a spoon, a spatula or a ladle.

EVALUATION
Answer Key:
Mixture Step Observation
Oil, sand and water Decant the mixture Sand settle at the bottom, oil is at the upper layer.
Separate the oil and water from the sand Oil and water remains in the beaker
by filtration
Let the oil float and scoop using a spoon Oil is separated from the water
1.
What is first removed from the mixture? Sand
2.
How is it removed? Decantation
3.
Are you able to recover all the components of the mixture? Why or why not?
Yes, by scooping and flotation
REINFORCEMENT
40
Answer Key: Make a diagram on how did you separate the mixture of sand, oil and water
Decant and
Sand, oil, Oil and Water
Pour the oil and water
water
Water in another
beaker
ENRICHMENT

40 of the workbook.
Answer Key: Suppose that you are a member of a group working on “Protection and Conservation of Resources”. How will you react to
and what will you do with a protest against water pollution in your area? I will support the protest against water pollution to make the
public aware of its hazards.
ASSIGNMENT
How will you remove the floating materials in bodies of water? Cut news from any newspaper or magazine on water pollution in
Metro Manila.
Flotation and scooping can be applied to remove the pollutants in water.
LESSON 2.5 USING MAGNET

LEARNING OBJECTIVES
Cognitive:  Describe separation of mixture by using a magnet.
Psychomotor:  Separate mixtures by using a magnet.
LEARNING CONTENTS
Instructional Materials:  Mixture of starch and iron filings or paper clips, Magnet
Value:  Environmental awareness, cooperation
I. Drill
Mixtures Number of Observable Phases Classification of Mixtures

1. 10 mL water and 10 mL isopropyl alcohol
2. 10 mL water and 10 mL cooking oil
3. 2 g table salt and 10 mL water
4. 2 g instant coffee, 5 g sugar and 20mL water
5. 2 g baking powder and 20 mL water

II. Motivational Are you familiar with a magnet? How does it work? Where do you usually used a magnet?
III. Review
1. What is flotation? Ans. Involves blowing air into the mixture
2. How can you remove the floating materials from the mixture? Ans. By scooping
3. What is the basis of separation in scooping and floatation? Ans. The density of the materials in the mixture
4. Where can you apply floatation? Ans. In separating heterogeneous mixture with different densities
Let the students do the activity on Building Skills Lesson No. 2.5 Separation of Mixtures by using a magnet.
GENERALIZATION
One separation technique used for separating mixtures with metal components is by using a magnet. Metals like iron, nickel,
and cobalt have magnetic properties. In a mixture, these metals are attracted to a magnet, thereby leaving non-magnetic
materials behind in the mixture.
EVALUATION
Answer Key: Data and Observation:
Materials Observation
Starch and iron filings before using a magnet Starch is combined with iron filings. The color is white and
the iron filings is black.
Starch and iron filings after using a magnet The iron filings attracted to the magnet, thus starch is left.
Guide Questions: Answer may vary.
REINFORCEMENT
42
Answer Key:
1. Why is a magnet used in separating a metal from a non-metal?
Magnet is a material which has electromagnetic force that metals are attracted to it.
2. There are various metals under the ground that are used in many industries. How are these metals obtained from mineral
deposits?
By using a magnet
ENRICHMENT
42
Answer Key:
Make a research on how copper is mined in the Philippines?
Copper ore must be crushed as part of the process that occurs between extraction and production. ... After the ore is crushed,
it's roasted, which helps to convert sulfides to oxides. The oxides are smelted to produce matte, which then undergoes several
refining processes.
ASSIGNMENT
1. Make a research on how gold is recovered from its ore?
The processing techniques can include grinding, concentration, roasting, and pressure oxidation prior to cyanidation.
Refractory gold processes
A. Roasting.
B. Bio-oxidation, such as Bacterial oxidation.
C. Pressure oxidation.
D. Albion process.

LESSON 2.6 FILTRATION
LEARNING OBJECTIVES
Cognitive:  Describe filtration
Psychomotor:  Separate mixtures by filtration
Affective:  Appreciate the importance of separating mixtures
LEARNING CONTENTS
Instructional Materials:  Mixture of sand and water, filter paper, funnel, mixture of coconut and coconut milk, Strainer,
100 mL beaker
Value:  Open mindedness, critical thinking
I. Drill Complete the missing word or words
SOLUTION COMPONENTS SOLUTE SOLVENT
Vinegar Acetic acid and water
Bronze Copper and tin
Sea water Salt and water
Carbonated drinks Carbon dioxide and water
30% rubbing alcohol Alcohol and water
II. Motivational Ask the students to watch a video from https://www.youtube.com/watch?v=nSENolWbyYQ. What have you
seen in the video? Is water important in our life? What is the present condition of our water in Metro Manila? How is it
being clean and purified?
III. Review Answer the following questions:
a. What is the principle behind separation of mixtures using a magnet? b. Give at least 3 applications on how a magnet is
used to separate mixtures.
Show a container with water and other impurities like paper, Styrofoam, sand? Ask them if they can still use the water and
how? Let the students do the activity on Building Skills Lesson No. 2.6 Filtration
Learning Activities
58
Answer Key:
1. Filtration is the process of separating suspended solid matter from a liquid, by causing the latter to pass through the pores
of some substance, called a filter. The liquid which has passed through the filter is called the filtrate.
2. One of the most familiar gravity filters in the industrial world is that used for the purification of water. A water filtration
system generally makes use of a thick layer of granular materials, such as sand, gravel, and charcoal.
3. When the substances in a mixture have different particle sizes, they are separated by filtration. The mixture is poured
through a sieve or filter. The smaller particles slip through the holes, but the larger particles do not. Filtration is the first
stage in water recycling.
GENERALIZATION
Filtration is the process of separating an insoluble solid from a liquid by passing through a filter. It has many uses in industries,
environmental conservation and at home.
EVALUATION
43-44
Let the pupils answer Test Yourself section on page of the workbook.
Materials Observation
Coconut meat and milk (before) The coconut meat can be seen in the coconut milk.
Coconut meat and milk after using a strainer The coconut meat is left in the strainer but the coconut
milk is in the other container
Sand and water before using a filter paper Sand can be visibly seen in water
Sand and water after using a filter paper Sand is left
1-2. Answer may vary.

REINFORCEMENT
44
Answer Key:
1. Why is filtration the technique used to separate the given mixtures?
Filtration separate the solid from the liquid.
2. Can you use other separation techniques to separate the mixtures? If yes, what technique
Yes, flotation and scooping can be used.
ENRICHMENT

44 of the workbook.
Answer Key:
Conduct an interview with the owner or an employee of a water refilling station in your community? Ask him or her how water
is purified in the area? Identify the processes applied and describe each method.
The methods used include physical processes such as filtration, sedimentation, and distillation; biological processes such as slow
sand filters or biologically active carbon; chemical processes such as flocculation and chlorination; and the use of
electromagnetic radiation such as ultraviolet light.
ASSIGNMENT
Philippines is rich in natural resources like river, seas and oceans. Where do we get the water that we drink?
1. Angat and La Mesa dam are the sources of water in Metro Manila.
LESSON 2.7 CHROMATOGRAPHY

LEARNING OBJECTIVES
Cognitive:  Describe the method of separating a mixture by chromatography.
Psychomotor:  Separate a mixture of of ink using chromatography.
Affective:  Appreciate the techniques in separation of mixtures
LEARNING CONTENTS
Instructional Materials:  5 colors of coloring pens, ruler, 70% ethyl alcohol, Oslo or filter paper, Empty jar with cover
Value:  Keen observer, critical thinking, following procedures
I. Drill
Identify the methods used in separating the following mixtures:
a. rice from its washing
b. sand, water and oil
c. floating materials in bodies of water
d. gold, rocks and soil
e. salt and water
II. Motivational
What do you usually notice with plants, flowers and vegetables? Why do they have different colors? Do you want to have
an idea on how to separate these colors?
III. Review
______1. It is the process used to separate liquid from solid.
________2. The process used to separate metal from non-metal
________3. It is the process where the liquid part evaporates and the solid part remain in the container.
Let the students do the activity on Building Skills Lesson No. 2.7 Paper chromatography
GENERALIZATION
Paper chromatography has been primarily used for the analysis of food colors in synthetic beverages, ice creams, jams, jellies,
and sweet delicacies. Both natural and synthetic colors. Paper chromatography is used as an identifying ink in a note left at a
crime scene. It is also used in identifying and separating colored mixtures like pigment.

EVALUATION
45-46
Color and mixture Observation
Red
Blue
Green
Black
Mixture of Color red, blue and green
1.
What is the role of ethyl alcohol in the process of chromatography?
The ethyl alcohol serves as solvent.
2. What can you say about the colors that were separated in the mixtures?
Each color consist of mixtures of colors.
REINFORCEMENT
47
Answer Key:
1. Chromatography is used because it involves the separation of color components of the mixture. The mixture is separated
into components as the components move through the paper at different rates depending on the components’ attraction
to the adsorbent paper.
2. Can you use other separation techniques to separate the mixtures? If yes, what technique? No
ENRICHMENT
47
Answer Key:
1. Chromatography is applied in the separation of chiral compounds and in separating and preparing additives, vitamins,
preservatives, proteins and amino acids.
2. Chromatography is applied in urine analysis and blood as well.
ASSIGNMENT
What are the applications of chromatography?
It has been primarily used for the analysis of food colors in synthetic beverages, ice creams, jams, jellies, and sweet delicacies. Both
natural and synthetic colors. Paper chromatography is used as an identifying ink in a note left at a crime scene. It is also used in
identifying and separating colored mixtures like pigment.

UNIT TEST 1
I. Direction: Choose the letter of the correct answer and write it in the space before the number
_____1. You are given a teaspoon of each of the materials given below. Which will form a homogenous mixture with a glass of water?
a. oil c. starch
b. sugar d. face powder
____2. Some cough syrups need to be shaken before use. What kind of mixture are cough syrups?
a. solution c. colloid
b. suspension d. homogeneous
____3. Alcohol evaporates in air. What kind of solution is formed?
a. solid in gas solution c. gas in solid solution
b. gas in gas solution d. liquid in gas solution
____4. Which mixture is heterogeneous?
a. clean air c. water, gravel and sand
b. kerosene d. rainwater
____5. Which of the following is not a natural mixture?
a. limestone c. iron
b. crude oil d. seawater
_____6. Pond water becomes clear on standing. Which of the following is true?
a. The pond water is a colloid. c. The pond water is a suspension.
b. The pond water is a solution. d. The pond water is an emulsion.
____7. Sunlight passing through a window is scattered by dust particles. What kind of mixture is dust in air?
a. suspension c. colloid
b. solution d. emulsion
___8. Mixture is a combination of two or more substances. Which of the following is a mixture?
a. Aluminum
b. Milk
c. Oxygen
d. Water
____9. Mixtures are different from non-mixtures in terms of the process of separation. Which of the following can be separated by
chemical means?
a. Sugar
b. Mixture of salt, water, and sand
c. Milk
d. Ginataang bilo-bilo
____10. Substances or non-mixtures have constant boiling point. Which mixture will have constant boiling point?
a. Salt and water b. Muddy water c. Distilled water d. Sugar and water
____11. All of the following are mixtures except?
a. Rubbing alcohol b. Salt and water c. Coffee solution d. sugar
_____12. What do you call the mixtures with a uniform phase?
a. Homogeneous mixture
b. Heterogeneous mixture
c. Both homogeneous and heterogeneous
d. Neither homogeneous nor heterogeneous
_____13. What kind of mixture is formed when you combine salt and water?
_____14. Which of the following is a heterogeneous mixture?
a. Alloy
b. Sugar in water
c. Salt in water
d. Toothpaste

_____15. What kind of mixture is formed when you dissolve powder soap in water?
_____16. Which of the following is a colloid?
a. Chalk powder in water
b. Sand in water
c. Sugar in water
d. Gelatin
_____17. All of the following are colloidal except?
a. Muddy water
b. Cologne
c. Lotion
d. Toothpaste
_____18. What do you call a stable homogeneous mixture whose particles do not settle?
a. Colloid
b. Suspension
c. Solution
_____19. Which is NOT an example of solution?
a. Tincture of iodine
b. Vinegar
c. Brine
d. Stone in water
____20. What do you call a solution of metal?
a. Alloy
b. Bronze
c. Brass
d. Steel
____21. Which of the following has cloudy and heterogeneous appearance?
a. Colloid
b. Suspension
c. Solution
_____22. Which types of mixtures can be filtered?
a. Colloid
b. Suspension
c. Solution
_____23. Which mixture has particles which are invisible to the naked eye?
a. Colloid
b. Suspension
c. Solution
_____24. What kind of mixture is coffee in water?
a. Solid in a liquid
b. Solid in a gas
c. Liquid in a solid
d. Gas in a liquid
_____25. Which mixture has particle size of 1 x 10 -6 m?
a. Colloid
b. Suspension
c. Solution
_____26. You combine oil and water. How many phases have you observed?
a. One
b. Two
c. Three
d. Four

_____27. Which mixtures can be separated by physical means?
a. Colloid
b. Suspension
c. Solution
_____28. Which is the best method way to separate a mixture of oil from water?
a. decantation c. distillation
b. filtration d. condensation
_____29 To remove salt from the mixture of ground mothball and salt, which method is applicable?
a. filtration c. flotation
b. sublimation d. use of centrifuge
_____30. Which of the following is the correct order in purifying salt from impure rock salt, using water as a solvent?
a. dissolve, filter, evaporate, crystallize
b. dissolve, evaporate, filter, crystallize
c. filter, dissolve, crystallize, evaporate
d. filter, dissolve, evaporate, crystallize
_____31. Which process of separating mixtures allow the solid particles to settle down?
a. Decantation
b. Filtration
c. Evaporation
d. Scooping
_____32. Which process can be used to separate oil from the water mixture?
a. Decantation
b. Filtration
c. Evaporation
d. Scooping
_____33. Which can be separated by decantation?
a. sugar and water
b. oil and water
c. sand and iron filings
d. paper and sand
______34. What process involves the conversion of liquid into gas by heating?
a. Evaporation
b. Melting
c. Condensation
d. Sublimation
______35. Which method will separate salt from water?
a. Decantation
b. Filtration
c. Evaporation
d. Scooping
_____36. What do you call the process of blowing air into the mixture?
a. Decantation
b. Filtration
c. Evaporation
d. Flotation
_____37. How will you separate the paper form a mixture of water, sand and paper?
a. Decantation
b. Filtration
c. Evaporation
d. Scooping
_____38. Which process can separate starch from iron fillings?
a. Decantation
b. Filtration
c. Evaporation
d. Magnetization

_____39. What separation technique is involved on the ability of surfaces to bind or adsorb substances?
a. Decantation
b. Filtration
c. Chromatography
d. Magnetization
______40. How will you separate the mixture of paper, salt, iron and water?
a. Flotation, scooping, decantation
b. Scooping, decantation, filtration
c. Decantation, evaporation, scooping
d. Scooping, evaporation, magnetization
II. Direction: Fill in the blanks with the correct word or terms.
__________________ 41. It refers to the ability of the colloid to scatter light.
__________________42. It is the zigzag movement of the colloidal particles.
__________________43. It is the process where colloidal particles adhere to the surface of
another particle.
__________________44. This explains why colloidal particle are attracted to each other.
__________________45. It is process of separating ions by passing through a semi permeable membrane.
__________________46. It is a colloid of gas in either a liquid or a solid
__________________47. They are solid particles which are dispersed in a solid or a liquid
__________________48. It is a homogeneous mixture.
__________________49. It is the part of colloid which are suspended and is in greater amount.
__________________50. It is the type of solution where the solute is either a liquid or solid but
the final phase is solid
UNIT TEST 1 – ANSWER KEY

I. 18. C 36. D
1. B 19. D 37. D
2. B 20. A 38. D
3. D 21. A 39. C
4. C 22. B 40. D
5. B 23. B
6. C 24. A II.
7. C 25. A 41. Tyndall effect
8. B 26. B 42. Brownian movement
9. A 27. C 43. Adsorption
10. C 28. A 44. Electrical Charge
11. D 29. B 45. Dialysis
12. A 30. A 46. Aerosol
13. A 31. A 47. Sols
14. D 32. A 48. Solution
15. B 33. B 49. Dispersion Medium
16. D 34. A 50. Solid solution
17. B 35. C

UNIT 2 LIVING THINGS AND THEIR ENVIRONMENT
Let the pupils answer Pretest section on page 64 of the textbook.

Answer Key:
1. A 2. D 3. C 4. D 5. C
LESSON 1.1 THE MUSCULOSKELETAL SYSTEM

LEARNING OBJECTIVES
Cognitive:  Describe the function of the musculoskeletal system.
Psychomotor:  Label the axial and the appendicular skeleton.
Affective:  Identify healthy habits that promote proper functioning of the musculoskeletal system.
LEARNING CONTENTS
Instructional Materials:  Parts of a chicken: head, legs, wings and ribs.
Please, connect this activity with the Appendix 1 Diagram on the appendices of the iScience 6
textbook.
Value:  healthy habits and practices to maintain healthy skeletal and muscular system
I. Drill
Match the items in column A with that of B
____1. Building blocks of the body A. tissue
____2. Groups of cell B. cell
____3. Group of tissues C. organ
II. Motivational
Let the students form 2 groups with 7 members in each group. Let them play tug of war. What did you experience while
playing? What helps you stay in playing? What would our body look like if we have no skeleton and no muscles?
III. Review
What are the characteristics of living things?
Prepare a short video where you can have a short physical exercise. Let the students follow what is in the video. Let them inhale
and exhale afterwards. How does it feel? Let them perform the activity on the building skills on Activity 1.1 The musculoskeletal
system.
GENERALIZATION
Musculoskeletal is the organ system responsible for support and movement. Muscles, bones, cartilages and ligaments are the
organs in the musculoskeletal system. There are healthful habits to keep the musculoskeletal system properly functioning.
EVALUATION
Answer Key:
Answer may vary.

REINFORCEMENT
49-50
Let the pupils answer the Skills Workout section on pages of the workbook.
Answer Key:
A.
B.
Axial Appendicular Skeleton
Long bones Ball and socket joint
Short bones Hinge joint
Flat bones Pivot joints
Irregular bones Gliding joints
Sesamoid bones Cartilage
Ligaments
C.
Types of Muscles Functions
Skeletal They move and support the skeleton
Smooth These muscles are involved in the movement of the internal organs
Cardiac This performs the non-stop, hardworking pumps of the heart that
circulate blood around the body.
ENRICHMENT
50
Answer Key:
Rubrics: 40% content 40% layout 20% originality
Answers may include the following:
1. Observe correct and proper posture.
2. Drink milk every day.
3. Eat fruits as well as green and yellow vegetables.
4. Have regular exercise.
ASSIGNMENT
Enumerate ways on how to take care of the musculoskeletal system
Have a regular exercise.
2. Eat a well-balanced diet.
3. Drink plenty of water.
4. Regulate physical exertion or not doing too much of physical work.
5. Indulge in physical relaxation once in a while.
6. Consult a doctor for any musculoskeletal problem before symptoms worsen.

LESSON 1.2 THE INTEGUMENTARY SYSTEM
LEARNING OBJECTIVES
Cognitive:  Describe the functions of the integumentary system.
Psychomotor:  Infer from the observation how the integumentary system works;
Affective:  Identify healthy habits which will promote the integumentary system.
LEARNING CONTENTS
Instructional Materials:  Picture of skin, nail and hair or the real sample of hair, skin and nail
Value:  Maintain healthy integumentary system
I. Drill
Identify the number of bones in each part
Parts No. of Bones
Skull 29
Spine 26
Rib Cage 12
Upper extremities 64
Lower extremities 62
II. Motivational
Have you seen your body closely in a mirror? Let them see themselves in the mirror. What can you say about your body?
Imagine if you have no hair, skin and nails? What do you think will happen?
In what system of the body do hair, nails and skin they belong?
III. Review
Using the organizer, compare and contrast the three (3) types of muscles.
Smooth
Skeletal
muscle
Cardiac
Muscle

Let the students observe their hair, nails and skin using a hand lens. Ask them to draw their observation and compare their work
to their seatmates. Let them answer activity no 1.2 The Integumentary system.
GENERALIZATION
The integumentary system consists of the skin, hair and nails. Its main function is to act as a wall to protect the body. It also
functions to defend against disease, eliminate waste products, and improve body temperature. In order to do these things, it
works with all the other systems of your body, each of which has a part to play in managing the internal conditions that a
human body needs to function properly.
EVALUATION
Answer Key:
Answer may vary.

REINFORCEMENT
51
Answer Key:
A.
Integumentary System Observation Inference
1. Skin The skin is brown in complexion or fair It’s the common color of the normal
or white or black skin.
It has pores The pores serve as opening of the skin
There are tiny hairs in the skin It protects the skin
2. Hair The hair is shiny It is a healthy hair
The color is black or brown
There are split in its end Maybe the hair is not healthy
3. Nails Nails are coverings of the phalanges in It is healthy nail.
the hand and feet
B. 2.
Parts Functions
1. Skin It acts as a temperature controlled radiator, regulating the elimination of heat from the body.
2. Hair protects the body from damage especially from heat
3. Nail Fingernails and toenails protect the distal parts of your fingers and toes.
ENRICHMENT
52
Answer Key: Answers may vary.
1.Frequent and thorough washing of face with a mild soap to reduce oiliness and bacteria that may cause infections on the skin.
2. Regular washing, shampooing hair, brushing and massaging the scalp.
3. Taking a bath regularly.
4. Frequent washing of hands and regular trimming of hair and nails.
ASSIGNMENT
Enumerate the disease related to the integumentary system:
1. Dermatitis 2.Alopecia 3. Eczema 4. Athletes’ foot
LESSON 1.3 THE DIGESTIVE SYSTEM

LEARNING OBJECTIVES
Cognitive:  Describe the parts of the digestive system.
Psychomotor:  Trace the path of the digestion process
Affective:  Identify the proper ways of caring the digestive system.
LEARNING CONTENTS
Instructional Materials:  Picture or model of the digestive system
Value:  Health consciousness and habits for the digestive system
I. Drill What are the organs in the integumentary system? Identify the function of each organ.
II. Motivational
Let the students chew a piece of bread and let them drink a glass of water.
What happened to the food that you ate? Can you identify the organs involved in chewing the food?
III. Review
True or False
________1. Regular washing, shampooing hair, brushing and massaging the scalp is necessary to maintain healthy hair.
________2. There is no need to take a bath regularly.
________3. Nails should be cut/ trim daily.
________4. The skin protects our body from heat.
________ 5. Hands should be washed regularly to prevent germs and other diseases.

After chewing, let them do the activity no 1.3 The Digestive System.
GENERALIZATION
The organs of the digestive system are the mouth, throat, esophagus, stomach, small and large intestines, liver, pancreas, and
gall bladder. In the digestive system, mechanical and chemical digestion occurs.
EVALUATION
Answer Key:
Trace the path of food as digestion takes place by supplying the major parts or organs of digestion
Mouth Teeth Small Large Anus

esophagus stomach
intestine intestine
1. The food enters into the mouth and passed through mechanical phase of digestion by means of your teeth.
2. When you swallow the food it passed through the pharynx and then goes into the esophagus.
3. The food is pushed down the stomach.
4. From the stomach, the food goes through the small intestines which is 6 meters long.
5. The food that was not fully digested goes to the large intestine where the solid indigestible waste called feces remain.
REINFORCEMENT
54
Answer Key:
1. What is the difference between a major organ and accessory organ of digestion?
Small intestine Peristalsis Starches, proteins, and carbohydrates
Pancreas None Carbohydrates, fats, and proteins
Liver None Fats
Large intestine Peristalsis Bacteria in the large intestine can also break down food.
2.
What are the accessory organs of digestion? Briefly give their functions
a. Liver – produce bile
b. Gall bladder -stores, concentrates and releases bile
c. Pancreas – secretes pancreatic juice that further breaks down food to simpler substances
ENRICHMENT
54
Answer Key:
How do you feel when your stomach gets empty for a long time? What do you think is happening inside your stomach? What
will be its effect on your health if that happens repeatedly?
1. Sometimes you feel dizzy and you experience stomach ache.
2. Maybe there are acids and gas inside the stomach.

ASSIGNMENT
Give the healthy habits that promote the proper care of the digestive system:
1. Eat a well-balanced diet that includes plenty of fruits and vegetables.
2. Chew the food well to avoid indigestion.
3. Drink enough water to avoid constipation and indigestion.
4. Regular exercising.
5. Avoid eating foods low in nutrients but high in fats and salt.
6. Avoid eating street foods or foods with questionable preparation.
7. Consult a doctor when necessary
LESSON 1.4 THE RESPIRATORY SYSTEM

LEARNING OBJECTIVES
Cognitive:  Describe the organs of the respiratory system.
Psychomotor:  Construct a lung model to show how respiration works;
Affective:  Identify healthful habits that promote proper functioning of the respiratory system.
LEARNING CONTENTS
Instructional Materials:  picture or model of the respiratory system; plastic bottle (upper portion), balloons, rubber
bands, straw (hard).
Value:  Proper care of the respiratory system
I. Drill
Complete the table by fling up the correct organs describe.
Organs Parts Functions

Teeth Cut and break food into smaller pieces.
Tongue Moves the food by pushing to the throat for swallowing.
Mouth Saliva Lubricates the food.
Mucus Aids in the digestion.
Enzymes Converts carbohydrates into sugar.
Esophagus Mucus Moves the food down to the stomach.
Stomach Gastric Juice Converts the food into liquid.
Liver Bile Helps break down fats and carbohydrates.
Pancreas Pancreatic Juice Aids in the digestion of food.
Small Intestine Mucus Completes the digestion of food.
Large Intestine Colon Reabsorbs water and minerals into the blood.
II. Motivational
Let the students stand and do the inhale- exhale exercise. How did you feel after the activity? What system in the body is
described?
III. Review What are the healthful habits which will promote healthy respiratory system?
Let the students perform Activity 1. 4 The Respiratory System.
GENERALIZATION
The human respiratory system consists of the nasal cavity, larynx, pharynx, trachea, bronchi, lungs and the diaphragm. The
major organs of the respiratory system are the lungs. There are many diseases or disorders of the respiratory system, some are
common and easily treated, others are more serious and may lead to early death.

EVALUATION
Answer Key:
REINFORCEMENT
56
Answer Key:
1. How important is the respiratory system to living things?
a. it brings oxygen into our bodies, which we need for our cells to live and function properly
b. it helps us get rid of carbon dioxide, which is a waste product of cellular function
2. How are the common diseases of the respiratory system related to man’s environment?
The pollutants in the environment greatly affects the respiratory system, thus, there should be clean air and safe
environment.
ENRICHMENT
56
Answer Key:
1. What are the diseases associated with the respiratory system? Give at least three (3) and describe each.
a. Common cold is caused by a virus. The usual symptoms are headache, nasal discharge and congestion. Others
experience sinusitis, rhinitis or pharyngitis. Since it is a viral infection, symptoms are gone after a few days. Intake of
plenty of water or juices is recommended.
b. Asthma is a chronic (long-lasting) lung disease that obstructs airflow. Symptoms include difficulty in breathing,
wheezing, coughing, shortness of breath, sneezing and runny nose, itchy and inflamed eyes and chest tightness.
c. Emphysema is a chronic lung disease that eventually destroys the lungs. It is caused by prolonged smoking
2. If anyone of the members of your family is a smoker, what will you tell him or her? What will you do to encourage him or
her to quit smoking? Yes, because the smoke particles and the gas emitted causes respiratory ailments.
ASSIGNMENT
Enumerate ways on how to take care of the respiratory system.
1. Eat a well-balanced diet with plenty of fruits rich in vitamin C. 5. Drink alcoholic beverages moderately or not at all.
2. Drink plenty of water. 6. Use a mask in travelling and when in congested places.
3. Have enough exercise to strengthen the respiratory system. 7. Have enough sleep.
4. Avoid smoking, whether passive or active. 8. Regular visit to a doctor for wellness check-up
LESSON 1.5 THE CIRCULATORY SYSTEM

LEARNING OBJECTIVES
Cognitive:  Describe the organs of the circulatory system.
Psychomotor:  Illustrate the movement of blood from the heart to the tissues and organs of the body
Affective:  Identify healthful habits which will promote proper functioning of the circulatory system
LEARNING CONTENTS
Instructional Materials:  Pig’s heart or a chicken’s heart
Value:  Proper Care of the circulatory system

I. Drill
Organs Parts Functions
Nose Nostrils Keep out particles of dirt and other foreign substance.
Cilia Cover the mucus membrane of the nose.
Larynx Pharynx Serves as passageway where air passes from the nose to the larynx or voice box.
Larynx Where the vocal cord is located. Enables us to talk. The muscle in the larynx
contract or close to avoid the food from entering the lungs.
Trachea or Windpipe It is a four and a half inch-long tube where air passes.
Bronchi Bronchi tube Passageway of air.
Lungs The organ of breathing. It contains many blood vessels, arteries, veins and
capillaries. The capillaries surround the alveoli.
Diaphragm It separates the chest cavity from abdominal cavity
II. Motivational
Can you imagine a world without transportation? How are we going to move from one place to another? It is like being in a
world where everybody is at a standstill. What about in the human body?
III. Review
Identify the organs in the respiratory system.

Let the students perform Activity 1.5 The Circulatory System.
GENERALIZATION
The transportation system of the body is the circulatory system. It transports oxygen, nutrients and hormones, removes waste,
maintains water and ionic balance of tissues and defends the body against diseases. The heart, blood, blood vessels and lymphs
are the organs of the circulatory system.
EVALUATION
Answer Key: Answer may vary.
REINFORCEMENT
57-58
Answer Key:
Heart Observation Drawing
Pig’s Heart It is heart shaped.
The color is reddish brown
There are small veins in the heart
Chicken Heart The size is small and the color is reddish brown
Human Heart (Picture only) The size is the same as the human fist
B.

Blood circulation is the continuous flow of the blood to the different parts of the body. Its role is to bring oxygen to all the cells
in the body. Blood is charged with oxygen in the lungs. Then it is returned to the heart to be pumped out into the arteries that
deliver it to the other tissues and organs of the body. There is a double circuit of blood vessel. The pulmonary circulation
connects the heart and lungs. Systemic circulation connects the heart to all the tissues of the body.
1. How is the circulatory system similar to a water supply?
It is similar to water supply since the circulatory system controls the movement of blood through your heart and
throughout your whole body. They transport both nutrition and waste: blood transports oxygen and nutrients and removes
cell waste (body); the plumbing system carries both fresh and waste water (house)
2. What is the function of the heart?
The heart has four chambers. The right and left atrium makes up the upper chamber, while the left and right ventricles
compose the lower chamber. The two are separated by a tough, fibrous plate of connective tissue, the cardiac skeleton. The
atria receive the blood from the veins. The ventricles pump blood out of the heart through the arteries. The cardiac valve
enables the blood to move from the atria to the ventricles. The right atrium is separated from the right ventricle by the
tricuspid valve. The left atrium is separated from the left ventricle by the mitral valve. These valves make sure that the
blood flows in one direction from the auricles of atria to the ventricles.
ENRICHMENT
58
Answer Key: Research on the different kinds of heart operations. Make a presentation of your research work.
Answers may vary. Pictures or articles will do. Reaction paper can be presented.
ASSIGNMENT
Cite ways on how to take care of the circulatory system
Exercise regularly.
2. Take enough sleep and rest.
3. Have proper food intake.
4. Avoid smoking and drinking too much liquor.
5. Engage in sports, dance and other recreational activities.
6. Consult a doctor for a regular check-up.
LESSON 1.6 THE NERVOUS SYSTEM

LEARNING OBJECTIVES
Cognitive:  Describe the organs in the nervous system;
Psychomotor:  Differentiate the types of nerve cell.
Affective:  Identify healthful habits that promote proper functioning of the nervous system.
LEARNING CONTENTS
Instructional Materials:  Picture of the brain and nerve cells
Value:  Proper Care of the nervous system
I. Drill
___________1. The fluid component of the blood
___________2. The tube that connects to other parts of the body and carries blood back to the heart
___________3. Organ that pumps the blood.
___________4. The blood that transports oxygen
___________5. It is essential in the clotting of the blood.
II. Motivational Have you ever watched planes flying in and out of an airport? If you did, you know that airports are very busy
places. To make sure all of the airplanes land and take off the way they’re supposed to, every airport has a central
command center called air traffic control. Your body also has its own command center. What system is described?
III. Review Fill in the blanks.
1. _________________ is the continuous flow of the blood to the different parts of the body. Blood circulation
2. _________________connects the heart to all the tissues of the body. Systemic circulation
3. _________________oxygenates the blood. Pulmonary circulation
4. Blood flows down to the right ventricle through the _________________. tricuspid valve
5. The _________________delivers blood to the heart. coronary circulation

GENERALIZATION
The nervous system is the principal regulatory system. It receives stimuli from the internal and external environment and
conducts impulses. The organs in the nervous system are brain, nerves, spinal cord and sense organs.
EVALUATION
REINFORCEMENT
60-61
Answer Key: A.
Type of Nerve Cell Function Structure/Parts
Motor carry signals from the brain to the dendrite, cell body, nucleus and axon.
muscles to make them contract. The dendrites branch out from the cell body and receive
electrochemical signals from the brain and spinal cord.
These signals control the triggering of the motor neuron.
Sensory carry signals from the different parts of dendrites, axons, axon terminals, cell body or soma,
the body to our brain and spinal chord
Associative neuron pass signals to motor neurons and cell body, axon, dendrites. These parts help them to send
send messages to our brain. and receive chemical and electrical signal
B.

C.
ENRICHMENT
61
Answer Key:
1. What do you think will happen if nerve cells fail to transmit information to the brain?
Failures in brain functioning occur in conditions such as depression and dementia. In most cases, the lost capacity will
return after a while. However, consequential damage will often remain so that the functional capability can only be
restored through lengthy treatment -- if at all. For this reason, researchers have been investigating what happens during
such breakdown phases and looking at possible ways of preventing damage and speeding up the healing processes.
2. A patient is complaining of loss of sense of direction, confusion and even loss of memory. What do you think will be a neuro
specialist’s diagnosis of the patient’s condition? Explain your answer.
Alzheimer's disease, the most common cause of dementia. The nerves are affected.
ASSIGNMENT
Enumerate ways on how to maintain healthy nervous system
Having enough sleep and rest. Sleep is the best form of rest. It increases the blood supply to the brain.
2. Exercising regularly to stay healthy and mentally alert.
3. Eating a well-balanced diet for proper food supply will make the brain healthy.
4. Avoiding worries and stressors.
5. Resting, relaxing and being positive at all time.

102
Let the pupils answer Pretest section on page of the textbook.
Answer Key:
1. A 2. B 3. A 4. C 5.D
1. Giraffe 6. Octopus
2. Pig 7. Mussels
3. Bangus 8. Scorpions
4. Frog 9. Sponges
5. Crabs 10. Spider
LESSON 2.1 VERTEBRATES

LEARNING OBJECTIVES
Cognitive:  Describe vertebrates.
Psychomotor:  Prepare a collage to identify the characteristics of vertebrates.
Affective:  Practice ways of caring and protecting animals.
LEARNING CONTENTS
Instructional Materials:  Pictures of vertebrates or videos of vertebrates
Value:  Show care and concern for animals

I. Drill
Organ Description Function
Auditory Cochlea Sense of hearing
Facial Muscle for facial expression Facial expression
Trochlear Eyeball Muscle sense
Olfactory Nose Smell
Optic retina vision
II. Motivational Do you love animals? What is your favorite animal? Why? Do you want to know their characteristics?
III. Review Match the items in A with that of B
A B
_______1. Brain A. Center for intellect, memory, consciousness and language.
_______2. Cerebrum B. Controls movement of voluntary muscles
_______3. Cerebellum C. Reflex center for muscular coordination, refinement of movements
_______4. Spinal Cord D. Controls our thoughts, memory, movement of our body and the
function of many organs
Let the students do Activity no. 2.1 The Vertebrates
GENERALIZATION
Vertebrates are animals with backbone. Backbone or vertebral column forms the skeletal axis of their body. The vertebral
column is composed of cartilaginous or bony segments called vertebrae. Vertebrates are classified into mammals, birds,
amphibians, reptiles and fishes. Mammals are characterized by presence of hair, and mammary gland and they maintain a
constant body temperature. Birds are the only animals with feathers. Amphibians are animals that live on land and water.
Reptiles are terrestrial animals. Fishes have vascular gills for the transfer of oxygen and carbon dioxide.
EVALUATION
Collage
Birds Mammals Amphibians
Fish Reptiles
Mammals
1. Presence of hair.
2. Presence of mammary glands.
3. Being endothermic or they maintain a constant body temperature.
4. Most mammals develop placenta, an organ of exchange between the developing embryo and the mother. Endothermy, also
known as warm bloodedness, is the ability of an animal to generate and store heat in order to maintain a stable, warm body
temperature.
5. Their limbs are adapted for walking, climbing, running, swimming, burrowing and flying
Birds are the only animals that have feathers. Feathers are flexible and very strong for their light weight. The feathers protect
the body, decrease water loss through body surface, decrease the loss of body heat and are used in flying by presenting a plane
surface to the air.
Amphibians live on land and in quite dry places, but most return to the water to reproduce. Eggs and sperms are generally
released in water
Reptiles are terrestrial animals. Their bodies are covered with hard, dry, horny scales which protect them from drying and from
predators. The protective, leathery shells surround the egg and prevent the embryo from dying out. They lack metabolic
mechanisms for regulating body temperature. Their body temperature depends on the temperature of the surrounding
environment
All fishes have highly vascular gills with a large surface for the transfer of oxygen and carbon dioxide. Some live in fresh water,
others in sea water.
REINFORCEMENT
63-64
Answer Key:
A.
1. C 2. E 3. D 4. A 5. B
B.
1. Parrot. Hamster and rabbit are mammals
2. Dolphin. Penguin and ostrich are birds
3. Snake. Toad and frog are amphibians
4. Salamander. Crocodile and turtle are reptiles
5. Lizard. Mudfish and tilapia are fishes
ENRICHMENT
64
Answer Key: If you are a leader of a group advocating against cruelty to animals. What will you suggest that people do to show love and
appreciation for all animals, not only pets?
1. Feed them properly.
2. Treat them just like human beings.
3. Establish a hospital for them
4. Take care of them.
ASSIGNMENT
Enumerate ways on how to take care of animals.
1. Provide them with sufficient amount of food.
2. Look for a veterinarian.
3. Provide a healthy environment and shelter.
LESSON 2.2 INVERTEBRATES

LEARNING OBJECTIVES
Cognitive:  Classify invertebrates based on their characteristics
Psychomotor:  Infer from your observation the characteristics of invertebrates;
Affective:  Appreciate the importance of invertebrates
LEARNING CONTENTS
Instructional Materials:  PowerPoint or pictures of invertebrates
Value:  Love for animals
I. Drill
Show pictures of vertebrates and classify as fish, mammals, birds, reptiles and amphibians
a. Owl b. Mudfish c. Rat d. Cat e. Lion f. Alligator
II. Motivational
Show pictures of animals like snail, worms, sea urchin, butterfly, spider, crabs, oysters. Let the students describe the
pictures. What are the common characteristics of these animals? Are you familiar with them? What do you call these
animals?
III. Review
Vertebrates Characteristics
Mammals
Birds
Fish
Reptiles
Amphibians

Ask the students to bring out the pictures of invertebrates that you assigned or the teachers can provide them with pictures of
invertebrates. Make a collage of invertebrates. Classify them as sponges, coelenterates, mollusk, worms, arthropods, and
echinoderms. Let them do the Activity 2.2 The Invertebrates
Learning Activities
117
Answer Key:
1. Invertebrates
2. Sponges
3. Coelenterate
4. Mollusca
5. Arthropods
6. Worms
7. echinoderms
GENERALIZATION
Invertebrates are animals without backbones. Invertebrates are classified into sponges, coelenterates, mollusks, arthropods,
worms and echinoderms.
There are ways of caring for and protecting animals. Laws exist that ensure animals are protected and treated well.
EVALUATION
Answer Key:
INVERTEBRATES CHARACTERISTICS
Sponge With a skeleton composed of small calcium carbonate spikes or spicules.
Coelenterates They are marine species with stinging cells.
Mollusk It has a soft body, usually covered by a dorsal shell.
2. It has a broad, flat muscular foot which can be used for locomotion.
3. It has a visceral mass located above the foot that contains most of the organs.
4. It has a rasp-like structure called the radula, which is a belt of teeth within the digestive system
Arthropods 1. It has a pair of jointed appendages which are used for swimming and walking.
2. It has a hard armor-like exoskeleton which is composed of chitin. This provides support,
protection against drying out, serves as a coat of armor to protect the animal from predators,
serves as a joint of attachment for muscles.
3. It has a segmented body.
4. It has an open circulatory system with a simple dorsal heart
Worms Worms are legless animals with soft bodies. They have the ability to detect chemicals and
substances around them because of their sense of touch.
REINFORCEMENT
65-66
Answer Key:
A. 9. Mollusks
1. Mollusks 10. Worms
2. Coelenterate
3. Arthropods B.
4. Coelenterate 1. Squid
5. Coelenterate 2. Oyster
6. Arthropods 3. Hydra
7. Arthropods 4. Octopus
8. Sponge 5. Flatworms

C.
Animals Name Classification Characteristics

Sea urchin Echinoderms Sea urchins are covered with spines that are difficult to
remove.
shrimp Arthropods They have 2 pairs of appendages and antennae which

serve as sensory organs for touch and taste.
Worm worm They are consumers of organic matter and promote

nutrient recycling by enhancing bacterial and fungal
activity in the soil.
Spider Arthropods They have 6 pairs of jointed appendages
Star fish Echinoderms The body consists of a central disk from which radiate 5
- 20 or more arms or rays. They are mostly carnivorous.
ENRICHMENT
67
Answer Key:
A.
CLASSIFICATION CHARACTERISTICS
Sponge With a skeleton composed of small calcium carbonate spikes or spicules.
Coelenterates They are marine species with stinging cells.
Mollusk It has a soft body, usually covered by a dorsal shell.
2. It has a broad, flat muscular foot which can be used for locomotion.
3. It has a visceral mass located above the foot that contains most of the organs.
4. It has a rasp-like structure called the radula, which is a belt of teeth within the digestive system
Arthropods 1. It has a pair of jointed appendages which are used for swimming and walking.
2. It has a hard armor-like exoskeleton which is composed of chitin. This provides support,
protection against drying out, serves as a coat of armor to protect the animal from predators,
serves as a joint of attachment for muscles.
3. It has a segmented body.
4. It has an open circulatory system with a simple dorsal heart
Worms Worms are legless animals with soft bodies. They have the ability to detect chemicals and
substances around them because of their sense of touch.
Echinoderms Echinoderms are spiny skinned animals of the sea. They have endoskeletons that consist of calcium
carbonate.
B. The following characteristics are common to all invertebrates:

1. Invertebrates do not have backbone.
2. Most of them can live in all types of habitats mostly in the ocean or water source.
ASSIGNMENT
Invertebrates can live in all types of habitats, mostly the ocean or other water sources. How can we help to protect our seas and oceans?
1. Participate in the cleaning of shores
2. Throw our waste properly
3. Make an advocacy campaign to protect our water resources

119-120
Answer Key:
1. B 6. C
2. B 7. B
3. C 8. C
4. D 9. B
5. A 10. A
LESSON 3.1 NON-FLOWERING PLANTS

LEARNING OBJECTIVES
Cognitive:  Describe the non-flowering plants based on observed characteristics.
Psychomotor:  Prepare an inventory of non-flowering plants.
Affective:  Appreciate the importance of non-flowering plants.
LEARNING CONTENTS
Instructional Materials:  Pictures of non-flowering plants
Value:  Appreciate the importance of non-flowering plants.
I. Drill Show pictures of the following animals and classify as vertebrates or invertebrates
1. Horse
2. Sea urchin
3. Dog
4. Spider
5. Fish
II. Motivational The teacher will show plants and ask them if it is flowering or non-flowering? How do they differ?
III. Review What are the characteristics of invertebrates?
Echinoderms Sea urchins are covered with spines that are difficult to remove.
Arthropods They have 2 pairs of appendages and antennae which serve as sensory organs for
touch and taste.
Worm They are consumers of organic matter and promote nutrient recycling by
enhancing bacterial and fungal activity in the soil.
Arthropods They have 6 pairs of jointed appendages
Echinoderms The body consists of a central disk from which radiate 5 - 20 or more arms or rays.
They are mostly carnivorous
Ask the students to bring out the pictures that they brought. Let them do activity 3.1 Non Flowering Plants
1. Examine each of the following plant; moss, ferns, horsetail, gumamela and bougainvillea.
2. Identify the presence of flowers, seeds and vascular system. Vascular system is a system of tubes running through the body
that transports nutrients, minerals, and water between cells; also often involved in structural support.
3. Predict if the plant is a non-flowering plant or a flowering plant.
GENERALIZATION
Non-flowering plants can be gymnosperms, bryophytes or ferns.
Gymnosperms are non-flowering plants that produce seeds which are totally exposed or borne on the scales of cones. Pines,
ginkgo and cycads belong to gymnosperm. Bryophytes are non-vascular plants. These plants lack true roots, stems and leaves
due to the absence of vascular tissues. Mosses, liverworts and hornworts are examples of bryophytes. Ferns are seedless
vascular plants. The examples of ferns are whisk ferns, club mosses and horsetails.
EVALUATION

REINFORCEMENT
69-70
Answer Key:
A.
1. Flowering 6. Non-flowering
2. Flowering 7. Non-flowering
3. Flowering 8. Flowering
4. Non-flowering 9. Non-flowering
5. Non-flowering 10. Non-flowering
B.
Plants Can you observe flowers Can you observe seeds? Is the vascular Classification
system present? (Flowering or Non flowering)
Bougainvillea Yes no Flowering
Moss no No Yes Non flowering
Ferns No No Yes Non flowering
Horsetail No no Yes Non flowering
Gumamela Yes No flowering
1.
They are called non-flowering plants because they produce seeds which are totally exposed or borne on the scales of cones.
2.
Flowering plants produce flowers, fruits or seeds
3.
These plants are similar because they lack true roots, stems and leaves due to the absence of vascular tissues, hence they
have restricted size. They require a moist environment for active growth and reproduction.
4. Pines, ginkgo and cycads belong to gymnosperm. Conifers have male and female cones
ENRICHMENT
71
Answer Key:
1. Answers may vary. 2. Answers may vary.
ASSIGNMENT
List down 3 ways on how to take care of plants
1. See to it that you water the plants daily.
2. Place them in proper place for them to grow well
3. Provide them with fertilizer and proper sunlight.
LESSON 3.2 REPRODUCTION OF CONE-BEARING PLANTS

LEARNING OBJECTIVES
Cognitive:  Describe cone-bearing plants.
Psychomotor:  Illustrate how cone-bearing plants reproduce
Affective:  Appreciate the importance of cone bearing plants
LEARNING CONTENTS
Instructional Materials:  Pictures of cone-bearing plants
Value:  Appreciate cone0bearing plants
I. Drill
Fill in the blanks
a. Gymnosperms are non-flowering plants that produce seeds which are totally exposed or borne on the scales of cones.
b. Conifers are trees and shrubs with seeds that develop in woody cones
c. Ginkgo is called the maidenhair tree
d. Bryophytes are non-vascular plants
e. Ferns are seedless vascular plants.

II. Motivational Have you been to Baguio? How will you describe the plants in Baguio? Can you cite some plants that are
common in Baguio? What do you call them?
III. Review
Classify the following as bryophytes, ferns, gymnosperm
1. Pines 4. Whisk fern
2. Ginkgo 5. Horsetail
3. Liverworts
1. Make a collage of the cone-bearing plants.
2. Describe each.
3. Explain how cone-bearing plants reproduce.
GENERALIZATION
Conifers have male and female cones. Conifers produce seeds when the male cones release pollen grains or male sex cells that
land on the female cone with the help of the wind. These pollens fertilize the female egg cells. The fertilized egg cells develop
into seeds. Seeds mature inside the female cone. The female cone opens up when the seeds have matured.
EVALUATION
Answer Key:
Conifers have male and female cones. Conifers produce seeds when the male cones release pollen grains or male sex cells that
land on female cones with the help of wind. The male sex cells then fertilize the female egg cells. The fertilized egg cells develop
into seeds. Seeds mature inside the female cone. The female cone opens up when the seeds have matured.
REINFORCEMENT
73-74
Answer Key:
A.
1. Cone
2. Woody Cone
3. Scales
4. Female cone
5. Female cone
B.
C. Reproduction begins when one of the pollen grains inside a pollen sac on the male cone floats through the air and falls on
the scale of a female cone. Then, a pollen tube grows from the pollen grain towards the female ovule. Sperm cells move
through the pollen tube and one of them fertilizes an egg cell, which then develops into a seed. The winged seed floats to
the ground and begins to germinate.

ENRICHMENT
74
Answer Key:
Make a multimedia presentation on how cone-bearing plants ensure their survival.
(Answers may vary)
Rubrics
Presentation -40% Content- 40% Significance -20%
ASSIGNMENT
Cite ways on how to take care of cone bearing plants
1. Water the plants daily
2. Place the plants in a place where there is enough sunlight for the manufacturing of food
3. Apply fertilizer for them to grow well.
LESSON 3.3 REPRODUCTION OF SPORE-BEARING PLANTS

LEARNING OBJECTIVES
Cognitive:  Describe spore-bearing plants.
Psychomotor:  Illustrate how spore-bearing plants reproduce
Affective:  Appreciate the uses of spore bearing plants
LEARNING CONTENTS
Instructional Materials:  Pictures of spore-bearing plants
Value:  Love for plants
I. Drill
Fill in the blanks.
1. Conifers produce seeds when the male cones release pollen grains or male sex cells that land on female cones with the
help of wind.
2. The male sex cells then fertilize the female egg cells.
3. The fertilized egg cells develop into seeds.
4. Seeds mature inside the female cone.
5. The female cone opens up when the seeds have matured.
II. Motivational
Show the class real samples of mosses and ferns. Let them observe the plants and ask them how do you think they
reproduce? Option B: Teacher may use pictures.
III. Review
Arrange the following in order to show how cone bearing plants reproduce
1. Reproduction begins when one of the pollen grains inside a pollen sac on the male cone floats through the air and falls
on the scale of a female cone.
2. Then, a pollen tube grows from the pollen grain towards the female ovule.
3. Sperm cells move through the pollen tube and one of them fertilizes an egg cell, which then develops into a seed.
4. The winged seed floats to the ground and begins to germinate

Let the students perform Activity 3.2 Reproduction of Spore Bearing Plants
1.Make a collage of the pictures of spore-bearing plants.
2. Describe each.
3. Explain how spore-bearing plants reproduce

GENERALIZATION
Non-flowering plants reproduce by releasing large numbers of tiny spores. These minute organisms consist of one or a few cells
inside a tough coat. Mosses and ferns are examples of spore-bearing plants.
EVALUATION
REINFORCEMENT
75-76
Answer Key:
A.
1. Rhizome 3. Sporophyte 5. Fertilization
2. Rhizoid 4. Zygote
B. Draw a schematic diagram on how spore-bearing plants reproduce
Diploid sporophyte (spore-forming plant) produces haploid spores by meiosis.
Spore germinates (begins to grow and develop); divides repeatedly by mitosis forming a haploid gametophyte (gamete forming
plant). Gametophyte produces haploid sperm and eggs by mitosis (gametes are produced at different times to prevent self-
fertilization). Sperm and egg fuse to form a diploid zygote (fertilized egg). Zygote undergoes repeated mitosis to form a new
diploid sporophyte plant.
Spores are produced by meiosis and dispersed when the sporangia burst open.
The spore develops into a small (often heart-shaped) gametophyte. On the underside of the gametophyte are the antheridium
and archegonium.
Motile sperms are released from the antheridia and swim through water to fertilize eggs in archegonia.
C. Explain in six (6) sentences how spore-bearing plants reproduce.
1 Diploid sporophyte (spore-forming plant) produces haploid spores by meiosis.
2 Spore germinates (begins to grow and develop); divides repeatedly by mitosis forming a haploid gametophyte (gamete
forming plant).
3 Gametophyte produces haploid sperm and eggs by mitosis (gametes are produced at different times to prevent self-
fertilization).
4 Sperm and egg fuse to form a diploid zygote (fertilized egg).
5 Zygote undergoes repeated mitosis to form a new diploid sporophyte plant.
6 The process repeats.
ENRICHMENT
76
Answer Key: Make a multimedia presentation on how spore-bearing plants ensure their survival (Answers may vary)
Rubrics Presentation -40% Content- 40% Significance -20%
ASSIGNMENT
Mosses and ferns are examples of spore bearing plants. What are the importance of these plants in our life?
1 Ferns maybe grown and sold for food.
2 They provide shelter for organisms like small insects
3 They help the ecosystem perform effectively by filtering and retaining water stabilizing the ground and removing carbon
dioxide in the atmosphere.

LESSON 3.4 REPRODUCTION BY VEGETATIVE PROPAGATION
LEARNING OBJECTIVES
Cognitive:  Explain reproduction of plants by vegetative propagation.
Psychomotor:  Identify the methods of vegetative propagation
Affective:  Show care and concern for plants
LEARNING CONTENTS
Instructional Materials:  Carrot, Onion, Garlic, Potato, Ginger
Value:  Love for plants
I. Drill Fill in the blanks
1 Diploid sporophyte (spore-forming plant) produces haploid spores by meiosis.
2 Spore germinates (begins to grow and develop); divides repeatedly by mitosis forming a haploid gametophyte (gamete
forming plant).
3 Gametophyte produces haploid sperm and eggs by mitosis (gametes are produced at different times to prevent self-
fertilization).
4 Sperm and egg fuse to form a diploid zygote (fertilized egg).
5 Zygote undergoes repeated mitosis to form a new diploid sporophyte plant.
II. Motivational Who among of you are plant lovers? How do you usually grow your plants like vegetables and trees?
Let the students watch the video on vegetative propagation on https://www.youtube.com/watch?v=TdiibRXXJ6g
III. Review Let the students explain this diagram

Let the students do Activity 4.1 Vegetative Propagation
1. Examine each of the materials given. Describe the characteristics of each one.
2. Classify each one as to method of propagation based on what you have learned in this lesson.
3. Draw and label each one.
GENERALIZATION
Non-flowering plants reproduce by releasing large numbers of tiny spores. These minute organisms consist of one or a few cells
inside a tough coat. Mosses and ferns are examples of spore-bearing plants.
EVALUATION
77
Answer Key: Answers may vary
Carrot Onion Potato Garlic Ginger
Tuber Bulb Tuber Bulb Rhizome

REINFORCEMENT
77-78
Answer Key:
1. Make a chart of the different methods of vegetative propagation that includes the name, examples and description of the
method
Name Examples Description of the method
Tuber Potato Tuber is an underground stem which is greatly enlarged for food
storage.
Rhizome irises, bamboo, grasses, ginger, ferns A rhizome is a horizontal underground stem that may or may not be
and turmeric. fleshy for storing food
Bulb Tulips, onions and daffodils A bulb is a shortened underground stem to which fleshy storage
leaves are attached
Stolons Grass Stolon or runners are horizontal stems that run above the ground,
which is characterized by having long internodes
Corm crocus, gladiolus and cyclamen Corm is an underground stem that superficially resembles a bulb.
Suckers black locust, pear, apple, cherry, red Suckers are produced from roots that are above the ground and at
raspberry, blackberry, and banana a certain distance from the plant.
2.Make another chart of the different artificial methods of vegetative propagation that includes the name of the method,
examples of plants, and description of the method. You may ask the help of family members, neighbors or anyone who has
knowledge about plant propagation.
Name Examples Description of the method
1.Cutting gumamela, rose, camote This is a method where any portion of the plant like a piece of
stem, leaf or root that has been removed from a plant is
allowed to be placed in water.
Grafting Fruit bearing plants like mango, Grafting is a method where the two cut surfaces of the same or
santol, different plants are joined so that they grow together
Layering San Francisco Layering is a method where one or more branches of plants are
bent close to the ground and are covered with moist soil
Marcotting Mango, chico, santol Marcotting is a method where a mature branch of a tree is
selected; its bark removed and is wrapped with a coconut husk
with soil.
ENRICHMENT
78
Answer Key: Make a multimedia presentation comparing natural and artificial vegetative propagation
(Answers may vary)
Rubrics Presentation -40% Content- 40% Significance -20%
ASSIGNMENT
Let the students plant onion, garlic or ginger for them to see how the plants grow.

141
Answer Key:
1. A 2. C 3. A 4. A 5.B
LESSON 4.1 INTERACTION AMONG COMPONENTS OF HABITATS IN TROPICAL RAINFOREST

LEARNING OBJECTIVES
Cognitive:  Identify the types of interaction among components of habitats in tropical rainforest
Psychomotor:  Describe a tropical rainforest through a collage
Affective:  Cite the importance of tropical rainforest

LEARNING CONTENTS
Instructional Materials:  Pictures of tropical rainforests, Video or clippings of tropical rainforests
Value:  Appreciate tropical rainforest
I. Drill Identify the method of propagation
1. Ginger 2. Onion 3. Garlic 4. Bamboo 5. lilies
II. Motivational Have you seen a tropical rainforest? How does it look like? Let the students vies this clippings
https://www.youtube.com/watch?v=FK_j4BtX3So; The tropical rainforest.
III. Review
______1. It is an underground stem which is greatly enlarged for food storage.
______2. It is a horizontal underground stem that may or may not be fleshy for storing food.
______3. It is a shortened underground stem to which fleshy storage leaves are attached
______4. These are horizontal stems that run above the ground, which is characterized by having long internodes
______5. It is an underground stem that superficially resembles a bulb.
______6. These are produced from roots that are above the ground and at a certain distance from the plant.
Let the students perform the activity. Make a collage of a tropical rainforest and answer the following questions
a. What are the non-living and living components of a tropical rainforest? b. Describe a tropical rainforest.
Learning Activities
146
Answer Key:
1. Tropical rainforests grow where temperatures are high enough throughout the year and precipitation falls almost daily.
Tropical forests are closed canopy forests growing within 28 degrees north or south of the equator. They are very wet
places, receiving more than 200 cm rainfall per year, either seasonally or throughout the year.
2. As well as the vivid beauty that comes with great diversity in plants and animals, rainforests also play a practical role in
keeping our planet healthy. By absorbing carbon dioxide and releasing the oxygen that we depend on for our survival. The
absorption of this CO2 also helps to stabilize the Earth's climate.
3. There would be lots of water pollution, malaria epidemics and would release carbon dioxide. The rainforests give us fresh
air from the rain so if are no rainforests, we will not be able to breathe.
GENERALIZATION
Rainforests are sometimes called the ‘lungs’ of the earth. Earth’s rainforest absorbs a tremendous amount of carbon dioxide
from the atmosphere and produce much of the oxygen humans and animals depend upon for survival.
Commensalism and mutualism are the two symbiotic relationships that exist in tropical forests.
EVALUATION
79
Answer Key: Living Component - Plants, animals, trees
Non Living - Rain, water, sand, soil, rocks
Rainforest is characterized by the following:
1. Mineral nutrients tied up in vegetation, not in the soil.
2. High productivity because plants capture a lot of energy by photosynthesis and abundant precipitation despite the scarcity of
mineral nutrients in soil.
3. Unexcelled variety and diversity of species where no single species dominate.
4. Not dense vegetation at ground level except near stream banks and in areas that are recovering from logging, fire and
agricultural use.
5. A dark and extremely humid habitat because of the continuous canopy of leaves overhead.
6. Trees exposed to direct sunlight.
7. Other plants like orchids, moss and ferns, growing on other plants, mostly in the upper trunk of trees with roots suspended in
the air absorbing moisture and gases from the humid atmosphere.
8. Some plants living on land (terrestrials), some in water (aquatic) and others on bark of trees (aerial).
9. The most abundant and varied insects, reptiles, and amphibians, birds that are varied and often brilliantly colored and
rainforest mammals that include sloths, monkeys and elephants.

REINFORCEMENT
79-80
Answer Key:
A.
1. Mineral nutrients of tropical rainforest are tied up in vegetation.
2. A rainforest is very productive because plants capture a lot of energy by the sun and abundant water despite the scarcity of
mineral nutrients in soil.
3. No single specie dominates in tropical rainforest.
4. Trees are exposed to direct sunlight.
5. Some plants in tropical rainforest live on land (terrestrials), some in water (aquatic) and other on air (aerial)
A. Explain why is there a need to protect a tropical rainforest?
Rainforests produce much of the oxygen man and animals need for survival. They also absorb large amounts of carbon dioxide
from the atmosphere thereby reducing pollution
ENRICHMENT
80
ASSIGNMENT
What are the importance of tropical rainforest?
1. Source of natural medicines.
2. Source of materials for production of wood and paper.
3. Supplier of different food, decorative materials, dyes, rubber and many other industrial materials.
4. Habitat for numerous and diverse species of plants and animals.
5. Absorption of significant amounts of carbon dioxide for photosynthesis aids in reducing greenhouse effect.
6. Source of oxygen needed by man and animals for survival.
LESSON 4.2 INTERACTION AMONG COMPONENTS OF HABITATS IN CORAL REEFS

LEARNING OBJECTIVES
Cognitive:  Identify the types of interaction among components of habitats in coral reefs
Psychomotor:  Describe the interactions among the habitats in coral reefs
Affective:  Show care and concern in our corals reefs
LEARNING CONTENTS
Instructional Materials:  Video or clippings of coral reef
Value:  Taking care of coral reefs
I. Drill
True or False
___1. There are wild animals in tropical rainforest
___2. More tress and vegetables grow in tropical rainforest
___3. Trees are not exposed in tropical rainforest
___4. No single specie dominates in tropical rainforest.
___5. The tropical rainforest serves as lungs of the earth.
II. Motivational
Let the students read this article.
Ask them the following:
1. What is the main idea in this article?
2. How will you describe a coral reef?
Some of the fishing methods used in today's small-scale fisheries are causing more damage to coral reefs than ever, a new
UBC study has found.

The study, conducted in the Philippines by the Institute for the Oceans and Fisheries' Project Seahorse and the Landscape
Ecology Group at the University of British Columbia, tracked changes in the types of fishing methods -- such as hand line,
traps and nets -- used on coral reefs between 1950 and 2010.
Researchers found that from the 1960s onwards, the use of relatively sustainable fishing methods like hook and line fishing
remained stable, while there was a marked increase in the use of fishing practices that were less selective and more
destructive, even illegal.
In particular, the study found that about a quarter of the fishers in the region use destructive fishing methods including
explosives and poison, which were both outlawed by the Philippine government in 1932. Most other destructive fishing
methods were outlawed by the government in 1998. Despite legislation that banned destructive fishing, the use of such
illegal methods persisted. For example, a growing number of fishers used crowbars to break apart corals so they could catch
valuable but elusive animals such as abalone.
"It is vital not to let damaging fishing practices become the norm," said Jennifer Selgrath, the lead author who was a PhD
candidate at the University of British Columbia during the research study. "Once people started using destructive fishing
methods they stuck with what is familiar -- even after those methods later became illegal. So, it's essential to ensure young
fishers engage with sustainable fishing methods such as hook and line fishing, or traps. It's also critical to motivate older
fishers to set aside destructive methods."
The researchers found that total fishing efforts in the area expanded by more than 240 per cent between 1960 and 2010
because of an increase in damaging fishing practices and number of fishers. Previous research by Project Seahorse and the
Landscape Ecology Group found that the increase in fishing effort was even greater when they considered the locations
where people fished, since fishing tends to be concentrated in popular areas.
National fishing policies and development funding in the Philippines during the 1970s and 1980s promoted higher catches
of marine life and the researchers found this corresponded to an expansion in the tools and methods used by fishers.
Changes in fishing gear use persisted decades after those same policies were stopped in order to promote sustainable
fishing.
"If the Philippines were to fully implement its new fishing laws on sustainability, then ocean protection would improve and
use of damaging gears would decline," said Selgrath. "Fisher organizations can also take the lead, as sometimes happens in
the Philippines, and cooperate on limiting destruction, ideally with support from local government." Coral reefs suffering in
Philippines despite outlawing damaging fishing practices, march 16,2018.
III. Review What are the ecological relationship that exist in tropical rainforest and describe each?
1. The relationship between a rainforest tree and the smaller plants that live anchored to the bark of the branches is an
example of commensalism. The smaller plants do not obtain nutrients or water directly from the tree, but its location
on the tree enables it to obtain adequate light, water by rain dripping down the branches and required minerals which
are leached out of the tree’s leaves by rain. Thus, the smaller plants benefit from the tree, helped by the tree’s location
and rainwater. The tree remains largely unaffected by the smaller plants.
2. The relationship between fungi and the roots of almost all plants shows mutualism. The fungi absorb essential minerals
from the soil and provide them to the plants and the plants provide the fungi with organic molecule produced by
photosynthesis. The soil becomes rich, the plants and the fungi both grow.
Let the students perform Activity 4.1 Interaction Among Components of Habitats in
Tropical Rainforest. Let them watch this link https://www.youtube.com/watch?v=ZiULxLLP32s, Coral Reefs.
GENERALIZATION
Coral reefs are called the ‘rainforests of the sea’ because of the vast amount of species and to the importance of the coral reefs
in marine animals as well as in the environment.
Mutualism is the ecological relationship that prevails in coral reefs. Corals are very important marine organism that need to be
protected.
EVALUATION
81
Answer Key: Fish, sponges, worms, crustaceans (including shrimps, spiny lobsters and crabs), mollusks, echinoderms like starfish, sea
urchins, sea cucumber, sea squirts, sea turtles and sea snakes

REINFORCEMENT
81
Answer Key:
A. Enumerate at least 4 importance of coral reefs
1. Provide spawning, nursery, refuge and feeding areas of different organisms like sponges, worms, crustaceans (including
shrimps, spiny lobsters and crabs), mollusks, echinoderms like starfish, sea urchins, sea cucumber, sea squirts, sea turtles
and sea snakes.
2. Reef structures play as natural breakwaters which minimize wave impacts from storms like cyclones, hurricanes and
typhoons.
3. Reefs serve as a tourist attraction and well managed tourism to provide a sustainable means of income generation.
4. Marine plants and animals are being researched as a potential source of medicine
5. Answer may vary.
B. Explain why is there a need to protect coral reefs?
Corals are very important marine organism that need to be protected.
ENRICHMENT
82
Answer Key:
There are many living and non-living things in coral reefs. Illustrate or draw some of them and show at least 2 interactions
between or among the different organisms in it.
1.The mutualism between reef-building coral animals and dinoflagellates (algae) called zooxanthellae is important in this
ecosystem. The zooxanthellae live inside the cells of corals, where they photosynthesize and provide the animals with carbon,
nitrogen and oxygen. They have a stimulatory effect on corals causing them to deposit calcium carbonate shells around their
bodies much faster than the algae are present. Each coral in turn supplies its zooxanthellae with waste products such as
ammonia. Ammonia is used by algae to make nitrogen compounds for both partners. The pigment produced by coral protects
both them and the algae from ultraviolet radiation.
3. The cleaning shrimps perch on coral outcrops and begin a complex dance that attracts reef creatures. The cleaning shrimps
start to comb over the bodies of the reef creatures excavating dead tissue from their mouths and feed on ectoparasites in the
gills. The coral fish are left clean and free of parasites, and the cleaner shrimp satisfied with its meal.
ASSIGNMENT
What are the importance of coral reefs?
1.Coral reefs are vital to the world’s fisheries
2.Tourism revenues generated by coral reefs are also significant.
3.Coral reefs break the power of the waves during storms, hurricanes, typhoons, and even tsunamis.
LESSON 4.3 INTERACTION AMONG COMPONENTS OF HABITATS IN MANGROVE SWAMPS

LEARNING OBJECTIVES
Cognitive:  Identify the types of interaction among components of habitats in mangrove swamps.
Psychomotor:  Describe the interaction in mangrove swamps
Affective:  Enumerate ways on how to protect mangrove swamps
LEARNING CONTENTS
Instructional Materials:  video or pictures of mangrove swamps
Value:  Taking care of mangrove swamps
I. Drill Identify the organisms found in coral reefs
II. Motivational Have you seen a mangrove swamps? Why is there a need for mangrove swamps?
III. Review What are the ecological relationship that exist in coral reefs?
Let them do activity 4.2 on Interaction Among Components of Habitats in Coral Reefs
List down all the organisms that you can see in mangrove swamps.
Describe the interactions that exist among the organisms in mangrove swamps

GENERALIZATION
Mangrove refers to the assemblage of tropical forest trees and shrubs that grow in the intertidal zones. They are diverse plants
that are adapted to a wet, saline habitat.
Mutualism, predation, and commensalism are the symbiotic relationships in mangrove swamps.
EVALUATION
83
REINFORCEMENT
83-84
Answer Key:
A.
There are species such as worms, snails, shrimp, mollusks, mussels, barnacles, clams, oyster, crabs and fish, and birds. There
are mangroves in bodies of water.
B.
1.
This ecosystem provides habitat for marine organisms to breed, grow and feed. Young fish and shrimps use the vegetation
as a protective cover and food until they are able to migrate to the ocean.
2. The bacteria create a mutualistic relationship with the mangrove trees. The bacteria provide services such as nitrogen
fixation while the mangrove trees provide root exudates, stimulating microbial growth activity. Fungi show a similar
relationship with the mangrove trees. Plants also supply oxygen to these organisms.
3. There is also competition among the microorganisms because of the limited amount of nutrients available in mangroves.
These competitive relationships can even be between a mangrove tree and a colony of bacteria. All of these things together
make the mangroves highly efficient nutrient cycles.
4. Decomposition of mangrove vegetation is carried out by organisms such as crabs, fungi, bacteria, protozoa and microalgae.
Crabs relocate and macerate the fallen leaves while the other microorganisms decompose the leftover material through the
use of enzymes such as cellulase, pectinase, protease and amylase. Detritus feeders such as crustaceans, mollusks and
insect larvae consume organic particle matter as well.
5. Predation is another important biological interaction in mangroves. Many detritivores are eaten by economically important
fish and bird species as well as other carnivores
ENRICHMENT
84
Answer Key: Make a 4-page comics to encourage the pupils to protect the mangrove swamps. Include the ways on how you can help
conserve it. Rubrics Content-40% Presentation – 40% Significance-20%
1. protect the coastal areas by planting more mangroves
2.Participate in tree planting activities
ASSIGNMENT
What are the importance of mangrove swamps?
1.Water quality is preserved and pollution reduced by filtering suspended materials and assimilating dissolved nutrients
2. Serve as habitat for many marine organisms such as fish, crabs, oysters, and other invertebrates and wildlife such as birds and reptiles
3. Contribute to the health of coral reefs
4. Help mitigate the environmentally adverse effects of development and pollution
5. Contribute to soil formation and help stabilize coastlines
6. Act as filters for upland runoff.
7. Protect coastal areas from erosion and storm surge
8. Slow down tidal water enough so its sediment is deposited as the tides come in
9. Mangroves also supply coastal waters with a large supply of organic matter.

UNIT TEST 2
1. Blood is pumped from the heart to the different tissues and organs of the body. Which organ pumps the blood?
A. Blood B. Heart C. Blood vessels D. Arteries
2. The blood is circulated to all the body parts. Which of the major parts of the circulatory system served as the passage way of
blood?
A. Blood B. Heart C. Blood vessels D. System
3. Man cannot live without the proper human body system. Which is known as the “river of life”?
A. Heart B. Blood C. Blood vessels D. Veins
4. One of the importance of the circulatory system is to defend the body against invading microorganism. What component of
blood is important to fight infections in the body?
A. Platelets B. Red blood cells C. White blood cells D. Plasma
5. Blood consists of the blood cells and plasma. Which of the following is NOT a component of blood?
A. Erythrocytes C. Leukocytes
B. Thrombocytes D. Monocytes
6. Blood is circulated to the lungs and to the tissues and organs. What kind of circulation takes place when the blood passes
through the lungs and back to the heart?
A. pulmonary circulation C. coronary circulation
B. systemic circulation D. portal circulation
7. Integumentary system covers and protects the body. Which of the following is an organ of this system?
A. hair
B. skin
C. Nail
d. All of the above
8. Muscles ensure vital function for movement. Which muscle moves the part of the skeleton?
A. cardiac muscle
B. Smooth muscle
C. Skeletal muscle
D. Voluntary Muscle
9. Digestive system maintains adequate supplies of fuel for the body. Which of the following are organs in the digestive system?
A. bones, cartilage, ligaments
B. nail, skin, hair
C. skeletal, cardiac and smooth muscle
D. Mouth, stomach, intestine
10. Health is wealth, thus everyone is responsible for his own body. What kind of food blocks the blood flow in blood vessels?
A. carbohydrate-rich food C. fatty food
B. fruits D. green leafy vegetables
11. Which of the following gives the correct idea about the linkage of digestive system to the circulatory system?
A. Digested food enters into the blood stream and is absorbed by the tiny blood vessels.
B. Digested food goes into the different parts of the body.
C. Digested food passes through the respiratory tract.
D. Digested food is needed by our body.
12. The respiratory system does the exchange of gas in the lungs. How is the respiratory system linked to the circulatory system?
A. It transports blood to the different parts of the body.
B. It allows oxygen to pass through the lungs and is carried by the blood to all parts of the body.
C. It filters wastes from the blood.
D. It digests food to be used by the different parts of the body.
13. The urinary system collects and eliminates liquid waste. What will happen to the blood when the waste of the body will not be
collected?
A. Blood will become sticky. C. Blood will turn yellowish.
B. Blood will be poisoned. D. Blood will increase their liquid part.
14. What are the major parts of the circulatory system wherein other body systems are connected?
A. stomach, intestine, liver
B. ureter, blood, bladder
C. heart, blood, blood vessel
D. larynx, pharynx, lungs

15. Why does heart have to pump blood?
A. To provide the necessary force for the blood to move from the lower to the upper part of the body.
B. To collect all the waste materials from the body cells.
C. To exchange the necessary nutrients
D. Both B and C
16. If the heart cannot normally pump blood what will happen to the human body?
A. Waste materials are collected. C. The body becomes ill
B. Nutrients are exchanged in capillaries D. Human body removes wastes through excretion.
17. Why is blood important to the body?
A. It gives color to our skin.
B. It carries oxygen and nutrients to different cells of the body.
C. It carries away carbon dioxide and other wastes from the body.
D. Both B and C
18. Why should arteries be tough?
A. To carry fresh blood to all parts of the body
B. To withstand the pressure of blood due to the pumping of the heart.
C. To enable blood to exchange nutrients.
D. To carry waste materials to the lungs.
19. Why are veins important in blood circulation?
A. They carry blood with oxygen away from the heart.
B. They carry blood with carbon dioxide towards the heart.
C. They make the blood clot.
D. They make the blood dark red?
20. Why are capillaries very small in size?
A. They are the blood vessels that reach out to the cells.
B. They carry blood to the brain.
C. They carry oxygenated blood to the heart.
D. They carry poor-rich oxygen blood to the lungs.
21. Why do we need strong backbone?
A. To help us stand C. to protect delicate spinal cord
B. to straighten the body D. to keep body warm
22. Why is spinal cord important to our body?
A. it allows signals to be sent from the brain to the different parts of the body
B. it is delicate.
C. it is the control system of the body.
D. it gives support to the body.
23. Why can you hear sounds?
A. the nerves that are sensitive to sounds carry the messages to the brain
B. the nerves that are sensitive to light carry the messages to the brain
C. the inner ear collects the sounds
D. the sounds are loud enough
24. When you touch something sharp, you move your hand away from the object as soon as you feel the pain sensation. Why?
A. The muscles contract before the message reaches the brain.
B. The blood moves faster because of the pain.
C. The message travels fast because of the pain.
D. The messages to and from the brain travel fast through the nerves.
25. When you see a snake in your way, which neuron receives the information?
A. motor neuron B. sensory neuron C. interneuron D. spinal cord
26. Which of the following should you do to avoid too much exposure to paint, pesticides or varnish when applying them?
A. Use mask to cover your nose when applying them.
B. Use your hands to cover your nose when applying them.
C. Use a plastic to cover your nose when applying them.
D. Use a cloth to cover your nose when applying them.

27. Which of the following shows proper health habits to keep our nervous system healthy?
A. exercise regularly
B. avoid coffee, cola and alcoholic beverages
C. always wear seatbelts when riding an automobile
D. all of the above
28. What is the usual path of message received by the body from the environment?
A. Brain nerves spinal cord sense organs
B. nerves sense organs brain spinal cord
C. spinal cord sense organ brain nerves
D. sense organ nerves spinal cord brain
29. When you touch something very hot, you move your hand away from the object as soon as you feel the hot sensation. Why?
A. The muscles contract before the message reaches the brain.
B. The blood moves faster because of the heart.
C. The message travels fast because of the blood.
D. The messages to and from the brain travel fast through the nerves.
30. Reflex action happens when messages transmitted bypasses the brain. Which path illustrates reflex action?
A. nerves sense organs spinal cord nerves
B. sense organs nerves spinal cord sense organs
C. sense organs nerves spinal cord brain
D. spinal cord sense organs brain nerves
31. Vertebrates are animals with backbones. Which of the following is a vertebrate?
a. birds b. coelenterates c. echinoderms d. sponges
32. Invertebrates are animals without backbone. Which of the following is an invertebrate?
a. birds b. coelenterate c. mammals d. reptiles
33. Animals can be found everywhere. Which animal live both in land and water?
a. amphibians b. coelenterates c. mammals d. reptiles
34. Which of the following is the most highly developed animals?
a. birds b. coelenterate c. mammals d. reptiles
35. Animals have outer covering which protect them. Which group of animals is covered with scales that protect the skin surface?
a. birds b. coelenterates c. mammals d. reptiles
36. Plants reproduce sexually and asexually. What do you call those plants which do not produce flowers or seeds but reproduce
through spores?
a. flowering plants b. non flowering plants c. vascular plants d. non vascular plants
37. Which of the following is a non-flowering plant?
a. gumamela b. mosses c. santan d. rose
38. One of the examples of non-flowering plants is the conifers. Which of the following is a conifer?
a. hornworts b. horsetails c. mosses d. pines
39. Non flowering plants do not produce flowers or seeds. Which of the following is a characteristic of non-flowering plants?
a. they are characterized by spore formation
b. they do not have vascular tissues
c. they cannot adapt to their environment
d. they produce flowers, seeds and fruits
40. You want to grow a new San Francisco plant? Which of the following parts will you use?
a. flower b. leaf c. stem d. root
41. Your mother left a ginger in the kitchen for several weeks. What vegetative propagation will you use?
a. bulbs b. rhizomes c. runners d. suckers
42. A good variety of mango was obtained from Davao. The mango tree in your backyard cannot produce the same variety of
mango obtained in Davao. Which of the following can be used in the propagation of mango tree?
a. cuttings b. layering c. grafting d. marcotting
43. Ecosystem is a community of organisms and its physical environment. Which of the following is an ecosystem?
a. an aquarium with fish c. rocks in land
b. oxygen in air d. sea water
44. Mutualism is a symbiotic relationship in which both partners benefit from it. Which is an example of mutualism?
a. fungi and small plants c. reef building coral animals and algae
b. rainforest tree and smaller plants in it d. tick and dog

45. There are many species of plants and animals in the rainforest? Which of the following can be found in the rainforest?
a. orchids, mosses and ferns c. San Francisco, rose, santan
b. dog, cat, chicken d. lion, tiger, sheep
46. Coral reefs serve as refuge and feeding areas of different organisms? Which are these organisms?
a. sponges, worms, crustaceans c. turtle, snake, frog
b. sea lion, shark, dolphin d. crocodile, salamander, turtle
47. Mangrove can be shrub land and woodlands. Which of the following is a characteristic of mangrove swamp?
a. All kinds of trees grow in the area
b. They are adapted to wet and saline habitat
c. The area is surrounded with high level of sea water
d. The people can swim in the area
48. Why is rainforest sometimes called the “lungs” of the Earth?
a. because it has many trees
b. because there are many species in it
c. because they capture a lot of energy from the sun
d. because it absorbs tremendous amount of carbon dioxide from the atmosphere and produce oxygen that animals and
humans need
49. Which of the following is an example of spore-bearing plant?
a. hornworts b. ferns c. mosses d. pines
50. What ecological relationship exist in rainforest?
a. Mutualism
b. Parasitism
c. Commensalism
d. predation

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

UNIT 3 FORCE, MOTION, AND ENERGY
156-157
Answer Key:
I. II. III. IV.
1. d 1. Kilogram (kg) 1. T 1. c
2. e 2. Newton (N) 2. T 2. c
3. c 3. meter per second squared (m/s2) 3. T 3. b
4. b 4. Newton meter squared per kilogram squared (N- 4. F 4. d
5. a m2/kg2) 5. F 5. a
5. Newton (N)
LESSON 1.1 MASS AND WEIGHT

LEARNING OBJECTIVES
Cognitive:  Differentiate mass and weight.
Psychomotor:  Calculate the weight of the body.
Affective:  Apply the concept of mass and weight in daily life situation.
LEARNING CONTENTS
Instructional Materials:  Weighing scale, varied objects with different mass
Value:  Cooperation with the group members
I. Drill
Indicate if it is ≤ (less than), ≥ (greater than) or = (equal).
1. 5,000 grams _____ 5 kilograms
2. ½ kilograms _____ 500 grams
3. 1 Megagrams _____ 1,000 grams
4. 250 milligrams _____ 25 grams
5. 1 nanogram _____ 10 grams
Answer: 1. = 2. = 3. > 4. < 5. <
II. Motivational
Show two objects with different mass. Ask the students which is heavier?
This time, ask one of the students to lift those objects. Then ask again the student which is heavier?
III. Review
Convert the following
1. 2 kilograms grams
2. 300 kilograms grams
3. 3 Megagrams grams
4. 500 nanograms grams
5. 500 milligrams grams
Answer:
1. 2,000 grams
2. 0.3 gram
3. 3,000,000 grams
4. 0.0000005 grams
5. 0.5 grams
Based on the answer of the students, unlock the term mass and weight.
Discussion, concepts, sample problem

Learning Activities
163
Answer Key:
1. Mass
2. kilogram (kg).
3. weight
4. acceleration due to gravity
5. W = mg
GENERALIZATION
Mass is the measure of the amount of matter in a body. It is expressed in grams or kilograms. Weight is the measure of the
heaviness of an object in relation to the force exerted on a body by gravity. Weight is the product of mass and acceleration due
to gravity. It is expressed in Newton or dyne.
Mass and weight are directly related to one another expressed in the formula: W = mg
EVALUATION
85-86
Answer Key:
The answer of the pupils may vary depends on the mass of the object. Generalization: Answer may vary.
REINFORCEMENT
86-87
Answer Key:
A.
1. mass
2. weight
3. mass
4. weight
5. weight
B.
The weight of an object depends on its mass.
The greater the mass the greater the weight of an object.
C.
Derived formula: m = W/g
Weight (W) in Newton Mass (m) in kilogram Acceleration due to Gravity in m/s2
49 5 9.8m/s2
98 10 9.8m/s2
147 15 9.8m/s2
196 20 9.8m/s2
245 25 9.8m/s2
ENRICHMENT
87
Answer Key:
As the mass increases the weight also increases.
ASSIGNMENT
Ask the students to do the following
1. Make a one-week market list of your family needs with the corresponding amount needed of each item.
2. Determine the weight of each item.
Answer of the pupils will vary

LESSON 1.2 GRAVITY AND GRAVITATIONAL FORCE
LEARNING OBJECTIVES
Cognitive:  Explain what happens to an object as it falls.
Psychomotor:  Compute the gravitational force between the two bodies.
Affective:  Show that gravitational force is part of daily living.
LEARNING CONTENTS
Instructional Materials:  Any object to be drop (e.g. ball, eraser, etc.), calculator
Value:  Patience, Collaboration
I. Drill
Transform the following into scientific notation Answer
1. 0.0002 1. 2X10-4
2. 60000 2. 6X104
3. 105,000,000 3. 1.05X108
4. 0.0000003 4. 3X10-7
5. 0.00054 5. 5.4X10-4
II. Motivational
Drop any object. Then ask the students, why does the object falls?
III. Review
Multiplication:
1. (3.0X108) (2.0X103)
2. (4.0X10-2) (2.0X10-3)
3. (5.0X109) (4.0X10-6)
Division:
4. 5.0X107 / 2.5X105
5. 3.0X10-5 / 1.5X10-2
6. 6.0X10-8 / 3.0X102
Answer:
Multiplication
1. 6.0X1011
2. 8.0X10-5
3. 2.0X104
Division
4. 2.0X10-5
5. 2.0X10-3
6. 2.0X10-10
Discussion Force of Gravity, Gravitational Force
Sample Problem
Learning Activities
168
Answer Key:
1. The gravitational force is a force that attracts any two objects with mass. In fact, every object, including you, is pulling on
every other object in the entire universe! This is called Newton's Universal Law of Gravitation.
2. Gravity is what holds the planets in orbit around the sun and what keeps the moon in orbit around Earth. The gravitational
pull of the moon pulls the seas towards it, causing the ocean tides. Gravity creates stars and planets by pulling together the
material from which they are made.
3. Forces of Attraction. It's like the Earth pulling on you and keeping you on the ground. That pull is gravity at work. Every
object in the universe that has mass exerts a gravitational pull, or force, on every other mass. The size of the pull depends
on the masses of the objects.

GENERALIZATION
Everything that goes up will come down because of gravity. Gravity is the force that attracts a body toward the center of the
Earth. The acceleration due to gravity is9.8 m/s2(or 980 cm/s2 or 32 ft/s2).
Newton’s Law of Universal Gravitation states that any two bodies in the universe attracts one another with a force that is
directly proportional to the product of their masses and inversely proportional to the square of the distance between them. The
gravitational constant G has a value of 6.67 x 10-11 N · m2/kg2.
EVALUATION
89-90
Answer Key:
A. 1. Gravitational force 2. Gravitational Constant 3. Mass 4. Mass 5. Distance
B.
Note: Mass of the Sun is 1.99 X1030kg
Gravitational Constant (G) is 6.67 x 10-11 N.m2/kg2
Members of the Solar Distance (r) from the sun in Force of Gravity (Fg) in
Mass (m) in kilogram
System meter Newton
Mercury 3.29 X 1021 5.79 X 1010 1.30X1020
Venus 4.87 X 1024 1.08 X 1011 5.54X1022
24
Earth 5.97 X 10 1.49 X 1011 3.57X1022
Mars 6.39X 1023 2.28 X 1011 1.63X1021
27
Jupiter 1.9X 10 7.76 X 1011 4.19X1023
26
Saturn 5.68 X 10 1.43 X 1012 3.69X1022
25
Uranus 8.68 X 10 2.88 X 1012 1.39X1021
26
Neptune 1.02 X 10 4.50 X 1012 6.69X1020
REINFORCEMENT
90-91
Answer Key: [Assuming that the value of the Gravitational Constant (G) is 1 N.m 2/kg2]
Force of Gravity (Fg) in N Mass 1 (m) in kg Mass 2 (m) in kg Distance (r) in m2
1 2 2 2
2 4 2 2
4 8 2 2
8 16 2 2
16 32 2 2
1. As the mass of the first body increases the gravitational force also increases.
2.
Force of Gravity (Fg) in N Mass 1 (m) in kg Mass 2 (m) in kg Distance (r) in m2
1 2 2 2
0.25 2 2 4
0.0625 2 2 8
0.015625 2 2 16
0.00390625 2 2 32
3. As the separation between the two bodies increases the gravitational force decreases.
ENRICHMENT
92
ASSIGNMENT
Apply your understanding of gravitational force by writing a poem.

170-171
Answer Key:
I. II. III. IV.
1. C 1. A 1. T 1. A
2. A 2. D 2. F 2. B
3. B 3. D 3. T 3. D
4. D 4. A 4. T 4. B
5. E 5. A 5. T 5. B
LESSON 2.1 FRICTION

LEARNING OBJECTIVES
Cognitive:  Define friction.
Psychomotor:  Illustrate the direction of friction
Affective:  Identify some advantage and disadvantage of friction.
 Apply the concept of friction in dealing with safety measures on the road.
LEARNING CONTENTS
Instructional Materials:  Ruler, pencil
Value:  Following safety measures on the road
I. Drill Determine the net force.
*Two boys are pushing each other exerting a force of 50Newton and 30Newton.
 The two little girls are pulling the rope. The first girl exerted a force of 17Newton and the second girl exerted a force of
15Newton.
 A 10Newton apple was hanged.
II. Motivational
Get two books with the same size. Place each page of the two books over each other. Then call one of the students to
separate the books. (You may call other students to do the activity).
Ask the students what happen?
Note: The books will not be separated because of too much friction between or among the pages.
III. Review
Give example of force or action that causes the object to stop moving.
Note: Answer of the students may vary.
Possible Answer
 stepping on the car brake while moving
 use the body to stop the object
 catching the ball
 Based on the answer of the students, unlock the term friction.
 Perform an activity to identify if friction exists.
 Discussion of the concept
- advantage of friction
- disadvantage of friction
GENERALIZATION
Friction is an opposing force (Ff). The direction of frictional force is always opposite to the direction of the force applied. The
normal force (FN) is the net force compressing two parallel surfaces together and its direction is perpendicular to the surfaces.
Friction is affected by the nature of surfaces in contact and the weight of the load (the normal force). Friction has advantages
and disadvantages. It may be reduced or increased as necessary.

EVALUATION
93-94
Answer Key:
1.
2. Answer may vary.

REINFORCEMENT
94
ENRICHMENT
95
Answer Key: The road symbol is “Slippery when wet”. Possible answers of the pupils vary and should be related to the concept of
friction.
ASSIGNMENT
One of the prominent vehicle companies is planning to fund a Dream Vehicle Project for the upcoming International Car Racing
Competition. This project aims to construct the fastest vehicle in the world. Draw or make a plan of your version of Dream
Vehicle Project.
LESSON 2.2 TYPES OF FRICTION

LEARNING OBJECTIVES
Cognitive:  Discuss the types of friction.
Psychomotor:  Calculate the amount of friction.
Affective:  Identify how friction affect our lives.
LEARNING CONTENTS
Instructional Materials:  Boxes, toy car, block of wood, sand paper, plastic cover, oil, folder
Value:  Cooperation
I. Drill Identify the following if it is a STOPPING FORCE or MOVING FORCE.
1. Pushing table
2. Catching ball
3. Pulling cart
4. Starting the car engine
5. Blowing paper boat
Answer:
1. Moving force 2. Stopping force 3. Moving force 4. Moving force 5. Moving force

II. Motivational
1. Get sample objects: toy car, box
- Place the box on the table.
- Push the box along the table.
- Push the toy car on the table.
2. Ask the students of their insights on the three situations given.
III. Review Demonstrate situations when friction occurs. (Let the students explain)
Note: Answer of pupils vary
1. Based on the answer of the students the terms: static friction, kinetic friction and rolling friction will be discussed.
2. Discussion of the concept by giving other examples.
3. Problem solving on friction.
Learning Activities
180
Answer Key:
1. Friction is a force that holds back the movement of a sliding object. The force acts in the opposite direction to the way an
object wants to slide. If a car needs to stop at a stop sign, it slows because of the friction between the brakes and the
wheels.
2. Friction is the force that opposes motion between any surfaces that are in contact. There are three different types of
friction. These are static, kinetic, and fluid friction. There are two types of kinetic friction. These are sliding and rolling
friction. Static Friction is a friction between objects that are not moving relative to each other. Kinetic friction is friction
between objects that are moving relative to each other. There are two kinds of kinetic friction – rolling and sliding. Sliding
friction happens when two surfaces rub against one another. Rolling Friction – is the resistance to rolling of an object over
another object or surface. Fluid Friction – is friction in fluids, which are liquids and gases.
3. Due to friction, engines of automobiles consume more fuel which is a money loss. 9. It counteracts movement and so it
takes more energy to move, it can cause unwanted heat (e.g. in machine parts), and it wears things out like shoes. Friction
plays a vital role in our daily life.
GENERALIZATION
There are three different types of friction. These are static, kinetic, and fluid friction. There are two types of kinetic friction.
These are sliding and rolling friction.
The amount of friction could be calculated as: Ff = μFN. The amount of friction is the product of the coefficient of friction and
normal force. Friction is dependent on the texture of the surface. It also depends on the kind of materials and condition of the
surface in contact.
EVALUATION
97-99
Answer Key: Data and Observation: Answer of pupils vary
1. Plastic cover with oil – is the surface that easiest to rub on because it is smooth and slippery.
2. Sand paper – is the surface that is hardest to rub on because it is rough.
3. The amount of friction depends on the surface (kind of materials, condition of the surface).
Guide Questions: Answer may vary.
Enumerate examples showing the types of friction. Answer of pupils vary
Guide Questions: Answer may vary. Generalization: Answer may vary.
REINFORCEMENT
99
Answer Key:
1. Box B because it is heavier. (It is easier to push an empty box than a loaded box)
2. Box B because the force pressing the two surfaces together is greater.
3. The amount of friction also depends on the compressing force or normal force.

ENRICHMENT
100
Answer Key:
Given: FN = 200Newton
= 0.8
Find: Ff
Solution: Ff = 𝞵FN
= (0.8) (200Newton)
= 160Newton
ASSIGNMENT
1. A wood case is placed on the concrete floor. If the case and the floor are compressed by 100kg what is the amount of friction
involve provided that the coefficient of static friction is 0.7?
2. An ice block is pushed along the horizontal floor. If the normal force that exists between the ice and floor is 25Newton and the
coefficient of friction is 0.02 what is the amount of friction present?
Answer:
1. Given: FN = (100kg) (9.8m/s2) = 980Newton
= 0.7
Find: Ff
= (0.7) (980Newton)
= 686Newton
2. Given: FN = 25Newton
= 0.02
Find: Ff
= (0.02) (25Newton)
= 0.5Newton

182-183
Answer Key:
I. A B II. III.
1. e 1. b 1. T 1. c
2. d 2. d 2. F 2. d
3. b 3. a 3. F 3. a
4. c 4. e 4. T 4. b
5. a 5. c 5. T 5. c
LESSON 3.1 ENERGY TRANSFORMATION

LEARNING OBJECTIVES
Cognitive:  Enumerate the different forms of energy.
Psychomotor:  Determine the different transformation of energy.
Affective:  Identify the energy transformations in daily living.
LEARNING CONTENTS
Instructional Materials:  Metal can with plastic lid, battery, duct tape, screwdriver, rubber band, paper clips
Value:  Cooperation

I. Drill Write terms related to energy
II. Motivational
Let the pupils perform a physical exercise / dance (the teacher may provide a music)
Ask them what enable them to perform the physical task.
III. Review Cite situations in your daily living that you think energy is applied.
Define energy based on their answer. Discuss the different transformation of energy.
Cite example of the different forms of energy.
Learning Activities
188
Answer Key:
1. Energy 6. kinetic energy
2. energy from the sun 7. potential energy
3. energy transformation 8. sound
4. light energy 9. electrical energy
5. chemical energy 10. nuclear energy
GENERALIZATION
There are two types of mechanical energy – potential and kinetic. Potential energy is stored energy. Kinetic energy is energy in
motion. There are three kinds of potential energy – chemical potential energy, elastic potential energy and gravitational
potential energy. Chemical potential energy of a substance is energy due to its composition. Elastic potential energy is energy
due to strain, and gravitational potential energy is energy due to the position of an object. The process of changing energy from
one form to another is called energy transformation. There are different forms of energy – electrical, chemical, mechanical,
heat, sound, light. Nuclear energy is energy released during a nuclear reaction (either fission or fusion).
EVALUATION
101-102
Answer Key: Guide Questions:
1-2. When the can rolled, it has kinetic energy. As it slows down the energy is converted to potential energy because of the
twisted rubber band inside the can. The twisted rubber band’s potential energy is converted back to kinetic energy.
B.
1. potential energy to kinetic energy
2. chemical energy to mechanical energy
3. electrical energy to heat energy
4. mechanical energy to sound energy
5. electrical energy to electrical energy
REINFORCEMENT
102
Answer Key:
1. A light bulb transfers electrical energy to light energy and sound energy.
2. A radio converts electrical energy to sound energy.
3. A washing machine transforms electrical energy to mechanical energy.
4. A flatiron converts electrical energy to heat energy.
5. An electric stove transforms electrical energy to heat energy.

ENRICHMENT
103
Answer Key:
1. Answers of pupils vary.
Possible Answer: When we feel hungry we cannot perform our task because
2. Answers of pupils vary.
Possible Answer: Swing
ASSIGNMENT
Identify the different transformation of energy in the situation.
(Family doing different things at home: father is reading newspaper, mother is cooking, brother is playing the computer, sister is
watching TV, little sister is dancing)
LESSON 3.2 WORK

LEARNING OBJECTIVES
Cognitive:  Define work operationally.
Psychomotor:  Calculate the amount of work done.
Affective:  Show the value of helping others.
LEARNING CONTENTS
Instructional Materials:  Illustration of a man carrying a sack of rice on his head and a man lifting a barbell.
Value:  Helping others
I. Drill
Identify the following given if it is weight or mass
1. 24kilograms
2. 16 Newton
3. 6 grams
4. 23 dyne
5. 45 Newton
Answer:
1. mass 2. weight 3. mass 4. weight 5. weight
II. Motivational
Situation 1: Ask a volunteer student to push the table.
Situation 2: Ask another student to push the wall.
Question: Are the situations given show work is done? Why?
Which of the two situations show work is done? Why?
III. Review
Compute the weight (note: g = 9.8 m/s2)
1. Given: mass – 10kg
Answer: 1. 98N 2. 19.6N 3. 49N 4. 196N 5. 78.4N
Based on the questions given above discuss the concept of work. Cite situations wherein work is done. Problem solving.
GENERALIZATION
Energy is the capacity to do work.
Work is the product of the force applied to move an object and the distance covered by the object as it moves in the direction
of the force.
The unit of work is Newton-meter (Nm) or Joule (J).

EVALUATION
105-106
Answer Key:
Workers Work (J) Force (N) distance (m)
A 280 20 14
B 198 18 11
C 150 15 10
D 300 25 12
E 364 28 13
F 600 30 20
G 522 29 18
H 323 17 19
I 200 20 10
J 240 20 12
Guide Questions:
1. Worker F
2. Worker C
3. The amount of work depends on the force exerted and distance covered.
B.
1. W 2. W 3. NW 4. NW 5. W
REINFORCEMENT
107-108
Answer Key:
Work (J) Force (N) distance (m)

20 10 2
40 20 2
60 30 2
80 40 2
100 50 2
1. As the force exerted increases at a constant distance covered the amount of work done also increases.
Work (J) Force (N) distance (m)

20 10 2
40 10 4
60 10 6
80 10 8
100 10 10
2. As the distance covered increases and force exerted remain the same the amount of work done increases.
ENRICHMENT
108
Answer Key:
Explanations of the pupils vary.
Possible answer: There will be a negative work done.

ASSIGNMENT
Compute the work done on the following situations.
1. Applying 2.5 Newton force to push the table through a distance of 3meters.
2. Lifting 1.5kilogram box to a height of 4meters.
Answer:
1. Given: Force = 2.5Newton
distance = 3meters
Find: Work
Solution: W = Fd
= (2.5Newton) (3meters)
= 7.5Joules
2. Given: mass – 1.5kilogram

height – 4meters
Find: Work
Solution: W = mgh
= (1.5kilogram) (9.8m/s2) (4meters)
= 58.8Joules
LESSON 3.3 TYPES OF SIMPLE MACHINES

LEARNING OBJECTIVES
Cognitive:  Identify the types of simple machines
Psychomotor:  Demonstrate how to use simple machines.
Affective:  Apply safety precautions in dealing with simple machines.
LEARNING CONTENTS
Instructional Materials:  Spring balance, string, long board, blocked of wood, picture of simple machines
Value:  Give importance to the value of life.
I. Drill
Analyze: A two 500kg boys and one 1,000kg boy are stranded in an island. The only way to go out of the island is through a
boat that can only carry a maximum load of 1,000kg. What should the boys so that all of them can leave the island?
Possible Answer:
The two 500kg boys will be the one to left the island. The one 500kg boy will go back to the island. Then the 1,000kg boy
will ride the boat and the 500kg boy will stay on the island. Then the 500kg boy will ride the boat again to rescue the 500kg
boy while the 1,000kg boy will stay.
II. Motivational
What if ……………?
What if scissors were not invented? What if knives were not invented?
III. Review
Solve:
1. A boy exerted a force of 12Newtons to push a box through a distance of 2meters. Calculate the work done.
2. A 2kg object was lifted to a height of 2meters by a little boy. Find the work done.
Answers:
1. 24 Joules
2. 39.2 Joules
Based on the answers of the students relate it to the different simple machines. Discussion of concept.
Learning Activities
199
Answer Key: 1. C 2. D 3. B 4. C 5. B

GENERALIZATION
A machine is a device that makes work easier by multiplying the force applied or by changing the direction of this force. There
are six types of simple machines - lever, inclined plane, wedge, screw, wheel and axle and pulley.
EVALUATION
109-111
Answer Key: Data and Observation: Answer may vary. Guide Questions: Answer may vary. Generalization: Answer may vary.
B.
1. Lever 6. Wheel and Axle
2. Screw 7. Pulley
3. Wedge 8. Wedge
4. Lever 9. Inclined Plane
5. Lever 10. Wedge
REINFORCEMENT
111
Answer Key:
A. Given: Force = 30 Newton
height = 1.5 meters
Find: Work
Solution: W = Fd
= (30 Newton) (1.5meters)
= 45 Joules
B. Given: Force = 15 Newton
distance = 3 meters
Find: Work
Solution: W = Fd
= (15 Newton) (3 meters)
= 45 Joules
Guide Question:
The two situations given above have the same amount of work done. (Although the force exerted in the first situation is greater
than the force exerted in the second situation)
ENRICHMENT
112
Answer Key:
A. Possible answer:
Use an inclined plane to carry the huge and heavy appliances.
B. Answers of pupils vary.
ASSIGNMENT
1. List down at least 10 simple machines that you have at home.
2. Identify the type of simple machine.
3. Give the uses.
4. Enumerate the safety precautions needed in handling those simple machines.

UNIT TEST 3
I. Identification
A. Identify the following quantities as mass or weight. Write M if it is a mass and W if it is a weight.
_______ 1. 5 kilogram
_______ 2. 58 Newton
_______ 3. 500 grams
_______ 4. 95 dynes
_______ 5. 23 kgm/s2
B. Give the unit of the following quantities

_______ 6. mass
_______ 7. weight
_______ 8. Frictional force
_______ 9. force
_______ 10. work
II. Matching Type: Match column A with column B. Write the letter of the correct answer before each number.
A B
_______ 11. Value of acceleration due to gravity A. 6.67 x 10 -11Nm2/kg2
_______ 12. Value of gravitational constant. B. normal force
_______ 13. Opposing force C. kinetic friction
_______ 14. Net force compressing the parallel surface D. static friction
_______ 15. Friction between objects that are not moving E. work
_______ 16. Friction between objects that are moving F. 9.8m/s 2
_______ 17. Friction between liquid and gases G. energy
_______ 18. Ability to do work. H. energy transformation
_______ 19. Process of changing energy from one form to another. I. friction
_______ 20. Product of force and distance. J. fluid friction
III. Multiple Choice
A. Read the questions carefully. Write the letter of the correct answer before each number.
_______ 21. Calculate the weight of an object with a mass 10kg.

A. 80N
B. 88N
C. 90N
D. 98N
_______ 22. Find the mass of an object with a weight of 10J.
A. 1.02kg
B. 2.02kg
C. 3.02kg
D. 4.02kg
_______ 23. Your weight on moon is 1/6 of your weight on Earth. If you are 90N on Earth your weight on moon is
A. 5N
B. 10N
C. 15N
D. 20N
_______ 24. You dropped an object. The object falls because of
A. gravity
B. mass
C. tension
D. velocity
_______ 25. Two objects are placed near each other. If the mass of the first object is double what will be the gravitational force

between the two objects.
A. The gravitational force between the two objects will vary.
B. The gravitational force between the two objects will increase.
C. The gravitational force between the two objects will decrease.
D. The gravitational force between the two objects will be the same.
_______ 26. Describe the gravitational force between the two objects if the distance between them becomes double.
A. The gravitational force remains the same.
B. The gravitational force increases.
C. The gravitational force becomes double of its original value.
D. The gravitational force becomes four times of its original value.
_______ 27. Oliver applied a force to push his lugged. Which of the following is the direction of friction?
A. same direction as the force applied
B. parallel to the direction of the force applied
C. opposite to the direction of the force applied
D. perpendicular to the direction of the force applied
_______ 28. What type of friction is shown when Carlo placed a huge box on the floor?
A. fluid friction
B. rolling friction
C. sliding friction
D. static friction
_______ 29. The net force compressing the box on the floor is 200N. What amount of friction exist if the static friction between the
two objects is 0.2?
A. 10N
B. 20N
C. 30N
D. 40N
_______ 30. Which of the following is NOT the unit of work done?
A. Newton
B. Newton meter
C. kg m2/s2
D. Joule
_______ 31. A boy exerted a force of 3N to push an object through a distance of 2m. What is the amount of work done by the boy?
A. 4J
B. 5J
C. 6J
D. 7J
_______ 32. A table is pulled with a force of 5N through a distance of 5m. Calculate the amount of work done.
A. 10J
B. 15J
C. 20J
D. 25J
_______ 33. At what distance will the object move if a force of 4N is applied to perform a 7J of work.
A. 1.5m
B. 1.75m
C. 2m
D. 2.25m
_______ 34. An object with a mass of 1kg is lifted to a height of 2m. Calculate the amount of work done on the object.
A. 18.6J
B. 19.6J
C. 20.6J
D. 21.6J
B. Identify the types of simple machines given below. Write the letter of the
A. pulley B. lever C. wheel and axle D. inclined plane E. wedge F. screw

_______ 35. A stiff bar that rest on a support which serves as fulcrum.
_______ 36. Circular type of lever where the fulcrum is an axle.
_______ 37. Grooved wheel around which the rope passes.
_______ 38. Slope or ramp
_______ 39. Consist of two inclined plane
_______ 40. Small inclined plane wound around nail.
_______ 41. doorknob
_______ 42. axe
_______ 43. seesaw
_______ 44. fixed pulley
_______ 45. knife
IV. Analogy: Underline the correct term that will best describe the situation.
46. The greater the normal force, the higher, lesser the frictional force.
47. Smooth surface has greater, lesser friction compare to rough surface.
48. Friction is advantage, disadvantage for walking.
49. In work done, the force applied should be same, different direction as the change in distance of the object.
50. Simple machines are used to increase, reduce the amount of force needed to do work.

1. M 26. D
2. W 27. C
3. M 28. D
4. W 29. D
5. W 30. A
6. g, kg 31. C
7. dynes, Newton 32. D
8. Newton 33. B
9. Newton 34. B
10. Joule 35. B
11. F 36. C
12. A 37. A
13. I 38. D
14. B 39. E
15. D 40. F
16. C 41. C
17. J 42. E
18. G 43. B
19. H 44. A
20. E 45. E
21. D 46. higher
22. A 47. lesser
23. C 48. advantage
24. A 49. same
25. B 50. reduce

UNIT 4 EARTH AND SPACE
202-203
Answer Key:
I. II. 8. T
1. b 1. T 9. F
2. a 2. T 10. T
3. d 3. T 11. F
4. e 4. T 12. T
5. c 5. F 13. F
6. F 14. F
7. T 15. PHIVOLCS
LESSON 1.1 EARTHQUAKES

LEARNING OBJECTIVES
Cognitive:  Discuss an earthquake including the types of earthquake faults, strength and its effects.
Psychomotor:  Construct a model of the types of faults.
Affective:  Reduce disaster effect related to an earthquake.
LEARNING CONTENTS
Instructional Materials:  Model of the types of faults.
Value:  Give importance to the value of life.
I. Drill
Show the following pictures below. Let the students identify and describe each picture.
Volcanic Eruption Typhoon Tsunami Earthquake

II. Motivational The teacher will file books, notebooks, boxes and any materials on the table. Then the teacher will shake the
table for 1 minute. Let the students observe. Ask the students what happen?
III. Review Write terms that describe an earthquake
EARTHQUAKE

Based on the answer of the students, the teacher will introduce the concept of an earthquake. Discussion of the concept.
Learning Activities
212
Answer Key:
1. Earthquake 6. reverse (thrust) fault
2. seismic wave 7. strike-slip faults
3. seismology 8. seismograph
4. focus 9. shaking
5. normal fault 10. tsunami
GENERALIZATION
Earthquake is the abrupt release of energy from the earth’s crust that results to seismic waves. A seismic wave is a wave that
travels through rocks. The study of earthquakes is called seismology. Focus or hypocenter is the source of an earthquake. It is
the precise location on the earth where seismic waves are produced. The epicenter of an earthquake is the point on the earth’s
surface directly above the focus. A seismograph is an instrument that can detect earthquakes through waves produced by the
earth shaking. There are ways of reducing risks of a disaster before, during and after an earthquake.
EVALUATION
113
Answer Key:
1. Normal fault occurs in areas where the crust is being extended.
2. Reverse (thrust) fault occurs in areas where the crust is being shortened.
3. Strike-slip faults are steep structures where the two sides of the fault slip horizontally with each other.
REINFORCEMENT
114
Answer Key:
Answer of pupils vary.
Possible Answer:
Time Frame Things needed and Family Activities

Members Involved
Before 1. Determine if your area is an earthquake hazard for you to become
aware by coordinating with the City Disaster Risk Reduction
Management Council (CDRRMC) or Philippine Institute of Volcanology
and Seismology (PHIVOLCS).
2. Ready your homes by securing your furniture and appliances. You
may brace your cabinet, so that it will not fall during an earthquake.
3. Prepare a disaster kit. These may include:
During 1. Cover and Hold” instruction. Go under the table or desk, cover your
head and hold on the table or desk. Stay on your place until the
shaking is over.
2. Watch out for falling objects or debris. Stay away from the glass
windows.
3. If you are outdoor stay away from establishments, billboards and
power lines. Go to an open space.
4. If you are in a coastal area, go to higher grounds. Tsunami can be
generated when there is an earthquake.
1. When leaving a building after an earthquake use the stairs, do not
After use an elevator or you may be trapped inside when the electricity is
suddenly cut-off.
2. Be aware of any fire due to damaged electrical wiring.
3. Inspect your home. Do the necessary action.
4. The most important thing is do not panic. Just be alert and ready.

ENRICHMENT
114
ASSIGNMENT
1. Make a community evacuation plan. You may conduct an interview of your barangay captain / staff to help you work-out on
your evacuation plan.
LESSON 1.2 VOLCANO

LEARNING OBJECTIVES
Cognitive:  Discuss volcano including the types, classification, types of eruption and its effects.
Psychomotor:  Construct a volcano model.
Affective:  Reduce disaster effect related to volcano.
LEARNING CONTENTS
Instructional Materials:  Volcano Model
Value:  Value life.
I. Drill
Ask the students of the features they know on the surface of the Earth.
The teacher may show pictures.
Possible Answers: mountain
hill river
Island lake
plateau ocean
continent volcano
valley etc.
II. Motivational Watch a short video clip of volcanic activity.
III. Review Based on the video let the students to draw a volcano. Share and discuss the drawing to the class.
Based on the video ask the students to answer the following questions:
1. What is the video all about?
2. What happen during volcanic eruption?
Discussion of the concept.
GENERALIZATION
A volcano is a mountain or hill, typically conical, having a crater or vent through which lava, rock fragments, hot vapor, and
gases are emitted. There are three types of volcanoes according to structure – cinder cone, shield and composite volcanoes.
Volcanoes may also be classified as active, potentially active and inactive or dormant. Volcanology is the science of studying
volcanoes. PHIVOLCS is the Philippine Institute of Volcanology and Seismology, a part of the Department of Science and
Technology (DOST) mandated to keep watch for any seismic activity and alert people and government.
EVALUATION
115
Answer Key:
Guide Questions
1. To easily formed the volcano model.
2. Possible color for the body of volcano is dark or black color. As the molten rock flows downhill, lava exposed to the air and
cools to a deep black color.
3. The opening on top of the model represents the crater of the volcano.
Generalization: Answers may vary.

REINFORCEMENT
116
ENRICHMENT
116
Answer Key: Answer of pupils vary
ASSIGNMENT
Based on the concept that the pupils learned on volcano ask them to construct a three stanza poem with four lines on each
stanza.

221-222
Answer Key:
I. II. 6. nimbus cloud III.
1. c 1. atmosphere 7. thermometer 1. a
2. b 2. humidity 8. wind vane 2. c
3. e 3. cumulus cloud 9. anemometer 3. b
4. a 4. stratus cloud 10. wind 4. d
5. d 5. cirrus cloud 5. b
LESSON 2.1 WEATHER AND WEATHER FORECASTING

LEARNING OBJECTIVES
Cognitive:  Identify the factors affecting weather.
Psychomotor:  Conduct an observation to determine the weather condition.
Affective:  Show awareness on the daily weather condition.
LEARNING CONTENTS
Instructional Materials:  Picture of the environment with different weather condition
Value:  Awareness, preparedness
I. Drill Show the pictures below to the pupils. Ask them to describe the difference between the two.
II. Motivational
Assign one of the pupils to cut-out from the newspaper or search from the internet a weather forecast. Let him/her report
it to the class (you may ask him/her to imitate Kuya Kim, Mang Tani or any prominent personality).
III. Review
From the of the pupil’s report ask the other pupils regarding the report. Ask them to identify some important terms from
the report.
Based on the weather forecasting ask the pupils to identify the weather condition. Let them define weather. Discussion of
concept.

GENERALIZATION
Weather is the condition of the atmosphere in a particular place over a short period of time. There are four kinds of weather in
the Philippines – sunny, cloudy, windy and rainy. Several factors affect weather conditions such as temperature, air, humidity,
pressure and clouds.
Clouds are made up of tiny droplets of water that are suspended in air. There are four types of clouds – cumulus, cirrus, stratus
and nimbus.
The government agency mandated to give weather forecasts and alerts is the PAGASA or Philippine Atmospheric, Geophysical
and Astronomical Services Administration.
EVALUATION
117
Answer Key: Data and Observation: Answer of pupils vary depends on the pictures.
The weather in the Philippines includes sunny day, windy day, cloudy day and rainy day.
REINFORCEMENT
118-119
Answer Key: Answer of pupils vary depends on their observation.
ENRICHMENT
120
Answer Key: Answer of pupils vary depends on the result of the interview.
Possible Answer: When the elder members observed white clouds it means it will not rain.
When the elder members observed dark clouds it means it will rain.
ASSIGNMENT
Let the students make a one-week report on the daily weather condition through cut-outs report from the newspapers.
LESSON 2.2 WEATHER INSTRUMENTS

LEARNING OBJECTIVES
Cognitive:  Enumerate the different weather instruments.
Psychomotor:  Discuss the uses of the different weather instruments.
Affective:  Observe weather condition through the use of improvised weather instrument.
 Show awareness on the weather conditions.
LEARNING CONTENTS
Instructional Materials:  picture of different weather instruments, improvised anemometer
Value:  awareness
I. Drill Rearrange the jumbled letters based on the clue given
1. It refers to the hotness or coldness of the body.
M E T A P E R E T U R Answer: TEMPERATURE
2. It is a moving air.
I N D W Answer: WIND
3. It is the changes of the phase of matter from liquid to gas.
A E V A P R O T N I O Answer: EVAPORATION
4. It refers to the amount of moisture in the air.
I H U M Y D T I
Answer: HUMIDITY
5. It is made up of tiny water droplets suspended in the air.
S O D U L C
Answer: CLOUDS
II. Motivational
How did the meteorologist/ weather forecaster get information of the weather?

III. Review
True or False: Write T if the statement is true and F if the statement is false.
1. Atmospheric pressure is one of the factors which affect the weather condition. E
Answer: T
2. The earth is tilted at 300.
S
Answer: F
3. The movement of the air affects the weather condition. E
Answer: T
4. The air that contains more water vapor is humid. A
Answer: T
5. The gas present in the atmosphere exerts pressure due to its weight. H
Answer: T
6. Atmosphere is an envelope of soil. P
Answer: F
7. The atmospheric pressure is affected by the altitude. W
Answer: T
8. A high pressure means fair weather. T
Answer: T
9. Cumulus cloud is cotton like cloud. R
Answer: T
10. Cirrus cloud is a dark colored cloud that produced precipitation. X
Answer: F
Get all the letters with true answer. Rearrange the letters based on the clue given below.
Clue: condition of the atmosphere in a particular place over a short period of time
___ ___ ___ ___ ___ ___ ___
Answer: WEATHER
1. Show pictures or illustrations of the different weather instruments.
2. Let the pupils identify the pictures.
3. Discussion of the uses of the different weather instruments.
Learning Activities
231
Answer Key:
1. Thermometer 2. Wind Vane 3. Anemometer
GENERALIZATION
Weather forecasting is the application of science and technology in predicting the condition of the atmosphere for a given
location and time. There are several instruments used in observing and measuring factors affecting weather condition. These
are thermometers, wind vanes, anemometers, barometers, and rain gauges. Computer models resulting from observations
and measurements of the factors affecting weather and analysis of data patterns help weather forecasters in predicting
weather up to seven days in advance.
EVALUATION
121
Answer Key:
An anemometer is used to measure the speed of wind. A common type of anemometer uses cups fixed to a mobile shaft. As the
wind blows, the cups spin. How fast the anemometer rotates describe the speed of the wind.
REINFORCEMENT
122
Answer Key: Answers of pupils vary depends on their observation.
ENRICHMENT
122
Answer Key: Answers of pupils vary.

ASSIGNMENT
Aside from the improvised anemometer can you make another improvised weather instruments? Write your plan following the
format below.
1. Title
2. Materials
3. Procedure
4. Illustration
LESSON 2.3 SEASONS IN THE PHILIPPINES

LEARNING OBJECTIVES
Cognitive:  Identify the seasons in the Philippines.
Psychomotor:  Locate the different places in the Philippines based on the climate type.
Affective:  Show appreciation on the effect of seasons in the lives of man.
LEARNING CONTENTS
Instructional Materials:  Philippine Climate Map
Value:  awareness
I. Drill Show the picture below. Ask the pupils to differentiate the two pictures.
Picture of Picture of
dry season wet season
II. Motivational The teacher will present the Philippine Climate Map. Ask the pupils what it is.
III. Review
Identify the weather instruments describe below.
1. An instrument used to measure temperature.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
Answer: thermometer
2. An instrument used to determine the direction of the wind.
___ ___ ___ ___ ___ ___ ___ ___
Answer: wind vane
3. An instrument used to measure the speed of the wind.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
Answer: anemometer
4. An instrument used to measure atmospheric pressure.
___ ___ ___ ___ ___ ___ ___ ___ ___
Answer: barometer
5. An instrument used to measure the amount of rainfall
___ ___ ___ ___ ___ ___ ___ ___ ___
Answer: rain gauge
1. The teacher will conduct a lecture on the Seasons in the Philippines.
2. Through the use of the Philippine Climate Map let the students locate the different places based on the climate types relating
on the rainfall distribution.
GENERALIZATION
The Philippines has only two seasons – the dry season and the wet season. This is because of its geographical location, being in
the equatorial region of the earth. There are four types of climate in the country. Type I means that two seasons are
pronounced. For Type II, there is no dry season but there is pronounced rainfall. Type III has no pronounced season and Type IV
has rainfall evenly distributed throughout the year. Weather and climate affect our daily activities and even our wardrobe and
accessories.

EVALUATION
123
Answer Key:
A.
1. Abra - Type III
2. Palawan - Type I
3. Leyte - Type II
4. Samar - Type II
5. Sorsogon - Type IV
6. Batanes - Type IV
7. La Union - Type I
8. Albay - Type IV
9. Davao - Type IV
10. Tawi-Tawi - Type IV
B.
1. A
2. B
3. D
4. E
5. C
REINFORCEMENT
124
ENRICHMENT
124
ASSIGNMENT
1. Aside from the Philippines if you will be given a chance to live abroad what country will you choose? Why?

236
Answer Key:
I. II. 6. 366 days III.
1. b 1. rotates 7. 958 km 1. West to east
2. a 2. 24 hours 8. 107, 200 km/hr 2. Counter clockwise
3. e 3. 23.5 ° 9. perihelion 3. Day and night
4. d 4. revolves 10. aphelion 4. elliptical
5. c 5. 365 ¼ days 5. revolution around
the sun
LESSON 3.1 EARTH’S ROTATION

LEARNING OBJECTIVES
Cognitive:  Discuss earth’s rotation on its axis.
Psychomotor:  Demonstrate earth’s rotation on its axis through a model.
Affective:  Show appreciation on the effects of earth’s rotation on its axis.
LEARNING CONTENTS
Instructional Materials:  earth’s model rotating on its axis.
Value:  cooperation

I. Drill
Enumerate activities that you commonly do during day and night.
Day Night
II. Motivational
Ask the students: Why there is a day and night?
Picture of daytime Picture of

nighttime
III. Review
Complete the chart
Dry Season
Seasons in the Philippines
Wet Season
Type I Dry from November to April and

wet the rest of the year.
Type II No dry season with pronounced

rainfall from November to January
Climate Type
(based on rainfall distribution)
Type III Seasons are not very pronounced
relatively dry from November to April
and wet the rest of the year.
Type IV Rainfall is more or less evenly

distributed throughout the year.
Discussion of concept.
Learning Activities
239
Answer Key:
1. The Moon formed much closer to Earth than it is today. As Earth rotates, the Moon's gravity causes the oceans to seem to
rise and fall. There is a little bit of friction between the tides and the turning Earth, causing the rotation to slow down just a
little.
2. Because Earth rotates on its axis from west to east, the Moon and the Sun (and all other celestial objects) appear to move
from east to west across the sky. Viewed from above, however, the Moon orbits Earth in the same direction as our planet
rotates.
3. The Earth's rotation causes night and day because the rotation causes locations on Earth to be rotating towards the sun and
away from the sun.

GENERALIZATION
The earth rotates on its own axis which is tilted at 23.5°, from West to East in a counterclockwise direction. The earth’s rotation
explains why there is cold nighttime and hot daytime. One complete rotation of the earth is equal to one day or 24 hours.
EVALUATION
125-126
Answer Key: Guide Questions:
1. The model represents the earth’s rotating on its axis (smaller ball) and sun (bigger ball).
2. While rotating the ball the dot disappears.
3. The activity emphasized the existence of day and night.
REINFORCEMENT
126-127
Answer Key:
1. Answer may vary.
2. The dot mark near the upper end of the axis represent the places that may experience 24 hours or unequal length of day
and night since the earth is tilted at 23.50 as it rotates on its axis (and as it revolves around the sun)
3. The dot mark near the lower end of the axis represent the places that may experience 24 hours or unequal length of day
and night since the earth is tilted at 23.50 as it rotates on its axis (and as it revolves around the sun)
ENRICHMENT
127
Answer Key: Answers of the pupils vary.
ASSIGNMENT
Make an essay on how does the rotation of the earth affect the lives of man.
LESSON 3.2 EARTH’S REVOLUTION

LEARNING OBJECTIVES
Cognitive:  Discuss earth’s revolution around the sun.
Psychomotor:  Demonstrate earth’s revolution around the sun through a model.
Affective:  Show appreciation of the effects of earth’s revolution around the sun.
LEARNING CONTENTS
Instructional Materials:  model of the earth’s revolution around the sun
I. Drill
Time Check:
1 minute = ___________ seconds Answer: 60
1 hour = ___________ minutes Answer: 60
1 day = ___________ hours Answer: 24
1 week = ___________ days Answer: 7
1 month = ___________ weeks Answer: 4
___________ days Answer: 30
1 year = ___________ weeks Answer: 52
___________ days Answer: 365 ¼
II. Motivational Tell the pupils that one year or 365 ¼ days is the period that the earth completed one revolution around the
sun. Ask the pupils to give terms related to revolution.

Revolution
III. Review
Complete the paragraph below. Choose your answer inside the parenthesis.
The Earth rotates on its own axis which is tilted at ______________ (25.50 / 23.50), from __________________ (west to east /
east to west) in a ________________ (clockwise / counterclockwise) direction. The Earth’s rotation explains why there is day
and ________________ (spring / night). One complete rotation of the Earth is equal to one day or ______ (24 / 25) hours.
 Using the model in the previous activity show how does the earth revolved around the sun.
 Discussion of concept.
GENERALIZATION
Revolution is a complete movement of an object around another object. The earth revolves around the sun as it rotates in its
own axis. This motion causes sequence of seasons in the different parts of the earth. These seasons are winter, spring, summer,
and fall. The earth’s orbit is elliptical. There is that point in the orbit when the earth is nearest the sun, called perihelion.
Aphelion is the part in the orbit when the earth is farthest from the sun.
EVALUATION
129
Answer Key:
1. China (March) - spring 6. Russia (October) – autumn
2. Japan (September) – autumn 7. Alaska (December) – winter
3. Australia (June) – winter 8. United States (June) – summer
4. Brazil (December) - wet 9. Singapore (September) – wet
5. Canada (February) – winter 10. Sweden (November) – winter
REINFORCEMENT
129
Answer Key:
1. Answers of pupils vary
Possible Answer:
Aside from the Philippines Brazil and Singapore experienced two seasons (dry and wet season).
2. Answers / explanations of pupils vary
Possible Answer:
The four seasons: winter, spring, summer and fall happen because the earth is tilted as it rotates on its axis. And as the earth
revolves around the sun during the different time of the year the different places received different amount of sunlight. When
the northern hemisphere leans towards the sun it experienced summer because it received more sunlight while southern
hemisphere experienced winter. On the other hand, when the northern hemisphere leans away from the sun it received less
sunlight and it experienced winter while southern hemisphere experienced summer. The Philippines experienced two seasons
(dry and wet) because it is located near the equator and it received equal amount of sunlight throughout the year.
ENRICHMENT
130
Answer Key: Answers of pupils vary based on their explanation.
Possible answer:
The earth is tilted as it rotates on its axis and as it revolves around the sun. When the northern hemisphere leans towards the
sun, the upper region of the earth – Arctic Circle - experienced 24 hours of daytime and the lower region of the earth –
Antarctic Circle -experienced 24 hours of nighttime. When the earth revolves and the northern hemisphere leans away from the
sun, the Arctic Circle experienced 24 hours of nighttime and Antarctic Circle experienced 24 hours of daytime.
ASSIGNMENT
Make an essay how does the revolution of the earth around the sun affect the lives of man.

244-245
Answer Key:
I. A. B.
1. Geocentric 1. Moon II.
2. Sun 2. Jupiter 1. b
3. Ariel 3. Neptune 2. e
4. lo 4. Phobus 3. a
5. Venus 5. Mercury 4. c
6. Sao 6. Mars 5. d
7. Heliocentric 7. Earth
8. Saturn
LESSON 4.1 SOLAR SYSTEM

LEARNING OBJECTIVES
Cognitive:  Identify the members of the solar system.
Psychomotor:  Construct a model of the solar system.
Affective:  Reflect on the concept of solar system.
LEARNING CONTENTS
Instructional Materials:  geocentric and heliocentric picture, model of the solar system
I. Drill
1. Prepare a strip of papers and markers.
2. Distribute the strip of papers and markers to some pupils.
3. Ask them to write the possible things in the universe and post it on the board.
Possible Answer:
sun, planets, satellites, asteroids, comets, other heavenly bodies
II. Motivational Show the picture to the pupils. Ask them to differentiate the two pictures
Picture 1 Picture 2
III. Review
Complete the paragraph. Choose your answer inside the box.
The Earth _________________ (Answer: revolves) around the sun as it __________________ (Answer: rotates) on its own axis.
Earth’s revolution causes seasons in the different parts of the Earth. The Earth’s orbit is __________________ (Answer: elliptical). There
is that point in the orbit when the Earth is nearest the Sun, called _________________ (Answer: perihelion). __________________
(Answer: Aphelion) is the part in the orbit when the Earth is farthest from the Sun.
elliptical perihelion
rotates revolves
seasons aphelion
Discussion of concept.

Learning Activities
249
Answer Key:
1-3. Answer may vary.
GENERALIZATION
The solar system consists of the sun at the center and planets revolving around the sun with other heavenly bodies. This is the
Copernican theory or heliocentric theory that replaced the first theory that the planet Earth is stationary and is the center of the
Universe.
There are different members of the solar system – the planets, the asteroid belt, comets, asteroids, dwarf planets and other
natural satellites.
EVALUATION
131
Answer Key:
1. The model constructed is a solar system. The model comprised of the sun on its center and planets that revolves around the
sun.
REINFORCEMENT
132
Answer Key:
1. The member who acts as the sun stand on the center. The other eight members who act as planets revolve around the
member who acts as a sun.
2. Answers of pupils vary
Possible Answer:
If planets are freely moving around the sun, there will be a possibility that the planets will collide.
ENRICHMENT
132
Answer Key: Answers of pupils vary based on their research
ASSIGNMENT
Aside from the sun and major planets of the solar system, make a research of the other members including asteroids, comets
and satellites.
LESSON 4.2 SUN AND MAJOR PLANETS OF THE SOLAR SYSTEM

LEARNING OBJECTIVES
Cognitive:  Discuss the characteristics of the sun and major planets in the solar system.
Psychomotor:  Arrange the planets based on its distance from the sun.
Affective:  Reflect on the importance of the earth as habitat of man.
LEARNING CONTENTS
Instructional Materials:  illustration/model of the solar system
Value:  love, care, concern
I. Drill Show to the class the 2D model of the solar system in the previous activity. Ask the pupils to identify the different
planets of the solar system.
II. Motivational (Ahead of time) Ask each group to bring 8 different spherical objects. Ask the group to arrange the objects
based to the 2D model of the solar system you have shown to the class. Tell them to do it as fast as they can.
III. Review Ask the pupils of their reasons of arranging the objects (based on the pupils’ prior knowledge).
Show pictures of the different planets. Discussion of concept.

Learning Activities
255
Answer Key:
1. Sun 6. largest planet
2. 450°C 7. Great Red Spot
3. Venus 8. extensive rings
4. Earth 9. Uranus
5. Mars 10. Neptune
GENERALIZATION
The Sun is the nearest star to the Earth. It is the center of the solar system around which the planets and other heavenly bodies
revolve. There are eight major planets in the solar system - Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune,
arranged from nearest to farthest from the Sun. The Earth is known as the only planet where life exists.
EVALUATION
133
Answer Key:
Distance from the Sun Mass Radius Number of Natural
Planets Atmosphere
(m) (kg) (km) Satellites
Mercury 5.79x1010 3.29x1021 2,440 0 No atmosphere
Venus 1.08x1011 4.87x1024 6,052 0 Atmosphere is 90 times as
dense as the Earth
Earth 1.49x1011 5.97x1024 6,371 1 Contains 21% of oxygen
Mars 2.28x1011 6.39x1023 3,390 2 Carbon Dioxide is the primary
component of atmosphere
Jupiter 7.76x1011 1.90x1027 69,911 67
Saturn 1.43x1012 5.68x1026 58,232 62
Uranus 2.88x1012 8.68x1025 25,362 27
Neptune 4.50x1012 1.02x1026 24,622 14
REINFORCEMENT
134
Answer Key:
1. The nearest planet from the sun is Mercury. The farthest planet from the sun is Neptune.
2. The smallest planet in the solar system is Mercury (in terms of radius).
3. Earth is bigger compare to Mars (in terms of radius).
4. Mars is known as the red planet due to its reddish appearance.
5. Jupiter has the most number of satellites.
6. Mercury is a planet that has no atmosphere.
ENRICHMENT
134
Answer Key: Answers of pupils vary. Possible Answer: They want to become a super power country with great influence.
ASSIGNMENT
1. Make a mnemonic device to memorize eight planets based on its distance from the sun.
Example of mnemonic device
ROY G BIV
for the colors of the rainbow which stand for Red, Orange, Yellow, Green, Blue, Indigo and Violet
Other example of mnemonic device
Richard of York Gave Battle In Vain
for the colors of the rainbow which stand for Red, Orange, Yellow, Green, Blue, Indigo and Violet

UNIT TEST 4
I. Matching Type: Match Column A with column B. Write your answer before each number.
Column A Column B
____ 1. Abrupt release of energy from the earth’s crust. A. seismogram
____ 2. Study of earthquake. B. seismograph
____ 3. Point on the earth surface directly above the focus. C. earthquake
____ 4. An instrument which can detect seismic waves generated D. epicenter
by an earthquake. E. seismology
____ 5. A graph out-put of seismograph. F. Richter Scale
____ 6. The amount of energy released from the source which is G. Mercalli Scale
determined from seismogram. H. tsunami
____ 7. Indicates the strength of earthquake produced. I. intensity of earthquake
____ 8. A scale categorizing magnitude of earthquake which was J. magnitude of earthquake
developed by Charles Francis Richter.
____ 9. A descriptive scale used to assess the harshness of an
earthquake shaking which was developed by Giuseppe Mercalli.
____ 10. A long wavelength wave produced by sudden movement of
body of water because of earthquake.
II. Multiple Choice: Write the letter of the correct answer before each number.
____ 11. The word volcano originated from the term Vulcano, a volcanic island in the Aeolian Islands of Italy. Which of the following
terms deals with the study volcanoes?
A. Biology B. geology C. seismology D. volcanology
____ 12. Volcanoes can be classified based on their structure. Which of the following is a type of volcano that grows about 1,000 –
1,200 ft. and the opening is a cone shaped?
A. cinder cone volcano B. composite volcano C. shield volcano D. vent volcano
____ 13. Volcanoes can be classified based on its activity. Which of the following term describe a volcano that are likely to erupt,
shows sign of unusual earthquake activity like gas emission and currently erupting?
A. active volcano B. dormant volcano C. inactive volcano D. potentially active volcano
____ 14. Volcanoes can also be classified based on the kind of eruption. There are six types of volcanic eruption. One of its type can
be describe by effusions of molten basaltic lava that flow from long parallel fissures.
A. Icelandic B. Hawaiian C. Strombolian D. Vulcanian
____ 15. In the Philippines, which of the following institution provides information on volcanic activities, earthquake, tsunami and
other related geotectonic phenomena?
A. DENR B. DILG C. PHIVOLCS D. PNRI
____ 16. Which of the following describe the condition of the atmosphere in a particular place over a short period of time?
A. climate B. instrument C. season D. weather
____ 17. There are different factors which affect the weather condition. One of these factors can be describe as the hotness or
coldness of a body.
A. humidity B. pressure C. rain D. temperature
____ 18. Humidity is the amount of moisture in the air. The air that contains a lot of water vapor is said to be
A. dry B. humid C. vaporized D. wet
____ 19. Clouds and rain also affect the weather condition. Clouds are made up of tiny water droplets that are suspended in the air.
Which of the following clouds are dark colored and produced rains?
A. cirrus cloud B. cumulus cloud C. nimbus cloud D. stratus cloud
____ 20. Which of the following government agency mandated to give weather forecast including typhoon warnings, astronomical
alert and other related services?
A. DENR B. DOLE C. PAGASA D. PHIVOLCS
B.
III. Analogy: Write your answer on the space below.
21. Wind is a moving air.
The flow of the air from sea to the land is sea breeze,
while the flow of air from land to sea is ________________.
22. The atmospheric pressure is affected by the altitude.
The higher the altitude, the lower the pressure.
The lower the altitude, the _______________ the pressure.

IV. Identification: Identify the following description below. Choose your answer inside the box.
_____________________ 23. A device used to measure temperature.
_____________________ 24. An instrument used to measure speed of the wind.
_____________________ 25. A device used to determine the direction of the wind.
_____________________ 26. An instrument used to measure atmospheric pressure.
_____________________ 27. A device used to measure the amount of rainfall.
_____________________ 28. Two pronounced seasons, dry from November to April and during wet the rest of the year.
_____________________ 29. Seasons are not very pronounced, relatively dry from November to April and wet during the rest of the
year.
_____________________ 30. Rainfall is more or less evenly distributed throughout the year.
anemometer thermometer Type II
rain gauge wind vane Type III
barometer Type I Type IV
V. True or False: Write true if the statement is correct and if false write the correct word to make the statement true based on the
underlined word.
______________________ 31. The earth rotates on its axis.
______________________ 32. The earth is tilted at 23.50
______________________ 33. The earth rotates from west to east in a clockwise direction.
______________________ 34. One complete rotation of the earth is equivalent to 24 hours.
______________________ 35. The earth revolves around the sun.
______________________ 36. The earth revolves at an elliptical orbit.
______________________ 37. One complete revolution is equivalent to 380 days.
______________________ 38. One leap year is equivalent to 366 days.
______________________ 39. Perihelion is a point when the earth is nearest to the sun as it revolves.
______________________ 40. Aphelion is a point when the earth is farthest to the sun as it revolves.
VI. Fill-up the blank spaces.

41. Theory that the earth is the center of the universe. _g_ ___ ___ _c_ ___ ___ ___ ___ _i_ ___
42. He emphasized heliocentric theory. _N_ ___ ___ ___ ___ ___ ___ _s_ ___ _o_ ___ ___ ___ _n_ ___ ___ ___ ___
43. Nearest star to the earth. ___ ___ _n_
44. Nearest planet to the sun. ___ _e_ ___ ___ ___ ___ _y_
45. Planet named after the Roman Goddess of love and beauty. ___ ___ ___ ___ ___
46. Satellite of the earth. ___ _o_ ___ _n_
47. Red planet. _M_ ___ ___ _s_
48. Largest planet in the solar system. ___ _u_ _p_ ___ ___ ___ _r_
49. Sixth planet from the sun. _S_ ___ _t_ ___ _r_ ___
50. Planet named after the Roman God of the Sea. ___ ___ _p_ ___ ___ _n_ _e_

I. Matching Type 13. A 25. wind vane 38. true
1. C 14. A 26. barometer 39. true
2. E 15. C 27. rain gauge 40. true
3. D 16. D 28. Type I VI. Fill-up the blank spaces.
4. B 17. D 29. Type III 41. geocentric
5. A 18. B 30. Type IV 42. Nicolaus Copernicus
6. J 19. C V. True or False 43. sun
7. I 20. C 31. true 44. Mercury
8. F III. Analogy 32. true 45. Venus
9. G 21. land breeze 33. counterclockwise 46. Moon
10. H 22. higher 34. true 47. Mars
II. Multiple Choice IV. Identification 35. true 48. Jupiter
11. D 23. thermometer 36. true 49. Saturn
12. A 24. anemometer 37. 365 ¼ 50. Neptune


IScience 6-Teachers Manual

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

IScience 6-Teachers Manual

Uploaded by

Copyright:

Available Formats

iScience 6: K to 12 Curriculum Series

Copyright 2020 by iBook Publishing, Inc.

Authors: Eleanor V. De Roja, Nermie A. Abuan

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

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 3

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

HOW TO USE THE TEACHERS’ CD RESOURCE

Steps on how to use the Teachers’ CD

PARTS OF THE TEACHERS’ MANUAL

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

LESSON 1.1 UNIFORM AND NON-UNIFORM MIXTURES

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

Seawater Serves as reservoir of all marine animals

Dish washing liquid Use in cleaning the dishes

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 7

Sea water gold ring perfume

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

Let the pupils answer the Mind Challenge section on page

Colloids- toothpaste, dishwashing liquid, marshmallow, jam, jellies, perfume spray

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 9

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

LESSON 1.4 TYPES OF SOLUTION

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 11

LESSON 1.5 COLLOIDS AND ITS COMPONENTS

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

LESSON 1.6 CLASSIFICATION OF COLLOIDS BASED ON THE PHASE OF COMPONENT PARTS

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 13

LESSON 1.7 CLASSIFICATION OF COLLOIDS BASED ON THE NATURE OF INTERACTION BETWEEN

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

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 15

LESSON 1.8 PROPERTIES OF COLLOIDS

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

LESSON 1.9 PREPARATION OF USEFUL MIXTURES

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 17

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

PRETEST MODULE 2 – ANSWER KEY

LESSON 2.1 TECHNIQUES IN SEPARATING MIXTURES

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 19

LESSON 2.2 DECANTATION

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

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 21

LESSON 2.3 EVAPORATION

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

Let the pupils answer the Mind Challenge section on page

LESSON 2.4 FLOTATION AND SCOOPING

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 23

Let the pupils answer the Mind Challenge section on page

LESSON 2.5 USING MAGNET

Mixtures Number of Observable Phases Classification of Mixtures

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

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 25

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

Let the pupils answer the Mind Challenge section on page

LESSON 2.7 CHROMATOGRAPHY

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 27

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

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 29

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

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 31

UNIT TEST 1 – ANSWER KEY

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

Let the pupils answer Pretest section on page 64 of the textbook.

LESSON 1.1 THE MUSCULOSKELETAL SYSTEM

iBook Publishing, Inc. | iScience 6 : K to 12 Curriculum Series 33