Newsletter

Grade Level
Grade
:: Grade 4
Schoolyear :: 2012-2013
Period
Period
:: January 8 February 9, 2013
TransdisciplinaryTheme : How the World Works
How the World Works: An inquiry into the natural world and its laws; the interaction between
the natural world (physical and biological) and human societies; how humans use their
understanding of scientific principles; the impact of scientific and technological advances on
society and on the environment.
An Inquiry on Energy

Central Idea:
Energy may be converted, transformed and
used to support human progress.

Contents
Tuning In
Finding Out
Sorting Out
Reflection
Discipline Integration

Tuning In

For our tuning in engagement we were tasked to give all

the words that comes to our minds when we hear the
word energy.
After writing down these words, we arranged the words
according to different categories.
We were also able to do an energy charade by showing
how energy is seen in our bodies or by making use of
props.

We read different books that are related to our unit. We

jotted down notes that are important that would help us
understand our unit better.
As a group, we were able to summarize the notes and
come up with an illustration of our understanding of
energy. Most of us created illustrations that show the
different types of energy.
This activity led us to learn the concept of kinetic and
potential energy. We learned that potential energy is
stored energy while kinetic is energy that is being used.

Finding Out

In order for us to find out how energy is transformed, we

visited the Meralco Museum.
In the museum we learned that energy can be
transformed in different ways and through different
means. Some of these means are: solar, wind, water,
and tidal energy.
These different ways help reduce pollution in our country
but at the same time very costly because the technology
is not yet affordable enough to be widely adopted.
Lastly, we learned of different ways on how to conserve
energy.

To inquire further, we were divided into 6 different

groups, our groupings were based on the renewable and
non-renewable resources.
We came up with questions that we would like to inquire
and investigate on.
Some of our questions were based on the lines of inquiry
such as: How is energy transformed? What are the uses
of this energy? What are the advantages and
disadvantages of energy?
We spent ample time finding the answers to these
questions in order to come up with a work that we can
present during the school science fair.

Center for Ecozoic Living and Learning

To have a better and more concrete idea of how energy can

be conserved and sustained, we visited the Center for
Ecozoic Living and Learning (CELL) in Silang, Cavite.
There, we saw how solar energy works in order to sustain
the community.
Solar energy in CELL was used to power their houses
without having to rely on electricity.
At CELL we learned that the community strives in reusing
and recycling their resources in order to reduce its carbon
footprint.
Likewise, we saw how different wastes, even human
wastes, can be used to power appliances. In effect, energy
can be found and used in different ways.

Another engagement was to find out how energy is

transformed. The purpose of this experiment is to find out
how energy is transferred and transformed using a power
source.
We had a small experiment involving wires, a battery and a
small light bulb.
We attached the wirers to the battery to light up the bulb.
Through this experiment, we were able to outline the
process of how energy is converted and transformed.
With this knowledge we would be able to come up with
ideas necessary for our project.

Likewise, through the help of our invited geologists, Mr.

Rodolfo and Mrs. Leah Dizon, we were able to learn how
energy such as coal, oil and steam are harnessed.
Their presentation, about how energy is harnessed we
learned the process and the different mechanisms
employed in order for us to get the material needed to
produce electricity.
Likewise, we learned that these coal and oil energy are nonrenewable and would take thousands, if not, millions of
years before it is replenished.
In effect, we were taught how to use energy sparingly and
conserve it for the use of future generations and that we
should temper our energy needs with what we currently
need.

Sorting Out
For our sorting out activity we were able to construct an
investigatory board that summarized all the information
that we had gathered.
The board should help people understand the
advantages and disadvantages of these forms of energy.
From this board we were able to show that energy both
renewable and non-renewable that has its limits in
supporting human needs.
We can therefore conclude that the each form of energy
that we use has its own limits and cannot be wholly
adopted by everyone. Though energy can support human
needs and its progress, it poses an inherent danger seen
in the environment and in ones health.

Reflection

For our summative assessment, we were tasked to build

a project that would show innovation through alternative
forms of energy.
We were able to come up with different plans by reading
and researching on different articles and watching
videos that would help us plan our project.
Most of us decided to use solar power as an innovation
because it was the easiest to acquire. We were able to
build different types of chargers for cellphones,
flashlights and our iPads.
After building prototypes or working models of our
projects, we presented these during the schools science
fair.

Discipline Integration

English

In conjunction with our current unit, we were able to do the write-ups

for our individual and group investigatory boards for the Science Fair.
For this unit we investigated on stories from different cultures and
narrative poetry.
We were able to learn that stories can give us insights into the
culture, beliefs and practices of people from around the world.
It made us appreciate what we have in the Philippines and also
appreciate how beautiful another culture. We also saw many
similarities and differences between our culture and that of India,
China and Japan.
We also learned about Narrative poetry and how it tells stories
through rhymes and rhythms.
At the same time, we learned how to make our stories interesting by
investigating on the uses of figures of speech, prepositions and
punctuation marks.

Discipline Integration

Math

We began this unit by learning about elapsed time.

In this unit we learned how to solve and compute for
elapsed time given the minutes and the hours.
After mastering this, we moved on to the world. We
computed elapsed time from different time zone. We
learned that by moving either East or West we add and
subtract time which affects the day or the time we are
going to.
Likewise we also investigated on how to solve for the area
and perimeter of four sided figures.
We began this by getting the measurement of the different
objects in our classroom. Using a formula for Perimeter
(P=2(L)+2(W)) and Area (A=L*W) we were able to get the
measurement of these figures.

Discipline Integration

Filipino

Sa yunit na ito, nalaman namin ang pagkakapareho at pagkakaiba ng isang

tekstong impormatibo sa tekstong nagpapaliwanag gamit ang Venn
Diagram. Tinalakay at kinilala din namin ang mga bahagi/ istraktura ng
tekstong nagpapaliwanag gamit ang ibat ibang teksto na aming nabasa.
Dito rin namin nalaman, na ang ilustrasyon ay maaring makatulong upang
makagawa ng tekstong nagpapaliwanag. Nakagawa ang bawat grupo ng
isang teksto.
English Translation:
In this unit, we discussed among our classmates the similarities and
differences between Information Report and Explanation Text using a Venn
Diagram. We were able to identify the parts and annotate the texts we read
according to the structure of an Explanation Text. We learned that
illustrations can be a help for us to be able to write a text. We also had
some writing tasks in groups.

Discipline Integration

Library

The students practiced their research skills

using different online references like books,
magazines articles online and different web
documents/websites.
The students practiced bibliography making
from these online references following the
correct APA format.
Using these skills, we used the proper way and
method in citing our resources and gathering
our information for our science fair boards.

Discipline Integration

Music

We painted with sounds by using different

classroom instruments and using them in
various ways to show a picture. We learned
that if an instrument is played in a different
way, its effect will be different as well.
In relation to our current unit, we were able to
learn that different instruments can produce
energy in the form of sound.

Discipline Integration

Physical Education

We showed our teamwork when playing

ultimate frisbee. We participated in various
drills that improved our skills in playing the
game.
We focused on our speed, power, coordination
and reaction time when we did the drills.
In relation to our current unit, Teacher Kat was
able to show us a video of a soccer ball, that
when kicked around, the energy it gathers can
make it light up a flashlight.

Discipline Integration

Arts

We communicated our ideas by creating designs

using art elements and principles. We
communicated our ideas by creating designs using
art elements and principles. We integrated about
responsibility on how and what designs can be
made and used for.
We used art elements and design principles to
express our design ideas. We shared our ideas
with peers and also critiqued others works.
Using these principles, we applied it in the creation
of our investigatory board, taking into consideration
the overall impact of it to our audience.

Discipline Integration

Information

Technology
We use Tipp10 Typing software and dance
matt typing to develop efficiency in typing
through acquisition of skills and to develop
hand-eye coordination. Students went online
sciencekids.co.nz and energyhog.org to learn
about different usage of energy and how they
are created.
The skills that we have learned in typing and
editing allowed us to come up with different
designs that we used for our science
investigatory boards.

www.dis-edu.org