THE CIRCULATORY SYSTEM Major Parts of the Circulatory System

I. Objectives: At the end of the lesson, pupils are expected to: 1. Identify the major parts of the circulatory system. - heart - blood vessels - blood
2. Show awareness on the importance of our heart.

B. Motivation 1. How do nutrients, oxygen and mineral distributed to our body? 2. What are the organs responsible for it? C. Activity Proper 1. Teacher shows poster of the circulatory system and let the pupils identify the 3 major parts of the circulatory system. D. Generalization 1. What are the 3 major parts of the circulatory system? 2. How would you take care of your heart? E. Application 1. Jump for 10 seconds. What happens to your heart beat?

II. Subject Matter: Unit: The Circulatory and Nervous Systems

Topic: The Circulatory System Subtopic: Major Parts of the Circulatory System Concepts: The 3 major parts of the circulatory system are heart, blood vessels and blood: Heart is the pumping station of the body Blood vessels permit the blood to flow to the different parts of the body Blood carries the nutrients to the different parts of our body

V. Evaluation: Differentiate the 3 major parts of the circulatory system. VI. Assignment: 1. What are the 3 kinds of blood vessels? 2. What are the components of our blood?

III.Materials: Poster of the Circulatory System

Reference: Into the Future: Science and Health, pp. 2-3 Juanita M. Cruz, et al

THE CIRCULATORY SYSTEM Kinds of blood vessels Components of our blood

IV.Lesson Development:
A. Review 1. What are the different systems in your body?

I. Objectives: At the end of the lesson, pupils are expected to: 1. Identify the 3 kinds of blood vessels vein, artery, capillary 2. Differentiate the 4 components of our blood plasma, RBC, WBC, platelet

II. Subject Matter: Unit: The Circulatory and Nervous System Topic: The Circulatory System Subtopics: Kinds of blood vessels Components of our blood Concepts: The 3 kinds of blood vessels are vein, artery and capillary The 4 components of our blood are plasma, red blood cells, white cells and platelets III. Materials: Poster of the Circulatory System
Reference: Into the Future: Science and Health VI, pp. 11-18 Juanita M. Cruz, et. Al

E. Application 1. What might happen if there is no platelet in our blood? 2. Describe and differentiae plasma, RBC, WBC, platelets

VI. Assignment: 1. What is pulmonary circuit? 2. What is systemic circuit?

THE CIRCULATORY SYSTEM Heart, Blood, and Blood Vessels

I. Objectives: 1. Identify the major parts of the circulatory system heart, blood, blood vessels
2. Show awareness on the importance of our heart. II. Subject Matter: Reference: Into the Future: Science and Health PELC: 1.1 Pages: 2-3 Concepts: The 3 major parts of the circulatory system are heart, blood and blood vessels 1. Heart is the pumping station of the body 2. Blood carries oxygen and other nutrients to all parts of our body. 3. Blood vessels permit the blood to flow to the different parts of our body. Processes: Generating Communicating Materials: Poster of a circulatory system

IV. Lesson Development: A. Review 1. What are the major parts of the circulatory system?
B. Motivation 1. Why do you think your blood is color red? 2. How long are your blood vessels if put together? C. Activity Proper 1. Let the pupils trace the blood vessels in the poster. 2. Pupils describe the blood vessels and give the different kinds 3. Have the pupils describe their blood if they have seen one. 4. Pupils enumerate and differentiate the different components of our D. Generalization 1. What are the functions of vein, artery and capillary? 2. Differentiate RBC from WBC and plasma from platelets.

III. Procedure:

A. Review 1. What are the different systems found in your body? B. Motivation 1. How do you nutrients, oxygen and other substances distributed to the parts of our body? 2. What are the organs responsible for it? C. Activity 1. Pupils identify the major parts of the circulatory system in the poster D. Discussion 1. Teacher asks the function and description of heart, blood, and blood vessels. 2. Misconception is addressed by the teacher. E. Concept Formation 1. What is the function of our heart, blood and blood vessels? F. Generalization 1. What are the 3 major parts of our circulatory system? 2. How would take care of our heart? G. Application 1. Jump for 15 seconds. Observe what happens to your heart beat.

V. Assignment: 1. Give the different components of our blood.

THE CIRCULATORY SYSTEM Four Components of our Blood

I. Objectives: 1. Identify the 4 components of our blood. 2. Differentiate each component of our blood. II. Subject Matter: Reference: Into the Future: Science and Health VI by Juanita M. Cruz et. Al PELC: 1.1 Pages: 11-15
Concepts: The 4 components of our blood are RBC, WBC, Plasma and Platelets. 1. RBC carries oxygen 2. WBC fights infection 3. Plasma liquid portion in our blood 4. Platelets responsible for blood clotting Processes: Inferring Communication Materials: Poster of a circulatory system

IV. Assessment: 1. Give the 3 major parts of the circulatory system.

2. What is the function of each part?

III. Procedure: A. Review 1. What are the major parts of the circulatory system?
B. Motivation 1. Why do you think your blood is color red?

2. What gives the blood a red color? C. Activity 1. Teacher asks pupils to describe a blood if they have seen one. 2. Teacher asks the components of the blood.

Reference: Into the Future: Science and Health VI by Juanita M. Cruz et. Al PELC: 1.1 Pages: 9-10, 15-18 Concepts: The capillaries, veins and arteries are the different kinds of blood vessels. Blood follows either pulmonary or systemic circuit. (more concepts in manila paper) Processes: Generating Communicating Materials: Pictures of pulmonary and systemic circuits Manila paper for concept formation

D. Discussion 1. Teacher let the pupils enumerate and differentiate the blood components. E. Concept of Formation 1. What are the functions of - RBC - WBC - Plasma - Platelets F. Generalization 1. Differentiate RBC from WBC, Plasma from Platelets

G. Application 1. What may happen if you dont have platelets?

III. Procedure: A. Review 1. Which component of the blood acts like soldiers? 2. What is the function of RBC? 3. Differentiate plasma from platelets.
B. Motivation 1. How long are your blood vessels if put together?

IV. Assessment: 1. What are the different kinds of veins? V. Assignment: 1. What are the different kinds of veins?

THE CIRCULATORY SYSTEM

I. Objectives: 1. Identify the different kinds of blood vessels. 2. Differentiate systemic circuit from pulmonary circuit. II. Subject Matter:

C. Activity 1. Teacher asks the pupils to trace the blood vessels on the picture/poster. 2. Pupils describe the blood vessels and differentiate each kind. 3. Pupils trace the pulmonary and circulatory circuit. D. Discussion 1. Pupils state the sequence of the blood flow in

pulmonary and systemic circuit. E. Concept Formation 1. What are capillary, vein and artery? 2. What is pulmonary and systemic circuit? F. Generalization 1. Differentiate capillary, vein and artery. 2. How does blood flow in pulmonary and systemic circuit? G. Application 1. Why do you think it is necessary for our circulatory system to have two circuits?

II. Subject Matter: Reference: Into the Future: Science and Health VI PELC: 2.1 Pages: 34-36
Concept: The 3 main parts of nervous system are brain, spinal cord and nerves. Brain controls everything we do. It is the largest organ in the nervous system. Processes: Communicating Inferring Materials: Pictures and posters of nervous system Manila paper for concept formation

IV. Assessment: 1. It carries the blood away from the heart. (artery) 2. It carries the blood towards the heart. (vein) 3. It is where exchange of gases occurs. (capillary) 4. It is a circuit which involves the lungs. (pulmonary) 5. It is a circuit which involves the different parts of the body. (systemic) V. Assignment: 1. What is nervous system? 2. What are the parts of the nervous system?

III. Procedure: A. Review The teacher asks 2-3 pupils to trace the flow of the blood in pulmonary ad systemic circuit.
B. Motivation 1. How can you learn in school? 2. How can you remember what your teacher is saying?

C. Activity 1. The teacher asks the pupils what they and what they want to learn about nervous system. 2. The teacher writes their answers on the board. D. Discussion 1. The teacher elicits the parts of the nervous system. - brain - spinal cord - nerves

THE NERVOUS SYSTEM

I. Objectives: 1. Identify the main parts of the nervous system. 2. Identify the parts of the brain.

2. The teacher explains the parts and functions of the brain. 3. The teacher corrects/rectifies any misconception of the pupils about the circulatory system. E. Concept of Formation 1. What are the main parts of the nervous system? 2. What are the parts and functions of the brain? F. Generalization 1. What is nervous system? 2. How are the functions of parts of the brain differ from each other? (Follow-up questions might be asked depending on the answers of the pupils). G. Application 1. Why people are declare dead when the brain stops functioning even when the heart is still beating?

I. Objectives: 1. Identify the parts of spinal cord and nerve cells. 2. Describe the function of spinal cord and nerve cells. II. Subject Matter: Reference: Into the Future: Science and Health VI by Juanita M. Cruz et. al PELC : 2.2 Pages : 32-36
Concepts : Spinal cord is made up of nerve fibers that carry information to and from the brain. Nerve cells serve as a functional unit of the nervous system Processes: Identifying Communicating Materials: Flashcards Poster of nervous system

IV. Assessment:

1. It controls voluntary actions, thought, speech, and memory. (cerebrum) 2. It directs the left side of the body. (right hemisphere) 3. It balances mother movements. (cerebellum) 4. It connects the whole brain to the spinal cord. (medulla oblongata) 5. It coordinates sensory messages. (thalamus) V. Assignment: 1. Draw a concept map of the neurons.

III.Procedure A. Review What are the parts and functions of the brain? Why is nervous system considered as the control unit of the body?
Motivation Can brain work alone without the nerve cells and spinal cord? C. Presentation 1. The teacher shows the poster of the nervous system. 2. The pupils describe how the nerves are connected to the different parts of the body. D. Discussion 1. The teacher asks the function of the spinal cord and nerves cells. B.

SPINAL CORD AND NERVE CELLS

2. Pupils point out on the poster the spinal cord and the nerve cells. 3. Teacher rectifies any misconceptions. E. Concept Formation 1. What are the parts and functions of spinal cord and nerve cells. F. Generalization 1. What are the divisions of the nervous system? 2. Where do brain, spinal cord and nerve cells classified under? G. Application 1. How people paralyzed? What part of the nervous system is not working if people are paralyzed?

I. Objectives: 1. Define ecosystem.

2. Identify biotic and abiotic components of ecosystem.

II.

Subject Matter: Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et al PELC: 1.1 Pages: 74
Concepts: Ecosystem is the interrelationships of living and non- living things in the environment. Biotic components are those living things in the ecosystem Abiotic components are those non-living things in the ecosystem Processes: Identifying Classifying Materials: Flashcards

IV. Assessment: 1. What is the functional unit of the nervous system? (neurons) 2. Consist of the brain and spinal cord. Which division of nervous system is referred to? (central nervous system) 3. ___________ made of nerve fibers which carry information to and from the brain. 4. ___________ enlarge portion of the neutron. 5. ___________ conducts the nerve signal array from the body. V. Assignment: 1. Describe an ecosystem. 2. Give an example of an ecosystem.

III. Procedure: A. Review 1. What are the parts and functions of a nerve cell? 2. What is the function of spinal cord? 3. What is a filament? 4. What is central and peripheral NS?
B. Motivation The teacher shows words on flashcards and let the pupils classify them. 1. What is the basis of classification? 2. Why do the words are grouped only into two? C. Activity

ECOSYSTEM

1. Pupils give the living things and non-living things that they wee in their environment. 2. The teacher helps to classify them to living (biotic) and non-living components. 3. The teacher together with the pupils defines the ecosystem. D. Discussion 1. The teacher gives examples of ecosystems. 2. Pupils identify the biotic and abiotic components. 3. Pupils give examples of ecosystems and identify the components. E. Concept Formation 1. What is ecosystem? 2. What is the difference between biotic and abiotic components? F. Generalization 1. What makes an ecosystem? 2. What are the components? G. Application 1. Can we call a place/environment an ecosystem if there is no biotic or abiotic components?

FOOD CHAIN AND FOOD WEB

I. Objectives: 1. Define food chain and food web 2. Differentiate food chain and food web. II. Subject Matter: Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et al PELC: 1.2 Pages: 58-65
Concepts: Food chain is the transfer of solar energy from plants to animals, and eventually to decomposers when they die. Food web is the interlinked food chain. Processes: Defining Differentiating Predicting Materials: Flashcards

IV. Assessment: 1. What are the abiotic and biotic components found in an aquarium? School Pond Forest V. Assignment: 1. What is food chain and food web? 2. Give examples of food chain and food web.

III. Procedures A. Review The pupils answer item number 9-14 of their textbook.
B. Motivation 1. How do humans / animals get their food? 2. Where do plants get their food?

C. Activity 1. Pupils define food chain based from assignment. 2. The teacher shows words: plants, snake, caterpillar, bird, decomposers.

3. Pupils arrange the words to forma food chain. 4. Pupils identify the producers and consumers. 5. Teacher adds more words (organisms) to form a food web. D. Discussion 1. What do you observed in a food chain and a food web? 2. Pupils give examples of a food chain and a food web. E. Concept Formation 1. What is a food chain? 2. What is the difference between producer and consumer? F. Generalization 1. What is the main source of energy on earth? 2. How does energy is transferred to organisms? G. Applications 1. Predict what will happen if some organisms or consumers become extinct.

Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et al PELC: 1.2 Pages: 60-61 Concepts: Symbiosis is a relationship where organisms may be able to get their food and protect themselves by depending on each other. Parasitism - it is a hunter-prey relationship. Commensalism - both organisms benefits from one another without harming each other. Mutualism - both benefit from each other. Processes: Identifying Communication Predicting Materials: MS Powerpoint Presentation Pictures of animals / plants Laptop and LCD projector

IV. Assessment: As a group, construct a food web on a forest ecosystem. V. Assignment: 1. What is symbiosis? 2. What are the three types of symbiosis?
SYMBIOSIS

III. Procedure: A. Review The teacher refreshes the minds of the students about the energy flow in a food chain and food web.
B. Motivation Pupils will predict: 1. How do animals obtain food for survival? 2. What are the strategies do animals use in getting food?

I. Objectives: 1. Identify the three types of symbiosis. 2. Give examples of animals / plants that shows symbiotic relationship. II. Subject Matter:

C. Activity 1. The teacher defines symbiosis and gives the three types 2. Pupils read each type of symbiotic relationship. 3. The teacher explains the relationship and gives examples.

D.

Discussion 1. The teacher shows some pictures. 2. Pupils identify the relationship showed on the screen. 3. The teacher introduces the animals showed if the pupils are not familiar with them. 4. The teacher rectifies any misconception.

II. Subject Matter: Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et al PELC: 1.2 Pages: 68-69
Concepts : Nitrates are products of decomposition needed and used by plants. Nitrogen fixation is a process that occurs when nitrogen-fixing bacteria convert bacteria in the atmosphere into ammonia. Process: Identifying Inferring Communicating Materials: Flashcards

E. Concept Formation 1. What are the symbiotic relationships? 2. What is the different between a host and a parasite (parasitism) F. Generalization The pupils will answer the previous questions from the motivation part. 1. How do animals obtain food for survival? 2. What are the strategies do use in getting food? G. Application 1. How do living things which are objects of predation develop defenses?

III. Procedure: A. Review 1. What are the 3 symbiotic relationships? 2. Give examples of parasitism, commensalism, and mutualism.
B. Motivation 1. What food is needed to build and repair muscles and bones of the body? 2. What are the sources which this food can be drawn? Activity 1. Pupils read the step-by-step process of nitrogen cycle. 2. The teacher explains each step. 3. Pupils take note of the technical terms. 1. 2. Discussion Are all bacteria harmful? How do nitrates increased?

IV. Assessment: As a group, construct a concept map of the symbiotic relationships V. Assignment: 1. How is carbon-oxygen cycle occur?
C.

NITROGEN CYCLE

I. Objective: 1. Identify the factors involved in a nitrogen cycle.

D.

3. Pupils trace the diagram of the nitrogen cycle. 4. The teacher explains each step in details. E. Concept of Formation 1. What form of nitrogen can plants utilize? 2. How can bacteria help in the nitrogen cycle? 3. What are the processes involved in the nitrogen cycle? F. Generalization 1. What are the factors involved in a nitrogen cycle? 2. Where do plants get nitrogen? G. Application 1. What will happen if there are no decomposers? Predict some outcomes based from the discussions.

Carbon cycle is the circulation of carbon in nature, through any compound that has a carbon atom on it. Processes: Identifying Interpreting Materials: Diagram of oxygen-carbon dioxide cycle and carbon cycle

III. Procedures: A. Review 1. What form of nitrogen can be utilized by the plants? 2. What are the two ways which can increase the nitrates in the soil?
B. Motivation 1. Will the atmosphere be depleted of carbon dioxide or oxygen? 1. Activity The teacher let the pupils predict how do carbon dioxide or oxygen are produced. Pupils read the carbon dioxide and oxygen cycle. The teacher explains the step-by-step process. Pupils read the carbon cycle and the teacher will explain.

IV. Assessment: 1. Draw a nitrogen cycle diagram. Label the factors involved.

C.

2. OXYGEN-CARBON DIOXIDE CYCLE 3. 4.

I. Objective: 1. Interpret the diagram of the oxygen-carbon dioxide cycle. 2. Identify the processes involved in a carbon cycle. II. Subject Matter: Reference: Science Spectrum by Rebecca R. Fallaria et al PELC: 1.2 Pages: 90-91
Concepts: The oxygen-carbon dioxide cycle refers to the manner by which these materials are used and reused in nature.

D. Discussion 1. The teacher shows the diagram and explains the whole cycle using it. 2. Pupils are given the chance to explain the diagram on their own words. E. Concept Formation 1. What is the source of oxygen/carbon dioxide?

2. What is oxygen-carbon dioxide/ carbon cycle? F. Generalization 1. How does oxygen-carbon dioxide cycle occur? 2. What are the processes involved in a carbon cycle? G. Application 1. What must we do to have a cleaner supply of oxygen in the air?

Identifying Predicting Materials: Manila Paper

III. Procedures: A. Review 1. How does oxygen-carbon dioxide occur? 2. Explain briefly the carbon cycle.
B. Motivation 1. The teacher introduces the word forest. 2. Pupils describe and identify the components of a forest. 3. The teacher asks, why forest is an ecosystem.

IV. Evaluation: Interpret the diagram of oxygencarbon dioxide cycle and the carbon cycle. V. Assignment: 1. Enumerate the importance of forest ecosystem.

OXYGEN-CARBON DIOXIDE CYCLE

I. Objective: 1. Describe what a forest is.

2. Give the importance of a forest.

C. Activity 1. Pupils are grouped and enumerate the importance of a forest. 2. The group members brainstorm and list the importance of a forest. 3. The groups are given 10 minutes to discuss and list their answers. D. Reporting / Discussion 1. The teacher utilizes Number Heads Together as CLS. 2. Random numbers are called to give one importance of a forest. 3. The teacher rectifies/explains further any given answer. E. Generalization 1. What are the importance of a forest? F. Application

II. Subject Matter: Reference: Science Spectrum by Rebecca R. Fallaria, et al PELC: 1.2 Pages: 96-98
Concepts: Forest is an area not less than one hectare and 60 meters wide consisting of trees, plants and animals. Forest provides shelter, food and protection for animals and other living things. They prevent floods and soil erosion. They maintain clean, cool environment. Processes:

1.

Predict what will happen to animals living in the forest if it was destroyed.

IV. Evaluation: 1. Give examples of products that are derived from a forest. 2. How does a forest prevent flash flood in the plains? 3. Why is forest good for environment? V. Assignment: Complete the table to determine the value of forest to our country.
Beneficiary of Forest 1. Plants 2. Animals 3. Man 4. Environment Benefits Derived

Processes: Defining a process (deforestation) Completing a given table Predicting Communicating Materials: Manila paper Flash cards

III. Procedures: A. Review 1. Pupils answer or complete the table on the board based from their assignment. They will write all the benefits derived by humans/man, plants, animals and environment from the forest. 2. Pupils take turn in completing the answer.
B. Motivation 1. Based from your answers on the board, what will happen if forests are continuously depleted by mans harmful activities?

Enumerate the importance of forest ecosystem.

OXYGEN-CARBON DIOXIDE CYCLE

I. Objectives: 1. Define deforestation. 2. Describe the effects of deforestation. II. Subject Matter: Reference: Science Spectrum VI by Rebecca R. Fallaria, et al PELC: 2 Pages: 98-99
Concepts: Deforestation is the indiscriminate cutting of trees in our forest with replacing them. Animals, humans, and the environment are severely affected by deforestation. It destroys 80% of their natural habitat.

C. Activity 1. Pupils go to their own group and discuss the effects of deforestation. 2. The secretary of the group lists the effects of deforestation. 3. The groups are given time to discuss and list their answers. D. Reporting and Discussion 1. Number Heads Together is utilized for group sharing. 2. Random number is called to share the groups answer to the class. 3. The teacher rectifies/explains further any given answer.

4. The teacher explains greenhouse effect and global warming. E. Generalization 1. What is deforestation? 2. How does it affect animals, humans and the environment? F. Application 1. How can you prevent global warming?

chemical fertilizers and explosives in fishing are some human activities that can disrupt an ecosystem. Processes: Communicating Predicting Identifying Materials: Pictures

III. Procedures: A. Review 1. What is deforestation? 2. What are the effects of deforestation? IV. Evaluation: Complete the table below:
Course Animals Man Environment Effects of Deforestation C. B. Motivation 1. The teacher shows pictures about the different activities of mankind. 2. What do the pictures show? Activity 1. Pupils go to their own groups. 2. They will identify the different human activities that can disrupt an ecosystem. 3. The groups are given time to discuss. Reporting/Discussion 1. Pupils are called randomly to present their outputs. 2. The teacher rectifies/explains any given answer.

V. Assignment: 1. What are the human activities that disrupt the cycles in an ecosystem?
D. OXYGEN-CARBON DIOXIDE CYCLE

I. Objective: 1. Identify some human activities that disrupt the cycles in an ecosystem. II. Subject Matter: Reference: Science Spectrum VI by Rebecca R. Fallaria, et al PELC: 2 Pages: 99-101
Concepts: Deforestation, kaingin, burning of fossil fuels, and the use of

E. Generalization 1. What are the different human activities that can effect/disrupt ecosystem? 2. What are their effects? F. Application How can global warming affect organism on earth?

IV. Evaluation:

Choose two human activities that disrupt ecosystem. Be able to explain them.

or the cycle of nutrients in the ecosystem. C. Motivation 1. The teacher shows the class about oil spill and a denuded forest. 2. Pupils guess what do the pictures depict? D. Activity 1. The teacher calls a representative from each group to present their answers based from the previous activity yesterday. 2. Each representative explains their answer in front of the class. 3. The teacher writes any new terms on the word cards/cartolina strips.

V. Assignment: How can you prevent the disruption of ecosystem?

OXYGEN-CARBON DIOXIDE CYCLE

I. Objective: 1. Explain the different human activities that disrupt the ecosystem. II. Subject Matter: Reference: Science Spectrum VI by Rebecca R. Falloria, et al PELC: 2 Pages: 99-101
Concepts: Deforestation, kaingin, burning of fossil fuels, and the use of chemical fertilizers and explosives in fishing are some human activities that can disrupt an ecosystem. Processes: Communicating Predicting Identifying Materials: Pictures Word cards/flash cards

E. Discussion 1. The teacher explains further any given answer. 2. Additional information is given. 3. Addressing and rectifying of misconceptions will be done. F. Generalization 1. Based from the pupils presentation and from the teachers additional information, the pupils consolidate the lesson learned. G. Application How can you prevent the disruption of ecosystem in your own simple ways?

III. Procedures: A. Drill The teacher will let the pupils read and answer their summative test.
B. Review Pupils review their answers about the different human activities that disrupt the activity

IV. Evaluation: Make a mind map of the different human activities that disrupts the ecosystem. V. Assignment:

Answer page 109, part A of your Science textbook. Write the answer on your notebook.

C.

Motivation 1. Have you been to a crowded place like Quiapo, Divisoria and other supermarkets during rush hour? Activity 1. Pupils open their books on page 88 and interpret the chart. 2. Teacher let the class read the issue. 3. What comes in your mind when you hear the word population? 4. Pupils define population through discussion.

POPULATION

D.

I. Objectives: 1. Define population. 2. Enumerate the causes of population change. II. Subject Matter: Reference: Into the Future: Science and Health by Juanita M. Cruz, et al PELC: 2 Pages: 88-90 Concepts : Population is the number of particular group of organisms living in a specific area or place. Population constantly changes. A rapid increase in population growth increases the demand for basic needs.
Processes: Describing conditions in an over populated area. Inferring on the effects of rapid population growth. Materials: Science textbook Manila paper

E. Discussion 1. Pupils infer the different major courses of population change. 2. Teacher explains the other two charts. 3. Pupils differentiate the meaning of birth, death and migration. F. Generalization 1. What is population? 2. What are the factors that affect population change? G. Application 1. How does rapid population growth affect resources or the satisfaction of ones basic needs?

III. Procedures: A. Drill The teacher let the pupils answer item 1-10 f their summative test.
B. Review 1. What are the different human activities that disrupt the cycles in ecosystem?

IV. Evaluation: 1. What are the problems which may occur due to rapid population growth? 2. How can death, migration and birth effect population? V. Assignment: Answer page 109, Part B, items 1-5.

POPULATION

2. What do you think the child is doing? Why? D. Activity 1. The pupils form their groups. The groups discuss the effects of overpopulation. 2. After giving 10 minutes, the teacher does number heads together. 3. Follow-up questions are asked to elicit the correct concept/explanation from the pupils. E. Discussion 1. The teacher rectifies the given answer/output of the pupils. 2. Pictures which shows the effects of overpopulation will flashed on the screen. F. Generalization 1. How does overpopulation affect people and the environment?

I. Objectives: 1. Enumerate the different effects of over population. 2. Infer that population affect ones health and that of the community. II. Subject Matter: Reference: Science Spectrum VI by Rebecca R. Fallaria, et al PELC: 2 Pages: 103-106 Concepts: Overpopulation affects the environment. Land, water, and air may become polluted and eventually affects the people living in it. Increasing population means more users. There are more wastes produced and released in the environment.
Processes: Describing Enumerating Inferring Materials: Laptop LCD projector pictures

G.

III. Procedure: A. Drill Pupils answer items 11-20 of their summative test.
B. Review The teacher gives 5-item exercise using the LCD projector. Motivation The teacher flashes a picture of a child drinking the urine of a cow. 1. What does the picture show?

Application In your own simple ways, how can you minimize the effect of overpopulation?

IV. Evaluation: 1. What problem is created when the supply of food, water, air, and space does not increase but the population does? V. Assignment: Answer page 110 of your Science textbook.
POPULATION

C.

I. Objective: 1. Describe the different strategies to solve overpopulation problems. II. Subject Matter: Reference: Science Spectrum VI by Rebecca R. Fallaria, et al PELC: 2 Pages: 107-109
Concepts: There are different ways to solve overpopulation. These include responsible parenthood, improving food supply and maintaining balance life in the ecosystem. Reduce, reuse and recycle are also important in maintaining a balance ecosystem.

1. The teacher explains/asks follow-up questions to guide the pupils informing the right science concepts. 2. Pupils share/contribute their outputs to the whole class. E. Generalization How can you help in solving the problems related to overpopulation? F. Application If recycling bottles/containers is more expensive than producing a new one, why do you think the companies are still imposing the use of recycled materials?

III. Procedure: A. Review What are the different events (artificial, natural) that would upset or alter ecological balance?
B. Motivation Knowing all the effects of overpopulation, do you think the community can do something to solve or prevent the problems related to overpopulation? How? Activity 1. Teacher writes on the board the different problems that are related to overpopulation. 2. In groups, pupils are asked to come up with the different ways on how to solve them. 3. Pupils discuss their answers along with their leaders. 4. Teacher facilitates the sharing of answers with the use of NHT as CLS. Discussion

IV. Evaluation: What are the different strategies to solve overpopulation problems? V. Assignment: List down materials that can be recycled, reused, and reduced. Explain how it can be done.

POPULATION

C.

I. Objective: 1. Identify the different ways of maintaining balance of life in the ecosystem. II. Subject Matter: Reference: Science Spectrum VI by Rebecca R. Fallaria, et al PELC: 2.1 Pages: 108-109
Concepts: Our most fundamental role as human beings is to uphold our ecosystems. We must maintain the integrity, good function, and sustainability of the earths ecosystem. Sustained ecological

D.

balance assures the survival of future generations. Processes: Identifying Communicating Materials: Manila paper Pictures of wild animals

Pupils share to the class the things they had learned in todays discussion. F. Application Do you think the government is doing enough precautions/preventions to maintain the balance in ecosystem? Why?

III. Procedures: A. Review What are the different strategies to solve over population?
B. Motivation The teacher shows pictures of wild animals. 1. What can you see on the pictures? 2. How do you think these animals can be protected.

IV. Evaluation: Make a mind map of the different ways on balancing the ecosystem. V. Assignment: Make a poster about the importance of keeping our ecosystem balance.

MATERIALS COMMONLY USED AT HOME

C. Activity 1. Using manila paper, pupils draw the different ways which they know on how to maintain the balance of life in ecosystem. 2. Leaders assign certain roles to each member. 3. Each group are given time to finish their work. D. Reporting/Discussion 1. Pupils present their work in front of the class. 2. Questions are asked to help the presenters explain the thought of their drawing. 3. The teacher gives additional strategies or ways in balancing the ecosystem which are not mentioned.

I. Objectives: 1. Identify materials commonly used at home. 2. Describe how these materials are used. II. Subject Matter: Reference: Into the Future: Science and Health by Juanita M. Cruz, et al PELC: 1 Pages: 113-117 Concepts: Materials may be natural or synthetic (manmade). Materials used at home preserve food and enhance its flavor and presentation, and maintain cleanliness and good health. Additives, preservatives, soap, paint, solvent, synthetic fibers, plastic, pesticides, and insecticides are materials commonly used at home.
Processes: Identifying

E. Generalization

Describing Materials: Pentel pen Manila paper

MATERIALS COMMONLY USED AT HOME

III. Procedure: A. Review Pupils answer 1-5 of Exercise A in Lesson 18.

B. Motivation 1. What do you use in keeping yourselves clean, healthy, and strong? Activity 1. Pupils do Activity 3.1 on page 112 of their textbook. 2. Pupils are given 15 minutes to accomplish the table. Discussion 1. Pupils show their output to the class. 2. The teacher discusses the different materials commonly used at home. 3. Discussion is based from the output of the pupils.

I. Objective: 1. Classify the materials commonly used at home. II. Subject Matter: Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et al PELC: 1 Pages: 113-117 Concepts: Household materials found at home are pesticides, insecticides, soap, paint, solvent, synthetic, plastic, etc.
Processes: Observing Describing Classifying Materials: Manila paper Flashcards

C.

D.

E. Generalization 1. How are the materials in your home classified? 2. How are they used? F. Application 1. Which is better to use natural or synthetic materials? Why?

IV. Evaluation 1. What are the examples of food additives? 2. What are the examples of natural preservatives? V. Assignment: Answer 3.2, page 113 of your Science textbook.

III. Procedure: A. Drill 1. ___________ are thick blood vessels through which the oxygen rich blood moves away from the heart. 2. ___________ carries the blood (de oxygenated) to the heart. 3. ___________ microscopic blood vessels that connect the smallest arteries to the smallest veins. 4. ___________ causes the blood to move throughout the body. 5. ____________ is the largest artery in our heart.
B. Review 1. What are the different materials found in your home?

C.

Motivation 1. What special materials found at home? 2. What characteristics are common to them?

pesticides, insecticides, soap, paint, solvent, and synthetic materials.

V.

Assignment: Describe how pesticides and insecticides are used.

D.

Activity 1. The teacher show different words using flashcards. 2. Pupils arrange the words based from the materials they are made of. 3. The teacher asks: 3.1 What is your basis in grouping the flashcards? 4. The teacher encourages the pupils to explain how they come up with the classification.

PESTICIDES AND INSECTICIDES

I. Objective: 1. Describe how pesticides and insecticides are used.

II. Subject Matter:

Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et al PELC : 1 Pages : 113-117 Concepts: Pesticides are poison used in farms to effectively control pests such as stem borers. The use of pesticides improves the yields of crops such as stem borers and sugarcane. Pesticides can be grouped into three 1. herbicides 2. insecticides 3. fungicides Processes: Predicting Classifying Materials: Manila paper Describing

E. Discussion 1. The teacher explains that the words (material) can be classified under the following: - pesticides - soap - solvent - insecticides - paint synthetic 2. Pupils infer the common characteristics or characteristics which each classification has in common. 3. The teacher explains each classification of materials. F. Generalization 1. How materials can be classified? G. Application How do improved products differ from natural products?

IV. Evaluation: 1. Write 3 materials that you know which can be classified under

III. Procedures: A. Drill 1. A relationship where one is harmed and the other is benefitted. 2. A relationship where both of the organisms benefit from each other.

3. This is the relationship when one organism while the other organisms neither benefit nor harmed. 4. It is a hunter-prey relationship. An example is the lion and the rabbit 5. A relationship which an orchid and a butterfly has. B. Review 1. How are the materials in your home can be classified? C. Motivation 1. What do you think farmers usually do to increase the yield of their crops? D. Activity 1. Using Think-Pair-Share, pupils look for their partners and try to think for some ways to increase the yield of the farmers. 2. Teacher asks the class to share to the class their answer. 3. The teacher acknowledges any given answer. E. Discussion 1. How pesticides are applied? 2. What precautions you can do? F. Generalization 1. How can pesticides increase the yield of the farmers? 2. What are the different pesticides? G. Application 1. In applying insecticides what are the things that you should do?

IV. Evaluation: 1. Describe how malathion and DDT can be used? V. Assignment: 1. When does materials become harmful?

HARMFUL MATERIALS

I. Objective: 1. Tell when materials are harmful. II. Subject Matter: Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et al PELC: Pages: 113-117
Concepts: Insecticides are harmful to the soil. Pesticides are also harmful to the organisms. Aquatic organisms are affected. Processes: Observing Identifying Describing Materials: Manila paper

III. Procedures: A. Drill 1. Organisms that can make their own food. 2. They are responsible for breaking down dead organisms. 3. Organisms that eat both plants and animals. 4. Rice plant worm bird man Which is the primary consumer?

5. Which is the tertiary consumer? B. Review How pesticides are used?

SOAP AND SOLVENT

I. Objective: 1. Describe how soap and solvents are used. II. Subject Matter: Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et al PELC: Page: 116
Concepts: Paints protect and decorate home, buildings and furniture. Turpentine and thinner are solvents commonly used in paints. They make the paints less visions so they are easy to apply. Processes: Describing Communicating Materials: Pictures of paints and solvents

C. Motivation 1. Pupils give what they know and what they want to know about pesticides. 2. The teacher will write it on the board. D. Activity 1. Pupils find their partners. 2. They will brainstorm about how materials become harmful.

E. Discussion/Sharing 1. Pupils share their outputs. 2. Refining of pupils answer will be done. F. Generalization 1. How are materials become harmful? 2. Give specific example. G. Application Look at the creeks or canals near your barangay. Are they clean? Polluted? If they are polluted, what materials polluted these creeks/canals (body of water)?

III. Procedures: A. Review: How are materials become harmful?

B. Motivation The teacher shows 2 houses. One is beautifully painted while the other house is not. 1. Which house looks beautiful? Activity 1. Pupils read the different components of Boysen, Wellcoat, Dutch Boy and other paints. 2. Do they come with solvents like turpentine/thinner?

IV. Evaluation: When do the following materials become harmful? - soap - crude oil - zonrox - insecticides V. Assignment: Look for the common materials found in your home. What is common in their labels?

C.

D. Discussion

1. What do you think is the best paint to use based from their components? E. Generalization What is paint made of? How about solvent? What is paint for? How is solvent used? F. Application 1. How is nail polish removed?

Picture of the circulatory system and each part.

III. Procedures: A. Drill What (are) circulatory system?

B. Motivation Why do you think your heart beats faster when you are doing an extraneous exercise? Activity 1. Pupils go to their own group. 2. Number Heads Together will be done. The teacher asks question and particular number of pupils will answer the question. 3. The group having the most number of points will receive a reward.

IV. Evaluation: 1. Why should iron be painted? 2. How is solvent used? V. Assignment: Interview construction workers. Ask them the best paint for building.

C.

CIRCULATORY SYSTEM

I. Objective: 1. Recall the parts of the circulatory system. 2. Enumerate the important functions of the part of circulatory system. II. Subject Matter: Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et al PELC: 1.1 Pages: 2.3
Science Ideas: Heart is the pumping station of the body. The other major parts of the circulatory system are heart, blood vessels and the blood. Processes: Recalling Enumerating Materials:

D. Discussion This will be done every after a question asked. E. Generalization 1. What are the major parts of circulatory system? 2. How are they different from each other? F. Application 1. What do you think will happen if one of the major parts of circulatory system malfunctioned? 2. How does it affect the body?

IV. Evaluation: 1. What are the different parts and functions of the circulatory system? V. Assignment: Recall the different parts of the nervous system.

(NOTE: This lesson is intended to review/refresh the past lesson about circulatory system in preparation for their P.T.) STATES OF MATTER

3. The teacher list on the board their descriptions. D. Discussion 1. Based from the different objects showed how can you classify the different objects. 2. How can you differentiate solid from liquid, solid from gas and liquid from gas. E. Generalization 1. What are solids, liquids and gases? 2. How do the different objects classified?

I. Objectives: 1. Identify the three states of matter II. Subject Matter: Reference: Science Spectrum VI by Rebecca R. Fallaria, et al Pages:
Concepts: There 3 states of matter-solid, liquid and gas. Solid has a definite shape and volume. Liquid has indefinite shape and volume. Gas has indefinite shape and volume. Processes: Identifying Comparing Classifying

IV. Evaluation: 1. What are the 3 states of matter? 2. Give examples of solid, liquid, gas? V. Assignment: What is the 4th state of matter?

Materials: Metacards, ex. of solid, liquid, gas

MOLECULES

III. Procedures: A. Review When do the pesticides, zonrox, insecticides become harmful?
B. Motivation 1. Teachers show metacards of the board. 2. Pupils arrange the metacards. They may classify the words into 3 groups. Activity 1. The teacher shows examples of solid, liquid and gas. 2. Pupils describe the different objects.

I. Objectives: 1. Identify the building building blocks of matter. 2. Construct models of molecules. II. Subject Matter: Reference: Cyber Science VI by Hayda M. Villana Pages: 125127
Concepts: All matter is made up of tiny units called atoms. Atoms are building blocks of matter. They are so tiny that you cannot see them. Atoms can join together to form molecules. Molecules are combination of two or more

C.

atoms. Example, water molecule and oxygen molecule. Processes: Identifying Describing Constructing Materials: Pentel pen Coconut midrib Clay of different colors G.

3. How are the three states of matter different from the other? Application 1. Pupils construct models of molecules using clay of different colors and coconut midribs.

III. Procedures: A. Checking of Assignments: 1. What is plasma?

B. Review 1. What is matter? 2. What are the states of matter? C. Motivation 1. What do you call the tiniest thing that you have seen? 2. What is the tiniest matter that you have ever seen? Presentation 1. The teacher explains that matter is made up of tiny units called matter. 2. The components of atoms is also discussed. 3. The teacher explains how molecules are formed.

IV. Evaluation: Evaluation is done during the discussion and generalization. Pupils output is also checked. V. Assignment: 1. What are the intrinsic properties of matter? a. Density b. Volume c. Mass
MATTER

D.

I. Objectives: 1. Identify the common properties of matter. 2. Participate enthusiastically in the activities. II. Subject Matter: Reference: Cyber Science VI by Hayda M. Villana Page: 31
Concepts: A property tells exactly what the substance is like. The common properties to all kinds of matter are mass, volume and density. Matter is the amount of matter contained in an object. Volume refers to the amount of space occupied by the matter.

E. Discussion 1. What are the different molecules that you know? 2. If you combine the different atoms, what is formed? 3. How are the three states of matter different from the other? F. Generalization 1. What is atom? 2. What are molecules? How are they formed?

Density measure the amount of matter in a given volume. Processes: Identifying Comparing Inferring Communicating Materials: Egg, salt, container, spoon, water, rice grains, sprite, syringe

2. Pupils will relate how the density of matter determines whether an object floats or not. E. Discussion 1. What happens to the volume of gas/water when compressed? 2. Do you think the volume changes? 3. How does the density of matter determine whether an object floats or not? F. Generalization 1. What are the common properties of matter? 2. Differentiate the 3 common properties of matter. G. Application 1. The teacher pour sprite in a clear container. Then, she pours some rice grain. 2. The pupils observe what will happen to the rice grain. 2.1 Why do you think the rice grains floats?

III. Procedures: A. Review 1. What is atom? 2. What are the components of an atom?
B. Motivation 1. The teacher let the pupils describe an object. 2. Relate that any description the pupils made is actually same with telling the properties of an object. C. Presentation 1. The teacher asks what are the common properties of matter. 2. The teacher lists all their answer until mass, volume, and density are elicited. Prompting is done to arrive at the desired answers. 3. The teacher promptly briefly discusses mass, volume and density. Activity 1. Pupils determine whether the volume of gas and water changes. NOTE: If the gas/water can be compressed then the volume changes and vice versa.

IV. Evaluation: 1. Evaluation is carried out during the discussion of the result of the activity. V. Assignment: 1. What are the physical properties of matter? MATTER I. Objective: 1. Identify the physical properties of matter. II. Subject Matter: Reference: Cyber Science VI by Hayda M. Villana Page: 131
Concept:

D.

Physical properties of matter are the characteristics

of matter that can be observed or measured without changing the identity of the substance. Solubility, porosity, clasticity, flexibility, hardness, brittleness, ductility, malleability are examples of the physical properties of matter. Processes: Identifying Comparing Materials: Clay, sponge, coins, wire, rocks, salt, rubber band, sponge

2. The pupils try to explain why they thought the object matter is under or exhibit that physical property of matter. E. Generalization 1. What are the different physical properties of matter? F. Application 1. How can the physical property of a matter affect its usage?

III. Procedures: A. Review 1. What are the common properties of matter? 2. What is the difference between the mass and the volume? 3. What is density?
B. Motivation 1. Pupils describe some objects. 2. Teacher writes all the descriptions. 3. From the descriptions, the teacher elicits the physical properties of matter. Presentation 1. Teacher explains that all the description that the pupils have mentioned are referring to the physical properties of matter. 2. The teacher explains the different property of matter. Discussion 1. Pupils give different examples of matter under each of the physical property.

IV. Evaluation: Identify the physical property possessed by the following: 1. rock (hardness) 2. glass (brittleness) 3. copper (ductility) 4. rubber (clasticity) 5. sponge (porosity) V. Assignment: Bring the following: 1. paper 2. clay 3. water

PHYSICAL CHANGE

C.

I. Objectives: 1. Show that materials may change in size, shape, volume or phase. 2. Observe that no new material is formed when physical change takes place. II. Subject Matter: Reference: Discover Science 6 by: Academe Pages: 247-248 PELC: 1.1
Concepts: Physical change changes the appearance of a

D.

substance but does not affect its chemical properties. Some materials change in size, volume or phases without changing its chemical components. Processes: Inferring Communicating Observing Materials: Paper, clay, egg, shell, pencil, sharpener, manila paper

materials in the activity undergone changes. 3. The teacher asks the pupils if they observe any new materials formed while doing the activity. E. Generalization 1. What is physical change? 2. What are the changes that may occur in a physical change? F. Application 1. In changing the phases of water-solid-liquid-gas, does it fall under physical change? Why?

III. Procedures: A. Review 1. The teacher gives examples of matter and the pupils give its physical properties.
B. Motivation 1. Have you been to a parlor/barber shop? 2. What do you usually do inside? Activity 1. Pupils group themselves into 5. 2. Pupils perform the following activity: What Changes Occur? Size Shap Volu e me

IV. Evaluation: 1. Give examples of physical change. 2. Explain what changes occur. V. Assignment: 1. What are chemical changes?

C.

CHEMICAL CHANGE

Tear/Sharpen/ Cut Bend the ff: 1. 2. 3. 4. clay paper egg shell pencil D.

I. Objectives: 1. Show how chemical changes take place in materials. 2. Observe that a new material is formed when chemical change takes place. II. Subject Matter: Reference: Discover Science 6 by Academe Page: 248 PELC: 1.2.2
Concepts: A chemical change produces new substances with new properties. Once a chemical change takes place, the original substance is gone.

Discussion 1. The teacher discusses the correct answer. 2. The teacher let the pupils infer that all the

Processes: Observing Inferring Communicating Materials: Rusty iron nail, apple, baking powder, vinegar, milk, ice bag, match, test tubes.

4. What happen when you pour the vinegar on the milk? What is formed? What is produced? 5. When burning the paper, what happen to the paper? What is formed? What is produced? D. Discussion 1. The teacher discusses the correct answer. 2. Rectification of misconceptions of the pupils is done when necessary.

III.Procedures: A. Review 1. What is physical change? 2. What are the changes that may occur in an object?
B. Motivation 1. Did you ever experience doing activities then accidentally came up with something interesting? Activity 1. The pupils are grouped into 5. 2. Five stations are set-up. Before the pupils proceed to their stations, everybody is aware of their roles and responsibilities. Station 1: Station 2: Station 3: vinegar Station 4: Station 5: paper Apple Rusty iron nail Baking soda + Milk + vinegar Burning of

E. Generalization 1. What is chemical change? 2. What are the changes that may occur in a chemical change? F. Application 1. What are the different chemical changes that occur in your body? 2. What are the changes occur in a chemical change? Give examples.

C.

V. Assignment: Explain the effects of change in materials to the environment.

CHEMICAL CHANGE

Questions and Observations 1. What happen to the exposed surface of the apple? Examine. 2. Examine the iron nail. What can you see on the iron. Describe. 3. What happen when you pour the vinegar on the baking soda? What is formed? What is produced?

I. Objectives: 1. Describe how certain changes in materials have good effect in the environment. II. Subject Matter: Reference: Into the Future: Science and Health VI Juanita M. Cruz, et al Pages: 122-125 PELC: 2.2
Concepts:

Chemical reactions alter or change the properties of the interacting substance. In the reaction, energy is either released or absorbed. Materials produce a beneficial when heated or mixed with another substance. Processes: Describing Inferring Communicating Materials: Pentel pens, manila paper/A3 bond paper

Into the Future: Science and Health VI, pages 123-125 for additional information. F. Application 1. What are the good effects of physical/chemical change?

IV. Evaluation: It is done during the discussion and reporting period. V. Assignment: What are the bad effects of changes in the environment?

CHEMICAL CHANGE

III. Procedures: A. Review 1. What is chemical change? 2. What are the different changes which may occur in a chemical change?
B. Motivation 1. What are the effects of changes (Physical/Chemical) in our daily life? Activity 1. The pupils go to their own group and brainstorm about the different good effects of changes in the environment. D. Discuss/Reporting 1. Leaders present their answers. 2. The teacher may elaborate each good effect that the pupils presented. Generalization 1. What are the different good effects of changes in the environment? 2. The teacher will let the pupils read their textbook,

I. Objectives: 1. Describe how certain changes in materials have good effect in environment. II. Subject Matter: Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et al Pages : 122-125 PELC: 2.1
Concepts: Chemical reactions alter or change the properties of the interacting substance. In the reaction, energy is either released or absorbed. Materials become Processes: Describing Inferring Communicating Materials: Pentel pens, manila paper/A3 bond papers

C.

E.

III. Procedures: A. Review 1. What is chemical change? 2. What are the different changes which may occur in a chemical change?
B. Motivation 1. What are the effects of changes in our daily life? Activity 1. The pupils go to their own group and brainstorm about the different good effects of changes (in materials) in the environment. Discussion/Reporting 1. Leaders present their answers 2. The teacher may elaborate each good effect that the pupils presented. 3. Prompting questions will also be asked.

What are the bad effects of changes in the environment?

CHEMICAL CHANGE

I. Objectives: 1. Describe how certain changes in materials have bad effect in the environment. II. Subject Matter: Reference: Into the Future: Science and Health V by Juanita M. Cruz, et al Pages : 125-130PELC : 2.2
Concepts : Certain changes in materials can have different bad effects in the environment. This may lead to pollution of air, soil and water. Processes: Describing Inferring Communicating Materials: Pentel pens, manila paper, adhesive tape

C.

D.

E. Generalization 1. The pupils give the summary of the lesson based from their outputs which they presented. 2. The teacher will let the pupils read their textbook, Into the Future: Science and Health VI, pages 123-125 for additional information. F. Application 1. What if there is only physical/chemical change that can occur in all the materials, what do you think will happen? IV. Evaluation: It is done during the discussion and reporting period.

III. Procedures: A. Review 1. What are the good effects of changes in materials in our environment?
B. Motivation 1. Do you think all the changes in the materials are beneficial to our environment? 2. When do such changes becomes harmful? Activity 1. Pupils go to their groups and discuss about the different harmful effects of changes in

C.

V. Assignment:

materials in our environment. 2. Members of each groups consolidate their answer on a manila paper. D. Discussion/Reporting 1. Pupils present their consolidated answers. 2. Teacher asks questions to scaffold and prompt the presenters. She may discuss further some vague ideas/information.

E. Generalization 1. Pupils give the summary of the lesson from their outputs. F. Application 1. How can you minimize the harmful effects of changes that occur in materials?

Energy is the capacity to do work.. It is measured in joules. Anything which is able to do work is said to possess energy. Living things need energy to carry out life processes and stay alive. Animals get their energy by eating other living things. Plants make their own food by the process called photosynthesis. The food produced by plants becomes their source of energy. Processes: Identifying Describing Inferring Materials: Science textbook, Into the Future Manila paper

IV. Evaluation: Evaluation is done during discussion/reporting proper. V. Assignment: For additional information, pupils read page 125-130 of their Science textbook, Into the Future: Science and Health VI
ENERGY

III. Procedures: A. Checking of Assignments 1. Pupils open their notebooks and let their classmates check their assignments. 2. Teacher explain each item.
B. Review 1. What are the different harmful effects of changes in our environment? Motivation 1. The teacher asks volunteers to lift a bag, run towards the end of the room and jump up and down. a. Why do you think they were able to lift the bag, run and jump? 2. Pupils infer that energy is used in order to do any work. Presentation

I. Objectives: 1. Recall the meaning of energy. 2. Infer how plants and animals obtain energy. II. Subject Matter: Reference: My Pals are Here: Energy P5-6 by Koh Siew Luan et al Pages: 8-11 PELC: 1.1
Concepts:

C.

D.

1. The teacher introduces the word energy. (For section 1 and 2), the teacher will just recall what energy is.) 2. What do living things need to stay alive? 3. The teacher explains that the sun is the main source of energy. E. Discussion 1. How do plants and animals obtain energy? 2. The teacher explains the process of photosynthesis? 3. The teacher will also relate food chain in obtaining energy. F. Generalization 1. What is energy? 2. How do plants and animals obtain energy? G. Application 1. Do you think only living things need energy? Why?

II.

Subject Matter: Reference: My Pals are Here! Energy P5 & 6 By Koh Siew Luan, et al Pages: 14-17 PELC: 1.1
Concepts: A moving object has movement energy or kinetic energy. The faster an object moves, the greater its kinetic energy. Kinetic energy of an object depends on its mass and on its speed. Kinetic energy of moving objects can be used to do work. Potential Energy is a stored energy. The energy stored in an object due to its position is also called potential energy. Processes: Identifying Listing Observing Materials: Spring, battery, biscuits, ball bottled water Manila paper, pictures from MPaH!

IV. Evaluation: 1. What is the main source of energy? 2. How do plants obtain energy? 3. How do animals obtain energy in order to stay alive? V. Assignment: 1. What are the forms of energy? Bring bottles for the next activity.

III. Procedures: A. Review 1. How do plants obtain their food? 2. How do animals obtain energy?
B. Motivation 1. In what form does energy exist? 2. The teacher shows a picture of a surfer and a rolling waves. - Do you think they possess energy? Why?

ENERGY

I. Objectives: 1. Identify the 2 forms of energy. 2. List examples of kinetic and potential energy.

C.

Presentation 1. The teacher explains the 2 forms of energy based from the pictures and materials presented. 2. Pupils define and give additional inputs about the 2 forms of energy (based from their homework). 1.

I. Objective: 1. Identify the 3 forms of potential energy. 2. List forms of energy under each form. II. Subject Matter: Reference: MPaH! Energy: P5 & P6 by Koh Siew Luan, et al Pages: 16-19 PELC : 1.1 Concepts : PE exists in 3 forms. These are gravitational PE, Chemical PE, and clastic potential energy. Gravitational PE is an object has because of its position above the ground. Chemical energy is found in food, batteries and fuels. Clastic PE is found in a stretched rubber band, bow or compressed spring.
Processes: Identifying Describing Inferring Materials: Pictures from MPaH! Manila paper

D.

Discussion Pupils give example of potential and kinetic energy. Pupils explain why they think the examples they gave possessed either kinetic or potential energy. 2. The teacher explains further if necessary. E. Generalization 1. Pupils make a concept map of energy which include potential and kinetic energy. F. Application 1. Is it true that the faster an object moves, the more kinetic energy it has? The pupils perform an activity by rolling a ball towards the bottled water with different speed.

IV.Evaluation: 1. What are the 2 forms of energy? 2. What is kinetic energy? 3. What is potential energy? 4. List examples of kinetic and potential energy. V. Assignment: 1. Does the potential energy of an object change when it is lifted higher? Find out.

III. Procedures: A. Checking of Assignment Pupils exchange notebooks and check the assignments of their seatmates.
B. Review 1. What are the 2 general classifications of energy? 2. Give examples of PE & KE. Motivation 1. Group the following together: battery used to operate a calculator rubber band stone on the top of the table spring

C.

POTENTIAL ENERGY

food like vegetables and fruits skater on the top of a ramp D. Presentation 1. The teacher explains that there are 3 forms of PE 2. Definition of each form will be given.

I. Objectives: 1. Identify the sources of mechanical energy. 2. List the uses of mechanical energy. II. Subject Matter: Reference: Cyber Science 6 by Hayda M. Villana, et al Pages : 172 and 182 PELC : 1.1
Concepts : Mechanical Energy is inherent in moving bodies. It is the energy that enables body to do work. When your muscles move, mechanical energy is used to do work. Machines possess mechanical energy too. Processes: Identifying Listing Communicating Materials: Manila paper, electric fan

E. Discussion 1. Based from the give examples on the motivational part, why do / how do the materials are classified? 2. The teacher asks for more examples. F. Generalization 1. What are the 3 forms of PE? 2. Give examples. G. Application 1. How do you obtain the information on how much energy a type of 5 food provides? Through the nutrition information found on its packaging.

IV. Evaluation: Identify what form of PE are the following: 1. fruits on the top of the tree 2. bow 3. biscuits 4. battery 5. coal V. Assignment: 1. Make a concept map of PE. 2. List more examples of PE from under the 3.3 forms.

III. Procedures: A. Review 1. What are the 3 forms of PE? 2. Give examples of each form.
B. Motivation 1. The teacher asks a volunteer to perform an exercise in front of the class. - What made him/her move? - What kind of energy was used to move his/her muscle? C. Presentation 1. The teacher defines mechanical energy.

MECHANICAL ENERGY

2. Some examples of materials that makes use of ME are also cited/showed. D. Discussion 1. What are the other sources of ME? 2. What are the uses of ME?

Without electrical energy, machines and appliances will not work. Electricity can be static or current. Processes: Describing Enumerating Observing Materials: Ballpen, tiny pieces of paper, manila paper

E. Generalization Pupils make a concept map ME on the board. F. Application Look around you and draw examples of the uses of ME in your notebook.

IV. Evaluation: 1. What are the different sources of ME? 2. Give the different uses of ME in our daily living.

III. Procedures: A. Review 1. What is mechanical energy? 2. What are the uses of mechanical energy?
B. Motivation Have you experienced a day or two of blackout? 1. What activities you cannot do without electric current? 2. Can you live conveniently? Why? Presentation 1. The teacher asks the pupils to rub their pens against their hair and let them pick the pieces of tiny paper. 2. The teacher will now explain static and current electricity. Discussion 1. How do you think the electrical energy is generated? 2. What are the uses of electrical energy? 3. Number Heads Together is done as cooperative learning strategy.

V. Assignment:

1. What is electrical energy? 2. What are the uses of electrical energy? C.

ELECTRICAL ENERGY

I. Objectives: 1. Describing how electrical energy is generated. 2. Enumerating uses of energy. II. Subject Matter: Reference: Cyber Science VI by Hayda M. Villana, et al Pages: 174 and 184 PELC: 1.1
Concepts: Electrical energy is the most useful form of energy in our lives. It is the widely used form of energy.

D.

E. Generalization

1. Pupils have to do/make a concept map of what they have learned. F. Application 1. What are the modes of transportation which make use of electrical energy? 2. What are the advantages? IV. Evaluation: 1. How does electrical energy generated? 2. List/enumerate the uses of electrical energy.

1. Describe how sound energy is formed. 2. Cite how electrical energy is used.

II.

Subject Matter: Reference: Science Spectrum VI by Rebecca R. Fallaria et al Pages: 152-153 PELC: 1.1
Concepts: Sound is the result of mechanical energy that causes something to vibrate. It is all around us. Sounds can be loud like a thunder, or soft like a whisper. Sound is used in many ways such as in communication and in studying the physical world. Now, it is widely used in technology, particularly the ultrasonic waves. Processes: Describing Enumerating Identifying Materials: Manila paper, whistle

V. Assignment: 1. What is sound energy? 2. What are the uses of sound energy?

I. Objectives: 1. Answer the questions correctly. 2. Follow the directions carefully. II. Summative Test: Materials: Manila paper

III. Procedures: A. Preparatory Activities Pupils prepare for the test B. Recalling of Standards in Taking the Test C. Giving Directions D. Testing Proper E. Passing of their Answer Sheets

III. Procedures: A. Review 1. What are the sources of electrical energy? 2. What are the uses of electrical energy?
B. Motivation 1. How important is sound energy? Imagine the world without sound. How now you feel? Presentation 1. The teacher asks a volunteer to blow a whistle. - What do you observe on the opening of the whistle?

IV. Assignment:

1. Study sound energy. List some uses of sound energy.

C.

SOUND ENERGY

I. Objectives:

How does the air flow? = Air rushing past an obstacle fast enough to cause turbulence generates sound waves. 2. The teacher explains how sound is formed and produced. (Pupils may put their fingers on their neck and feel their vocal cords) D. Discussion 1. What are the uses of sound energy? 2. When do you usually use sound? 3. How can sound be used in medical field or in communication?

II.

Subject Matter: Reference: Science Spectrum VI by Rebecca R. Fallaria et al Pages: 153-155PELC: 1.1
Concepts: Radiant energy can travel through an empty space (vacuum). It is produced by nuclear reactions. The sun and the stars are the sources of radiant energy. Radiant energy maybe in the form of light, radio waves, infrared waves, ultraviolet, radiation, x-rays and gamma rays. Processes: Describing Enumerating Predicting Materials: Manila paper

E. Generalization 1. How is sound energy generated? 2. What are the uses of sound energy? F. Application 1. How can sound prevent accidents?

IV. Evaluation: 1. Make a concept map of sound energy. Include how sound energy is generated and its uses. V. Assignment: 1. What is radiant energy? 2. What are the uses of radiant energy?

III. Procedures: A. Review 1. What is sound energy? 2. What are the uses of sound energy?
B. Motivation 1. What is the most important form of energy? Why? Activity 1. The teacher briefly explains radiant energy. 2. Pupils are given 15 minutes to list the different uses of radiant energy based from their prior knowledge. Reporting/Discussion 1. Leader of each group reports their output. 2. Teacher asks questions that lead the answers of the

C.

RADIANT ENERGY

I. Objectives: 1. Describe radiant energy. 2. Cite some uses of radiant energy.

D.

pupils to the right science concept. 3. Misconceptions are rectified. E. Generalization 1. Based from all the different inputs, pupils consolidate their answers/outputs. 2. The teacher writes on the board all the consolidated answer (uses of radiant energy) F. Application 1. How can radiant energy from the sun causes changes in earths weather condition?

combining particles from the nucleus of an atom. Nuclear fission is the splitting of a nucleus while nuclear fusion is the combination of light nuclei to form a heavier nucleus. Nuclear energy can be both helpful and harmful to man. Processes: Describing Communicating Enumerating Materials: Manila paper, picture of nuclear power plant on a folder.

IV. Evaluation: 1. What is radiant energy? 2. Enumerate/cite some uses of radiant energy. V. Assignment: 1. What is nuclear energy? 2. How is nuclear energy generated?

III. Procedures: A. Review 1. What is sound energy? 2. What are the uses of sound?
B. Motivation During WW II, what is the dreaded event that occurred in Japan? - America dropped atomic nuclear bomb in Hiroshima and Nagasaki, Japan. Presentation 1. The teacher explains nuclear energy, how it is formed and the different uses. 2. The teacher relates and explains further nuclear energy in connection with the atomic bomb dropped in Japan. Discussion 1. What is nuclear energy? 2. What are different uses of nuclear energy?

NUCLEAR ENERGY

I. Objectives: 1. Describe how nuclear energy is formed. 2. Cite some uses of nuclear energy. II. Subject Matter: Reference: Science Spectrum VI by Rebecca R. Fallaria et al Pages: 161-162 PELC: 1.1

C.

D. Concepts: Nuclear energy comes from either splitting or

E. Generalization

1. Pupils describe nuclear energy. They will also enumerate its uses. F. Application Nuclear power plant can produce trillion times of energy more than any other power plant. Do you think it is worthy to produce electricity in a nuclear power plant knowing the dreadful side effects on our environment?

Materials: Manila paper, hand boiler, tripod stand, alcohol lamp, wire gauze, beaker

III. Procedures: A. Review 1. What is nuclear energy? 2. What are the uses of nuclear energy?
B. Motivation 1. The teacher asks for 2 volunteers. Pupil 1 walks around the room. Pupil 2 runs around the room. Which among the 2 pupils feel hotter? Activity Before the activity, the teacher briefly relates the movement of the 2 pupils to the movement of molecules in any given matter. 1. Hand boiler (alcohol) Why do you think the alcohol goes up of the container? What causes the alcohol to boil? 2. Boiling water (beaker) What happens to the water in the beaker as it becomes hotter? What causes the water to boil? What happens to the molecules of water as it becomes hotter? D. Discussion 1. The teacher let the pupils answer the question in the 2 activities. 2. Pupils share to the class their answers/observations.

IV. Evaluation: Make a concept map of nuclear energy. Include its meaning and uses. V. Assignment: 1. What is heat/thermal energy? 2. What are the uses of heat/thermal energy?

C.

THERMAL ENERGY

I. Objectives: 1. Describe how heat/thermal energy is formed. 2. Enumerate the sources of heat/thermal energy. II. Subject Matter: Reference: Cyber Science VI by Hayda M. Villana Page: 176 PELC: 1.1
Concepts: Heat energy is a common form of energy present in everybody due to motion of its molecules. It is also called thermal energy. Processes: Describing Enumerating Observing Inferring

3. The teacher rectifies any misconceptions. 4. Pupils check their answers. This is to develop awareness on them. It is also for them to know/realize and evaluate their own observations. E. Generalization 1. Based from our 2 activities, how would you describe heat energy? 2. What are the sources of heat energy? F. Application 1. Cite some ways of producing heat.

form into another, but the total amount of energy never changes. A motor is a device that transforms electrical energy to mechanical energy. A generator is a device that transforms mechanical energy to electrical energy

Processes: Identifying Observing Investigating

IV. Evaluation: 1. How is heat/thermal energy produced? 2. What are the different sources of heat? V. Assignment: 1. What is conservation of energy? 2. Cite some examples of how energy is being transformed.

III. Procedures: A. Review 1. What is heat energy? 2. How is heat energy/thermal energy produced?
B. Motivation Identify the form/s of energy used by the following objects/materials: a. electric fan b. television c. guitar Are these forms present in the material all at the same time?

ENERGY

I. Objective: 1. Investigate change in energy. II. Subject Matter: Reference: Cyber Science VI Page: 201 PELC: 1.2
Materials: Mechanically operated flashlight, toy car, candle, flashlight, MP3 Concepts: Energy cannot be created nor destroyed. It may be transformed from one C.

Group Activity Each group is given one gadget/object to investigate the transformation of energy. But, prior to that, the teacher will briefly explains first the law of conservation. 1. Mechanically operated flashlight 1.1. Turn the lever of the flashlight. What is produced? 1.2. What are the different forms of

energy produced? Arrange the sequence of energy production. 2. Toy car 2.1 Switch on the toy car. What form of energy is produced? Arrange the sequence of energy of energy production. 3. Lighted candle Lit the candle using a match stick. What form of energy is produced? Arrange the sequence of energy production. 4. MP3 4.1 Switch on the MP3. What form of energy are produced? Arrange the sequence of energy production. 5. Lighted bulb (flashlight) 5.1. Switch on the flashlight. What form of energy is produced? Arrange the sequence of energy production. D. Discussion Answers from the activity will be discussed. Leading questions will be asked to help the pupils arrived at the correct concept. - Are all the forms of energy present in the materials all at the same time?

IV. Evaluation: Complete the concept map below on energy transformation of a moving car.
1 . .

is changed to 3 . . which gives 4 .

2 .

which is
released into environment

5 2 .

V. Assignment: 1. Name 3 energy transformations of objects/gadgets found in your home. 2. What are conduction, convection and radiation?

HEAT ENERGY

I. Objective: 1. Identify the different ways on how heat energy can be transferred. II. Subject Matter: Reference: Cyber Science VI Pages: 206-207 PELC: 1.2
Materials: Tripod stand, black pepper, beaker, alcohol lamp, candle, match stick, manila paper Concepts:

E. Generalization 1. How can you show that energy can be changed from one form to another? F. Application How is energy transformed from one form to another. Cite evidence that energy can be transformed.

Heat always transfers travels or flows from a high temperature to a low temperature. Conduction is a method of heat transfer by direct contact of a part of a body with the source of heat. Convection is a method of heat transfer that depends upon the movement of the material that is heated. This method happens in liquids and gases. Radiant is a method of heat transfer in which energy is transmitted by waves through space. Processes: Identifying Observing Investigating

2. Boiling water with black pepper. What do you observe on the black pepper? Draw your observation. What method of heat transfer is observed? 3. Lighted candle If you put your hand near the lighted candle (necessary precaution should be observed), what do you feel? What method of heat transfer is observed? D. Discussion Answer from the activity will be discussed. Leading questions will be asked to help them arrived at the correct science concepts.

III. Procedures: A. Review 1. What is law of conservation of energy? 2. Show the arrangement/sequence of energy transformation that occur in a battery operated toy car.
B. Motivation During the transformation of energy, what form of energy is always produced? Where does it usually go? C. Activity Before the activity, the teacher briefly discuss the 3 methods of energy transfer. 1. Spoon in a beaker of hot water What happens to the handle of the spoon after few minutes? What method of heat transfer is observe?

E. Generalization 1. What are the methods of heat transfer? Differentiate each method from one another. F. Application Can you recall how a breeze is created? - Warm air rises. Cold air from a cooler place blows to the heated place.

IV. Evaluation: Identify the method of heat transfer. 1. wind blows (convection) 2. cooking lechon (radiation) 3. microwave oven (radiation) 4. hot compress (conduction) 5. boiling water (convection)
MOTION

I. Objective: 1. Measure the speed/velocity of an objection motion.

II.

Subject Matter: Reference: Science and Health VI, Teachers Manual Pages: 119-120 PELC: 2.1
Materials: Timer, manila paper Concepts: The speed of an object is measured in terms of distance and time. Velocity is the speed of a moving object in a specified directions. Distance is expressed in meters and time in seconds. Processes: Defining Identifying Calculating/Measuring

fast can a racing car run? 2. Pupils identify the distance and time the two components of speed. D. Discussion 1. The teacher elaborates the units of measurement of time and distance. 2. The teacher asks a volunteer to run around the room and let them compute the speed. 3. Speed and velocity are differentiated. E. Generalization 1. How does speed differ from velocity? 2. What is the formula? F. Application 1. What is the speed of light/sound? Which travels faster in an empty space?

III. Procedures: A. Review 1. What are the 3 methods of heat transfer? 2. Give examples of objects/gadgets which undergo any method of heat transfer.
B. Motivation 1. Do you know the fastest land mammal? fastest fish, insect? 2. How about the slowest? Presentation 1. The teacher let the pupils derived the formula based from the given situations a. Lydia de Vega negotiated a 100meter distance in 12 seconds. How fast could Lydia run? b. A racing car can run 200km per hour. How

IV. Evaluation: 1. What is the speed of Jerry if he runs zoom in 50 seconds? 2. Give an example of speed/velocity. V. Assignment: 1. Make a venn diagram which compares speed from velocity.

C.

ACCELERATION

I. Objectives: 1. Define acceleration. 2. Calculate the acceleration of a moving object. II. Subject Matter:

Reference: Into the Future: Science and Health VI Pages: 186-188 PELC: 2.2 Materials: Manila paper, pictures Concepts: Acceleration is the change in velocity over time. Deceleration is negative acceleration. Acceleration is caused by an applied force and is affected by the mass of a body. Processes: Defining Calculating III. Procedures: A. Checking of Assignments Pupils check their answers on pages 177 and 188 of their Science textbook. B. Review A man runs at 200-meter cast. If it took in 18 seconds, what is his velocity? Motivation When you are biking on an uphill or downward road, does the bikes velocity change from time to time? Presentation 1. The teacher introduces the word acceleration. 2. The teacher presents a problem situation. A car moves from rest (0) to 20mls in 10 seconds. What is the acceleration of the car? 3. The teacher show the stepby-step way of solving the problem. Then, she will give another problem

which the pupils will solve. A bicycle moves from rest to 40mls in 5 seconds. What is the acceleration? What is its acceleration if it takes the bus 20 seconds to stop and pick up passengers on its route? deceleration. E. Discussion 1. The teacher let the pupils infer the difference between acceleration and deceleration based from the given examples. F. Generalization 1. What is acceleration? 2. What are the factors that you should know for you to calculate the acceleration of a moving object? G. Application 1. When do cars accelerate or decelerate?

C.

D.

IV. Evaluation: 1. A train is travelling at a speed of 30 mls. What is its acceleration if it takes the train 3 seconds to stop? 2. A car travelling at 15 mls. increases its speed to 25 mls. in 5 seconds. What is its acceleration? V. Assignment: Activity 5.3 of their Science textbook, Into the Future: Science and Health VI, page 188.

MASS AND SHAPE OF AN OBJECT

I. Objective:

1. Infer that mass and shape of an object affect its movement.

II.

Subject Matter: Reference: Science Spectrum VI Pages: 178-179 PELC: 2.0 Materials: Tin cans, clay, match box Manila paper
Concepts: Mass and shape of an object affect its movement. The heavier the object is, the slower the movement of an object. Processes: Identifying Predicting Communicating Inferring

same line. Push them one-by-one. Which do you think moved farther? (NOTE: Some amount of force should be used on both match boxes). B. SHAPE 1. Given 2 pieces of clay of the same size. Mold the clay into a circle and a square/cube. 2. Roll slide the cubeshaped clay and the spheroid clay applying the same amount of force. Which reached a greater distance?

D.

III. Procedures: A. Review 1. What is acceleration? 2. How do you get the acceleration of a moving object?
B. Motivation 1. Utilizing Think-Pair-Share, pupils discuss their assumptions of the factors that affect the movement of an object. 2. The teacher writes on the board their answers. Leading questions will be asked. C. Group Activity Procedures and Observations: A. MASS 1. Given 2 tin cans with different weight. Push the tin cans oneby-one applying the same force. Which moved farther? Why? 2. Put the 2 matchboxes on the

Discussion The teacher discusses the correct answers from the activity.

E. Generalization Based from the activities that you performed, what conclusion can you make? F. Application What is the advantage of knowing that shape/mass of an object affects its movement?

IV. Evaluation: 1. How can mass/shape of an object affects its movement? V. Assignment: 1. What are the other external factors that affect the movement of an object?
AIR PRESSURE

I. Objective: 1. Describing how air pressure affects the movement of objects.

B.

II.

Subject Matter: Reference: North Indiana University (Online) PELC: 3.0

Materials: Paper strips, tin cans Concepts: Air pressure affects the movement of an object. It is the result of press of air. Air can be a force from a push. Processes: Describing Observing Communicating Inferring

Crashing Soda Cans/Tin Cans 1. Hang the soda cans making sure that they are few centimeters apart. 2. Blow a strong burst of air between the soda cans. Observe the result. 2.1. What do you observe? Describe. 2.2. What causes the object to move? Describe.

D. Discussion 1. How do air pressure affects the movement of objects? The teacher will elaborate and discuss the answers from the activity E. Generalization 1. Describe how air pressure can affect the movement of an object. F. Application 1. How does air balloon floats on the sky? What external factors are involved?

III. Procedures: A. Review 1. How can mass affect the movement of an object? 2. Why do you think wheels are round?
B. Motivation 1. Why do objects move? The teacher elicits responses by providing prompts, such as: What would make a paper sway? Activity The teacher briefly discuss what air pressure is. A. Paper Strips 1. Take the strip of paper and hold it near your mouth. 2. Blow air across the top of it. Observe the result. 2.1. What do you observe? Describe. 2.2. What causes the object to move? How?

IV. Evaluation: Sketch how air pressure affects the movement of objects. Describe your work. V. Assignment: 1. How can friction affect the movement of objects?

C.

FRICTION

I. Objectives: 1. Describe how friction affects the movement of objects.

II.

Subject Matter: Reference: North Indiana University (Online) PELC:

Materials: Inclined planes with smooth and rough surfaces, matchboxes

Concepts: Friction is a force that opposes motion. It makes an object difficult to move across a surface. Friction is present even in two smooth surfaces. Processes: Describing Observing Communicating Inferring

3. Given the plain inclined boards with smooth and rough surfaces, test on which surface can the matchbox car has a greater speed. 3.1 Which surface does the matchbox car move faster? Why? ________ __________________________ 4. What surface has a greater/produce a greater friction? _________________ 5. How does friction affect the movement of objects? ____________ D. Discussion 1. How do different surface types influence the amount of friction? 2. The teacher discusses the correct answer of the questions from the activity.

III. Procedures: A. Review 1. How can air pressure affect the movement of an object?
B. Motivation 1. What would make an object stop/slow down? Activity The teacher briefly discuss the meaning of friction. The effects of friction is up for the pupils to discover through the activity. Procedures and Observations: 1. Get the materials from the teacher. 2. Make a prediction. Will the matchbox can move faster on the smooth surface or on the rough surface? __________ ______________________________

E. Generalization Describe how friction affect the movement of objects. F. Application Why are there some patterns found in the soles of the shoes?

C.

IV. Evaluation: 1. What is friction? 2. Give examples of activities in which friction is present. V. Assignment: Name some examples which you think friction is beneficial and some examples which friction is not beneficial.

I. Objective:

1. Review the least mastered skills about the different forms of energy.

II. Subject Matter: Reference: Test Questions Adopted from Second Periodical Test
Materials: Test Papers/Manila paper Concepts: Changes in Matter: Physical and Chemical Energy transformations Processes: Identifying Describing Evaluating

V. Assignment: Pupils may continue in doing their concept maps about the different forms of energy.

DIFFERENT FORMS OF ENERGY

I. Objective: 1. Enrich the pupils about the different forms of energy. II. Subject Matter: Reference: Science Spectrum VI Pages: 153-160 PELC: 1.2
Materials: Bond paper, pad paper Concepts: There are different forms of energy. These include mechanical, electrical, chemical, radiant, sound, nuclear and heat energy. Processes: Identifying Describing Evaluating

III. Procedures: A. Checking of Assignments - Passing of concept maps and projects

B. Presentation 1. Pupils are given a chance to answer or explain their answers in every item. 2. The teacher guides the answers of the pupils. Discussion 1. After reading the questions and answering, the teacher tries to explain the correct answer. This is to master the concept related to the lesson. Generalization Pupils consolidate what they have learned.

C.

III. Procedures: A. Review 1. What is energy? 2. What are the different forms of energy?
B. Motivation 1. What are the different forms of energy? 2. Cite some forms of energy and their uses which you usually encounter in your daily living. Presentation 1. The teacher asks the pupils to identify the different forms of energy that they know.

D.

IV. Evaluation: Please refer to Workbook on Science VI, Lesson 38, page 62.

C.

2. Pupils give examples of objects/gadgets which produce different forms of energy. D. Discussion 1. Pupils discuss the given examples. 2. The teacher may elaborate the different forms of energy.

Energy cannot be created nor destroyed. It can only be transformed into another form of energy. Processes: Identifying Generating Evaluating

E. Generalization 1. Pupils consolidate everything they have learned about the forms of energy through a definition concept map. F. Application 1. What do you think is the most important form of energy?

III. Procedures: A. Review 1. What are the forms of energy? 2. What are the uses of the different forms of energy?
B. Motivation 1. What does a swinging pendulum show? Presentation 1. The teacher shows the transformation of energy in electric fan, lighted candle and a computer. 2. Pupils take note how each form of energy is transformed into other forms. Discussion 1. Pupils go to their respective groups. 2. The teacher posts one object/gadgets. The group must show the transformation of energy. 3. Each group is given a chance to answer and show to the class their answers.

IV. Evaluation: Please refer on page 62 of Workbook on Science 6. VI. Assignment: Pupils may continue do their assignment about the definition concept maps of the different forms of energy.

C.

D.

DIFFERENT FORMS OF ENERGY

I. Objective: 1. Identify the different forms of energy that are transformed in given objects/gadgets. II. Subject Matter: Reference: Cyber Science VI Pages: 200-201 PELC : 1.2
Materials : Metacards, manila paper Concepts :

E. Generalization 1. What is law of conservation of energy? F. Application 1. How is the energy from the food we eat is transformed when we are dancing and singing?

B.

IV. Evaluation: 1. Show the transformation of energy. a. buzzer b. calculator c. battery d. cellphone e. ultrasound V. Assignment: Look for 3 appliances in your home. Show the transformation of energy.

Motivation 1. What are the different forms of energy that you usually encounter? Activity 1. Based from the previous discussions, pupils construct a definition concept map of every form of energy. Discussion 1. Each item of energy is discussed. Pupils refer to their concept maps.

C.

D.

DIFFERENT FORMS OF ENERGY

I. Objective: 1. Construct concept maps of the different forms of energy. II. Subject Matter: Reference: Science Spectrum VI Pages: 162-170 PELC: 1.2
Materials: Construction paper Colored paper Concepts: There are different forms of energy. These include mechanical, electrical, chemical, radiant, sound, nuclear and heat energy. Processes: Identifying Describing

E. Generalization 1. How did you construct your concept maps? 2. How did you connect each idea from one another? F. Application 1. Do you find it useful definition concept maps? What are the advantages?

IV. Evaluation: Evaluation is based from the output of the pupils. V. Assignment: What are the different interior layers of the earth?

INTERIOR LAYERS OF THE EARTH

I. Objective: 1. Describe the interior layers of the earth. II. Subject Matter: Reference: Cyber Science VI Pages: 238-239 PELC: 1.1
Materials: Eggs cut into half (crosswise)

III. Procedures: A. Review 1. What is energy? 2. What are the different forms of energy?

Manila paper Concepts: There are three interior layers of the earth. The core is located in the center of the earth. The mantle extends to about 3,000km down under the earths crust. It is the largest earths layer. The crust is the outermost layer of the earth. It is made up of continental and oceanic crust. Processes: Identifying Describing Inferring

2. The teacher discusses the different compositions of every layer. E. Generalization 1. What are the different interior layers of the earth? 2. What are the compositions of each layer? F. Application 1. What is the importance of knowing the earths interior layer?

III. Procedures: A. Review Pupils answer item number 1-8 of their Second Periodical Test. The teacher discusses the correct answer.
B. Motivation 1. The teacher shows an egg. 2. Pupils describe the egg. 3. The teacher associates the egg to the interior layer of the earth. Presentation 1. The teacher explains that the layers of the egg resemble the interior layers of the earth. 2. The teacher draws the different layers of the earth on the board. Discussion 1. Pupils describe the different layers of the earth.

IV. Evaluation: 1. What are the different interior layers of the earth? 2. What is the layer beneath the crust? 3. What layer is found in the innermost part of the earth? V. Assignment: 1. Find out why the earths interior is very hot.

CRUSTAL PLATES

I. Objective: 1. Identify the different crustal plates. II. Subject Matter: Reference: Into the Future Pages: 199-201 PELC: 1.2
Materials: Science textbook, manila paper Concepts: The seven crustal plates of the Earth are Eurasian, Pacific, Indian, Australian, Antarctic, Africa and American plates.

C.

D.

 The crustal plates float over a liquid so called asthenosphere. Processes: Identifying Describing

Identify the seven crustal plates: 1. 2. 3. 4. 5. 6. 7.

III. Procedures: A. Review 1. What are the different interior layers of the earth? 2. Describe each layer of the earth.
B. Motivation 1. The teacher shows picture of Pangea. 2. The teacher explains that before there is only one great land mass which drifted apart (continental drift theory)

V. Assignment: 1. What are the evidences which supports the continental drift theory?

EARTHQUAKE

I. Objective: 1. Describe how an earthquake occurs. II. Subject Matter: Reference: Science Spectrum VI Pages: 197-199 PELC: 2.1 Materials: Books, clay, pencil, manila paper, ruler
Concepts: A plate is a rigid block of Earths crust about 50-150 km thick. When rock layers are under stress, they can bend, tilt, twist, or break. The three types of stress that cause the deformation of the rock layers in the tectonic plates are compression, tension, and shearing. Processes: Describing Identifying Demonstrating Communicating Predicting

C. Presentation 1. The teacher explains the theories involved on how the sea floor was developed. 2. Pupils do Activity 6.2 Crusty Plates in their notebooks. 3. The teacher explains how the plates move. D. Discussion 1. How do the different crustal plates move? 2. What are the different crustal plates?

E. Generalization 1. What are the different theories which explain the development of sea floor? 2. Enumerate the 7 major crustal plates in the world. F. Application 1. In what crustal plate is the Philippines situated?

IV. Evaluation:

III. Procedures: A. Review

Name the different crustal plates. B. Motivation 1. Did you ever wonder how the trenches, mountains and falls are formed? 2. Pupils are encouraged to predict. Presentation 1. The teacher explains that formation of trenches, mountains, volcanoes is caused by the movement of crustal plates which also produces earthquake. 2. Pupils do Activity 6.3, on page 202. Every group performs the activity. Discussion 1. Pupils share to the class their answers. 2. Using the clays, the teacher shows the different crustal movements which cause earthquakes.

I. Objective: 1. Illustrate the three types of movement in the crustal plates. II. Subject Matter: Reference: Science Spectrum VI Pages: 197-198 PELC: 2.2
Materials: Pictures of the different plate boundaries, clay Concepts: Two plates meet and collide in the convergent zone. In a transform fault, two plates slide passively past each other with no creation or destruction of lithosphere. In a divergent boundary, two plates move apart and a space is left between the plates. Processing: Identifying Describing Predicting Inferring

C.

D.

E. Generalization Pupils describe how earthquake occurs by describing the movement of the crustal plates. F. Application Using two pieces of ruler, show how the crustal plates move. IV. Evaluation: 1. What might happen if the crust is under stress? 2. What are the 3 types of stress? 3. How does an earthquake occur?

III. Procedures: A. Review 1. How does an earthquake occur? 2. What do you call the upper mantle where the crustal plates float?
B. Motivation 1. Pupils are encouraged to predict on how the different plates move? 2. The teacher may ask the pupils to demonstrate using the clays. Presentation 1. The teacher shows the pictures of different plate

V. Assignment: 1. What is Ring of Fire? Describe.

CRUSTAL PLATES

C.

boundaries. Plate boundaries are where the tectonic plates meet. 2. The teacher asks pupils to show to the class how the different movements (based from the pictures/drawings) of the tectonic plates create boundaries. D. Discussion 1. The teacher explains the different land formations which are caused by the plates movements.

Reference: Science Spectrum VI Pages: 202-203 PELC: 2.3 Materials: Manila paper, picture of seismograph Concepts: The total amount of energy released by an earthquake is called magnitude. It tells the relative sovereignty of an earthquake. The effects or degree of destruction of an earthquake is called intensity. Mercalli scale is used to determine the earthquake intensity while the Richter scale is used to measure the relative sovereignty of an earthquake. Processes: Describing Comparing Inferring

E. Generalization 1. What are different plate boundaries? 2. How are they formed? F. Application 1. Pupils illustrate in their notebooks the different movements of crustal plates.

IV. Evaluation: 1. What are the different plate boundaries? 2. What type of movement caused each type of boundaries? 3. Illustrate the types of movements of the tectonic plates. V. Assignment: Find out Marikina fault. Be able to share to the class next week.

III. Procedures: A. Review 1. What are the different plate boundaries? 2. Differentiate focus from epicenter.
B. Motivation 1. What do seismologists used to determine the sovereignty and intensity of an earthquake? Presentation 1. The teacher shows the Mercalli and Richter scale chart. 2. Pupils try to explain each level on the chart. Discussion

EARTHQUAKE Intensity and Magnitude

C.

I. Objective: 1. Differentiate intensity from the magnitude of an earthquake. II. Subject Matter:
D.

1. 2. 3. 4. 5.

The teacher let the pupils observe the descriptions on the 2 scales. Pupils describe/state their observations. The teacher writes on the board all their observations. Pupils now infer the difference between the 2 scales. The teacher explains that the Mercalli is used for measuring the intensity of an earthquake. Richter is used for measuring the sovereignty of an earthquake.

Concepts: Earthquakes affect the inhabitants of tectonically active regions. They destroy buildings, bridges, roads, and dams. They can also trigger devastating landslides. There are also some other earthquake related disasters triggered by an earthquake such as fires and tsunamis. Processes: Describing Communicating Generalizing

E. Generalization 1. What is the difference of magnitude and intensity? 2. What is Richter scale? Mercalli scale? F. Application What is the importance of knowing the intensity or magnitude of an earthquake?

III. Procedures: A. Review 1. What is the difference between magnitude and intensity? 2. What is used to measure the intensity/magnitude of an earthquake?
B. Motivation 1. What do you think may happen if theres an earthquake? 2. The teacher may ask the class based from their prior knowledge. (watching news about the effect of an earthquake) Presentation 1. What are the effects of earthquake? 2. Pupils go to their assigned group and discuss their answers. 3. After giving enough time, the leader for the day will report their output in front. Reporting/Discussion 1. Leaders report their output.

IV. Evaluation: 1. Differentiate intensity from magnitude. 2. What does Mercalli/Richter scale measure? V. Assignment: 1. Draw seismograph in your notebook.

C. EARTHQUAKE

I. Objective: 1. Describe the effects of an earthquake. II. Subject Matter: Reference: Science Spectrum VI Pages: 204-205 PELC: 2.4
D.

2. The leader presents their output and explains them. 3. The teacher discusses and clarifies some vague ideas. E. Generalization Based from all the reported information/output, the teacher leads the class in consolidating their answers. F. Application Can you stop/prevent the effects of an earthquake? Why? How?

We must plan and act properly before, during, and after earthquakes to minimize psychological damage, loss of property, and less of lives. Processes: Identifying Enumerating Demonstrating

IV. Evaluation: 1. Describe the effects of an earthquake. 2. What are the other earthquake related disasters? V. Assignment: What are the different precautionary measures during and after an earthquake?

III. Procedures: A. Review 1. What are the effects of an earthquake?

B. Motivation 1. What do you usually do when you heard from the news that there is a typhoon approaching Philippine Area of Responsibility? Presentation 1. Pupils accomplish the checklist on page 207 of their Science textbook. 2. The teacher let the pupils explain how do they perform each guideline if their answer is Yes. Discussion 1. The teacher points out that precautionary measures in case of earthquake (before, during, and after) must be observed to prevent further loss of lives and limbs. 2. The teacher goes in details of every precautionary measure.

C.

PRECAUTIONARY MEASURES

I. Objectives: 1. Enumerate precautionary measures before, during and after an earthquake. 2. Practice precautionary measures. II. Subject Matter: Reference: Science Spectrum VI Pages: 205-206 PELC: 2.5
Concepts: Philippines is an earthquake country. We must learn to live knowing preventive measures and at proper safety awareness level.

D.

E. Generalization 1. What are the different precautionary measures before, during and after an earthquake?

F. Application 1. The pupils dramatize/roleplay the different measures to be done during after an earthquake.

1. What are the precautionary measures before, during and after an earthquake? B. Motivation What are the famous volcanoes found in the Philippines? Presentation 1. Pupils work on Activity 6.5, Formation of a Volcano. 2. The teacher asks the pupils to describe a volcano. 3. Pupils describe how a volcano is formed based from their answers in the activity.

IV. Evaluation: 1. List the different precautionary measures before, during and after an earthquake. V. Assignment: 1. What is volcano? 2. How is volcano formed?

C.

INACTIVE AND ACTIVE VOLCANO

I. Objectives: 1. Describe how a volcano is formed. 2. Differentiate between active and inactive volcano. II. Subject Matter: Reference: Into the Future: Science and Health VI Pages: 210-212 PELC: 3.2
Concepts: A volcano is a mountain or hill will vent extending from the top down to the Earths interior. It expels magma accompanied by rumblings in the ground. Volcanoes may either be active or inactive. Active volcanoes are those that have erupted within the last 600 years. Processes: Defining Describing Predicting Inferring

D. Discussion 1. The teacher discusses the result of the activity. 2. Teacher introduces words related to the formation of volcano. E. Generalization 1. How are volcanoes formed? 2. What are the two kinds of volcanoes? F. Application Draw the formation of volcano in your notebook. Explain/describe your drawings using 2-3 sentences.

IV. Evaluation: 1. How are volcanoes formed? Where does it originated? 2. Differentiate active volcano from an inactive volcano. V. Assignment: 1. Find out more volcanoes under the sea. 2. What are volcanic islands? How are they formed?

III. Procedure: A. Review

VOLCANIC ERUPTIONS

I. Objectives: 1. Describe how a volcano erupts. 2. Name the beneficial/harmful effects of volcanic eruptions. II. Subject Matter: Reference: Science Spectrum Pages: 211-212 PELC: 3.3
Materials: Beaker, tripod stand, wire gauze Alcohol lamp, sand Concepts: Volcanoes may erupt quietly or violently. Volcanic eruptions can make the soil fertile and can develop into new land forms. Volcanic eruptions can destroy life and property. It can caused (volcanic dust) respiratory diseases/ailments and poor visibility. Processes: Describing Defining Observing Inferring Communicating

1.1. What is represented by sand, candle and water? 1.2. Based from the activity, describe how a volcano erupts. 1.3. Based from the activity, describe how a volcano erupts. 1.4. What are the dangers brought about by volcanic eruptions? D. Discussion 1. The teacher discusses the correct answer from the activity. 2. Pupils find a partner (ThinkPair-Share) and think of the possible dangers and benefits which volcanic eruptions may give. 3. Pupils share their ideas in the class.

III. Procedures: A. Review 1. How are volcanoes formed? 2. Differentiate active and inactive volcanoes.
B. Motivation 1. The teacher asks if the pupils have any idea on how a volcano erupts. Activity 1. The teacher shows/simulates volcanic eruption using candle, tripod stand, beaker, water, wire gauze and alcohol lamp.

E. Generalization 1. The teacher helps the pupils consolidate their answers on the board. 1.1. Describe how a volcano erupts. 1.2. What are the beneficial/harmful effects of volcanic eruption? F. Application 1. What are the beneficial/harmful effects of Mt. Pinatubo eruption?

C.

IV. Evaluation 1. How does volcano erupt? 2. What are the beneficial and harmful effects of volcanic eruption?

VOLCANIC ERUPTIONS Precautionary Measures

I. Objectives: 1. Enumerate precautionary measures before and after volcanic eruptions. 2. Practice precautionary measures before and after volcanic eruptions. II. Subject Matter: Reference: Science Spectrum VI Pages: 218-220 PELC: 3.4
Materials: Manila paper Concepts: Certain precautionary measures must be observed in order to prevent loss of lives and reduce property destruction during volcanic eruptions. The Philippine Institute of Volcanology and Seismology (PHIVOLCS) is a government agency which monitors earthquakes and volcanic activities. They also issue warnings to people living in the surrounding areas of a volcano. Processes: Identifying Enumerating Communicating

before, during and after volcanic eruptions. 3. After the given time, the teacher asks a representative from each group to write their ideas on the board. D. Discussion 1. The teacher goes in every details of what are written on the board. 2. Each item must be discussed/demonstrated by the group who contributed it. 3. The teacher clarifies and rectifies any vague ideas.

E. Generalization 1. The teacher helps the pupils in consolidating their answers based from the information written on the board. F. Application 1. What must you do when a volcano erupts and it happened that you are outside your house?

III. Procedures: A. Review What are the harmful/beneficial effects of volcanic eruption?
B. Motivation How can we prevent or minimize the harmful effects brought about by volcanic eruptions? Presentation 1. Pupils proceed to their own groups. 2. The members of every group brainstorm about the precautionary measures

IV. Evaluation: 1. Enumerate precautionary measures that we had discussed before, during and after volcanic eruption. 2. How can you prevent harmful effects brought about by volcanic eruptions? V. Assignment: Research about lahar and how it affected the lives of people in Northern Luzon.

C.

I. Objectives: 1. Answer the questions correctly. 2. Follow the directions carefully.

II.

Summative Test: Material: Test questions written in manila paper III. Procedures: A. Preparatory Activities B. Recalling of Standards C. Giving Directions D. Testing Proper E. Passing of Pupils Answer Sheets IV. Assignment: Study about the next topic, climate.

A.

Review What are the different precautionary measures during a volcanic eruption? Motivation Why do countries have different climate?

B.

CLIMATE

C. Presentation 1. The teacher shows the globe and asks pupils to describe/observe the globe. 2. Pupils convey their observations. 3. The teacher shows latitude and bodies of water on the globe. D. Discussion 1. Pupils formulate their own definition of latitude based from the globe. 2. Pupils will first predict how the different factors affect the climate. 3. The teacher and pupils discuss their predictions. 4. The teacher clarifies vague ideas.

I. Objectives: 1. Identify the factors that the climate of a place. 2. Explain how each factor affects the climate of the place. II. Subject Matter: Reference: Science Spectrum VI Pages: 231-234 PELC: Materials: Globe, manila paper
Concepts: Climate is the average of all weather conditions that prevail in a particular area for a long period of time. The factors that affect the climate of a place are as follows: altitude, latitude, bodies of water, wind system, and amount of rainfall. Processes: Identifying Communicating Explaining Inferring

E. Generalization 1. What are the different factors that affect the climate of a place? 2. How can they affect the climate? F. Application When you go mountain climbing/hiking, are you going to bring with you some thick jacket? Why?

III. Procedures:

IV. Evaluation: 1. What are the different factors that affect the climate of a certain place? 2. How can the following affect the climate?

a. b. c. d. e.

attitude latitude wind system bodies of water amount of rainfall

amount of rainfall affect the climate of a place? C. Motivation 1. How do winds move? 2. What causes the wind to move that way? Presentation 1. The teacher demonstrates Activity 6.11. 2. Pupils answer questions related in the activity. 2.1. In what direction does the piece of chalk fall? 2.2. Why do you think the chalk fall in that direction?

V. Assignment: 1. How can global warming affect our climate?

D.

ROTATION OF THE EARTH

I. Objective: 1. Explain how the Earths rotation affects the wind system. II. Subject Matter: Reference: Into the Future: Science and Health VI Pages: 222 -223PELC:
Materials: Globe, chalk Concepts: The earths rotation causes the winds to blow sideward instead of directly downward or upward in a straight path. The Coriolis effect diverts the cold airs direction and turns it to the right towards the Philippines from the northeast monsoon. Processes: Identifying Describing Communicating

E. Discussion 1. The teacher explains the result of the activity. 2. The teacher let the pupils predict why the worlds winds do not move up and down. 3. The teacher discusses the answer. F. Generalization How does the Earths rotation affect the wind system? G. Application What is the significance of Coriolis Effect?

III. Procedures: A. Checking of Assignments Pupils share to the class the effect of global warming in our climate.
B. Review How do altitude, latitude, wind system, bodies of water, and

IV. Evaluation: 1. What causes the wind to blow sideward? 2. What are the 2 reasons why winds do not move up and down? V. Assignment: Try to predict what will happen to the Earths climate without Coriolis effect.

SEASONS OF THE PHILIPPINES

Pupils demonstrate their answers by using themselves as models. C. Presentation 1. Pupils do Activity 6.12. 2. Pupils observe and describe the lines they see? 3. The teacher names the imaginary lines that can be seen on the globe. 4. Pupils predict the importance of the imaginary lines. Discussion 1. The teacher asks pupils to locate Philippines on the globe. 2. Follow-up questions will be asked: - How far is it from the equator? From the poles? - knowing the countrys location, what can you infer about its climate?

I. Objectives: 1. Identify the two seasons of the Philippines. 2. Describe the causes of the seasons in the Philippines. II. Subject Matter: Reference: Into the Future: Science and Health VI Pages: 228-229 PELC:
Materials: Globe, world map, Science textbook Concepts: As the earth revolves around the sun, it maintains its inclination at 23 on its axis. Its direction is counter clockwise. It takes 365 days or one year to complete one revolution. The Philippines has two pronounced seasons: wet and dry A particular season is influenced by its location, the northeast monsoon, the southwest monsoon, and the trade winds. Processes: Identifying Describing Observing

D.

E. Generalization 1. What are the two kinds of seasons in the Philippines? 2. How can you describe each season? F. Application 1. How does location of a country affect its season? 2. Pupils give example of country and its location. They have to tell the possible climate/season of that country.

III. Procedures: A. Review 1. How does earths rotation affect the wind system? 2. What causes the wind to blow sideward?
B. Motivation How does the earth move/rotate and revolve?

IV. Evaluation: 1. Where can you find the Philippines on the globe? 2. How many seasons do Philippines have? 3. Why do we have only two seasons? V. Assignment:

1. What are the four seasons? 2. Describe each of the four seasons.

C.

FOUR SEASONS IN OTHER COUNTRY

I. Objectives: 1. Identify the four seasons in other countries. 2. Describe each of the four seasons. II. Subject Matter: Reference: Science Spectrum VI Pages: 242-244 PELC:
Materials: Globe, flashlight, manila paper Concepts: Countries in the temperate experience four seasons in a year, namely, summer, fall, winter and spring. The occurrence of the four seasons is caused by the tilting of the Earth on its axis and its revolution around the sun. Processes: Identifying Describing Observing

Presentation 1. Pupils do Activity 6.14. Pupils make use of globe and a flashlight. 1.1. What part of the globe receives direct and vertical rays of the sun (flashlight)? 1.2. Do you think the rays of the sunlight are the same in all parts of the Earth? Discussion 1. Pupils predict the effect of the uneven amount of light on the different countries. 2. Pupils give examples of countries found in the temperature region. 3. The teacher explains the four different seasons.

D.

E. Generalization 1. What causes the occurrence of four seasons in other countries? 2. What are these four seasons? F. Application 1. Name countries that are found in the temperate region. 2. What are the things people would do on the different season?

III. Procedures: A. Review 1. How many seasons does Philippines have? 2. How will you describe each season?
B. Motivation Other countries are located in the temperate zone. Do you think they also experience wet and dry seasons?

IV. Evaluation: 1. Why do other countries in the temperature zone experience four seasons? 2. What kind of season has most leaves falling from trees? 3. Which season is similar in both hemispheres? V. Assignment: 1. Pupils draw the four positions of the Earth as it revolves around the sun.

CRUSTAL PLATES

I. Objective: 1. Review the least mastered skills about the different crustal plates and its movement. II. Subject Matter: Reference: Workbook on Science VI
Materials: Photocopy of workbook Concepts: The seven crustal plates of the Earth are Eurasian, Pacific, Indian, Australian, Antarctic, Africa, and American plates. When rock layers are under stress, they can bend, tilt, twist, or break. The three types of stress that cause the deformation of the rock layers in the tectonic plates are compression, tension and shearing. Processing: Identifying Describing Demonstrating

2. The teacher may clarify some vague questions by giving some leasing questions. D. Discussion 1. After reading and answering the questions, the teacher explains the correct answer. This is to help the pupils master the concepts related to the lesson. E. Generalization Pupils consolidate what they have learned. F. Application What are the results of the movement of the different plates?

IV. Evaluation: 1. List the different crustal plates. 2. Demonstrate how the crustal plates move using rulers. V. Assignment: Draw in your notebook the different crustal plates and its movement.

CAUSES OF FOUR SEASONS

III. Procedures: A. Review 1. What is continental drift theory? 2. What is seafloor-spreading theory?
B. Motivation 1. How do crustal plates move? 2. Why do they move? Presentation 1. Pupils are given a chance to answer and explain their answers in every item.

I. Objective: 1. Explain the causes of the four seasons. II. Subject Matter: Reference: Science Spectrum VI Pages: 242-244 PELC:
Materials: Globe, pen, manila paper Concepts: Countries in the temperature experience four seasons in a year, namely summer, fall, winter, and spring.

C.

The occurrence of four seasons is caused by the tilting of the earth on its axis and its revolution around the sun. Processes: Identifying Enumerating Explaining

IV. Evaluation: 1. What causes the four seasons? 2. What are the four seasons? 3. Describe each season. V. Assignment: 1. Research the different activities people do during each season. I. Objectives: 1. Review the different causes of four seasons. 2. Draw the different activities people do during each season. II. Subject Matter: Reference: Science Spectrum Materials: Manila paper, pentel pen, colored pens Concepts: Countries in the temperate experience four seasons in a year, namely summer, fall, winter and spring. The occurrence of four seasons is caused by the tilting of the earth on its axis and its revolution around the sun. Processes: Identifying Enumerating Explaining III. Procedures: A. Drill Pupils answer page 24/A of their NAT reviewer, items 9-20.
B. Review 1. How many seasons does Philippines have? 2. Describe each season. Motivation 1. What are the different activities which Filipinos do during each season?

III. Procedures: A. Drill Pupils answer page 23/A of their NAT reviewer, items 1-8.
B. Review 1. How many seasons does Philippines have? 2. Describe wet and dry season.

Activity 1. Pupils work with their partners. They brainstorm about the position of the earth as it revolves around the sun. 2. Pupils draw the position of the earth around the sun. (inclination of the earth must be evident). D. Discussion 1. Pupils explain their drawing using 4-5 sentences. 2. The teacher let the pupils draw the earth at four positions in its orbit around the sun on the board. 3. The teacher gives additional information and clarifies misconception. E. Generalization 1. What causes the occurrence of four seasons? F. Application 1. If the earth is perpendicular to its axis, what do you think will happen?

C.

C.

D.

Activity 1. Pupils recall the different causes of four seasons. 2. The teacher let the pupils enumerate them. 3. The teacher instructs the class/pupils to proceed to their own groups. 3.1. Draw on the manila paper all the activities that people do during the four seasons. Briefly explain and describe the drawing.

1. Review the least mastered skills about climate and seasons.

II.

Subject Matter: Reference: Into the Future PELC:

Materials: Into the Future textbook Pieces of paper, pen, maps Concepts: Climate is the average of all weather conditions that prevail in a particular area for a long period of time. The factors that affect the climate of a place are as follows: altitude, latitude, bodies of water, wind system, and amount of rainfall. The occurrence of seasons is caused by the tilting of the earth on its axis and its revolution around the sun.

E. Discussion 1. Leaders assigned for the day explain their works on the front. 2. The teacher may ask followup questions if the drawing is not clearly conveyed to the class. F. Generalization 1. What are the different causes of four seasons? G. Application 1. Enumerate the different activities which people do during the four seasons.

III. Procedures: A. Drill Pupils answer items 21-30 of their NAT reviewer.
B. Review 1. The teacher let the pupil recall their past lessons last year. These are about climate and seasons in the different countries. Activity 1. Based from the previous discussions, the teacher let the pupils form their groups. 2. Pupils are given 5 minutes to formulate their questions about their past lessons. 3. The first groups answer the question. The group which gave the correct answer has the chance to ask question.

IV. Evaluation: 1. Draw the different activities which people do during each season. V. Assignment: 1. Prepare for a quiz tomorrow. 2. Research on the internet the different activities which people do in the antic and Antarctic region.
CLIMATE AND SEASONS C.

I. Objective:

4. The teacher facilitates the activity. D. Discussion Discussion is done during the question and answer activity. Any vague question/answer will be discussed thoroughly by the teacher or by the group which is assigned to ask.

mineral. Others are made up of different minerals. The color, shape, hardness and texture of a rock depend on the kinds of mineral it is made of. Processes: Identifying Describing Observing Communicating

E. Generalization The teacher asks volunteers to consolidate the ideas/lessons based from the activity. F. Application Pupils list down the things they have learned/recalled about the topics and share with their partners.

III. Procedures: A. Drill Pupils answer item number 2130 of their Science NAT reviewer.
B. Review 1. What is season? 2. What are the different causes of seasons? Motivation What made up earths crust? Presentation 1. The teacher let the pupils identify the characteristics of minerals that made up rocks. This will help the teacher know the prior knowledge of the pupils. 2. The teacher leads the pupils in knowing the different characteristics of minerals. 3. The teacher presents the characteristics of the minerals that make up rocks.

IV. Evaluation: Evaluation is done during the activity proper. V. Assignment: 1. How rocks formed? 2. What are the different types of rocks?

C. D.

MINERALS

I. Objective: 1. Identify the characteristics of minerals that make up rocks. II. Subject Matter: Reference: Exploring Science Pages: 237-238 PELC: 17.1
Materials: Pictures, manila paper Concepts: Rocks are made up of minerals. They are mixtures of minerals. Some rocks are made up of mostly one

E. Discussion 1. The pupils discuss each characteristic of minerals that make up rocks. 2. The teacher guides, clarifies and adds additional inputs based from the discussion among the pupils. F. Generalization

1. Pupils consolidate the different characteristics of minerals which they have learned. G. Application 1. What determines the usage of the rocks? Why do you think so?

Rocks are made up of minerals. They are mixtures of minerals. Some rocks are made up of mostly one mineral while others are made up of different minerals. The color, shape, hardness, and texture of a rock depend on the kinds of mineral it is made of. Processes: Describing Classifying Observing Communicating

IV. Evaluation: Identify the following: 1. This is a break along an irregular surface. 2. This is the orderly arrangement of atoms in a mineral. 3. It is the color of the mineral in its powdered form. 4. This refers to the quality of light that the surface of the mineral reflects. 5. This is a minerals resistance to scratching. V. Assignment: 1. Collect 3 rocks samples. Identify their most common characteristics.

III. Procedures: A. Drill Pupils answer items 31-40 of their Science NAT reviewer.
B. Review 1. What is a rock? 2. What are the characteristics of minerals that make up rocks?

C.

ROCKS

I. Objectives: 1. Observe how rocks differ in shape, color, harness and texture. 2. Classify rocks according to color, shape, hardness and texture. II. Subject Matter: Reference: Exploring and Protecting Our World Pages: 236-241 PELC: 1.1
Materials: Rocks, magnifying lens, manila paper Concepts:

Motivation The teacher shows a rock and let the pupils describe it. 1. What does it look like? 2. Do you think all the descriptions that you mentioned apply on other rocks as well? D. Group Activity Pupils go to their own group. Leaders of the day guide and direct their members. Procedures and Questions: 1. Collect samples of different rocks. Using a magnifying lens/rocks, observe the different rocks you collected. 2. Describe your rock samples based on the following properties.

2.1. color 2.2. size 2.3. hardness 2.4. texture 3. How do rocks differ? E. Discussion 1. The teacher let the pupils share their observations on the different rocks samples. 2. The teacher together with the pupils discuss the result of the activity. F. Generalization 1. How do rocks differ? 2. How can you classify the rocks? G. Application 1. How can you classify the rocks?

Reference: Exploring and Protecting our World Pages: 242-243 PELC: 1.2.1 Materials: Rocks, manila paper Concepts: Igneous rocks are called volcanic or fine-formed rocks. Geologists group rocks according to how they are formed. When a volcanic erupts, the lava that comes out hardens into rocks. Rocks that form from magma trapped below the earths surface are called intrusive rocks. Rocks that formed from cooled lava on the earths surface are called extrusive rocks. Processes: Describing Observing Communicating

IV. Evaluation: Evaluation is done during the activity proper and during the discussion. Additional/follow-up questions can be made to ensure mastery of the lesson. - What common characteristics do rocks have? - How can you classify rocks? - How will you determine the color, shape, hardness and texture of rocks? V. Assignment: 1. How are rocks formed? 2. What are the different types of rocks?

III. Procedures: A. Drill Pupils answer item 1-10, Set B of their Science NAT review.
B. Review 1. How do rocks differ? 2. How can you classify rocks? Motivation What are the ways in which different rocks were formed? Presentation 1. The teacher explains that rocks are formed in different ways. 2. The teacher explains the first group of rocks-igneous rocks.

C.

D. ROCKS

I. Objective: 1. Describe how igneous rocks are formed. II. Subject Matter:

E. Discussion

1. The teacher discusses how igneous rocks are formed. (For higher sections, the teacher let the pupils infer the formation of igneous rocks). 2. Samples of igneous rocks are also elaborated and discussed. F. Generalization Pupils consolidate what they have learned. - How are igneous rocks formed? G. Application What type of rock is usually found nearby volcanoes? Why?

Study and review sample questions in their NAT reviewer in preparation for the NAT.

ROCKS

I. Objective: 1. Describe how igneous rocks are formed. II. Subject Matter: Reference: Exploring and Protecting our World Pages: 242-243 PELC: 1.2.1
Materials: Sample of igneous rocks Manila paper Concepts: Igneous rocks are called volcanic or fire formed. Geologists group rocks according to how they are formed. When a volcano erupts, the lava that comes out hardens into rocks. Rocks that are formed from magma trapped below the earths surface are called intrusive rocks. Rocks that are formed from cooled lava on the earths surface are called extrusive rocks. Processes: Describing Observing Communicating

IV. Evaluation: 1. What are igneous rocks? 2. How are igneous rocks formed? 3. Differentiate extrusive from intrusive rocks. V. Assignment: 1. How are sedimentary rocks formed? 2. Collect samples of igneous rocks.

I. Objectives: 1. Answer questions correctly. 2. Follow the directions carefully. II. Summative Test: A. Preparatory Activities B. Recalling of Standards C. Giving Directions D. Testing Proper E. Passing of Pupils Answer Sheets

III. Procedures: A. Drill Pupils answer item 20-40, Set B of their Science NAT reviewer.
B. Review 1. How do rocks differ?

III. Assignment:

2. How can you classify rocks? C. Motivation What are the different ways in which rocks formed? Presentation 1. The teacher explains that rocks are formed in different ways. 2. The teacher explains the first classification-igneous rocks.

II.

Subject Matter: Reference: Internet (geology.com) PELC: 1.2.1

Materials: PowerPoint presentation, LCD projector, rocks Concepts: Igneous rocks are formed from the solidification of molten rock material. There are two basic types: 1.) intrusive igneous rocks such as diorite gabbro, granite and pegmatite that solidity below earths surface, and 2.) extrusive igneous rocks such as andesitic, basalt, obsidian, pumice, riyolite, and scoria that solidity on or above Earths surface. Processes: Identifying Describing Observing

D.

E. Discussion 1. The teacher discusses how igneous rocks are formed. (For higher sections, the teacher let the pupils infer the formation of igneous rocks). 2. Samples of igneous rocks are shown. Descriptions, similarities in appearance are discussed. F. Generalization Pupils consolidate what they have learned. - How igneous rocks are formed? G. Application What types of rocks are usually found nearby volcanoes? Why?

III. Procedures: A. Review 1. How are igneous rocks formed?

B. Motivation 1. What do you think are the common characteristics of different igneous rocks? C. Presentation 1. The teacher shows the different igneous rocks on the projector. 2. Pupils try to describe the rocks. Discussion 1. The teacher let the pupils examine the rocks samples. 2. Pupils describe the rocks.

IV. Evaluation: 1. What are igneous rocks? 2. How are igneous rocks formed? 3. Differentiate intrusive from extrusive rocks. V. Assignment: 1. Study the formation of rocks.

ROCKS

D.

I. Objective: 1. Describe the different igneous rocks.

3. The teacher explains the similarities of the rock samples. E. Generalization 1. How would you describe the different rocks (igneous) samples? F. Application What are the common uses of igneous rocks?

III. Procedures: A. Review 1. What is an earthquake? 2. How/Why does it occur? (These are based from the previous mock test?
C. Motivation 1. What measures earthquake? D. Presentation 1. The teacher elaborates the reasons why an earthquake happens. 2. The teacher briefly explains the effect of an earthquake. 3. The teacher let the pupils recall the uses of Mercalli and Richter Scale.

IV. Evaluation: Pupils describe the rocks orally as it is shown on the screen and on the rock specimen. V. Assignment: Study the formation of sedimentary rocks.

EARTHQUAKE

I. Objective: 1. Recall the difference between intensity and magnitude of an earthquake. II. Subject Matter: Reference: Into the future PELC: 2.3
Materials: Textbook Concepts: The total energy released by an earthquake is called magnitude. It tells the sovereignty of an earthquake. The effect or degree of destruction of an earthquake is called intensity. Processes: Describing Comparing

E. Discussion 1. Pupils state the difference. 2. The teacher may add some inputs if there are some lacking information stated/given by the pupils. F. Generalization 1. What is the difference between magnitude intensity? G. Application 1. What is the importance of knowing the magnitude and intensity of an earthquake?

IV. Evaluation: 1. Differentiate magnitude from intensity? 2. What do Mercalli, and Richter scale measure? V. Assignment: 1. Study the different rocks formations.

ROCKS

I. Objectives: 1. Describe how igneous rocks are formed. 2. Enumerate samples of igneous rocks. II. Subject Matter: References: Into the Future Internet (geology.com) PELC: 1.2.1
Materials: Worksheets, LCD projector, PowerPoint presentation, rock samples Concepts: Igneous rocks are formed from the solidification of molten rock material. There are two basic types: 1.) intrusive igneous rocks such as diorite, granite and pegmatite that solidify below Earths surface; and 2.) extrusive igneous rocks such as andesitic, basalt and pumice that solidify on or above Earths surface.

Rock samples are composed of intrusive and extrusive rocks.

D.

Discussion 1. The teacher discusses how igneous rocks are formed. - For higher sections, the teacher let the pupils infer how igneous rocks are formed. (CLS: ThinkPair-Share) 2. Pupils infer the differences between the formation of intrusive and extrusive rocks. 3. The teacher discusses the different samples of igneous rocks.

E. Generalization 1. Pupils share to the class what they have learned. Venn diagram is suggested I comparing intrusive and extrusive rocks. - How igneous rocks are formed? - How are the different examples of igneous rocks? F. Application 1. What type of rock is usually found nearby volcanoes? Why?

III. Procedures: A. Review 1. How do rocks differ? 2. How do we classify rocks?

B. C. Motivation 1. How are rocks are formed? Presentation 1. The teacher explains that rocks are classified based on how they are formed. 2. The teacher will discuss the first classification of rocksigneous. 3. The teacher shows on the screen the different rocks samples.

IV. Evaluation: Crossword puzzle about the meaning and formation of igneous rocks. Please refer to the attached worksheets. (www.scienceteachers.com/earth.htm) V. Assignment: 1. What are sedimentary rocks? 2. How are sedimentary rocks formed?

ROCKS

I. Objectives: 1. Describe how sedimentary rocks are formed. 2. Enumerate samples of sedimentary rocks. II. Subject Matter: References: Into the Future Internet (geology.com) PELC: 1.2.2
Materials: Worksheets, LCD projector Concepts: Sedimentary rocks are formed by accumulation of sediments. There are three basic types of sedimentary rocks: 1.) clastic sedimentary rocks such as breccia, conglomerate, sandstone and shale, that are formed from mechanical weathering debris; 2.) chemical such as rock salt and some lime stones, that form when dissolved materials precipitate from solution; and 3.) organic such as coal and some lime stones which form accumulation of plant or animal debris. Processes: Identifying Describing Enumerating Observing Inferring

1. If igneous rocks are formed from the solidification of molten rocks, how about sedimentary rocks? C. Presentation 1. The teacher discusses the second classification of rockssedimentary. 2. The teacher shows on the screen the different sedimentary rock samples. - The rock samples are classified further into three. These are clastic, chemical and organic sedimentary rocks. D. Discussion 1. The teacher discusses how sedimentary rocks are formed. - For higher sections, the teacher let the pupils infer how sedimentary rocks are formed. (CLS: ThinkPair-Share) 2. The teacher let the pupils predict the differences among clastic, chemical and organic sedimentary rocks. 3. The teacher discusses the compositions of sedimentary rocks debris from mechanically weathered rocks (clastic), salts (chemical), and remains of plants/animals (organic). 4. Pupils infer the differences on the formation of clastic, chemical and organic sedimentary rocks. E. Generalization 1. How are sedimentary rocks formed? 2. What are the different examples of sedimentary rocks? (CLS: Travelling star, T-P-S)

III. Procedures: A. Review 1. How are igneous rocks formed? 2. What are the different examples of igneous rocks?
B. Motivation

F. Application 1. Where can we usually find sedimentary rocks?

IV. Evaluation: Identify the following: 1. Type of rock which is formed due to the accumulation of sediments. 2. They are formed mechanical weathering debris. 3. They are formed when dissolved materials precipitate from solution. 4. They are formed from the accumulation of living organisms. 5. These are tiny particles come from weathered rocks. 6. This is the process of compacting of sediments. V. Assignment: 1. What are metamorphic rocks? 2. How metamorphic rocks are formed?

But often they do not melt. Instead, the heat and pressure turn igneous and sedimentary rocks into metamorphic rocks. Heat and pressure can change any rock several times. Scientists call changed rocks metamorphic rocks. Processes: Identifying Describing Inferring Interpreting

III. Procedures: A. Review 1. How are sedimentary rocks formed? 2. What are the different examples of sedimentary rocks?
B. Motivation 1. How are metamorphic rocks formed? 2. Do rocks deplete someday? Presentation 1. The teacher discusses the third classification of rocksmetamorphic. 2. The teacher shows on the screen the different metamorphic rock samples. - The rock samples are classified further into two. These are foliated and non-foliated metamorphic rocks. Discussion 1. The teacher discusses how metamorphic rocks are formed. - For higher sections, the teacher let the pupils infer how metamorphic are formed. The teacher may give clue such as heat and pressure. (CLS: T-P-S)

C.

ROCKS

I. Objectives: 1. Describe how metamorphic rocks are formed. 2. Interpret the rock cycle diagram. II. Subject Matter: References: Into the Future Internet (geology.com) PELC: 1.2.3
Materials: LCD projector, PowerPoint presentation, rocks samples Concepts: Metamorphic rocks form from igneous rocks or sedimentary rocks.

D.

2. The teacher let the pupils predict the differences between foliated and nonfoliated metamorphic rocks. 3. The teacher shows the diagram. - For higher sections, pupils interpret the diagram. 4. The teacher discusses the formation of metamorphic rocks based from the rock cycle diagram. E. Generalization 1. How are metamorphic rocks formed? 2. What are the different examples of metamorphic rocks? F. Application Where can we usually find metamorphic rocks?

ROCK CYCLE

I. Objectives: 1. State the rock cycle. II. Subject Matter: Reference: Internet (geology.com) PELC: 1.2.3

Materials: Diagram of rock cycle, manila paper Concepts: When magma cools down and solidifies, igneous rocks undergo the process of weathering/erosion; igneous rocks are transformed into tiny particles called sediments. When the sediments are compacted and cemented, sedimentary rocks are formed. If the heat and pressure are applied on the sedimentary rocks, metamorphic rocks are produced. When the metamorphic rocks undergo weathering/erosion, these may turn to sediments which may form into sedimentary rocks. However, it underwent melting, magma is produced. Thus, after cooling and solidification, igneous rocks are produce. This cycle continuous. Processes: Identifying Communicating Enumerating

IV. Evaluation:

Igneous Rocks Cooling/solidificati on magma Weatheri ng erosion sediment s Compaction / cementatio n

melting Weathering/eros ion Metamorphi c Rocks Heat & pressure

Sedimentary Rocks

III. Procedures: A. Review What are the different classifications of rocks? How are they classified?
B. Motivation Do rocks deplete someday? What are the sources of rocks? Presentation

V. Assignment: 1. What are the uses of rocks? 2. What are the agents of weathering?

C.

1. The teacher presents the rock cycle diagram. (For lower sections) 2. The teacher let the pupils predict the formation of rocks (For higher sections). Their predictions are written on the board which will serve as the basis of the rock cycle process. 3. Leaders of the group explain how the rock cycle occurs. E. Generalization The pupils state the step-by-step process of rock cycle. - Higher sections need not used the rock cycle diagram. F. Application If I have a granite rock, how do you think this granite rock can be transformed into: a) sedimentary rock b) metamorphic rock, and c) pumice rock (igneous rock)?

Weathering is a complex process whereby rocks are broken down into sediments. Chemical weathering occurs when rocks are affected by water, carbon dioxide and organic acids and is accelerated by warm temperatures. Physical weathering occurs when rocks are fractured and broken apart, for example, by a freeze-andthrow action. Processes: Identifying Communicating Explaining

III. Procedures: A. Review 1. How does rock cycle occur? 2. What are the different processes involved?
B. Motivation 1. How are rocks broken down into tiny pieces? 2. Is it possible for the rocks to stay the same all throughout? Presentation 1. The teacher elicits from the class the different agents of weathering. 2. Pupils go to their own groups and discuss the different agents of weathering. 3. Pupils draw on the manila paper the forces/agents of weathering. Discussion 1. Pupils present their outputs. 2. Leaders explain their drawings which depict the different forces that contribute to weathering of rocks. 3. The teacher gives additional inputs and rectifies misconceptions if necessary.

IV. Assignment: 1. What are the agents of weathering?

C.

ROCKS

I. Objective 1. Explain how some forces contribute to the weathering of rocks. II. Subject Matter: Reference: The Grolier Science Encyclopedia Pages: 32-33 Materials: Pictures, manila paper
Concepts:

D.

E. Generalization 1. Based from all the presentations, the teacher asks two-three volunteers to consolidate what they have learned. F. Application What do you think will happen if all the rocks do not weather? Do you think that is possible?

Processes: Describing Communicating Inferring

III. Procedures: A. Review 1. What are the different agents of weathering?

B. Motivation 1. The teacher group the pupils. 2. As a group, pupils list down what they know, what they want to know about stars. Presentation 1. Pupils present/write on the board their XWL output. 2. The teacher may ask the pupils to elaborate what they know. 3. The teacher checks misconceptions. These serve as guides as the teacher starts a new topic. Discussion 1. The teacher proceeds to what students want to learn about stars. 2. The teacher asks the pupils to give predictions on the questions or on the things they want to know about the stars. 3. The teacher guides the pupils inferring that stars differ in their size, mass, color, temperature and brightness. (It greatly depends on the pupils inputs on what they know about the stars.)

IV. Evaluation: Draw some examples of agents/forces that contribute to the weathering of rocks. Below the drawing, write a brief explanation on how they help in weathering rocks. V. Assignment: 1. Follow-up activity: Get an empty soda can. Heat it for 3 minutes. Immediately put the hot soda can in a cold basin of water. What did you observe? 2. Prepare for a quiz tomorrow.
ROCKS

C.

D.

I. Objective: 1. Infer that stars differ in size, mass, color, temperature and brightness. II. Subject Matter: Reference: Cyber Science Pages: 332-333 PELC:
Concepts: Stars are similar in their general composition and characteristics but they vary in different ways. They differ in many features such as size, mass, color, temperature, and brightness.

E. Generalization Pupils consolidate what they have learned. - How do stars differ F. Application 1. Why do stars differ?

2. How are they similar to one another?

A.

IV. Evaluation: Answer the following questions with True or False. 1. Stars differ in size. 2. Stars contain rock particles. 3. Stars shine with the same temperature. 4. Stars have the same temperature. 5. Stars have the same size as of our sun. V. Assignment: 1. What are the classifications of stars according to their size and color?

Review 1. Why do stars differ? 2. How are they similar to one another?

B.

Motivation 1. How do the different body systems work? C. Presentation 1. The teacher let the pupils recall the different body systems. 2. Pupils enumerate the different organs under each body system. 3. Pupils infer/predict the functions of the different body systems based from the different organs involved. D. Discussion 1. The teacher checks if pupils were able to state the correct functions of the different body systems. 2. The teacher elaborates the functions of the different systems for a better understanding.

DIFFERENT BODY SYSTEMS

I. Objectives: 1. Review the different body systems. 2. State the functions of the different body systems. II. Subject Matter: Reference: NAT Reviewer Pages: 23-24, 52, 83-84 PELC:
Concepts: Organs grouped together forms a body system. Different body systems form an organism. Our body systems are nervous, circulatory, immune, lymphatic, muscular, skeletal, endocrine, respiratory and digestive system. Processes: Identifying Enumerating Communicating

E. Generalization Pupils consolidate the functions of different body systems through an organizational chart. F. Application 1. How can you apply in building/constructing a house the different body system? 2. Can our body function well without one of our systems?

IV. Evaluation: 1. What are the different classifications of stars?

UNIVERSE

III. Procedures:

I. Objectives: 1. Identify the theories about universe. 2. Describe the universe origin. II. Subject Matter: Reference: Exploring the World of Science VI Pages: 365-366 PELC:
Concepts: Astronomers gave three possible explanations of the origin of the universe. Big Bang Theory states that the universe began as one dense concentration of matter that exploded with its fragments continuously moving away from one another. The Big Crunch Theory believes that the universe started from explosion of a dense huge ball of hydrogen but contracted due to force of gravity. Steady State Theory states that the universe stopped expanding and remained the same. The Nebular or Dust Cloud Theory states that heavenly bodies came from spinning dust/clouds in space. Processes: Identifying Describing Communicating Materials: Pictures, manila paper

B.

Motivation 1. How did the universe begin? 2. Will it ever end? - The teacher elicits pupils prior knowledge. At the same time, stimulates their thinking.

C. Presentation 1. The teacher will conduct demonstration about Big Bang Theory using a balloon. - The dots on the balloon appear to move farther from each other as it is inflated. (Group activity can be done on higher sections.) 2. The Big Crunch Theory through magnet and iron filings. 3. Steady Theory by inflating a balloon. - The balloon has stopped expanding and remaining the same. D. Discussion 1. Pupils state their observations. 2. The teacher discusses the different theories. 3. The teacher let the pupils identify the different theories presented by the activity/demonstrations conducted.

E. Generalization 1. How did the universe originate according to astronomers? - Pupils do/construct a concept map. F. Application Pupils choose one theory and try to explain his/her opinion about it. Does she/he agree?

III. Procedures: A. Review How do stars differ? How are they different from one another?

(Pupils are welcomed and encouraged to recite).

IV. Evaluation Answer the following: 1. According to this theory, universe started as one very hot and dense ball of gas. (Big Bang Theory) 2. What theory could possibly explain the disappearance of about 2/3 of the galaxies in the universe? (Big Crunch Theory) 3. Which tend to explain the increasing size of our Milky Way? (Big Bang Theory) 4. Which states that the universe came from spinning dust? V. Assignment: 1. What are the different space probes and their missions?

Processes: Describing Enumerating Materials: Photographs/pictures of space probes.

III. Procedures: A. Review What are the different theories about the origin of the universe?
B. Motivation How do scientists study and learn more about the nearby planers? Presentation 1. Pupils present their answers on Activity 7.12, search for Space Probe Missions. 2. Pupils are encouraged to share their findings. Discussion 1. The teacher discusses the different mission of space probes. 2. The teacher points out that the greatest achievement in space exploration is the landing of man on moon.

C.

SPACE PROBES

D.

I. Objective: 1. Enumerate some space probes and their missions. II. Subject Matter: Reference: Exploring the World of Science VI Pages: 368-371 PELC:
Concepts: Several space probes were sent into outer space to gather important data about the planets, their moons, and other heavenly bodies. Some of these probes are as follows: Luna 1, Viking 1 and 2, Venera 9, Pioneer-Venus 2, Mariner 10, and Voyager 1 and 2. Voyager 1 and 2 took photographs of Jupiter, Saturn, Uranus, and Neptune.

E. Generalization Pupils summarize their findings in a table. This should include the names of the space probes, missions and their findings/remarks. F. Application Imagine that these space probes where not successful. What do you think is the effect?

IV. Evaluation: Choose 3 space probes and tell their missions.

V.

Assignment: 1. Draw in your notebook the different space probes.

D.

MODERN SPACE FACILITIES

I. Objective: 1. Identify modern space facilities, tools and equipment used to study our universe. II. Subject Matter: Reference: Into the Future Pages: 264-267 PELC:
Concepts: The universe is composed of billions of galaxies. Modern man uses artificial satellites, space probes, space stations, and radio telescopes to explore the vast universe. Processes: Identifying Describing Materials: PowerPoint presentation, pictures

Discussion 1. The teacher starts the discussion by explaining that telescopes (refracting) was first invented by Galilee Galilee. 2. The teacher adds the evolution of telescopes and other astronomical instruments.

E. Generalization The pupils make a concept map to consolidate the different astronomical instruments. F. Application 1. The teacher shows the picture of Hubble Telescope. 2. Pupils predict its function. 3. The teacher gives a brief background.

IV. Evaluation: Pupils are evaluated through their concept maps. V. Assignment: 1. Collect pictures of the different astronomical instruments and its function.

III. Procedures: A. Review What are the different space probes and their missions?
B. Motivation Before space probes were sent to space, what do you think are the instruments which scientist used to study heavenly bodies? Presentation 1. The teacher present the different instruments scientist used in exploring the universe.

STARS

I. Objective: 1. Infer that size and color affect the brightness of stars. II. Subject Matter: Reference: Exploring the World of Science VI Page: 3 PELC:
Materials: LCD projector, 2 boxes with 2 big holes and 2 small holes, red and

C.

blue cellophanes/paper, light bulbs on a socket. Concepts: The color of the star affects its brightness. The bluer the star, the brighter it is. The redder the star, the dimmer it is. Also, size of the stars is another factor. The bigger the star, the brighter it is. Processes: Describing Predicting Inferring III. Procedures: A. Review 1. The teacher review the different instruments used by astronomers to gather information about space. B. Motivation 1. Pupils sing Twinkle, Twinkle Little Star - I wonder how stars really look like - Do they look like the diamonds on the sky? 1. 2. 3. 4. Group Activity The teacher reminds the pupils of the rules for group work. Pupils go to their own groups. Leaders get the materials from the teacher. The teacher gives the groups time to perform the activity and answer the questions on the worksheets.

Part A Color and Brightness 1. What do you observe? 2. Which among the two cellophanes exposes a brighter light? 3. Which seems brighter? Part B Size and Brightness 1. What can you observe? 2. What are the similarities with the three? 3. What are the differences between the three? 4. Which seems brighter? 2. The teacher will also explain the different classifications of stars according to their sizes. E. Generalization 1. Pupils recapitulate the lesson. 2. The teacher shows a matrix to recapitulate the lesson. F. Application 1. The teacher shows 2 bulbs on a socket. 2. Cover the bulb with a box with 2 big holes and 2 small holes, red and blue cellophanes attached. 3. The teacher will let the pupils observe which hole seem brighter.

C.

D.

Discussion 1. The teacher calls out for a certain number. Pupil assigned with that particular number will share his answer in class.

IV. Evaluation: Modified T/F 1. Based on the activity, the color of the star ranges from blue to red. 2. The bluer the star, the dimmer it is. 3. Size affects the brightness of the stars.

4. The smaller the star, the brighter it is. 5. Our sun is an example of neutron star.

PELC: Materials: LCD projector, pictures of Hubble Telescope and pictures taken by Hubble Concepts: Hubble Telescope was invented by Edwin Hubble. It is considered as eve in the sky. It is as large as a school bus. The telescope was launched last April 24, 1990. Processes: Identifying Describing Communicating

V. Assignment: 1. Pupils look for the meaning of apparent and absolute magnitude.

I. Objectives: 1. Follow directions carefully. 2. Answer questions correctly. II. Summative Test Material: Manila paper III. Procedures: A. Preparatory Activities Pupils prepare for the test. B. Recalling of Standard in Taking a Test C. Giving Directions D. Testing Proper E. Passing of Answer Sheets IV. Assignment: 1. What is the meaning and application of apparent and absolute brightness?

III. Procedures: A. Review 1. What is the relationship of the color/size of the star to its brightness?
B. Motivation 1. Are all telescopes found on earth? 2. How big are telescope? C. Presentation 1. The teacher let the pupils predict the structures/features of Hubble. 2. The teacher presents the picture of Hubble that depicts its orbit around the earth. 3. The teacher gives the details. Discussion 1. The pupils explain on their own words how they understand the information about Hubble. 2. The teacher elaborates pupils explanation. 3. The teacher let the pupils infer the importance of Hubble based on its features.

D. HUBBLE TELESCOPE

I. Objectives: 1. Describe Hubble Telescope. 2. State the importance of Hubble Telescope II. Subject Matter: Reference: Internet

E. Generalization 1. What are the features of Hubble Telescope? 2. Give the importance of the telescope. F. Application 1. Imagine that Hubble Telescope was not yet discovered/invented, how far do you think the explorations on the outer space have gone?

Powerpoint presentation, pictures, LCD projector, light source

III. Procedures: A. Review 1. Who invented the Hubble Telescope? 2. Describe Hubble Telescope.
Motivation 1. Do you observe the lamp post at night? Which seems brighter? Which seems dimmer? C. Presentation/Group Activity 1. Pupils conduct the same activity (last Thursday) but another variable is added which is the distance. D. Discussions 1. Pupils compare the brightness of the star according to size, color, and distance. (one variable only). 2. Pupils compare the brightness of the stars according to the 3 variables that were changed. B.

IV. Evaluation: 1. Describe Hubble Telescope in 5 words. 2. Enumerate the importance/ contributions of Hubble Telescope. V. Assignment: Research on the internet some latest pictures captured/taken by Hubble.

STAR

I. Objective: 1. State that size, color and distance affect the brightness of the star. II. Subject Matter: Reference: Handouts given by Ateneo during the 3 consecutive Saturdays, November 7, 14, 21, 2009. PELC:
Concepts: The brightness of a star is affected by its color, size and its distance. The bluer, the bigger and the near the star, the brighter it is. Materials:

E. Generalization Pupils create a matrix of comparisons between the size, color and distance of the star. F. Application How do size, color and distance affect the brightness of the star?

IV. Evaluation: What is the relationship of the size, color and distance of the star to its brightness? V. Assignment: 1. What is constellation? 2. What are the different constellations?

2. The teacher calls for volunteers. 3. The teacher and the pupils discuss the answer in every item.

I. Objective: 1. Review the concepts relating to ecosystem. II. Subject Matter: Reference: NAT Review Pages: 23-28
Materials: Answer sheets and NAT Reviewer Concepts: Ecosystem is the interaction of both living and non-living things. Living things interact with each other through symbiotic relationships in order to survive. Processes: Identifying Describing Communicating

E. Generalization 1. Pupils share with their seatmates the lessons they learned in the discussion. 2. The teacher asks 2 volunteers to share to the whole class what they learned. F. Application 1. What are the different ecosystems? Give its component.

IV. Evaluation: (It is done during discussion proper were pupils presented their answer) V. Assignment: Pupils research about the different cycles that occur on the environment.

III. Procedures: A. Review What is the relationship of size, color and distance to the brightness of the star?
B. Motivation What are the components of the ecosystem? Group Activity 1. Pupils discuss the different questions before answering the questions. 2. The teacher gives the pupils enough time to answer all the question. Discussion 1. The pupils present their answers.

FUNCTIONS OF HUMAN BODY SYSTEMS

I. Objective: 1. Recall the different functions of human body systems. II. Subject Matter: Reference: Exploring Science VI Pages: 5-50

C.

D.

Concepts: There are different systems that form an organism. These include integumentary muscular, skeletal, digestive, circulatory, respiratory, nervous, endocrine, excretory and lymphatic system.

Processing: Identifying Describing Enumerating Materials: NAT Reviewers

Choose 3 human body systems. Draw the different organs that are involved.

GALAXY

III. Procedures: A. Review 1. What is ecosystem? 2. What are the components of ecosystem?
B. Motivation How do our organs and systems work? Group Activity 1. Pupils brainstorm on how the different systems in our body work together. 2. The teacher let the pupils consolidate their answers in an essay form. Discussion 1. Pupils present their answers. 2. The teacher will give credit to those groups with elaborated answers. 3. The teacher discusses the different function based from the output of the pupils.

I. Objectives: 1. Name the common galaxies. 2. State that our solar system is a part of the Milky Way galaxy. II. Subject Matter: Reference: Internet PELC:
Materials: LCD projector, pictures, PowerPoint presentation Concepts: A galaxy is made up of dust, gases, and billions of stars and appears as a hazy patch of light from a great distance. The Milky Way, Andromeda, the Large and Small Magellanic Clouds are examples of galaxies. Our solar system is a part of the Milky Way galaxy. Processes: Describing Inferring

C.

D.

E. Generalization 1. Pupils make a concept map of the different human body systems. F. Application 1. How are the different human body systems work if you are eating?

III. Procedures: A. Review 1. Who discovered Hubble Telescope? 2. Describe the Hubble Telescope?
B. Motivation Hazy patches of light and clouds are found in the space between stars. What do you think are they? C. Activity

IV. Evaluation: Pupils answer their NAT reviewer that asked about human body systems. V. Assignment:

1. Pupils do Activity 7.9 Space Distance. a. How many dots and bits of paper did you see from different distances? b. Why did the dots and bits of paper appear as such from a far distance? Pupils must observed that the farther they move from the board, the closed the dots and bits of paper appear to one another until only one shape is viewed from a far. Discussion 1. Let the pupils define galaxy. 2. The teacher presents pictures of galaxy. 3. Pupils describe and compare the different kinds of galaxies.

I. Objective: 1. Enumerate some space probes and their missions. II. Subject Matter: Reference: Into the Future Pages: 271-273 PELC:

D.

Materials: Photographs of some space probes and their latest discoveries, PowerPoint presentation, LCD projector Concepts: Several space probes were sent into outer space to gather important data about the planets, their moons, and other heavenly bodies. Some of these space probes are as follows: Luna 1, Viking 1 and 2, Venera 9, Pioneer & Venus 2, Marinerio, and Voyager 1 and 2. Voyager 1 and 2 took photographs of Jupiter, Saturn, Uranus and Neptune. Processes: Describing Enumerating

E. Generalization 1. What are galaxies? 2. How are they classified? F. Application 1. The teacher shows a picture of Milky Way. 2 The pupils identify the kind of galaxy where it belongs. 3. The teacher points out the solar system belongs to Milky Way galaxy.

IV. Evaluation: 1. Give examples of spiral galaxy. 2. What makes up a galaxy? 3. How are they classified? V. Assignment: Pupils draw the 3 kinds of galaxies (spiral, elliptical, and irregular) and let them cite examples of each.

III. Procedures: A. Review 1. How are galaxies classified? 2. What are the common galaxies that you know?
B. Motivation 1. The teacher asks the pupils in a free-wheeling discussion what they know about space explorations made after 1957. Activity

SPACE PROBES

C.

1. Pupils do Activity 7.12, Search for Space Probe Missions. 2. Pupils will just consolidate their answers. D. Discussion 1. The teacher points out that the greatest achievement in a space exploration in the landing of man on the moon. 2. Pupils discuss their output. 3. Teacher add inputs about the missions of the space probes mentioned in their text.

Pictures of astronaut wearing a space suit and pictures of space craft in outer space. Concepts: Mans greatest achievement in space exploration is his landing on July 19, 1969. Some problems man met in space travel include: airlessness, weightlessness, extreme heat and radiation, food intake, disposal of waste, and escape from the Earths gravity. Processes: Identifying Describing Inferring

E. Generalization 1. What are the different space probes and their missions? F. Application 1. Why do you think the first space probes were not sent to explore Mars?

IV. Evaluation: Make a table of different space probes. Include their missions. V. Assignment: 1. Find out the latest space probes sent into space? 2. What are their missions and findings?

III. Procedures: A. Review 1. What are the different space probes? 2. What are their missions and findings?
B. Motivation 1. Show a picture of an astronaut wearing a spacesuit and walking in outer space. 2. Pupils infer some problems solved by the spacesuit. C. Activity 1. Pupils work on Activity 7.13, Space Achievements. 2. The teacher let the pupils enumerate the achievements and problems man met in space exploration. Discussion 1. Pupils check their work as they brainstorm about the different achievements and possible problems encountered by the astronauts.

SPACE TRAVEL

I. Objectives: 1. Describe the major problems in space travel. II. Subject Matter: Reference: Into the Future Pages: PELC:
Materials: D.

E. Generalization 1. Pupils consolidate the lesson they have learned using a matrix. This includes the major problems encountered by astronauts and the solution to these problems. F. Application If the astronauts were not able to solve these problems, do you think space exploration have gone this far?

IV. Evaluation: 1. What are the different significant space problems encountered by astronauts? 2. How were the astronauts able to solve some of the significant problems related to space travel? V. Assignment: 1. Find out the detailed structure of a spacecrafts cabin. Write a brief description of it.