1

ACKNOWLEDGEMENT Recognition is given to the following supervisors, administrators, and the BEE Staff for their enthusiastic commitment in the development, revision and finalization of the Lesson Guides. Ms. Rufina Cuan Education Supervisor ivision of Mala"on#$avotas $erisa M. Beltran Education (rogram Specialist !! C , BEE Co#)nchorperson Br&an Simara Encoder C , BEE r. Brian E. !lan Education Supervisor ivision of %alenzuela Cit& 'rinidad M. Lagarto Senior Education (rogram Specialist C , BEE )nchorperson Eric de Guia !llustrator*)rtist )dmin. +ffice, BEE

Luzviminda Basilio Chair, Secretariat C , BEE !rene C. de Ro"les +fficer#!n#Charge )ssistant Chief, C

,BEE

)ppreciation is e,tended to the following consultants for their untiring efforts in sharing their e,pertise .(#$!SME Staff .niversit& of the (hillippines iliman, /uezon Cit& (acita 0osa1a (rofessor, Elementar& epartment )teneo de Manila .niversit& Lo&ola 0eights, /uezon Cit& r. L&dia +racion %ice#(resident for )cademic )ffairs )teneo de Manila .niversit& elfin Bautista 0ead, Science epartment )teneo de Manila .niversit& Lo&ola 0eights, /uezon Cit& SIMEONA T. EBOL Chief Curriculum evelopment ivision Bureau of Elementar& Education YOLANDA S. QUIJANO irector !% Bureau of Elementar& Education

ii

PREFACE

Science educators throughout the world have "een espousing the idea that the "est wa& to learn science is "& 2doing science.3 4e all share in a vision of achieving e,cellence in Science and 'echnolog& at par with that of developed countries. Science and 'echnolog& are shaping the world. Social and economic development area, to a large e,tent, is dependent on Science and 'echnolog&. +ne of the man& wa&s to achieve this vision is to develop Lesson Guides for 'eachers throughout the countr&, using 2minds on,3 hands on and integrating 0igh#+rder 'hin1ing S1ills 50+'S6 7 Based )ctivities approach. Lesson Guides !ntegrating 0igh#+rder 'hin1ing S1ills 50+'S6 Based#)ctivities for 'eachers in Science is designed to allot sufficient time to accomplish each Learning +"8ective to suit the capa"ilit& of the learners. 'he learners should "e given enough time to perform the activit&, record data, anal&ze and interpret results, and discuss and evaluate findings within groups and with the whole class. 'he learning o"8ectives aim to provide the learners an opportunit& to develop Science and 'echnolog& concepts and to ac9uire the manipulative, creative and high#order thin1ing s1ills. Learning o"8ectives are "ased on the updated version of the (ELC#BEC 5(hilippine Elementar& Learning Competencies 7Basic Education Curriculum6 which have undergone intensive revision and finalization. 'he te,ts consist of illustrations to facilitate learning. 'he presentation is so designed that most activities can "e directl& used in the science classroom. 4e, therefore, encourage &ou to utilize the Lesson Guides which are intended to enhance instruction and prepare our learners to "ecome glo"all& competitive in the :; st centur&.

Curriculum Developme ! Divi"io Bureau of Elementar& Education

i PREFACE Science educators throughout the world have "een espousing the idea that the "est wa& to learn science is "& 2doing science.3 4e all share in a vision of achieving e,cellence in Science and 'echnolog& at par with that of developed countries. Science and 'echnolog& are shaping the world. Social and economic development area, to a large e,tent, is dependent on Science and 'echnolog&. +ne of the man& wa&s to achieve this vision is to develop Lesson Guides for 'eachers throughout the countr&, using 2minds on,3 hands on and integrating 0igh#+rder 'hin1ing S1ills 0+'S 7 Based )ctivities approach. 3

Lesson Guides !ntegrating 0igh#+rder 'hin1ing S1ills 50+'S6 Based#)ctivities for 'eachers in Science is designed to allot sufficient time to accomplish each Learning +"8ective to suit the capa"ilit& of the learners. 'he learners should "e given enough time to perform the activit&, record data, anal&ze and interpret results, and discuss and evaluate findings within groups and with the whole class. 'he learning o"8ectives aim to provide the learners an opportunit& to develop Science and 'echnolog& concepts and to ac9uire the manipulative, creative and high#order thin1ing s1ills. Learning o"8ectives are "ased on the updated version of the (ELC#BEC 5(hilippine Elementar& Learning Competencies 7Basic Education Curriculum6 which have undergone intensive revision and finalization. 'he te,ts consist of illustrations to facilitate learning. 'he presentation is so designed that most activities can "e directl& used in the science classroom. 4e, therefore, encourage &ou to utilize the Lesson Guides which are intended to enhance instruction and prepare our learners to "ecome glo"all& competitive in the :; st centur&.

Curriculum Developme ! Divi"io Bureau of Elementar& Education

ACKNOWLEDGEMENT

Recognition is given to the following supervisors, administrators, and the BEE Staff for their enthusiastic commitment in the development, revision and completion of the Lesson Guides. r. <lordeliza )l9uiza Education Supervisor ivision of Mandalu&ong Cit& r. Luz E. +sme=a Education Supervisor epE , Region !%

'rinidad M. Lagarto $erisa M. Beltran Senior Education Specialist Education (rogram Specialist C , BEE C , BEE )nchorperson Co#anchorperson ominador . Mangao Education (rogram Specialist !! Co#)nchorperson

<erdinand Bergado Encoder C , BEE

Luzviminda Basilio Chair, Secretariat C , BEE !rene C. de Ro"les +fficer#!n#Charge )ssistant Chief, C

Eric. e Guia !llustrator*)rtist )dmin. +ffice, BEE

,BEE

)ppreciation is e,tended to the following consultants for their untiring efforts in sharing their e,pertise .(#$!SME Staff .niversit& of the (hillippines iliman, /uezon Cit& (acita 0osa1a (rofessor, Elementar& epartment )teneo de Manila .niversit& Lo&ola 0eights, /uezon Cit& SIMEONA T. EBOL Chief Curriculum evelopment ivision Bureau of Elementar& Education YOLANDA S. QUIJANO irector !% ACKNOWLEDGEMENT Recognition is given to the following supervisors, administrators, and the BEE Staff for their enthusiastic commitment in the development, revision and completion of the Lesson Guides. r. Rosa )lvarez Ms. Shirl& Guillermo Ms. )melita Cruz Education Supervisor Education Supervisor Education Supervisor ivision of Mandalu&ong Cit& ivision of /uezon Cit& ivision of San >uan Ms. Minerva avid (rincipal 'a&ta& Elementar& School $erisa M. Beltran Education (rogram Specialist !! C , BEE Co#)nchorperson Marcelino Bataller Encoder C , BEE r. Luz +sme=a Education Supervisor epE Region !%#) Ms. ?enaida G. Concon Senior Education (rogram Specialist, S(E #BEE r. L&dia +racion %ice#(resident for )cademic )ffairs )teneo de Manila .niversit& elfin Bautista 0ead, Science epartment )teneo de Manila .niversit& Lo&ola 0eights, /uezon Cit&

'rinidad M. Lagarto Senior Education (rogram Specialist C , BEE )nchorperson Eric de Guia !llustrator*)rtist

Luzviminda Basilio Chair, Secretariat C , BEE )dmin. +ffice, BEE !rene C. de Ro"les +fficer#!n#Charge

)ssistant Chief, C

,BEE

)ppreciation is e,tended to the following consultants for their untiring efforts in sharing their e,pertise .(#$!SME Staff .niversit& of the (hillippines iliman, /uezon Cit& (acita 0osa1a (rofessor, Elementar& epartment )teneo de Manila .niversit& Lo&ola 0eights, /uezon Cit& SIMEONA T. EBOL Chief Curriculum evelopment ivision Bureau of Elementar& Education YOLANDA S. QUIJANO irector !% Bureau of Elementar& Education ACKNOWLEDGEMENT Recognition is given to the following supervisors, administrators, and the BEE Staff for their enthusiastic commitment in the development, revision and completion of the Lesson Guides. Ms. Rufina Cuan Education Supervisor ivision of Mala"on#$avotas $erisa M. Beltran Education (rogram Specialist !! C , BEE Co#)nchorperson Br&an Simara Encoder C , BEE r. Brian E. !lan Education Supervisor ivision of %alenzuela Cit& 'rinidad M. Lagarto Senior Education (rogram Specialist C , BEE )nchorperson Eric de Guia !llustrator*)rtist )dmin. +ffice, BEE r. L&dia +racion %ice#(resident for )cademic )ffairs )teneo de Manila .niversit& elfin Bautista 0ead, Science epartment )teneo de Manila .niversit& Lo&ola 0eights, /uezon Cit&

Luzviminda Basilio Chair, Secretariat C , BEE !rene C. de Ro"les +fficer#!n#Charge )ssistant Chief, C

,BEE

)ppreciation is e,tended to the following consultants for their untiring efforts in sharing their e,pertise .(#$!SME Staff .niversit& of the (hillippines r. L&dia +racion %ice#(resident for )cademic )ffairs

iliman, /uezon Cit& (acita 0osa1a (rofessor, Elementar& epartment )teneo de Manila .niversit& Lo&ola 0eights, /uezon Cit& SIMEONA T. EBOL

)teneo de Manila .niversit& elfin Bautista 0ead, Science epartment )teneo de Manila .niversit& Lo&ola 0eights, /uezon Cit&

Chief Curriculum evelopment ivision Bureau of Elementar& Education YOLANDA S. QUIJANO irector !% Bureau of Elementar& Education

Grade 3 TABLE O# CONTENTS

(RE<)CE )C@$+4LE GEME$' Su$%ec! M&!!er Main (arts of the E&es and their <unction.....................................................;#A Main (arts of the Ears and their function......................................................B#;: Main parts of the S1in and their <unction......................................................;C#;A +ur $ose...................................................................................................................;B#:: +ur 'ongue...............................................................................................................:C#:D Changes as Children Grow....................................................................................:A#C; (h&sical Capa"ilities 'hen and $ow...................................................................C:#CE Social )ctivities of a Child..................................................................................CD#CB 'he <ood Fou $eed................................................................................................CG#H: !llnesses* iseases.................................................................................................HC#EI )nimal Bod& (arts for Movement.....................................................................E;#EH (laces 4here )nimals Live..................................................................................EE#EB Classification of animals )ccording to Bod& (arts, Movement and (laces.................................................................................EG#DH $eeds of )nimals....................................................................................................DE#DA $eeds of )nimals....................................................................................................DB#AI (lant (arts, Characteristics and <unctions.....................................................A;#AA Similarities and ifferences of (lants.............................................................AB#BI 'rees, Shru"s, Grasses, 0er"s and %ines.......................................................B;#BH !mportance of (lants.............................................................................................BE#BA 4a&s of Caring <or and Conserving (lants......................................................BB#GH i ii

(age

Characteristics of Gases......................................................................................GE#GA Comparing the 0eaviness of Solids...................................................................GB#;II Measuring the %olume of a Solid........................................................................;I;#;ID .sing $on#Standard evices for Measuring %olumes*Li9uid..............................................................................................;IA#;;I Light and Seeing.....................................................................................................;;;#;;H ifferent Sources of Light.................................................................................;;E#;;B 0ow Light 'ravels..................................................................................................;;G#;:H Behavior of Light when it Stri1es an +"8ect.................................................;:E#;:B +pa9ue, 'ransparent, 'ranslucent Materials.................................................;:G#;C: Bending of Light......................................................................................................;CC#;CG 4hite Light..............................................................................................................;HI#;HC (roducing Sound......................................................................................................;HH#;HA 4a&s to Ma1e Sound.............................................................................................;HB#;E; Sound (roduced "& ifferent +"8ects............................................................;E:#;EE Relation of Sound to <orce and %i"ration of +"8ects.......................................................................................................;ED#;D; 4a&s of Ma1ing +"8ects Move...........................................................................;D:#;DE <orces that Ma1e +"8ects Move.......................................................................;DD#;DG Effects of <orce on Moving o"8ects.................................................................;AI#;AC 'hings in the Environment...................................................................................;AH#;AA Life <orms in the Environment...........................................................................;AB#;B; .ses of the ifferent @inds of Soil.................................................................;B:#;BE .se and +"serva"le Characteristics of ifferent @inds of Soil................................................................................................................;BD#;BG 4a&s of (rotecting the Soil................................................................................;GI#;GH Sources of 4ater..................................................................................................;GE#;GG .ses of 4ater.........................................................................................................:II#:I: (ractices that Cause Soil (ollution....................................................................:IC#:IA (ractices that Contri"ute to 4ater (ollution................................................:IB#:;: Evidences that 4ater is (olluted......................................................................:;C#:;E Conserving 4ater...................................................................................................:;D#:;B 4eather for the a&............................................................................................:;G#::C !nterpreting a Simple 4eather Chart.............................................................::H#::D !nterpreting a 'emperature Chart...................................................................::A#:CI

I.

Learning Objectives:

1. Identify the main parts of the eyes 2. Describe the function of each part 3. Demonstrate care of the sense organ 4. Describe ays of hand!ing in"uries of the eyes

II. Learning Tasks A. Subject Matter: Main Parts of t e E!es an" T eir Function

#. Conce$ts%I"eas #he eye is the sense organ that he!ps us see things around us. #he main parts of the eye are cornea$ pupi!$ iris$ !ens$ retina and optic ner%e. &ight that bounces from an ob"ect passes through the cornea$ pupi!$ !ens$ and forms an in%erted image on the retina. 'er%es carry the messages to the brain. #he brain interprets the message. #here are many ays by hich e can ta(e care of our eyes.

&ackgroun" Infor'ation Our E!es #he eye is an intricate structure that does a number of things. It recei%es and transmits thousands of %isua! messages per minute. It produces its o n f!uids for !ubrication$ c!eansing and fighting off infection.

#he eyes ha%e different parts that enab!e us to see things around us. )!! !ight enters the eye through its air opening ca!!ed pupi! in the center. #he co!ored iris around the pupi! automatica!!y ad"usts to contro! the amount of !ight that enters. #he iris contracts in bright !ight and e*pands in dim !ight. #he !ens in the eye focuses direct!y on the retina. #he image ho e%er is upside do n but the brain turns the image right side up.

(. Process Ski))s +bser%ing$ communicating$ comparing$ inferring

*. +a)ue Focus

 &. References

-a!uing the importance of our eyes .racticing ays of caring for our eyes

/orone!$ /.$ et a!. 021112 p. 83, 4ta. 5aria$ ).$ et a!. 021122 pp.437 6on7ui!!o38a!!aria$ 6.$ et a!. 01,,,2 pp. 46351 9.3'I45:D unpub!ished handouts ;a!agtas$ 5.$ pp. 234 C. Materia)s 8or moti%ation< hand mirror 0per pupi!2= diagram of parts of the eye 8or )cti%ity 1< tabu!ation on 5ani!a paper of descriptions>functions of parts of the eye 8or )cti%ity 2< materia!s for teacher demonstration< paper screen$ stand for paper screen$ cand!e$ mode!ing c!ay$ match 8or )cti%ity 3< acti%ity card ith diagram of the eye$ set of 7uestions III. Learning Proce"ures A. Revie, -if nee"e".%c ecking of assign'ent -if an!. &. Motivation%Presentation Inferring Stage. )s( the pupi!s to get their hand mirror and use it to dra the dra ing of the parts of the eye @ that e donAt see. their eyes on a bond paper. ?hen they are through$ post

fish bo ! ith

ater$

4ay< B&et us compare your dra ing$ the parts of the eye e see$ ith the dra ing of the parts the eye inside.C

B?hich are the parts e can seeDC 0cornea$ pupi!$ iris2 B?hich parts are inside our headDC 0retina$ optic ner%es2 B?hat 7uestion do you ha%e about your eyesD #oday e i!! concentrate on the parts of the eyes.

C. Lesson Pro$er Activit! # / Parts of t e E!e &et the pupi!s study the parts of the eye by using their sma!! hand mirror$ the diagram of the parts of the eye$ and the fo!!o ing tabu!ation. 0.ost on the board the fo!!o ing descriptions>functions of each the part of the eye.2 Parts /ornea Iris 0escri$tions%Functions #ransparent co%ering of the eye /o!ored part of the eye

11

.upi! &ens 6etina +ptic ner%e

+pening that a!!o s !ight into the eye /!ear structure= bends !ight as it passes through it to form an image ;ac( of the eye containing many ner%es ;ig ner%e hich sends messages to the brain Activit! ( / Mo"e) of t e E!e -Teac er 0e'onstration. 1o, "oes t e e!e receive an i'age2 5ateria!s< cand!e standing on mode!ing c!ay$ match$ fishbo ! fi!!ed ith a stand .rocedure< a. 4et up the materia!s as sho n in the dra ing. #his is a simp!e mode! of the eye. ater$ hite cardboard or carto!ina on

b. &ight the cand!e. c. )d"ust the fishbo !. It shou!d ref!ect the image of the cand!e on the cardboard. Describe the image of the cand!e on the hite cardboard. 0in%erted2 Euestions< a. ?hat part of the human eye do the paper screen and the fishbo ! representD Mo"e) of t e E!e .aper screen 8ishbo ! b. Fo Fo 1u'an E!e 6etina &i7uid3fi!!ed eyeba!!> !ens

does the cand!e !oo( on the paper screenD 0in%erted2 do you thin( i!! the cand!e !oo( in our retinaD

Activit! * / 1o, ,e See 5ateria!s< acti%ity cards ith a diagram of the eye 0as presented2 and the set of 7uestions

11

.rocedure< a. 4tudy the en!arged diagram of the eye. b. 4tudy hat happens to the image of the person on the retina. c. )ns er the fo!!o ing 7uestions as a group. Euestions< a. ?hich parts of the eye does !ight pass throughD 0cornea$ !ens$ retina2 b. ?hat is the or( of each partD c. Fo cornea3ser%es as the transparent co%ering of the eye2 pupi!3ser%es as the opening here !ight enters !ens3focuses !ight and pro"ects the image on the retina retina3recei%es the image that is seen optic ner%e3sends messages to the brain are e ab!e to see an ob"ectD

Activit! 3 / 1o, "oes Lig t Affect !our E!es2 5ateria!s< .rocedure< a. Distribute the dra ing paper to the chi!dren. b. Fa%e the chi!dren carefu!!y obser%e one anotherAs eyes. c. Dar(en the room a bit but !ea%e enough !ight so that they can obser%e the changes in their pupi!s and ha%e them note additiona! changes hen the !ights are turned on. d. )s( for a %o!unteer to come to the front of the room and then se!ect t o obser%ers. Fa%e the obser%ers !oo( into the %o!unteerAs eyes and te!! the rest of the c!ass ho !arge the pupi!s are. e. ?hi!e the obser%ers are studying the %o!unteerAs eyes$ turn on the f!ash!ight and point side ard or across the %o!unteerAs eyes. Fa%e the obser%ers describe any changes they see. 4)8:#G /)9#I+'< Do not point the !ight direct!y into the %o!unteerAs eyes. &ight coming from the side i!! be sufficient to cause the pupi!s to di!ate. Euestions< a. b. c. d. e. ?hat happens to the pupi! hen the !ights are turned onD ?hat happens to the pupi!s hen !ight is not that brightD ?hen is it easier to seeD ?hen is it difficu!t to seeD +ur capacity to see depend on hat doesD 1 f!ash!ight$ dra ing paper

12

0. 0iscussion%Ana)!sis ?hat are the different parts of the eyeD ?hich part protects the eyeD ?hich part does !ight pass throughD ?hich part focuses !ight on the retinaD ?hich is !i(e a screen here the image is focusedD Fo do e see ob"ectsD

E. 4enera)i5ation ?hat are the different parts of the eye and hat is the or( of each partD Is each part importantD ?hyD

F. A$$)ication ?ith a friend or a c!assmate$ put on a b!indfo!d and a!( around the home or schoo! for a fe minutes. Describe ho you fee!D Do you fee! comfortab!e or do you ha%e a strange fee!ingD Fo many acti%ities can you not do if this condition is permanentD Did you depend a !ot on your sense of %isionD Is it important to protect your eyesDD Fo can you protect your eyesD Discuss the fo!!o ing ideas stressing the fact if pupi!s practice the fo!!o ing ideas$ they i!! ha%e good eyesight unti! o!d age. 3 6ead ith sufficient !ight. Do not read under %ery bright or dim !ight. 3 Do not read hi!e !ying do n or riding in a mo%ing %ehic!e. 3 6est your eyes after reading for a !ong time by !oo(ing up or by in(ing them. 3 :at foods that are rich in -itamin ) such as green and ye!!o %egetab!es. 3 )%oid rubbing the eyes hen dirt gets in them or hen they are itchy. 9se c!ean running ater to rinse the eyes instead. 3 Do not put pointed ob"ects near the eyes. 3 -isit an eye doctor if you ha%e concern about your eyes. ?hat shou!d you do if you notice any prob!em ith your eyesD 4hou!d you te!! your parents or teachers immediate!yD ?hyD 4. Assess'ent ). ?rite the !etter of the correct ans er. HHH 1.?hich of the fo!!o ing is the c!ear co%ering of the eyeD a. pupi! b. iris c. cornea HHH 2.?hich of these is an opening here !ight passes throughD a. pupi! b. iris c. cornea d. retina d. retina

HHH 3.?hen the !ight is turned off$ the pupi! of the eye becomes HHHHH . a. sma!!er b. !arger c. remain the same d. dar(er HHH 4.#he image that is formed in the HHHHH is upside do n. a. !ens b. retina c. pupi! HHH 5.?hich of the fo!!o ing sends messages to the brainD a. cornea b. pupi! c. retina ;. Fo d. brain d. ner%e

do e see ob"ectsD ?hich sho s the correct dra ingD :*p!ain hat ma(es the other dra ings incorrect.

13

I+. Assign'ent 1. ?ho ears eyeg!asses in your fami!yD )s( the reasons hy they are using eyeg!asses. ?hat cou!d they ha%e done so that earing eyeg!asses ou!d ha%e been pre%entedD 2. Is p!aying %ideogames good for the eyesD ?hat shou!d you do to ta(e care of your eyesD

I.

Learning Objective:

Identify the main parts of the ears Describe the function of each part Demonstrate care for the ears Describe ays of pre%enting in"uries of the ears Main Parts of t e Ears an" T eir Function

II. Learning Tasks A. Subject Matter:

#. Conce$ts%I"eas #he ear is the sense organ that he!ps us hear sounds around us. #he ear is made up of three main parts< outer ear$ midd!e ear and inner ear. #he outer ear consists of pinna and the ear cana!. #he outer ear co!!ects sounds. #he sound then tra%e!s do n the ear cana!. #he midd!e ear is an air3fi!!ed ca%ity and consists of the ear drum and three !itt!e bones3hammer$ an%i! and stirrup. )s the sound tra%e!s through the ear cana!$ the ear drum %ibrates as sound hits it. 8rom here the sound is amp!ified it passes through the three !oose!y3 connected bones hammer$ an%i! and stirrup. #he inner3most portion of the ear is fi!!ed ith ater3!i(e substance and comprises both hearing and ba!ancing organ. #he inner ear consists of the spira!3shaped coch!ea and the auditory ner%e. #he coi!ed structure$ ca!!ed coch!ea $ contains hair3!i(e ner%e ce!!s that transmit the sounds>%ibrations a!ong the auditory ner%e to the brain.

14

?e shou!d ta(e care of our ears by c!eaning them proper!y and going to a doctor for any ear prob!em. &ackgroun" Infor'ation Our Ears

#he ear is made up of three main parts< an outer ear$ midd!e ear and inner ear. ?hen sound a%es enter the outer ear$ they tra%e! do n a cana! at the end of hich a thin s(in is stretched tight!y across a tube. #his s(in separates the outer ear from the midd!e ear and is ca!!ed the ear drum. ;ehind the ear drum are three !itt!e bones ca!!ed the hammer$ an%i! and stirrup. ?hen sound a%es pass through the outer ear into the ear cana! and into the ear drum$ they start to ma(e the three bones %ibrating. #hese bones in turn cause %ibrations in the she!!3shaped inner ear ca!!ed coch!ea. Its ce!!s transfer the sounds to the ner%es hich in turn send them to the brain.

(. Process Ski))s #hese three !itt!e bones i!! %ibrate and into the eardrum reach them. hen the sound a%es that pass through the outer ear into the ear cana!

+bser%ing$ communicating$ inferring$ predicting

*. +a)ue Focus &. References ;a!ce$ 5.$ et.a!. 01,,72 pp. 11312 ;a!agtas$ et. a!. 01,,,2 pp.35338 /orone!$ /.$ et. a!. 021142 p. 24 4ta. 5aria$ ).$ et. a!. 021122 pp.14315 9. 'I45:D 021132 pp. 11311 C. Materia)s 8or moti%ation< I!!ustration @ ) #rip Into the :ar 8or )cti%ity 1< ;ig diagram of the parts of the ear 8or )cti%ity 2< Diagram of ear mode!$ ooden frame$ parchment paper$ push pin$ string$ styroba!!$ carton bo* III. Learning Proce"ures A. Revie, -if nee"e".%c ecking of assign'ent -if an!. -a!uing the importance of our ears .racticing ays of caring for our ears

15

&abe! the different parts of the eye.

0cornea2

0ner%e2 s

0!ens2 0retina2

&. Motivation%Presentation Inferring: )s(< Fo do you thin( are e ab!e to hear$ understand directions and en"oy beautifu! musicD #e!! the story$ A Trip into the Ears$ hi!e sho ing the i!!ustration be!o . Fo can e hearD ?hy can e hearD ?hat 7uestions do you ha%e about hearingD

04ource< 9. 'I45:D 2113$ p. 112 A Tri$ into t e Ear 5i(a had a dream. #iny too( her on a trip into the ear. #hey mo%ed ith the sound as it entered the pinna through hat !oo(s !i(e a funne!. #iny said$ B#his is the outer ear.C #hey s!ide do n the ear cana! unti! they bumped into the eardrum. #iny said$ B?e are no in the midd!e ear.C #he eardrum mo%ed %ery fast. #hey ere not ab!e to pass through the eardrum but they can see beyond it. #hey sa three bones< the hammer$ an%i! and stirrup. #hey can sti!! see parts of the inner ear. #hey are the semicircu!ar cana!s$ the spira!3shaped coch!ea and the auditory ner%e. #he coch!ea is fi!!ed ith !i7uid. It has many ner%e endings. #here as a !oud sound. 5i(a as a a(ened. C. Lesson Pro$er Activit! # / Parts of t e ear

16

.rocedure< a. b. c. d. e. Di%ide the c!ass to three groups representing the three ma"or parts of the ear. Gi%e each group an acti%ity card ith the story$ ) #rip into the :ar. )s( each group to identify and !ist the parts of each ma"or part assigned to them. #he group i!! be guided by the diagram be!o hich ou!d be posted during the acti%ity. :ach group i!! present the parts assigned to them ith the aid of the posted diagram.

:*pected ans ers< Outer Ear .inna :ar /ana! Mi"")e Ear :ar drum 3 bones Fammer )n%i! 4tirrup Inner Ear /och!ea )uditory ner%e

Activit! ( / T e Ear"ru' 5ateria!s< .rocedure< a. b. c. d. e. 4tretch the ba!!oon o%er one end of the cardboard tube. 4ecure the ba!!oon ith the rubber band. &et one member spea( into the open end of the tube hi!e one member touches the ba!!oon. &et each member of the group do the steps from a 3 c. &et them describe hat they fe!t. for each group< cardboard tube 0from toi!et paper2$ ba!!oon$ rubber band

Euestions< a. Fo is this set3up !i(e your earD b. ?hat does the tube representD c. ?hat does the stretched rubber band representD Activit! * / 1o, ,e 1ear 5ateria!s< ooden frame$ g!ue$ parchment paper$ push pin$ styroba!!$ carton bo* 'ote< #o prepare the mode!$ stic( ith a g!ue a piece of parchment paper to the ooden frame as sho n on the i!!ustration.0to be pro%ided by the teacher2 #his mode! of the ear can be done by the teacher or by groups of pupi!s. :ither discuss the fo!!o ing< the parchment paper represents the ear drum= ay$ the teacher shou!d

17

the styroba!! represents the three sma!! bones= and sound a%es produced by hitting the bo* tra%e! through the air and can ma(e the parchment paper and the styroba!! mo%e>%ibrate.

.rocedure< a. 4tand about 1 to 1 1>2 m from the ear mode! facing the side a ay from the styroba!! obser%e from the opposite side. b. 5a(e se%era! !oud sounds by banging on the top of the carton bo*. 0. 0iscussion%Ana)!sis ?hat are the main parts of the earD ?hat is the function of the outer earD ?here does the sound go through after it is co!!ected by the outer earD ?hat ear parts are found in the midd!e earD ?hat happens to the bones in the midd!e ear hen sound passes through themD ?hich part transfers the sound into the ner%esD hi!e the pupi!s

E. 4enera)i5ation 9sing an en!arged i!!ustration of the ear !et some pupi!s identify the different parts. /a!! on other pupi!s to sho the path of sound>%ibration in the ear. F. A$$)ication &et the pupi!s study the dra ing be!o hearingD or some other i!!ustration you can find sho ing the importance of

)s( the pupi!s goodD

hy the sense of hearing is important. ?hat can happen if the sense of hearing is not that

4. Assess'ent ). ?rite the specific part under each 5a"or .art of the :ar +uter :ar 5idd!e :ar Inner :ar

;. 5atch co!umn ) ith co!umn ;.

18

HHHHH1.co!!ects the sound HHHHH2.passage through hich sounds>%ibrations pass HHHHH3.one of the three bones in the midd!e ear HHHHH4.innermost portion of the ear I+. Assign'ent Fo I. do you c!ean your earsD )s( ho

a.coch!ea b.outer ear c.ear cana! d.hammer$ an%i!$ stirrup

your brothers and sisters c!ean their ears and ho oftenD

Learning Objectives:

Identify the main parts of the s(in Describe the function of each part

II. Learning Tasks A. Subject Matter: Main Parts of t e Skin an" T eir Function #. Conce$ts%I"eas #he s(in consists of t o !ayers< the outer !ayer or epidermis and the inner !ayer or the dermis. #he epidermis protects the inner !ayer. #he dermis is made up of ce!!s hich contain b!ood %esse!s$ ner%es$ s eat g!ands and oi! g!ands. 4 eat g!ands open to the surface of the s(in through the pores. #he oi! g!ands (eep the hair and s(in soft and moist. #ouch$ pain$ pressure and temperature are sensed by the ner%e endings in the s(in. #he ner%es send the message to the brain. #he brain interprets the message and e fee! the ob"ects.

&ackgroun" Infor'ation Our Skin #he s(in is the outer co%ering of our body. It protects us from !oss of too much It he!ps maintain body temperature. It a!so he!ps us sense our en%ironment. ater$ in"uries and infections.

4ource< http<>>ma!ibuhigh.smmusd.org>Idtuc(er>images>s(in.J.G

#he s(in has different ner%e endings sensiti%e to pressure$ touch$ pain and temperature 0co!d and arm2. 4ome parts of the body are richer in ner%e endings than others and are thus more sensiti%e. 8or e*amp!e$ the fingertips are more sensiti%e than the bac( of your hand. :!ectrica! signa!s are sent from the ner%e endings to the sensory ner%es then to the brain or spina! cord. #he brain no interprets hat has been sent by the ner%e endings and youA!! (no hether something you ha%e touched or fe!t is hot$ co!d$ rough$ etc. #he s(in has the fo!!o ing parts< Epidermis is the outer !ayer of the s(in on the surface on hich dead s(in ce!!s are found. Dermis is the inner !ayer of the s(in. #he parts of this !ayer and their functions are as fo!!o s<

1,

3 3 3 3 3

Oil or sebaceous gland produces an oi!y substance hich !ubricates the hair and s(in$ ma(ing them aterproof and e!astic. Sweat glands produce s eat hich (eeps the body coo!. 4 eat consists of ater and chemica! astes. Hair consists of dead, hardened cells growing out of the skin, and living cells found in its root. lood vessels supp!y the s(in and hair ith food and o*ygen. !erve endings or receptor cells recei%e the stimu!us and change it to e!ectrica! impu!ses. #hese are transmitted by the ner%es to the brain. #he fee!ing center of the brain interprets the sensation.

(. Process Ski))s +bser%ing$ communicating$ inferring

*. +a)ue Focus &. References ;a!ce$ 5.:. et.a!. 01,,72 pp. 11312 ;a!agtas$ et. a!. 01,,,2 pp.35338 /orone!$ et. a!. 021142 p. 24 4ta. 5aria$ et. a!. 021122 pp.14315 C. Materia)s /and!e ith f!ame= a g!ass of co!d ater= rea! ob"ects !i(e stone$ tennis ba!!$ magnifying g!ass= en!arged diagram of the s(in= g!o%es= fami!iar items< toothbrush$ ash c!oth$ paintbrush$ feather$ b!oc($ toy car$ rubber ba!!$ coin$ crayons III. Learning Proce"ures A. Revie, -if nee"e".%c ecking of assign'ent -if an!. 6ead the ords inside the bo*. coch!ea eardrum stirrup ear cana! hammer auditory ner%es #a(ing care of the s(in

pinna an%i! semicircu!ar cana!

In hich part of the ear is eachpart!ocatedD ?rite them in the correct co!umn in the tab!e be!o . Main Parts of t e Ear Mi"")e Ear

Outer Ear

Inner Ear

)s( some pupi!s to share ho Discuss this point ith them<

their brothers or sisters c!ean their ears.

21

)ccording to :ar 'ose and #hroat 0:'#2 specia!ists$ cotton s abs are the !ast thing you shou!d be putting in your ear. /!eaning your ears ith 73tips may cause more prob!ems. Instead$ use a moist c!oth to ash the e*terna! part of the ear or rinse your outer ears during a sho er. &. Motivation%Presentation /ut3out !etters forming the fo!!o ing ords< hot$ co!d$ smooth$ rough$ sharp$ painfu! /a!! on 6 pupi!s to ha%e a contest on forming the correct ord. )s( hich sense organ is re!ated to these ords. )s( if they (no the parts of the s(in and ho it or(s. #hen$ te!! them that they i!! !earn these in this !esson.

C. Lesson Pro$er &et the pupi!s form groups ith se%en members each. 6eca!! of standards for group acti%ity.

Activit! # / 6our Skin an" Fee)ing 5ateria!s< .rocedure< a. +bser%e the s(in of your arms c!ose!y using the magnifying g!ass. Describe ho!esD hairD b. 4tudy the diagram of the s(in. c. 6ead the information< hat you see. Do you see magnifying g!ass$ en!arged diagram of the s(in

;eneath the epidermis is a thic(er !ayer ca!!ed the dermis.It contains b!ood %esse!s$ oi! g!ands and s eat g!ands. 4 eat g!ands open to the surface of the s(in through the pores. #hey secrete s eat or perspiration. #he oi! g!ands (eep the hair and s(in soft and moist. #he ner%e endings in the s(in pic( up the sensations of co!d$ heat$ pressure$ touch and pain. 'er%es carry the message to the brain. #he brain interprets hat you fee!. Euestions< a. ?hat co%ers your body from the top of your head to the so!e of your feetD "skin# b. Do you see tiny hairs and tiny openingsD Do you see partic!es of s(in pee!ing offD ?hat are these partic!esD c. ?hat is the outer !ayer of the s(inD 0epidermis2 ?hat do you thin( does the epidermis do to the surface of the s(inD 0protects inner !ayer2 d. ?hat is found under the epidermisD 0dermis2 e. ?hat does the dermis containD 0b!ood %esse!s$ oi! and s eat g!ands2

21

f. ?hat (eeps your hair and s(in soft and moistD 0oi! g!ands2 g. ?hat he!ps fee! the heat$ pressure and pain in your bodyD 0brain2 h. ?hich part of the s(in carry message to the brainD 0ner%e endings or receptor ce!!s2 C. 0. 0iscussion%Ana)!sis 1OT7s /an a!! parts of s(in fee! the same ayD )re there parts that are more sensiti%eD Fo can you find outD ?hat are the 2 !ayers of the s(inD ?hat is epidermis$ dermisD )s a summary of the discussion$ pupi!s fi!! up the tab!e be!o < Parts of t e Skin 1. oi! or sebaceous g!and 2. s eat g!and 3. hair 4. b!ood %esse!s E. 4enera)i5ation ?hi!e sho ing the s(in diagram$ as( the fo!!o ing< ?hat are the t o !ayers of the s(inD 0epidermis$ dermis2 ?hat protects the outer surface of the s(inD 0epidermis2 ?hat are found in the dermisD 0b!ood %esse!s$ ner%es$ s eat g!ands and oi! g!ands2 ?hat ma(es the s(in and hair soft and moistD 0oi! g!ands2 ?hat do the s eat g!ands doD 0secret s eat and other chemica!s that (eep the body coo!2 ?hat part pic(s up sensations of co!d heat$ pressure and painD 0ner%e endings2 ?hich part sends the message to the brainD 0ner%es2 F. A$$)ication .ut fami!iar ob"ects of different shapes$ thic(ness and te*ture inside a bo*. /a!! a pupi! and !et him>her ear a g!o%e. &et the pupi!s identify the ob"ects by touch a!one. /an he>she do itD 6epeat the acti%ity ithout the g!o%esD In hat situation can you identify the ob"ects e!!D ?hyD ?hat do you thin( may happen if you !oose your sense of touchD Function .roduces an oi!y substance hich !ubricates the hair and the s(in .roduces s eat hich (eeps the body coo! .ro%ides protection against infection and co!d temperature 4upp!y the s(in and hair ith food and o*ygen

4. Assess'ent ?rite the !etter of the correct ans er. HHH 1.It contains the s eat g!ands$ oi! g!ands and ner%e endings. a. epidermis b. dermis c. s(in HHH 2.It protects the inner part of the s(in. a. epidermis b. dermis d. hair

c. hair

d. ner%es

HHH 3.5onica fee!s the heat of the sun. ?hat part of her s(in fee!s the heat of the sunD a. epidermis b. dermis c. ner%e endings d. s eat g!ands HHH 4./ontessaAs s(in and hair are soft and moist. ?hat ma(e them soft and moistD a. s eat g!ands b. oi! g!ands c. b!ood %esse!s d. ner%e endings HHH 5.?hich is not a part of the inner !ayer of the s(inD a. b!ood %esse!s b. s eat g!ands c. oi! g!ands d. dead ce!!s

22

I+. Assign'ent /ite at !east 3 ays of caring for your s(in. 0?ays of caring for the s(in< ta(ing a bath dai!y= c!othes and shoes.2 ?hat do you thin( i!! happen if ha%e s(in disease.2 ashing the face$ hands and feet hen these get dirty= earing c!ean

e donAt ash our bodyD 0?e i!! de%e!op body odor. ?e i!!

I.

Learning Objective:

Identify the main parts of the nose Describe the function of each part Demonstrate care of the nose Describe ays of pre%enting in"uries of the nose

II. Learning Tasks A. Subject Matter: Our 8ose #. Conce$ts%I"eas #he nose is the sense organ that he!ps us sme!! things around us. #he parts of the nose are the nostri!s$ nasa! ca%ity and ner%es connected to the brain. #he nostri!s recei%e the scents carried by air. It contains hairs hich fi!ter the inha!ed air. #he nasa! ca%ity secretes mucus hich further c!eans inha!ed air. #he ner%es in the nasa! ca%ity send messages to the brain hich interprets hat e ha%e sme!!ed. ?e shou!d ta(e care of our nose by c!eaning it proper!y and protecting it from dirty air and offensi%e odors.

&ackgroun" Infor'ation #iny partic!es of substances f!oat in the air. ?hen e breathe$ these tiny partic!es got into our nose. #hen$ ner%e endings in our nose send messages to our brain. +n!y then can e te!! hat e sme!!. Fumans ha%e the abi!ity to identify up to 11$111 sme!!s. )ny taste that e percei%e besides s eet$ sour$ bitter and sa!ty are the resu!t of the o!factory messages pic(ed from the odors of the food e eat. ;ecause the odors tra%e! up to the throat to the sme!! 0o!factory2 receptors !ocated deep in the nasa! ca%ity$ it is easy to confuse taste and sme!!. 9n!i(e our other senses$ e find it hard to describe sme!!s ith an e*act %ocabu!ary. +ur sense of sme!! te!!s us important information about hat e are eating. +ur nose can arn us of food that has begun to spoi! because it doesnAt sme!! right anymore. +ur nose a!so recogniKes other dangers !i(e the sme!! of smo(e or strong chemica!s that cou!d harm us. )!though our nose is %ery sensiti%e$ e on!y recogniKes sme!!s e a!ready (no about. 4me!! and taste are specia! partners. ?hen you eat a ripe mango$ your nose sme!!s the fruit and your tongue tastes the s eetness. #ogether$ they he!p us en"oy the ripe mango. ?hen e ha%e a co!d$ e cannot sme!! e!!. +ur food seems to !ose some of its f!a%or too.

(. Process Ski))s +bser%ing$ describing$ communicating$ inferring

*. +a)ue Focus

23

-a!uing the importance of the parts of our nose in our !ife

&. References 3 3 3 3 ;a!agtas$ et a! 01,,,2 pp. 22324 /orone!$ et a! 021112 pp. 1831, 4ta. 5aria$ et a! 021122 pp. 11311 4aathoff$ et a! 01,,72

C. Materia)s 8or )cti%ity 1< sma!! hand mirror$ diagram of the parts of the nose 8or )cti%ity 2< things ith distinct scent$ for e*amp!e < %inegar$ gar!ic$ onion$ %ani!!a$ i!ang3 I!angf!o er$ perfume$ ca!amansi fruit$ bath soap$ dried fish 0tuyo2$ instant coffee III. Learning Proce"ures A. Revie, -if nee"e".%c ecking of assign'ent -if an!. &. Motivation%Presentation Inferring: 1o, can !ou te)) if r 'ot er cooking a"obo in t e kitc en2 1o, "o !ou s'e)) t ings2 9 ! can !ou s'e)) t ing2 .ost a big diagram of the parts of the nose on the board.

4ay< BGet your mirror and see your nose. Gou on!y see your nostri!s and some hairs by their openings$ rightD ;ut hen scientists mention the ord nose$ they mean a!! these parts. 0.oint to a!! the parts$ outer and inner.2

Get a mirror and e*amine your nose. ?hat parts of the nose do you seeD /an you te!! the function of each partD Dra your nose. C. Lesson Pro$er Activit! # / M! 8ose 5ateria!s per group< sma!! hand mirror$ diagram of parts of the nose$ science boo( hich e*p!ains the parts and functions of the nose .rocedure< 1. 8orm groups of 536 members and choose a !eader. 2. 9se your hand mirror and refer to the diagram of the parts of the nose. 3. 6ead about the parts and functions of our nose.

24

Gour 'ose< .arts and 8unctions Gou on!y see your outer nose. #he ho!es you see are ca!!ed nostri!s$ here scents carried by the enter. Gou can a!so see hairs in your nostri!s. #hey (eep dust out of your nose. #here is a !arge tunne! beyond your nostri!s and this is ca!!ed the nasa! ca%ity. Its a!!s are et$ arm and co%ered ith mucus$ a stic(y !i7uid. 5ucus traps dust$ dirt or germs hich enter your nostri!s and ere not fi!tered by your nose hairs. Activit! ( / S'e)) Moves Inside the nasa! ca%ity are ner%es that pic( up the scents carried by air. #hey send messages to your brain. #hen$ your brain te!!s you hat you ha%e sme!!ed. 4. /omp!ete the tab!e be!o < Parts a. 'ostri!s b. 'asa! /a%ity c. 'er%es Functions 3ser%e as the openings here scents carried by air enter 3 contain hairs hich fi!ter dust$ dirt and germs carried by inha!ed air 3 arms inha!ed air 3 secretes a stic(y mucus hich trap dust$ dirt and germs carried by inha!ed air 3 send messages to the brain so the person i!! (no hat he sme!!s

+nce a group (no s the parts and functions of the nose$ they can mo%e on and do )cti%ity 2. Activit! # / 9 at "i" I s'e))2 Materia)s: #hings ith distinct scents such as 12 %inegar$ 22 gar!ic$ 32 onion$ 42 %ani!!a$ 52i!ang3i!ang>rose f!o er$ 62 perfume$ 72 ca!amansifruit$ 82 bath soap$ ,2 dried fish 0tuyo2$ 112 instant coffee 'ote< )sthmatic students shou!d be e*empted from this acti%ity. #he teacher shou!d prepare 11 Bsme!!ing cupsC$ each containing a materia! ith a distinct sme!!. #he teacher can substitute other materia!s readi!y a%ai!ab!e. #he teacher shou!d demonstrate proper ay of obser%ing through the nose by fanning the ob"ectAs scent using the hand and not sniffing direct!y into it.

.rocedure< 1. :ach group shou!d ta(e turns in sme!!ing cups 1311 prepared by the teacher. /up L 1 2 3 4 5 ?hat Did I 4me!!

25

6 7 8 , 11 )ns ers< 1. %inegar 2. gar!ic 3. onion 4. %ani!!a 5. i!ang3i!ang 6. perfume 7. ca!amansi fruit 8. bath soap ,. fried fish 0tuyo2 11. instant coffee 2. ?hat sense organ did you use to sme!! the gi%en materia!sD 0nose2 3. Fo did you sme!! the gi%en materia!sD nasa! ca%ity ner%es brain for interpretation of hat I sme!!ed2

0'ostri!s

4. Is it correct to say< I sme!! ith my nose and my brain.C 0Ges$ because I use my nose to recei%e the odors>scents of materia!s in my en%ironment. )nd$ I on!y (no hat I sme!!ed hen my brain interprets hat I sme!!ed.2 0. 0iscussion%Ana)!sis :ach group reports their ans ers to the c!ass. ) member of the group traces the path of sme!! from the source$ to the nostri!s and on ard$ pointing to each part$ as it is mentioned. .rocess the acti%ity and enrich>reinforce the pupi!sA !earning. E. 4enera)i5ation Fa%e a big tabu!ation on the board ans ers gi%en in acti%ity 1.2 )s( a!so< BFo F. A$$)ication 1. ?hy shou!d you a%oid sme!!ing f!o ers too c!ose!yD 08!o ers might ha%e %ery sma!! insects po!!en grains hich cou!d enter the nose2 ?hy shou!d you a%oid sme!!ing things in "ars hich you donAt (no D here students can rite the parts and functions of the nose. 04ee the

do e sme!! thingsDC 04ee the ans ers gi%en in )cti%ity 2.2

2. ?hy shou!d you c!ean your nostri!s ith a c!ean$ damp tissue>c!othD 0+ur nostri!s ha%e thin mucus !ining. #hey can get bro(en easi!y and then get infected.2

3. ?hy shou!d you co%er your nose ith a c!ean

26

hand(erchief if the air is dustyD 0#he c!ean hand(erchief i!! protect me from inha!ing dirty air.2

I+. Assess'ent )ns er the fo!!o ing items< 1. Fo do you sme!! a fragrant f!o er !i(e a roseD ner%es b brain 0te!!s that the scent is that of a rose2

-apor partic!es $ %o!ati!e substance rose carried nostri!s nasa! chamber by air

2. ?hy do you ha%e to co%er your nose ith a c!ean tissue>c!oth if the air is fu!! of dustD 3. ?hy is your sense of sme!! importantD ?hat do you thin( the or!d i!! be !i(e ithout our sense of sme!!D Points 2 1 1 Ans,ers 5entions 2 ideas 3 Dusty air is not fu!!y fi!tered by hair in our nostri!s. 3 Dusty air is not good for oneAs hea!th. 5entions on!y 1 out of the 2 abo%e3mentioned ideas. ?rong ans er>no ans er

+. Assign'ent 1. ?hat shou!d you do hen your nose b!eedsD 0Inter%ie nose b!eeding occurs.2 a medica! doctor or an adu!t ho (no s hat to do hen

)ns er< If your nose b!eeds$ do the fo!!o ing< a2 4it.do n. &ean s!ight!y for ard. b2 &ean for ard so the b!ood i!! drain out of your nose. c2 Do not !ean bac( because you i!! s a!!o your b!ood. d2 9se your thumb and your forefinger to s7ueeKe together the soft portion of your nose. Meep ho!ding your nose unti! the b!eeding stops. Do this for 5311 minutes. e2 Gou can a!so p!ace a co!d compress or an ice pac( across the bridge of your nose.

2. 6ead about the anima!s ith %ery strong sense of sme!!. ?hat are these anima!sD 0 ?hy do you thin( they ha%e a %ery strong sense of sme!!D

I.

Learning Objective:

Identify the main parts of the tongue Describe the function of each part Demonstrate care of the tongue Describe ays of pre%enting in"uries of the tongue

27

II. Learning Tasks A. Subject Matter: Our Tongue #. Conce$ts%I"eas #he tongue is the sense organ that he!ps us taste a!! things e p!ace inside our mouth. #he tongue has taste buds embedded in it. #he taste of the food passes through the bumps of the tongue$ the taste buds and ner%e endings. 'er%es send the message to the brain. #he brain interprets the message and e taste the food. (. Process Ski))s +bser%ing$ describing$ communicating$ distinguishing

*. +a)ue Focus &. References 3 3 3 ;a!agtas$ et a! 01,,,2$ pp. 24326$ 2,331 /orone!$ et a! 021112 pp. 21321 4ta.5aria$ 021112 p. 27 -a!uing the capacity of the tongue to taste the food e eat e%eryday .racticing proper care of our tongue

C. Materia)s 8or moti%ation @ sma!! hand mirror$ some candies 8or )cti%ity 1 @ i!!ustration< en!arged picture of taste buds 8or )cti%ity 2 @ saucer$ teaspoon$ cotton buds$ sugar$ %inegar$ coo(ed ampala$a$ sa!t 8or )pp!ication @ tongue c!eaner III. Learning Proce"ures A. Revie, s'e)). 1o, can ,e s'e))2 9 ! is s'e)) i'$ortant2 9i)) a"obo taste goo" if !ou "o not%cannot s'e)) it2 9 !2 -If nee"e".% c ecking of assign'ent -if an!. &. Motivation%Presentation 4ay< B/hi!dren$ ho among you are fond of eating candiesDC 0/hi!dren raise their hands.2 B-ery e!!$ I ha%e a !ot of candies here.C 0#eacher p!aces ten candies on the tab!e.2 B/an anybody name these candiesDC 0/hoco!ate candy$ minted candy$ sa!ted p!um$ tamarind candy2 B/an you te!! me ho these candies tasteDC 0/hoco!ate tastes s eet= minted candyD BFo do you (no the taste of these candiesD Fo do you taste thingsD ?hy do your hand mirrors. /an you see the BbumpsC on your tongueD :mbedded bet een these BbumpsC are your taste buds hich ma(e possib!e for you to (no the taste of anything you p!ace inside your mouth. &etAs study more about our tongue.C C. Lesson Pro$er Activit! # / Parts of t e Tongue you taste thingsD Get

28

.ost a big i!!ustration of a taste bud on the board. 0 8or purpose of sho ing the taste bud on!y for Grade III pupi!s2

4ay< B#hese are en!arged i!!ustrations f taste buds that are embedded in our tongue. ?e ha%e so many of these. +n!y a fe are sho n here.C 0.oint out the surface of the tongue$ the opening 0pore2 of a taste bud$ and the taste buds hich ha%e ner%es connected to the brain.2 B6emember< ?e donAt see our taste buds. ;ut$ e can (no the tastes of food e eat.C e en"oy food because of them. #hey or( ith the brain so

B#here are groups of taste buds on our tongue. #hatAs hy e taste s eetness$ sourness$ bitterness$ and sa!tiness of foods. In the ne*t acti%ity$ you i!! infer here you can taste s eet$ sour$ bitter and sa!ty foods.C

Activit! ( / 9 at is t e Taste2 5ateria!s< saucer$ teaspoon$ cotton buds$ coo(ed ampala$a fruit$ sma!! amount of sugar$ sa!t$ %negar$ food sanitary g!o%es .rocedure< :ach group i!! get their materia! from the teacherAs tab!e. %art A "&roup '# 12 .!ace one3fourth teaspoon of sugar in a saucer. 5i* one teaspoon of ater ith the sugar. 22 Dip 2 cotton buds in the ater ith sugar. &et one of the group members put out his>her tongue then p!ace the cotton bud on the right side of his>her tongue. #hen as(< /an you taste anythingD 0&et somebody rite hat has been tasted.2 32 6inse your tongue. #hen p!ace the cotton bud on the tip of your tongue. /an you taste anything s eetD ?rite do n hat has been tasted. %art 12 22 32 "&roup (# 6epeat procedure 1 and 2 using sa!t. .!ace the cotton bud at the tip of your tongue. Did you taste somethingD ?rite hat you ha%e tasted. .!ace the cotton bud on the right and !eft sides of the tongue. /an you taste somethingD ?rite do n hat you ha%e tasted.

%art ) "&roup *# 12 6epeat procedure 1 and 2 using %inegar. 22 .!ace the cotton bud at the sides and tip of the tongue. ?rite do n %art D "&roup +#

hat you ha%e tasted.

2,

12 6epeat the same procedure as abo%e using coo(ed and mashed ampala$a. ?rite do n ha%e tasted. )ns er the fo!!o ing 7uestions< 1. 2. 3. 4. 5. ?hat is the taste of sugarD ?hat part of the tongue recogniKes s eet tasteD ?hat is the taste of sa!tD ?hat part of the tongue recogniKes sa!ty tasteD ?hat is the taste of %inegarD ?hat part of the tongue recogniKes sour tasteD ?hat is the taste of coo(ed ampala$aD ?hat part of the tongue recogniKes bitter tasteD Fo do e taste foodD food in mouth 0. 0iscussion%Ana)!sis taste buds ner%es ;rain 0te!!s us if food is s eet$ sa!ty$ bitte or sour2

hat you

12 /hec( if a!! the groups detected the different tastes in the different areas of the tongue as seen be!o .

Gou may actua!!y get different ans ers since detected tongue map has in%aded te*tboo(s. Fo e%er in rea!ity a!! tastes can be e!icited in a!! areas of the tongue that ha%e taste buds a!though there may be increased sensiti%ity in other areas. 22 Discuss< B?hy do you say that your taste buds and your brain or( togetherD 05y taste buds and my brain or( together because once I eat food= the ner%es in my tongue send the messages to my brain and te!! me the taste of the food I ha%e eaten. E. 4enera)i5ation 4(etch the out!ine of a tongue. &et the pupi!s dra the genera! areas here the fo!!o ing can be tasted< sa!ty$ s eet$ sour and bitter. /a!! on other pupi!s to gi%e e*amp!es of food hich are sa!ty$ s eet$ sour and bitter. F. A$$)ication Discuss ho 1. 2. 3. 4. 5. to ta(e care of our tongue.

)%oid eating %ery hot food so as not to sca!d the tongue. 9se a tongue c!eaner or the edge of a meta! teaspoon to scrape the tongue. ?ash the hands before eating. Germs can get into the food and infect the tongue. Meep your mouth c!ean. ;rush your teeth and c!ean the tongue ith a tongue c!eaner before s!eeping at night. Do not brush your tongue. 9se a tongue c!eaner so as not to damage your taste buds. If you do not ha%e a tongue c!eaner$ use the edge of a teaspoon to c!ean your tongue. 6. If you ha%e sores on your tongue$ or if it hurts$ see a doctor immediate!y. 7. )s(< B?hy shou!d you c!ean your tongue regu!ar!yDC 0Dirty tongue may cause gum infection and more tooth decay.2

31
5eta! tongue c!eaner

4. Assess'ent ). )ns er the fo!!o ing 7uestions< 1. ?hy do e say that< B?e taste ith our tongue and our brain.C 0#he taste buds in the tongue ha%e ner%es hich are connected to the brain. #he brain te!!s us hat e taste.2 2. ?hy do e ha%e to c!ean our tongue after brushing our teethD 0#he tongue can ha%e bits and pieces of food hich bacteria cause decay can be decayed by bacteria. 4o$ a dirty tongue can cause disease and tooth decay.2 ;. Fo are sme!! and taste re!atedD

I+. Assign'ent Fo does vetsin ma(e food taste betterD 0,etsin$ chemica! name $ monosodium g!utamate$ contains umami$ a concentrate of a food additi%e$ a Bf!a%or enhancerC. 4ome say that vetsin tric(s the brain into be!ie%ing that food tastes better than it does so manufacturers can use !ess than acceptab!e ingredients.2 #he tongue can taste 5 f!a%ors< sa!ty$ s eet$ sour$ bitter$ umami.

I.

Learning Objective:

/ompare oneAs present and pre%ious height and eight measurements 5easure oneAs height and eight

II. Learning Tasks A. Subject Matter: C anges as C i)"ren 4ro, #. Conce$ts%I"eas /hanges ta(e p!ace as chi!dren gro /hi!drenAs height or eight increases as they gro /hi!drenAs eight norma!!y increases= but it a!so decreases if they get sic( /hi!dren gro and de%e!op at different rates

(. Process Ski))s +bser%ing$ measuring$ recording$ comparing$ inferring$ communicating$ ana!yKing data *. +a)ue Focus &. References )ccuracy in measuring ) areness of oneAs hea!th as seen in height and eight

31

3 3

/orone!$ et a!$021112$ pp. 51354 8a"ardo$ :. 021112$ pp. 2832,

C. Materia)s )cti%ity 1 3 tape measure$ ru!er )cti%ity 2 3 eighing sca!e )cti%ity3 3 schoo! record of pupi!sA pre%ious and present height and eight measurements III. Learning Proce"ures A. Motivation%Presentation &. Lesson Pro$er 8orm 2 groups. +ne group i!! do )cti%ity 1= the other group finished ith the acti%ity$ they i!! e*change acti%ities. Activit! # / 1o, Ta)) A' I2 5ateria!s< ru!er$ tape measure i!! do )cti%ity 2. )fter a!! the members are /a!! on a group of pupi!s to stand in front. )s( the other pupi!s to compare their height and body siKe. )s(< ?ho is the ta!!est$ sma!!estD ?ho do you thin( is the hea%iestD )s( if they thin( they are sma!!er or ta!!er= hea%ier or !ighter than some of their c!assmates. #e!! that they i!! do an acti%ity to find out if their ans ers are correct.

.rocedure< a. 4tic( the tape measure on the a!!. b. .air ith a c!assmate. c. +ne i!! stand against the a!! and the other i!! put a ru!er on top of the head and mar( the point on the a!!. e. 6ecord the height. f. :*change p!aces. g. )fter a!! pairs ha%e finished$ ans er the 7uestions be!o . Euestions< a. ?ho among your c!assmates ha%e a!most the same heightD b. ?ho is the ta!!estD the shortestD c. ?hat is the height difference bet een the ta!!est and shortest member of your groupD Activit! ( / 9eig Me 5ateria!s 'eeded< .rocedure< a. b. c. d. #a(e your shoes off and step on a eighing sca!e. 6ead the number to hich the arro points. 6ecord the number. Do the same to a!! your group mates. #a(e turns in reading and recording the number on the sca!e. eighing sca!e

eighing

Euestions< a. ?ho is the hea%iest among your groupD b. ?ho is the !ightestD c. ?hat is the eight difference bet een the hea%iest and the !ightestD

32

Activit! * a. .repare a graph !i(e the one be!o . #e!! that this is JohnAs height and year. )s( hat is JohnAs height and eight !ast year and this year. Feight 0in cm2 ?eight 0in (i!ograms2 eight for the past year and this

b. &et them ma(e their o n graph of their height and measurements of height and eight. c. #e!! something about their graph. Euestions< a. b. c. d.

eight. .ro%ide them the data for their pre%ious

?hat is your height> eight for the past yearD 8or the present yearD Did your eight height increaseD ?hoseAs eight decreasedD ?hy do you thin( it decreasedD

C. 0iscussion%Ana)!sis 1. Fo did you get your heightD ?eightD

0I did the fo!!o ing to get my eight< ad"usted the eighing sca!e to 1= too( off my soc(s and shoes= stepped steadi!y on the eighing sca!e= read the number to hich the arro pointed= and recorded my eight 0(g2 2 0I did the fo!!o ing ith a friend to get my height< posted the tape measure e!! on the a!!= too( off my soc(s and shoes= stood erect= used a ru!er to mar( the top of my head= as(ed a friend to read the number to hich the ru!er pointed= and recorded my height 0cm2 2. 2. ?hat materia!s did you use in measuring height and eighing sca!e for measuring eight.2 eightD 0tape measure for measuring height$

3. Fo do you compare your height and eight no and that of your pre%ious measurementsD 08ind pre%ious height and eight measurements. Mno if there has been an increase or decrease by getting the difference or by graphing.2 0. 4enera)i5ation I gro .2 E. A$$)ication Is it easy to get oneAs height and eight hen he>she is a! ays mo%ingD 0'o2 ?hat shou!d you do if you ant to get an accurate measurement of someoneAs height and eightD 0#e!! him>her to stand straight and sti!! to get the correct reading. 5a(e se%era! measurements then ta(e the a%erage.2 Is your height and eight today the same as that of !ast yearD 0)ns ers may %ary.2 ?hat can you say about your height and eight as you gro D 05y height and eight increase as

33

?hi!e mother is c!eaning the cabinet$ Ge!!ie$ her Grade 3 daughter$ sa her o!d dress that as her fa%orite hen she as in Grade I. 4he !i(es to ear it again. ?hat do you thin( i!! happenD 0#he dress i!! not fit anymore2 ?hyD 0Ge!!ie has gro n ta!!er and bigger.2 ?hat do you thin( shou!d you do ith c!othes !i(e this$ especia!!y if you ha%e neighbors ho are !ess fortunateD 0Gi%e them to the !ess fortunate chi!dren.2 I+. Assess'ent ). ;e!o is a sca!e here some height measurements are recorded. 4tudy it and ans er the 7uestions that fo!!o <
151 14, 148 147 146 145 Jaya 5igue! 5ichae! 'ina 4am

1. ?hat is the height of 5igue!D a. 145.3 cm b. 145.6 cm c. 146 cm d. 151 cm 2. /ompare the height of 'ina and Jaya. a. Jaya is ta!!er than 'ina b. 'ina is ta!!er than Jaya by 3 cm c. 'ina and Jaya are of the same height d. Jaya is ne*t to 'ina in height 3. ;y ho many cm does 4am e*ceed 5ichae!As heightD

a. 6 b. 11 c. 11.2 d. 8.21 ;. #his is a sca!e here some eight measurements are recorded. 4tudy it and ans er the 7uestions that fo!!o .

Ja(eAs eight 1. ?hat is the eight of Ja(eD a. 33 (g. b. 38 (g. 2. ?ho eighs 41 (g.D a. J/ b. Ja(e 3. ?ho is the hea%iestD

J/As eight

JasonAs eight

c. 35 (g.

d. 32 (g

c. Jason

d. 'obody

34

a. Ja(e

b. J/

c. Jason

d. Jason and J/

/. /omp!ete the tab!e. Gi%en the height and eight of the fo!!o ing Grade III pupi!s$ fi!! up the missing information. 8a'e Ge!!ie G!enn G en )ns er< 8a'e Ge!!ie G!enn G en 1eig t -c'.. To"a! 125 123 1253127 9eig t -kg.. To"a! 24326 26 24 1eig t -c'.. To"a! 125 123 9eig t -kg.. To"a! 26 24

Last 6ear 122 124

8e:t 6ear 126 128

Last 6ear 23 24

8e:t 6ear 27 26

Last 6ear 122 1213122 124

8e:t 6ear 1263127 126 128

Last 6ear 23 24 22323

8e:t 6ear 27 2732, 26

+. Assign'ent 5easure the height and eight by ne*t yearD eight of your baby brother or sister. ?hat do you thin( i!! happen in his>her height and

I.

Learning Objective:

/ompare oneAs present to pre%ious physica! capabi!ities 0e.g. and running %s. cra !ing$ etc.2

a!(ing

II. Learning Tasks A. Subject Matter: P !sica) Ca$abi)ities T en an" 8o, #. Conce$ts%I"eas ) chi!dAs physica! capabi!ities change as he>she gro s. ) young chi!d has more physica! capabi!ities no than he>she as a baby.

(. Process Ski))s +bser%ing$ communicating$ inferring$ comparing$ recording

*. +a)ue Focus &. References 3 3 ;a!agtas 021112 pp. 44345 /orone! 021112$ pp. 33334 ;eing independent regarding physica! capabi!ities from e!ders as one gro s

C. Materia)s pictures$ ords and phrases on strips of carto!ina 'ote< ;efore the acti%ity$ assign the pupi!s to bring their baby pictures and pictures of their fami!y.

35

III. Learning Proce"ures A. Revie, -if necessar!.%C ecking of Assign'ent if an! a. 8orm 2 groups. b. Fa%e a contest on fi!!ing up the tab!e !i(e the one be!o . 8a'e G!enn G en Ge!!ie 9eig t -kg. (;;* 14 66 (;;3 46 0got sic(2 (;;* 157 132 1eig t -c'. (;;3 142

&. Motivation%Presentation &et the pupi!s recite the rhyme. 4ro,ing <$ ?hen I as a baby$ I as nice and tiny. ?hen I as a year o!der$ I became bigger and ta!!er. 'o that I am nine$ 5uch bigger ha%e I gro n. 5any things I can do$ )nd so can youD

)s( the fo!!o ing 7uestions< a. ?ho is being ta!(ed about in the rhymeD0chi!d !i(e me2 b. ?hat happened to her > him a she >he gre D 04he>he became bigger and ta!!er and no she > he can do many things.2 c. Did the same things happen to youD 0)ns ers may %ary.2 d. ?hen you ere a fe months o!d$ ho did you mo%eD 05y mother to!d me I cou!d "ust turn my body and !ie on my tummy. I cou!d a!so cra !.2 ?hat changes happened in your mo%ement after 2 yearsD 0)gain$ my mother to!d me that I cou!d cra ! faster. #hen$ I began to a!( and then$ run fast.2

C. Activit! Pro$er
Activit! # a. b. c. d. Get your fami!y a!bum. &oo( for your pictures hen you ere a baby. &oo( for your !atest picture. .aste the picture side by side$ then obser%e and compare the pictures.

Euestions< a. ?hat differences can you seeD 0IAm ta!!er and bigger no .2 b. In hich picture are you biggerD 0In my !atest picture2 Activit! ( .rocedure< a. Di%ide the c!ass into 4 groups. b. &et each group !ist do n physica! capabi!ities they cou!d do hen they ere babies and the things that they can do no . c. 8i!! the chart be!o . d. ?rite your ans ers on mani!a paper. :ach group !eader i!! present the ans ers after ards.

36

P !sica) Activities &efore 8o,

:*amp!es of physica! capabi!ities$ then and no . &efore /ra ! 4pea( fe ords Drin( from a feeding bott!e 0. 0iscussion%Ana)!sis a. :ach group shou!d post their tabu!ation< .hysica! /apabi!ities 0;efore and 'o 2. #he !eader and a!! the group members shou!d stand in front of the c!ass to present their or( and ans er their c!assmateAs 7uestions. :*amp!e of physica! capabi!ities then and no < /ra ! 6un 4tands a!one &earn to a!( and stand a!one 4ays Bda$ da$ daC )s(< 4it up ?rite /ount 4ing a song .!ay ith friend 4!eep at a!! times 8o, 4tand$ a!( and run #e!! a story Drin( using a drin(ing g!ass

?hich of these acti%ities did you do hen you ere a babyD ?hich of these acti%ities can you do no D ?hy do you thin( you ere ab!e to stand a!one$ run fast$ count and do many difficu!t acti%ities no that you ha%e gro n upD ?ho to!d you about the ear!iest capabi!itiesD 05y mother> my e!der sister>brother2 up$ they can do many things.

b. &ead the c!ass to understand that as they gro E. 4enera)i5ation

?hat ere your capabi!ities hen you ere a babyD 0/ra !$ !earn to a!( and stand a!one$ sit up$ s!eep fre7uent!y$ say a fe short ords.2 ?hat physica! capabi!ities can you do no D 06un$ stand a!one$ rite$ count$ sing a song$ p!ay ith friends2 Do your physica! acti%ities change as you gro D ?hyD 0Ges$ I can do many things as I gro $ because I became ta!!er$ hea%ier and stronger.2 F. A$$)ication ) baby cries to e*press a!! his needs. ?ou!d you a!so do the sameD Fo do you no e*press your needsD 0'o$ I can say>te!! my needs c!ear!y and say it to the persons ho can he!p me.2 Do you depend on other peop!e for your needs !i(e ta(ing a bath$ getting ater to drin(D Is this goodD ?hy or hy notD 0'o$ itAs not good to depend on other peop!e to do things for me hen I can do them myse!f.2 4. Assess'ent /hec( the acti%ities that the chi!d in the picture can do. ) 1 N 3 year3o!d can

37

stand on his o n ride a bi(e ho!d a penci! proper!y sing a song 'ame< &eni )ge< 1 N years o!d ) 63year3o!d can stand ho!ding onto furniture ride a bi(e dra sing a song

'ame< 'isa 5ichae!a )ge< 6 years o!d ) ,3year3o!d can run dress up on his o n cra ! to go some here cry hen hungry

'ame< Jose )ge< , years o!d I+. Assign'ent &ist physica! acti%ities you en"oy a !ot and those you donAt !i(e doing. 8or e%ery acti%ity$ gi%e an e*p!anation. P !sica) Ca$abi)it! Like 0on7t Like Reason-s.

38

I. Learning Objective: II. Learning Tasks

/ompare oneAs present socia! acti%ities>interest ith those of pre%ious years 0e.g. p!aying ith friends$ he!ping out ith househo!d chores being ta(en care of by parents$ etc.2

A. Subject Matter: Socia) Activities of a C i)" #. Conce$ts%I"eas a. ) chi!dAs socia! acti%ities change as he gro s b. ) chi!d has more socia! acti%ities no than before &ackgroun" Infor'ation 4ocia!iKation is a !earning process that begins short!y after birth. It is the genera! term for the many different ays and processes by hich chi!dren become ab!e to function as members of their socia! community. :ar!y chi!dhood is the period of the most intense and most crucia! socia!iKation. It is then that e ac7uire !anguage and !earn the fundamenta!s of our cu!ture. It is a!so hen much of our persona!ity ta(es shape. Fo e%er$ e continue to socia!iKe throughout our !i%es. )!! chi!dren go through definiti%e phases of socia! de%e!opment. #he infant or %ery young (. chi!d Process p!ays Ski))s a!one 7uite happi!y$ babb!ing to himse!f and occasiona!!y sharing a treasure ith mother or father. If another chi!d enters the scene$ he is !i(e!y to be pushed out of the circ!e +bser%ing$ communicating$ inferring$ comparing ofp!ay. comes the period hen a chi!d is ab!e to p!ay ith one chi!d and this inc!udes an *. 'e*t +a)ue Focus e!ement of ad"ustment to the idea of sharing$ of ta(ing turns$ of going BfirstC or B!ast.C .ositi%e attitude to ards change :%entua!!y he i!! be ab!e to p!ay ith three or more chi!dren and by the time the chi!d enters (indergarten$ he is ab!e to "oin and en"oy group e*periences.

&. References 3 3 3 3 ;a!agtas$ et a!$ 021112 pp. 43346 /orone! et a!$ 021112 pp. 34335 http<>> .chi!dde%e!opment.com>parenting >socia!iKation.shmt! 021152 http<>> .pa!omar.edu>socia!>socH1.htm 021152

C. Materia)s .ictures of different acti%ities of babies$ todd!ers$ grade 3 pupi!s III. Learning Proce"ures A. Revie, -if necessar!.%c ecking of assign'ent -if an!. Distribute pictures hich depict physica! changes then and no . &et the pupi!s arrange the pictures based on their gro th se7uence. &. Motivation%Presentation &et them name some of their friends at home and at schoo!

3,

)s( hat acti%ities they !i(e doing together

C. Activit! Pro$er Activit! # .rocedure< a. Di%ide the c!ass into 2 groups b. &et them ro!e p!ay the situations Group 1 @ ) babyAs acti%ities at home ith a mother Group 2 @ ) boyAs>gir!As acti%ities ith friends c. .resentation by group d. &et them describe hat each group has presented Euestion< 12 ?ith hom does the baby>boy en"oy p!aying D 0#he baby p!ays ith the mother. #he boy p!ays ith his friends.2 22 )s a baby gro s$ does he continue to en"oy the same acti%itiesD 0'o. )s the baby gro s$ he>she en"oys other acti%ities.2 32 )s a baby boy gro s$ hat acti%ities does he en"oy and ith hom does he do them ithD 0)s the baby gro s$ he en"oys acti%ities ith other boys ho are as o!d as he is.2 .resent the statements of different socia! acti%ities done before and at present. Activit! ( .rocedure< .air ith a c!assmate and study the !ist of acti%ities be!o . Dra a happy face 02 if you do the acti%ity at present and a sad face 02 if not. HHHHHHH1. #a!(ing ith friends HHHHHHH2. .!aying ith p!aymates HHHHHHH3. )! ays staying at home HHHHHHH4. .!aying ith b!oc(s HHHHHHH5. .!aying computer games HHHHHHH6. Fe!ping one another in schoo! or( HHHHHHH7. 'eeding your mother to bathe you HHHHHHH8. &earning to a!( ith 5ommyAs he!p HHHHHHH,. ?atching cartoons HHHHHHH11. 6eading fairy ta!es Euestions< a. Do you sti!! ant to do the acti%ities in number 7 and 8D ?hyD 0'o$ IAm a!ready gro n up and can do these a!one.2 b. )re you doing the acti%ities in numbers 1$ , and 11D ?hyD 0Ges$ I can say hat I ant. I can understand cartoon stories. I can read fairy ta!es.2 c. ?hat acti%ities do you do before that donAt ant to do no D ?hyD 0I used to p!ay ith ooden b!oc(s and cra ! on the f!oor. I donAt do these things no because I ant to p!ay games ith my friends @ running and tag$ hide3and3see($ bi(ing and s imming.2 0. 0iscussion%Ana)!sis a. b. c. d. ?hat are the socia! acti%ities you did hen you ere a babyD ?hat socia! acti%ities do you fre7uent!y participate in no D /ompare the acti%ities you did hi!e you ere sti!! a baby and no . Fo different or simi!ar are theyD )re there changes in your preference of acti%ities as you gro D ?hyD 0Ges$ I am interested in other things no = for e*amp!e$ I am interested to read fairy ta!e boo(s and cartoons.2

41

E. 4enera)i5ation ?hat can you say about the socia! acti%ities you do before and no D 0#hey are not the same. #hey ha%e changed. 5y acti%ities before and no are different.2 ?hat can you say about your socia! acti%ities as you gro upD 05y socia! acti%ities ha%e changed as I gro up2. F. A$$)ication a. .resent pictures depicting the socia! acti%ities of a chi!d before and at present. b. )s( the pupi!s to ma(e sentences about the picture and arrange them in the order in hich these happen. 4ay< B)s you gro $ a !ot of changes happen. Fo are you going to face these changesD 0I i!! do acti%ities that chi!dren of my age usua!!y do.2 4. Assess'ent ?rite three socia! acti%ities hich you did before and acti%ities that you are fond of doing today. Socia) Activities &efore To"a!

I+. Assign'ent &ist at !east 3 socia! acti%ities you en"oy doing most and gi%e reasons. ?hyD

I.

Learning Objective:

Infer that eating the right (ind and amount of food affect oneAs gro th and de%e!opment

II. Learning Tasks A. Subject Matter: T e Foo" 6ou 8ee" #. Conce$t%I"eas Gro ing chi!dren need nutritious foods :ating a %ariety of nutritious foods is the (ey to good nutrition. In p!anning menus that are hea!thy$ you shou!d inc!ude foods from the different food groups. :ating the right (ind of foods affects oneAs gro th and de%e!opment

(. Process Ski))s +bser%ing$ communicating$ describing$ c!assifying$ co!!ecting data$ interpreting data

*. +a)ue Focus &. References 6ecogniKing the %a!ue of eating nutritious foods 4tarting a !ife3!ong good eating habits

41

3 3

/orone!$ 021112 pp. 73374 /!inica! 'utrition 4ection O 5edica! 'utrition Di%ision 021112

C. Materia)s chart$ strips of paper III. Learning Proce"ures: A. Sense of taste. 1o, can !ou taste foo"2 -if necessar!.%c ecking of assign'ent -if an!. &. Motivation%Presentation Fa%e a disp!ay of foods on the teacherAs tab!e. Gou can do this if your science period is before morning recess$ !unch$ or afternoon recess. 4ay< ?hy do you bring the foodD Is it your fa%oriteD ?hyD Gou can a!so bring the pupi!s to the schoo! canteen to see the menu of the day. +r$ you can ta(e a !oo( at the street foods nearby. Describe the food items. Identify them 0rice$ sand ich$ fish$ meat$ banana$ sinigang$ monggo$ etc2. C. Activit! Pro$er Activit! # / 4o= 4ro,= 4)o, Foo"s .rocedure< a. 8rom the !ist$ choose hat you ant to eat for !unch.. b. ?rite your ans er in your noteboo(. c. Group the foods in your !ist using the tab!e be!o . #eachers discuss the %a!ue of the food chosen. ?hy do you ha%e to eat 0rice$ fish$ banana tortang ta!ong$ etc.2 d. Group the foods in your !ist using the tab!e be!o . 4o Foo"s> 4ro, foo"s>> 4)o, Foo"s>>> ;rea(fast

&unch

4upper

P :nergy3Gi%ing 8oods @ #hese are foods rich in carbohydrates and fats. #hey supp!y your body ith energy needed for %arious acti%ities. #hey are ca!!ed Go foods.

42

PP ;ody3;ui!ding foods @ #hese foods pro%ide hat is needed to bui!d and repair orn3out body tissues. #hey are ca!!ed Gro foods. PPP ;ody36egu!ating 8oods @ #hese foods pro%ide the minera!s and %itamins needed by your body.are ca!!ed G!o 8oods. Activit! (? T e Foo" P!ra'i" )nother ay !oo(ing at the importance of different food is through the 8ood .yramid. .resent a 8ood .yramid to the pupi!s !i(e the one be!o . &et them study the 8ood .yramid and the food they represent.

04ource< http<>>(idshea!th.org>(id>stayHhea!thy>food>pyramid.htm!2 FereAs hat the co!ors stand for< 'ote< T is i))ustration is co)ore". orange Q grains green Q %egetab!es red Q fruits ye!!o Q fats and oi!s b!ue Q mi!( and dairy products purp!e Q meat$ beans$ fish$ and nuts. ?hat information can you get from the 8ood .yramidD :at a %ariety of foods. ) ba!anced diet is one that inc!udes a!! the food groups. In other ords$ ha%e foods from e%ery group e%ery day. :at !ess of some foods$ and more of others. Gou can see that the bands for meat and protein 0purp!e2 and oi!s 0ye!!o 2 are narro er than the others. #hatRs because you need !ess of those (inds of foods than you do of fruits$ %egetab!es$ grains$ and dairy foods.

Activit! * ? Make !our O,n Menu ;e!o are samp!es of foods and their corresponding dai!y recommended amount. Foo" 4rou$ 4rains potatoes$ nood!es$ bread$ cerea!s$ rice$ camote$ hotca(e$ oatmea!$ cassa%a$ oatmea!$ cerea!$ pasta 3measured in ounces hich e7ua!s the fo!!o ing< 1 s!ice of bread 435 ounces of coo(ed cerea!$ !i(e oatmea! 435 ounces of rice or pasta 435 ounces of co!d cerea! 0ai)! Reco''en"e" A'ount 435 ounces e7ui%a!ent

43

+egetab)es 3measured in cups Fruits 3measured in cups Mi)k an" Ot er Ca)ciu'?Ric Foo"s Meats= &eans= Fis = an" 8uts 3 measured in ounces hich e7ua!s the fo!!o ing< 1 ounce of meat$ pou!try$ or fish 334 coo(ed dry beans 1 egg 334 ounce of peanut butter N ounce 0about a sma!! handfu!2 of nuts or seeds

11>2 cup 131>2 cup 2 cups of mi!( or other ca!cium rich food 334 ounce e7ui%a!ent

5a(e a one3day$ three3mea! menu for yourse!f fo!!o ing these steps. a. 9sing the tab!e abo%e$ prepare a 13day menu for brea(fast$ !unch and dinner. b. .!ease see the gi%en e*amp!e. Lunc &reakfast ;eef tapa 6ice 1 s!ice ripe papaya Gri!!ed #i!apia .ina(bet 6ice ;anana 8ried /hic(en )dobongMang(ong 6ice 8ruit Juice 0inner

0. 0iscussion%Ana)!sis a. b. c. d. ?hat are the different food groupsD ?hat (ind of foods did you eatD Do they be!ong to the different food groupsD ?hat are the different food groups and the recommended dai!y inta(eD ?hy shou!d you eat different (inds of food in the right amount e%erydayD

E. 4enera)i5ation ?hy is it important to eat the right (ind and amount of foodD 0It is important to eat the right (ind and amount of foods so that our body systems i!! efficient!y process them for gro th and de%e!opment.2 :ating candies is not bad but too much is not good. Fo F. A$$)ication Go bac( to the disp!ay of foods on the teacherAs tab!e. /!assify them as BGoC$ BGro C or BG!o C foods. ?rite your ans ers on the tab!e be!o . @4oA @4ro,A @4)o,A ou!d you e*p!ain theseD

4. Assess'ent ). 4tudy the prepared menu be!o . 8i!! in the b!an(s to ma(e each mea! ba!anced and hea!thy.

44

;rea(fast< &unch< Dinner< I+. Assign'ent

bread 1 cup rice 1 cup rice

"uice 1 fried egg s eetened banana

HHHHHHHHHHHHH HHHHHHHHHHHHH HHHHHHHHHHHHH

/hec( your 4unday brea(fast$ !unch and dinner. )re they ba!anced mea!sD ?hy or hy notD

I.

Learning Objective:

:*p!ain ho certain i!!ness>disease s!o de%e!opment

do n oneAs gro th and

II. Learning Tasks A. Subject Matter: I))nesses%0iseases #. Conce$t%I"eas )n i!!ness or disease is a hea!th prob!em that can s!o do n oneAs gro th and de%e!opment. 4ome common hea!th prob!ems that affect chi!dren are cough$ co!ds and fe%er. +besity and ma!nourishment can a!so affect gro th and de%e!opment. .o!io and intestina! orms can a!so affect oneAs gro th and de%e!opment. Intestina! orms feed on the nutrients from the food e eat$ so chi!dren do not get the nutrients they need. #herefore$ they become ea( and cannot do the things that other chi!dren can do. #hey ou!d a!so !ac( the nutrients that ou!d he!p them gro ta!! and hea!thy.

(. Process Ski))s +bser%ing$ inferring$ communicating *. +a)ue Focus .racticing c!ean!iness to a%oid i!!ness>diseases 4ho (indness to sic( chi!dren

&. References 3 3 3 3 &!arinas$ et a!.$ 01,,,2 pp. 1,131,1 -engco$ eta!.$ 01,,,2 pp. 21732182 4a%e the /hi!dren>Department of :ducation$ 021152 pp. 135 :aston$ 01,,,2$ 6etrie%ed 5arch 28$ 2114 from .bm".!earning.com

C. Materia)s .ictures of unhea!thy chi!dren III. Learning Proce"ures A. Revie, -if necessar!.%c ecking of assign'ent -if an!. &. Motivation%Presentation

45

)s(< ?ho among you had been sic(D ?hat (ind of i!!ness did you e*perienceD ?hat did you (indD C. Lesson Pro$er Activit! # 8orm 3 groups. &et each group choose their !eader and reporter. .ro%ide the first group ith a picture of a %ery thinchi!d=the second group and a picture of a chi!d ith a big stomach for group three.

ith a picture of an obese chi!d=

&et each group describe the pictures. &et them ans er the fo!!o ing 7uestions< 3 Do you thin( the chi!d in each picture is i!!D 3 ?hat (ind of i!!ness do you thin( does the chi!d in the picture hasD 3 ?i!! he be ab!e to do a!! the things that a hea!thy chi!d canD ?hyD &et the group !eader report. Activit! ( 4ho a picture of a chi!d ith po!io.

&et them describe the picture. )s(< B?hat do you thin( happened to this chi!dDC :*p!ain po!io using the information be!o . .o!io is a disease that can damage the ner%ous system and cause para!ysis. #he po!io %irus !i%es in the throat and intestina! tract of infected persons. #he %irus enters the body through the mouth. 9sua!!y from the hands contaminated ith the stoo! of an infected person the po!io %irus attac(s the ner%e ce!!s that

46

contro! musc!e mo%ements. 5any peop!e infected ith the %irus ha%e fe or no symptoms. +thers ha%e short term symptoms such as headache$ tiredness$ fe%er$ stiff nec( and bac( and musc!e pain. 5ore serious prob!ems happen hen the %irus in%ades the ner%es in the brain and cause para!ysis of the musc!es used in s a!!o ing and breathing. In%asion of the ner%es in the spina! cord can cause para!ysis of the arms$ !egs or trun(. .o!io is most common in infants and young chi!dren$ but comp!ications occur most often in o!der persons. 4ince there is no a strong immuniKation program$ po!io is !imited to a decreasing number of countries. Activit! * .rint the ords cough$ fe%er$ co!d on strips of paper. .ut the strips of paper in a bo*. /a!! 3 pupi!s ho i!! act the ords out. &et each pupi! pic( a strip of paper. &et one pupi! act and the c!ass i!! guess hat it is. ?rite the ord on the cha!(board. Do the same for the ne*t 2 ords. &et them read the ords.

Euestions< ?hat do you thin( i!! happen if a chi!d has this i!!nessD 0 #he chi!d norma!!y.2 ?ou!d a sic( chi!d be ab!e to eat e!!D 0'o. 4he>he has no appetite.2 ?ou!d this affect his>her gro th and de%e!opmentD 0Ges2 0. 0iscussion an" Ana)!sis ?hat are the i!!nesses>diseases that you hadD 0inf!uenKa$ meas!es$ cough$ co!d$ mumps$ fe%er2 ?hat did it do to your bodyD 0I !ost eight. I got thinner.2 Fo can e a%oid getting sic(D 0:at a %ariety of hea!thy foods= ha%e enough rest and recreation= be c!ean a! ays= ha%e a regu!ar e*ercise.2 i!! not gro and de%e!op

E. 4enera)i5ation ?hat can i!!nesses>diseases do to your bodyD F. A$$)ication Gou ha%e cough for a ee( no . ItAs your friendAs birthday and she has B palamigC and ice cream for dessert. Gou rea!!y ant to eat them but your mother to!d you not to. ?hat ou!d you do and hyD :dmund is a three year o!d boy. 5any say he is cute because he is %ery chubby and a bit s!o in his mo%ements. Is he hea!thyD ?hy do you thin( soD +ne of your c!assmates is a po!io %ictim. Fo ou!d you treat her>himD I+. Assess'ent 6ead the fo!!o ing situations. /hoose the !etter of the best ans er. 1. 6ey !i(es to eat !ots of foods. Fe does not e*ercise his body. ?hat do you thin( ou!d !i(e!y happen to 6ey hen he gro s upD 6ey ou!d become HHHHHH. a. obeseP b. hea!thy c. pa!e d. undernourished 2. 'e!son has a hea!th prob!em. Fe is thin and pa!e. Fis eyes !oo( du!!. Fe has no appetite. Fo ou!d this affect himD a. Fe i!! easi!y get sic(.

47

b. Fe i!! become happy and acti%e. c. Fe can acti%e!y p!ay games. d. Fe i!! be %ery hea!thy. 3. ) chi!d ho !i(es to p!ay in dirty cana!s and$ !i(e!y to suffer from a. obesity b. meas!es c. intestina! ormsP d. cough 4. ?hat causes po!ioD a. %irusP b. %itamin deficiency c. %accine d. co!d 5. ?hat a. b. c. d. ou!d you do if someone sneeKes right ne*t to youD DonAt inha!e. #urn your bac(. /o%er your mouth. 5o%e a ay.P a!(s bare3footed and se!dom ashes his>her hands before eating is

+. Assign'ent ?rite fi%e ays on ho .ossib!e ans ers< 1. 2. 3. 4. 5. /hange your b!ouse>po!o if it is et ith perspiration. )%oid contact ith peop!e ho ha%e cough$ co!d and fe%er. /o%er your nose and mouth if someone sneeKes open!y. 5o%e a ay$ if possib!e. :at foods rich in -itamin / 0gua%a$ dalanghita$ pineapp!e2 )%oid cro ded p!aces ith !itt!e %enti!ation. to a%oid getting the common diseases @ cough$ co!d$ and fe%er.

I.

Learning Objective:

.ractice desirab!e hea!th habits

II. Learning Tasks

48

A. Subject Matter: 1ea)t ! 1abits #. Conce$ts%I"eas #o be hea!thy$ chi!dren must not on!y eat the right (inds of food in the correct amount. #hey shou!d a!so practice hea!thy habits re!ated to eating$ s!eeping$ resting and recreation. :at three mea!s a day and t o nutritious snac(s$ !imiting high sugar and high3fat foods. :at fruits and %egetab!es$ !ean meats and !o dairy products$ inc!uding 3 ser%ings of mi!($ cheese or yogurt. 4ome hea!th habits for eating inc!ude ashing of hands before and after each mea!$ ta(ing on!y sma!! bites of food and che ing them e!!$ f!ossing the teeth using denta! f!oss or a c!ean thread $ brushing the teeth e%ery after mea!$ and c!eaning the tongue. .ractice food safety by ashing fruits and %egetab!es$ not eating undercoo(ed meats or pou!try. ?ashing of hands after using the comfort room and after p!aying. #a(ing a bath dai!y. /!eaning up before s!eeping. 9se s!ippers or shoes and not a!(ing barefooted on the ground. Meeping the nai!s$ hair and c!othes c!ean. /hi!dren !o%e to p!ay but they must a!so rest in order to be hea!thy. :*amp!es of good resting acti%ities are !istening to me!!o music and s!eeping for at !east 8 hours a day. 6ecreation inc!udes acti%ities one engages in for re!a*ation. .!aying may he!p one re!a* but one must rest after p!aying. 4ome engage in sports and regu!ar e*ercise hi!e some ha%e hobbies !i(e doing cross stitch.

(. Process Ski))s +bser%ing$ communicating$ comparing

*. +a)ue Focus &. References 3 3 ;a!agtas et a!$ 021112 pp. 71374 .a!asabas et a!$ p. 64 -a!uing oneAs hea!th for norma! gro th and de%e!opment

&. Materia)s .icturesof hea!thy chi!dren III. Learning Proce"ures Revie, Foo"?ba)ance "iet )s(< ?hat are the effects of i!!ness>diseases to oneAs gro th and de%e!opmentD ?hy do peop!e get sic(D 8orm groups. Fa%e a contest on !isting do n i!!nesses>diseases they (no . ting do n i!!nesses>diseases they (no .

&. Motivation%Presentation /a!! hea!thy chi!dren. &et the pupi!s describe them. )s(< )re they hea!thyD ?hat ma(es these chi!dren hea!thyD ?ou!d you a!so ant to be hea!thy !i(e themD &etAs find out ho . C. Lesson Pro$er

4,

Activit! # .rint on strips of paper$ ords and phrases of practices that ma(e one hea!thy. .ost on the board a picture of a hea!thy chi!d. &et the pupi!s connect the practices that ma(e one hea!thy to the picture of a hea!thy chi!d. :*ercises

Goes to regu!ar medica! chec(ups

&i%es in a p!ace

ith fresh air

:ats fruits dai!y

.!ays ith

ater from a dirty cana!

&i%es near a dirty area

Drin(s mi!(

:ats a proper diet

;uys food from street %endors

6est after outdoor games Euestions<

#a(es a nap at daytime

?atches #- for a !ong time

a. ?hat are the practices that (eep you hea!thyD 0:*ercises$ regu!ar medica! chec(ups$ drin(ing mi!($ proper diet$ re!a*ation after outdoor games$ naps$ !i%ing in a p!ace ith fresh air.2 b. ?ho among you obser%e these practicesD Activit! ( Fere are some practices that a chi!d does. Do you do these thingsD /hec( the appropriate co!umn on ho often you do the fo!!o ing< Activities :ating e!!3ba!anced mea!s #a(ing a nap during daytime ?atching #- unti! %ery !ate at night 6eading in a e!!3!ighted room 4!eeping and a(ing up ear!y #a(ing on!y sma!! bites of foods during mea!s g. &istening to soft music h. :ating ithout ashing hands i. 4!eeping and re!a*ing the ho!e day ". ;rushing teeth once a day (. 6eading in a mo%ing %ehic!e !. 6eading hi!e !ying do n m. #a(ing a bath e%eryday n. /!eaning up before s!eeping o. ;eing acti%e the ho!e day a. b. c. d. e. f. A),a!s So'eti'es 8ever

51

0. 0iscussion%Ana)!sis a. b. c. b. ?hat good eating habits can (eep you hea!thyD 0&etters a and f2 ?hat good habits are re!ated to restD 0&etters b$ e and n2 ?hat good habits are re!ated to recreationD 0 &etters c$ d and g2 ?hy is it important to fo!!o these practicesD ?hyD 0)ns ers i!! %ary.2

E. 4enera)i5ation ?hat hea!th habits shou!d e practiceD ?hy do e need to ha%e hea!th habitsD F. A$$)ication a. Gour brother re!a*es by atching #- but he does this up to %ery !ate hours at night. Is this good or badD ?hat ou!d you doD0'o. )fter a dayAs or(>study$ one shou!d ha%e enough hours of s!eep. I i!! ad%ise my brother to ha%e a fu!! nightAs re!a*ing s!eep after c!eaning up.2 b. ?hat shou!d you do after arri%ing from schoo!D ?hyD 0)fter arri%ing from schoo!$ I shou!d change my schoo! uniform to a comfortab!e house c!othes= do my assignments= p!ay ith my brothers>sisters= eat dinner= atch one #- program= c!ean myse!f before s!eeping= pray= s!eep2 c. :*p!ain the saying$ B)!! or( and no p!ay$ ma(es Jose a du!! boy.C 0+ur e%eryday acti%ities shou!d be a ba!ance of or( and p!ay. &ong or(ing hours i!! sub"ect our body to stress and !ater on$ to i!!ness.2 I+. Assess'ent ). .ut a chec( 02 if the statement is correct= a cross 0S2 if it is rong then gi%e a reason hy the statement is rong. 02 1. 0S2 2. 0S2 3. 02 4. ?e shou!d (eep our surroundings c!ean. It does not matter if you on!y eat hat you !i(e. 0?e shou!d on!y eat those foods hich can ma(e us hea!thy$ gro and de%e!op.2 ?e shou!d s!eep and rest hene%er e ant. 0It is not right because there are duties and responsibi!ities e ha%e to do e%eryday$ e%en during ee(ends and ho!idays.2 Doing regu!ar e*ercise i!! ma(e our body strong and hea!thy.

0 2 5 . +. Assign'ent

?e shou!d brush our teeth after e%ery mea!.

5a(e a !ist of 5 hea!thy eating habits that you usua!!y practice at home. Gi%e a reason regu!ar!y. .ossib!e ans ers< Eating 1abits 1. ?ash hands thorough!y ith soap and running ater before and after mea!. 2. ?ash fruits %ery e!! before eating them. 3. #a(e sma!! bites of food and che them e!!. 4. :at on!y enough food. Do not o%er3eat. 5.:at a e!!3ba!anced mea! a! ays @ a ba!ance of BGoC$ BGro C and BG!o C foods. Reason%s 1. Dirty hands can ma(e our food dirty$ too.

hy you shou!d practice it

2. 8ruits sometimes get sprayed ith pesticides. 4o$ ash them e!! before eating them. 3. 8ood shou!d be che ed thorough!y ma(es digestion easier. 4. It is a! ays hea!thy not to o%er3eat. +%er3eating does not gi%e anyone a fee!ing of e!!3being. 5. ) e!!3ba!anced mea! i!! ma(e a gro ing chi!d gro and de%e!op norma!!y.

51

I. Learning Objectives:

Identify the body parts of anima!s Describe the body parts used for mo%ement Describe ho anima!s mo%e

II. Learning Tasks A. Subject Matter: Ani'a) &o"! Parts for Move'ent #. Conce$ts )nima!s differ in body parts. )nima!s mo%e in different ays.

(. Process Ski))s +bser%ing$ communicating$ inferring$ co!!ecting data$ interpreting data *. +a)ue Focus Mindness to anima!s through sensiti%ity to one of their basic needs @ enough space so they can mo%e free!y and e*ercise their bodies &. References 3 3 3 3 3 ;a!agtas$ et a!. 01,,,2 pp. 7,381 /orone!$ et a!. 021112 pp. 63365 8a"ardo$ pp. 72377 6oson$ pp. 6,373 ;a!ce$ et a!. 01,,72

52

C. Materia)s /utout pictures 0puKK!es of common anima!s !i(e fish$ do%e$ dog$ and frog2 -/D @ )nima! tapes 0/+'4#:&$ if a%ai!ab!e2 8or )cti%ity in &esson .roper< 4 sma!!$ !i%e anima!s in comfortab!e cages III. Learning Proce"ures A. Revie, -If nee"e"%c ecking of Assign'ent= if an!. &. Motivation%Presentation Inferring stage: Gi%e the set of puKK!es to the pupi!s. /ha!!enge them to form them correct!y and as( formed. ?hat do you ant to sho C. Lesson Pro$er 'ote for the teacher< )nima!s to be used in this acti%ity shou!d ha%e enough space so they can mo%e free!y. 4uggested anima!s here are fish$ do%e$ puppy and frog. Gou can substitute other sma!! anima!s hich are found in your schoo!>community. a. Group the pupi!s into 4 groups. b. )ssign one anima! for each group to obser%e. &et them identify$ the body parts that enab!e these anima!s to mo%eD c. ?hen a!! the groups are through$ they can e*change p!aces ith the other groups to obser%e the anima!s and identify their body parts. d. :ach group i!! obser%e the mo%ement of the anima! assigned to them. e. &et each group rite their ans ers on the chart. Ani'a)s fish do%e dog 0puppy2 frog 0. 0iscussion%Ana)!sis 1. Fo do anima!s mo%e from one p!ace to anotherD 06efer to the tab!e done by each group2 2. ?hat body parts do they use to mo%eD 06efer to the tab!e done by each group2 E. 4enera)i5ation 1. Do a!! anima!s ha%e the same body partsD 0'o$ but they use the e*tensions of their bodies Te.g. fins$ !egsU to mo%e their bodies.2 ings$ tai!s$ 1o, It Moves s imming f!ying$ a!(ing a!(ing$ running$ "umping s imming$ "umping &o"! Parts <se" for Moving tai!s and fins ings and feet feet feet about these anima!sD hat anima!s they ha%e

12 22 32 42

2. ?hat body parts do they use to mo%e from one p!ace to anotherD 0Different anima!s use different parts of their bodies to he!p them mo%e. 8or e*amp!e$ birds use their ings= cats$ dogs and horses use their feet.2 F. A$$)ication #erry heard his neighborAs puppy yapping hen he arri%ed home from his e!ementary schoo!. It as tied to a %ery short !eash and he as e*posed to the hot afternoon sun. Its ater and food dishes ere empty. ?hat shou!d he doD Fis neighbors ere not at home. )ns er< )ns ers i!! %ary but the fo!!o ing points shou!d be emphasiKed<

53

 #erry shou!d ca!! a person ho can safe!y transfer the !eashed puppy to a shady p!ace. Fe shou!d not do it himse!f because the puppy might bite him. #he puppy shou!d be gi%en ater to drin(. #he puppy shou!d be tied to a !onger !eash so it can mo%e more. #he o ners of the puppy shou!d be contacted soonest to inform them about hat happened to their puppy. I+. Assess'ent .)6# I Identify the numbered parts of the frog 0'umbers 1 to 32.

1. 0head2 2. 0bod$2 3. 0leg and foot2 4. ?hich body parts of the frog are used so it can mo%e from one p!ace to anotherD 0 -egs and feet2 5. Fo does a frog mo%eD 0't .umps. 't swims.2 .)6# II Identify the numbered parts of the horse 0'umbers 1 to 52.

1. 2. 3. 4. 5. 6. 7.

0tail2 "bod$# "head# "neck# "leg and foot# ?hich body parts of the horse are used so it can mo%e from one p!ace to anotherD 0 legs and feet2 Fo does a horse mo%eD 0't walks, runs and .umps.#

54

HOTS/ )ompare parts of animals/ differences a. Horse 0 frog b. ird "ma$a# 0 snake

I+. Assign'ent Go around your community and !oo( for fi%e 052 anima!s. #a(e note of each anima!As body parts used for mo%ement. Describe a!so ho each anima! mo%es. Ani'a) 1. 2. 3. 4. 5. &o"! Part-s. for Move'ent 1o, it Moves

55

I.

Learning Objective:

Infer that anima!s !i%e in different p!aces.

II. Learning Tasks A. Subject Matter: P)aces 9 ere Ani'a)s Live #. Conce$ts )nima!s !i%e in different habitats. )nima! habitats inc!ude !and and ater areas. &and areas inc!ude forests$ grass!ands$ and deserts. ?ater areas inc!ude !a(es$ ponds$ ri%ers$ streams$ cree(s$ irrigationa! cana!s$ oceans and seas.

(. Process Ski))s +bser%ing>describing$ communicating$ co!!ecting data$ inferring$ ma(ing mode!s *. +a)ue Focus: -a!uing the importance of p!aces here anima!s !i%e &. References 3 3 3 3 /orone! 021112 pp. 35336 /orone! 021112 pp. 71$ 73 8a"ardo 021112 pp. 7,381 ;a!ce 01,,72 pp. 37354

C. Materia)s acti%ity sheet toys>cutouts of anima!s that !i%e on>in>around ponds$ forests and grass!ands pictures of anima!s that !i%e on>in>around deserts$ !a(es$ ri%ers$ streams$ cree(s$ cana!s$ oceans and seas &ACB4RO<80 I8FORMATIO8 'ote< #he teacher can e*p!ain the fo!!o ing ith a map$ g!obe or fi!m strip 0if any2.

#ropica! 6ainforests are found in 4outh and /entra! )merica$ )frica$ the Indo35a!ayan region 0that inc!udes the .hi!ippines2 hich are !ocated at or near the e7uator. It is a! ays arm in these p!aces$ and rainfa!! is more than 251 cm annua!!y. It is the richest biome in terms of the number of different species that !i%e in it and the tota! amount of !i%ing matter. #here are i!d anima!s in the forest. #hese protecting themse!%es. i!d anima!s find the forest a good p!ace for getting food and for

In grass!ands$ rainfa!! is erratic @ about 11341 cm a year. Grass!ands$ here%er they are found$ support the greatest number and %ariety of p!ant3eating anima!s 0herbi%ores2. #he tropica! grass!and in )frica$ ca!!ed sa%annah$ feeds !arge popu!ations of herbi%ores that support a!so !arge popu!ations of meat eating anima!s 0carni%ores2. #he p!ace has on!y a fe trees but the ground is co%ered ith grass species here anima!s find their food. In the .hi!ippines$ grass!ands ha%e cogon and ta!ahib.

56

) pond is a body of ater sma!!er than a !a(e. It has no surface outf!o to drain off ater and often it is spring3fed. Due to the c!osed en%ironment$ it is described as a se!f3contained ecosystem. .onds can be natura! or artificia!!y made. III. Learning Proce"ures A. Revie,: 9 at ani'a)s nee" to )ive. &. Motivation%Presentation Inferring: ?here do you find anima!s D ?hy do you find anima!s in these p!acesD C. Activit! Pro$er )/#I-I#G 1 @ ?here )re the )nima!sD &et your pupi!s a!( around the schoo! grounds and garden. 4ay< B?eAre going to %isit some of our Bneighbors.C ;e %ery 7uiet because they are shy and they get easi!y disturbed. Just obser%e 7uiet!y and e i!! ta!( about your obser%ations hen e i!! come bac( in our room.C 5ateria!s< .rocedure< 1. +bser%e the p!ace you are assigned to. 2. Describe it in terms of the fo!!o ing< a2 air temperature b2 sun!ight it recei%es 0sunny or shady= part!y sunny>shady2 c2 (ind of soi! on hich p!ants gro 0roc(y>sandy>!oam>rich or poor2 d2 %egetation 0dominant p!ants seen2 and e2 presence of in!and ater bodies 0e.g. pond$ stream$ ri%er$ !a(e2 3. &ist do n some anima!s you see there. 4. Gou can !oo( under grass !ea%es$ under the roc(s and !ogs and other noo(s here anima!s can hide. 5. Gi%e a reminder< #hey shou!d (eep their obser%ation p!ace unharmed= i.e. stones>!ogs they upturned shou!d be carefu!!y rep!aced so as not to disturb anima!s !i%ing there. 6. 5a(e mode!s of some of the anima!s you see. Gou can use t igs$ stones$ paper$ !ea%es$ seeds and other materia!s. 7. Dra the p!ace you ha%e obser%ed. 8. .ost the dra ing of the p!ace and the mode!s you made in front of it. ,. &et the pupi!s go round the different dra ings to study hat the other groups had recorded. 0. 0iscussion%Ana)!sis 1. &et each group te!! something about the p!aces here they sa anima!s using their dra ings and mode!s of anima!s they made. 2. )s(< BFo carefu! ere you hen you ere obser%ing anima!s so as not to disturb themDC E. 4enera)i5ation 1. 2. 3. 4. 5. ?here do anima!s !i%eD Describe each habitats. ?hich anima!s !i%e on !and and in aterD ?hat are some of the !and habitasD ?hat are some of the ater habitatD ?hat are some of the !and and ater habitatD pen$ paper$ t igs$ stones$ paper$ !ea%es$ seeds and other materia!s

)ns ers< 1. )nima!s !i%e on or in the ground. 8or e*amp!e< ?e sa some anima!s cra !ing and running among p!ants and on the ground= but$ e a!so sa some hiding under stones. #hey e%en burro ed into the ground to hide from us.

57

4ome anima!s a!so !i%e in>on>around ater. 8or e*amp!e< ?e sa some anima!s f!oating on ater s imming in ater 0frog$ fishes2= cra !ing or f!ying around the pond> ater poo! or cra !ing a!ong its ban(s. 2. :*amp!es of anima!s !i%ing on !and< spider$ grasshopper$ coc(roach$ ant$ butterf!y$ !ea%es. :*amp!es of anima!s !i%ing in ater< frog$ fish 3. 4ome !and habitats e sa < grassy area$ et areas around pond>poo!= ood !ot= decaying !og. 4. 4ome ater habitats< pond$ sma!! ater poo!$ cana!$ ater trapped in empty cans. 5. 4ome of the ater and !and habitat are turt!e$ crocodi!e$ sa!amander. F. A$$)ication 4ay< BFabitat means a p!ace or an en%ironment here an organism 0p!ant or anima!2 !i%es. 4ome habitats are c!ean$ but some are dirty. Dirty habitats breed pests such as f!ies$ coc(roaches and mos7uitoes. #hese anima!s spread diseases hich ma(e us sic(.C)s(< B?hich anima! habitats shou!d e protect and conser%eDC 0/!ean ones !i(e ponds ith fishes$ ood !ots$ c!ean grassy areas and herba! gardens2 B?hich anima! habitats shou!d e c!ean up or destroyDC 0Dirty ones !i(e grassy areas ith garbage pi!es$ ponds hich ha%e been used as garbage dumps$ and stagnant cana!s.2 4. Assess'ent ). /hoose the !etter of the correct ans er. 1. ?hich of the fo!!o ing habitats is a sma!!$ sha!!o and enc!osed body of aterD a. grass!and b. pondP c. forest orm$ insects on p!ant

2. ?hich habitat do you thin( has many different (inds of p!ants and anima! speciesD a. grass!and 3. b. pond c. forestP

?hich habitat is a big p!ain co%ered ith numerous grass species. It has fe trees gro ing in it. b. pond c. forest ithin the schoo! campus. ?hy do you say that it is a hea!thy

a. grass!andP

;. Gi%e one hea!thy anima! habitat you can find anima! habitatD

4coring< Points Ans,ers 2 5entions 2 ideas< a2 a hea!thy anima! habitat 0e.g. herba! garden$ f!o er garden$ %egetab!e p!ots$ hedges around schoo!2 b2 points out that anima!s !i%ing there do not spread diseases 1 5entions on!y 1 out of 2 ideas mentioned abo%e 1 ?rong ans er>no ans er

58

/. ?hy do anima!s !i%e in a certain p!aceD ?hat ou!d happen if the conditions of the p!ace ere changedD I+. Assign'ent 1. 4ho pictures of a tropica! rainforest$ a grass!and and a pond. Describe the anima!s that possib!y !i%e on it. hat these p!aces are. #hen !ist do n

.ond

Grass!and

8orest

I. Learning

Objective /!assify anima!s according to body parts$ mo%ement and p!aces here they !i%e

II. Learning Tasks ). Subject Matter: /!assification of )nima!s )ccording to ;ody .arts$ 5o%ement and .!aces ?here #hey &i%e #. Conce$ts%I"eas )nima!s can be c!assified according to body parts 0e.g. ith and ithout ings= ith and ithout ebbed feet= )nima!s can be c!assified according to mo%ement 0e.g. if they a!(>run= "ump>hop= s im= f!y= cruise$ cra !2 )nima!s can be c!assified according to p!aces here they !i%e 0e.g. on !and and in ater or both !and and ater2. (. Process Ski))s

5,

+bser%ing$ communicating$c!assifying$ inferring

*. +a)ue Focus &. References 3 3 3 C. Materia)s /utouts of different anima!s$ pictures$ charts III. Learning Proce"ures Revie, -If nee"e". C ecking of assign'ent -if an!. /are for anima!s ;a!agtas$ et a! 01,,,2 pp. 7,381 /ara!e$ et a! 021122 p. 66 /orone!$ /arme!ita /.$ et a! 021112 pp. 63365

&. Motivation%Presentation 4ho a picture of a farm here there are !ots of anima!s.

?hat anima!s can you seeD 0Forse$ fish$ frog$ duc($ chic(en$ dog$ cat$ co $ carabao$ goat$ earth orm$ sna(e$ butterf!y$ bird2 #oday$ you i!! c!assify these anima!s according to their body parts$ mo%ements and p!aces here they !i%e. C. Activit! Pro$er ?ith ings ?ithout ings 4mooth s(in Activit! # ? C)assification of Ani'a)s as to &o"! Parts

6ough s(in

/!assify the different anima!s inside the bo* as to body parts. 9se the c!assification (ey. Duc(
?ith ebbed feet/hic(en ?ithout Do%e ebbed feet

8rog /arabao ?orm

4tarfish

?ith head
?ith comb and att!e

?ithout head

?ithout comb and att!e

61

)ns ers< /!assification of )nima!s as to ;ody .arts Duc( /hic(en Do%e 8rog /arabao ?orm 4tarfish

?ith head Duc( /hic(en Do%e ?ith ings 8rog /arabao ?ithout 8rog /arabao
?ithout ebbed feet ?ith hair

?ithout head ?orm 4tarfish

ings

4mooth s(in ?orm

6ough s(in 4tarfish

Duc( /hic(en Do%e

?ith ebbed feet

?ithout hair 8rog /arabao

Duc(

/hic(en Do%e

?ith comb and att!e

?ithout comb and att!e

/hic(en

Do%e

Activit! ( ? C)assification of Ani'a)s as to 1o, T e! Move .rocedure< ;e!o are the 15 names of anima!s< /!assify them as to ho they mo%e. ?rite your ans ers in the fo!!o ing tab!e.

61

Duc( &iKard 47uid )nt 8!y 9a)k%Run

4pider 6abbit Grasshopper ;ird 8ish Cu'$%1o$ S,i'

:arth orm 5os7uito 4na(e :e! Dog F)! Cra,)

Ans,ers: C)assification of Ani'a)s as to 1o, T e! Move 9a)k%Run Duc( &iKard )nt 4pider Dog Cu'$%1o$ 6abbit Grasshopper S,i' 47uid 8ish :e! F)! ;ird 5os7uito Cra,) :arth orm 4na(e

Activit! * ? C)assification of Ani'a)s as to t e P)aces 9 ere T e! Live .rocedure< ;e!o are 11 names of anima!s. /!assify them as to here they !i%e. ?rite your ans ers in the fo!!o ing tab!e< ha!es$ goat$ tur(ey$ crab$ "e!!yfish$ ti!apia$ rabbit$ co $ mi!(fish$ shar($ turt!e$ frog

Lan" Ani'a)s

9ater Fres ,ater Sa)t,ater

&ot )an" an" ,ater

Ans,ers: C)assification of Ani'a)s as to t e P)aces 9 ere T e! Live Lan" Ani'a)s Goat #ur(ey 6abbit /o 9ater Fres ,ater /rab #i!apia 5i!(fish Sa)t,ater ?ha!e /rab Je!!yfish 4har( &ot )an" an" ,ater 8rog #urt!e

0. 0iscussion%Ana)!sis 4ay< Into ho many ays did you c!assify the anima!sD 0#hree ays @ as to body parts$ as to ho they mo%e$ and as to here they !i%e.2 Gou can c!assify anima!s into more ays$ as !ong as you can e*p!ain ho you grouped them.

62

E.

'o $ hen you ha%e de%ised a dichotomous (ey !i(e in )cti%ity 1$ you can gi%e an operationa! definition of an organism$ "ust by fo!!o ing the !e%e!s of c!assification the anima! has gone through. ;ut$ you ha%e to do it up ards. 8or e*amp!e< I can no define a do%e as an anima! ith comb and att!e$ ithout ebbed feet$ ith ings and ith a head. #ry and do that (ind of definition ith a chic(en $ frog$ carabao$ orm and starfish. ItAs easy. In )cti%ity 3$ notice that some anima!s can be c!assified as those hich !i%e not on!y in one habitat. &oo( at ho you c!assified the crab and the turt!e. ;oth are found in fresh ater and sa!t ater habitats. 4ome anima!s !i(e frogs and turt!e !i%e on both !and and ater 4enera)i5ation Fo do e c!assify anima!sD )nima!s are c!assified according to their< 1. body parts$ 2. mo%ements$ and 3. p!aces here they !i%e 0habitats2.

F. A$$)ication ?ho among you ha%e seen a rabbitD Fo does a rabbit mo%eD 0) rabbit hops and "umps around.2 ?ou!d you ant to o n a pet rabbitD If you donAt ha%e a big bac(yard$ do you sti!! ant to o n a rabbitD ?hyD Do you thin( it is o(ay to p!ace your pet rabbit in a cageD ?hyD ?hat shou!d your pet be$ if you rea!!y ant to ha%e a petD .robab!e ans ers< 'o$ I i!! not ha%e a pet rabbit if e donAt ha%e a space in the bac(yard. I i!! "ust be crue! to my pet rabbit if I i!! (eep it in a sma!! cage. 5aybe$ I i!! "ust ha%e a pair of sma!! fish in an a7uarium ith some p!ants. 5y fish i!! be happy in it. I can easi!y feed them ith good fish food. I can easi!y c!ean their a7uarium. )nd I ha%e a sunny indo si!! to (eep the a7uarium p!ants hea!thy too. I+. Assess'ent 9se the fo!!o ing c!assification (ey to describe 5 pond anima!s< ater strider$ guppy$ frog$ snai! and turt!e.

63

Answers/ ) ,ater stri"er is a pond anima! hich has ings and si* !egs. It has a!so 2 antennae. ) gu$$! is a pond anima! hich has fins and no !egs. ) frog is a pond anima! hich has no ings but ith four !egs. ) snai) is a pond anima! ith a she!! but ith no fins or !egs. )n eart ,or' is a cra !ing !and anima!. It has no she!!$ fins or !egs to mo%e around. +. Assign'ent 'ame 11 anima!s you see in your neighborhood. /!assify them as to parts. here they !i%e$ ho they mo%e and their body

64

I.

Learning Objective:

Describe hat happens to anima!s if they are not pro%ided ade7uate food$ she!ter ith %enti!ation$ and ater

ith

II. Learning Tasks A. Subject Matter: 8ee"s of Ani'a)s #. Conce$ts )nima!s need the fo!!o ing in order to gro 12 enough nutritious food 22 comfortab!e$ safe and e!!3%enti!ated she!ter 32 enough c!ean ater. If anima!s are not pro%ided ith these needs$ they i!! become ea( and e%entua!!y die. 4hortage of food$ uncomfortab!e she!ter$ and po!!uted ater i!! ma(e the anima!s !ea%e their natura! habitats. and de%e!op norma!!y<

(. Process Ski))s +bser%ing$ communicating$ inferring *. +a)ue Focus .roper caring for pet anima!s by gi%ing them their basic needs regu!ar!y< i.e.$ enough nutritious food$ comfortab!e she!ter and enough c!ean ater &. References 3 3 3 /orone! et a! pp. ,83111 I5/$ .6+D:D pp. 41342 6e!igioso$ et a! pp. 62363

C. Materia)s .ictures of different anima!s$ chart III. Learning Proce"ures A. Revie,: 9 ! ani'a)s )ive in a certain $)ace. &. Motivation%Presentation Inferring: 9 at ani'a)s )ive in a forest2 4ay< B?ho ha%e petsD #e!! us ho you ta(e care of your pet.C

)fter about 233 pupi!s ha%e shared ho they care for their pets 0bird$ dog$ cat$ fish$ etc.2$ say< B'o that you ha%e basic ideas about hat our pet anima!s need$ IA!! !et you discuss$ by group$ about hat cou!d happen to anima!s if they do not get these basic needs.C C. Activit! Pro$er Group the pupi!s into 5. &et them choose their !eader. ?hat do you thin( i!! happen if you ha%e inade7uate food$ dirty ater to drin( and uncomfortab!e p!ace to !i%e inD 8i!! in the fo!!o ing tab!e by e*changing past e*periences>(no n stories on hat happens to anima!s if they are not pro%ided ith ade7uate food$ she!ter ith %enti!ation and ater. Ani'a)s Ina"eDuate Foo" 0irt! 9ater to 0rink <nco'fortab)e P)ace

65

12 fish inside an a7uarium

?i!! be %ery ea( ?i!! die ?i!! die

?i!! be sic( ?i!! be ea( ?i!! die

to Live ?i!! e*hibit stressfu! beha%ior or B"umpyC mo%ements

22 32 42 52

chic(en bird 0parrot2 dog tilapia in the pond

'ote for the teacher< )!! ans ers from numbers 235 i!! ha%e about the same ideas as gi%en in number 1. 0. 0iscussion%Ana)!sis 1. .upi!s i!! report their ans ers to the c!ass. 2. )!! ans ers i!! ha%e this idea< #he anima! i!! get sic(. #hen$ it i!! be %ery ea(. :%entua!!y$ the anima! i!! die. 3. Describe a!so< forests$ ri%ers$ seas. Fo do they !oo( !i(e if their conditions are changedD E. 4enera)i5ation ?hat i!! be the effect>s to anima!s if their needs i!! not be pro%idedD #hey i!! be ea( and e%entua!!y die. F. A$$)ication ItAs your birthday. Gour best friend gi%es you a puppy. Fo i!! you care for your ne pet puppy so that it i!! gro strong and hea!thyD 0I i!! gi%e my pet puppy enough nutritious food e%eryday. I i!! set aside a regu!ar time so I can gi%e my puppy a good bath. I i!! a!so teach my puppy to rest and s!eep in a safe and c!ean p!ace. I i!! a!so p!ay ith my puppy outdoors about 233 times a ee( so it i!! ha%e enough e*ercise. I i!! a!so as( my parents to contact a %eterinarian ho can chec( the hea!th of my puppy$ hen needed.2 I+. Assess'ent ?rite the !etter of the correct ans er. HHH 1.?hat do anima!s need to ma(e them strong and hea!thyD I./omfortab!e p!ace to !i%e in a. I$ II and III. :nough of nutritious foods b. II$ III and IIII. /!ean ater c. I$ II and III I-. c!ean air d. II and I- on!y

HHH 2.?hy do anima!s need comfortab!e and safe homesD HHH3.Fo can you he!p sa%e the anima!s$ forest and seasD

Scoring Be! for E ( Score 2 Ans,ers 5entions the fo!!o ing ideas< 4o they i!! not be e*posed to harsh eather conditions 4o they i!! be protected from their enemies 5entions on!y 1 of the abo%e3mentioned ideas ?rong>no ans er

1 1 +. Assign'ent

66

). 8or those ith pets$ rite a short paragraph about your pet. 05ention the basic needs you pro%ide2 ;. 8or those ho ha%e no pets$ as( your friend>neighbor and rite a short paragraph about their pet.

I.

Objective:

Demonstrate care and concern for anima!s

II. Learning Tasks A. Subject Matter: 8ee"s of Ani'a)s #. Conce$ts%I"eas )nima!s need care and concern. 8or e*amp!e$ if they are sic($ they shou!d be gi%en the right medicine so they i!! get e!! again. #a(e good care of the anima!s by gi%ing them their basic needs. &ackgroun" Infor'ation

67

;asica!!y$ anima!s ha%e the same needs as humans @ enough nutritious food$ c!ean comfortab!e and safe home$ and unpo!!uted air to breathe. S e)ter

ater to drin($

)nima!s need homes to !i%e in. 4ome anima!s !i%e in the soi!. :arth orms bui!d tunne!s in the soi!. 6abbits ha%e ho!es in the ground. 4ome anima!s !i%e comfortab!y in c!ean bodies of ater< fish$ tadpo!es$ mo!!us(s and crustaceans. 4ome anima!s !i%e in human surroundings !i(e our pets ith us$ and farm anima!s hich need barns$ sheds and corra!s. 8ee" for Protection )nima!s need protection against their indiscriminate use for research purposes. If it is rea!!y necessary to use them$ they shou!d be gi%en pain (i!!ers or anesthesia. Critica))! En"angere" S$ecies +ur nationa! bird$ the .hi!ippine :ag!e$ needs !ots of space in our rainforests. 8or e*amp!e$ a nesting pair of eag!es needs 65 s7uare (i!ometers of rainforest to sur%i%e and reproduce. #heir nest is made of stout stic(s and branches on ta!! trees at !east 51 meters abo%e the ground. #he .hi!ippine :ag!e is (no n as Faribon$ short for BFari ng mga IbonC. #oday$ e ha%e about 18 critica!!y endangered species @ 6 mamma!s$ 8 birds and 4 repti!es. )mong these are the #amara $ .hi!ippine Dear$ .hi!ippine :ag!e and Dugong.

(. Process Ski))s +bser%ing$ communicating$ inferring *. +a)ue Focus Mindness to )nima!s &. References 3 3 3 /ara!e 01,,72$ pp.238 /orone! et a! 021112 pp. 5,363 4ancheK 01,,62 pp. 33334

C. Materia)s .ictures that sho III. Learning Proce"ures A. Revie, -If nee"e".%c ecking of assign'ent if an!. &. Motivation%Presentation 4ho the pictures of common anima!s. ?hich of these can be our petsD Do you ha%e petsD Fo of your petsD C. Activit! Pro$er 1. Group the pupi!s into 5. &et the pupi!s se!ect their !eader. 2. :ach group i!! discuss different anima!s that they are ta(ing care at home. 8or e*amp!e< Pet At 1o'e Dog 1o, to Take Care Gi%ing a bath once a ee( .ro%ide a c!ean ater to drin( Reason for Taking Care 8or c!ean!iness$ to ta(e a ay harmfu! pests from its body #o ma(e the dog hea!thy do you ta(e care ho to care for anima!s$ pictures of common anima!s !i(e dog$ cat$ bird$ fish$ do%e$ chic(en

68

 Gi%ing food t ice a day Gi%ing medicine hen sic( .ro%iding c!ean dog house /at ;ird 8ish /hic(en #urt!e Duc( Famster 6abbit 0. 0iscussion%Ana)!sis Fo a2 b2 c2 d2

#o 7uench its thirst #o ma(e the dog fee! e!! again #o ma(e the dog hea!thy and strong

do you ta(e care of your pet in terms of< c!ean!iness food and ater medicine p!ace to !i%e in

#here i!! be %aried ans ers but the bottom !ine i!! be discussions on the fo!!o ing< 5aintenance of c!ean!iness of petsA bodies Gi%ing of enough$ regu!ar and nutritious foods Gi%ing of enough$ c!ean ater Gi%ing of medica! care hen necessary .ro%ision of a comfortab!e and safe p!ace to !i%e in E. 4enera)i5ation )side from the basic needs of anima!s$ hat are their other needsD 0?e shou!d a!so do the fo!!o ing< 012 if our pets are sic($ e shou!d gi%e the right medicine so they i!! fee! e!! again= 022 e shou!d ma(e our pet anima!s fee! our !o%e and concern by p!aying ith them and gi%ing them the attention they need= 032 e shou!d a!so respect their need to be a!one$ especia!!y hen they are s!eeping$ eating or ta(ing care of their young.2 F. A$$)ication 4hou!d you be!ie%e in the fo!!o ing superstitions about anima!sD ?hy or hy notD a2 8ishes$ especia!!y carps$ are !uc(y pets. b2 ;!ac( cats bring bad !uc(. c2 #urt!es and mon(eys are un!uc(y if one runs a business. 0)ns ers for a$ b and c. ?e shou!d not be!ie%e that certain anima!s bring bad or good !uc(. +n!y certain groups of peop!e assign good or bad !uc( to anima!s.2 I+. Assess'ent If you ha%e a pet and you cannot gi%e it proper care and protection$ hat shou!d you doD Score 2 5ention the fo!!o ing ideas< Gi%e it to a re!ati%e>friend ho can ta(e care of it 8ind creati%e ays so the pet i!! be hea!thy 5ention on!y 1 of 2 of the abo%e3mentioned ideas ?rong ans er= no ans er

1 1

6,

+. Assign'ent ?hy shou!d you a%oid ha%ing e*otic petsD 0e.g. tarantu!a$ piranha$ cora!!ine fish species$ red3eared green turt!e$ .a!a an ant eater$ cu!asisi$ (u!ya an$ 'egros do%es$ .hi!ippine eag!e$ .hi!ippine o !$ etc.2

I.

Learning Objective:

Identify the parts of a p!ant Describe the characteristics of each part of a p!ant Describe the function of each part of a p!ant

II. Learning Tasks A. Subject Matter: P)ant Parts= C aracteristics an" Functions #. Conce$ts%I"eas #he three main parts of p!ants are the roots$ stem and !eaf. 4ome p!ants bear f!o ers and fruits . 5ost stems are cy!indrica! in shape. 4tems ho!d the !ea%es upright. &ea%es are supported by the stem. &ea%es are arranged in such a ay that they recei%e sun!ight. 6oots mo%e do n ard. :ach part of the p!ant has or( to do. #he roots ho!d the p!ant to the soi!. #hey get ater and other nutrients from the soi!. #he stem supports the p!ant. It he!ps carry ater and nutrients from the roots to the !ea%es. #he !ea%es ma(e food for the p!ant. #he f!o ers gro and de%e!op into fruits and seeds. #he fruits contain seeds hich !ater gro into ne p!ants.

(. Process Ski))s +bser%ing$ inferring$ communicating$ co!!ecting data$ interpreting data *. +a)ue Focus

71

)ppreciation of functions of the different parts of the p!ant so it can function e!!$ gro &. References 3 3 3 3 3 3 3 4an et a!. 021142 pp. 5636, Veman et a!. 01,,42 pp. 23324 -ictor 01,652 pp. 3213467 De%ito et a!. 01,862 p. 7 5angubat et a!. 021112 p. 733,3 /orone! 01,,72 pp. 1163145 ;a!agtas 01,,,2 pp. ,33,,

and de%e!op fu!!y

C. Materia)s .er group< f!o ering eed$ bond paper$ c!ear tape$ hand !ens

III. Learning Proce"ures A. Revie, -If nee"e".%c ecking of assign'ent -if an!. &. Motivation%Presentation 4ho the fu!! body of a eed$ from roots to shoot tip. 4ay< B#his is a eed hich I pu!!ed ear!ier from our schoo! garden. ?e rea!!y ha%e to pu!! these eeds so our f!o ering p!ants i!! be hea!thier. :ach group i!! need to pu!! one carefu!!y so you i!! see hat its roots !oo( !i(e. ;e sure to !oo( for a eed ith f!o ers$ !i(e the one I found. IA!! gi%e you time to ash off the soi! from the roots so you can c!ear!y see hat the roots !oo( !i(e.C /an you guess here do e get the food that e eatD 0fish$ rice$ meat$ %egetab!es$ fruits2 ?hat are those green !i%ing things outside the c!assroomD 0!ea%es$ trees$ p!ants2 Do you ha%e p!ants at homeD 0yes2 'o $ !et us ha%e a short trip to the schoo! garden. C. Lesson Pro$er 'ote to the teacher< Fe!p each group !oo( for a f!o ering of the roots i!! be ta(en. .rocedure< eed. 4ho ho to uproot the eed carefu!!y so most

-(.

a. ?ash your eed to ta(e the soi! off the roots &ay it carefu!!y on a piece of hite bond paper. b. /ompare your eed ith the gi%en dra ing. c. 4tudy the gi%en description to fi!! up co!umns 1 O 3.

012

71

Parts -#. 1 2 3 4

0escri$tion -(. #his part is found underground. It is fibrous and fine!y branched. #his part may be soft and oody. It is cy!indrica! in shape. #his part traps the sun!ight. It is usua!!y green$ f!at and e*panded in shape. #his is the co!orfu! part of the p!ant. It attracts insects and other anima!s.

Function -*.

0. 0iscussion%Ana)!sis Do e ha%e the same p!ant parts based on the gi%en dra ingD :ach group i!! present their uprooted eeds$ taped on a hite bond paper$ and proper!y !abe!ed. &et each group fi!! up co!umns 1 O 2 and gi%e their inference regarding the function of each part of the p!ant. :*pected ans ers< Part -#. 1. 6oot 2. 4tem 3. &eaf 4. 8!o er E. 4enera)i5ation ;ased on our acti%ity$ hat did e !earn about the basic parts and function of a p!antD Function%s 6oots are the p!antAs anchors. #hey ho!d the p!ant into the ground. 4tems are the p!antAs support system. #hey ho!d !ea%es and other p!ant parts. #hey a!so ser%e as food and ater high ays ithin the p!ant. &ea%es are the p!antAs food factory because they ma(e food for the p!ant. #hey a!so ser%e as the breathing organs of a p!ant. 8!o ers are reproducti%e structures. #hey a!so attract insects so that po!!ination can ta(e p!ace. 8ruits are the protecti%e co%ering of the seeds hich i!! !ater gro into ne p!ants. 0escri$tion -(. #his part is found underground. It is fibrous and fine!y branched. #his part may be soft and oody. It cou!d be cy!indrica! or f!at in shape. #his part is usua!!y green$ f!at and e*panded in shape. 5ost of the time$ this is the co!orfu! and attracti%e part of the p!ant. Function%s -*. It ho!ds the p!ant firm!y into the ground. It ho!ds the !ea%es upright. It is here !ea%es and other parts are attached. It traps sun!ight to ma(e food. It attracts insects so that f!o ers can turn into fruits.

Parts of P)ant 6oots 4tem>trun( &ea%es 8!o er 8ruit F. A$$)ication

;en remo%ed about ha!f of the !ea%es of a tomato p!ant because they ere aphid3infected. ?i!! this ha%e a bad effect on the p!antD :*p!ain. 0Ges$ it i!! ha%e a bad effect on the p!ant because the !ea%es are the p!antsA organs for food3ma(ing. ;en shou!d ha%e used a good pesticide @ one hich can (i!! aphids but hich i!! not (i!! the p!ant. If aphids ere fe $ then$ ;en cou!d ha%e "ust brushed them off carefu!!y ith a soft3brist!ed brush.2 I+. Assess'ent 4uppose you ere an agricu!turist and you cou!d breed p!ants. Dra the p!ant you ish to breed @ one beautifu!$ strong and %ery producti%e. &abe! its parts. ;eside each part$ rite its function. hich is

72

4coring Mey< Points 2 Ans,ers ) score of 2 shou!d sho the fo!!o ing such as< good imagination good re!ationship of dra n parts ith their functions= for e*amp!e$ !ea%es are many$ deep green and ide because they are e*pected to ma(e much food for the p!ant 4ho s on!y 1 out of the 2 standards mentioned abo%e ?rong ans ers>no ans er at home. &abe! its parts. Describe the p!ant @ its !ea%es and

1 1

+. Assign'ent Dra any p!ant you gro f!o ers 0if any2.

&ackgroun" Infor'ation This 'T has been prepared to assist the teacher in reinforcing and enriching the lessons on plants, most especiall$ during the discussions and anal$sis of the pupils1 findings in their group activities. %lants have * main parts/ leaf, stem and roots. Leaf ) !eaf has 2 main parts$ the b!ade and the petio!e. #he b!ade is the f!at$ green part of the !eaf. #he petio!e is the sta!( of the !eaf$ and is attached to the stem of the p!ant at a node. 4ome !ea%es do not ha%e a petio!e but are fastened direct!y to the p!ant stem. #he b!ade of the !eaf has %eins in it. #he %eins are tiny$ ho!!o tubes that carry ater$ disso!%ed materia!s and food bet een the !eaf of the stem. #he %eins a!so he!p strengthen the !eaf and ma(e it firm. &ea%es that do ha%e a petio!e 0sta!(2 are fastened direct!y to the stem by the %eins. &ea%es are the p!antAs food factory. In photosynthesis$ ch!orophy!!$ a green substance$ captures energy from the sun. #he energy is used to combine ater from the soi! and carbon dio*ide gas from the air to ma(e sugar. +*ygen is re!eased during the process. During respiration$ the p!ant burns sugar to nourish itse!f. /arbon dio*ide is used during the process. :*cess ater is used by re!eased into the air in the form of .!ants s eat on the underside of their !ea%es. Ste' #he stem of a p!ant is the part of the p!ant bet een the roots and the !ea%es. 4tems may be found abo%e the ground$ be!o the ground$ or both abo%e and be!o the ground. #here are 2 basic (inds of stems< monocoty!edon and dicoty!edon stems. ) p!ant ith a monocoty!edon stem gro s from a seed ith on!y one coty!edon or seed !eaf in it. 5onocoty!edon p!ants or monocots$ can usua!!y be recogniKed by their narro $ smooth3edged$ para!!e!3%eined !ea%es$ e.g. corn p!ant. ) p!ant ith a dicoty!edon stem gro s from a seed ith 2 coty!edon or seed !ea%es in it. Dicoty!edons or dicots can usua!!y be recogniKed by their broad$ irregu!ar!y3shaped$ spread3%eined !ea%es e.g. bean p!ant 4tems are the p!antAs support system. #hey ho!d !ea%es up to the !ight and (eep fruits and f!o ers attached. #hey gro straight up$ trai! a!ong the ground$ c!imb fences and trees$ or stay underground. ater %apor in a process ca!!ed transpiration.

73

4tems are a!so a food and ater high ay. ?ater and minera!s from the soi! are transferred up ard from the roots through the *y!em$ tissues in the stem that !ead to !ea%es and other p!ant parts. 8ood made in the !ea%es is transported through the ph!oem$ tissues in the stem that !ead to gro ing parts of the p!ant. #he pumping of ater and minera!s is ca!!ed capi!!ary action. 4tems are food storage sites. ) potato is a type of underground storage stem ca!!ed a tuber.

Roots #he roots are the part of the p!ant that gro s do n ard into the ground. ?hen a seed first begins to gro $ a root gro s rapid!y and pushes its ay into the soi!. #his root is ca!!ed the primary root. )fter a hi!e$ secondary roots$ branch out from the primary root$ first near the top of the primary root and then farther do n. #he roots (eep branching out and rebranching unti! a comp!ete root system is formed. #here are 2 (inds of root systems< the taproot system and the diffuse root system. In the taproot system$ the primary root gro s unti! it is the !argest root in the root system. #his !arge root is ca!!ed the taproot$ e.g. carrots. 5uch sma!!er secondary roots gro for a short time. from this !arge root. In the diffuse root system$ the primary root !i%es on!y

#he secondary roots then continue to gro as a c!uster at the base of the stem. #hese secondary roots are a!! thin$ ha%e the same siKe and are ca!!ed fibrous roots$ e.g. beans$ corn$ grasses. In some p!ants$ roots gro from the stems or !ea%es of the p!ant. #hese (inds of roots are a specia! (ind of ad%entitious root$ ca!!ed prop roots or brace roots. #hey gro into the ground and he!p the p!ant upright. #he ba!ete tree is an e*amp!e of a p!ant ith prop or brace roots. #he corn p!ant too has prop roots. /!imbing p!ants ha%e ad%entitious roots ca!!ed aeria! roots. #he aeria! roots gro into the air$ c!inging to a a!! or tree and ho!ding the stem firm!y in p!ace.

#he roots are the p!antAs anchors. 6oots ho!d the p!ant firm!y in the ground. 6oots are a!so absorbers. #iny root hairs ta(e in ater and minera!s from the soi!. 6oots pro%ide storage. .!ants transport sugar and starches to the roots for storage. /arrots$ beets$ and radishes are some of the root foods e eat. )side from the abo%e3mentioned 3 main parts$ some seed p!ants ha%e other parts name!y< f!o er and seed. #he f!o er is the part of the p!ant that produces seeds from hich ne p!ants gro . 8!o ers produce fruits ith seeds inside them. #he fruit is the protecti%e co%ering for the seed. #he seed is the part of the p!ant that can gro into a ne p!ant. .!ants can be c!assified into trees$ shrub$ herbs and %ines.

Trees #rees are oody p!ants. #hey usua!!y gro ith a sing!e main stem or trun(. #hey gro a!most e%ery here.

#rees are of 2 (inds< f!o ering trees and cone3bearing trees.

74

8!o ering trees usua!!y ha%e !ea%es that are of different siKes$ shapes and numbers. :*amp!es of these are narra$ acacia and !auan trees. 4ome trees ha%e need!e3!i(e !ea%es. #his !eaf shape he!ps pre%ent the !oss of moisture. #rees of this (ind inc!ude pine trees hich are usua!!y found in co!der p!aces. S rubs 4hrubs are oody p!ants but are sma!!er than trees. #hey a!so gro branches but they are c!oser to the ground. 4hrubs are oody p!ants but are sma!!er than trees. 4ome shrubs gro on!y a foot high. 4ome of these are the santan$ rose and gumame!a. 1erbs Ferbs are p!ants ith soft and "uicy stems. #heir stems easi!y brea(. :*amp!es of herbs are grasses !i(e the cogon and tang!ad. #heir !ea%es ha%e sharp edges. &ea%es of oregano ha%e smooth edges. #hey are used for seasoning because of their good sme!!. Ferbs !i(e pepper and oregano ha%e f!o ers of different siKes$ shapes$ co!ors and sme!!. +ines 5ost %ines ha%e soft stems. -ines either c!imb on branches of trees$ a!!s or tre!!is or creep a!ong the ground. .!ants !i(e the s7uash$ beans and camote are %ines. -ines !i(e the ampa!aya and s7uash ha%e strong and rough stems. #heir f!o ers a!so %ary in co!or$ shape and sme!!. 4rasses Grasses are p!ants that ha%e !ong and narro !ea%es ith para!!e! %eins and ha%e no branches. #he bamboo is considered the ta!!est grass. +ther grasses are rice$ corn$ and sugar cane. .!ants are among our most important natura! resources. #hey are food for many anima!s and they gi%e off the o*ygen that anima!s need. ;eside food and o*ygen$ p!ants pro%ide peop!e ith fue!$ medicine$ bui!ding materia!s$ te*ti!es$ decorations and other usefu! things. .!ants a!so he!p in the conser%ation of soi!. #hey pre%ent !o !ands from harm especia!!y during f!oods.

I.

Learning Objective:

Describe simi!arities and differences in p!ants.

II. Learning Tasks A. Subject Matter: Si'i)arities an" 0ifferences of P)ants #. Conce$ts%I"eas 4ome p!ants ha%e simi!ar shape of stems and roots. 4ome p!ants ha%e different !ea%es$ roots$ and stems. (. Process Ski))s +bser%ing$ communicating$ co!!ecting data$ interpreting data *. +a)ue Focus )ppreciation of the fact that simi!arities and differences among p!ants can create beautifu! !andscapes and f!o er>!eaf>fruit arrangements &. References

75

Dep:d36+2 &esson .!an 3 021132$ pp. ,13,5 5angubat$ et a! 021112$ pp. 73385 /orone!$ et a! 01,,72$ pp. 1163131 C. Materia)s rea! p!ants>picture of p!ants$ dish garden III. Learning Proce"ures A. Revie, -If nee"e".%c ecking of Assign'ent -if an!. ?hat are the parts of a p!antD Describe the characteristics of the !ea%es$ stems and roots of p!ants. &. Motivation%Presentation 4ho a beautifu! dish garden. 4ay< BIf someone ou!d as( you about p!ants . Fo i!! you describe themD 4o$ !etAs practice$ using the p!ants in this dish garden.C 'ote to the teacher< Guide the pupi!s on ho to describe the shape$ siKe$ te*ture$ !ocation of !ea%es$ shape$ siKe$ te*ture$ sme!! of f!o ers 0if any2 direction of gro th of branches$ genera! shapes$ height of p!ants. C. Lesson Pro$er #oday e sha!! obser%e and compare p!ants. &et us then go to our schoo! garden. Group the chi!dren into 5 and ha%e each group choose a !eader. Distribute )cti%ity 4heets. 6eca!! the standards for 8ie!d #rips>Group ?or(. ;ring the chi!dren to the schoo! garden. Activit! / Let7s Fin" Out .rocedure< a. +bser%e the p!ants in the schoo! garden as to siKe and shape of !ea%es$ stems$ roots$ and co!or of f!o ers and fruits$ if any. b. 6ecord your obser%ations in a tab!e !i(e this< #he tab!e accomp!ished by pupi!s shou!d be more or !ess simi!ar to the one be!o = ho e%er$ use of !oca! p!ants a%ai!ab!e in the schoo! garden is encouraged. P)ant Parts 6oots 4tems &ea%es Ca'ote #aproot 4oft Feart3 shaped 4uava 8ibrous ?oody +b!ong &a)ete .rop ?oody +b!ong A'$a)a!a 8ibrous 4oft Feart3 shaped ith !obed edge Corn P)ant 8ibrous 4oft :!ongated

0. 0iscussion%Ana)!sis 6eporting by Group )s(< In hat ays are the camote and the gua%a a!i(eD 0;oth ha%e green !ea%es$ both are edib!e$ etc.2

76

In hat ays do they differD 0#he camote has taproots soft stem hi!e the gua%a has hard stem$ etc.2

hi!e the gua%a has fibrous roots. #he camote has

/ontinue as(ing 7uestions>process the acti%ity and enrich>reinforce chi!drenAs !earnings. E. 4enera)i5ation ;ased on our discussion$ hat did e !earn about p!antsD .!ants ha%e simi!arities and differences. 4ome p!ants are a!i(e hi!e some p!ants differ from each. .!ants ha%e simi!arities and differences as to stems $ !ea%es and f!o ers and fruits.

F. A$$)ication &oo( at ho simi!arities and differences of !ea%es and f!o ers ere carefu!!y combined to form a beautifu! sightW

?hich fruits i!! you combine to ma(e an attracti%e arrangement of a bo ! of fruitsD Dra I+. Assess'ent ?rite 3 simi!arities and 2 differences of the three !ea%es be!o <

and co!or your design.

)ns ers< 4imi!arities 1. )!! are heart3shaped. 2. )!! ha%e pointed tips. 3. )!! ha%e a%y edges. +. Assign'ent Differences 1. :ach has a different design of %eins. 2. :ach has a different idth. 3. :ach has a different pattern of co!ors.

77

9proot t o sma!! eeds found at home. Dra ?eed L 1 2 6oots

their roots$ stems and !ea%es. 4tems &ea%es

I.

Learning Objective:

/!assify p!ants as trees$ shrubs$ grass$ herb and %ine

II. Learning Tasks A. Subject Matter: Trees= S rubs= 4rasses= 1erbs an" +ines #. Conce$t .!ants can be grouped into trees$ shrubs$ herbs and %ines. #rees ha%e oody stems ca!!ed trun(s. 4hrubs ha%e oody branching stems that are sma!!er than trun(s. Ferbs are p!ants that ha%e soft stems. -ines are p!ants that c!imb or creep on the ground. #his stems may be soft$ sma!! and not strong enough to stand a!one. Grasses are p!ants that ha%e !ong and narro !ea%es ith para!!e! %eins and ha%e no branches.

(. Process Ski))s +bser%ing$ c!assifying$ co!!ecting data$ interpreting data$ communicating$ defining operationa!!y *. +a)ue Focus )ppreciating the different (inds of p!ants. #hey sho usefu! in different ays &. References 3 3 3 /orone!$ et a! 021112$ pp. ,33,5 5inistry of :ducation 01,812$ pp. 1153117 9.3'I45:D 021132$ pp. 42345 us that being different from one another means being

C. Materia)s rea! p!ants and>or picture of trees$ shrubs$ herbs$ %ines and grasses III. Learning Proce"ures A. Revie, -If nee"e".%c ecking of assign'ent - if an!. &. Motivation%Presentation 4ho the pictures of different p!ants 0other materia!s2. 4ay< +bser%e the stems of these p!ants. )re the stems simi!arD C. Lesson Pro$er

78

Di%ide the c!ass into 4 groups. /hoose a !eader for each. 6eca!! the standard in ha%ing a garden trip. Gi%e each the tas( card. 0.ro%ide each group obser%ations$ fe!t3tipped pen.2 9 ere "o I be)ong2 Group 1 @ +bser%e and record p!ants ith big and hard stems. Group 2 @ +bser%e and record p!ants ith sma!! oody hard stems. Group 3 @ +bser%e and record p!ants ith soft stems. Group 4 @ +bser%e and record p!ants that c!imb on tre!!is or creep on the ground. 0. 0iscussion%Ana)!sis 6eporting by groups .rocess the acti%ity and enrich>reinforce the pupi!sA !earning on trees$ %ines$ grasses$ herbs and shrubs. #hen as(< BIn hat group of p!ants ou!d you c!assify the or( of Group ID ?hyD In hat group of p!ants ou!d you c!assify the or( of Group IID ?hyD 0/ontinue unti! you reach Group -.2 )ns ers< Group 1 p!ants @ trees Group 2 p!ants @ shrubs Group 3 p!ants @ herbs Group 4 p!ants @ %ines E. 4enera)i5ation Into hat different groups did e c!assify the p!ants e obser%edD 0#rees$ shrubs$ %ines$ herbs$ and grasses2 .resent the fo!!o ing dichotomous (ey. ;asis of c!assification< stem characteristics
acacia$ pechay$ bougain%i!!ea$ s7uash$ corn

ith X sheet of mani!a paper on

hich they

i!!

rite their

trun(>stem
s7uash$ bougain%i!!ea

trun(>stem>up right
acacia$ pechay$ corn

?ith

oody trun(>stem
bougain%i!!ea

?ith non3 oodytrun(>stem

s7uash

?ith

oody trun(>stem

?ith soft non3 oody trun(>stem

pechay$ corn

acacia

4F69;

-I':

#6::

F:6;

)fter diagramming a dichotomous (ey to c!assify the fi%e gi%en p!ants$ as(< B/an you gi%e the definitions of shrub$ tree and herbDC 9sing the c!assification diagram$ gi%e an operationa! definition of a< 1. %ine 0a p!ant ith a creeping branch>stem$ e.g. s7uash2 2. tree 0a p!ant ith an erect 0not creeping2 oody trun($ e.g. acacia2 3. shrub 0a p!ant ith se%era!$ upright oody stems$ e.g. bougain%i!!ea2

7,

4. herb 0a p!ant ith an erect 0not creeping2 soft stem$ e.g. pechay and corn2 F. A$$)ication /!assify the fo!!o ing p!ants. ?rite them under proper heading. oregano$ pato!a$ tamarind$ sugarcane$ gumame!a$ mango$ santan$ sayote$ tomato$ gua%a TREES S1R<& 1ER& +I8E 4RASS

)ns ers< TREES #amarind 5ango Gua%a I+. Assess'ent /hoose the !etter of the correct ans er. 1. 'arra has a oody and big trun(. #o hat group of p!ants be!o a. b. c. d. treeP shrub herb %ine ou!d this be!ongD S1R<& Gumame!a 4antan ;amboo 1ER& +regano 5ayana 4ugar /ane +I8E .ato!a 4ayote #omato

2. #o hat group of p!ants does upo be!ongD a. b. c. d. tree shrub herb %ineP

3. #o hat group does bamboo be!ongD a. b. c. d. tree shrubP herb %ine

4. ?hich of the fo!!o ing groups of p!ants ha%e oody stemsD a. b. c. d. pechay$ mustard$ radish camote$ (ang(ong$ a!ugbati tamarind$ mango$ gua%a s7uash$ cabbage$ star app!e

5. ?hich of the fo!!o ing p!ants does '+# ha%e a oody stemD ). mango ;. santo! /. santan D. camoteP

+. Assign'ent /!assify the fo!!o ing p!ants into tree$ shrub$ herb and %ine using the dichotomous (ey.

81

mayana$ rose$ narra$ rice p!ant$ ampa!aya$ ye!!o :*pected ans ers< mayana$ rose$ narra$ rice p!ant$ ampa!aya$ ye!!o trun(>creepi ng stem
ampa!aya$ ye!!o be!!

be!!

be!! trun(>stem>up right

mayana$ rose$ narra$ rice p!ant

?ith

oody trun(>stem
Ge!!o be!!

?ith non3 oody trun(>stem

ampa!aya

?ith

oody trun(>stem

?ith soft non3 oody trun(>stem

narra$ rose

6ice p!ant$ mayana

4F69;

-I': 5ore than 3m ta!!

narra

F:6; &ess than 3m ta!!

rose

#6::

?++DG 4F69;

I.

Learning Objective:

:*p!ain ho p!ants and p!ant parts are used for food$ bui!ding materia!s$ fue!$ medicine and decorati%e purposes

II. Learning Tasks A. Subject Matter: I'$ortance of P)ants

81

#. Conce$ts%I"eas .!ants ha%e many uses. 4ome p!ants pro%ide us food. 4ome p!ants parts are used for bui!ding purposes. 4ome p!ants are used as medicines. 4ome p!ants can be used for decoration. 4ome p!ants are used as fue!.

(. Process Ski))s +bser%ing$ communicating$ inferring$ co!!ecting data$ interpreting data *. +a)ue Focus )ppreciation of the usefu!ness of p!ants so e can be hea!thy and !et us !i%e comfortab!y &. References 3 3 /orone! et a! 021112 pp. ,33,5 5angubat et a! pp. 733,3

C. Materia)s 6ea! p!ants and>or pictures of trees ith fruits 0use %ideo c!ips$ if a%ai!ab!e2 III. Learning Proce"ures A. Revie, : 9 at are t e $arts of $)ants2 &. Motivation%Presentation Fo can these parts be usedD

4ho a picture of a gua%a tree ith fruits. )s(< BIs this tree important to usD ?hat parts of a gua%a tree are usefu! to usD /an you !i%e ithout p!antsD ?hyDC 0Fe!p the pupi!s rea!iKe that it is impossib!e for human beings to !i%e ithout p!ants. Integration of %a!ues can be done in this part.2 C. Lesson Pro$er Fa%e the pupi!s do the acti%ities by group. Group the c!ass into 3. &et each group choose a !eader. 6eca!! the standards in group acti%ities. )ns ers to 7uestions shou!d be ritten in X 5ani!a paper. Activit! # / Making <s 1ea)t ! ?hat do you thin( are e going to find out in this acti%ityD a. 'ame some p!ants that can be eaten. b. Identify the p!ant part>parts used as food. #he accomp!ished tab!e be!o 8a'e of P)ant :*amp!e< cassa%a 12 ampala$a 22 star app!e 32 malungga$ 42 camote can ser%e as your guide. 9se of !oca! p!ants is encouraged. E"ib)e P)ant Part roots$ !ea%es stems$ !ea%es$ fruits fruits !ea%es$ fruits stems$ !ea%es$ roots

82

52 beans Euestions<

fruits$ stems$ !ea%es

a. ?hat do some p!ants gi%e usD 08ood2 b. ?hat p!ant parts can be eatenD 06oots$ stems$ !ea%es$ f!o ers and fruits2 in some p!ants Activit! ( / 0ecorations an" Man! MoreF a. Go out to your schoo! grounds. 9sing Grade 3 science boo(s$ discuss among your c!assmates to comp!ete the fo!!o ing< 8a'e of Trees 12 coconut 22 bamboo 32 narra b. Fo Part%s trun($ !ea%es$ fruits>seeds trun($ young trun( trun( can the different parts be usedD 8a'e of Trees 12 coconut 22 bamboo 32 narra )ns Activit! * / @&otika sa &ar!oA a. Go to the schoo! herba! garden. b. /omp!ete the fo!!o ing chart. Gou can as( the e!ders for the medicina! properties of some herbs found in your schoo! garden. 8a'e of P)ants Sambong 'pil3ipil &umamela guava Oregano Part%s &ea%es &ea%es$ roots &ea%es$ roots$ f!o er &ea%es$ stem>t igs !ea%es <se" to Cure%A))eviate Part%s trun($ !ea%es$ fruits>seeds trun($ young trun( trun( <se%s bui!ding$ dYcor$ food$ fue! bui!ding$ furniture$ fue!$ food bui!ding$ furniture$ fue! <se%s

2# (# *# &# 4#

)ns ers< 8a'e of P)ants Sambong 'pil3ipil &umamela &uava Oregano 0. 0iscussion%Ana)!sis 6eporting by group .rocess the acti%ity and enrich>reinforce the pupi!sA findings and discussion. E. 4enera)i5ation Part%s &ea%es &ea%es$ roots &ea%es$ roots$ f!o er &ea%es$ stem>t igs !ea%es <se" to Cure%A))eviate (idney troub!e de orming boi!s and ounds ound scabies 0s(in disease2

2# (# *# +# 4#

83

;ased on your findings and discussions$ hat are the different uses of p!antsD 0.!ants can be used for food$ bui!ding materia!s$ fue!s$ medicines and decorations.2 F. A$$)ication 5ang ;erto cut do n an o!d coconut tree. ?hat can he do ith its trun(D Its !ea%esD Its fruit and seedD 0#run( @ for furniture$ coo(ing utensi!s= !ea%es @ for house decorations$ roof and for food$ p!anting2 I+. Assess'ent Gi%e fi%e e*amp!es of p!ants and their uses. 8i!! the chart be!o . 04amp!e of accomp!ished chart.2 P)ants t at 4ive Foo" 1. 2. 3. 4. 5. P)ants t at 4ive&ui)"ing Materia)s 47uash )cacia .echay !arra 6adish &. 5elina /amote 5olave /arrot -auan P # igs and dead trun(s>branches P)ants <se" for Fue) Gua%a 'pil3'pil /oconut Tanguile .ine #ree Me"icina) P)ants )mpa!aya &agundi 4ambong ;anaba +regano 0ecorative P)ants 6ose Daisy ;ougain%i!!a 8ortune .!ant /ucharita a!! sidings if o%en= fruit>seed @

+. Assign'ent )s( your parents>e!ders ho to prepare any of our medicina! p!ants and submit a report. e.g. Gua%a !ea%es to cure scabies 0galis2 1. .ic( about 25 mature !ea%es. 2. ?ash them thorough!y under running ater. 3. .!ace them in a non3meta! container 0pala$ok or ename! pot2. )dd 2 cups of ater. /o%er. 4. ;oi! unti! about 1 cup is !eft in the pot. 5. )fter soaping the body parts affected ith scabies$ rinse ith the gua%a BteaC you prepared.

I.

Learning Objective:

Demonstrate ays of caring for and conser%ing p!ants

II. Learning Tasks A. Subject Matter: 9a!s of Caring for an" Conserving P)ants #. Conce$ts us. (. Process Ski))s +bser%ing$ describing$ communicating$ demonstrating .!ants gro e!! if e ta(e care of them. ?e shou!d sho proper ays of caring for and conser%ing p!ants because they are %ery usefu! to

*. +a)ue Focus

84

 &. References 3 3 3

/aring for p!ants

Garcia et a!. 01,,,2$ pp. 8838, /orone! et a!. 01,,72$ pp. 1163117 6oson et a!. 021132$ pp. 1213121

C. Materia)s .ictures sho ing some ays of ta(ing care of p!ants III. Learning Proce"ures A. Revie, o, "o ,e use $)ants2 9 ! are $)ants i'$ortant2Can ,e )ive ,it out $)ants2 &. Motivation%Presentation 4ay< Fo B'o that you (no about ho eA%e been using p!ants$ !etAs as( ourse!%es< Fa%e for grantedD Fa%e e been care!ess ith p!ants around usDC shou!d e ta(e care of p!antsD #hese are the 7uestions eA!! ans er today. e been ta(ing p!ants

&ead the pupi!s to understand hy e shou!d ta(e care of and conser%e p!ants. C. Lesson Pro$er Distribute the pictures by group. &et the pupi!s do the fo!!o ing acti%ity. Activit! # / S o, an" Te)) a. #e!! hat the chi!dren are doing to sho ho they care for and conser%e p!ants. b. #e!! a!so hy they ha%e to do each of these so their p!ants i!! gro and de%e!op into hea!thy p!ants. Group 1 Group 2 Group 3

Group 4

Group 5

Activit! ( / S o, <s T at 6ou Care

85

a. 4tudy each picture by group. 9sing B#hin(3.air34hareC #echni7ue$ share your obser%ations about each picture. b. ?rite do n on a sheet of paper the proper ays of sho ing ho e ta(e care of p!ants.

0.

0iscussion%Ana)!sis 6eporting by Group .rocess the acti%ity and enrich>reinforce pupi!sA findings>discussions. a. ?hat are the different ays of caring and conser%ing p!antsD ?ays of caring for and conser%ing p!ants< -o!unteering in p!ant3a3tree pro"ects>programs in schoo! .rotecting seed!ings>ne !y p!anted trees ith fences .runing hedges>trees so they i!! ha%e more branches .u!!ing off eeds from f!o er>herb>%egetab!e gardens )pp!ying organic ferti!iKers to p!ants e donAt ta(e care of and conser%e our p!antsD

b. ?hat do you thin( i!! happen if

If e donAt ta(e care of p!ants$ they i!!< c. Fo be ea( and e%entua!!y die not gro and de%e!op fu!!y= so they i!! e%entua!!y die not ha%e !ush gro th= so$ e i!! not ha%e enough o*ygen$ food$ construction materia!s$ medicine and fiber for c!othing about the p!ants in the forestD Fo can e care for themD

E. 4enera)i5ation Fo do e sho our care and concern for p!antsD 0;y atering them$ (eeping them from harm$ etc.2

86

?hy shou!d e ta(e care of and conser%e our p!antsD 0?ithout p!ants$ e i!! !ac( foods to eat.2 8orest shou!d be preser%ed by reforestation. ?hat does this meanD F. A$$)ication Joshua aters the p!ants e%eryday. +ne day$ he sa tiny$ hite insects on the !ea%es of a p!ant. Fe remo%ed them gent!y ith a brush. ?hat did he demonstrateD ?hy did he brush off the tiny insectsD 0#hose are p!ant pests ca!!ed aphids. #hatAs hy they ha%e to be remo%ed from p!ants.2 I+. Assess'ent Dra a happy face 02 if the statement sho s care and concern for p!ants= a sad face 0 2 if it does not.

HHHHHH 1. 4ophia remo%es pests from the !ea%es of p!ants. HHHHHH 2. ;en car%es the names of his friend on tree trun(s. HHHHHHH3.5aria (eeps her dish garden inside the comfort room so that she can ater it anytime .HHHHHH4. Jasmine aters their indoor p!ants regu!ar!y. HHHHHH 5.5ang )mbo puts ferti!iKer to his rice fie!ds. +. Assign'ent ?hich of the fo!!o ing acti%ities shou!d e practice to ta(e care of and conser%e p!antsD Dra a heart 02 before the number of the correct ans er.

1.
2. 3. 4. 5. 6.

/u!ti%ate the soi! around the p!ants. 'ai! signs 0ad%ertisements$ directions$ notes2 on tree trun(s. .!ant ne trees after cutting do n o!d ones. .!ay on par( grounds ha%ing the fo!!o ing sign< B.!ease (eep off the grass.C .ut a fence around the young p!ants. )fter camping c!ean the area$ most especia!!y if it is in a forested area.

87

I.

Learning Objective:

/ompare the characteristics of so!ids and !i7uids

II. Learning Tasks A. Subject Matter: Co'$aring So)i"s an" LiDui"s #. Conce$ts%I"eas

4o!ids can be pic(ed up ith the fingers or he!d in our hands. 4o!ids may be hard or soft. 4o!ids (eep their shape.#hey ha%e a shape of their o n. &i7uids ha%e no shape of their o n. #hey fo!!o the shape of their containers. &i7uids cannot be he!d in our hands. #hey cannot be pic(ed up. &i7uids need to be put in a container to (eep together. &i7uids f!o . &i7uids spi!!.

(. Process Ski))s /!assifying 0sorting into groups$ comparing2$ obser%ing and communicating *. +a)ue Focus Demonstrate interest in doing the acti%ity &. References Department of :ducation and /u!ture 01,772. ;e!en$ J. G. 0n.d.2. For the class

C. Materia)s

88

.ut the fo!!o ing ob"ects in a !arge bo*< I. A. -arious so!ids such as a pebb!e$ eraser$ candy$ crayon$ rubber ba!!$ coin$ boo($ paper$ b!oc( of of c!ay$ etc ood$ !ump

/!ear containers of %arious shapes such as softdrin( bott!es$ catsup bott!e$ g!ass$ %ase$ acry!ic bo*$ etc. each partia!!y fi!!ed ith a different (ind of !i7uid such as co!ored ater$ coo(ing oi!$ "uice$ %inegar$ etc 2 !arge cards. ?rite in !arge !etters$ the ord &IE9ID on one card= and the ord 4+&ID$ on the other. 2 p!ace mats or paper circ!es of different co!ors$ e.g.$ b!ac( and initia!!y identifying groups2 hite or ye!!o and green 0for purposes of

Learning Proce"ures Revie, -if nee"e".% c ecking of assign'ent -if an!. &. Motivation%Presentation .!ace the bo* on a tab!e in front of the c!ass. #e!! the pupi!s that the bo* contains %arious ob"ects 0'ote< #he ord ob"ect is a generic name for things found or seen e%ery hereQinc!uding ob"ects in the s(y or in space.2 4ay that you i!! start sorting the ob"ects in the bo* into t o groups= the pupi!s i!! continue the sorting acti%ity. .ut the p!ace mats or co!ored circ!es on opposite sides of the tab!e.

C. Activit! Pro$er an" 0iscussion Get one so!id ob"ect from the bo*. Fo!d it up for the c!ass to see and then p!ace it on the mat>circ!e to your right. 'e*t$ get one container ith a !i7uid$ ho!d it up$ ti!t or s!ight!y sha(e the container before p!acing it on the other mat>circ!e. Fenceforth$ hen presenting a container ith a !i7uid$ s!ight!y sha(e or ti!t the bott!e ithout saying you are ti!ting nor sha(ing the container before it is p!aced ith the other ob"ects in the group. Get another so!id and p!ace it the mats>circ!es. ith the first so!id. /ontinue sorting unti! you ha%e 3 or 4 ob"ects on each of

'e*t$ get one ob"ect from the bo*. )s( pupi!s here the ob"ect shou!d be p!aced 0.upi!s shou!d be ab!e to te!! correct!y here the ob"ect shou!d be p!aced. /ontinue doing this unti! a!! the ob"ects are p!aced ith the rest of the ob"ects in their respecti%e groups. .ut the card ith the !abe! 4+&ID !i7uids group. ith the so!ids group= and the card ith the !abe! &IE9ID ith the

4ay that each ob"ect in one group is a so!id and that each ob"ect in the other group is a !i7uid. Fa%e pupi!s$ in groups at a time$ get c!oser to the tab!e to obser%eQho!d$ fee!$ sme!!$ !oo($ pic( up$ sha(e$ ti!tQthe ob"ects in each group. )!!o pupi!s to open the container to get a fee! of or sme!! the !i7uid. ?hen a!! the pupi!s ha%e obser%ed the ob"ects in each group$ as(< How are solids alike6 0#hey can be pic(ed up$ he!d in our hands$ he!d bet een our fingers= they (eep their shape$ they do not need a containerQun!i(e !i7uids hich need to be p!aced in oneQto (eep together$ they offer resistance hen they are po(ed ith a finger= they may be hard or soft$ springy>bendab!e or stiff= they ha%e co!or$ etc.2 +n the cha!(board$ co!umn. rite each characteristic named by pupi!s in a co!umn. ?rite 4+&ID abo%e the

8,

'e*t as(< How are li7uids alike6 0they need to be put in a container to (eep together= they cannot be pic(ed up ith our fingers= they cannot be he!d in our hands= they do not (eep their shape or ha%e no shape of their o n= they fo!!o the shape of their container= they offer no resistance hen they are Bpo(edC or pushed ith a finger= they f!o = they spread out= they can et things$ their surface are horiKonta!$ etc.2 )s done ear!ier$ rite the characteristics named by the pupi!s on the cha!(board in a co!umn and &IE9ID abo%e the co!umn. rite

)s(< How are solids different from li7uids6 Go o%er the characteristics of so!ids and !i7uids ritten on the cha!(board one by one. )s( further< 8hich characteristic is true onl$ for solids6 8hich are true onl$ for li7uids6 Dra a !ine across a!! those characteristics that are true for both so!ids and !i7uids. ?hat are !eft ritten under each co!umn are characteristics> descriptions that refer on!y to so!ids or on!y to !i7uids.

0. 4enera)i5ation )s( pupi!s to compare the characteristics of so!ids to !i7uids. 06efer to concepts !isted in the pre%ious section of this !esson.2 In hat ays are so!ids and !i7uids different>simi!arD Gi%e some e*amp!es. E. A$$)ication )re rice grains so!id or !i7uidD :*p!ain your ans er. F. Assess'ent 6ead each obser%ation in the chart be!o . Does the obser%ation te!! about a so!id$ a !i7uid$ or bothD .ut a chec( 0Z2 in the correct space in the chart. 1. 2. 3. 4. 5. 6. 7. +bser%ation It is hard. It is co!ored. It f!o s. It has a fi*ed shape. It can be bent. It can be he!d in our hands. It spi!!s. 4o!id &i7uid

I+. Assign'ent Dra pictures of 5 so!ids and 5 !i7uids you find in your home. ?rite the name of each so!id or !i7uid be!o dra ing. Gi%e the use of each. your

,1

I. Learning Objective: II. Learning Tasks

+bser%e some characteristics of gases 0air2

A. Subject Matter: C aracteristics of 4ases #. Conce$ts%I"eas )ir occupies a!! space. It occupies a%ai!ab!e space in a container. )ir does not ha%e a shape of its o n. It ta(es the shape of the container.

(. Process Ski))s +bser%ing$ inferring$ communicating *. +a)ue Focus Demonstrate curiosity in doing science 4upport the c!ean air act. /ooperate ith members of group 4hare ideas ith peers

&. References - 9. 'I45:D 021132 pp. 62365 - ;e!en$ J.G. 021162 - /orone!$ /. /. et a! 021112pp. 1213121 C. Materia)s For each group: !arge ba!!oon basin ith ater rubber band or string pente! pen III. Learning Proce"ures A. Revie, ?rite the heading< ?hat I Mno )bout )ir on the cha!(board. )s( pupi!s to te!! hat ideas about air ha%e they !earned from the pre%ious !esson. ;eforehand$ ha%e ideas> genera!iKations !earned from the pre%ious acti%ity printed on !arge strips of carto!ina or mani!a paper. ?hen pupi!s mention an idea$ the corresponding strip is taped be!o this heading. Fa%e pupi!s post the pictures they dre board and on the a!!. 0refer to the assignment gi%en in the pre%ious !esson2 on the bu!!etin set of dra ings c!ear p!astic "ar piece of string mani!a paper

/a!! on some pupi!s to describe their dra ings. #he dra ings may be !eft posted unti! a ne are to be posted on the bu!!etin board.

Fa%e pupi!s inc!ude these dra ings in their portfo!io 0en%e!ope here pupi!s can (eep their records.2 #he portfo!ios may be (ept in a safe p!ace inside the c!assroom. #hey need not bring this home$ other ise $ pupi!s may misp!ace them.

,1

&. Motivation%Presentation ?rite the heading ?hat I ?ant to Mno )bout )ir ne*t to the first heading.

:ncourage pupi!s to as( 7uestions about air. .ro%ide c!ues by raising 7uestions about the shape of air$ the space it occupies$ hat air can do$ etc. .roceed to )cti%ity .roper$ saying that they i!! !earn more about air from the acti%ities they i!! do ne*t. C. Activit! Pro$er 04ee ne*t page for the )cti%ity 4heets2 Distribute the materia!s. ?ith the pupi!s$ read the steps in )cti%ity 1. 5a(e sure that pupi!s understand these steps. Fa%e pupi!s do the acti%ity. /hec( that the groups are on tas( and faci!itate discussion ith the group$ if needed. Gou 5ay as( them 7uestions to find out their ideas about air. ?hen the groups are done proceed ith the group reporting. 0. 0iscussion an" Ana)!sis Discuss pupi!sA obser%ations. Fa%e pupi!s compare the shapes of the ba!!oon that they ha%e dra n. 0#he shapes are different.2 )s(< 8hat happens to the air inside the balloon when the balloon changes its shape6 0Its shape a!so changes.2 8ocus on ho the groups shaded their dra ings. :mphasiKe that the shaded areas represent air. If some dra ings sho part!y shaded areas$ 4ay< 'f onl$ a part of the balloon is shaded9it implies that onl$ that part is occupied b$ air9what fills the space in the balloon in areas that were not shaded6 0#his is to get pupi!s to thin( about their obser%ations.2 'f there is no air in these areas, what would be the shape of the balloon6 0It ou!d be f!at.2 &ead pupi!s to rea!iKe that air fi!!s a!! the space inside the ba!!oon and that air ta(es the shape of the ba!!oon. E. 4enera)i5ations &ead pupi!s to ma(e genera!iKations !i(e the fo!!o ing< )ir fi!!s the space inside a ba!!oon. )ir does not ha%e its o n shape. )ir ta(es the shape of the ba!!oon 0container2 ith air. 0#ires$ !ifesa%ing f!oats$ ba!!s.2 :ncourage them to te!! hy

F. A$$)ication )s( the pupi!s to name ob"ects that peop!e fi!! these ob"ects need to be fi!!ed ith air. ?hy do you thin( air is importantD 4. Assess'ent -E'be""e". )ssess pupi!sA ans ers to the acti%ity 7uestions. a. It becomes bigger. b. #he air that e b!o c. into it ma(es it bigger. #he ba!!oon is HHHHHHHHHHH. 0#he dra ing shou!d be simi!ar to the shape of the ba!!oon. #he ho!e area inside the dra ing of the ba!!oon shou!d be shaded.2

,2

d. #he ba!!oon is HHHHHHHHHHH. 0#he dra ing shou!d be simi!ar to the shape of the stretched ba!!oon. #he inside the dra ing of the ba!!oon shou!d be shaded.2 e. #he ba!!oon is HHHHHHHHHHH. 0#he dra ing shou!d be simi!ar to the shape of the s7ueeKed ba!!oon. #he inside the dra ing of the ba!!oon shou!d be shaded.2 f.

ho!e area ho!e area

#he ba!!oon is HHHHHHHHHHH. 0#he dra ing of the ba!!oon ith the boo( on it shou!d sho a f!attened ba!!oon= i.e.$ areas touching the boo( and the surface shou!d be f!at or straight$ ith its sides bu!ging out.2 #he ho!e area inside the dra ing of the ba!!oon shou!d be shaded.2

g. #hese obser%ations sho that < )ir occupies space 0in the ba!!oon2. )ir ta(es the shape of its container. )ir has no shape of its o n. +. Assign'ent Dra pictures to sho the importance of air. ;e!o each picture$ rite Activity 1. What Shape Does Air Have? ba!!oon Proce"ure 1. ;!o 2. ;!o c. on your arm. into the ba!!oon as much as you can. ?hat ma(es this happenD a picture of the ba!!oon. 4hade a. ?hat do you fee!D b. ?hat happens to the ba!!oon as you b!o into itD 3. #ie a string around the opening of the ba!!oon to (eep the air in. d. Describe the shape of the ba!!oon. Dra your dra ing to sho e. ba!!oon. 5. )s( a member of the group to s7ueeKe the ba!!oon. f. 6. g. Describe the shape of the ba!!oon no . Dra Describe the shape of the ba!!oon no . Dra !oo(s no . 4hade your dra ing to sho a picture of the ba!!oon as it .ut the ba!!oon on a f!at surface. .!ace a boo( on the ba!!oon. .ress the boo( do n. a picture of the ba!!oon as it !oo(s no . 4hade your dra ing to sho the air in the ba!!oon. F. I. Learning Objective: /ompare the hea%iness or eight of a so!id 7. 4tudy the pictures you ha%e dra n. I. II. Learning this !esson i!! ta(e o periods2 h. Tasks Does0'ote the air in the ba!!oon ha%et shapeD ?hat is its shapeD A. Subject Matter: Co'$aring t ete!! 9eig of So)i"s i. ?hat do your obser%ations you t about airD #. Conce$ts%I"eas [ [ ?e can fee! the hea%iness of a so!id by ho!ding it in the pa!m of our hand. ?e cannot te!! the e*act hea%iness or eight of a so!id by simp!y ho!ding it in our hand. the air in the ba!!oon. the air in the ba!!oon. a picture of hy air is important to peop!e.

Materia)s

4. )s( a member of the group to stretch the ba!!oon. Describe the shape of the ba!!oon no . Dra the ba!!oon as it !oo(s no . 4hade your dra ing to sho the air in the

(. Process Ski))s

,3

+bser%ing$ c!assifying 0comparing2$ communicating 0recording obser%ations in a chart2 * Materia)s For each group: 3 stones ith the same mass. 4tic( a piece of mas(ing tape on each stone. &abe! each stone by the !etters )$ ;$ or / on the tape. .ut the stones in a p!astic bag or rap them in paper 1 (i!ogram of stone mani!a paper ru!er Activity 1: Comparing the Heaviness of Solids mar(ing pen Materia)s For the class: 3 stones !abe!ed )$ of ;$the or / en!arged copy chart sho n in )cti%ity 1 mas(ing tape III.Learning Proce"ures mar(ing pen A. Revie, Proce"ure 1. &et /opy the chart be!o3 groups. on a 5ani!a paper. the c!ass form )t your signa! they i!! !ist do n as many materia!s as they can and group them together as so!ids$ !i7uids and gas. 8u'ber Or"er b! 1eaviness 8a'e of Pu$i) &. Motivation%Presentation # ( - eavier. * - eav!. eaviest. 4ho the stones. )s(< :sing .ust $our hands can $ou tell which among them is heaviest6 C. Activit! Pro$er 6ead step 1or copy of the acti%ity ith the pupi!s. .resent the en!arged chart. #e!! the c!ass that they i!! rep!icate the chart on a mani!a paper.. #e!! them to rite the names of the members of the group in the first co!umn. Fa%e the pupi!s read step 3. Demonstrate ho the hands can be used to compare ho hea%y the stones are. :*p!ain that after each one has decided hich stone is hea%iest>hea%ier> hea%y$ he or she has to rite the !etters they see on each stone opposite their names and under the correct co!umn. 06efer them to the chart you presented.2 :*p!ain that in step 4$ each member has to ans er 7uestions a$ b$ and c and hen they are $ done$ they ha%e to discuss their ans ers to the 7uestions ith the other members of the group. 2. &ist your names on the chart. 3. #a(e turns doing this step. /ompare the hea%iness of the stones. Fo!d each one in the pa!m of your hands. 8ee! ho hea%y each one is. 6ecord your obser%ations by riting the !etter you see on each stone in the correct co!umn in the chart. &et the c!ass proceed to )cti%ity 1. riting

4. 4tudy hat you and the members of your group recorded in the chart. Discuss your ans ers to Euestions a$ b$ and c be!o . a. Did a!! of you ha%e the same obser%ationsD b. ?ith "ust using your hands$ as it easy to compare ho hea%y the stones ereD c. ?hat does this acti%ity sho ho hea%y an ob"ect isD about ho accurate!y the hands can be used to te!!

5. )ssign a member of the group to share obser%ed and discussed.

ith the rest of the c!ass hat your group has

,4

?hen the groups are done ith the acti%ity$ ha%e them post their charts. Fa%e the groups present their reports. #e!! the c!ass to put bac( the stones in the p!astic bag or rap them in paper$ and then rite their group number 0name2 on the bag> rapper. #he group i!! be using the same stones in the ne*t acti%ity 0. Post?Activit! 0iscussion /onduct a ho!e3c!ass discussion. Fa%e pupi!s compare the charts of the different groups. )s( 7uestions !i(e< )re there groups here a!! the members compared the hea%iness of the stones the same ay 6 How man$6 8hich chart show differences in the wa$ the members compared the heaviness of the stones6 8h$ do $ou think the members came up with the different comparisons6 E. 4enera)i5ation )s(< 8hat do the results of Activit$ 2 show6 )an $ou tell accuratel$ how heav$ the stones are b$ .ust using our hands6 #hese 7uestions shou!d !ead pupi!s to say that$ by using our hands a!one$ e cannot te!! for sure hich stone is hea%ier than the other. I+. Assess'ent 5ar(et %endors pac( tomatoes in p!astic bags and se!! them by the bag at the same price. 9sing your hands can you te!! hich bag of tomatoes is the hea%iestD ?hy or hy notD

,5

+.

Assign'ent Inter%ie mar(et %endors ho se!! eggs. )s(< How do the$ sort the eggs9b$ si;e or b$ weight6 Do eggs of the same si;e weigh the same6

I.

Learning Objective:

5easure the %o!ume of a so!id

II. Learning Tasks A. Subject Matter: Measuring t e vo)u'e of a so)i" #. Conce$ts%I"eas ?hen a so!id is p!aced into a container ith ater$ the !e%e! of of ater is e7ua! to the %o!ume of ater the so!id disp!aced. ater in the container rises. #he rise in the !e%e!

#he %o!ume of ater disp!aced is e7ua! to the %o!ume of the submerged so!id. #he %o!ume of a so!id is gi%en in cubic centimeters 0cm 32.'ote< 1 cm3 \ 1 m!. In reading the %o!ume of a !i7uid using a graduated cy!inder$ the reading shou!d be ta(en at eye !e%e!. (. Process Ski))s 5easuring *. +a)ue Focus .recision in ta(ing measurements Fonesty in reporting resu!ts /are in hand!ing a graduated cy!inder &. Materia)s

,6

For each group: graduated cy!inder$ ca!ibrated in 1.1 m! 4 same3siKed marb!es 4 different3siKed so!ids that sin( in ater= the siKe of each shou!d fit into the graduated cy!inder mar(ing pen or pieces of mas(ing tape mani!a paper pente! pen III. Learning Proce"ures A. Revie, )s(< 8hat happens to the level of water in a container when a solid is put into it6 0#he !e%e! of ater rises.2 8hich makes the water level rise higher, a bigger solid or a smaller solid6 0) bigger so!id.2 How is the rise in the level of water related to the si;e of the solid6 #he bigger the ob"ect p!aced in a container of ater$ the more space it occupies and $ the higher it raised the !e%e! of ater.

&. Motivation%Presentation .resent the graduated cy!inder. #e!! the c!ass that the item you presented is ca!!ed a graduated cy!inder. ?rite graduated cy!inder on the cha!(board. 0) graduated cy!inder is used to measure the amount of space a !i7uid occupies. ?e Activity ca!! the amount ofaspace a !i7uid occupies$ volume of the !i7uid.28rite volume 0 the amount of 1: sing !raduated Cylinder to the "easure space a li7uid occupies on the chalkboard. the #olume of Some Solids Sa$/ Toda$, we will measure the volume of some solids. .roceed to )cti%ity .roper. Materia)s graduated cy!inder C. Activit! Pro$er ater Distribute the materia!s and read through the a marb!e ob"ecti%e and the steps in the acti%ity. :*p!ain obser%ations. 4 other so!ids pieces of string mani!a paper steps in the acti%ity$ ma(ing sure that the groups understand the pente! ho to pen use the diagram$ step 7$ for recording their responses and

Proce"ure #e!! pupi!s to ans er the 7uestions in the acti%ity indi%idua!!y before the members of the group discuss their ans ers a as a group. #he group the ans ers of based on the the members on a 5ani!a paper 1. #ie string around one so!id.rites ?rite the name the so!id in consensus a tab!e !i(e of the for presentation one be!o . to the c!ass. +o)u'e of +o)u'e of +o)u'e of So)i" ,ater at start ,ater an" so)i" -c'*. -'L. so)i" -'L.

2. Fa!f3fi!! the graduated cy!inder ith 3.

ater. 6ecord the %o!ume of ater

Fo!d one end of the string as you put the so!id into the ater in the graduated cy!inder. #he so!id shou!d be comp!ete!y submerged in the ater.

,7

4. 5easure the %o!ume of the ater and the so!id. 6ecord this measurement in the tab!e. 6emo%e the so!id. 5. 6epeat steps 1$ 3 and 4 for each of the other so!ids. 6. 4o!%e for the %o!ume of each so!id. 6ecord the %o!ume of the so!id in the tab!e. a. ;ased on the measurements you got$ hich so!id has the !argest %o!umeD ?hich has the sma!!est %o!umeD 5o%e around from group to group. 4ome may need he!p in tying a string around a so!id. /hec( that the pupi!s are ta(ing measurements and recording these correct!y. )nother techni7ue that can be used to a%oid brea(ing the graduated cy!inder is to ti!t it and then carefu!!y a!!o the so!id to s!ide a!ong the side of the graduated cy!inder. ?hen the groups are done ith their obser%ations$ gi%e them time to prepare their group report. Fa%e the groups present their reports. ?hen the groups report$ ha%e them sho the so!ids and sho to the c!ass$ the !argest and the sma!!est so!ids. 0. 0iscussion%Ana)!sis 4tart the discussion by as(ing hat happened hen a so!id as p!aced into the ater in the container. 0 the level of water rose, or became higher# ?hich of your so!ids made the !e%e! of ater rise the highestQthe sma!!est or the biggestDC 0t he biggest2 Fa%e the c!ass compare the diagrams a!! the groups presented. )s(< Do you see simi!arities in the resu!ts as recorded in these diagramsD 5ost groups are !i(e!y to ha%e come up ith simi!ar reports. )s(< BIn step 6$ hat as your basis for predicting hich so!id ou!d ma(e the ater !e%e! rise the !o estQor the highestD 0Si;e9from the smallest to the biggest.# 5ost$ if not a!! pupi!s$ must ha%e had prior e*perience obser%ing the !e%e! of ater riseQor ater o%erf!o ingQ hen an ob"ect is p!aced in ater 0as hen they sit in a tubfu! of ater2. #hese e*periences cou!d be ta(en as the basis for the predictions they had made. E. 4enera)i5ation #o !ead the c!ass to formu!ate a genera!iKation$ as(< B&oo( at the diagrams prepared by the different groups. ;ased on these resu!ts$ can e say that the actua! rise in ater !e%e! is re!ated to the siKe of the so!idDC 0<es.2 BDoes a bigger so!id ma(e the !e%e! of ater rise higherDC

,8

Fa%e pupi!s read their ans ers to Euestion 1. 4ay that these sentences summariKe hat they shou!d ha%e !earned from the acti%ity. Gou may ha%e these sentences ritten on the cha!(board or on mani!a paper or carto!ina for the c!ass to read.

F. A$$)ication ) piece of c!ay is shaped into a ba!!. )nd then its %o!ume is measured using a graduated cy!inder. #he same piece of c!ay as ne*t shaped !i(e a hotdog and again$ its %o!ume is measured using a graduated cy!inder.

4ame c!ay

?i!! the %o!ume as measured using a graduated cy!inder changeD :*p!ain your ans er. #o chec( your ans er$ get a ba!! of c!ay and measure its %o!ume. 'e*t shape the c!ay !i(e a hotdog and measure it again.

I+.

Assess'ent )ssess the groupsA performance based on the fo!!o ing< a. 4(i!! in measuring the %o!ume of an irregu!ar so!id0not inc!uding the marb!e2 c. Fo ?as the so!id comp!ete!y submerged in aterD ?as the %o!ume read such that the !e%e! of ater is the same !e%e! as the obser%erAs eyesD ?as the %o!ume read to the nearest tenth of an m! or a cm 3D

b. 4(i!! in recording data ?ere measurements correct!y recorded in the tab!eD group or(ed ?as the group c!ear about the purpose of the acti%ityD Did the group or( systematica!!y Did the group maintain the c!ean!iness of the or( spaceD ?ere a!! the members of the group on3tas( throughout the acti%ityD Did a!! the members participate acti%e!y during the acti%ityD 0'ote< ?hi!e the group has a !eader$ it is e*pected that each member as gi%en the opportunity to use the graduated cy!inder in measuring %o!ume. +ther members shou!d ha%e made sure that measurements ere correct!y made.2 Did the group return the materia!s proper!yD 5o%e around the group and !isten to their discussions to find out the practices that the fami!ies of the pupi!s use to measure !i7uids ith.

,,

Gi%e them time to prepare their presentation. ?hen they ha%e posted their reports$ proceed to the group reporting.

4.

?e need to use an appropriate measuring de%ice or unit of measure for measuring a gi%en amount of !i7uid.

F. A$$)ication Gou ant to prepare some "uice for fi%e of your friends. Gou see a pitcher to mi* the "uice. ?hat i!! you use to measure the amount of ater you i!! need so that the "uice you i!! prepare i!! be "ust enough for you and your friendsD 4. Assess'ent 9se the groupAs chart to assess each groupAs performance. 8or each correct acti%ity in%o!%ing measuring %o!ume of !i7uids using non3standard de%ices or units$ gi%e 1 point= for !i7uid measured 1 point= for each measuring de%ice used$1 point= )nd for each unit of measure$ 1 point. )dd up a!! the points to get the tota! score. +. Assign'ent 8ind out hat acti%ities the peop!e in your community do to measure the amount or %o!ume of !i7uids. 8or each acti%ity$ find out hat !i7uid is used$ hat de%ice or method is used for measuring !i7uid %o!ume$ as e!! as units of measured. Gou may obser%e practices of mar(et %endors$ farmers$ fishermen$ ba(er$ etc. Gou may a!so inter%ie fami!y members or peop!e in your community. 6ecord the information you ha%e gathered in a chart !i(e the one you prepared.

111

I. Learning Objective: II. Learning Tasks

5easure the %o!ume of !i7uids using non3standard de%ices

A. Subject Matter: <sing 8on?Stan"ar" 0evices for Measuring +o)u'es% LiDui"s #. Conce$ts%I"eas #he 7uantity of !i7uids can be measured using non3standard de%ices and non3standard units of measure. #o measure a gi%en 7uantity of !i7uid$ the appropriate de%ice shou!d be used.

(. Process Ski))s /ommunicating 0discussing ith others and recording information in a tab!e2$ measuring *. +a)ue Focus Fonesty )ppreciation for !oca! practices in measuring &. References 9.'I45:D 021132$ pp. 5,361 C. Materia)s For t e c)ass: teaspoon$ tab!espoon$ cup$ B!apadC bott!e$ dropper$ other non3standard measuring de%ices !i7uids$ e.g.$ coo(ing oi!$ Bpatis$C soy sauce$ %inegar= 0optiona!2 cup for measuring medicine 0some pediatric medicines are so!d ith such cup2 For eac grou$: mani!a paper$ pente! pen III. Learning Proce"ures A.Revie, /onduct a brief re%ie &.Motivation%Presentation )s(< 8hat li7uids do we usuall$ use at home6 " ?ater$ coo(ing oi!$ patis$ soy sauce$ %inegar$ seasoning$ ca!amansi "uice$ etc.# 8hen we use these li7uids, do we measure them6 8h$ do we need to measure these li7uids when we use them6 8hat do we use to measure them with6 Fa%e one or t o pupi!s gi%e an e*amp!e of a !i7uid they measure using a non3standard measuring de%ice 0e.g.$ finger$ drin(ing cup$ teaspoon$ tab!espoon$ fingers$ !ad!e$ etc.2 of the measurement of so!id by using non3standard de%ices.

C.Activit! Pro$er 04ee ne*t page for the )cti%ity 4heet2 Distribute the materia!s and read through the steps in the acti%ity$ ma(ing sure that the groups understand the ob"ecti%e and the tas( they are to do. :ach group shou!d spend a fe minutes for indi%idua! members to thin( about their ans ers to Euestions a @ c before the group discussion.

5o%e around from group to group. &isten to their discussions to find out the practices fami!ies of the pupi!s use to measure !i7uids ith. Gi%e them time to prepare their presentation. ?hen they ha%e posted their reports$ proceed to the group reporting.

111

0.0iscussion%Ana)!sis Fa%e the c!ass !oo( at the entries on the groupsA charts. ) samp!e chart is gi%en on the ne*t page. )s( hich of the acti%ities in%o!%ing measurement of !i7uids and hich things are used to measure %o!ume ith are common to a!! the groups. .upi!s shou!d note that coo(ing in%o!%es some (ind of measuring. 4e!ect an item from the chart. )s( pupi!s to describe ho measuring is done. )s( further< 8hat units of measure are usedD 0cup$ teaspoon$ tab!espoon$ B!apad$C Bguhitngda!iri$C BtimbaC or pai!$ etc. 06efer to the samp!e chart be!o 2. #hen as(< 8hat if too much or too little of the li7uid is used6 #his is to dri%e home the idea that hether or not actua! measuring de%ices are used$ it is sti!! important that e (no ho to measure !i7uids for a particu!ar purpose. 5any adu!ts ha%e much e*perience using particu!ar !i7uids so they do not use any measuring de%ices anymore. )t any rate$ they are$ in a ay$ a!so using the s(i!! of measuring. 8ina!!y$ as(< 8hat will $ou use to measure the volume of vitamins or medicine in li7uid form9teaspoon or cup D 0Teaspoon.#8h$ won1t $ou use a cup6 Activities invo)ving 'easuring )iDui"s an" 'easuring "evices use" Activities invo)ving 'easuring )iDui"s LiDui" Measuring 0evice <se" <nit of Measure

) cup is too big for the amount of !i7uid %itamins or medicine that e need to ta(e. 8ill $ou use a tablespoon to measure water for making soupD 8h$ or wh$ notD 0) tab!espoon is too sma!! for measuring the amount of ater needed to ma(e soup.2 #he point in as(ing these 7uestions is to ma(e the pupi!s rea!iKe the need for using an appropriate measuring de%ice or an appropriate unit of measure.

E. 4enera)i5ation #o get pupi!s ma(e their o n genera!iKations$ as(< ased on the discussions, what have $ou learned from our lesson toda$6 :ncourage pupi!s to ma(e their o n genera!iKations . :*pected responses are< #here are different de%ices>ob"ects>used or ays to measure amounts or %o!umes of !i7uids ith. #he %o!ume of !i7uids can be measured using non3standard de%ices and non3standard units of measure. ?e need to use an appropriate measuring de%ice or unit of measure for measuring a gi%en amount of !i7uid.

112

F. A$$)ication Gou ant to prepare some "uice for fi%e of your friends. Gou i!! use a pitcher to mi* the "uice. ?hat i!! you use to measure the amount of ater you i!! need so that the "uice you i!! prepare i!! be "ust enough for you and your friendsD 4. Assess'ent 9se the groupAs chart to assess each groupAs performance. 8or each correct acti%ity in%o!%ing measuring %o!ume of !i7uids using non3standard de%ices or units$ gi%e 1 point= for !i7uid measured$ 1 point= for each measuring de%ice used$ 1 point= and for each unit of measure$ 1 point. )dd up a!! the points to get the tota! score. I+.Assign'ent 8ind out hat acti%ities in%o!%ing measurement of !i7uid amounts or %o!umes peop!e in your community do. 8or each acti%ity$ find out hat !i7uids are used$ hat de%ice or method is used for measuring !i7uid %o!ume as e!! as units of measure used. Gou may obser%e practices of mar(et %endors$ farmers$ fishermen$ ba(ers$ etc. Gou may a!so inter%ie fami!y members or peop!e in your community. 6ecord the information you ha%e gathered in a chart !i(e the one you prepared. Activities invo)ving 'easuring )iDui"s an" 'easuring "evices use"

Activities invo)ving 'easuring )iDui"s /oo(ing rice )dding !i7uid seasoning to food /oo(ing paksiw or adobo ?ashing dishes #a(ing in prescribed !i7uid medicine 8or dyeing hair 8or dyeing hair

LiDui" ?ater %atis$ soy sauce -inegar Dish ashing !i7uid &i7uid drops or medicine Fair co!oring so!utions Fair co!oring so!utions

Measuring 0evice <se" fingers &ad!e$ BtantiyahanC or none 2 pts ;ott!e of %inegar Drops from !i7uid detergent container teaspoon$ dropper 2 pts /ontainers of the so!utions /ontainers of the so!utions

<nit of Measure &ines on finger$e.g. panga!a angguhitC Bsando(A e.g.$ B(a!ahatingsando(C BboteC Drop Bpata(C #easpoon$ tab!espoon 0e.g.$ Bisang(utsarita>(utasraC2 BboteC BboteC

medicine

/up$ tab!espoon$ or /up 0BtasaC2$ Btantiyahan$C 3 pts tab!espoon 0B(utsaraC2 capfu! bott!e HHH3peso orth of patis$ toyo ;ott!e 0B!apadC2 13 points

;!eaching c!othes. 5i*ing thinner to paint 6etai! se!!ing of !i7uids !i(e soy sauce$ %inegar$ coo(ing oi! 11 points

;!each .aint thinner 4oy sauce$ %inegar$ coo(ing oi! 11 points

B#antiyahan$C cap of b!each container 2 pts B#antiyahan$C thinner container>bott!e 2 pts Ice3candy bag B!apadC 2 pts 17 points

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Tota) score \ 51 points

:':6GG
114

I.

Learning Objective

Infer that !ight is needed to see ob"ects

II. Learning Tasks A. Subject Matter: Lig t an" Seeing #. Conce$ts%I"eas ] &ight is needed to see ob"ects. ?e see things better at daytime than at nighttime. &ackgroun" Infor'ation Lig t an" +ision +b"ects can be seen on!y hen !ight is present. #here are genera!!y t o ays by hich e are ab!e to see ob"ects. 4ome ob"ects gi%e off !ight. ?e can see these ob"ects hen the !ight they send out reaches our eyes. 8or e*amp!e$ e can see the sun$ stars$ !amps and other !ight sources that gi%e off their o n !ight. #he moon$ trees and non3!ight sources do not gi%e off !ight of their o n$ but e can see them hen !ight fa!!ing on them is ref!ected to our eyes. During the day$ the sun is the primary source of !ight. ?e can see ob"ects during day time because they ref!ect sun!ight to our eyes. &ight beha%es in different ays as it tra%e!s and stri(es different ob"ects. It can be absorbed by opa7ue materia!s. It can pass through transparent and trans!ucent materia!s. (. Process Ski))s +bser%ing$ inferring$ predicting

*. +a)ue Focus .roper care for eyes

&. References

115

3 3

Journey to 4cience 3 pp. 251 @ 252 4cience and Fea!th pp. 1163117

C. Materia)s pictures$ bo*es$ charts$ f!ashcards$ acti%ity sheet III. Learning Proce"ures A. Revie, 4pot so!ids$ !i7uids$ gases from the i!!ustration by naming them. 0Gou can use other i!!ustrations that ha%e so!id$ !i7uids and gases in it.2

?hat do you ca!! the ob"ects you namedD Fo ere you ab!e to spot themD &. Motivation 4ay< &oo( at the things around you$ can you see themD ?hy is this soD C. Presentation 4ay< During bro nout or b!ac(out hy canAt e see things e%en though e ha%e our sense of sightD Fa%e pupi!s share their e*periences about it and sho the 2 bo*es they i!! use for the acti%ity.

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 6eca!! the standards of doing group acti%ity.

0. Activit! Pro$er &et pupi!s form 5 groups and do the acti%ity.

)cti%ity 4heet @ What Do $ou See? 5ateria!s 'eeded< 2 bo*es$ 2 sma!! ba!!s$ 2 penci!s$ 2 ba!! pens ?hat to do< a. b. c. d. .ut one of each ob"ect into ;o* )O ;o* ;. /o%er the bo*es. .eep into the ho!e at the side of ;o* ). .eep into the ho!e of ;o* ;. )ns er these 7uestions< ?hat did you see in ;o* )D ;o* ;D ?hy ere you ab!e to see ob"ects in ;o* )D ?hy do you thin( you canAt see anything in ;o* ;D e. /!ap 5 times and say yes if finished. f. Get ready to report. Group 6eporting

E. 0iscussion%Ana)!sis In hich bo*$ can you see ob"ectsD ?hyD In hich bo* canAt you see ob"ectsD ?hyD ?hen do you find it easier to see things at night or during daytimeD ?hyD F. 4enera)i5ation ?hat is needed to see things around usD &ight is needed to see things around us. ?e can see better at daytime.

117

4.A$$)ication 6ead the situations carefu!!y and ans er the 7uestions ora!!y. Situation # John Da%e ent inside a dar( room. Fe as !oo(ing for his boo( but he cou!dnAt find ?hat shou!d he doD ?hyD Situation ( 5ary as coo(ing dinner hen the !ights ent off. ?i!! she see the things she needsD I+. Assess'ent 6ead the paragraph carefu!!y and from the bo*. rite the appropriate ans er by riting them on the b!an(. /hoose the ans ers ?hyD them.

+ne night$ there as a bro nout. #he surrounding hit up as %ery 012 HHHHHHH and you 022 HHHHHHH anything at a!! because thereAs no 032 HHHHHHH. Gou got a 042 HHHHHHH so that the house i!! brighten up$ but on!y the 052 HHHHHHHH can brighten up our surroundings at nighttime. !ight moonAs !ight canAt see cand!e dar(

I+. Assign'ent Inter%ie neighborhood. a ;arangay #anod in your community about ho he can see things at nighttime hi!e patro!!ing the

118

I.

Learning Objective II. Learning Tasks A. Subject Matter:

Identify sources of !ight

0ifferent Sources of Lig t

#. Conce$ts%I"eas #here are different sources of !ight @ artificia! and natura! sources &ackgroun" Infor'ation &ight is important to !i%ing things. If there is no !ight$ the earth i!! be dar(. ?e canAt see anything ithout !ight because it he!ps us see things around us. During the ancient time$ man cou!d see by the !ight that comes from the sun$ but night brought dar(ness and danger. &ater he !earned to con7uer dar(ness by contro!!ing fire @ a source of !ight. #orches$ cand!es and oi! !amps are sources of !ight. #hey depend on burning fue! and o*ygen to re!ease the energy e see as !ight. 4ome p!ants and anima!s g!o in the dar( !i(e g!o orms$ firef!ies and some mushroom. 4uch creatures are ca!!ed bioluminescent. :!ectric3!ight bu!bs$ f!uorescent !amps and neon !ights change e!ectrica! energy into !ight energy. 4ources of !ight can be natura! or artificia!. Sun hich is the main source of !ight is a natural source$ hi!e candles, torches, bulbs are e*amp!es of artificial source of lights.

(. Process Ski))s +bser%ing$ inferring$ communicating

*. +a)ue Focus /aring for oneAs eyes

&. References 3 )bracia$ '. 5. et a! 01,842$ p. 1163117

C. Materia)s pictures$ charts$ f!ashcards$ rea! ob"ects !i(e cand!e$ matchstic(s$ f!ash!ight and tab!e !amp$ acti%ity card$ responsibi!ity badges III. Learning Proce"ures

11,

A. Revie, )s( the pupi!s about the things they can see around them. &et the pupi!s !ist them. Gi%e them 2 minutes to do this and ha%e each group report. #he group ith the most number of ans ers ins. )s(< ?hy ere you ab!e to see the things around youD

&. Motivation 4ay< )ns er the 7uestion ritten in the first co!umn. ?rite your ans er in the ne*t co!umn !abe!ed predictions Guestion ?here does !ight come fromD Pre"ictions Observations

0)!!o

3 minutes for this.2

4ay< &etAs find out if your predictions are correct. C. Presentation .resent rea! ob"ects !i(e cand!e$ matchstic(s$ f!ash!ight and tab!e !amp to the c!ass. )s(< ?hat do you thin( these ob"ects gi%e usD In hat ay are these ob"ects a!i(eD a. 6eca!! of standards for Group )cti%ity and .recautionary 5easures matchstic(s. b. &et the pupi!s pin their responsibi!ity badges on their chart. hen using !ighted cand!e and

'ote< If itAs the pupi!sA first time to use responsibi!ity badges$ teacher must e*p!ain the ro!es.

Fe is the one ho reports the groupAs ans er to the c!ass.

Fe ser%es as the moderator.

111

Fe reads the acti%ity cards.

Fe gets the materia!s and acti%ity cards.

Fe records the groupsA ans ers. 'ote< .upi!s may choose his "ob badges from day to day. 0. Activit! Pro$er &et pupi!s form 5 groups and do the acti%ity. Activit! # 5ateria!s 'eeded< cand!e$ matchstic(s$ f!ash!ight$ and sma!! tab!e !amp ?hat to do< a. /!ose a!! the indo s and door of your c!assroom. b. #urn off the !ight. c. &ight the cand!e ith a matchstic(. 0;e carefu! in doing this.2 d. #urn on the f!ash!ight. e. #urn on the s itch of the tab!e !amp. f. /!ap and shout B5abuhayC hen finished. g. 6eporters$ get ready for reporting. )ns er these 7uestions< ?hat happened hen you c!osed the door$ indo s and turned off the !ightD ?hat happened to the room or part of the room hen you !it the cand!eD turned on the f!ash!ightD s itched on the tab!e !ampD ?hat did these ob"ects gi%e usD Group 6eporting E. 0iscussion%Ana)!sis a. b. c. d. e. f. ?hat happened hen you c!osed the indo s and doorD ?hyD ?hat do !ighted cand!e$ matchstic(s$ f!ash!ights and tab!e !amp gi%e usD ?here does the !ight in our surrounding come fromD ?hich is the natura! source of !ightD ?hy do e say they are natura!D ?hich are the artificia! sources of !ightD ?hy do e say they are artificia!D ?hat are the other sources of !ightD

E. F.4enera)i5ation

111

?here does !ight come fromD &ight comes from both natura! and artificia! sources. #he sun is the primary and natura! source of !ight$ hi!e !ighted cand!e$ matchstic($ f!ash!ight$ tab!e !amp$ and fire are artificia! sources of !ight. 4. A$$)ication 6ead the situation be!o then ans er ora!!y.

ItAs nighttime and you are going to ma(e your assignment. )!! of a sudden the !ights ent off. ?hat i!! you use to brighten up the room so you can continue ans ering your assignmentD ?hyD ?hat i!! happen to your eyes if you read in dar( p!acesD

I+.

Assess'ent 6ead the situations be!o and name the sources of !ight. ?rite your ans ers on the b!an(. i!! be her source of !ightD

1. .ear! )nne i!! study her !essons. 4he chooses to study on her study tab!e. ?hat HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH

2. John Da%e is a boy scout. Fis scoutmaster as(s him to ha%e !ight in front of their tent. ?hat i!! he bui!d to ha%e !ight in the camp areaD HHHHHHHHHHHHHHHHHHHHHHHHHH 3. .er!ito is coo(ing their dinner hen a!! the !ights ent off. ?hat i!! he do to ha%e !ight in their houseD HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH 43 5Gi%e other e*amp!es of sources of !ight. +. Assign'ent &ist do n the sources of !ight you use at home. /hec( the !ight bu!bs you are using. #here are t o (inds of !ight bu!bs< incandescent and f!uorescent bu!bs. Incandescent bu!bs gi%e ye!!o ish !ight hi!e f!uorescent bu!bs gi%e hitish !ight. /ount ho many of each bu!b do you ha%e in the house. ?hich do you thin( consume !ess e!ectricityD ?hich do you thin( is better to use< artificia! or natura! source of !ightD

I.

Objective

4ho e%idence that !ight tra%e!s in a straight !ine and that it tra%e!s out ard in a!! directions

II. Learning Tasks A. Subject Matter: 1o, Lig t Trave)s

112

#. Conce$ts%I"eas ] &ight tra%e!s in a straight !ine &ight tra%e!s out ard in a!! directions &ackgroun" Infor'ation &ight tra%e!s in a straight !ine and in a!! directions from a source. In a %acuum$ !ight tra%e!s about 311$111 (i!ometers per second. )!though !ight tra%e!s in a!! directions from a source$ once emitted it mo%es in a straight !ine. (. Process Ski))s +bser%ing$ communicating$ co!!ecting data

*. +a)ue Focus /onser%ation of e!ectricity

&. References 3 3 3 9. 'I45:D 021132 pp. 2373238 4cience and Fea!th for ;etter pp.244 9npub!ished materia!s$ #::.39.'I45:D #raining .rogram

C. Materia)s picture cards$ rea! ob"ects !i(e p!astic pipe>tube$ f!ash!ight$ cand!e$ c!ay$ cardboard$ mos7uito coi!$ chart of the picture cards$ "ac(et chart III. Learning Proce"ures A. Revie, Me'or! 4a'e 4ho a chart here pictures of !ight sources are dra n and as( the pupi!s to identify them. #hen this chart is remo%ed. ) poc(et chart is then disp!ayed ith cards inserted sho ing the bac( portion. 04ee arrangement of cards be!o 2. )s( 2 pupi!s to open 2 cards$ one after the other. If the cards are a!i(e then they stayed open. If the cards are not a!i(e then$ it is returned to the poc(et chart in their origina! position. #he game continues unti! a!! the cards are opened and disp!ayed.

:*amp!e<

113

/a!! some pupi!s to te!! ho many incandescent or f!uorescent bu!bs they ha%e at home. :*p!ain that a!though incandescent !ight bu!bs are cheaper$ appro*imate!y ,1^of the e!ectrica! energy consumed by the bu!b is emitted as heat rather than as %isib!e !ight. ?hi!e compact f!uorescent !amps 0/8&2 use !ess po er for the same amount of !ight$ genera!!y !asts !onger a!though initia!!y more e*pensi%e than incandescent !ight bu!bs.

&. Motivation%Presentation )s(< ?hat sources of !ight are inc!uded in the gameD Fa%e you e%er ondered ho !ight tra%e!sD #eachers !ight a cand!e )s(< hy can you see the !ighted cand!eD ?hat happens to the !ight gi%en off by the cand!eD ?hat 7uestion can you as( about the !ight of the cand!esD

114

:ncourage pupi!s to gi%e their inferences. &etAs find out if your guesses are correct.

C. Activit! Pro$er Fa%e pupi!s form 3 groups and do the tas(s in each station. #hree stations ha%e been set up in the room before the c!ass. :ach group ta(es turn in performing the acti%ity. 'ot more than 11 minutes shou!d be spent in each !earning station. #he room shou!d be dar(en for better effect. Station # Materia)s: a7uarium f!ash!ight 9 at to "o: 1. 4hine a beam of !ight on one end of the a7uarium so a bright spot is seen on the opposite end$ as sho n. bo* of matches mos7uito coi! in a stand

?hat do you see bet een the f!ash!ight and the opposite end of the a7uariumD

2. 5ount a !ighted mos7uito coi! inside the a7uarium to create smo(e then co%er the a7uarium. 6epeat 4tep 1

?hat do you see bet een the f!ash!ight and the opposite end Station ( / T roug aa7uariumD Tube of the Fo does !ight tra%e!D Materia)s: bo* of matches p!astic tube about 311 cm. !ong>ro!!ed cardboard a cand!e in a ho!der 9 at to "o: 1. &ight the cand!e. 2. 9se the p!astic tube>ro!!ed cardboard to %ie the cand!e f!ame from different directions around the cand!e. 0/aution< ;e sure the tube does not touch the cand!e f!ameW2 3. .ut the f!ame off after e%eryone is done obser%ing.. 4. )ns er the fo!!o ing 7uestions< a. ?hen are you ab!e to see the cand!e f!ameD b. /an you sti!! see the cand!e f!ame from different directionsD c. ?hat does your obser%ation te!! you about ho !ight tra%e!D d. If your tube is bent$ do you thin( you can sti!! see the cand!e f!ameD ?hyD

115

Station *: Seeing Lig t t roug 1o)es Materia)s: 3 identica! shoe bo*es ith ho!es as big as 25c coin numbered 1$ 2 O 3 a "umbo penci! a piece of string 1 meter !ong a bo* of matches a sma!! cand!e in a ho!der 9 at to "o: 1. .ass the string through the ho!es and tie a "umbo penci! at one end of the string. 2. )rrange the bo*es on the tab!e ith the ho!es in a straight !ine. 3. &ight the cand!e and put it at the end of the tab!e here the "umbo penci! is. 0;e carefu!. Do not p!ay ith the !ighted matchstic(2. 4. Go to the other end of the tab!e. Fo!d the free end of the string to be sure that the ho!es are in a straight !ine. 5. &oo( through the ho!e of bo* 1. 6. 'o mo%e bo* number 2 to the right so that its ho!e is no !onger in !ine ith bo*es 1 O 3. 7. &oo( through the ho!e of bo* 1 again. 8. )ns er the fo!!o ing 7uestions< ?hat as your obser%ation hen a!! the ho!es of the bo*es ere in a straight !ineD ?hat is your obser%ation hen bo* number 2 as mo%edD ?hat does your obser%ation te!! you about the ay !ight tra%e!sD Group 6eporting

0. 0iscussion%Ana)!sis ?ere you ab!e to see the beam of !ight in the a7uarium through the tubeD through the ho!es of the shoe bo*esD In hat directions can you see the !ight using the tubeD If the tube is not straight do you thin( you can sti!! see the !ight through itD ?hyD In station 3$ hen ere you ab!e to see the cand!e f!ameD ?hat ideas ha%e you !earned from our acti%itiesD Is the (no !edge of ho !ight tra%e!s important in our dai!y acti%itiesD ?hy or hy notD E. 4enera)i5ation Fo does !ight tra%e!D ?hat is the direction of !ightD

116

&ight tra%e!s in a straight !ine and it tra%e!s in a!! directions. ;ut !ight can be ref!ected to another direction. F. A$$)ication ). Dra ho !ight tra%e!s from the "eepAs head!ight.

4. Assess'ent Directions< Dra 12 a !ight path from the fo!!o ing sources sho ing ho !ight tra%e!s.

22

117

32

42

52

I+. Assign'ent Fo i!! you use the (no !edge that !ight tra%e!s in a straight !ine especia!!y a!(ing through a inding corridorD hen you are doing your home or(D +r

118

I.

Learning Objective:

Describe hat happens hen an ob"ect is p!aced in the path of !ight

II. Learning Tasks A. Subject Matter: &e avior of Lig t , en it Strikes an Object #. Conce$ts%I"eas ob"ect. &ight is b!oc(ed by opa7ue ob"ects. &ight passes through transparent ob"ects. &ight is scattered by trans!ucent ob"ects. ?hen an ob"ect is p!aced in the path of !ight$ !ight is either b!oc(ed or it may pass through the

(. Process Ski))s +bser%ing$ inferring$ communicating$ ana!yKing$ defining operationa!!y *. +a)ue Focus &. References 3 3 4cience and Fea!th 3 pp. 1353136 Gro ing ith 4cience pp. 1563157 )ppreciation of !ight

C. Materia)s pictures$ charts$ rea! ob"ects !i(e f!ash!ight$ piece of ood$ bond paper$ c!ear p!astic co%er$ III. Learning Proce"ures A. Revie, 8orm groups and dra the path of !ight from each source to sho ho !ight tra%e!s. 9se a crayon. a*ed paper

Group 1

Group 2

11,

Group 3

Group 4

&. Presentation 4ho to c!ass rea! ob"ects !i(e bond paper$ piece of ood $ c!ear p!astic co%er$ and a*ed paper. Fa%e pupi!s describe the characteristics of each materia!. )s(< ?hat do you thin( i!! happen if !ight stri(es these materia!sD C. Activit! Pro$er )s( the pupi!s to c!ose a!! the indo s and doors to dar(en the room. )s( someone to come in front of the c!ass and turn the f!ash!ight on. &et them describe the path of !ight. )s( hat they thin( i!! happen if ob"ects is p!aced in the path of !ight. #e!! them that they i!! do an acti%ity to find out. #urn the f!ash!ight on again and as( a pupi! to put a boo( in the path of !ight. &et them obser%e. Do the same for a c!ear p!astic co%er$ bond paper and piece of ood$ a*ed paper. #urn on the !ights. )s(< ?hat did you obser%eD

0. 0iscussion%Ana)!sis ?hat happens hen !ight stri(es the oodD ?hy is this soD ?hat has been formedD ?hat other materia!s i!! ha%e the same effect as the boo( hen !ight stri(es themD Fo much !ight passes through the c!ear p!astic co%erD Gi%e e*amp!es of materia!s that ou!d a!!o !ight to pass through them. Did !ight pass through the a*ed paperD ?hy is this soD ?hat other materia!s i!! ha%e the same effect as the a*ed paper hen !ight stri(es themD &et the chi!dren !ist other ob"ects>materia!s that ha%e simi!ar effect on !ight. /!ear p!astic 1. 2. 3. ?a*ed paper 1. 2. 3. ;oo( 1. 2. 3.

?hen pupi!s are done ith this$ present the ords< transparent, translucent, and opa7ue . ?rite or post the ord trans$arent in /o!umn 1$ translucent in /o!umn 2 and opa%ue in /o!umn 3.

121

E. 4enera)i5ation ?hat happens to !ight hen an ob"ect !i(e boo( or ood is p!aced on its pathD ?hat happens to !ight hen an ob"ect !i(e p!astic or g!ass is p!aced on its pathD ?hat happens to !ight hen an ob"ect !i(e a*ed paper is p!aced on its pathD *. A$$)ication 4tudy the i!!ustrations be!o a. and describe hat may happen if !ight stri(es the materia!s.

b.

I+. Assess'ent 4tudy the pictures be!o and te!! hat happens hen !ight stri(es them.

1. ?hat i!! happen if !ight stri(es a b!ac( umbre!!aD

a. b. c. d.

#he !ight from the sun i!! pass through the umbre!!a. #he umbre!!a i!! b!oc( the !ight from the sun. #he !ight from the sun i!! go up. #he !ight from the sun i!! be ref!ected.

2. ItAs a sunny day. #he gir! ears her dar( g!asses to protect her eyes. ?hyD ;ecause HHHHHHH

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a. b. c. d.

4un!ight i!! pass through the dar( g!asses. #he dar( g!asses i!! b!oc( the sun!ight. ) !itt!e amount of sun!ight i!! pass through the dar( g!asses. #he dar( g!asses i!! ref!ect the !ight.

3. 4a!%ador is going to the farm one afternoon. Fe ears his buri hat so that HHHHHH. a. b. c. d. ) !itt!e amount of !ight may pass through the hat. 5uch amount of !ight i!! pass the hat. &ight from the sun i!! be b!oc(ed by the hat. #he hat i!! bend the !ight.

4. 5other uses a !ight green thin fabric as curtain in her room. ?hy is this soD a. b. c. d. 5ore !ight can enter the room. 'o !ight can enter the room. #he room i!! ha%e enough !ight. #he green curtain i!! ma(e the room coo!.

5. .eop!e use meta!!ic roofing materia! most!y to bui!d their houses. ?hat i!! happen if sun!ight stri(es itD a. b. c. d. &ight i!! enter the house. 5uch amount of !ight i!! enter the ho!e house. &ight canAt pass through because of the roof. #he !ight i!! bounce bac( as it stri(es the roof.

+. Assign'ent ?hat does mother do to b!oc( some !ight from the indo s in the afternoonD ?rite a short paragraph about it.

I.

Learning Objective:

/!assify ob"ects as opa7ue$ transparent$ trans!ucent

II. Learning Tasks A. Subject Matter: O$aDue= Trans$arent= Trans)ucent Materia)s

122

#. Conce$ts%I"eas 5ateria!s can be c!assified as to ho they beha%e hen !ight stri(es them. +pa7ue materia!s donAt a!!o !ight to pass through. #rans!ucent materia!s a!!o them and transparent materia!s a!!o much !ight to pass through them. &ackgroun" Infor'ation &ight is said to be transmitted by a materia! if it passes through the materia!. 5ateria!s can transmit !ight in t o ays. If the !ight passes through ithout being scattered$ the materia! is ca!!ed transparent. ?e can see ob"ects c!ear!y through transparent materia!s such as g!ass. If the !ight passes through a materia!$ but some of it is scattered$ the materia! is said to be trans!ucent. ?e cannot see ob"ects c!ear!y through trans!ucent materia!s$ such as a* paper. +pa7ue materia!s do not transmit !ight. &ight that is neither ref!ected nor transmitted by a materia! is absorbed by it. )bsorbed !ight is changed to heat and arms the materia! that absorbs it. (. Process Ski))s +bser%ing$ describing$ c!assifying$ defining operationa!!y

!itt!e !ight to pass through

*. +a)ue Focus /onser%ation of 5ateria!s

&. References 3 3 Gro ing ith 4cience pp.1553158 .ractica! ?or( in :!em. 4choo! 3 pp. 72

C. Materia)s acti%ity cards$ charts$ rea! ob"ects !i(e c!ear g!ass and p!astic$ hand(erchief$ f!ash!ight III. Learning Proce"ures A. Revie, Car" Re)a! Di%ide the c!ass into groups then as( them to !ine up. :ach group i!! be gi%en a card to ans er. )fter a Car" member has finished ans ering$ he>she i!! pass it to the pupi! at his >her bac(. #he !ast pupi! gi%es the card to the teacher. #e!! hat happens to !ight hen the materia! is p!aced in its path. ?rite either< ). most !ight passes through it ;. some !ight passes through it /. no !ight passes through it 1. 2. 3. 4. 5. 6. 7. 8. ,. 11. p!astic bag c!ear g!ass mi!( ce!!phone computer inf!ated ba!!oon &.G gas tan( /o!ored ce!!ophane cardboard soy sauce HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH HHHHHH ater$ coin$ crayon$ boo($ ce!!phone$ bond paper$

123

&. Presentation%Motivation ?hat do you thin( happens to !ight hen ob"ects are p!aced in its pathD Does !ight beha%e in the same ay for a!! ob"ectsD /an e c!assify ob"ects according to their beha%ior hen !ight stri(es themD &etAs find out. C. Activit! Pro$er Fa%e the c!ass do the acti%ity as you guide them. )cti%ity @ S ine Lig t on an Object 5ateria!s 'eeded< c!ear g!ass$ p!astic$ ater$ bag$ pad paper$ boo($ ce!!ophane$ bond paper$ hand(erchief$ and f!ash!ight .rocedure< a. Fo!d one ob"ect at a time. b. 9se a f!ash!ight to shine !ight on each ob"ect. c. +bser%e hat happens to the !ight. d. Group the ob"ects according!y$ and then rite their names. /hec( the correct co!umn. 9se the tab!e be!o < Materia)s A'ount of Lig t t at Passes T roug t e Materia) 8o Lig t So'e%Litt)e Lig t Muc Lig t

0. 0iscussion%Ana)!sis if?hat happened to the !ight in /o!umn 2D e. /!ap finished ? A"a$te"? ?hat do e ca!! these materia!sD 0#eacher gi%es the ans er if no one can. ?hich materia!s a!!o a !itt!e !ight to pass throughD ?hat are these materia!sD Fo can e ca!! these materia!sD ?hat happened hen !ight struc( c!ear g!ass$ p!astic and aterD ?hat do e ca!! this group of materia!sD ?hen do e say a materia! is opa7ueD transparentD trans!ucentD

124

Station ( / T roug a Tube Materia)s: bo* of matches p!astic tube about 311 cm. !ong>ro!!ed cardboard Fo a can e in c!assify materia!sD cand!e a ho!der

?hat to do< 1. &ight the cand!e. 2. 9se the p!astic tube>ro!!ed cardboard to %ie the cand!e f!ame from different directions around the cand!e. 0/aution< ;e sure the tube does not touch the cand!e f!ame2 3. .ut the f!ame off after e%eryoneAs done obser%ing. 4. )ns er the fo!!o ing 7uestions< a. ?hen you are ab!e to see the cand!e f!ameD b. /an you sti!! see the !ighted bu!b or cand!e f!ame from different directionsD c. ?hat does your obser%ations te!! about ho !ight tra%e!D d. If your tube is bent$ do you thin( you can sti!! see the cand!e f!ameD ?hyD Conce$t Ma$$ing

4rou$ 4rou$ of of Materia)s Materia)s

O$aDue O$aDue

Trans$arent Trans$arent

Trans)ucent Trans)ucent

E. 4enera)i5ation Fo can e c!assify materia!sD ?hat are opa7ue materia!sD transparent materia!sD trans!ucent materia!sD 5ateria!s can be c!assified into transparent$ trans!ucent and opa7ue materia!s. +pa7ue materia!s donAt a!!o !ight to pass through them= transparent a!!o much !ight to pass through them= and trans!ucent materia!s a!!o a !itt!e amount of !ight to pass through them. F. A$$)ication &oo( around the c!assroom. &ist do n some materia!s that you see and its uses. Identify hether they are opa7ue$ transparent or trans!ucent materia!s. ?hy do you thin( each one is made that ayD ?ou!d it be better if each item made different!yD

I+. Assess'ent ;e!o is a !ist of materia!s. /!assify them as opa7ue$ transparent$ or trans!ucent by co!umn of the tab!e. thic( to e! mirror stee! c!ear p!astic bond paper !eather thin c!oth car piece of ood Japanese .aper c!ear g!ass shoes riting them in the proper

125

O$aDue

Trans$arent

Trans)ucent

a. :*p!ain hy e use opa7ue materia!s as a!! in our houses. b. ?hich are better as indo s$ opa7ue or trans!ucent materia!sD ?hyD +. Assign'ent +bser%e your house. &ist do n 11 things you see and c!assify them into opa7ue$ transparent and trans!ucent.

I.

Learning Objective:

4ho e%idence that !ight bends at an ang!e

hen it tra%e!s from one materia! to another

II. Learning Tasks A. Subject Matter: &en"ing of Lig t. #. Conce$ts%I"eas &ight bends hen it passes through one materia! to another at an ang!e. 'o bending ta(es p!ace hen a beam of !ight goes perpendicu!ar!y through t o transparent media. ;ending of a beam of !ight as it goes through t o transparent media is (no n as refraction. &ackgroun" Infor'ation &ight tra%e!s in a straight !ine as it passes through a transparent medium. #he speed of !ight %aries in different transparent materia!s. ?hen it mo%es from one transparent materia! to another transparent materia! of different densities$ !ight bends at the point here the t o surfaces meet 0e.g. air and ater$ air and g!ass. #his bending of !ight as it passes through transparent materia!s of different densities is (no n as refraction. #he amount or degree of refraction is re!ated to the difference bet een the speeds of !ight. #he greater the difference in densities$ the more the speed of !ight changes$ thus the greater the bend. ;ecause of refraction$ a pond seems sha!!o er than it rea!!y is. ) penci! in a g!ass of ater appears bro(en or bent. ) fish in an a7uarium appears nearer the surface of ater than it actua!!y is.

126

(. Process Ski))s +bser%ing$ communicating$ in%estigating *. +a)ue Focus )ppreciation of refraction &. References 3 3 3 /ara!e$ &. 6. et a! 021132 .ractica! ?or( in :!em. 4cience 3$ pp. 255325, /orone!$ /./. et.a! 021112 4cience and Fea!th 3$ pp. 1413142 ;a!agtas$ 5ari!yn -.$ et a! 01,,,2 Gro ing ith 4cience and Fea!th 3$ Dane .ub!ishing Fouse$ Inc. EueKon /ity$ .hi!. .p. 2363238

C. Materia)s pictures$ charts$ f!ashcards$ rea! ob"ects !i(e a7uarium$ ater$ f!ash!ight or !aser pointer$ mos7uito coi!$ matchstic(s$ sma!! tin can or ashtray$ 5ani!a paper$ mar(ing pen III. Learning Proce"ures A. Revie, Gi%e each group a dra ing>rea! ob"ect that is a source of !ight and !et them dra from the source. the beam of !ight as it tra%e!s

127

&. Motivation )s(< C. Presentation 4ho a picture of a boy inside a s imming poo!. "The teacher will provide# Fo does !ight tra%e!D In hat direction does !ight tra%e!D

:*amp!e<

4ay<

&ight has something to do ith it. ?hat do you (no about !ightD #eacher rites ans ers on the M?& /hart.

9se of M?& /hart 9 at I Bno, about Lig t e. g. 3 -ight is a form of energ$. 3 -ight is needed for seeing. 3 -ight travels in a straight line. 3 -ight ma$ be absorbed or transmitted. 3 -ight can be reflected. 0'ote< #eacher fi!!s the first t o co!umns before the actua! de%e!opmenta! acti%ities. #he !ast co!umn i!! be fi!!ed up !ater during the formu!ation of genera!iKation.2 0. Activit! Pro$er Fa%e pupi!s form 5 groups. 6eca!! standards and precautionary measures. 9 at I ,ant to kno, about Lig t e.g. 8h$ do the legs of the bo$ appear broken6 8hat affects the path of light6 9 at I )earne"

5ateria!s< a7uarium. a7uarium co%er$ ater$ bar soap$ mos7uito coi!$ matchstic(s$ f!ash!ight or !aser pointer$ a piece of ire or paper c!ip$ hite p!astic sheet .rocedure< a. b. c. d. e. Fa!f3fi!! the a7uarium tan( ith ater. Disso!%e bar of soap unti! the ater becomes s!ight!y mi!(y. .!ace the piece of hite p!astic sheet inside the a7uarium. &et it stand against one side of the a7uarium. &ight a mos7uito coi! and hang from one side of the a7uarium$ using the piece of ire>paper c!ip. /o%er the a7uarium and ait ti!! the %acant space is fi!!ed ith smo(e.

128

f. /!ose the indo s and doors. #urn off a!! !ight sources inside the room. g. Direct a beam of !ight at the bottom of the a7uarium so that the !ight enters the ater at an ang!e>s!ant. h. +bser%e the beam of !ight. 5a(e a s(etch on ho the beam of !ight !oo(s as it goes from ater into the air at an ang!e.

e. g. )ir ?ater

i.

'o $ direct a beam of !ight into the a7uarium so that it goes from air into the ater at an ang!e.

".

+bser%e and ma(e a s(etch of the path of the beam of !ight as it goes from air into the ater )ir ?ater

)ns er these 7uestions< ?hat happened to the beam of !ight hen it passed from the ater to the air at an ang!eD

12,

 ?hich ay does it bendD ?hat happened to the beam of !ight as it passed from air to the ater at an ang!eD ?hich ay does it bendD 3 )dapted and modified Group 6eporting E. 0iscussion%Ana)!sis Fo did the beam of !ight pass through the materia!sD Fo many materia!s did the beam of !ight pass through in the first part of the acti%ityD ?hat are theyD ?hat (ind of materia!s are theyD Fo many materia!s did the beam of !ight pass through in the !atter part of the acti%ityD ?hat are these materia!sD ?hat happened to !ight hen it passed through t o transparent materia!sD Introduce refraction to the c!ass. Is !ight importantD ?hyD

F. 4enera)i5ation 0&et the pupi!s ans er the !ast co!umn of the M?& /hart before they ans er the 7uestion be!o .2 ?hat is refractionD ?hen does !ight bendD 6efraction is the bending of !ight. &ight bends hen it tra%e!s from one transparent materia! to another transparent materia! at an ang!e. #. A$$)ication Go bac( to the picture presented in the presentation. )s(< ?hy is it that penci! seemed to be bro(enD 4ho an i!!ustration of a spoon in a bott!e ith ater.

)s(< ?hy does the spoon appear to be bro(enD Gi%e instances hen peop!e ma(e use of refraction. 4. Assess'ent A. 4tudy the situations be!o . ?hich sho s that refraction or bending of !ight occursD /hoose the !etter of your ans er. a. b.

131

c.

d.

e.

Mey 0in any order2 C= &= E

131

&. 4tudy the picture carefu!!y then ans er the 7uestions. 1. ?hy does the fish seem to be nearer the surface of the aterD

2.

?hy does the coin appear to be nearer the surface of the aterD

+. Assign'ent 5a(e a research about rainbo . Is this an e*amp!e of refractionD ?hyD

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I.

Learning Objective:

4ho

that hite !ight consists of different co!ors

II. Learning Tasks A. Subject Matter: 91ITE LI41T #. Conce$ts%I"eas ?hite !ight consists of different co!ors. 6ed$ orange$ ye!!o $ green$ b!ue$ indigo and %io!et are the co!ors of hite !ight.

&ackgroun" Infor'ation &ight from the sun is hite !ight. 4o is !ight from an ordinary !ight bu!b. ?hite !ight can be separated into se%en 072 different co!ors hen it is refracted in g!ass$ raindrops or !enses. It sho s the rainbo co!ors< red$ orange$ ye!!o $ green$ b!ue$ indigo and %io!et. #his co!or arrangement is ca!!ed %isib!e spectrum. In the 17th century$ Isaac 'e ton conducted e*periments on !ight and conc!uded that hite !ight is a mi*ture of different co!ors and that a prism is someho ab!e to bend it in such a ay that the indi%idua! co!ors separate. ) prism can separate the co!ors of hite !ight because each co!or has a different a%e!ength and rate of %ibration. 6ed !ight has the !ongest a%e!ength and is bent !east hi!e %io!et has the shortest a%e!ength and is bent most. )s the !ight beam passes the prism$ the !onger a%es are refracted !east and shorter a%es are refracted most. (. Process Ski))s +bser%ing$ inferring$ communicating *. +a)ue Focus )ppreciation of co!ors &. References 3 3 Gro ing ith 4cience and Fea!th 3 pp. 15,3161 4cience for :%eryone pp. ,73,,

C. Materia)s pan ha!f3fi!!ed ith ater$ mirror$ hite paper

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III. Learning Proce"ures A. Revie, #e!! something about<

6efraction
&. Motivation%Presentation ?hatAs your fa%orite co!orD ?hy do you !i(e itD 6eciting a short poem. Co)ors 6ed is the rose ;!ue is the s(y ?hite are the c!ouds #hat go sai!ing by ;ro n is the soi! Green is the tree ;!ac( are the e%ening 4hado s to me ?hat is the poem aboutD ?hat ob"ect is redD b!ueD greenD Fo many of you ha%e seen a rainbo D ?hat 7uestion can you as( about itD ?here does co!or come fromD ?hy can e see green ob"ectsD C. Activit! Pro$er Activit! # / Co)or M! 9or)" 5ateria!s< a sma!! basin ha!f3fi!!ed ith ater$ mirror and hite paper.

134

Gou need< sunshine

.rocedure< a. .!ace a pan ha!f3fi!!ed ith ater under the sun. b. Dip the mirror in the ater. Fa%e it face the sun. c. #ip the mirror s!o !y. #he !ight must stri(e the mirror be!o aterAs surface. d. .oint the mirror to ards the hite paper. e. 4tir the ater !ight!y. +bser%e hat happens. 1. 2. 3. 4.

the

Euestions< ?hat co!ors do you see on paperD ?hat happens hen you stir the aterD ?hat do you thin( produced the co!orsD Fo e!se can you produce the co!or of the rainbo D 08ine spray of ba!!pen.

ater 2 /D transparent body of used

Activit! ( / Co)or t e &an" /o!or the band of !ight as fo!!o s< a. b. c. d. red orange ye!!o green e. b!ue f. indigo g. %io!et

;and of /o!ors ?hite &ight 6 + G GG ;

I -

.rism a. b. c. d. ?hat separates hite !ight into different co!orsD ?here do you see band of co!ors !i(e thisD ?hat consists hite !ightD 4uppose you are atering the p!ants using hose and the sun is behind you$ drop!ets of aterD 4rou$ Re$orting

hat

i!! you see on the

0. 0iscussion an" Ana)!sis ?hat is the co!or of a ray>beam of !ightD ?hat happens to the ray of !ight hen it passes through a prismD ?hat co!ors do you seeD ?hich co!or seems to bend mostD !eastD ?hat do you sometimes see in the s(y simi!ar to this band of co!orsD ?hen does this happenD ?hyD

135

*. 4enera)i5ation &et the pupi!s form the concept that hite !ight consists of different co!ors .

?hite &ight /onsists of Different /o!ors

red

orange

ye!!o

green

b!ue

indigo

%io!et

3. A$$)ication Gour group as assigned to decorate the room ?hat co!ors of the ba!!oon i!! you useD I+. Assess'ent Directions< /omp!ete the sentences be!o . Get your ans er from the ords found in the bo* ith ba!!oons. Gour teacher anted the co!ors of hite !ight.

rainbo hite se%en

se%era! co!ors raindrop

) ray of !ight is seen as012HHHHH. )ctua!!y the hite !ight is made up of022HHHHHH. 4ometimes$ the sun is shining e%en hen there is a !ight rain. ?hen hite !ight passes through a032HHHHH $ hich acts as a prism$ the hite !ight is bent causing it to separate into042HHHHHHco!ors and e see a052HHHHHH in the s(y. +. Assign'ent 8i!! up the %isua! out!ine to sho hat hite !ight is composed of.

I.

Learning Objective:

/onc!ude that sound is produced hen things %ibrate

136

II. Learning Tasks A. Subject Matter: Pro"ucing Soun" #. Conce$ts%I"eas 4ound is produced hen things %ibrate. &ackgroun" Infor'ation 4ound is a form of energy. It can be produced by something that is mo%ing rapid!y and continuous!y to and fro. #his rapid bac( and forth mo%ement is (no n as %ibration. #hese %ibrations of an ob"ect disturb the air in such a ay that sound a%es are produced. #hese a%es tra%e! in a!! directions from the source of the sound. -ibrations may be produced in different ays such as through hitting$ strumming$ p!uc(ing$ b!o ing or scratching. ?hen %ibration stops$ the sound a!so stops. (. Process Ski))s +bser%ing$ predicting$ inferring *. +a)ue Focus )ppreciating sounds around &. References 3 3 4cience and Fea!th 3 pp. 181 4cience and Fea!th 4eries p. 185

C. Materia)s hist!e$ rubber band$ noteboo(>boo($ toy drum$ sand$ drumstic(>penci! ith eraser Activit! * III. Learning Proce"ures 5ateria!s< rubber band$ noteboo(>boo( A. Revie, .rocedure< &et the chi!dren name some musica! instruments that they (no . /hoose one and imitate its sound. a. .!ace the rubber band around the noteboo(>boo(. &. b. Motivation .u!! the rubber band and re!ease it. youing< used a hist!e beforeD Fo does a hist!e produce soundD &etAs try b!o ing the )ns er Fa%e the fo!!o brought. ?hat do you hearD a. ?hat did you hear hen you re!eased the rubber bandD C. Activit! Pro$er Di%ide the chi!dren into 536 sma!! groups. Activit! ( 6eca!! for group or(.bandD b. ?hat ha%e you standards noticed about the rubber 5ateria!s< drum$ So'e sand Soun"s Activit! # a / toy Pro"uce .rocedure< .ress your fingers on your throat. 4ay the %o e!s )39. 6epeat saying the !etter. c. ?hen did the sound stopD Describe hat you fee!. a. .ut a !itt!e amount of sand on the drum. HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH b. ;eat the drums using a drumstic( or penci! ith eraser. HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH c. +bser%e hat happens d. Fo as the sound producedD d. )ns er the fo!!o ing 7uestions< ?hat happens hen you stop saying the %o e!sD ?hat ha%e you produced hen you beat the drumD HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH ?hat did you notice ith the sandD HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH ?hen did the sound stopD hist!es you

137

C. 0iscussion%Ana)!sis ?hat did you fee! hi!e saying the %o e!sD ?hat ha%e you producedD ?hat happened to the sand on the drumsD ?hat is producedD ?hat did you notice to the rubber band hen you re!ease itD Introduce the ord %ibration. 0. 4enera)i5ation ?hat is %ibrationD Fo is sound producedD -ibration is a rapid bac( and forth mo%ement. ?hen an ob"ect %ibrates$ the air around it %ibrates. #hese %ibrations scatter in a!! directions as sound a%es. 4ound is produced hen things %ibrate. E. A$$)ication 4inging this part of the song BGe!!o 0. 0iscussion%Ana)!sis ?hat did you fee! hi!e saying the %o e!sD ?hat ha%e you producedD ?hat happened to the sand on the drumsD ?hat is producedD ?hat did you notice to the rubber band hen you re!ease itD Introduce the ord %ibration. E. 4enera)i5ation ;irdC

138

?hat is %ibrationD Fo is sound producedD -ibration is a rapid bac( and forth mo%ement. ?hen an ob"ect %ibrates$ the air around it %ibrates. #hese %ibrations scatter in a!! directions as sound a%es. 4ound is produced hen things %ibrate. F. A$$)ication 4inging this part of the song BGe!!o ;irdC

Ge!!o bird up high in banana tree Ge!!o bird you sit a!! a!one !i(e me Did your !ady friend &ea%e the nest again #hat is %ery sad 5a(e me fee! so bad Gou can f!y a ay In the s(y a ay GouAre !uc(ier than me. Fa%e you heard birds singingD Fo do you fee! hen you hear them singingD ?hat other sounds ma(e you fee! g!adD ?hen birds ma(e soundsD Fo do you thin( birds produce the chirping soundD I+. Assess'ent /hoose the !etter of the best ans er. 1. ?hat is produced hen things %ibrateD a. b. c. d. pitch sound %oice me!ody

2. ?hat is the bac( and forth mo%ement of materia!s ca!!edD a. b. c. d. %ibration sound instruments dimension

3. ?hen does a sound stopD 4ound stops hen the HHHHHHH. a. b. c. d. air becomes co!d ob"ect brea(s mo%ement is going on rapid bac( and forth mo%ement stops.

4. ?hat produces sound in a hist!eD a. air b. !ips c. tongue d. mo%ement of tiny ba!! 5. ?hen you beat a drum it produces sound because something in the drum HHHHH.

13,

a. b. c. d. Mey< 1.

f!oats crac(s spi!!s %ibrates ; 2. ) 3. / 4. D 5. D

+. Assign'ent &ist fi%e sounds you common!y hear at home. #e!! ho

they are produced.

I.

Learning Objective:

Demonstrate ays to produce sound

II. Learning Tasks A. Subject Matter: 9a!s to Make Soun" #. Conce$ts%I"eas ?e can produce sounds by b!o ing$ stri(ing$ sha(ing$ beating$ p!uc(ing or strumming &ackgroun" Infor'ation 4ound is produced by an ob"ect mo%ing bac( and forth or %ibrating rapid!y. ?hen the %ibrations stop$ the sound stops. 4ound tra%e!s in a!! directions. 4ome sounds are !oud$ others are soft. 4ome sounds are high and others are !o . ?e can create sounds by stri(ing$ beating$ b!o ing$ sha(ing$ p!uc(ing or strumming.

141

(. Process Ski))s +bser%ing$ predicting$ communicating *. +a)ue Focus )ppreciation of 4ound &. References 3 3 ;a!agtas$ et a! 01,,,2 Gro ing ith 4cience and Fea!th pp. 1663168 /orone!$ et a! 021112 4cience and Fea!th 3 pp. 1433145

C. Materia)s charts$ pictures$ taped music$ acti%ity card$ rea! ob"ects !i(e toy drum$ guitar and horn$ ru!er$ be!!$ maracas$ tambourine$ pair of stic(s$ 11 empty fi!m canisters ith marb!es$ paper c!ips$ sugar$ popcorn (erne!s and pebb!es inside III. Learning Proce"ures A. Revie, Game< @Fin" MeA .rocedure< a. )ssign each pupi! a sound they i!! produce 0e.g. anima!s$ musica! instruments$ %ehic!es$ (itchen utensi!s$ nature$ etc.2. b. +n a signa!$ pupi!s i!! start ma(ing sounds and !oo( for someone ho has the same source of sound that he>she is ma(ing. c. +nce they find their partners>group they i!! sit on their p!ace for the teacher to (no d. #he students ho find their sound pair or comp!ete their sound group first ins 'ote< ;e sure no one (no s the sound you assign to each pupi!. &. Motivation )s( pupi!s hat ere the source of sounds they produced>imitated ?rite pupi!sA ans ers on the board according!y. e.g. spoon cassero!e cat dog mouse duc( pig drum guitar piano bus ambu!ance "eepney ind raindrops

)s(< ?hat can you say about these ords that IA%e ritten on the boardD ?hyD C. Presentation &et the pupi!s !isten to a taped music of a band in a parade. Fa%e them identify the different instruments they are hearing. )s(< ?hat shou!d e do ith these instruments to produce soundD 0. Activit! Pro$er

141

&et pupi!s form 5 groups and name each group as< Group 1 @ Drum Group 2 @ Guitar Group 3 @ Forn Group 4 @ 6u!er Group 5 @ ;e!! 6eca!! standards for group acti%ity. Fa%e pupi!s choose their "ob badges in the responsibi!ity chart. 0.!ease refer to pre%ious !esson.2 Station # 5ateria!< drum and drumstic( a. ;eat the drum. b. )ns er< ?hat did you do to ma(e a soundD Station ( 5ateria!< guitar a. 4trum the guitar. b. )ns er< ?hat did you do to produce soundD Station * 5ateria! < a horn a. ;!o the horn. b. )ns er< ?hat did you hearD Fo Station 3 5ateria!<a p!astic ru!er a. #ap>stri(e the ru!er on the des(. b. )ns er< Fo did you ma(e the soundD Station H 5ateria!< a be!! a. 6ing>sha(e the be!!. b. )ns er< ?hat did you hearD Fo E. 0iscussion%Ana)!sis In a!! the stations hat did you doD ?here did the sound come fromD ?hat did you do to produce soundsD In hat other ays can e produce soundD Do you thin( sound is importantD .ro%e your ans er. F. 4enera)i5ation ?hat are the ays of producing soundD #here are different ays of producing sounds !i(e beating$ b!o ing$ stri(ing$ tapping and sha(ing things. is sound producedD did you ma(e the soundD

142

*. A$$)ication ). B+ur ;andC 8orm groups. :ach group i!! p!ay !i(e a band but they i!! use any materia! they thin( i!! ma(e a sound. #hey i!! use the ob"ect>materia! they choose to accompany the song B;ahay Mubo.C

;. B5atch #hat 4oundC &et the pupi!s match the sounds from inside of empty fi!m canisters and record the numbers of the canisters in their !earning !ogs. Fa%e the chi!dren share their findings>ans ers. 9 at I T ink is Insi"e 9 at is Insi"e

M! Matc es HHHH and HHHH HHHH and HHHH HHHH and HHHH HHHH and HHHH HHHH and HHHH

'ote< Fere are some of the things teachers can put inside the fi!m canisters.

3
mar b!es

sugar

corn (erne!s

paper c!ips

pebb!es

6
paper c!ips I+. Assess'ent

7
pebb!es

8
corn (erne!s

,
marb!es

11
sugar

1. /hoose any ob"ect you can find in your bag or inside the c!assroom. 2. Dra or rite ho you can ma(e a sound using this ob"ect. +. Assign'ent 1. &ist things that you can see in your house. 2. Describe ho these things can ma(e a sound.

143

I.

Learning Objective:

/onc!ude that different materia!s ma(e different sounds

II. Learning Tasks A. Subject Matter: Soun" is Pro"uce" b! 0ifferent Objects #. Conce$ts%I"eas Different ob"ects ma(e different sounds. #he !oudness or softness of sound is (no n as intensity. ) !oud sound is produced hen a great force is app!ied on the ob"ect. ) soft sound is produced hen !esser force is app!ied on the ob"ect. #he highness or !o ness of sound is ca!!ed pitch.

&ackgroun" Infor'ation 4ound is produced by %ibrating ob"ects. Different ob"ects ma(e different sound. 4ound can be described as !oud or soft. #he !oudness or softness of sound is (no n as intensity. #he intensity of sound depends upon the force used in order to produce the sound. #he greater the force e app!ied to an ob"ect to produce sound$ the !ouder the sound is and the !esser the force used$ the softer the sound is. )nother ay to describe sound is through its pitch. .itch is the highness or !o ness of sound. #he pitch of sound depends upon the !ength of the %ibrating air co!umn= the siKe of the %ibrating ob"ect and the tightness of the strings. 4ound may a!so be p!easant or unp!easant. 4ound that has a regu!ar a%e pattern is p!easant hi!e those that ha%e irregu!ar a%e pattern are said to be unp!easant. 5usic is a p!easant sound hi!e noise is an unp!easant sound.

(. Process Ski))s +bser%ing$ identifying$ comparing *. +a)ue Focus

144

/ontro!!ing sound to !essen noise po!!ution &. References 3 4cience for )cti%e &earning pp. 1413143

C. Materia)s toy guitar$ 2 spoons$ 2 b!oc( of ood$ maracas$ toy drum$ tin can$ tambourine$ castanets III. Learning Proce"ures A. Revie, ?hat ob"ects i!! produce sound hen you stri(e themD

&. Motivation 4ing this song< @0o 6ou Bno,A Do you (no the name of thisD Ges I (no the name of that. ItAs my beautifu! piano. #hat can p!ay the so$ !a$ ti do. If you !isten to these ords Jesus !o%es you and me 4o$ !a$ ti$ do$ so$ !a$ ti$ do 06epeat !ine 1 and change piano to< drum @ bo boom boomboom 3* trumpet @ to toot toottoot 3* guitar @ ti ting tingting 3* %io!in @ eng$ eng$ eng 3* ?hat is the song aboutD ?hat is the sound of the pianoD drumD guitarD trumpetD Fo many sounds can a piano ha%eD Describe some of the sound 0!oud$ soft$ high$ !o 2 ?hat ma(es !o soundD C. Activit! Pro$er 8orm groups. :ach group i!! do %arious acti%ities. Activit! # / 0escribing Soun" 5ateria!s< pad paper$ ba!! pen>penci! ?hat to do< a. Fa%e pupi!s c!ose their eyes and !isten to the sounds around. b. )s(< ?hat sounds do you hearD ?hat produces the soundD Soun"s I 1ear 9 at Pro"uce" t e Soun"

145

Activit! ( 5ateria!s 'eeded< pair of spoons$ pair of ooden b!oc(s$ maracas$ toy drum$ tambourine$ castanets ?hat to do< 5a(e the ob"ects produce sound by beating$ hitting$ stri(ing$ etc. Euestions< Do the ob"ects produce the same (ind of soundD Describe the sounds they produce.

Activit! * &oo( at the guitar. Fo can e ma(e it produce soundD

a.&et the chi!dren p!uc( the strings. Describe>compare the strings. +bser%e the %ibration of the strings. .!uc( the strings hard. &isten to the sound. 'e*t$ p!uc( the string gent!y. b. .!uc( the thinnest string= then the thic(est string. ?hat sounds are made by the strings. /ompare the sound. Euestions< a. Fo did the strings %ibrate hen you p!uc(ed them gent!yD

b. ?as there a difference in the !oudness of sound hen you p!uc(ed them harderD

c. Fo

i!! you describe the sound of the thin stringD the stringD

0. 0iscussion%Ana)!sis ?hat did e do todayD

146

?hat affected the !oudness of soundD Fo i!! you produce !oud soundD soft soundD ?hich string of the guitar has high pitchD !o pitchD ?hat affects the pitch of soundD In hat other ays can e describe soundD Fo i!! you describe the sound of the sudden banging of doorD ?hat (ind of music i!! put a baby to s!eepD

E. 4enera)i5ation ?hy do e hear different soundsD F. A$$)ication Gour brother is !istening to roc( music in the radio in fu!! %o!ume. ItAs a!ready !ate at night$ te!! himD ?hat do you thin( are the ays to contro! soundD Fo can you he!p minimiKe noiseD 4. Assess'ent 1. Describe the sound that test noteboo(. a. b. c. d. e. i!! be produced hen the fo!!o ing are dropped on the f!oor. ?rite your ans er in your hat i!! you

spoon or p!astic ru!er marb!e or cha!( 5 peso coin or 25 centa%o coin .aper c!ips or tin can .enci! or a boo(

+. Assign'ent 5a(e a !ist of 5 things at home that can produce sound. #e!! ho ob"ect and describe the sound they produce. you can produce sound of the

147

I.

Learning Objective:

Demonstrate ho !oud>soft>high>!o sounds are produced

II. Learning Tasks A. Subject Matter: Re)ation of Soun" to Force an" +ibration of Objects #. Conce$ts%I"eas &oud $ soft$ high$ !o sounds are produced depending on the amount of force and the materia!s used to produce the sound. #he !ength of the %ibrating air co!umn affects the intensity of sound. #he thic(ness of the materia! a!so affects the intensity of sound.

&ackgroun" Infor'ation 4ound has three basic properties hich are intensity$ pitch and 7ua!ity. 4ome sounds are !oud$ others are soft and sti!! others are bare!y audib!e. #hese refer to the intensity of sound. #hese depend upon the force used to produce the sound. #he harder 0more energy2 is used to produce the sound the !ouder the sound is. .itch refers to the highness or !o ness of a sound. #he pitch depends upon the rate of %ibration produced. #he faster the %ibration$ the higher the pitch is and the s!o er the %ibration$ the !o er the pitch is. #he human ear cannot hear a!! sounds. 4ounds ith greater fre7uencies that the human ear can not hear are ca!!ed supersonic or u!trasonic sound. #he 7ua!ity or timbre of sound he!ps us determine hether it is p!easant or unp!easant. .!easant sound is something that is nice and p!easing to the ear$ !i(e soft music. 9np!easant sound is one that is hurting or not p!easing to the ears e.g. noise.

(. Process Ski))s /omparing$ obser%ing$ communicating *. +a)ue Focus /arefu!ness$ scientific mindedness &. References 3 3 3 /orone!$ et a!= 4cience and Fea!th III$ p. 144 'eriKa &. Da7uiK$ et a! ?or(boo( in 4cience and Fea!th$ pp. 81381 )rthur ). /arin$ Guided Disco%ery )cti%ities for :!ementary 4choo! 4cience$ pp. )346 @ ). 52

C. Materia)s pictures$ sho 3me3cards$ drum$ drumstic(s>"umbo penci! ith eraser$ rice or any tiny seeds$ 5 identica! bott!es$ ater$ shoe bo*$ rubber bands of different thic(ness$ radio III. Learning Proce"ures A. Revie,

148

). 5atch the ob"ect ith the sound it ma(es. ?rite on!y the !etter of your ans er. & a. hispers>ye!!s

12 b. bar(

22 c. purr

32 d. tic(

42 e. hiss or ratt!e

52 ;. #e!! ho you can produce sounds ith the fo!!o ing ob"ects< 12 22

32

42

52

&. Motivation%Presentation #urn on the radio. #urn the %o!ume up. Fa%e the chi!dren fee! the %ibrations from the radioAs spea(er

14,

Fa%e the chi!dren fee! the difference bet een !oud and soft %o!ume on radioAs spea(er. C. Activit! Pro$er Di%ide the c!ass into 4 groups. 6eca!! standards for group or(. .ro%ide each group ith acti%ity sheets and needed materia!s

Activit! # / Lou" or Soft 5ateria!s< a sma!! drum drumstic( or "umbo penci! ith eraser rice or sma!! seeds. ?hat to do< 1. .ut rice or sma!! seeds on the drum head

2. #ap the drum head !ight!y ith the drumstic( or eraser end of the "umbo penci!. +bser%e hat happens.

Activit! / 1ig or Lo,2 *?hat happened to the rice>seedsD ?hat (ind of sound did you hearD 5ateria!s< 3. 'o tap the drum head harder. +bser%e hat happens. shoe bo* 4 rubber bands of different thic(ness ?hat happened to the rice>seedsD ?hat difference did you notice hen you hit the drum head !ight!y ?hat to do< hen you hit it harderD and Activit! ( / P)easant or <n$)easant 3 Adapted 3 1. 5a(e an impro%ised stringed instrument using the shoe bo* and rubber bands ?hat to do< as sho n< 1. Fa%e a Bbrain3storming sessionC ith your group mates about this topic< ?hat are the p!easant and unp!easant sounds you common!y hearD 2. .!uc( .ut your ans er in a tab!e simi!ar the one be!o 2. the thic(est rubber. &isten toto the sound it ma(es. 4ounds ?e Fear 3. Do the same ith the three other rubber bands. .!easant 4ound 9np!easant 4ound ;e sure to !isten %ery carefu!!y e%ery time you p!uc( the rubber bands. /ompare the sounds produced. 4. )ns er this 7uestion< ?hich rubber band produced the !o est soundD the highest 3. )ns er these 7uestions< soundD doyou youthin( say that a sound is p!easantD 9np!easantD ?hen ?hat do affected the pitch of the sound producedD of the t thic(ness o soundsor ou!d you !i(e to %ibrating hear a! aysD ?hich Fo does the thinness of the materia! affect the sound it producesD

151

Activit! 3 ? 1ig or Lo,2 5ateria!s< 5 identica! bott!es ater ?hat to do< 1. .our different amount of ater to the identica! bott!es as sho n<

2. ;!o across the !ips of the bott!es. 3. )ns er the fo!!o ing 7uestion< Do a!! bott!es gi%e off the same soundD ?hich bott!es gi%es off the highest soundD the !o est soundD ?hat is %ibrating in each bott!eD ?hat can you conc!ude about the !ength of air co!umn and the sound producedD 3 3 Adapted 0 Anon$mous

151

 Group 6eporting 0. 0iscussion%Ana)!sis a. b. c. d. e. f. g. h. i. ". ?hat happened hen you app!ied a hard force on the drumheadD Fo about !ight forceD ?hat (ind of %ibration does the drumhead ma(e in each situationD ?hat sound is produced in each occasionD ?hat %ibration does a soft sound produced !oud soundD ?hat (ind of sound is produced if the rubber is thinD ?hen e p!uc(ed a medium thic( rubber band$ hat can you say about its soundD ?hat can you say about the sound produced by the thic(est rubber bandD ?hich produced high3pitched soundD !o 3pitched soundD Fo does the !ength of %ibrating air co!umn affect soundD Fo does a p!easant sound differ from unp!easant soundD

E. 4enera)i5ation ?hat are the factors that affect the soundD ?e re!ate the sound produced to the fo!!o ing< force app!ied to produce the sound its effect on the !istener the thic(ness>thinness of %ibrating body the !ength of the %ibrating air co!umns.

F. A$$)ication 6ead the situation then ans er. Gou are assigned to ring the be!! in your schoo!$ before the f!ag ceremony$ during recess and at dismissa! time. Fo i!! you ring the be!! so that a!! the c!asses in the different c!assrooms i!! hear itD 4. Assess'ent /hec( the corresponding co!umn that best describes the source of sound.

152

Source of Soun" 1. siren 2. fire truc( 3. frog 4.peop!e shouting 5. carabao 6. cat 7. dynamite b!ast 8. bird ,. church be!! 11. guitar +. Assign'ent

Lou"

Soft

1ig

Lo,

&isten carefu!!y to the sounds you hear at home. &ist 5 and describe each as !oud$ soft$ p!easant and unp!easant.

I.

Learning Objective:

Demonstrate ho

force ma(es ob"ects mo%e

II. Learning Tasks A. Subject Matter: 9a!s of Making Objects Move #. Conce$ts%I"eas 3 3 3 3 3 3 3 8orce is needed to ma(e ob"ects mo%e. 8orce may be app!ied in different ays. 4ome ays to ma(e ob"ects mo%e are< by b!o ing by f!ic(ing ith fingers by dropping by !ifting by pu!!ing by pushing ith pa!m by pressing

153

3 3 3

by ro!!ing by thro ing by rotating

)!! of the abo%e ays can be grouped into .ush or .u!!

(. Process Ski))s +bser%ing$ comparing$ c!assifying *. +a)ue Focus /arefu!ness$ promptness &. References 3 3 4cience and Fea!th for ;etter &ife 4eries pp. 1823183 4cience for :%eryone pp. 1433144

C. Materia)s assorted ob"ects 0eraser$ penci!$ boo($ ba!!$ marb!e2 III. Learning Proce"ures A. Revie, Do you (no ho to p!ay chessD damaD ?hat do you do ith the chips in p!aying damaD ?hat about the horse$ bishop to er$ (ing and 7ueen$ ho &. Motivation%Presentation 6hyme 6eading ?hat can you do ith a ba!!D 6o!!$ shoot and thro it. /ome !etAs p!ay ith my ba!!. Mic( toss$ or dribb!e it ?eA!! sure!y ha%e some fun. Inferring 1. ;efore the ba!! can ro!!$ hat must you do to itD 2. Fo can you ma(e the ba!! mo%eD C. Activit! Pro$er Di%ide the c!ass into sma!! groups. Activit! # / Making Objects Move 5ateria!s 'eeded< assorted ob"ects 0eraser$ penci!$ boo($ noteboo($ (ey$ coin$ marb!e2 ?hat to do< a. Get some sma!! ob"ects from your bag. .ut them on the tab!e. b. 5a(e each ob"ect mo%e. #ry different ays. c. /omp!ete the tab!e be!o . Object E=. Eraser 1o, I Make it Move $ pushing with finger>pencil $ lifting with hand

do you mo%e them in p!aying chessD

154

Activit! ( / Moving: Eas! or 1ar"2 &oo( around the room. #ry ays of mo%ing the chairs$ tab!es and other ob"ects. Euestions< a. ?hich ob"ects can you mo%e easi!yD HHHHHHHHHHHHHHHHHHHHHHHHH b. ?hich ob"ects are difficu!t to mo%eD HHHHHHHHHHHHHHHHHHHHHH c. ?hat is needed to ma(e ob"ects mo%eD HHHHHHHHHHHHHHHHHHHHHH

Activit! * Loo$? t e? 9or" &oo( for the ords that te!! the mo%ements sho n in the picture. #hen demonstrate the mo%ement. . # 6 & M ? 9 F : I I 6 & 6 5 8 / I & + . # M # D ? 4 ' : : . 9 4 F 4 5

155

0. 0iscussion%Ana)!sis 1. 2. 3. 4. ?hat did you do to ma(e things mo%e in acti%ity 1D )cti%ity 2D )cti%ity 3D /an you identify ays of ma(ing ob"ects mo%eD ?hat shou!d be app!ied to ma(e ob"ects mo%eD ?hat is forceD

E. 4enera)i5ation ?hat is needed to ma(e ob"ects mo%eD There are different wa$s to make ob.ects move. ?orce is needed to make ob.ects move but all involve push and pull. F. A$$)ication Gou anted to get something from a she!f$ but some things are b!oc(ing it. Fo safe!yD 5o%ing hea%y pieces of furniture by pushing i!! scratch the f!oor. In hat other damaging the f!oorD ou!d you mo%e the ob"ects ay can you mo%e it ithout

4.

Assess'ent ). Fo can you ma(e these ob"ects mo%eD Demonstrate it by group. 1o, force ,i)) be a$$)ie"

Object .enci! /ha!(board :raser 5arb!e .ai! of ater .iece of paper

;. /!assify the fo!!o ing acti%ities into push or pu!! or your ans er in by appropriate co!umn. /. 1. Drin(ing>sipping through a stra 2. ?a!(ing 3. /arrying a bac(pac( 4. 8!ying a (ite ith string 5. /he food. 6. .!acing a magnet near paper c!ips 7. ?ind on a sai! boat P<S1 P<LL

riting the number in the

156

I+. Assign'ent Fe!p your mother in doing some househo!d chores. #hin( of the you are ab!e to mo%e things. ays you can he!p accomp!ish these chores or ho

I.

Learning Objective:

Infer that ind$ ater$ magnet and gra%ity ma(e ob"ects mo%e

II. Learning Tasks A. Subject Matter: Forces t at Make Objects Move #. Conce$ts%I"eas ?ind$ ater$ gra%ity and magnet can ma(e ob"ects mo%e. #he ind and ater mo%e ob"ects by pushing them or pu!!ing them. Gra%ity and magnetism mo%e ob"ects by pu!!ing them. &ackgroun" Infor'ation #here are four forces that can ma(e other ob"ects mo%e< ind mo%ing ater gra%ity magnets ?ind can toss !ight ob"ects !i(e !ea%es$ pieces of paper$ p!astic$ etc. 4trong inds can b!o do n trees and houses. 6unning ater has current that ma(es things mo%e to the direction it is going . #he force of the ocean a%es pushes a boat against the shore. #he force of gra%ity pu!!s ob"ects on the :arthAs surface do n ard or to ards the center of the :arth. #he force of a magnet ma(es magnetic materia!s mo%e by attracting or pu!!ing it. (. Process Ski))s +bser%ing$ inferring$ communicating *. +a)ue Focus

157

)ppreciation of force &. References 3 4cience and Fea!th$ /orone!$ 6omero p. 166

C. Materia)s magnet$ picture of sai!boat$ !ogs in ith fa!!ing fruit ater$ paper c!ips$ tin can$ dry !ea%es$ sma!! pieces of paper$ pictures of tree

III. Learning Proce"ures A. Revie,

a.

0!ifting2

b.

0pu!!ing2

Activit! # / 0oes 9in" 1ave Force2 Can ,in" e:ert a force2 .rocedure< c. &oo( at the pictures be!o < &. Motivation%Presentation .!ace ob"ects !i(e nai!s$ tin can$ paper$ tab!e. )s(< ?hat ma(es these ob"ects mo%eD C. Activit! Pro$er ooden b!oc( and pieces of paper$ paper boats$ dry !ea%es on the 0pressing>pushing2

158

Euestion< a. ?hat pushes the sai! of the boatD the indmi!!D the f!agD

b. ?hat ma(es the !ogs and the !ifeboat mo%eD

Activit! ( / T e Force of a Magnet ?hat can the force of a magnet doD 5ateria!s< magnet$ paper c!ips Activit! * / 4ravit!: It7s Force .rocedure< Fo a. can gra%ity mo%e thingsD Get a magnet. .!ace the magnet 31 cm. from the paper c!ips. 4!o !y push the magnet to ards the paper c!ips. 5ateria!s< dra ing of a tree ith a fruit= string= stone= piece of c!oth Euestions< ?hat do< happens to the paper c!ipsD a.to ?hat b. ?hat ma(es them beha%e that ayD 4tudy this dra ing<

)ns er the fo!!o ing 7uestions< ?hy are there fruits on the groundD ?hat made them fa!! to the groundD

15,

Get the sma!! stone. ?rap it ith the piece of c!oth tie ith the string. Fo!d the free end of the string.

&et go of the string< )ns er the fo!!o ing 7uestions< ?hat happenedD ?hyD ?hat force ma(es the fruit and the stone fa!!D

0. 0iscussion%Ana)!sis ?hat made the sai!boat mo%e D the indmi!!D ?hat force made the f!ag mo%eD ?hat does the ind ha%eD :*p!ain you ans er. ?hy do the !og and !ifeboat mo%edD #o hat direction did the paper c!ips mo%eD ?hat made the paper c!ip mo%eD #o hat direction did the fruits and the stone mo%eD ?hat made them fa!!D #o ards hat direction is the force of gra%ityD ?hat do ind$ ater$ magnet and gra%ity ha%e in commonD E. 4enera)i5ation ;ased on the different acti%ities you did$ hat do you thin( causes ob"ects to mo%eD 0 8ind, water, gravit$ and magnet h08ind, water, gravit$ and magnet have force that can make things move#. ?hat ob"ects can be attracted by magnetD F. A$$)ication 1. ) need!e got !ost. &o!a 5aria needs the need!e. ?hat do you thin( i!! she use to find the need!e as dropped in the !i%ing roomD 2. Gour ba!!oon is up in the cei!ing. Do you thin( it i!! go do n after sometimesD ?hyD hich

161

I+. Assess'ent :*amine the tab!e be!o . Indicate the appropriate co!umn. Objects 1. 2. 3. 4. 5. pin hee! nai! banca pins !ea%es hat i!! ma(e the fo!!o ing ob"ects mo%e. #hen$ put a chec( 0 2 in

9in"

9 at Moves Object 9ater

Magnet

+. Assign'ent Dra ob"ects that can be mo%ed by the force of ind$ ater$ magnet and gra%ity.

161

I.

Learning Objective:

Demonstrate ho force causes mo%ing ob"ects to speed up$ change direction$ s!o do n or stop

II. Learning Tasks A. Subject Matter: Effects of Force on Moving Objects #. Conce$ts%I"eas 8orce can do many things to a mo%ing ob"ect. It can _ a2 speed up motion b2 s!o do n motion c2 change the direction of motion d2 stop motion &ackgroun" Infor'ation 8orce cannot be seen but it can do many things. 8orce can start motion. +nce an ob"ect is mo%ing$ force can do many other things. It can ma(e mo%ing things go faster. It can a!so s!o do n motion$ change the direction of mo%ing ob"ects or change the shape of an ob"ect. .eop!e app!y force to ob"ects. 4ometimes anima!s$ too!s and machines he!p them in app!ying force to ob"ects. (. Process Ski))s +bser%ing$ inferring$ demonstrating *. +a)ue Focus .racticing precautionary measures hen tra%e!ing &. References 3 3 )urea 4armiento$ #ita 6eyes$ Fands on 4cience pp. 1723173 /orone!$ /arme!ita /.$ Fea!th and 4cience 3 pp. 1,231,3$

C. Materia)s .icture of a bicyc!e$ cha!($ sma!! ba!!$ marb!e III. Learning Proce"ures A. Revie, Identify the force that ma(es these ob"ects mo%e. a. b. c. d. e. boat (ite need!e indmi!! c!ouds

&. Motivation%Presentation Do you (no ho to ride a bicyc!eD ?hat do you do to ma(e the bicyc!e mo%eD Fo fasterD /an you stop itD ?hat ou!d you doD do you ma(e it mo%e

162

Gou app!y more force on the peda! to ma(e the bi(e mo%e faster. Gou app!y bra(es to stop it. Inferring < hat e!se can force doD

C. Activit! Pro$er Di%ide the c!ass into 536 sma!! groups. 6eca!! standards for group or(. &et the resource>materia! manager get the bas(et containing the materia!s they i!! need.

Activit! # FORCE CA8 0O MA86 T1I84S 5ateria!s needed< cha!( sma!! ba!! or big marb!e ?hat to do< a. Dra t o crossing !ines on the f!oor as sho n.

Activit! ( / 9 at can force "o2 b. .ut the big marb!e>sma!! ba!! at one end of the !ong !ine 5ateria!< 4(etches ?hat to do< 1. c. 4tudy the dra ings be!o . Discuss your obser%ation ith your group mates. .ush the marb!e>sma!! ba!! to ma(e it mo%e a!ong the !ine.

d.

?hi!e the marb!e>sma!! ba!! is mo%ing $ ma(e it . . . mo%e faster mo%e s!o er change its direction stop

163
/ ) D ;

2. #e!! ho is app!ying force and hat force can do to mo%e the ob"ects sho n in the pictures abo%e. Picture ) ; / D 9 o is a$$)!ing t e force2 9 at force can "o to t e 'oving objects

Group 6eporting

0. 0iscussion%Ana)!sis ?hat is needed in doing a!! of the acti%itiesD ?ere the ob"ects mo%ing or notD If so$ ho did you ma(e them mo%e fasterD Fo did you stop its motionD ?hen you are p!aying ith another chi!d in a s ing$ can he>she ma(e the s ing mo%e fasterD Fo D Fo can you stop itD ?hat can force do to a mo%ing ob"ect or bodyD

E. 4enera)i5ation ?hat can a force do to a body or ob"ect that is a!ready mo%ingD

164

. F. A$$)ication -I))ustration 8ee"e". Gour fami!y ent to the farm riding a cart that is being dra n by a carabao. #he farm is near the top of a hi!!. ?hat i!! your father do to ma(e the cart mo%e upD ?hy i!! he do thatD ?hat if the carabao does not mo%eD 4. Assess'ent Demonstrate the fo!!o ing acti%ities sho ing effects of force hen app!ied to an ob"ect. 4rou$ # .!ay catching ba!!. Fo do you stop the ba!! from its mo%ementD 4rou$ ( .!ay tug of ar. Fo do you ma(e the other group mo%e to your sideD 4rou$ * 5o%e pi!es of boo(s in another corner. ?hen can you say that the boo(s ha%e mo%edD ?hat did you doD

'ote< 09se a rubric for the acti%ity2 I+. Assign'ent 5a(e s(etches>dra ings sho ing hat force can do to a mo%ing ob"ect. ?rite a sentence about the effect of force as sho n by the dra ing.

165

:)6#F

I.

Learning Objective:

Describe oneAs en%ironment as being made up of !ife forms$ !and$ ater and air

II. Learning Tasks A. Subject Matter : T ings in t e Environ'ent #. Conce$ts%I"eas &ackgroun" Infor'ation +ur home$ schoo!$ community$ Environ'ent !and$ air$ ater$ anima!s and p!ants ma(e up the en%ironment. #he en%ironment is our immediate surroundings. #hese inc!ude bui!dings$ roads$ p!ants$ ater$ air and a!! the things around you. #here are different p!aces on earth but the components of the en%ironment are the same. In a mountain$ there are i!d anima!s and %arieties of p!ants. #hese !i%ing organisms are ab!e to sur%i%e in the p!ace because of the air and ater a%ai!ab!e in the area. #his is true ith a!! the other mountains on :arth. In a body of ater !i(e the ri%er$ fishes$ crabs$ shrimps and other !ife forms are found. #he components found in a particu!ar ri%er are a!so found in other ri%ers. ?hate%er en%ironment it is$ there is one thing common in them. #hey a!! consist of air$ and !and. ater

166

(. Process Ski))s +bser%ing$ communicating$ inferring *. +a)ue Focus /are for oneAs en%ironment &. References 3 3 5adriaga$ &. ). 01,,72$ 4cience and Fea!th :n%ironment$ p. 3, ;a!agtas$ 5. 9. 01,,,2$ Gro ing ith 4cience 3$ pp. 75376

C. Materia)s pictures$ charts$ f!ashcards$ taped music$ pente! pen$ bond paper$ crayons III. Learning Proce"ures A. Revie, -if nee"e".% c ecking of assign'ent -if an!. &. Motivation%Presentation )s(< 1. ?here do you !i%eD 2. Describe your p!ace and neighborhood 3. Fo are you ab!e to !i%e in your p!aceD 4. ?hat p!ace in your area do you !i(e mostD ?hat donAt you !i(eD C. Activit! Pro$er Activit! #: <se of Magic SDuare 1. 2. 3. 4. :*amp!e< .ost the 5agic 47uare chart. &et the pupi!s thin( of ideas they ha%e about en%ironment. )!!o them to rite these ideas inside the s7uares. &et the c!ass sum up these ideas forming a short paragraph about en%ironment.

.eop!e around

4unshine and fresh air

:n%ironment

.!ace e !i%e in

8ood$

p!ants

and

167

anima!s

:*amp!e of paragraph formed< :n%ironment is the p!ace e !i%e in. .eop!e$ p!ants$ anima!s$ air and sun!ight are in our en%ironment. Activit! ( 6eca!! of standards and precautionary measures. #a(e the c!ass on a tour around the schoo! and a nearby area of the community. 5ateria!s< obser%ation noteboo($ ba!! pen 1. 8a!! in !ine and go outside the room 7uiet!y. 2. 8o!!o the teacher as she a!(s you around the schoo! and a nearby p!ace in the community. 3. +bser%e the p!aces carefu!!y as you go through them. Describe these p!aces fo!!o ing the format be!o < P)aces +isite" 4choo! 0escri$tions

/ommunity

4. Get inside the room and share your obser%ations ith your seatmates. 5. /a!! se%era! pupi!s to read their descriptions about the p!aces they %isited. #eacher rites important ords on the board hich C. 0iscussion%Ana)!sis ?hat ere the p!aces you %isitedD ?hat did you see in these p!acesD ?hat are the common things in these p!acesD )re these things important in an en%ironmentD ?hyD ?hat ma(es your en%ironment a nice p!ace to !i%e inD ?hy shou!d e (eep our en%ironment c!ean and order!yD ?hat shou!d you do to (eep our en%ironment a safe p!ace to !i%e inD 0. 4enera)i5ation ?hat ma(es up an en%ironmentD "Our environment is made up of ever$thing around us. 't is composed of living and non3living things# E. A$$)ication If you are the barangay captain in your community$ hat things c!ean en%ironmentD 6o!e p!ay ith your group mates. I+. Assess'ent ). 6ead the paragraph carefu!!y and fi!! in the appropriate ans er by riting them on the b!an(. /hoose the ans ers from the bo*. i!! you imp!ement to ha%e a hea!thy and i!! he!p the pupi!s de%e!op the concept.

168

5y en%ironment is composed of HHHHHHHHHHHHH and HHHHHHHHHHHHH. It is made up of HHHHHHHHHHHH around us. !i%ing things e%erything non3!i%ing things something p!ants anima!s

). 4tudy the picture. Describe this en%ironment.

I+. Assign'ent 1. ?hen you go home$ obser%e a p!ace you i!! pass by and describe it in 335 sentences. 2. Do you !i(e your en%ironmentD :*p!ain your ans er. 3. /reate your o n dream en%ironment. #e!! hy you dream of this en%ironment.

16,

I.

Learning Objective:

Identify !ife forms in the en%ironment found in the air

ater$ on !and and in

II. Learning Tasks A. Subject Matter: Life For's in t e Environ'ent #. Conce$ts%I"eas #here are !i%ing things found in an en%ironment. .eop!e$ !and p!ants and !and anima!s are found on !and. 8ish$ cora!s$ eeds$ sea eeds$ sea grass$ mangro%e are found in the ;irds$ insects are found on both !and and air.

ater.

&ackgroun" Infor'ation )!! the things that surround us ma(e up our en%ironment. .eop!e$ p!ants and anima!s compose our en%ironment. #he bui!dings$ roads and the air you breathe are a!! part of our en%ironment. &i%ing things are found in the en%ironment. )nima!s !i%e in different p!aces. 4ome !i%e on the ground$ some !i%e underground$ hi!e others !i%e on trees. (. Process Ski))s +bser%ing$ comparing$ identifying *. +a)ue Focus .reser%ation of !ife forms in !and$ ater and air &. References 3 3 5adriaga$ &. ).$ et a!$ pp. 38347 ;a!agtas$ 5.9.$ et a! 01,,,2$ pp. 75376

C. Materia)s I!!ustrations$ paper$ penci! III. Learning Proce"ures

171

A. Revie, )s( the chi!dren to describe the en%ironment they ha%e "ust obser%ed on their ay to schoo!. )s( hether this is a hea!thy or unhea!thy en%ironment and e*p!ain hy. &. Motivation%Presentation Dialogue/ 8hat do $ou think the$ "!eil and )ollin# are talking about6 'ei! and /o!!in are tra%e!!ing. #hey are in an airp!ane. &et us !isten to their dia!ogue. 'ei!< /o!!in< 'ei!< /o!!ins< 'ei! < +h$ !oo( out of the indo . ?hat do you seeD #here are trees$ houses$ birds in the meado /an you see themD and do!phin di%ing in the sea.

Ges$ the earth has !and part here peop!e$ some p!ans and anima!s !i%e. 5ost part of the earth is ater and I thin( air is a!! o%er the earth. ?o $ no the sea is be!o us. ?hat a onderfu! sight.

:%erything that e see is our en%ironment. ?e must conser%e it. &etAs reca!! detai!s from the dia!ogue. a. b. c. d. ?hat did 'ei! and /o!!ins seeD Describe hat they sa . ?hich of the things they sa ha%e !ifeD 'ame some !ife forms found in the !and$ ater and air. ?hich one is found on the !andD ?aterD )irD

C. Activit! Pro$er Activit! # / T e 4reat Actor%Actress ?hat to do< a. Di%ide the c!ass into three groups. Fa%e them act hat they can do in the three p!aces< Group 1 in ater Group 2 on !and Group 3 in the air b. &et them ma(e a !ist of hat they see hi!e they are in these p!aces. Group 1 @ in ater

Group 2 @ on !and

171

172

Group 3 @ in the air

c.

&et each group te!! ora!!y hat each member can do and hy he>she can do things./omp!ete the statement be!o < 1. in ater hi!e in ater the ater I canHHHHH 2. on !and because I ha%e HHHHHHHHHHHHHHHHHH 3. in the air hat they ha%e acted out !ife and !et them "ustify their ans ers.

d. )s( if

Activit! ( / Observing )ife for's in t e Environ'ent. Can !ou give so'e Duestions about t e tit)e of our activit!2 .rocedure< 1. 5a(e a fie!dtrip to the schoo! pond. 2. ?rite the things you find. 9se the tab!e be!o . /hec( 0>2 the co!umns that are !i%ing things. Living T ings LA80 9ATER AIR

)round the .ond

In the .ond

)bo%e the .ond

3. ?hat do you ca!! these three p!acesD 4. /ompare the !ife forms in the three (inds of en%ironment. )re they the sameD DifferentD Group 6eporting

0. 0iscussion%Ana)!sis a. b. c. d. e. ?hat are the different !ife forms found in our en%ironmentD ?here can peop!e$ some p!ants and anima!s be foundD ?here can e find the fish$ cora!s$ oysters and musse!s and !obstersD If you are in a rice fie!d$ hat !i%ing things can you findD /onstruct a concept map to sho its !ife formsD

E. 4enera)i5ation

173

;ased on the different acti%ities e did$ hat !i%ing things can be found in an en%ironmentD #hese are the !i%ing things found in an en%ironment< .eop!e$ some p!ants and anima!s are found on !and. 8ish$ cora!s$ she!!fish are found in ater. ;irds$ and insects stay in both !and and air. ay in the meado most of the time. F. A$$)ication: Gour father ga%e you a pair of do%es. .!an a good en%ironment for them. 4ho about it. 4. Assess'ent Identify here each !i%ing things form is found by putting a chec( 02 mar( under the proper heading. Living T ings 1. chic(en 2. butterf!y 3. ti!apia 4. carabao 5. sna(e 6. bee 7. bangus 8. papaya p!ant ,. eag!e 11. sea eeds I+. Assign'ent Go around your house and ma(e a story about the !ife forms and inc!ude here they can be found. 9ater Lan" Air this in a dra ing. #e!! something

I.

Learning Objective:

Identify the uses of the different (inds of soi!

II. Learning Tasks A. Subject Matter: <ses of t e 0ifferent Bin"s of Soi) #. Conce$ts%I"eas

174

] &oam is used in p!anting. 4and is used in construction. /!ay is used in ma(ing pots$ figurines$ "ars and bric(s. (. Process Ski))s +bser%ing$ inferring$ communicating *. +a)ue Focus )ppreciate the importance of soi! &. References 3 3 ;a!agtas$ 5ari!yn$ et. a!. 01,,,2 Gro ing ith 4cience and Fea!th 3$ 6e* ;oo( 4tore$ 5ani!a$ .hi!ippines pp. 187 @ 188 8a"ardo$ :dene!ita ;. 021112 #he ?onderfu! 4cience 3$ 8'; :ducationa! Inc.$ EueKon /ity$ .hi!ippines$ p. 216

C. Materia)s pictures of farmers p!anting crops and !aborers at construction site = things made of c!ay !i(e pots$ o!d "ars$ figurines$ etc= soi! and p!ants in the schoo! garden$ sand ho!!o b!oc(s$ mani!a paper$ mar(ing pens III. Learning Proce"ures A. Revie, )s( them about the (ind of soi! do they found in their community. ?hat is the basis of their c!assificationD &. Motivation%Presentation ;ring the pupi!s out into the schoo! ground. )s( them to !oo( around and identify things they can see. &oo( at the ground you are standing on. )s( hat is itD "soil # )s( this fo!!o 3up 7uestion if the pupi!s cannot gi%e this ans er. &oo( at the p!ants around$ here do they gro D Do you thin( p!ants need soi!D ?hyD ?hat other uses of soi! can you thin( ofD 8ind out in this !esson. C. Activit! Pro$er Group the pupi!s into four. Gi%e each group an acti%ity card to their tas(s. or( on. Guide>super%ise them hi!e doing

Activit! # / P)ants Love 4ar"en Soi) 5ateria!s< noteboo($ pen ?hat to do< a. /hoose an area in the garden here there are different (inds of p!ants. b. +bser%e the area. c. )ns er the fo!!o ing 7uestions< ?hat can you obser%e in the area you ha%e chosenD ?here do p!ants gro D ?hat (ind of soi! is itD Describe the soi!. ?hy do you thin( p!ants are ab!e to !i%e in that areaD

175

Activit! ( / Pots= Cars an" Figurines 5ateria!s< pots$ "ars$ o!d figurines$ picture of a man on a potterAs hee!

?hat to do< a. b. c. d. +bser%e>e*amine the o!d pots$ "ars$ figurines and bric(s. 8ind out hat materia!s they are made from. 4tudy a!so the picture. )ns er the 7uestions< 8rom hat materia!s are pots$ "ars$ figurines and bric(s made ofD ?hat (ind of soi! is used in ma(ing these ob"ectsD ?hat is its natura! co!orD

Activit! 3 /In a Construction Site 5ateria!s< picture of a construction site Activit! * / &ui)"ing &)ocks 5ateria!s< sand$ ho!!o b!oc( b!oc(s$ bring

'ote< If there is no area in the schoo! here they can see sand and ho!!o samp!es. ?hat to do< a. b. c. d. Go to an area here sand and ho!!o +bser%e the materia!s. Infer their uses. )ns er the 7uestions< b!oc(s are found.

8rom hat materia!s are ho!!o b!oc(s made ofD ?hat (ind of soi! is used in ma(ing ho!!o b!oc(sD

176

Group 6eporting )s( each group to present their or( to the c!ass. Describe c!ear!y acti%ities sho n in the picture. 0. 0iscussion%Ana)!sis Fo is soi! used as reported by each groupD /an you thin( of other uses of soi! aside from theseD

#o reinforce the pupi!sA !earning$ !et them read the paragraph be!o < <SES OF T1E 0IFFERE8T BI80S OF SOIL #he soi! is the so!id part of the :arth. It comes from t o sources. #hese are the roc(s and humus hich are composed of dead p!ants and anima!s. .eop!e mo%e about on !and$ bui!d their houses and dig e!!s for ater. #hey gro p!ants on soi!. #hese p!ants are our source of food$ c!othing$ medicine and many other things. &oam soi! is best for this purpose. &oam contains humus. Fouses$ schoo!s$ mar(ets$ hospita!s and other bui!dings are bui!t on soi!. ?e use gra%e!$ sand and cement in constructing these structures. 4and is used in constructing these structures. In urban areas here there is !imited space for p!anting$ peop!e can sti!! gro p!ants in pots. .ots and decorati%e "ars are a!so made of soi!. #hey are made of c!ay$ a stic(y soi!. )side from pots and "ars$ bric(s are a!so made of c!ay. E. 4enera)i5ation ?hat are the different uses of soi!D Is soi! importantD ?hat do you thin( i!! happen if there is no soi!D F. A$$)ication Gou anted to p!ant some f!o ering p!ants$ hat (ind of soi! ou!d you use and hyD

177

?hich is better to use in ma(ing ho!!o I+. Assess'ent 6ead the fo!!o ing sentences. If it te!!s about ho

b!oc(s$ sand or c!ayD ?hyD

peop!e use the soi!$ rite #69:= if not$ rite 8)&4:.

HHHHHH1. 4oi! is used for p!anting and gro ing crops. HHHHHH2.4oi! erodes and buries houses. HHHHHH3. /!ay soi! is used in ma(ing ho!!o b!oc(s. HHHHHH4. /onstruction or(ers use sandy soi! to prepare concrete mi*ture. HHHHHH5. 4oi! dumped or deposited in ponds causes them to be become !ess important or usab!e. I+. Assign'ent Inter%ie some peop!e in your house on ho they use soi!. +r !oo( for things that are made up of soi! in your house. Dra these and be ab!e to share to your c!assmates the ne*t day.

I.

Learning Objective:

/!assify soi! in different ays

II. Learning Tasks A. Subject Matter: Observab)e C aracteristics of 0ifferent Bin"s of Soi) an" t eir <ses #. Conce$t 4oi! can be c!assified according to co!or$ te*ture and ater absorption capacity. a. &oam and humus are dar(3co!ored$ hi!e sand$ c!ay$ si!t and gra%e! are !ight co!ored. b. 4and and gra%e! are rough= humus and !oam are not rough but not %ery fine. 4i!t is fine but c!ay is finer. c. Fumus and !oam ho!d more ater than sand$ gra%e! ho!ds the !east ater. (. Process Ski))s +bser%ing$ c!assifying$ comparing$ describing

*. +a)ue Focus &. References 3 3 8a"ardo$ :dene!ita ;. 021112 pp. 218321, ;a!agtas$ 5 et a! 01,,,2 pp. 17,3181 )ppreciate the importance of soi!

C. Materia)s

178

c!ay$ gra%e!$ humus$ !oam$ sand and si!t soi! samp!es$ magnifying !ens$ pictures sho ing ho peop!e use the soi!$ p!ants in pots of sandy$ !oam and c!ay soi!$ 6 strainers$ 6 big mouthed "ar$ timer$ cardboards cut into pieces for concept mapping III. Learning Proce"ures A. Revie, Group the pupi!s into three. Distribute to each group the pictures sho ing ho each group e*p!ain ho the peop!e in each picture use the soi!. &. Motivation%Presentation )s( Group 1 to obser%e the p!ant in pot ) 0 ith sandy soi!2= Group 2 @ pot ; 0 ith !oam soi!2 and Group 3 @ pot / 0 ith c!ay soi!2. )s( the fo!!o ing 7uestions< a. b. c. d. ?hat did you obser%e in p!ant on .ot )D .ot ;D .ot /D ?hat do you thin( affect the gro th of p!ant in different potsD Do the pots contain different (inds of soi!D Do you (no the c!assifications of soi!D peop!e use the soi!. Fa%e

4ay< ;efore e discuss further on this$ !etAs try to ans er some of your 7uestions about soi!. :*pected ans er< ?hat is the characteristic of the soi!D C. Activit! Pro$er 6eca!! the standards on group acti%ity. Distribute the acti%ity card and materia!s to the group. 4uper%ise them hi!e or(ing. Activit!: 5ateria!s< Observing soi) sa'$)es soi! samp!es @ c!ay$ !oam$ sand$ humus$ si!t$ gra%e!= 6 big mouthed "ar= 6 big strainers$ magnifying !ens$ timer$ 251 m! ater

.rocedure< a. +bser%e the soi! samp!es. 9se magnifying !ens to compare and describe the co!or and te*ture of the soi! samp!es. b. 6ecord your obser%ation using the tab!e be!o = Soi) Sa'$)es
Fro': 0ark Lig t Roug Fine

Co)or

Te:ture
8ot So Roug but 8ot So Fine

9ater Absor$tion Ca$acit!

1o)"s t e Most 9ater 1o)" More 9ater 1o)"s t e Least 9ater

a. garden b. dirt road c. side of a hi!! d. foot of a hi!! e. side a ri%er or pond c. Get the 6 big strainers and 6 big mouthed "ars.

17,

d. .ut the soi! samp!es in each strainer. #hen$ set each on the !id of the big mouthed "ar. e. .our 251 m! ater on the soi! samp!e in the strainer. +bser%e 2 minutes for a!!. Do this in a!! the set ups. f. 5a(e a tab!e !i(e be!o to record the ater absorption capacity of the different soi! samp!es. 9ater Absor$tion Ca$acit! A'ount of 9ater A'ount 8o. of Minutes Poure" Recovere"

Soi) Sa'$)es 4and /!ay &oam 4i!t Fumus Gra%e!

)fter fi!!ing up this tab!e$ fi!! up the co!umn on ater absorption capacity in the first tab!e. Euestions< a. b. c. d. ?hich (inds of soi! ha%e dar( co!orD !ight co!orD ?hich are rough in te*tureD fineD not so rough and not so fineD ?hich he!d the greatest amount of aterD the !eastD moreD ?hat soi! samp!e is best for p!antingD

'ote< )cti%ity may be di%ided into 2 or more stations. Fa%e pupi!s or( by station. 0. 0iscussion%Ana)!sis )fter a!! the groups ha%e presented their findings in c!ass$ as( the fo!!o ing 7uestions< ?hich (inds of soi! ha%e the same co!orD te*tureD ater absorption capacityD

#o reinforce pupi!sA !earning$ !et them read the paragraph be!o < &ACB4RO<80 I8FORMAITO8 Bin"s of Soi) 4oi! is the !oose materia! found on the :arthAs surface. It is made up of partic!es of different siKes. ;ecause of this$ soi!s are often described by siKe of partic!es$ co!or and ater ho!ding capacity. /!ay has the finest partic!es. It is made of partic!es pac(ed together tight!y. It is !ight in co!or and can ho!d ater for a !ong time. /!ay is %ery stic(y hen et but it becomes hard hen it dries. hen et

4and has the coarsest partic!es. It is !oose and ho!ds %ery !itt!e ater. In some areas$ sand is dar( but in most p!aces its co!or is !ight or gray. #he grains easi!y separate from each other especia!!y hen dry. 4i!t is fine soi! and can ho!d more bro nish or dar( in co!or. ater than sand. It can a!so be a mi*ture of sand and c!ay. It can be

&oam soi! appears dar( because of the decaying matter. #his soi! is a combination of sand$ humus$ si!t and c!ay. It contains a !arge amount of decaying p!ants and anima!s and is considered the best (ind of soi! for p!ants. E. 4enera)i5ation

181

/ompare the 3 types of soi! based on their te*ture$ co!or and ater absorption. F. A$$)ication 1. ?hat p!ants that thri%e in the different (inds of soi!D

4oi! /an be c!assified according to /o!or such as #e*ture hich may be Dar( &oam Fumus &ight 4and /!ay 4i!t Gra%e! 1. Fo do you c!assify soi!D can you sho itD 6ough Gra%e! 4and ;et een rough O fine &oam Fumus 8ine /!ay 4i!t Fo!d the 5ost ?ater /!ay 4i!t Fo!d some ?ater &oam Fumus Fo!d the &east ?ater Gra%e! 4and ?ater )bsorption /apacity

b. Infuse the %a!ue by as(ing< Do you %a!ue the use of soi!D Fo 4. Assess'ent ). 8or 8ast &earners

/!assify the fo!!o ing (inds of soi!. :*p!ain here you based your c!assification. 4and &oam ;. 8or 4!o &earners #he (inds of soi! in each item be!ong to the same c!assifications. #hin( of the bases for c!assification. ?rite< /+&+6$ #:S#96: or ?)#:6 );4+6.#I+' /).)/I#G. ;ases 1. gra%e! and sand HHHHHHHHHH 2. !oam and humus HHHHHHHHHH 3. c!ay and si!t HHHHHHHHHH 4. sand$ c!ay$ si!t$ gra%e! HHHHHHHHHH I+. Assign'ent 1. ;ring samp!es of soi! in your !oca!ity. /!ay Gra%e! Fumus 4i!t

181

2. /!assify them. 3. Gi%e the bases for c!assification.

I.

Learning Objective:

Discuss ays of protecting and conser%ing soi!

II. Learning Tasks A. Subject Matter: #. Conce$ts 4oi! can be protected through the fo!!o ing ays< rotating the p!anting of crops using organic ferti!iKer disposing garbage proper!y p!anting trees$ grass and other p!ants to (eep the soi! from being ashed a ay 9a!s of Protecting t e Soi)

&ackgroun" Infor'ation 9a!s of Protecting t e Soi) 4oi! is important to peop!e. Fo e%er$ hen the soi! is po!!uted$ peop!e can no !onger use it to meet their needs. ?e shou!d sho care and concern for the soi!. /onser%ing the soi! i!! guarantee good yie!d. +ne ay is to ma(e the soi! rich in humus. Instead of thro ing et garbage from the (itchen$ separate and bury them in the soi! or pot ith soi!. In time$ the (itchen astes decompose into simp!er substance that can ferti!iKe the soi!. /rop rotation is another ay of protecting the soi!. .!anting the same crops in the same soi! e%ery season uses up the minera!s in the soi!. #o pre%ent the !ose of minera!s and other nutrients$ this practice may be used. &egumes such as beans and peanuts can be p!anted after a crop has been har%ested. In this ay$ the soi! i!! regain some nutrients that ha%e been !ost. #he roots of !eguminous p!ants harbor bacteria that can con%ert an e!ement 0'itrogen2 in the air into a compound that ferti!iKes the soi!. (. Process Ski))s Describing$ obser%ing$ inferring *. +a)ue Focus &. References 3 3 De &ara$ 6. G. 01,,72 4cience pp. 1563157 /orone!$ /. /. et a! 021112 p. 71 Demonstrate care and concern for the soi! ) areness of soi! as a %a!uab!e resource

182

C. Materia)s soi! and p!ants in the schoo! garden$ an area in the schoo! or outside here garbage is dumped$ a s!oping portion in the garden ith p!ants and a s!oping portion ithout p!ants$ pai!s of ater 'ote< If these areas are not a%ai!ab!e$ prepare at !east 2 ee(s before this acti%ity is III. Learning Proce"ures A. Revie, ?rite in your B4ho not. a. b. c. d. 5e /ardC # if the statements te!! of the effects of po!!ution on soi! producti%ity$ and 8 if conducted.

.!ants do not gro e!!. .!ants i!! be more producti%e. 4oi! becomes contaminated and not good for p!ants. .o!!uted soi! is !ess producti%e.

&. Motivation%Presentation )s( the c!ass to recite this poem< Soi) God ga%e this soi! to us 8or the farmers to p!ant their crops 8or peop!e to ha%e something to eat )nd a p!ace for us to !i%e. 4hou!d 4hou!d 4hou!d 4hou!d e destroy itD e po!!ute itD e erode itD or e conser%e itD

)!! Fe ants of us Is to sho our !o%e and concern ;y conser%ing and protecting it In our o n !itt!e ays. )s( the fo!!o ing 7uestions< a. Fo do peop!e use the soi!D b. ?hat i!! happen if e i!! not protect the soi! from being po!!utedD c. ?hat attitude shou!d one sho about soi!D Fa%e pupi!s thin( about this 7uestion< ?hat are the ays of protecting the soi!D C. Activit! Pro$er ;ring the c!ass to the schoo! garden. Group the pupi!s into four. Gi%e each group an acti%ity card to or( on.

Activit! # a. /hoose an area in the garden p!anted ith crops.

183

b. +bser%e the soi! and the crops. c. 6ead )ttachment ). d. )ns er the fo!!o ing 7uestions. ?rite the ans ers in a chart. ?hat did you obser%e about p!antsD soi!D Is the soi! ferti!eD ?hy did you say soD )fter har%esting the crops$ hat can be p!anted to regain the nutrients !ostD ?hat do you ca!! this practiceD ?hat ay of protecting the soi! ha%e you !earned in this acti%ityD Attac 'ent A / <se of Cro$ Rotation .!anting the same crops in the same soi! e%ery season uses up the minera!s in the soi!. #o pre%ent the !oss of minera!s and other nutrients$ crop rotation may be used. &egumes such as beans and peanuts can be p!anted after a crop has been har%ested. &egumes i!! enrich the soi!. In this ay$ the soi! i!! regain some nutrients that ha%e been used up by the pre%ious crop. Activit! ( a. b. c. d. /hoose an area in the garden p!anted ith %egetab!es and other p!ants. +bser%e the soi! particu!ar!y on the surface. 6ead )ttachment ;. )ns er the fo!!o ing 7uestions. ?rite the ans ers in your chart. ?hat did you obser%e about the p!antsD about the soi!D ?hat (ind of ferti!iKer is good for the soi!D ?hyD ?hat ay of protecting the soi! ha%e you !earned in this acti%ityD

Attac 'ent & / <se of Organic Ferti)i5er +rganic compost ferti!iKers are good for the soi!. #hey rep!ace the nutrients !ost from the soi!. ?et garbage buried in the ground that decays ma(e the soi! ferti!e. 8erti!e soi! is good for organic p!ant gro th. Activit! * a. Go to the area in your schoo! here garbage is dumped. b. +bser%e the soi! and p!ants if there are any. c. )ns er the fo!!o ing 7uestions. ?rite the ans ers in a chart. 4arbage 0u'$site 4oi! /rop >.!ants Observation

?hat did you obser%e about the soi! in the areaD )re there p!ants in the areaD ?hyD If there are p!ants$ hat do you obser%e about their gro thD ?hy do you thin( the p!ants gro that ayD ?hat do some (inds of garbage do to the soi!D Is it right to dispose garbage any hereD ?hyD Fo can e protect soi! in this caseD

Activit! 3 a. 8ind t o s!oping areas in the garden. one ith p!ants$ one ithout p!ants. b. .our a pai! of ater each on both s!opes. +bser%e. c. )ns er the fo!!o ing 7uestions. ?rite the ans ers in a chart. 4ar"en ithout p!ants ith p!ants Observation

184

Fo do the t o areas differD ?hat happened hen a pai! of ater as poured on the s!ope ith p!antsD ?hat about on a s!ope ithout p!antsD ?hyD :*p!ain your ans er. ?hat can e do to pre%ent soi! from being ashed a ayD ?hat ay of protecting the soi! is sho n in the acti%ityD

'ote< If there are no s!oping areas in your schoo! garden$ prepare one$ for the purpose of this acti%ity. Do this 1 or 2 ee(s before this acti%ity is performed. ?hen a!! the groups are finished ith the acti%ities$ bring the c!ass bac( to the c!assroom. 0. 0iscussion%Ana)!sis Fa%e each group present their findings to the c!ass. )fter their presentation$ as( the fo!!o ing 7uestions< ?hat ays of conser%ing soi! is sho n in the chart of Group 1D group 2D group 3D group 4D

/onso!idate the pupi!As ans ers in one big chart on the board. Area C aracteristics of Soi) C aracteristics of P)ants 9a! of Restoring 8utrients to t e Soi)

E. 4enera)i5ation Describe the ays on ho F. A$$)ication Gour fami!y has a portion of !and. Gou p!anted it ith s eet potato. ?hat (eep it ferti!eD Infuse the %a!ue< .ractice care and concern for the soi!. i!! you do to protect the soi! and to protect and conser%e soi!.

4. Assess'ent ?rite the !etter of the correct ans er. 1. )fter a crop has been har%ested$ !egumes can be p!anted. #his practice is ca!!ed HHHHH. a. b. crop rotation soi! cu!ti%ation c. d. cropping system soi! conser%ation

2. ?hich (ind of ferti!iKer is good for the soi!D a. b. organic inorganic c. d. commercia! fresh anima! astes

3. ?hich practice i!! protect the soi!D a. b. digging ho!es proper disposa! of garbage c. d. dumping garbage on %acant !ots pouring used oi! on soi!

185

4. ?hich is not a ay of protecting the soi!D a. b. crop rotation use of organic ferti!iKer c. d. proper aste disposa! pouring used chemica!s in soi!

5. ?hy is crop rotation good for the soi!D a. b. to regain nutrients to pre%ent erosion c. d. to (eep it moist to ha%e a %ariety of har%est

I+. Assign'ent 5a(e posters and s!ogan on protecting>conser%ing the soi!. ?rite ) if the statement refers to conser%ing the soi!. ). /onser%ing ;. 'ot /onser%ing HHH;H 1.Dumping garbage on %acant !ots. HHH;H 2. Intensi%e farming HHH)H 3. /rop rotation HHH)H 4. .!anting of !egumes after har%esting rice HHH;H 5. .ouring used oi! on soi! ays of conser%ing the soi!= and rite ; if the statement refers to ays of not

I.

Learning Objective:

Identify sources of ater Describe the uses of ater

II. Learning Tasks A. Subject Matter: Sources of 9ater #. Conce$ts%I"eas ?ater comes from different sources. 4ome of these are dams$ ri%ers$ streams$ !a(es$ oceans$ rain and ground ater. Dam is a big storage of ater surrounded by big a!!s. +cean is a %ery big natura! body of ater. ?ater here is sa!ty. 6ain is pure ater$ a product of condensation. Ground ater is the ater beneath the ground. 6i%ers$ streams and !a(es are usua!!y sources of fresh ater. .eop!e use ater in many ays. 4ome of these are the fo!!o ing< for drin(ing and coo(ing food

186

for (eeping ourse!%es c!ean for ashing c!othe and c!eaning you house for irrigating fie!ds doing or( in factories$ restaurant$ machine shop and many other p!aces

(. Process Ski))s +bser%ing$ identifying$ inferring$ ana!yKing

*. +a)ue Focus &. References 3 3 Garcia$ &. ;.$ et a! 01,,72$ pp. 1633164 De!os 4antos$ F. 8. et a! 021122 pp. 2343237 /onser%ation of ?ater

C. Materia)s a pai! of ater$ p!astic cup$ strings$ penci!$ pictures sho ing different sources of shortage$ radio cassette III. Learning Proce"ures A. Motivation%Presentation .!ay the recorded ne s about ater shortage. )s( pupi!s to !isten e!!. #. 8o 9ater in Pasa! Cit! .asay /ity residents are ad%ised to store ater because ater supp!y i!! be cut off starting 4<11 oAc!oc( this afternoon$ )ugust 5. ?ater supp!y i!! be bac( on )ugust 7 at 5<11 oAc!oc( in the morning. #his ater interruption is due to !o !e%e! of ater at &a 5esa Dam. .eop!e are ad%ised to conser%e ater in order not to e*perience orse prob!em on ater shortage in the future. ?here do the residents of .asay get their ater supp!yD ?hat i!! be e*perienced by .asay residentsD ?hy i!! there be ater interruptionD ?hat ad%ice as gi%en to the peop!e so that they he!p so!%e the prob!em on ater shortageD 2. )nother ne s item< )ngat Dam in critica! !e%e! Jan. 11$ 2111 .ub!ic encouraged to sa%e>conser%e ater &ead the c!ass to raise the prob!em< ?hat are the sources of aterD ?here do e get our aterD )s( the chi!dren< some may ha%e e!!s. +thers from community system. &. Activit! Pro$er Group the pupi!s into four. 6eca!! the standards on group acti%ity. Distribute the acti%ity cards and super%ise the Activit! / Picture Stu"! pupi!s hi!e # or(ing. 5ateria!s< .rocedure< a. 4tudy the fo!!o ing pictures. pictures$ sho ing different sources of ater ater$ taped ne s on ater

187
) ; /

b. Identify the sources of ater sho n. Identify a!so here the ater in each picture comes from. 'ote< .ictures may be di%ided into 2 or 3 groups$ and groups may be as(ed to or( by station. G F I C. 0iscussion%Ana)!sis )s( each group to present their or( in the c!ass. )fter a!! groups ha%e presented their or(s$ as( the fo!!o ing 7uestions< 0?rite the pupi!sA ans ers in a tab!e !i(e be!o <2 ?hat is the source of ater in )cti%ity 1D ?hat source of ater is sho n in .icture )D ;D /D DD :D 8D GD FD ID ?here does the ater come fromD Pictures ) ; / D : 8 F I Source of 9ater S o,n 9 ere 0oes 9ater Co'e Fro'

#o reinforce pupi!sA !earning$ post the different acti%ities on board that ma(e use of ater. )s(< hat is the source of ater you are using at homeD /an you identify ho is ater used at home and in the communityD &et the pupi! study the picture be!o

188

.icture 1 Gir! atering p!ants

.icture 2 Gir! ashing c!othes

.icture 3 ;oy drin(ing

.icture 4 ;oy ta(ing a bath

.icture 5 ;oating

.icture 6 8ishing

?hat are the peop!e doing in each pictureD ?hat do peop!e use in doing those acti%ities

Pictures 1 2 3 4 5 6

Activities

Materia) Co''on)! <se" in 0oing T ese Activities

0. 4enera)i5ation ?hat are the sources of aterD Describe ho ater is used. E. A$$)ication ?here does the ater you use at home come fromD Do you (no ho much do you pay for your ater consumption in a monthD ?hat i!! you do to !essen itD )side from !essening the amount paid for your ater bi!!$ hat are the reasons hy you need to conser%e aterD ?i!! the ater supp!y !ast for a !ong timeD ?hyD ?hat do you thin( i!! happen if there is no aterD F. Assess'ent 1.?hat is the source of ater in your faucetD #race ho it reaches your faucet. 2. Fo is ater from the faucet use at home and in the communityD 09se 6ubrics for this2 I+. Assign'ent 1. &ist the different sources of ater found in your community. 2. 5a(e posters sho ing different sources of ater. 3. ?hy is d ind!ing fresh ater becoming a prob!em for many countriesD

18,

&ACB4RO<80 I8FORMATIO8 Sources of 9ater ?ater can be found in many p!aces on earth. ?e find ater in the ocean$ sea$ !a(e$ ri%er$ aterfa!!$ pond$ dam$ ground and underground. #he biggest body of ater is the ocean. #he part of the ocean hich is c!oser to the !and is ca!!ed sea. #he ater here is sa!ty. ) ri%er is a !arge stream of ater. It has fresh ater that f!o s do n to ard the sea. &a(e is a !arge body of ater surrounded by !and. 5ost !a(es ha%e fresh ater. 4ome p!aces are !o . #he bedroc( is %ery c!ose to the surface of the earth. ?hen ater fa!!s on the surface$ the ground is a! ays et. #hese p!aces are ca!!ed s amps. ) dam is a structure that contro!s the f!o of ater. It forms an artificia! !a(e or reser%oir. It is used to irrigate rice fie!d$ supp!y the ater needs of the peop!e and generate e!ectricity. ?hen rain ater is absorbed by the ground $ it is co!!ected and stored the ground be!o ca!!ed the ater tab!e. #his is ca!!ed ground ater. It is c!ean and the best source of drin(ing ater. ?hen ater from the ground comes out through crac(s or roc(s$ it forms a natura! fountain of ater ca!!ed spring. In some p!aces here there is no ater system$ the ground ater is ta(en out. #his is done by means of ater pumps or ater e!!s. .eop!e get ater out of the ground by digging a ho!e do n to the ater tab!e or simp!y use a ater pump

1,1

I. Learning Objective: II.Learning Tasks

Describe the uses of ater

A. Subject Matter: <ses of 9ater #. Conce$t .eop!e use ater in many ays. 4ome of the uses of ater are< a. b. c. d. for drin(ing and coo(ing food for (eeping ourse!%es c!ean for ashing c!othes and c!eaning your house for irrigating fie!ds$ in doing or( in factories$ restaurant$ machine shop etc.

(. Process Ski))s +bser%ing$ inferring$ identifying

*. +a)ue Focus &. References 3 4cience and Fea!th 3 p. 173 )ppreciate the importance of ater

C. Materia)s pictures sho ing acti%ities that ma(e use of ater III. Learning Proce"ures: A. Revie, &et the pupi!s discuss the poster they had prepared regarding the different sources of community &. Motivation%Presentation &et the c!ass sing the song be!o < 9ater Ever!, ere 0#une< BFiya;i!isan 5oC2 #hree fourth of earth is ater in the forms of oceans$ ater found in their

1,1

!a(es and ri%ers= ?ater e%ery here ater e%ery here 02*2 ?ater$ ater e%ery here. ?hat is found e%ery hereD Fo many percent of the :arth is aterD ?here is ater found on :arthD Is ater usefu!D ?hyD do peop!e use aterD

&ead the c!ass to raise< Fo C. Activit! Pro$er

Group the pupi!s into three. 6eca!! the standards hi!e or(ing in group. Distribute the acti%ity cards. 4uper%ise hi!e pupi!s are doing the or( assigned to them. Activit! / Picture Stu"! 5ateria!s 'eeded< pictures sho ing acti%ities that ma(e use of ater .rocedure< a. 4tudy the pictures be!o . .icture 1 ?atering p!ant

.icture 2 ?ashing c!othes

.icture 3 Drin(ing

.icture 4 #a(ing a bath

.icture 5 8ishing

.icture 6 ;oating

b. Describe the acti%ity the peop!e are doing in each picture. c. )ns er the fo!!o ing 7uestions< ?hat are the peop!e doing in picture 1D picture 2D picture 3D etc. ?hat do peop!e use in doing those acti%itiesD

'ote< )cti%ity can be by station. Di%ide the pictures into three$ that is t o pictures per station. Group 1 in station 1$ group 2 in station 2 and group 3 in station 3. Fa%e pupi!s go to another station hen they are finished ith one unti! they are done ith a!! the three stations. 0. 0iscussion%Ana)!sis Fa%e pupi!s present their or( in c!ass. )fter a!! the groups ha%e presented their or(s$ as( the fo!!o ing 7uestions. ?rite the pupi!As ans ers in a chest !i(e be!o or in the b!ac(board. a. ?hat acti%ity is sho n in picture 1D )s( the pupi!s to identify up to picture 6. b. ?hat is one %ery important materia! used in doing these acti%ities.

1,2

Picture 1 2 3 4 5 6 E. 4enera)i5ation Fo

Activities

Materia) Co''on)! <se" in 0oing T ese Activities

do peop!e use aterD

8. A$$)ication Fa%e each group ro!e p!ay in front of the c!ass ho they use ater at home and in schoo!. )fter the ro!e p!aying$ as(< Is ater importantD ?hyD Fo i!! you sho that you %a!ue its useD 4. Assess'ent 1. ?hich of the fo!!o ing te!!s ho a. 1$ 2$ 3$ 5 b. 1$ 2$ 3$ 4 peop!e use aterD

c. 2$ 3$ 4$ 5 d$ 1$ 3$ 4$ 5

2. ?hat ou!d happen to you if you donAt ha%e ater for one ee(D 1. for (eeping onese!f c!ean 2. for drin(ing and coo(ing food 3. for ea%ing c!othes and hats 4. for c!eaning your home 5. for irrigating fie!ds I+. Assign'ent: 1. &ist acti%ities peop!e in your community do to use ater. 2. 5a(e posters>dra ings on ho peop!e use ater.

I.

Learning

Identify practices that cause soi! po!!ution

1,3

Objective: II. Learning Tasks

Infer ho soi! po!!ution affects the gro th of p!ants

A. Subject Matter: Practices t at Cause Soi) Po))ution #. Conce$ts%I"eas 4ome practices that cause soi! po!!ution are the fo!!o ing< a. .ouring used oi! and chemica!s on soi! b. Improper and too much use of insecticide and ferti!iKer c. Improper disposa! of garbage 4oi! po!!ution affects the gro th of p!ants.

(. Process Ski))s +bser%ing$ describing$ comparing

*. +a)ue Focus &. References 3 3 /orone!$ /./. et a! 021112 4cience and Fea!th 3$ 4D .ub!ications Inc.$ .hi!ippines$ pp. 168316, De!os 4antos$ Fe!en 8. et a! 021122 #odayAs 4cience and Fea!th 3$ .hoeni* .ub!ishing Fouse Inc. EueKon /ity$ .hi!ippines$ pp. 228 .roper aste management

C. Materia)s empty cans$ garden soi!$ used oi!$ mi*ture of soap and ater$ !i7uid insecticide$ mongo seeds III. Learning Proce"ures A. Revie, ?rite in your B4ho a. b. c. d. 5e /ardC & if the statement te!!s about ho peop!e use the soi!$ and F if not.

4oi! is used for p!anting. 4oi! erodes and buries houses. /!ay soi! is used in ma(ing pots and "ars. /onstruction or(ers use sand to prepare concrete mi*ture.

&. Motivation%Presentation ;ring the c!ass to the schoo! garden and in the area here garbage is dumped. )s( them to obser%e especia!!y the soi! and the p!ants. ;ring them bac( to the c!assroom after obser%ing. )s( the fo!!o ing 7uestions< a. b. c. d. ?hat did you obser%e in the soi! in the gardenD Do p!ants gro thereD ?hyD ?hat about the soi! in the garbage dump areaD Fo )re there p!ants gro ing thereD ?hyD

is it compared to the soi! in the gardenD

Fa%e pupi!s raise the prob!em< ?hat practices cause soi! po!!utionD C. Activit! Pro$er

1,4

Group the pupi!s into four. 6eca!! the standards materia!s and super%ise the pupi!s hi!e or(ing. Activit! / Practices t at Cause Soi) Po))ution 5ateria!s< .rocedure<

hi!e

or(ing in group. Distribute the acti%ity cards and

8 empty cans$ mongo seeds$ g!ass of ater$ garden soi!$ mi*ture of soap and !i7uid insecticide$ soi! from garbage dump area

ater$ used oi!$

a. Get the 8 empty cans. &abe! them )1$ )2$ ;1$ ;2$ /1$ /2$ D1 and D2. b. .ut e7ua! amount of garden soi! on a!! cans e*cept D 2. 8or this can$ put the same amount of soi! ta(en from garbage dump area. c. /ans 1 are the contro! set3ups and /ans 2 are the e*perimenta! set3ups. d. )dd the fo!!o ing materia!s on /ans 2< )2 @ 5 tab!espoons of mi*ture of soap and ater ;2 @ 5 tab!espoons of used oi! /2 @ 5 tab!espoons of !i7uid insecticide D2 @ 4oi! coming from garbage dumpsite

9it 4ar"en Soi)

?ith 9it 5i*ture Mi:ture ofof 4oap Soa$ and an" ?ater 9ater

9it 4ar"en Soi)

9it <se" Oi)

/an )1

/an )2

/an ;1

/an ;2

9it 4ar"en Soi)

9it LiDui" Insectici"e

9it 4ar"en Soi)

9it Soi) co'ing fro' garbage "u'$site

/an /1

/an /2

/an D1

/an D2

e. .ut the mongo seeds in a g!ass of ater. #hose that i!! sin( are good seeds. f. Get the seeds that san(= p!ant 5 seeds in each can. 5a(e sure that the depth is the same in a!! set3ups. g. +bser%e the set3ups for fi%e days. .!ace them in an area in your garden. Gi%e each can e7ua! amount of aterD h. 5a(e a tab!e !i(e the one be!o to record your obser%ations.

#ab!e 'o. HHH Can Cans # / Contro) Cans ( / E:$eri'enta) )1 )2 ;1 ;2 /1 /2 D1 Observations 0a! *

1,5

D2 'ote< .repare 4 tab!es !i(e the one abo%e to record your obser%ations. #ab!e 1 @ 'umber of &ea%es #ab!e 2 @ /o!or of &ea%es #ab!e 3 @ 4iKe of &ea%es #ab!e 4 @ Feight of 5ongo .!ant i. )ns er the fo!!o ing 7uestions< Fo 12 22 32 42 do the p!ants in contro! and e*perimenta! set3ups differD /ompare in terms of the fo!!o ing< 'umber of !ea%es /o!or of !ea%es 4iKe of !ea%es Feight ?hich p!ants are hea!thier$ the p!ants in /ontro! or :*perimenta! set3upsD ?hy do you thin( soD Did the materia!s added on soi! in the :*perimenta! set3ups affect the gro th of p!antsD Fo D ?hat did these materia!s do ith the soi!D 'ote< #e!! the pupi!s that they they ha%e prepared. i!! report>present to the c!ass the resu!t after fi%e days. /hec( the set3ups

0. 0iscussion%Ana)!sis a. b. c. d. )fter the groups ha%e presented the resu!ts through their obser%ation tab!e$ as( the fo!!o ing 7uestions< Fo do p!ants in the /ontro! and :*perimenta! set3ups differD ?hich p!ants are biggerD sma!!erD ?hich ha%e more !ea%esD ?hat causes the difference in the gro th of p!ants in /ontro! and :*perimenta! set3upsD #o reinforce pupi!sA !earning$ present them an artic!e to read on practices that cause soi! po!!ution. 4oi! is %ery important not on!y to humans but a!so to p!ants and anima!s. ;ut many human acti%ities cause po!!ution on soi!. #he fo!!o ing acti%ities of peop!e contribute to soi! po!!ution. Garbage dumped in the !and. .arts of the garbage that are dumped contain substances that po!!ute the soi!. ?hen peop!e do not dispose of their garbage proper!y$ they contribute to soi! po!!ution. In order to produce more food to feed the increasing popu!ation$ farmers add too much ferti!iKer to the soi!. 8armers a!so use insecticides that contain chemica!s hich destroy sma!! anima!s !i%ing in the soi!. #hey a!so !essen the ferti!ity of the soi!. .eop!e pour used oi! and chemica!s in soi! especia!!y the machine shop soi!. E. 4enera)i5ation ?hat practices cause soi! po!!utionD ?hat is the effect of used oi! on p!antsA gro thD !i7uid insecticideD mi*ture of soap and aterD garbageD F. A$$)ication Fo do you dispose your garbage at homeD or(ers. #his acti%ity po!!utes the

1,6

?hy garbage shou!d be disposed of proper!yD 0Infuse %a!ue.2 )s a pupi! and young citiKen of the country$ ho can you he!p protect the soi! from being po!!utedD I+. Assess'ent /hoose the !etter of the correct ans er. 1. ?hy is the soi! around a machine shop po!!utedD ;ecause of HHHHHHHHHHHHHHHHHHHHHH. a. b. c. d. used oi! and chemica! are poured in the soi! the machines emitting gases and smo(e e*cessi%e amount of ater poured in the soi! the !ac( of p!ants !i(e big trees

2. ?hat i!! you do to protect the soi! from becoming po!!utedD ). ;. /. D. Dump aste on proper p!aces. Do not use pesticides too much. .our used oi! and chemica!s in your bac(yard. 4egregate astes c. )$ ;$ D d. )$ ;$ /$ D

a. ) and ; b. / and D

3. ?hen soi! has p!enty of pesticides and garbage$ it becomes HHHHHH. a. fitted for p!anting c. po!!uted b. producti%e d. suited for crops 4. ?hich practice ma(es the soi! po!!utedD a. improper disposa! of astes b. proper disposa! of astes c. aste segregation d. composting 5. ?hich i!! be more affected if soi! becomes po!!utedD a. b. c. d. gro th of p!ants domestic anima!s means of transportation gro th of insects 2. / 3./ 4.)5. )

Mey< 1. )

+. Assign'ent +bser%e the soi! in your community. Is it po!!utedD &ist the practices of the peop!e in your community that cause soi! po!!ution. 8or those ho are in cro ded areas here there are no %acant spaces$ dra practices that cause soi! po!!ution.

1,7

I.

Learning Objective: II. Learning Tasks

Identify practices that contribute to ater po!!ution

A. Subject Matter: Practices t at Contribute to 9ater Po))ution #. Conce$ts%I"eas #here are practices that contribute to ater po!!ution. 4ome househo!d practices that contribute to ater po!!ution are the fo!!o ing< a. thro ing aste materia!s !i(e dead anima!s$ used detergents$ dirty p!astics and other househo!d astes in cana!s and other bodies of ater. b. pouring used oi! and chemica!s in nearby ri%ers

(. Process Ski))s +bser%ing$ communicating$ comparing

*. +a)ue Focus &. References 3 3 3 Garcia$ &igaya ;. et a! 01,,72 4cience )round 9s 3$ :5G:: :nterprises$ 'o%a!iches$ EueKon /ity$ .hi!ippines$ pp. 1713171 8a"ardo$ :dene!ita ;. 021112 #he ?onderfu! ?or( of 4cience 3$ 8'; :ducationa! Inc.$ EueKon /ity$ .hi!ippines$ p. 22, 4cience )round 9s pp. 1713171 Dispose garbage proper!y

C. Materia)s 8 "ars$ ater$ 32 guppies 0may %ary2$ used oi!$ !i7uid insecticide$ used detergents$ decomposing pee!ings of fruits and %egetab!es. astes !i(e dirty p!astic bags$

1,8

III. Learning Proce"ures A. Revie, Identify the sources of ater described. ?rite the ans er in your B4ho a. big storage of ater surrounded by big a!!s b. %ery big natura! body of sa!ty ater c. pure ater$ product of condensation d. ater beneath the ground e. usua! sources of fresh ater &. Motivation%Presentation Group the pupi!s into three. )s( each group to do the fo!!o ing acti%ity< Ro)e P)a!ing: #hrough ro!e p!aying$ sho Euestions< Fo is ater used at homeD in schoo!D in factoriesD to your c!assmates the different ays by hich peop!e use ater. "dam# "ocean>sea# "rain# "ground water# "spring# 5e /ard.C

C. Activit! Pro$er Distribute the acti%ity cards and materia!s to the groups. 4uper%ise them hi!e or(ing. Activit! # 5ateria!s< ?hat to do< a. Get the 4 "ars. .ut e7ua! amount of ater in each "ar. b. Get the first 2 "ars. &abe! them Jar )1 and Jar )2. c. )dd used oi! in Jar )1 . 4 "ars$ 16 guppies$ used oi!$ !i7uid$ insecticide$ ater

ith ater ith used oi! Jar )1

ith ater on!y

Jar )2

a. )dd 4 guppies each in Jar )1 and Jar )2. +bser%e for 5 minutes. 6ecord your obser%ations. e. Get the other 2 "ars. &abe! them Jar ;1 and Jar ;2. f. )dd 5 spoonfu!s of !i7uid insecticide on Jar ;1. Do not add anything on Jar ;2.

ater ith !i7uid insecticide Jar ;1

ith ater on!y

Jar ;2

1,,

g. )dd 4 guppies each in Jar ; 1 and Jar ;2. +bser%e for 5 minutes. 6ecord your obser%ation in the tab!e simi!ar to the one be!o . Car )1 )2 ;1 ;2 Observations -for ever! 'inute. ( * 3

Euestions< a. b. c. d. ?hat happened to guppies in Jar )1 and Jar ;1D ?hat about on Jars )2 and ;2D ?hy guppies or some guppies 0if not a!! guppies2 died in Jar )1 and Jar ;1D ?hat did used oi! and !i7uid insecticide do ith the ater in Jar ) 1 and Jar ;1D ?hat househo!d practices in using oi! and insecticide contribute to ater po!!utionD

Activit! ( / Effect of Soa$ in 9ater 5ateria!s< ?hat to do< a. Get the 4 "ars. .ut e7ua! amount of ater in each "ar. b. &abe! the first 2 "ars. Jar /1 and Jar /2. c. )dd 5 spoonfu!s of mi*ture of soap and ater on Jar /1. Do not add anything on Jar /2. mi*ture of soap and ater$ astes !i(e dirty p!astic$ rotting pee!ing of fruits and %egetab!es

added ith mi*ture of soap O ater Jar /1

ith ater on!y

Jar /2

d. .ut 4 guppies in each "ar. +bser%e for 5 minutes. e. Get the t o other "ars. &abe! them Jar D1 and Jar D2. f. .ut the dirty p!astic astes and rotting fruits and %egetab!e pee!ings on Jar D 1. Do not add anything on Jar D2. g. .!ace 4 guppies in each "ar. +bser%e for 5 minutes. 6ecord you obser%ation in the tab!e be!o . Car /1 /2 D1 D2 Euestions< a. ?hat happened to the guppies in Jars /1 and D1D in /2 and D2D b. ?hy do you thin( that happenedD ?hat do mi*ture of soap and ater and p!astic astes and pee!ings of fruits and %egetab!es do ith the ater in Jars /1 and D1D c. ?hat practices in disposing astes contribute to ater po!!utionD Observations -$er 'inute. ( * 3

211

Group 6eporting

0. 0iscussion%Ana)!sis )fter the groups ha%e presented their or(s$ as( the fo!!o ing 7uestions to compare and sum up the findings. ?rite the pupi!sA ans ers in a tab!e !i(e the one be!o 0a!ready prepared by the teacher before the c!ass2< Observations Minute *

Car # )1 )2 ;1 ;2 /1 /2 D1 D2 (

Tota) 3 H 0ea" A)ive

a. Fo many guppies died in Jars )1$ ;1$ /1 and D1D ?hat about in )2$ ;2$ /2 and D2D b. ?hy do you thin( some guppies 0if not a!!2 died in those "arsD 0) 1$ ;1$ /1 and D12 c. ?hat did the materia!s !i(e used oi!$ insecticide$ etc. do ith the ater that caused the death of the guppiesD #o reinforce pupi!sA !earning$ !et them read an artic!e on< 4ubstances such as gaso!ine$ motor oi!$ chemica!s and garbage are po!!utants. #hese po!!utants increase rapid!y and may harm the ater anima!s through the food they eat. .o!!utants affect the amount of o*ygen and carbon dio*ide in the ater. Garbage in the body of ater decays because of bacteria. #hese bacteria a!so use o*ygen and gi%e off carbon dio*ide$ causing ater anima!s to die and e%entua!!y disappear. Fouseho!d practices contribute much to ater po!!ution. #hose !i%ing near ri%ers and BesterosC thro their garbage inc!uding dead anima!s and e%en human astes in these bodies of ater causing them to become po!!uted. *. 4enera)i5ation ?hat househo!d practices contribute to ater po!!utionD ?hat practices in using oi! and insecticide cause po!!ution on aterD ?hat ays of disposing garbage po!!ute aterD 3. A$$)ication 6i%ers in most cities !i(e 5etro 5ani!a are po!!uted. ?hat are the causes of thisD :%en if a popu!ation in a p!ace is big$ can aste management prob!em be !essenedD Fo D 0Infuse the %a!ue.2 )s a pupi! and responsib!e young citiKen$ hat can you do to he!p pre%ent our bodies of ater$ !i(e the ri%er$ from becoming po!!uted$ or rehabi!itate those that are a!ready po!!utedD I+. Assess'ent /hoose the !etter of the correct ans er. 1. ?hich practice i!! po!!ute aterD a. disposing astes !i(e dirty p!astics and househo!d astes on ri%ers b. boating in a nearby ri%er

211

c. fishing in the ri%er d. !itt!e boys using the ri%er as p!ace for s imming 2. ?hich of the practices do not po!!ute the ri%erD a. b. c. d. thro dead anima!s to ser%e as food for fishes in the ri%er do not pour used oi! in ri%ers dump fruit and %egetab!e pee!ings in the ri%ers drain chemica!s in the ri%ers

3. ?hich acti%ities i!! contribute to ater po!!utionD I. II. III. I-. .ouring used oi! and chemica!s in the ri%ers /atching fish in the ri%ers Disposing astes in the ri%ers .utting Bti!apiaC finger!ings in the ri%ers c. I$ II$ III d. I$ II$ III$ I-

a. I and II b. I and III

4. If the ater$ become po!!uted$ fishes i!! die. a. #rue b. 8a!se 5. ?hich i!! not cause ater po!!utionD a. b. c. d. pouring used detergent in the ri%ers thro ing dirty p!astic astes in ri%ers draining chemica!s in ater bodies disposing garbage proper!y 2. ; 3.; 4.) 5. D

Mey< 1. ) +. Assign'ent

&ist do n some househo!d practices of the peop!e in your community that contribute to ater po!!ution.

212

I.

Learning Objective:

/ite e%idence that ater is po!!uted

II. Learning Tasks A. Subject Matter: Evi"ences t at 9ater is Po))ute" #. Conce$ts%I"eas ?ater is po!!uted hen< the co!or is dar($ muddy or c!oudy it has fou! odor it contains partic!es (. Process Ski))s +bser%ing$ describing$ comparing$ inferring *. +a)ue Focus ) areness on the possib!e causes of po!!uted ater to our hea!th. &. References 3 8a"ardo$ :dene!ita ;. 021112 #he ?onderfu! ?or!d of 4cience 3$ 8'; :ducationa! Inc.$ EueKon /ity$ .hi!s.$ pp. 2273228

C. Materia)s ?ater in "ars ith mi*ture of soap and !ens$ ater samp!es in bott!es III. Learning Proce"ures A. Revie, In your B4ho a. b. c. d. e. 5e /ardC$ dra ater$ used oi!$ insecticide and dirty p!astic astes$ tap ater$ magnifying

if the practice causes

ater po!!ution and

if not.

pouring used oi! and chemica!s in the ri%ers dumping househo!d and human astes in the ri%ers catching fish in the ri%ers draining industria! astes on a body of ater putting ater !i!ies in ri%ers

&. Motivation%Presentation .resent to the c!ass the ater samp!es in transparent bott!es. #he ater samp!e may come from a cana!$ ri%er$ ground$ faucet$ etc. )s( pupi!s to obser%e the ater in each bott!e. 0'ote< Do not ma(e !abe!s on bott!es.2 )s(< ?hat can you obser%e in the ater in each bott!eD ?here do you thin( the ater in each bott!e came fromD ?hich ater samp!e do you thin( is po!!utedD ?hat ma(e you say soD 4ay< ?eA!! find out today about e%idences that po!!utionD ater is po!!uted. ?ho has 7uestions regarding ater

213

(. Activit! Pro$er Distribute the acti%ity cards and materia!s. 4uper%ise the pupi!s hi!e or(ing in group. Activit! / Po))ute" or 8ot 5ateria!s< magnifying !ens$ ater in "ars 0proper!y !abe!ed2 )@ ;@ /@ D@ :@ .rocedure< a. +bser%e the ater in each "ar. 'otice the co!or$ odor$ sme!! and partic!es contained in the "arD b. 6ecord your obser%ation using the tab!e be!o . 9ater in &ott)e ) ; / D : Euestions< a. b. c. d. e. f. g. h. C. ?hich ater samp!e has dar( co!orD muddyD c!oudyD ?hat can you say about these ater samp!esD ?hich ater samp!e is c!earD ?hat can you infer about itD /an e say that c!ear ater is c!eanD ?hich ater samp!e has fou! odorD ?hat (ind of ater is itD ?hich ater samp!e is odor!essD ?hat (ind of ater is itD ?hich ater samp!es contain partic!es of other materia!sD ?hat (ind of ater are thoseD ?hat are the characteristics of po!!uted aterD Differentiate po!!uted from non3po!!uted aterD Is po!!uted ater safeD ?hyD Group 6eporting Co)or S'e)) Are t ere Partic)es F)oating Po))ute" or 8ot Evi"ence t at 9ater is Po))ute" ater in each ith mi*ture of soap and ater ith used oi! ith insecticide ith dirty p!astic astes ith faucet ater

0iscussion an" Ana)!sis )fter a!! the groups ha%e presented their groups. or(s$ as( the fo!!o ing 7uestions. 6efer to the tab!e presented by the

?hich ater samp!es ha%e the same co!orD ?hat does it indicate about these ater samp!esD ?hich ater samp!e has fou! odorD ?hat can this indicateD ?hich bott!es contain ater ith big and sma!! partic!esD ?hat can you say about these samp!esD Fo i!! you distinguish po!!uted from non3po!!uted aterD Is po!!uted ater safeD ?hyD 0. 4enera)i5ation ?hat are the e%idences that i!! sho that ater is po!!utedD ?hat are the characteristics of po!!uted aterD ?hat is the co!or of po!!uted aterD sme!!D ?hat does po!!uted ater containD

214

E. A$$)ication #here is a ri%er in your p!ace but the ater becomes po!!uted because the residents thro their garbage on it. ?hen it rains hea%i!y$ the ater o%erf!o s. Gour p!aymates as( you to "oin them s imming in the ri%er. ?i!! you go ith themD ?hyD ?hat can you do to rehabi!itate the ri%erD Is it important to (eep the ri%ers c!eanD ?hyD I+. Assess'ent /hoose the !etter of the correct ans er< 1. ?hich is not an e%idence that ater is po!!utedD a. has dar( co!or b. has fou! odor 2. ?hy is po!!uted ater not safe to useD a. b. c. d. It can cause hea!th prob!ems. It s!o s do n the digestion of food. It ma(es the heart beat faster. It decreases metabo!ism. c. c!ean d. contains partic!es

3. .o!!uted ater has fou! odor. a. #rue b. 8a!se 4. ?hich i!! sho that ater is po!!utedD a. odor!ess b. co!or!ess 5. Fo do e (no c. sme!!y d. pure if the ater is po!!utedD III. #he co!or is dar(. I-. #he co!or is c!ear. c. I$ II$ III d. I$ II$ III$ I-

I. #here are po!!utants. II. #he sme!! is fou!. a. I and II b. II and III +. Assign'ent

;ring ater samp!es from your !oca!ity. Identify the source. #e!! hether the ater is po!!uted or not. &ist e%idences if the ater is po!!uted.

215

I.

Learning Objective:

.ractice ays of protecting>conser%ing ater

II. Learning Tasks A. Subject Matter: Conserving 9ater #. Conce$ts%I"eas #here are different ays to protect or conser%e ater. #urn the faucet off hi!e brushing your teeth. 9se pai! and dipper hen ta(ing a bath instead of the sho er. 6ecyc!e used ater for c!eaning the house$ f!ushing the toi!ets and for bathing pet anima!s. 9se a basin hen ashing dishes and ashing c!othes. Do not p!ay ith ater. 6eport !ea(ing ater pipes or faucets to proper authorities.

216

(. Process Ski))s +bser%ing$ communicating$ demonstrating$ c!assifying

*. +a)ue Focus &. References 3 3 4cience for Dai!y 9se 3 pp. 218321, ?onderfu! ?or!d of 4cience pp. 2313231 /onser%ation of ater

C. Materia)s pictures sho ing ays of conser%ing ater$ charts$ c!ue cards each card printed ith a. ?ashing c!othes using basin b. 6ecyc!ing ater to c!ean f!oors$ f!ushing toi!ets c. /!osing faucets hen not in use d. 6eport !ea(ing faucets and pipes to proper authority III. Learning Proce"ures A. Revie, ?hat are the uses of aterD 0/a!! one pupi! to act out one use of ater and !et their c!assmates guess. &et the pupi! ca!! on another pupi!.2 &. 0eve)o$'enta) Activities #. Motivation%Presentation a. b. c. d. e. ?hat do you a! ays do after eatingD ?hat do you need to brush your teeth ithD /an you brush your teeth ithout aterD #eacher i!! sho a picture of a gir! brushing her teeth hi!e the ater is f!o ing from the faucet. +bser%e the picture. #e!! something about it. Do you thin( it is proper for the gir! to brush her teeth ithout using a g!assD ?hyD

C. Activit! Pro$er a. Di%ide the c!ass into 4 groups b. Distribution of )cti%ity /ard to the Different Groups. Activit! # 5ateria!s< ?hat to do< a. Get a c!ue card from your teacher. 0#his i!! te!! hat your group i!! do.2 b. Discuss ith your group ho you i!! act out hat is in the c!ue card. c. ;e sure that you i!! on!y perform a pantomime of hat is ritten in the c!ue card. #here shou!d be no dia!ogue. Group .resentation c!ue cards

0. 0iscussion%Ana)!sis a. In the dramatiKation sho n by the first group$ hat ha%e you !earnedD Did they sho ho to sa%e aterD

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b. ?hat about the second groupD ?hy do e need to report !ea(ing faucets and pipesD ?ho he!ps repair the !ea(ing pipesD ?hat did the p!ay sho D c. ?hat is recyc!ed aterD ?hat are other ays to use recyc!ed aterD Is this a good practice of sa%ing aterD d. ?hy do e need to c!ose the faucet after using itD e. ?hat can e a!so do to pre%ent po!!uting our ater sourcesD E. 4enera)i5ation ?hat are the ays or practices to protect>conser%e F. A$$)ication .resent pictures depicting proper and improper them. I+. Assess'ent Dra ays of caring for and conser%ing ater. &et the pupi!s c!assify aterD

on the b!an( if the statement sho s practice or ays to conser%e

ater and

if not on the b!an(s.

HHHHHHH 1. /!ose the faucet after you use it. HHHHHHH 2.6eport !ea(ing faucet. HHHHHHH 3. &et the po!ice repair !ea(ing pipes. HHHHHHH 4. 9se a ater hose instead of a ater sprin(!er to ater p!ants. HHHHHHH 5. /!ose the faucet hi!e brushing your teeth. HHHHHHH 6. 9se enough ater for bathing. HHHHHHH 7. /!ean the toi!et>car ith recyc!ed ater. HHHHHHH 8. ?ash dishes in f!o ing ater. HHHHHHH ,. #hro a ay used ater. HHHHHHH 11. 6ecyc!e used ater. M:G<

1.

2. 7.

3. 8.

4. ,.

5. 11.

6. +. Assign'ent

.repare posters for conser%ing ater.

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I.

Learning Objective:

6ecord the eather for the day> ee( using symbo!s

II. Learning Tasks A. Subject Matter: 9eat er for t e 0a! #. Conce$ts%I"eas ?eather is the condition of the atmosphere in a certain p!ace at a gi%en time. ?eather condition changes from day to day. It can a!so change during the day. #he eather maybe sunny$ c!oudy$ rainy$ indy or stormy. 4ymbo!s he!p us te!! about the eather.

&ackgroun" Infor'ation ?hene%er e ta!( about the condition of the atmosphere$ e ta!( about the eather. ?eather is the condition of the atmosphere in a gi%en p!ace at a certain time. #he condition of the air is one of the e!ements that affect the eather. If the sun is shining$ the air is arm$ the c!ouds are c!ear$ the ind is ea($ and it is a sunny day. If the sun cannot be seen$ the c!ouds are dar($ and rain is fa!!ing$ then it is a rainy day. If the sun is shining$ c!ouds are s!ight!y dar( or c!ear$ and the ind is b!o ing hard$ then it is a indy day. If the sun cannot be seen and there are p!enty of s!ight!y dar( c!ouds$ but the rain is not fa!!ing$ then it is a c!oudy day. If the rain is strong and the inds b!o hard$ it is a stormy day.

?hen describing the eather$ e a! ays consider the presence of the sun$ condition of the c!ouds$ the spread of the ind and the temperature of the air.

21,

(. Process Ski))s +bser%ing$ recording$ communicating (. +a)ue Focus )ppreciation of eather &. References ;a!agtas$ 5ari!yn 9.$ et a! 01,,,2 Gro ing ith 4cience and Fea!th 3 0#S2$ Dane .ub!ishing Fouse$ Inc. EueKon /ity$ .hi!s.$ pp. 216321, /orone!$ /arme!ita /.$ et a! 01,,,2 ?or(boo( in 4cience and Fea!th for Grade III$ 4D .ub!ications$ Inc. 4ta. 5esa Feights$ EueKon /ity$ pp. 1123116

C. Materia)s ?eather chart ?eather symbo!s<

4unny day

6ainy day

?indy day

4tormy Day /!oudy day III. Learning Proce"ures A. Revie, -if nee"e".% c ecking of assign'ent -if an!. &. Motivation%Presentation 6hyme< Is the sun shining bright!yD Is the air arm todayD Is the ind not b!o ingD Is it a sunny dayD Is the sun hiding todayD

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)re the c!ouds dar( and grayD Is it a rainy dayD /ome$ te!! me hat the eather is today. 6ecite the rhyme and ans er the 7uestions. C. Activit! Pro$er a. Di%ide the c!ass into four 042 groups. b. 6eca!! standards for group acti%ity. Activit! # / E:$)ore an" 0iscover t e 9eat er 5ateria!s< .rocedure< a. Go out of the c!assroom. b. &oo( at the s(y$ but do not !oo( direct!y at the sun. c. +bser%e the condition of the atmosphere. Euestions< a. ?hat did you see in the s(yD b. ?hat did you obser%e in the atmosphereD c. ?hat symbo! ou!d you !i(e to use to represent the condition of the atmosphereD Activit! ( / Picture Stu"! 5ateria!s< pictures>i!!ustrations penci!$ paper

211

?hat to do< a. 4tudy the pictures. b. 6eca!! the past e*periences on the condition sho n in each picture. 'ote< ?hiche%er the condition of the atmosphere in )cti%ity 1 shou!d no !onger be discussed in )cti%ity 2 to a%oid repetition

Euestions< a. ?hat condition of the atmosphere is sho n in each pictureD b. ?hat symbo! ou!d you !i(e to use to represent the condition of the atmosphereD Group .resentation C. 0iscussion%Ana)!sis 1. ?hat are the things 2. ?hat symbo!s can c!oudy indy e obser%ed todayD e use for the fo!!o ingD sunny stormy rainy

&et us ma(e this chart using symbo!s e agreed upon< Ti'e 7<11 )5 8<11 )5 ,<11 )5 C)ou" Rain 9in" Sun Bin" of 9eat er

0. 4enera)i5ation ?hat are the different conditions of the atmosphereD ?hat symbo! best represents each condition of the atmosphereD E. A$$)ication 6ecord the condition of the atmosphere or the eather from 5onday to 8riday. 0a! 5onday #uesday ?ednesday #hursday 8riday 0escri$tion #here are p!enty of c!ouds and rain is fa!!ing. #he sun is shining and the sun is b!o ing %ery s!ight!y. #he sun cannot be seen and the s(y is co%ered ith c!ouds #he sun is shining and the ind is b!o ing strong. #he s(y is dar($ the rain is fa!!ing. 9eat er%Con"ition of t e At'os$ ere

212

I+. Assess'ent 6ead the situations and identify the eather or condition of the atmosphere in each day. 0a! 4unday 5onday #uesday ?ednesday #hursday +. Assign'ent +bser%e the eather for one 012 ee(. 6ecord the eather using the symbo!. 0a!s 5onday #uesday ?ednesday #hursday 8riday 4aturday 4unday S!'bo)s 0escri$tion #he branches on the trees are s aying$ the ind is mo%ing fast. #he heat from the sun is !essened. #he sun is hidden by the c!ouds. It is %ery hot. .eop!e go to the beach. #hey go on picnics. .eop!e a%oid going out. If they do$ they use umbre!!as or raincoats to protect themse!%es from getting et. It is %ery hot. #he s(y is c!ear. 9eat er%Con"ition of t e At'os$ ere

I.

Learning

Interpret a simp!e eather chart

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Objective: II. Learning Tasks A. Subject Matter: Inter$reting a Si'$)e 9eat er C art #. Conce$ts%I"eas ) eather chart gi%es information about the condition of the atmosphere for certain period of time. It contains information about the temperature$ s(y co%ering$ ind direction and ho it b!o s$ and amount of rainfa!!. 4ometimes$ eather chart uses symbo!s>signs.

(. Process Ski))s +bser%ing$ interpreting$ inferring

*. +a)ue Focus &. References 3 4cience and Fea!th for ;etter &ife pp. 1363137 8ormation of habit on chec(ing eather chart

C. Materia)s simp!e eather chart$ chart of different s(y conditions III. Learning Proce"ures A. Revie, #a!( about the eather of the dayD Fo do you describe the s(y conditionD &. Motivation%Presentation ?ho reads ne spaperD ?hat part of it do you readD Fa%e you seen a eather chart in itD #oday eA!! study a eather chart. C. Activit! Pro$er Di%ide the c!ass into 536 sma!! groups. .ro%ide each group ith a different eather chart. Activit! 5ateria!s 'eeded< chart ?hat to do< a. &et the pupi!s study the chart assigned to them. 0a! 4unday Te'$erature at I:;; AM 261/ Sk! Con"ition 9in" 0irection 'orth 9in" S$ee" 8ast Rainfa)) Bin" of 9eat er 8air

214

5onday #uesday ?ednesday #hursday 8riday 4aturday

261/ 281/ 271/ 211/ 211/ 251/

'orth :ast ?est :ast :ast 'orth

4!o 8ast 4!o 8ast 8ast fast

8air 4unny 4unny 6ainy 6ainy ?indy

b. )ns er the fo!!o ing 7uestions< 1. 2. 3. 4. 5. 6. c. ?hich day of the ee( had the highest temperatureD ?hich day had the !o est temperatureD ?hich days ere c!earD During hat days did it rainD +n hat day is it part!y c!oudyD ?hich day as armerD armestD

Group reporting

0. 0iscussion%Ana)!sis 1. 2. 3. 4. 5. Fo ere you ab!e to ans er the 7uestions in your cardD ?ere you ab!e to identify hich days ere sunny$ stormy or c!oudyD Do you thin( reading eather charts is importantD ?hyD Do you ha%e this habit of reading eather chartD Is it good to ha%e this habitD ?hyD

E. 4enera)i5ation 1. ?hat is a eather chartD 2. ?hat information can be found in a eather chartD 3. Fo can a eather chart be usefu!D F. A$$)ication Mon"a! Tues"a! 9e"nes"a! T urs"a! Fri"a!

). ;ased from the chart$ on hat day>s shou!d you be ready because it might rainD ?hyD ;. ?eather changes from time to time. ?hat i!! you bring in order to protect yourse!f from the rain or the sunAs heatD ?hat might happen if you often times get et because of hea%y rainsD Fo i!! you a%oid getting sic( because of changing eatherD I+. Assess'ent Dra the eather and the s(y condition in each situation in the chart be!o .

215

9eat er 1. 2. 3. 4. 5. Dar( c!ouds form$ ind is strong. Gou need raincoat and boots. Gou can p!ay outdoors. Mite p!aying is en"oyab!e. ?e need to use umbre!!a.

Sk! Con"ition

+. Assign'ent ). +bser%e the eather for the coming ee( and ans er the fo!!o ing 7uestions. 1. +n hat day is the s(y c!earD 2. ?hat is the s(y condition during 4undayD 3. ?hich day is c!oudy D ;. &oo( for a ne ne spaper and !oo( for the coming daysD eather chart. ?hat (ind of eather condition in the forecast for the

I.

Learning Objective:

Interpret data on the changes of temperature

II. Learning Tasks A. Subject Matter: Inter$reting a Te'$erature C art #. Conce$t #he sun affects the air temperature from time to time e%eryday. #he temperature is coo!er in the morning than at noontime.

216

&ackgroun" Infor'ation Te'$erature of t e Air 4ometimes$ the air is co!d. )t other times$ it is arm. #he temperature of air may not be the same in different p!aces. It changes from time to time. #he temperature of air he!ps us te!! about the eather. #he temperature in the morning is !o and gets higher as the sun rises. 'orma!!y$ the hottest time of the day is at noontime because the sunAs rays stri(e direct!y. #he temperature gradua!!y decreases as the sun sets.

#he !ight of the sun affects the air temperature from time to time. (. Process Ski))s Interpreting$ obser%ing$ comparing *. +a)ue Focus /are and concern for the en%ironment &. References 3 3 Jacinto$ :mi!io Jr. 4. 01,,,2 4cience and Fea!th 3$ pp. 1,131,1 /orone!$ /arme!ita /.$ et a! 021112 4cience and Fea!th 3$ 4D .ub!ications Inc. EueKon /ity$ .hi!ippines$ pp. 1813182

C. Materia)s temperature chart$ thermometer$ i!!ustrations III. Learning Proce"ures A. Revie, ?hat instrument is used to measure temperatureD Fa%e pupi!s gi%e the readings in the fo!!o ing thermometers. a. c.

217

b.

d.

&. Motivation%Presentation Fa%e pupi!s obser%e the s(y condition and temperature. )s(< ?hat did you obser%e on the s(y conditionD ?hat is the temperature at this time of the dayD ?hat do you obser%e on the temperature in the different hours of the dayD )fter getting the pupi!sA ans er$ say< #oday eA!! interpret data on the changes of temperature. C. Activit! Pro$er 3 3 Grouping 6eca!! 4tandards

Activit! 5ateria!s< .rocedure< a. 4tudy the temperature chart sho n be!o . b. )s( the pupi!s to interpret the temperature readings at different times. Te'$erature C art Mon"a! Tues"a! 27`/ 27.5`/ 27.5`/ 28`/ 28`/ 28.5`/ 28`/ 28`/ 27`/ 27`/ temperature chart

Ti'e 6<11 )5 ,<11 )5 12<11 'oon 3<11 .5 6<11 .5 Euestions< a. b. c. d. 3

9e"nes"a! 26.5`/ 27`/ 28.5`/ 27.5`/ 26.5`/

?hat does the chart sho D ?hat ha%e you noticed about the temperature readings during these daysD ?hat is the coo!est temperature readingD ?hat day as itD ?hat is the armest temperature readingD ?hat days ere theseD Group 6eporting

0. 0iscussion%Ana)!sis ?hat time among these days ha%e the !o est temperature recordedD ?hat time of these days ha%e the highest temperature recordedD ?hat as the change in temperature from 6<11 )5 to 12<11 'oon in each dayD

218

?hat about from 12<11 'oon to 6<11 .5D E. 4enera)i5ation ?hat day has the highest temperature reading D ?hyD ?hat do you thin( ma(es the temperature change at different times during the dayD F. A$$)ication )t hat time of the day is it good to do the fo!!o ing acti%itiesD ?hyD har%esting %egetab!e atering p!ants drying c!othes p!aying bas(etba!! Fo #here is an issue about ho can this be a%oidedD the temperature is getting hotter due to the destruction of the oKone !ayer.

I+. Assess'ent 4tudy the chart to ans er the 7uestions be!o . Ti'e 12<11 .5 2<11 .5 4<11 .5 6<11 .5 8<11 .5 1. 2. 3. 4. 5. Te'$erature 33`/ 31`/ 31`/ 25`/ 24`/

)t hat time is the coo!estD )t hat time is the temperature the sameD )t hat time is the hottestD ?hat is the temperature at 2<11 .5D ?hat does the chart sho us about air temperatureD

+. Assign'ent ?hat acti%ities does your mother usua!!y do in the morningD ?hy do you thin( she does it regu!ar!yD

21,

&I4# +8 6:8:6:'/:4 ;osa($ 4 1,,1$ 4cience Is_a source boo( for fascinating facts$ pro"ects and acti%ities$ 4cho!astic /anada &td.$ +ntario. 4andhayarani$ ' 211,$ Different parts of the human ear$ %ie ed 12 )ugust 211,$ http<>> parts3of3the3human3ear.htm!. ?ester :$ 8!ic(ety JF$ &i!!ian 5$ #i(u(o D 211,$ Fo .buKK!e.com>artic!es>different3 . i(iho .com> )ugust )ugust 211,$ 211,$

to c!ean your ears$ %ie ed 18 )ugust 211,$ http< map$ pyramid$ %ie ed %ie ed 18 18

.e!!etier$ / 211,$ ;eyond the tongue http<>> .bu!(msm.com>)yur%edicFerba!545>p51.htm Ga%in$ &5 2118$ #he food guide http<>>(idshea!th.org>(id>stayHhea!thy>food>pyramid.htm!

- 9ni%ersity of the .hi!ippines 'ationa! Institute for 4cience and 5athematics :ducation De%e!opment. 021132. .ractica! ?or( in :!ementary 4choo! 4cience Grade 3< 4ourceboo( for #eachers. Di!iman$ E/< )uthor. - 9npub!ished handout. 021162. Teaching About Air. .repared by ;e!en$ J.G. 8or a training program for teachers conducted at the 9ni%ersity of the .hi!ippines 'ationa! Institute for 4cience and 5athematics :ducation De%e!opment. - /orone!$ /. /. et a! 021112. Science and Health &rade ''' 0#S2. E/< 4D .ub!ications$ Inc. pp. 1213121. Department of :ducation and /u!ture. 01,772 Time, Space and )hange/ Te=tbook for Elementar$ Science &rade Three. 5ani!a< )uthor. 9npub!ished manuscript by ;e!en$ J. G. 0n.d.2. )omparing Solids and -i7uids.

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9ni%ersity of the .hi!ippines 'ationa! Institute for 4cience and 5athematics :ducation De%e!opment.021132. %ractical 8ork Approach in Elementar$ School Science. E/< )uthor. pp. 5,361. 3 5inistry of :ducation :!em. 4cience 01,812$ pp. 1153117 Department of :ducation and /u!ture 01,772 Time, Space and )hange/ Te=tbook for Elementar$ Science &rade Three. 5ani!a< )uthor. - )bracia$ '. 5. et a! 01,842$ 4cience and Fea!th 3 p. 1163117

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